IB MYP Individuals & Societies (I&S) Curriculum & Assessment Guide (Years 1 – 5)
Geography • History • Economics • Civics • Sociology • Global Studies
The IB MYP Individuals & Societies (I&S) subject group blends multiple disciplines such as history, geography, civics, economics, psychology, and global studies. It teaches students to understand human behavior, societies, cultures, systems, and global change through inquiry and critical thinking.
This guide explains criteria A–D, topics for Years 1–5, learning goals, and preparation strategies.
Structure of MYP Individuals & Societies
- Years 1–3 (Foundational Humanities): Inquiry skills, source analysis, basic historical/geographical/economic concepts.
- Years 4–5 (Advanced Humanities): Research, extended writing, argumentation, global connections, and source evaluation.
Assessment Criteria (A – D)
- A: Knowing & Understanding
- B: Investigating
- C: Communicating
- D: Thinking Critically
Each criterion is graded 1–8, total out of 32 → converted to 1–7 for the final grade.
Criterion A – Knowing & Understanding
Mastering content knowledge, concepts, and subject-specific terminology.
| Year | Core Topics | Students Should Demonstrate | Preparation Tips |
|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Map skills, ancient civilizations, community & government basics | Define key terms, label maps, describe simple systems | Practice map reading & timelines |
| MYP Year 2 / Year 8 / Grade 7 | Early trade, human–environment interaction, culture | Explain concepts with examples, compare simple societies | Use documentaries & story-based history books |
| MYP Year 3 / Year 9 / Grade 8 | Systems: political, economic; global cultures; population | Explain cause–effect relationships; use subject vocabulary | Create concept maps for each unit |
| MYP Year 4 / Year 10 / Grade 9 | Industrialization, globalization, economic indicators | Apply concepts to real case studies; analyze change over time | Read articles and link them to learned concepts |
| MYP Year 5 / Year 11 / Grade 10 | Geopolitics, human rights, development, global conflict, advanced economics | Synthesize multiple case studies; explain complex interactions | Practice extended responses & essay outlines |
Criterion B – Investigating
Researching: creating research questions, collecting data, organizing investigations.
| Year | Inquiry Skills | Expected Outputs | Practice Strategies |
|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Ask factual questions; gather basic info | Simple research plan; labeled graphic organizers | Use children's encyclopedias; classify information |
| MYP Year 2 / Year 8 / Grade 7 | Identify sources; differentiate fact vs opinion | Short research paragraph with citations | Search with keywords; introduce note-taking |
| MYP Year 3 / Year 9 / Grade 8 | Frame research questions; compare sources | Research poster or report with bibliography | Teach "BIG 6" research steps |
| MYP Year 4 / Year 10 / Grade 9 | Develop complex questions; select primary/secondary sources | Multi-section research assignment | Use online databases & credible sources |
| MYP Year 5 / Year 11 / Grade 10 | Conduct structured investigations; evaluate source reliability | Full research report (intro, method, findings, citation) | Teach citation styles (MLA/APA), source credibility grid |
Criterion C – Communicating
Communicating ideas clearly, logically, and ethically for different audiences.
| Year | Skills | Evidence | Support Strategies |
|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Organize ideas into simple paragraphs | Posters, labeled diagrams, simple presentations | Teach paragraph structure (Point–Detail) |
| MYP Year 2 / Year 8 / Grade 7 | Use subject vocabulary and structure | Short reports, oral presentations | Practice with graphic organizers |
| MYP Year 3 / Year 9 / Grade 8 | Use formal formats (essays, reports) | Structured responses: intro → body → conclusion | Model essay structures (TEEL/PEEL) |
| MYP Year 4 / Year 10 / Grade 9 | Logical flow; use maps/tables/charts | Extended essays, case studies | Peer-editing routines; writing templates |
| MYP Year 5 / Year 11 / Grade 10 | Professional academic writing & referencing | Full essays, research reports, debates | Teach referencing & formal academic tone |
Criterion D – Thinking Critically
Analyze facts, evaluate perspectives, interpret sources, and critique arguments.
| Year | Focus Areas | What Students Should Show | Practice Ideas |
|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Recognize simple causes/effects; compare basic viewpoints | Sort facts vs opinions; simple source analysis | Use newspaper pictures as "sources" |
| MYP Year 2 / Year 8 / Grade 7 | Interpret basic graphs/maps/data | Compare viewpoints ("Which is more convincing?") | Ask "Why?" and "How do we know?" questions |
| MYP Year 3 / Year 9 / Grade 8 | Analyze sources, evaluate reliability | Write balanced arguments | Teach bias, perspective, purpose |
| MYP Year 4 / Year 10 / Grade 9 | Compare multiple perspectives; critique evidence | Structured essays with supported arguments | Introduce DBQ-style questions |
| MYP Year 5 / Year 11 / Grade 10 | Evaluate arguments; form justified judgments | High-level essay with evidence from varied sources | Use real-world controversies (trade, conflict, rights) |
Year-by-Year Overview by Discipline
(I&S blends subjects — here is a strand-by-strand global structure.)
| Strand | MYP Year 1 / Year 7 / Grade 6 | MYP Year 2 / Year 8 / Grade 7 | MYP Year 3 / Year 9 / Grade 8 | MYP Year 4 / Year 10 / Grade 9 | MYP Year 5 / Year 11 / Grade 10 |
|---|---|---|---|---|---|
| History | Ancient civilizations | Medieval trade systems | Renaissance, Revolutions | Industrialization, Empires | Conflict, Cold War, Human Rights |
| Geography | Maps, weather, landforms | Population, climate, resources | Globalisation basics | Migration, sustainability | Urban planning, geopolitics |
| Economics | Wants/needs | Simple markets | Supply/demand basics | Development indicators | Global trade, economic policies |
| Civics/Politics | Local government | Citizenship | Forms of government | Laws & justice | International relations |
| Global Studies | Cultural norms | Diversity & identity | Global issues | Environmental change | Sustainable development |
Approaches to Learning (ATL) for I&S
I&S heavily develops the following IB skills:
- Thinking: Source analysis, argumentation, interpreting trends & graphs
- Research: Questioning, data collection, citation and ethics
- Communication: Debates, formal writing (essays, reports), presentation skills
- Self-management: Planning extended tasks, research timeline management
Encourage students to keep a humanities journal for reflections, case-study notes, and summary maps.
Preparation Timeline Across the Year
| Term | Focus | What Students Should Do |
|---|---|---|
| Term 1 | Humanities foundations & key vocabulary | Learn maps, timelines, reading data |
| Term 2 | Inquiry + investigation (Criterion B focus) | Create a small research project |
| Term 3 | Communication + extended writing | Draft structured essays & source paragraphs |
| Term 4 | Full criteria integration (A–D) | Complete a summative case study or research report |
How Parents Can Support
- Discuss history/geography during travel, movies, news.
- Help your child create timelines or maps for each unit.
- Encourage reading: biographies, nonfiction, history stories, National Geographic.
- Review humanities rubrics and ask: "What evidence supports your argument?"