IB MYP Sciences Curriculum & Assessment Guide (Years 1 – 5)
The IB Middle Years Programme (MYP) Science curriculum nurtures curiosity, investigation, and analytical thinking. Students learn to explore scientific ideas through inquiry, experimentation, and real-world connections across biology, chemistry, physics, and environmental science. Over five years, learners evolve from exploring basic observations to conducting complex investigations that model how scientists work in the real world.
Structure of MYP Sciences
- Years 1–3 (Foundation Sciences): Observation, measurement, introduction to biology, chemistry, and physics concepts.
- Years 4–5 (Applied Sciences): Experimental design, evaluation, data processing, and interdisciplinary connections.
Assessment Criteria (A – D)
- A: Knowing & Understanding
- B: Inquiring & Designing
- C: Processing & Evaluating
- D: Reflecting on the Impacts of Science
Each criterion is assessed on an 8-point scale, giving a total of 32 per subject, later converted to a 1–7 grade.
Criterion A – Knowing & Understanding
Apply scientific knowledge and explain relationships between science and real-world issues.
| Year | Core Topics | Students Should Be Able To … | Preparation & Practice |
|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Properties of matter, states of matter, forces, simple energy forms, habitats | Recall key terms, describe processes (melting, magnetism, food chains), classify materials | Observe daily phenomena; use vocabulary flashcards; label diagrams |
| MYP Year 2 / Year 8 / Grade 7 | Cells, energy transfer, mixtures & solutions, motion, simple machines | Explain relationships using diagrams and data | Use models (atom kits, pulleys); relate energy to daily life |
| MYP Year 3 / Year 9 / Grade 8 | Human body systems, chemical reactions, sound & light, ecosystems | Explain cause–effect using scientific language; identify variables | Summarise textbook paragraphs into concept maps |
| MYP Year 4 / Year 10 / Grade 9 | Atomic structure, genetics, ecology, Newton’s laws | Analyse data; compare scientific models; link micro ↔ macro concepts | Practise past short-answer questions and draw process flowcharts |
| MYP Year 5 / Year 11 / Grade 10 | Waves, electricity, periodic table trends, evolution, energy systems | Synthesise ideas across disciplines; construct scientific arguments | Solve IB-style extended-response questions; justify reasoning |
Criterion B – Inquiring & Designing
Plan and design scientific investigations to explore questions and test hypotheses.
| Year | Focus of Inquiry | What Students Produce | Practice Strategies |
|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Ask simple, testable questions (“Which melts faster?”) | Step-by-step plan, labelled diagram | Use simple household experiments (melting ice, seed growth) |
| MYP Year 2 / Year 8 / Grade 7 | Identify independent/dependent variables; plan fair tests | Hypothesis + variable table | Predict outcomes before testing; discuss safety & fairness |
| MYP Year 3 / Year 9 / Grade 8 | Design small investigations; select materials/equipment | Complete lab report plan with control variables | Use IB lab templates; focus on repeatability |
| MYP Year 4 / Year 10 / Grade 9 | Design multivariable experiments; choose measurement tools | Formal design report with graphs & justification | Practise using data-loggers / spreadsheets |
| MYP Year 5 / Year 11 / Grade 10 | Design independent investigations or simulations | Full inquiry plan: rationale, hypothesis, risk assessment | Mirror DP IA expectations: pilot tests, refine variables |
Criterion C – Processing & Evaluating
Collect, process, present and analyse data to draw valid conclusions.
| Year | Skills Emphasised | Evidence Required | How to Prepare |
|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Record observations accurately (tables, drawings) | Data table, labelled diagram | Practise measuring with standard units |
| MYP Year 2 / Year 8 / Grade 7 | Plot bar & line graphs, calculate averages | Simple graph + conclusion | Use Excel or graph paper regularly |
| MYP Year 3 / Year 9 / Grade 8 | Identify anomalies, suggest reasons for error | Graph with trend line + written evaluation | Compare results with peers; discuss reliability |
| MYP Year 4 / Year 10 / Grade 9 | Quantitative data analysis, gradients, uncertainty | Processed data table with % error & conclusion | Learn to show working and justify precision |
| MYP Year 5 / Year 11 / Grade 10 | Evaluate validity & reliability; link data to theory | Full analysis report with evaluation paragraph | Study exemplar lab reports; highlight strengths & limitations |
Criterion D – Reflecting on the Impacts of Science
| Year | Typical Themes | What Students Should Discuss | Activity Ideas |
|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | How science helps everyday life (light, magnets, recycling) | Identify benefits of simple technologies | Create posters on “Science in My Home” |
| MYP Year 2 / Year 8 / Grade 7 | Environmental changes, pollution, energy use | Compare positive / negative effects | Write short paragraphs with evidence |
| MYP Year 3 / Year 9 / Grade 8 | Sustainable development, human impact | Explain consequences and suggest actions | Mini-debates: renewable vs non-renewable |
| MYP Year 4 / Year 10 / Grade 9 | Biotechnology, resource management, climate change | Evaluate perspectives and ethics | Case-study discussions; opinion essays |
| MYP Year 5 / Year 11 / Grade 10 | Genetic engineering, AI, nuclear energy, health tech | Present reasoned judgment backed by science | Research blog / presentation connecting science and society |
Year-by-Year Overview by Discipline
| 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 |
|---|---|---|---|---|---|
| Biology | Living things, habitats | Cells, body systems | Ecology, classification | Genetics, evolution basics | DNA, inheritance, biotechnology |
| Chemistry | Matter, mixtures | Elements, compounds | Acids, reactions | Atomic models, bonding | Stoichiometry, periodic trends |
| Physics | Forces, motion, energy | Simple machines, sound | Light, electricity | Motion equations, energy transfer | Waves, electromagnetism |
| Earth & Space | Seasons, weather | Rock cycle, water | Climate, resources | Plate tectonics | Space exploration, sustainability |
Interdisciplinary Focus & ATL Skills
- Thinking: Form hypotheses, analyse patterns, evaluate results.
- Research: Gather reliable sources, design fair tests.
- Communication: Use graphs, units, and formal structure in lab reports.
- Self-Management: Time labs, keep accurate notes.
- Social: Collaborate safely in investigations.
Encourage reflection after each unit: “What did my data show?” and “How is this connected to the real world?”
Preparation Timeline
| Term | Focus | Student Tasks |
|---|---|---|
| Term 1 | Review scientific method; basics of measurement | Short investigations; vocabulary quizzes |
| Term 2 | Design investigations; apply Criteria A & B | Group experiments with formal plans |
| Term 3 | Data analysis & evaluation (Criterion C) | Graphing workshops; peer feedback |
| Term 4 | Ethics & reflection (Criterion D); end-of-year assessment | Research project or “Science & Society” essay |
Parent Support Tips
- Discuss science in everyday life — cooking, weather, energy, environment.
- Help children label diagrams and summarise concepts visually.
- Watch science documentaries together; encourage curiosity and questions.
- Review lab report rubrics and feedback comments to track growth.