Why I am not a fan of the MYP

I am an IB educator and I believe in the mission of the IB. When I first started teaching the DP I loved the fact that it gave students a broad education, didn’t narrow down their options, allowing room for changes in future interests and personal directions. Perhaps as someone who took three science A Levels, it reflected a choice that I wish I had had, particularly working as an adult in a society where scientific illiteracy is perfectly acceptable but cultural illiteracy is not!

I loved the fact that while each individual subject may be a little lighter than an A Level (thinking specifically about the sciences here) they still maintain rigour and the challenge to students of taking six subjects plus TOK (which is another subject in its own right), an extended essay and their CAS program is no mean feat.

So, as an international educator and somewhat of an IB ideologue (at least in terms of the mission statement, not so much the ATLS), why would I write a post that is critical of the MYP?

What is the MYP?

The MYP is the International Baccalaureate’s Middle Years Programme and as such is the foundation or preparatory course for the Diploma Program years. It can occupy either 2, 3, 4 or 5 years of Secondary schooling with the final two years being in Y10/Y11 or G9/G10. It is one of three programs offered by the IB: the Primary Years Programme, MYP and Diploma Programme.

It is a curriculum framework that has eight subject groups which aims to provide a “broad and balanced education for early adolescents.”

My experience of working with it has been as a Biology teacher, working within the sciences subject group, teaching grades 9 and 10 in a K-12 school that offers the IB’s PYP, MYP and DP. The course I have built is based on the eAssessment curriculum, more on that later.

The MYP model

The guide for the MYP states:

“The MYP is designed for students aged 11 to 16. It provides a framework of learning which encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders.” (Sciences Guide For First Use January 2015 pg 2)

The model above shares many similarities with the DP model: in the centre, we have the IB Learner Profile surrounded by the ATLs and the MYP concepts and global contexts. These concepts and contexts provide a way of enabling interdisciplinary learning – a major feature of the MYP – thus one of the units in science may be built around the concept of systems, a concept that may be shared with another subject group. The aim of using concepts is to help students to make links between the different subjects that they are studying.

In delivering the MYP teachers are given a framework and a unit planner. They are told what concepts and contexts to teach (they can choose from a list of predetermined) but not what content to teach. This leads it open for teachers to construct their own units tailored to local contexts – on the surface an exciting prospect. I think teachers who love the MYP are initially drawn to this aspect that allows freedom and creativity.

While this is true, I worry that as individuals we suffer from a huge number of cognitive biases that may make us think we know, from our experience in the classroom and our own interests, what is the most appropriate content to cover but may, ultimately be wrong about this.

Effects on learning

The first thing that you notice about teaching the MYP, is that there is no curriculum content. While this is laudable for some reasons, I have grown to deeply distrust the MYP’s ideology for this for the following reasons:

Debatable concepts

The IB has a prescribed list of what I consider to be fairly debatable concepts. So as a biology teacher my units will focus on relationships or systems or change. Now there is nothing wrong with these concepts per se, and I can see why they are used: to try to build interdisciplinary connections.

However, they feel a bit arbitrary. Why should these be concepts that relate to and define the sciences and why do they take precedence over other concepts like information or energy for example?

The selection of general concepts assumes that students can easily build concepts from subject knowledge and transfer these concepts from one domain to another but this flies in the face of evidence from cognitive science.

We know from cognitive science that before learners can generalise a concept they need a good store of domain-specific content (facts) in their long-term memory. Once they have built this, then they can begin to develop domain-specific conceptual understanding. Only once they have mastered this can they transfer that knowledge from one domain to another. For more information on this see Dan Willingham’s “Why don’t students like school?

It is important to note that this takes years! Is it entirely appropriate to take this approach to a curriculum for middle schoolers who are still very much novices when it comes to knowledge and learning?

Novices vs Experts

As noted above the IB assumes that novices learn in the same way as experts; it is what underpins the assumption that you can have an interdisciplinary, concept-driven curriculum.

But the IB also assumes that novices learn in the same way as experts by encouraging students to learn from doing and teachers to set up their classroom inquiry in ways that reflect what experts do.

In MYP science we see this with the criterion B and C assessments and the following guidance:

“In every year of MYP sciences, all students must independently complete a scientific investigation that is assessed against criterionB (inquiring and designing) and criterionC (processing and evaluating).” – MYP Sciences guide

This requirement reflects the philosophy that, when it comes to science at least, students learn best when acting like scientists. Don’t get me wrong, I do agree that developing a solid understanding of the scientific method is very important for students. I am just not convinced that having students carry out their own investigations is the best way to achieve that aim. Domain-specific novices do not think or learn in the same way as experts.

Equity

Many authors have written about the effects on knowledge-rich curriculums and their effects on reducing inequality in society (See Daisy Christodoulou’s “Seven Myths About Education“, Lucy Crehan’s “Clever Lands“, and E.D. Hirsch’s “Why Knowledge Matters“). By ensuring a knowledge-rich curriculum schools are able to impact children from impoverished homes to ensure that they are able to become fully engaged citizens when they are older.

Children from poorer socio-economic backgrounds are less likely to have access to books at home and are less likely to be exposed to as many words and ideas in the family home as children from higher income families. This means that schools that serve them must impart the knowledge that will enable them to have a chance of becoming active members of society. In Why Knowledge Matters, E.D. Hirsch explains this at length and I am not going to go further into this here except to say that to my mind, by not imparting a knowledge-rich curriculum the MYP undermines the IB’s wider mission statement. How can the IB aim to create a more peaceful world, if it produces a curriculum model that can be shown to increase inequity?

eAssessments

The MYP can be tested through the eAssessment. The topic list for biology eAssessment is as follows:

Biology eAssessment Topic List – found here

  • Cells (tissues, organs, systems, structure and function; factors affecting human health; physiology; vaccination)
  • Organisms (habitat, ecosystems, interdependency, unity and diversity in life forms; energy transfer and cycles [including nutrient, carbon, nitrogen]; classification)
  • Processes (photosynthesis, cell respiration, aerobic and anaerobic, word and chemical equations)
  • Metabolism (nutrition, digestion, biochemistry and enzymes; movement and transport, diffusion; osmosis; gas exchange; circulation, transpiration and translocation; homeostasis)
  • Evolution (life cycles, natural selection; cell division, mitosis, meiosis; reproduction; biodiversity; inheritance and variation, DNA and genetics)
  • Interactions with environment (tropism, senses, nervous system, receptors and hormones)
  • Interactions between organisms (pathogens/parasites, predator/prey, food chains and webs; competition, speciation and extinction)
  • Human interactions with environments (human influences, habitat change or destruction, pollution/conservation; overexploitation, mitigation of adverse effects)
  • Biotechnology (genetic modification, cloning; ethical implications, genome mapping and application, 3D tissue and organ printing)

A quick scan of this topic list shows something quite revealing. What, exactly does the IB mean by physiology on the first line? This is a large subject in and of itself. I find it strange that the IB doesn’t specify particular types of cells and physiological systems and yet will happily specify “mitosis” or the word and chemical equations of respiration and photosynthesis.

This list has the feeling that it has just been thrown together by looking at the DP course and condensing that with no real thought as to what would actually be taught.

Also, the IB assumes, with the generic topics like physiology that students who have been taught one particular physiological system, like the kidney, will be able to answer questions on the heart. See E.D. Hirsch Why Knowledge Matters Chapter 2 for an explanation of why, in order to be fair, a test has to test a specific body of knowledge.

By having no rigorously defined content, even for the assessment, the IB again, shows a pitiful understanding or knowledge of the evidence from cognitive science about how humans learn. Worse, they willfully put some students and their teachers in line for failure. The fact is if you haven’t studied something and that thing comes up on the test, you just aren’t, as a 15-year-old student, going to be able to answer those questions because you are still a novice in that domain and it is unlikely that you will have learned to think like an expert in 140 hrs of teaching.

The eAssessment course is meant to be delivered with at least 70 hours of teaching in the final two years of the MYP – minimum of 140hrs – just shy of the SL DP course.

Massive workload! Hornets and butterflies

In this post, Joe Kirby writes about hornet and butterflies: ideas in teaching that have either high effort, low impact (hornets) or low effort, high impact (butterflies) – it also makes up a chapter in Battle Hymn.

By its very nature, the MYP is a collaborative project. In fact, one of its huge strengths is that it gets teachers out of their silos and working as a team. But that, collaboration inevitably increases teacher workload. For the reasons that I have outlined above, I think that ultimately, while an asset this collaboration results in low impacts for students.

Some who read this will immediately discount that statement as not chiming with their own experiences. And yes, it can look great when kids are seemingly engaged and enthused but we should not confuse this with learning and as educators, we really need to be aware of our own cognitive biases that may lead us into thinking that something is effective when it isn’t. You can read David Didau’s excellent “what if everything you knew about education was wrong” for more details of that.

But it’s not just the fact that it requires collaboration that increases the workload, it is also the fact that as a framework there is no content, leaving teachers to make content decisions as well. This is incredibly freeing but also, in practical planning terms it pushes the workload up even more and I would argue with little to be said for an increased impact on student learning. Surely a defined and prescribed content list would decrease teacher workload and have the same impact on student learning?

Finally, in its assessment, the MYP is workload heavy. In science, teachers end up having to plan lengthy assessments tasks, with clear instructions that break down the assessment criteria into student-friendly language.

Just planning summative assessments like these tasks, designing and making the supporting materials, is much more workload intense than other systems I have worked with and I am not convinced that it has any more impact on student learning.

Conclusion

I am not writing this to be difficult but I do hope that my thoughts here will lead to some open and honest discussion. I know that certain educational approaches have a lot of emotional appeal. I want to get away fromt this at start talking about what is best for our students rationally.

Why revising for seven hours a day at Easter isn’t necessarily a bad thing.

There has been a bit of twatter on twitter recently caused by the headlines in newspapers suggesting that students should do seven hours of revision over the Easter break in preparation for their GCSE exams. Reading through some of the stuff is a good voyage through fluffy thinking.

Firstly, there is the outrage that working for seven hours a day is just the worst thing that could happen to a 16-year-old student. Stamping out childhood and all that. Surely at that age, they could just as well not be in school and working a full-time job… McDonald’s anyone? (Disclaimer: my first job at 15 was in McDonalds and I had weekend jobs throughout sixth form).

Then there is the implication that revising hard for big exams at the end of 11 years of schooling means that the students and schools have wasted the last 11 years of schooling…..

Then there is the implication that if students are revising they haven’t been taught well, as if teaching well and revising hard are mutually exclusive

Then there is the implication from this tweet that working for seven hours can’t possibly be a quality revision..

Working seven hours a day on revision for one or two Easter holidays of a young adults school career (once in the run-up to GCSE’s and once in the run-up to A Levels) isn’t that much to ask.  GCSE exams and A Levels exams are both fairly high-stakes examinations which can have impacts on a student’s future prospects. The person who should be primarily responsible for investing their time into their future is that student, and it is a teachers role to advise and instruct them how to best approach this time.

Neither does working hard and investing time in your future during your Easter holiday undo the work of the last 11 years of schooling. In fact, it is an incredible opportunity to develop personal discipline not unlike that required in training for any major event one wishes to undertake. Simply committing this quantity of time to self-regulated learning is a great opportunity for learning and practising self-regulation.

I agree that revision is about quality of activity and that it shouldn’t be a proxy for not teaching well. I also think that revision needs to be thought about carefully in terms of a teaching sequence if it is going to be used for maximum effect.

One of the things I love about the revision period as a classroom teacher is the chance to really bring the subject content together. Sure, I will have been making links with topics throughout the course, just see my IBDP biology course outline.

But structured revision is the point where students who have built up solid domain specific declarative knowledge are able to begin to develop a thorough understanding as this material can now be abstracted in the mind to allow the development of connections of understanding.

As a teacher part of my role is to help students birth this understanding, that can be the underpinning of excellent further study.

To be able to refer back to topics and help students finally begin to make connections because they have built up a solid factual base to allow them to think.

My advice to my Y13 biologists is as follows:

DP Revision Instructions

  1. Plan! Focus on planning for a normal 8 hour working day (0900-1300 & 1400-1800).
  2. Make a schedule that spaces your subjects out. Out of your six subjects focus on three a day and rotate every two days. This will give you 1-2 hours per day on each subject.
  3. Plan each hour for 50mins study and 10mins of break.
  4. Plan activities and rewards for the evenings.
  5. If you want to do something in the afternoon or morning, shift that study session to the evening.
  6. Plan sleep and proper breaks that will take your mind off of your work – give your brain recovery time.
  7. During the 50mins study time, switch off notifications (turn on do not disturb or use an app)
  8. During the 50mins of study time undertake “active strategies” you have seen throughout the course.

Essential Activities 

  1. Make a list of all of the experiments and procedures mentioned in the DP guide. –make sure you know what these are and can describe them.
  2. Make a list of all of the calculations (including statistics) included in the DP guide.- make sure you know what these are and can use them.
  3. Make a list of the drawings required in the syllabus included in the DP guide.- make sure you know what these are practice drawing them.

You can find these lists prepared on the course website.

Active Revision Strategies

  1. Connect-Extend-Challenge.
  2. Quizlet activities
  3. Memory clock – 12mins revising a topic – 30mins answering questions – 12mins reviewing your answers.
  4. Make lists of everything you don’t know when studying from a text.
  5. Peer-2-Peer teaching and feedback.
  6. Thinking/Discussion about the course material that pertains to specific functions as you carry out those functions e.g. digestive system while you are eating.
  7. Word-Phrase-Sentence to help you summarise and re-summarise.
  8. Create voice memos on your phone for each subtopic and then listen to these on the train/bus/etc.
  9. Create mind maps and concept maps, try to build links
  10. When self-correcting and reviewing your work, use a new contrasting colour to help you remember the information you were missing
  11. Complete past papers: Start with open notes
    1. Progress to closed notes
    2. Progress to timed with closed notes
    3. You can also reuse these – if you know that there is an eight mark question of the light-dependent reactions of photosynthesis you can use this question over and over each time you review this topic.

Active Revision tools

  1. Textbook
  2. Oxford IB Biology Guide (thin orange textbook)
  3. Quizlet for key vocab
  4. Syllabus (AKA confusingly as the DP Guide)
  5. Question bank on kognity.
  6. Use all the above to create shorter and shorter summary notes for each topic/sub-topic

From Knowledge to Understandings

Recently (when I first started this post at least) I blogged about the best way to begin the DP biology syllabus and I was frustrated by the limitations of the syllabus to be able to pick and choose different assessment statements.

The DP biology course has always been knowledge rich. Maybe not as full as the A Level syllabus to take account of the fact that students are taking six subjects plus a summatively assessed course in Theory of Knowledgea summatively assessed research project: The Extended Essay, and their Creativity, Activity and Service Program.

Now, the IB changed the syllabus to allow more conceptual teaching, by removing the series of statements about students should be able to:… “explain x” and “state y” and grouping knowledge into brief statements under the heading of understandings, applications and skills. However, the structure of the syllabus with the essential idea for each topic tends to hamper the ability to lift assessment statements out and add them to new areas. i.e. mutations and oncogenes in topic 1.6 could be taught with topics 3.1 after 2.6. See the biology guide for the full IB syllabus.

This year, my Diploma Programme Coordinator, asked the subject departments to focus on developing their written curriculum.

It seemed timely to be asked to do this, when over the summer I had been musing about the best place to begin the course and the best ways to break up the different topics – many of the schools I have worked in simply teach the course topic by topic and the IB is keen to point out in the biology guide:

The order in which the syllabus is arranged is not the order in which it should be taught, and it is up to individual teachers to decide on an arrangement that suits their circumstances. Sections of the option material may be taught within the core or the additional higher level (AHL) material if desired or the option material can be taught as a separate unit.”

Over the course of this academic year, I have thought a lot about how best to structure the course to allow the “best” progression of concepts. Actually, I think that this is a process that began when I first started teaching my current Y13s, and I am an exceptionally slow thinker! I do remember reflecting on how to best position evolution within the course and which topics would be best coming before or after it.

But it wasn’t until this year that I have had the time within my working week or the emotional time within my personal life to really dig down and get to grips with writing up my ideas into the formal IB course outline.

I have also been exposed to new ideas about teaching and learning over the last twelve months. Last summer I read Dan Willingham’s book “Why don’t students like school?” which I think I got put onto after reading Michela’s “Battle Hymn of the Tiger Teachers”.

Idea’s from cognitive science have become more and more prevalent on my twitter feed as well as I have started to interact a little more with the #CogSciSci crowd.

All this to say that my thinking has evolved in the last twelve months.

I now know that, generally speaking, content knowledge, concepts and skills are domain specific and that learners have to become fluent with a subject’s facts before they are able to transfer that to abstract concepts and develop understanding let alone build connections with other subjects.

I am also beginning to understand the concepts of retrieval practice, spaced practice, dual coding and the distinctions between declarative knowledge and procedural knowledge and how all this may apply to my subject teaching or pedagogical content knowledge as Lucy Crehan puts it in “Clever Lands”.

Translating this into biology teaching is still not well understood (or so it seems from my vantage point) but conversations like the ones below (propositional knowledge = declarative knowledge) and blogs like this one, are beginning to help me unpack this.

The finished product

The below is the finished course outline that details the units and sequence of the teaching of the course. It is an official document used in the authorization and evaluation process of IB World Schools.

The below is my SOW for the course. It has six tabs. The DP overview shows the number of teaching hours recommended by the IB for each subtopic along with my grouping of them per unit. The Year overview shows the spacing of the units through time for both Y12/Y13. The next two tabs are for the week to week (mid-term planning). The Bio and TOK tabs show the TOK links that I have chosen to focus on the topic and are to support collaborative planning with the TOK team. Finally, the PSOW tab shows the practicals that can be built into the course. The IB mandates a specific number of practical hours for both SL and HL courses.

Final Word

The other effect of this learning for me is that I am now worried about the direction that the IB is taking in its philosophy.

If research from cognitive science is telling us that learners need a solid factual knowledge base before they can build conceptual understanding then what does this say for a course whose syllabus is about “understandings” as opposed to knowledge?

I have not heard anything from the IB that shows that it is reviewing research from cognitive science. Is the IB becoming an ideologically run institution that ignores research that doesn’t fit in with its own paradigm?

Intensive EAL support and differentiation in Biology

As an international teacher, I am familiar with EAL or Lang B students in my classes, and familiar with how to support them in my Biology classes which, more than even some of the other science subjects, has a lot of context-specific terminology that cannot be simplified. These terms can be almost impossible to simplify form non-native speakers but repeated INSET training has told me that I must. Some examples would include:

  • Heterozygosity
  • Anyone of the Animal or Plant Phyla students are required to know
  • Proteome
  • Clade
  • Oxidative Phosphorylation
  • Photolysis
  • Inhibitor
  • Eukaryote
  • Archaea
  • Transpiration
  • Cohesion

There are many more…

This past academic year I had a particularly difficult situation to deal with in my grade 10 biology class.

Grade 10 is the final year of the MYP and is equivalent to Year 11 in the U.K. My current school is very small, tiny in fact, by the nature that it has only been open four years.

As a new school in a competitive area we have a battle to recruit students. As an international school in an area where lots of families come with the parents work on short term contracts we have a high turn over of students.

Due to these factors, every year of teaching I have had to completely change my scheme of work for this grade and grade nine because of changes in the cohorts of students as well as yearly changes to science teaching hours across the week.

One year I only had brand new students taking grade 10 Biology all of whom had come from Francophone schools and so the MYP 5 course I had planned had to be changed to accommodate these students.

As an international school it can be normal to have turnover in students with many students leaving and new students entering at any grade. Things are also complicated because students may come from different national systems, and may have studied in different languages prior to joining us. It's very hard to comparatively assess the biological knowledge of different students coming from different languages of study and these different systems.

Whereas, last year, all the students in my grade 10 class were new to the school and I had to create a novel one year curriculum for them to ensure that none of the fundamentals from grade 9 were missing, this year I could revert to the original two year program I had planned previously.

This year I had some students who had progressed to grade 10 biology from grade 9 (these grades are planned as a two year consecutive course) internally and were on track to take the MYP eAssessment.

However I also had students placed in the class who came from different schools and were new to studying in English, let alone biology in English. Amongst these students there was variation. One student had absolutely no prior experience using or studying in the English language and others had never studied in the language, academically, but had spent some time of heir lives speaking and communicating with English.

At the start of the year, I was informed that all of these students would be taking the MYP eAssessment (the IB equivalent of GCSE)!

Despite my protestations that these students would not be ready for the eAssessment with only six months of going to an anglophone school, let alone studying biology in English and that they were better off being placed in an intensive EAL program, I was ignored.

The message to me was that I simply had to differentiate for these students! Differentiation is fine but when does differentiation steadily become "plan a whole new program?" What are the practical limitations for a teacher that determine when differentiation should stop and alternative arrangements need to be made.

A similar situation happened to a colleague of mine who teaches French. One year he was told that he would have French A (Literature – native speakers) students mixed in with French B (Aquisition – non-native speakers) and that the teacher would have to differentiate between these two groups.

I am all for differentiation and trying to meet individual students where they are at but I don't like it when it becomes a lazy shield for management to hide behind. Instead of the SLT taking charge and actually putting a proper intervention in place for these students, it is easier to pass the buck to the teacher and simply say "differentiate!" The problem with this is the anxiety, stress and associated mental health issues it will invariably create for staff.

What seemed to be lacking from members of the schools management is the difference between Jim Cummin's BICS and CALPS. Being able to speak in a second language with your friends is one thing, but being able to think about and explain complex, abstract concepts in a second language is quite another. Biology has a huge amount of subject or context-specific terminology that even native speakers can find daunting.

The year hasn't been a great success. Unfortunately some non-negotiables have to be negotiable as there is a limit to what a person can achieve in a day. What this meant for these students is that I simply wasn't able to plan for them as well as I would have liked, with all my additional responsibilities, particularly the running of the university guidance.

I focussed what time I could devote to this class on the students who would be taking the exam and focussed on developing the thinking routines within the class; connect-extend-challenge has become very popular!

However I have been able to learn something from this experience and found that the following techniques could be put in place very easily to support EAL students without too much interruption to the flow of the lesson:

  • Glossaries for every unit that focus on key words. I have started adding them to my DP workbooks as simply a space at the back for students to add their key words and definitions, but for the younger grades I will provide the words and the definitions.
  • Whole-class reading in every lesson. Making solid use of available texts and reading these out gives students a change to practice saying new words and gives me a chance to feedback to them and explain any new terminology.
  • When asking students to explain a concept to check for their understanding, allowing them to write out their ideas in the their mother tongue to support a speaking in the second language.
  • Asking students to write, in English, a short paragraph (3-4 lines) explaining what they learned either at the start of end of a lesson. As the teacher, I can rotate and check grammar, spelling and sentence construction. This is best done by hand as 1) the IB exams are currently written and 2) due to the Lindy effect, writing is likely to be around a lot longer than google docs.
  • Taking care to fully explain the roots of words e.g. "photo" & "synthesis" and giving students time to find the words in their mother-tongue if they have studies this concept before.
  • Allowing students to speak in their mother tongue to each other to aid explanations and comprehension.
  • During explanations given by me, slowing down and, where possible, using simpler language (not always possible in Biology – what is a simpler word for heterozygosity?).
  • Always check for understanding with open questions. "Please can you explain/write/draw this for me?" to show understanding.
  • Use of colours and images to describe tasks so that students become aware that when a symbol of a quill is used it means that they have to write.

Any more advice or ideas welcome in the comments!

New DP Biology site launched (but still under construction!)

So I have moved over my DP biology resources to a new google site designed for delivering the course. You can view it here: 

In my first school I worked with a colleague who made workbooks for her students, that were tailored to the 2009 syllabus. The kids loved them. At this time I was still working on a paper basis with large lever arch folders, and photocopying the exercises that I wanted to give to my students. To simplify my planning and preparation I thought it would be easier to copy my colleagues idea and collate all of my exercises into workbooks for each subtopic that I could simply print and hand out to my students. It took me a few years to develop these workbooks and then the syllabus changed.

For the first two years of the 2016 syllabus I worked on updating my existing workbooks to bring them in line with the new syllabus. By this point, I had moved school’s twice and had been exposed to quite a few different pedagogical approaches and philosophies, as well as different levels of technological tools with which to teach. It seemed the time had come to convert totally from paper to digital.

I share this website as a resource for other educators and their students but please be aware that, while I certainly welcome discussion, critique and comments, I have designed this website with the following purposes in mind:

    • To consolidate my existing resources and methodology into one digital space.
    • To structure the course that I currently teach to my own students into one place for my own students to access.
    • To provide a structure to the exercises that I use in class. It is NOT intended to be another content heavy IB site

There are plenty of IB Biology content-driven resources out on the web, some of which are truly excellent. This is not intended to be such. Instead the aim is to provide structure and exercises to query and engage with content-driven resources, like website, video and textbooks.

If you wish to feedback please remember that in addition to creating this website I am:

    • A full time teacher with other responsibilities in my professional life and a young family.
    • Preparing this work, primarily for my own personal professional use.
    • Making no claims that their are no mistakes in this website, please check carefully and if you feel so inclined drop me an email to let me know.
    • Making no claims that the exercises, ideas and resources are entirely my own original work. Please see my acknowledgements page for details.

 I am intending to follow this up with a google site dedicated to MYP Biology and another for guidance counseling. I will keep this blog purely for noting down my thoughts when and if they occur!