Welcome to the News Hub where you can access all our Tin Tuc news as it is posted in a simple newslist fomat.
You can also use the News Hub to search for news items by date or with key words.
Or scroll to the bottom of the page to search the archives from all our Tin Tuc newsletters from previous years.
As parents, you might remember your child learning about Values in Ancient Greece in Grade 6, the UN's Sustainable Development Goals in Grade 8 and the connections between Maths and Visual Art in Grade 10. These are current examples of interdisciplinary learning at UNIS Hanoi.
What is Interdisciplinary Learning in the Middle Years Programme (MYP)?
Students who are coming from the transdisciplinary Primary Years Programme (PYP) are already well versed in making connections and we aim to build on this in the MYP.
According to the IB, interdisciplinary learning 'supports students to understand bodies of knowledge from two or more disciplines or subject groups, in order to integrate them and create new understanding ... Students demonstrate interdisciplinary understanding when they bring together concepts, methods, or forms of communication from two or more disciplines or established areas of expertise so that they can explain a phenomenon, solve a problem, create a product, or raise a new question in ways that would have been unlikely through a single discipline.'
MYP Teachers are excited to be developing a series of learning experiences for students in grades 6-10 for the next academic year. We will introduce new interdisciplinary units to help students make greater connections between MYP subject groups (Science, Language and Literature, Language Acquisition, Mathematics, Physical and Health Education, Individuals and Societies and Arts) .
We have spend the past 18 months researching the ways that schools around the world create high-quality interdisciplinary learning. The benefit of this type of learning for middle years learners (aged 11-16 years) is that this is when students are developmentally ready to make connections between concepts, skills and understandings in increasingly abstract ways.
The design of these new opportunities will helping us as educators consider how to enhance student engagement and agency (voice and choice). According to the William D. Waidelich, Ed.D., Executive Director of the Association for Middle Level Education, "students who are engaged in their own learning are productive, motivated, and successful," and "when students are talking, they're thinking." We aim to use our expertise to create exicting units that focus on the core values of an IB education: inquiry, concept-based teaching and learning, action and reflection. Stay tuned to find out more in the coming months ...