SA-4 /MYP- /Subject Name/Task or Criterion/April-2024

VISHWASHANTI GURUKUL
IB MIDDLE YEARS PROGRAMME
Summative Assessment 4 – April 2024

Name:
Class: MYP 1 Date: 15/04/2024
Subject: Integrated Humanities Unit Title: Explorations of Beliefs and Values
Key Concept: Systems Global Context and Exploration: Personal and
Cultural Expression
Related Concepts: Culture, Identity
Exploration: belief systems; ritual and play

ATL skills:

Organisational Skills
Communication Skills
Critical Thinking Skills

Statement of Inquiry:
Personal and cultural expression of culture leads to the exploration of religions through systems.

Task:
Task 1: Investigation (Criterion A and B)
Task 2: Communicating (Criterion A and C)
Task 3: Critical Thinking (Criterion A, C and D)

Criteria and A B C D

Strands (i, ii, iii, iv) (i, ii, iii, iv) (i, ii, iii, iv) (i, ii, iii, iv)

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Achievement
level

Teacher’s Comments:

Task Specific Clarifications

Criterion A: Knowing and Understanding

i. use vocabulary in context

ii. demonstrate knowledge and understanding of subject-specific content and concepts, using
descriptions, explanations and examples.

Level achieved due to evidence of following Task Specific Clarification

Achievement level Descriptors Task Specific Clarification

0 The student does not reach a standard The student does not reach a standard
described by any of the descriptors below. described by any of the descriptors below.

1-2 The student: You have:

1. made limited use of terminology
1. Uses Limited relevant terminology. relating to belief.

2. demonstrated basic knowledge and

2. Demonstrate basic knowledge and understanding of belief and concept
understanding of content and concepts with of systems through limited
minimal descriptions and all examples descriptions.

3-4 The student: You have:

1. used some terminology of belief
1. Use some terminology accurately and accurately.
appropriately
2. demonstrated satisfactory knowledge

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2. Demonstrate adequate knowledge and and understanding of belief and

understanding of content and conceptual concepts of systems through simple
satisfactory descriptions, explanations and descriptions, explanations.
examples.

5-6 The student: You have:

1. Used considerable and relevant
1. Uses a range of terminology accurately and terminology of belief accurately.
appropriately.
2. Demonstrated substantial knowledge
2. Demonstrate substantial knowledge and and understanding of belief and
understanding of content and concepts concepts of systems through
through accurate descriptions, explanations descriptions, explanations.
and examples.

7-8 The student: You have:

1. Consistently used a range of
1. Consistently uses a wide range of terminology of belief accurately.
terminology effectively.
2. Demonstrated excellent knowledge
2. Demonstrates excellent knowledge and and understanding of belief and
understanding of content and concepts concepts of systems through
through thorough, accurate descriptions, developed and accurate descriptions,
explanations, and examples explanations.

Criterion B: Investigating

i. explain the choice of a research question

ii. follow an action plan to explore a research question
iii. collect and record relevant information consistent with the research question
iv. reflect on the process and results of the investigation.

Level achieved due to evidence of following Task Specific Clarification

Achievement Level Descriptors Task Specific clarification

0 The student does not reach a standard The student does not reach a standard
described by any of the descriptors below. described by any of the descriptors below.

1-2 The student: You have:

1. identified a research question based
1. identify a research question that is clear,
on a given statement of inquiry that is
focused and relevant.
clear, focused, and relevant to the
topic.
2. formulates a limited action plan or does

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not follow a plan.

2. formulated a limited action plan or
3. collects and records limited or does not follow a plan to explore your
sometimes irrelevant information. research question from a relevant
topic.
4. with guidance, reflects on the research
process and results in a limited way. 3. collected and recorded limited or
sometimes irrelevant information to
investigate your research question.

4. with guidance, reflects on the

research process and results in a
limited way from Source B.

3-4 1. formulate/choose a clear and focused You have:

research question, explaining its relevance. 1. formulated a research question
based on a given statement of
2. formulate and follow an action plan to inquiry that is clear and focused and
investigate research questions. described its relevance to the topic.
3. use methods to collect and record relevant
2. formulated and occasionally
information.
followed a partial action plan to
4. evaluate the research process and results, investigate your research question.
with guidance.
3. used method(s) to collect and
record some relevant information
to investigate your research
question.

4. reflects on the research process and

results in a limited way, with
guidance from source B.

5-6 The student: You have:

1. formulated a clear and focused research
1. formulates/chooses a clear and focused
research question and describes its question based on a given statement of
relevance in detail. inquiry and described its relevance in
detail to the topic.
2. formulates and mostly follows a
sufficiently developed action plan to 2. formulated and mostly followed a
investigate research question. sufficiently developed action plan to
investigate your research question.
3. uses methods to collect and record
3. used methods to collect and record
appropriate relevant information.
appropriate relevant information to

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investigate your research question.

4. with guidance, evaluates on the research
process and results
4. evaluates on the research process and
results with guidance from the given
source B

7-8 The student: You have:

1. formulated a clear and focused
1. formulates/chooses a clear and focused
research question based on the
research question and explains its
given statement of inquiry in source
relevance.
B and explains its relevance from
the topic.
2. formulates and effectively follows a
consistent action plan to investigate a
2. formulated and effectively followed
research question.
a consistent action plan to
investigate your research question
3. uses methods to collect and record
from the source B.
appropriate and varied relevant
information.
3. use methods to collect and record
appropriate and varied relevant
4. with guidance, provides a detailed
information to investigate your
evaluation of the research process and
research question.
results.

4. Provides a detailed evaluation of

the research process and results
with guidance from the source B.

Criterion C: Communicating

i. communicate information and ideas with clarity

ii. organize information and ideas effectively for the task
iii. list sources of information in a way that follows the task instructions.

Level achieved due to evidence of following Task Specific Clarification

Achievement Level Descriptors Task specific Clarifications

0 The student does not reach a standard The student does not reach a standard
described by any of the descriptors below. described by any of the descriptors below.

1-2 The student: You have:

1. communicates information and ideas in 1. communicated information and ideas
a way that is not always appropriate to about the impact of religious literature and
the audience and purpose. beliefs in a way that is not always

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appropriate to the purpose.

2. organizes information and ideas in a
limited way. 2. organized information and ideas in a
limited way according to the format of
3. lists sources of information speech writing and essay writing.
inconsistently.

3-4 The student: You have:

1. communicates information and 1. communicated information and ideas
ideas in a way that is somewhat about the impact of religious literature and
appropriate to the audience and beliefs in a way that is somewhat
purpose. appropriate to the purpose.

2. somewhat organizes information 2. somewhat organized information and

and ideas. ideas according to the format of speech
writing and essay writing.
3. creates an adequate reference list
and sometimes cites sources.

5-6 The student: You have:

1. communicates information and ideas in 1. communicated information and ideas
a way that is mostly appropriate to the about the impact of religious literature and
audience and purpose. belief in a way that is mostly appropriate
to the purpose.
2. mostly structures information and
ideas according to the task instructions. 2. mostly structured information and ideas
according to the format of speech writing
3. creates an adequate reference list and and essay writing.
usually cites sources.

7-8 The student: You have:

1. communicates information and ideas in 1. communicated information and ideas
a way that is completely appropriate to about the impact of religious literature
the audience and purpose. and beliefs in a way that is completely
appropriate to the purpose.
2. structures information and ideas
completely according to the task 2. structured information and ideas
instructions. completely according to the format of
speech writing and essay writing.
3. creates a complete reference list and
always cites sources.

Criterion D: Thinking Critically

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i. identify the main points of ideas, events, visual representation or arguments

ii. use information to give an opinion
iii. identify and analyse a range of sources/data in terms of origin and purpose
iv. identify different views and their implications.

Level achieved due to evidence of following Task Specific Clarification

Achievement level Descriptors Task specific clarification

0 The student does not reach a standard The student does not reach a standard
described by any of the descriptors below. described by any of the descriptors below.

1-2 The student: You have:

1. begins to analyse concepts, issues, models, 1. begins to analyse concept of

visual representation and/or theories in a belief system in a limited way
2. begins to identify connections
limited way
between information to
2. begins to identify connections between make simple arguments from
information to make simple arguments source
3. recognizes the origin and
3. recognizes the origin and purpose of few purpose of source as well
sources/data as well as nominal value and as nominal value and
limitations of sources/data
limitations of sources/data
4. identifies different perspectives
4. identifies different perspectives

3-4 The student: You have:

1. completes a simple analysis of concepts, 1.completes a simple analysis of
concept of belief systems.
issues, models, visual representation and/or 2. summarizes information to
theories make some adequate arguments from
2. summarizes information to make some
source.
3. analyses source in terms of origin
adequate arguments and purpose, recognizing some value
3. analyses sources/data in terms of origin and and limitations
4. recognizes different perspectives
purpose, recognizing some value and
and suggests some of their implications
limitations
4. recognizes different perspectives and
suggests some of their implications

5-6 The student: You have:

1. completes a suitable analysis of concepts, 1. completes a suitable analysis of
the concept of belief systems.
issues, models, visual representation and/or 2. summarizes information in
theories order to make usually

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2. summarizes information in order to make valid arguments from source

usually valid arguments 3. analyses source in terms of
origin and
3.. analyses sources/data in terms of origin and purpose, usually recognizing
purpose, usually recognizing value and value and limitations
limitations
4. clearly recognizes different
perspectives and describes
4. clearly recognizes different perspectives and most of their implications.
describes most of their implications.

7-8 The student: You have:

i. completes a detailed analysis of concepts, 1. completes a detailed analysis of
concept of Belief Systems.
issues, models, visual representation and/or 2. summarizes information to
theories make consistent, well-
ii. summarizes information to make
supported arguments from
source
consistent, well-supported arguments 3. effectively analyses a range of
iii. effectively analyses a range of sources/data source in terms of origin and
purpose, consistently recognizi
in terms of origin and purpose, consistently
ng value and limitations
recognizing value and limitations 4. clearly recognizes different
iv. clearly recognizes different perspectives perspectives and consistently
explains their implications.
and consistently explains their implications.

Task 1: Investigating (Cr A and B)

In this task you will discuss the major world religions and indigenous beliefs.
Your response will be assessed using criterion A (Knowing and understanding) and criterion B (Investigating).
Extract information from a source.
Source A: Indigenous People by Director General of UNESCO

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Level A 6 ( QuestionsQuestion 1 and 2)

[1.] Read the extract and explain why indigenous people's knowledge is good for the world .?

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1.[2.] Discuss the beliefs of major world religions.

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Source B: Major World Religion

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Source: MYP by Concept 1- Individuals and Societies by Paul Grace

Level B 8

2.[3.] Evaluate the given source B.

Strength Weakness Appraisal

Your teacher asked you to conduct further research on the Exploration of Beliefs and Values. To conduct the
investigation, complete the following steps of an action plan.

Now you must plan your own investigation to address the following SOI.

“Personal and cultural expression of culture leads to the exploration of religions through systems.”

Level B 2

[4.] students are given questions and expected to choose the correct or most appropriate.
Formulate a clear and focused research question.

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Level B 4

3.[5.] Justify the relevance of your research question to the SOI.

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Level B 6 ( QuestionsQuestion no 6 to 8)

4.[6.] State two methods of primary data collection that would help your investigation.

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5.[7.] Outline the usefulness of one of the methods of primary data collection you listed in the above question for
your investigation.

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6.[8.] Outline one possible challenge you might face when carrying out your investigation.

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Task 2: Communicating (Cr A and C)

In this task , you will focus on Personal and Cultural Expression by exploring different religions and their features.

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You will be assessed using Criterioncriterion A (Knowing and Understanding) and Criterioncriterion C
(Communicating). Prepare a speech on the importance of religious literature.

Source C: Works of religious literature

Source: MYP by Concept 1- Individuals and Societies by Paul Grace

Level A 6 C 8

[9.] Imagine you are a religious speaker addressing a group of people, explaining the significance of religious
literature. Your task is to prepare a speech emphasizing the importance of this literature in guiding
providing guidance across
various things in life.

Your You speech should include:

a. Title
b. Address your audience
c. Introduction
d. Outline the meaning of Religion
e. Explain the Importance of any religious literature in own’s life and belief practices
f. Provide examples from Source C and /or your MYP studies
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g. Discuss the importance of religion in our life

h. Conclude your speech with some religious quotes from books.

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Task 3: Critical Thinking (Cr A, C and D)

In this task, you will use the key concept of systems and related concepts of culture and identity to look at different
ways that belief can affect people’s liveslife. The global context is Personal and Cultural Expressions
Your responses will be assessed using criterion A (Knowing and understanding), criterion C (Communicating) , and
criterion D (Thinking critically).
Source D: What is culture

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https://

kymaniferssharp.blogspot.com/2022/04/a-persons-culture-includes-which-of.html

Level D 4

10. Analyse the source given above :

Origin Purpose Two Limitation

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Level A 8, C 8, D 8

Source E: Core belief cycle

https://

www.intentionstherapy.com/post/core-belief-cycle

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Source F: World religion and belief system

https://

studylib.net/doc/8276163/belief-systems-chart

11. Essay Writing : Based on the given information in source E and Source F

In examining the profound influence of belief systems on human existence, it becomes evident that beliefs impact
every aspect of our lives, shaping our values, behaviors, and interactions with the world. Source E and F offer
valuable insights into the diverse ways in which belief can impact individuals' lives, providing a foundation for
understanding the complex interplay between belief and human experience.

Your task is to examine the importance of belief in shaping our life and present your thoughts, in a well-structured
essay on the following topic:

Discuss the different ways that belief can affect people’s liveslife.?

Your response should include:

● Title
● Different aspectsaspect of belief and their effects onin life
● Three separate paragraphs- Introduction, body line , and conclusion
● Word limit 300-500 words.

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Student’s Self Assessment

Criterion Grade

Student’s Reflection-

In order to achieve higher grades, I need to –

● Have more conceptual understanding

● Have more open communication with my teacher

● Have more one-on-one sessions

● Understand subject Command Terms better

● Revise and improve on previously submitted work

● Understand the criteria for the task

State an area in which you feel you need to improve and give an example of what you can do
to improve it.

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5 Minutes to MYP Core –

Kindly note that an additional time of 5 minutes is given for this reflection.
Which ATL skill helped you in these How did the task help me unfold the
tasks? How well did you master the skill? Global context within the unit?

How did these tasks help me become What point of view can suggest that the
Internationally Minded? unit can have another Global Context?

Which Learner Profile Attribute did I What difference can I make with my
develop and how? knowledge, to the community around
me?

How can you link this concept with

different subjects?

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