Interdisciplinary learning lies at the heart of the International Baccalaureate Middle Years Programme (MYP). It encourages students to make connections between disciplines, apply knowledge in real-world contexts, and develop transferable skills that extend beyond a single subject. Well-designed interdisciplinary units (IDUs) help students see learning as interconnected, relevant, and purposeful.

Creating strong IDUs, however, requires intentional design, collaboration, and a shared understanding of both subject and conceptual goals. When educators plan strategically, interdisciplinary learning becomes a powerful tool for inquiry and engagement.

Quick Start Checklist

• Identify shared key concepts and global contexts between subject groups
• Schedule collaborative planning time for teachers
• Align learning objectives, ATL skills, and assessments
• Design authentic inquiry questions that connect disciplines
• Include student reflection to reinforce conceptual understanding

The Purpose of Interdisciplinary Learning

Interdisciplinary learning enables students to explore issues or ideas that cannot be fully understood from one subject’s perspective alone. It helps learners synthesize information, evaluate different viewpoints, and apply understanding to solve complex problems.

The IB defines IDUs as opportunities for students to:

• Integrate knowledge and skills from multiple subjects
• Explore real-world issues through conceptual inquiry
• Reflect on how learning in one subject informs another
• Develop ATL skills like collaboration, critical thinking, and communication

A well-constructed IDU embodies the MYP’s commitment to relevance and global-mindedness.

Step 1: Choose a Shared Concept and Global Context

Every strong interdisciplinary unit starts with a conceptual focus. Teachers from different subjects should identify a key concept (e.g., change, relationships, systems) that naturally links their disciplines.

Next, select a global context that provides real-world relevance — such as Globalization and Sustainability, Identities and Relationships, or Scientific and Technical Innovation.

For example:

• A Language and Literature–Individuals and Societies unit might explore identity through storytelling and historical migration.
• A Mathematics–Design unit could focus on systems by modeling data for sustainable communities.

These shared anchors keep learning coherent and meaningful across subjects.

Step 2: Build a Strong Statement of Inquiry

The Statement of Inquiry (SOI) connects the key concept, related concepts, and global context into one guiding idea. It should help students see how disciplines interact.

For instance:

• “Technological innovation transforms how societies connect and share knowledge.”
• “Human interaction with the environment reflects both cultural identity and responsibility.”

A powerful SOI drives inquiry and ensures all activities link back to a central conceptual question.

Step 3: Align Learning Objectives and ATL Skills

Teachers must ensure each subject’s objectives are met within the IDU. This requires clear communication about which criteria (A–D) will be assessed and how.

Additionally, identify overlapping Approaches to Learning (ATL) skills such as:

• Research (collecting and evaluating sources)
• Collaboration (planning and sharing responsibility)
• Critical thinking (analyzing data and perspectives)
• Reflection (evaluating performance and growth)

Alignment ensures that the IDU strengthens core MYP learning outcomes without duplicating content.

Step 4: Design Engaging Learning Experiences

Activities in interdisciplinary units should encourage inquiry, creativity, and real-world application. Examples include:

• Case studies that require perspectives from both subjects
• Collaborative design or research projects
• Debates or simulations connecting science, ethics, and culture
• Problem-solving challenges that mirror authentic global issues

The key is authenticity — giving students a reason to care about the task and see its relevance.

Step 5: Assess Understanding Holistically

Assessment in IDUs uses the MYP Interdisciplinary Criteria (A–D), focusing on:

• Disciplinary grounding
• Synthesizing knowledge
• Communicating understanding
• Reflecting on learning

Both teachers should collaborate in designing rubrics and grading tasks. The reflection component is particularly vital, helping students articulate how different subjects contributed to their learning.

Frequently Asked Questions

1. How many interdisciplinary units should MYP students complete?
The IB recommends at least one IDU per year, though many schools implement two or more to enhance conceptual transfer and collaboration.

2. Can IDUs replace regular subject units?
They complement, not replace, subject learning. IDUs enhance understanding by applying disciplinary knowledge in new, integrated contexts.

3. How can teachers ensure equitable contribution between subjects?
Plan collaboratively from the start. Define roles, assessment responsibilities, and time allocations clearly. Transparency fosters balance and shared ownership.

Conclusion

Designing effective interdisciplinary units is both an art and a science. It requires collaboration, creativity, and a deep understanding of how disciplines intersect. When done well, IDUs transform the MYP into a vibrant, connected learning experience where students explore meaningful questions and develop lifelong skills.

Through shared inquiry and reflection, interdisciplinary learning fulfills the IB’s mission — empowering students to see knowledge not as isolated facts, but as tools for understanding and shaping the world.