This provisional MYP illustration connects a visible label cue to a possible interpretation. Design A contains words only; B adds a book outline and downward arrow. The local question check distinguishes factual cue identification from conceptual interpretation. It does not decide that one label is universally better or certify IB alignment.
Work through the example
Select the conceptual question to see how an arrow might change interpretation. Then select the factual question to identify the same words and B-only cues. The downward arrow may suggest a place below, but no shelf or bin has been confirmed. A reasoned preference must name an audience and setting, both still to confirm in the planning record.
Ask learners to cite a cue, explain a possible interpretation and identify what remains unknown about audience or placement. A reasoned preference needs an audience and setting. Neither a book cue nor an arrow proves that visitors found the right return point. Confirm the programme, authorized guide and school criteria before treating this provisional MYP crosswalk as the approved unit.
Keep source status beside the planning fields
A publicly available Hempstead school planner is labeled Grade 7 Math DRAFT and MYP Year 2. It shows concept/context, a statement of inquiry, question types, and an assessment-to-inquiry relationship. Use it as an illustration of linked fields, not proof of current required criteria or a form to reproduce. Its drafting date has not been established here. School draft planner
An IB-hosted 2020 global-context report describes global contexts alongside concepts and the statement of inquiry in MYP planning. That supports examining the relationship; it does not replace a school's current authorized guide. IB global-context report
In the school planner, record the programme, guide title/edition/source, school format, subject/year, reviewer and confirmation status. Leave exact criteria, approaches to learning (ATL), standards text, and source references to confirm until supplied. Do not borrow codes or achievement bands from the school math draft for an unrelated label task.
Start an original inquiry with a bounded comparison
Use an illustrative school-information-label task. The provisional concept is Communication and the provisional global context is Personal and cultural expression. A teacher must confirm those terms and their fit against the relevant edition and subject guide before treating them as the approved unit choices.
Use this original provisional statement:
Choices in visual labels can change how an audience understands shared information.
Specify two original label designs with identical words, Return books here. A has the words only. B has the same words plus a book outline and a downward arrow. The HTML presents these original design illustrations; the actual shelf, installation and navigation results remain unconfirmed.
The statement asks about the relationship between representation and interpretation. The task therefore needs more than a preference such as “B looks nicer.” It needs a visible cue, an explanation of a possible interpretation, and an audience whose needs have actually been identified.
Map each question to something learners can examine
| Inquiry question type | Original provisional question | Task evidence to examine |
|---|---|---|
| Factual | Which words and visual cues are supplied in A and B? | Same wording; book outline and downward arrow in B only |
| Conceptual | How could a visual choice change an audience's interpretation? | A cue linked to a possible reading, with uncertainty stated |
| Debatable | Must the same instruction always use the same visual form? | A reasoned position considering audience and context |
These are proposed questions for the illustration, not official IB wording or a complete unit's approved question set. Keep them linked to the provisional statement so a reviewer can see why they belong together.
Recreate this example
Build one self-contained responsive HTML example titled “IB unit planning: connect cue, inquiry and task” for readers completing the stated task. Return the complete HTML with embedded CSS and JavaScript. Use no remote fonts, libraries, images, requests, account connections, or saved-state claims.
Use provisional MYP concept Communication, global context Personal and cultural expression, statement Choices in visual labels can change how an audience understands shared information. Show original sign A Return books here; B same words plus a book outline and downward arrow, labeled design illustration. Buttons Factual question and Conceptual question show exact question, cue evidence and expected kind of explanation. A Check audience button reports blank audience or records temporary supplied audience without approving alignment. Keep programme/guide/school criteria/ATL confirmation pending and actual learner evidence blank. Neither label automatically wins.
Use an inquiry crosswalk with two original sign designs and question-type answer checks design with a compact header. Keep the actual sample data, controls, and useful default result visible early on a 360px-wide screen. Use readable text at least 16px, generous paragraph spacing, strong contrast, semantic labels, visible keyboard focus, and wrapping source blocks. Stack records on narrow screens rather than forcing a wide table.
Wire each action to an explicit type=button click handler using element selectors; the host permits scripts but blocks form submission. Update the visible result when the described action occurs. Show specific error feedback for invalid or missing input and clear stale feedback after dependent inputs change. Use plain text when displaying user values.
Provisional MYP illustration; authorized guide, school format and teacher alignment review remain authoritative. Keep the source fixture and worked teacher or developer example distinct from actual user records. Include the domain-specific explanation and next check beside the result. Provide no fake download, send, deployment, approval, or persistence button. Everything operates locally for the current page session.
Review the prepared copy in NOS
Bring the cue-to-interpretation link to the school’s unit reviewer. An HTML comparison can be rendered in NOS, with eligible static question wording revised visually during planning. Transfer the agreed task and exact guide references into the required school planner.