Language in MLC took the approach of working on ‘core’ skills. The core being – LSRW (Listening, Speaking, Reading and Writing). Rather than focusing on literature and literary analysis of selected texts – students were made to work on the above stated skills. We had a Language Speech Unit, wherein students were exposed to different forms of speech such as spoken poetry, stand up comedy, extempore, TED talk etc. They then chose topics of their choice along the topic “How can I change the world” and chose a speech format of their choice – and presented it in front of parents and teachers. For the writing unit, they were taught ‘Persuasive Writing’ – as it would be helpful for them through their projects. They were asked to pick a topic of their own and write a 350-500 word persuasive essay on the same. The final unit they had in Language was a reading unit. It comprised several different challenges and tasks. It began with a book tasting event where students were asked to ‘taste’ books of different genres to find out their ‘reading type’.They had to read a book of 200 pages minimum (bonus points for books above 350 pages), they were taught Skimming and Scanning technique of reading, they were taught summary writing and finally had challenges quizzes and presentations to culminate their learnings. Other than these classes, we laid down an exhaustive list of benchmarks students had to meet in LSRW. We intended for students to meet these benchmarks through authentic contexts ie. real life situations that they dealt with for their projects. The focus of Language in MLC was highly on bettering language skills in a way that it can directly help them in real life.
Mathematics in MLC did not differ in content from MYP but in the method it was taught. In Core Mathematics, We taught the same curriculum and covered either same or higher level concepts. We looked at various Mathematical concepts using 4 different lenses, a) Knowing and understanding, b) Investigating patterns, c) Communicating and d) Real life application. However, rather than having 1 hour classes spread throughout the year – units were chunked into math weeks. Being a self directed set up – most math units were turned into Flipped Classrooms or students led sessions. Flipped classroom sessions were where, unit resources and plans (The plan included relevant videos and readings. Once the student has watched the video, he was supposed to Solve worksheets and then take a check for understanding.) were given to students in advance to be able to do the units by themselves on their own pace, while during students led sessions, students were given topics and each one of them was supposed to lead a topic of the unit. For example, While teaching statistics, students were asked to Learn different types of representation. Students had to understand the form of representation assigned to them, using the resources. Students had to then teach that form of representation to the class(They were given pointers to prepare). This gave them an opportunity to learn by teaching it to someone. Students who were interested in Mathematics were encouraged to take higher level topics and co teach, while a different curriculum was designed for students with special needs. The Classes were mostly either practice/doubt solving sessions then. Math week meant that for that entire week, the majority of the time in the school day would be spent by students in doing mathematics.This allowed them to dive deeper into the concepts and master them with concentration. Students were asked to form Support groups among themselves.Supporting each other was encouraged and created a positive environment for doubts solving. If a Student Shows clear understanding of the topic, He could choose to not attend Math week and work on his projects..Assessments were mostly the same as in MYP. For some units like statistics, the assessments were more process based where they had to collect, represent, analyse and interpret,real time data on climate change and make an infographic of the same.
Other MYP subjects such as Humanities, Sciences and Language Acquisition (Hindi) were not formally catered to in MLC. However, our project benchmarks for Science and Humanities overlapped with MYP skills in those said subjects. As can be seen in our facilitator led projects, most of these skills were covered in the way students were expected to do these projects. We however did not focus much on content, and left that up to students to study from central presentations about each unit prepared by MYP teachers. Students could always approach either of the MLC facilitators or MYP teachers in case they had any questions about this content. Students usually studied it at their own pace as preparation for term end examinations. Students had an option to give the exam. Almost all the students decided to give exams for at least 2 subjects during the MYP term exam. They also had an option to choose the subjects for which they wanted to give the exam. Hence exams became a Self test, which was used by them to check their own understanding. The system was able to build a sense of ownership to learn in students. We also observed that over a period of year, students became Independent, self directed and confident, when it came to learning something new.