Hello everybody. I always get stuck when it comes to the question "How can [my child] improve in Criterion B?" when we have Parent-Teacher conferences. I make a point of saying the following (all of which are true and that I will continue to stand by) You need to be able to think about the connections between the numbers/algebra/working. You need to show your working in such a way that you can make those connections. (this is a new one) If your working isn't helping then experiment with how you show it/communicate it. I've been telling them to look into how theorems they already know are proven (i.e find a Pythagoras proof, see how they start it and then finish it own your own. Check your answer against the proof you find). I end up saying "It's not actually something I can teach you, but something you have to develop on your own". It puts a lot of onus on the students themselves, something I agree with, but the way a parent said it yesterday I felt very attacked, as this method of assessing is not what I would like to do. Whilst I do deliver some lessons with inquiry in them, (index laws, quadratic formula from completing the square, formulae in coordinate geometry, angles in polygons etc) I dont feel I have time or resources to do this with every unit/lesson. I also find that there are so few resources out there for MYP and some of the other "investigations" are things which require knowledge that we have not yet taught/is too advanced OR the material is too easy for those year groups. Due to this, some of the lessons I would like to do in inquiry end up being the summatives we give because there just aren't any that are authentic enough for students to get assessed on.