International Baccalaureate Middle Years Programme Guide at ISR

August 2015 - June 2016

MYP Years 2 - 5 (Grades 7 - 10)

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Table of Contents

International School Rheintal Mission Statement 3

IB Mission Statement 4

Introduction to the IB Middle Years Programme 6

Fundamental Concepts 6

Criterion related assessment in the MYP 8

Language and literature: English and German 13

Language acquisition: German and French 20

The German-speaking areas 21

Family and Home 21

Traditions 21

French 22

The Arts 39

Design 42

Projects 48

Academic Honesty 51

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International School Rheintal Mission Statement

Mission Statement

ISR is a supportive, challenging and child-centered environment. We encourage each

student to reach his or her potential whilst promoting international mindedness,

empathy and life-long learning. Through teamwork and individual endeavors,

members of the school community should

Respect and take responsibility for themselves, others and the environment

Appreciate and respect diversity

Think critically

Reflect thoughtfully

Communicate effectively

Celebrate success

Approved November 2014

Vision Statement

ISR will be the school of choice in the Alpen Rheintal region providing a high quality

international education in English for students from Kindergarten to Grade 12

inspiring international mindedness, personal excellence and responsible engagement.

Approved November 2014

Philosophy and Objectives The International School Rheintal provides a high quality educational programme in English for students from Kindergarten to Grade 12 designed to meet their intellectual, physical, social and emotional needs. The school aims to:

Challenge and support students to reach their full potential. Encourage students to think for themselves and acquire the skills, knowledge

and understanding necessary for effective lifelong learning.

Provide a challenging intellectual programme for exploring the academic disciplines from a global and local perspective.

Offer a student-centered, welcoming environment which fosters an enjoyment of learning and where student achievements are celebrated.

Nurture and appreciate a diversity of languages and cultures as a way of knowing.

Guide students to show concern for themselves, for others, for the community and for the environment.

Develop in its students a lasting commitment to international understanding and responsibility.

Cultivate respect, tolerance and acceptance of others. Encourage students to strive to be thinkers, communicators and risk takers who

are inquiring, knowledgeable, principled, open-minded, caring, balanced and reflective.

Revised November 2012

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IB Mission Statement “The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.” Concepts MYP program design uses two kinds of concepts. • Key concepts, contributed from each subject group, provide interdisciplinary breadth to the program. Key concepts are broad, organizing, powerful ideas that have relevance within and across subjects and disciplines, providing connections that can transfer across time and culture. • Related concepts, grounded in specific disciplines, explore key concepts in greater detail, providing depth to the program. They emerge from reflection on the nature of specific subjects and disciplines, providing a focus for inquiry into subject-specific content. Concepts can be interpreted differently and explored from various perspectives and at different levels of complexity. As students develop and deepen their understanding, they can use concepts to innovate, address challenges and solve problems.

Key Concepts for the MYP include: Aesthetics, Connections, Form, Perspective, Change, Creativity, Global Interactions, Relationships, Communication, Culture, Identity, Time, place and space, Communities, Development, Logic and Systems.

Related Concepts have twelve separate concepts relating to each course of study.

Global Context Global contexts direct learning towards independent and shared inquiry into our common humanity and shared guardianship of the planet. Using the world as the broadest context for learning, MYP can develop meaningful explorations of:

identities and relationships

orientation in time and space

personal and cultural expression

scientific and technical innovation

globalization and sustainability

fairness and development

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Middle Years Programme Courses This Programme guide provides a structured view of the courses offered at the International School Rheintal. The ISR Middle School is authorized to deliver the International Baccalaureate Middle Years Programme (IBMYP) and much of the material included in this document is taken from the documentation of the International Baccalaureate Organization (IBO). If you have any comments or questions regarding the Programme, please do not hesitate to contact the IBMYP Coordinator (Jonathan.Lewis@isr.ch) or the Director (Meg.Sutcliffe@isr.ch). Introduction to the IB Middle Years Programme From its beginning, the MYP was guided by three principles that have had special currency for learners aged 11–16, inspired by the IB mission: holistic learning, intercultural awareness, and communication. These fundamental concepts of the program provide a strong foundation for teaching and learning in the MYP. They represent an early attempt to establish a philosophy of international education that the IB now recognizes more fully with the adoption of the IB learner profile across the IB continuum. Fundamental Concepts Adolescents are confronted with a vast and often bewildering array of choices. The MYP is designed to provide students with the values and opportunities that will enable them to develop sound judgment. Learning how to learn and how to evaluate information critically is as important as the content of the disciplines themselves. From the beginning, the MYP has been guided by three fundamental concepts that underpin its development, both internationally and in individual schools: Holistic learning emphasizes the links between the disciplines, providing a global view of situations and issues. Students should become more aware of the relevance of their learning, and come to see knowledge as an interrelated whole. Students should see the cohesion and the complementarities of various fields of study, but this must not be done to the detriment of learning within each of the disciplines, which retain their own objectives and methodology. Intercultural awareness is concerned with developing students’ attitudes, knowledge and skills as they learn about their own and others’ social and national cultures. By encouraging students to consider multiple perspectives, intercultural awareness not only fosters tolerance and respect, but may also lead to empathy. Communication is fundamental to learning, as it supports inquiry and understanding, and allows student reflection and expression. The MYP places particular emphasis on language acquisition and allows students to explore multiple forms of expression. Teaching and learning in the IB Teaching and learning in the IB grows from an understanding of education that celebrates the many ways people work together to construct meaning and make

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sense of the world. Represented as the interplay between asking (inquiry), doing (action) and thinking (reflection), this constructivist approach leads towards open classrooms where different views and perspectives are valued. An IB education empowers young people for a lifetime of learning, both independently and in collaboration with others. It prepares a community of learners to engage with complex global challenges through a dynamic educational experience framed by inquiry, action and reflection. Inquiry Sustained inquiry frames the written, taught and assessed curriculum in IB programs. IB programs feature structured inquiry, drawing from established bodies of knowledge and complex problems. In this approach, prior knowledge and experience establish the basis for new learning, and students’ own curiosity, together with careful curriculum design, provide the most effective stimulus for learning that is engaging, relevant, challenging and significant. Action Principled action, as both a strategy and an outcome, represents the IB’s commitment to teaching and learning through practical, real-world experience. IB learners act at home, as well as in classrooms, schools, communities and the broader world. Action involves learning by doing, enhancing learning about self and others. IB World Schools value action that encompasses a concern for integrity and honesty, as well as a strong sense of fairness that respects the dignity of individuals and groups. Challenging learning environments help students to develop the imagination and motivation they require in order to meet their own needs and the needs of others. Principled action means making responsible choices, sometimes including decisions not to act. Individuals, organizations and communities can engage in principled action when they explore the ethical dimensions of personal and global challenges. Action in IB programs may involve service learning, advocacy and educating one’s self and others. Reflection Critical reflection is the process by which curiosity and experience can lead to deeper understanding. Learners must become critically aware of the way they use evidence, methods and conclusions. Reflection also involves being conscious of potential bias and inaccuracy in their own work and in the work of others. An IB education fosters creativity and imagination. It offers students opportunities for considering the nature of human thought and for developing the skills and commitments necessary not only to recall information but also to analyze one’s own thinking and effort in terms of the products and performances that grow from them. Driven by inquiry, action and reflection, IB programs aim to develop a range of skills and dispositions that help students effectively manage and evaluate their own learning. Among these essential approaches to learning are competencies for research, critical and creative thinking, collaboration, communication, managing information and self-assessment.

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Criterion related assessment in the MYP Each subject group has its own set of Criteria, which reflect the areas of the subject; the number of criteria and the maximum levels that can be achieved for each criterion are the same for each subject. Each subject has 4 criteria and each criterion has a maximum level of 8. A process of continuous assessment is used whereby the students’ performance against the subject specific assessment criteria is measured on multiple occasions during the year. Each individual assessment task will focus on specific criteria. At the end of the year the student’s sustained* levels are added together and the student is awarded one Final Grade based on IB prescribed conversion tables for that subject, for example,

Subject Assessment Criteria Maximum level

Language and literature

A: Analysing 8

B: Organizing 8

C: Producing text 8

D: Using language 8

Language acquisition

A: Comprehending spoken and visual text 8

B: Comprehending written and visual text 8

C: Communicating 8

D: Using language 8

* Sustained level is what the student has consistently achieved, based on the levels

and the teacher’s professional judgment, should there be any inconsistent or non-representative results or trends.

A student has achieved the following sustained levels in Math: A: Knowledge and Understanding 5/8 B: Investigating patterns 6/8 C: Communication in Mathematics 4/8 D: Reflection in Mathematics 4/8 Total 19 Final Grade awarded would be: 5 Final Grade description A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

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Individuals and society

A: Knowing and understanding 8

B: Investigating 8

C: Communicating 8

D: Thinking critically 8

Mathematics

A: Knowledge and Understanding 8

B: Investigating patterns 8

C: Communicating 8

D: Applying mathematics in real-world contexts 8

Sciences

A: Knowing and understanding 8

B: Inquiring and designing 8

C: Processing and evaluating 8

D: Reflecting on the impacts of science 8

Design

A: Inquiring and analysing 8

B: Developing ideas 8

C: Creating the solution 8

D: Evaluating 8

Arts

A: Knowledge and Understanding 8

B: Developing skills 8

C: Thinking creatively 8

D: Responding 8

Physical and Health Education

A: Knowing and understanding 8

B: Planning for performance 8

C: Applying and performing 8

D: Reflecting and improving performance 8

MYP projects

A: Investigating 8

B: Planning 8

C: Taking action 8

D: Reflecting 8

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The MYP assessment criteria across subject groups can be summarized as follows.

A B C D

Language and literature

Analysing Organizing Producing text Using language

Language acquisition

Comprehending spoken and visual text

Comprehending written and visual text

Communicating Using language

Individuals and societies

Knowing and understanding

Investigating Communicating Thinking Critically

Sciences Knowing and understanding

Inquiring and designing

Processing and evaluating

Reflecting on the impacts of science

Mathematics Knowing and understanding

Investing patterns

Communicating Applying mathematics in real-world contexts

Arts Knowing and understanding

Developing skills

Thinking creatively

Responding

Physical and health education

Knowing and understanding

Planning for performance

Applying and performing

Reflective and improving performance

Design Inquiring and analysing

Developing ideas

Creating the solution

Evaluating

MYP Projects Investigating Planning Taking action Reflecting

Schools must regularly report student progress towards the MYP objectives using the prescribed subject-group assessment criteria. The criteria for each subject group represent the use of knowledge, understanding and skills that must be taught. They encompass the factual, conceptual, procedural and metacognitive dimensions of

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knowledge. Assessment criteria for years 1, 3 and 5 of the programme are provided in MYP subject-group guides, and their use is mandatory.

In practice, schools often introduce objectives and criteria for MYP years 3 and 5 in the previous year so that students in MYP years 2 and 4 become familiar with, and begin working towards, stated requirements, adapting and interpreting them in ways that are developmentally appropriate.

Final grade descriptions for all subjects

To arrive at a criterion levels total for each student, teachers add together the student’s final achievement levels in all criteria of the subject group. ISR uses the MYP 1–7 scale should use the grade boundary guidelines table that follows to determine final grades in each year of the MYP. The table provides a means of converting the criterion levels total into a grade based on a scale of 1–7.

Grade Boundary guidelines

Descriptor

1 1–5 Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.

2 6–9 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.

3 10–14 Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.

4 15–18 Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.

5 19–23 Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.

6 24–27 Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with

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independence.

7 28–32 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

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Language and literature: English and German The aims of MYP language and literature are to encourage and enable students to: • use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction • develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts • develop critical, creative and personal approaches to studying and analysing literary and non-literary texts • engage with text from different historical periods and a variety of cultures • explore and analyze aspects of personal, host and other cultures through literary and non-literary texts • explore language through a variety of media and modes • develop a lifelong interest in reading • apply linguistic and literary concepts and skills in a variety of authentic contexts. Subject organisation: Four key concepts frame the language and literature course in the MYP to form a common foundation: • Communication • Connections • Creativity • Perspective. English Overall expectations: The main objective is to have the students communicate ideas and information for a variety of purposes and to specific audiences using appropriate language and grammatical forms. It provides the basic tool of communication by enabling efficient learning and practice of other subjects within the school, developing social contacts, and encouraging self-expression. It provides the study of a broad variety of forms of expression through language by: fulfilling cultural and intercultural roles, influencing the personal, moral and spiritual development of the student through literature and deepening the student’s understanding of human nature and values. Themes: Students throughout years 2 & 3 will study short stories, essays, poetry and the Language and Literature texts, which cover the following themes: Technology and Civilization Poverty and Social Injustice Adolescence and Conformity Political and Social Change Sharing our Humanity Action areas: Response to Literature The Writing Process (Prewriting, Drafting, Editing, Proofreading, Presenting) Autobiographical Writing Descriptive Writing Persuasive Writing Expository Writing

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Years 2 and 3 The students will be introduced to a range of world literature. They will have opportunities to develop their writing skills, and to train their critical thinking and literary analysis. Reading, writing, speaking, and listening are developed through a variety of tasks, allowing students to communicate their understanding of the forms of expression through creative and academic work. Grammar and punctuation exercises are balanced with skills development units that provide the fundamental tools for written and oral expression. Class novels are studied to provide training in literary analysis; literary reviews and book presentations provide opportunities for students to cultivate their rhetorical and presentation skills. Creative writing is employed to give students ownership of their own development, and peer assessment makes students academically self-aware. Gr 7 and 8 students will use the following literature and films to explore language: Grade 7 Holes Poetry The Boy in the Striped Pajamas The Whale Rider Things Not Seen Dramatic Writing Grade 8 The Giver Poetry Private Peaceful Going Solo Walk Two Moons Dramatic Writing Year 4 Grade 9 English will be taught to develop and extend all needed reading, writing, listening and speaking skills for the forthcoming senior school years and adult life generally. The focus of all units will be to boost each of these skills. Sample units that may be included are:

study of the novel development of poetry the short story film study

language of the media works in translation

Text choices within each unit will be based on student skill levels and individual needs to allow for differentiation. Year 5 The Grade 10 English course follows on closely from the previous year and comprises the possibly following units:

Introduction to the Adult Novel

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Introduction to Poetry: Various Authors Introduction to Adult Drama Introduction to the Literary Short Story: Various Authors Introduction to Non-Fiction Prose Film Studies Works in Translation

Text choices within each unit will be based on student skill levels and individual needs to allow for differentiation. The order of the units will be influenced by student skills and needs.

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German Overall expectations: The main objective is to have the students communicate ideas and information for a variety of purposes and to specific audiences using appropriate language and grammatical forms and language, both aesthetically and functionally. Students will learn to use language in a wide range of ways and circumstances as a means of practical communication and for inquiry. They will develop an appreciation of form and language both aesthetically and functionally. It provides the basic tool of communication within literary and social aspects by enabling efficient learning and practice of other subjects within the school, developing social contacts, and encouraging self-expression. It provides the study of a broad variety of forms of expression through language by fulfilling cultural and intercultural roles, influencing the personal, moral and spiritual development of the student through literature and deepening the student’s understanding of human nature and values. The course facilitates students’ appreciation of the diversity and commonality of culture, life and civilization in Switzerland, Austria, Liechtenstein and Germany. Specific Expectations: Students will examine and practice various types of writing: expository, descriptive, argumentative, imaginative, literary analysis. They will look at the interconnection of literature and the history of art and other cultural events and changes. This will link what students read and study to an interdisciplinary context. Focus: Characteristics and diversity of the novel; Textual analysis; Understanding the context or background of a work; Language: written and oral.

Years 2 & 3 Students will learn to use language in a wide range of ways and circumstances as a means of practical communication and for inquiry. Students will create two reading diaries on novels read in class and at home. They will also discover various grammar patterns and practise their spelling. Several types of writing will be produced, mainly objective and analytical rather than creative. The year ends with individual book presentations. Action areas: Response to Literature The Writing Process (Prewriting, Drafting, Editing, Proofreading, Presenting) Autobiographical Writing Descriptive Writing Persuasive Writing Expository Writing Year 4 Grade 9 German will be taught to develop and extend all needed reading, writing, listening and speaking skills for the forthcoming senior school years and adult life generally. The focus of all units will be to boost each of these skills. Sample units that may be included are:

study of the novel development of poetry the short story

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language of the media works in translation

Text choices within each unit will be based on student skill levels and individual needs to allow for differentiation. Year 5 The Grade 10 German course follows on closely from the previous year and comprises the following units:

Introduction to Poetry: Various Authors Introduction to the Adult Novel Introduction to Adult Drama Introduction to the Literary Short Story: Various Authors Introduction to Non-Fiction Prose Film Studies Works in Translation Text choices within each unit will be based on student skill levels and individual needs to allow for differentiation. The order of the units will be influenced by student skills and needs. Selected German Texts: for grades 9 and 10 Introduction to genres: Poetry: How does language enable us to express ourselves and how does poetry express people’s thinking: A variety of poetry - analysis an interpretation from Baroque to the Modern and compiling a private poetry folder.

A work of free choice of the IB book list for individual oral presentation. Short stories: features, selection of texts, analysis of language, performing as an audio version/ performance Die Novelle: features, details, selection, comparative essay writing and connecting themes using the following selection: Kleider machen Leute – Keller/Andersen/Film/ research Bangladesh as non-literary text or Tagebuch der Anne Frank: Reading, research and analysis

Non-fiction text: Tagebuch der Anne Frank: Reading, research and analysis Comparing and contrasting a book and film, Drama: Schiller: Wilhelm Tell or something alike depending on performances at theatres nearby

Being interested in the development of a living language and its use in an academic way as well as going to theatre performances or other cultural events of a similar kind. Text selection at teacher discretion.

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Language and literature: Assessment criteria Criterion A: Analyzing Maximum: 8 Through the study of language and literature students are enabled to deconstruct texts in order to identify their essential elements and their meaning. Analyzing involves demonstrating an understanding of the creator’s choices, the relationships between the various components of a text and between texts, and making inferences about how an audience responds to a text (strand i), as well as the creator’s purpose for producing text (strand ii). Students should be able to use the text to support their personal responses and ideas (strand iii). Literacy and critical literacy are essential lifelong skills; engaging with texts requires students to think critically and show awareness of, and an ability to reflect on, different perspectives through their interpretations of the text (strand iv). In order to reach the aims of studying language and literature, students should be able to:

analyze the content, context, language, structure, technique and style of text(s) and the relationships among texts

analyze the effects of the creator’s choices on an audience justify opinions and ideas, using examples, explanations and terminology

evaluate similarities and differences by connecting features across and within genres and texts. Criterion B: Organizing Maximum: 8 Students should understand and be able to organize their ideas and opinions using a range of appropriate conventions for different forms and purposes of communication. Students should also recognize the importance of maintaining academic honesty by respecting intellectual property rights and referencing all sources accurately. In order to reach the aims of studying language and literature, students should be able to:

employ organizational structures that serve the context and intention organize opinions and ideas in a sustained, coherent and logical manner use referencing and formatting tools to create a presentation style suitable to the context and

intention. Criterion C: Producing text Maximum: 8 Students will produce written and spoken text, focusing on the creative process itself and on the understanding of the connection between the creator and his or her audience. In exploring and appreciating new and changing perspectives and ideas, students will develop the ability to make choices aimed at producing texts that affect both the creator and the audience. In order to reach the aims of studying language and literature, students should be able to:

produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process

make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

select relevant details and examples to develop ideas.

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Criterion D: Using language Maximum: 8 Students have opportunities to develop, organize and express themselves and communicate thoughts, ideas and information. They are required to use accurate and varied language that is appropriate to the context and intention. This objective applies to, and must include, written, oral and visual text, as appropriate. In order to reach the aims of studying language and literature, students should be able to:

use appropriate and varied vocabulary, sentence structures and forms of expression write and speak in a register and style that serve the context and intention use correct grammar, syntax and punctuation spell (alphabetic languages), write (character languages) and pronounce with accuracy use appropriate non-verbal communication techniques.

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Language acquisition: German and French The principal rationale for learning additional languages is to further intercultural awareness and international-mindedness, both central to the IB’s mission, through:

the acquisition of the language of a culture, and the possibilities to reflect upon and explore cultural perspectives. The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes intercultural understanding. The aims of the teaching and learning of MYP language acquisition are to:

gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage

develop a respect for, and understanding of, diverse linguistic and cultural heritages develop the student’s communication skills necessary for further language learning, and for study,

work and leisure in a range of authentic contexts and for a variety of audiences and purposes

enable the student to develop multi-literacy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication

enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning

enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects, and as a tool for enhancing literacy

enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components

offer insight into the cultural characteristics of the communities where the language is spoken encourage an awareness and understanding of the perspectives of people from own and other

cultures, leading to involvement and action in own and other communities foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

Subject organisation: Four key concepts frame the language acquisition course in the MYP to form a common foundation: • Communication • Connections • Creativity • Culture. German Expectations: Where possible students will work parallel to the advanced German class at an appropriate level covering the same topics. Students will attain an appreciation for German and the German-speaking areas of Germany, Austria, Switzerland and Liechtenstein through a basic exploration of the life, civilization and language of the communities where this language is spoken. They will be able to express themselves at a basic level in speaking as well as writing. They will also be able to develop effective systematic methods for language learning utilizing a variety of sources.

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Course outline for Years 2 and 3 The German-speaking areas Students receive an introduction to the many different German-speaking areas and will associate them with different ways of life and different ways of speaking in basic words and forms of understanding. This unit is important to set a basis regarding the pronunciation, the encoding of a new language in reading and listening. The focus will be on Germany: discovering some German cities with their particular way of life depending on their surroundings (port city in the North/village in the mountains of Bavaria). Family and Home This unit is an exploration of families in the German-speaking areas and their living spaces. At first, students will look at different German-speaking family patterns. They will examine for each pattern their place in society and discuss in a basic way what they observe. School System Students will discover the various school systems that exist in the different German-speaking countries, from Kindergarten to High School. They will be able to compare the school day and the school life between the German-speaking countries and their own experiences in school. Traditions During the whole year, students will discover the many different traditions associated with many different occasions and festivals. They will get an insight into what German-speaking people regularly do. Students will also be able to experience some of their traditions. Environment In this unit students will look at the topic of environment in their local area and around the world. They will assess the problems associated with this both locally and globally. Through this they will attempt to come up with solutions for tackling global warming and other environmental issues. This unit will allow students to take responsibility for caring for their environment. Course outline for Years 4 and 5 The German-speaking areas Students receive an introduction to the many different German-speaking areas and will associate them with different ways of life and different ways of speaking in basic words and forms of understanding. This unit is important to set a basis regarding the pronunciation, the encoding of a new language in reading and listening. The focus will be on German speaking countries: discovering different cities with their particular way of life depending on their surroundings. Family and Home This unit is an exploration of families in the German-speaking areas and their living spaces. At first, students will look at different German-speaking family patterns. They will examine for each pattern their place in society and discuss in a basic way what they observe. Traditions During the whole year, students will discover the many different traditions associated with many different occasions and festivals. They will get an insight into what German-speaking people regularly do. Students will also be able to experience some of their traditions. During the first semester students will read and analyze Antoine de Saint-Exupéry: Der Kleine Prinz followed by B.Schlink: Der Vorleser, together with the native speaker class in semester 2.

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Intermediate students will spend the first semester focusing mostly on grammatical structure. Beginner German Text: Passwort Deutsch 1 Intermediate German Text: Essentials of German Grammar French Year 2

Within an overall communication approach, students will develop and expand their skills in the four basic language areas of speaking, writing, listening and reading. We will work with the following texts: ‘Bien Joué 1 (exercises book)’, ‘Equipe 2 (student book + exercises book)’. Students will also study either a moral tale or a novel written in simple French. Students should be able to interact and maintain a simple conversation, to write simple paragraphs (using connectives, opinions, Present and Perfect tenses) based on topics learned in class.

Year 3

Within an overall communication approach, students will develop and expand their skills in the four basic language areas of speaking, writing, listening and reading. We will work with the following texts: ‘Bien Joué 1 (exercises book)’, ‘Equipe 2 (student book + exercises book)’. Students will also study either a moral tale or a novel written in simple French. They should be able to take part in role plays based on everyday life, write paragraphs with the appropriate grammar and conjugation, read with the right pronunciation and understand commands and instructions.

Year 4

Within an overall communication approach, students will develop and expand their skills in the four basic language areas of speaking, writing, listening and reading. We will work with the following texts: ‘Rond-

Point (exercises book)’, ‘Tricolore 4 (student book)’. Students will also study a novel written in simple French. They should be able to communicate using more complex structures with the right pronunciation, grammar and conjugation.

Year 5

Within an overall communication approach, students will develop and expand their skills in the four basic language areas of speaking, writing, listening and reading. We will work with the following texts: ‘Rond-Point (exercises book)’, ‘Tricolore 4 (student book)’. Students will also study a novel written in simple French. In addition to concepts learned in previous grades, students will attain an appreciation for the French language and the French-speaking world through a basic exploration of the life, civilization and languages of the communities where this language is spoken.

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Language acquisition Assessment criteria Criterion A: Comprehending spoken and visual text Maximum: 8 Comprehending spoken and visual text encompasses aspects of listening and viewing, and involves the student in interpreting and constructing meaning from spoken and visual text to understand how images presented with oral text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is viewed, and to be aware of opinions, attitudes and cultural references presented in the visual text. The student might, for example, reflect on feelings and actions, imagine himself or herself in another’s situation, gain new perspectives and develop empathy, based on what he or she has understood in the text. As appropriate to the phase, the student is expected to be able to:

listen for specific purposes and respond to show understanding interpret visual text that is presented with spoken text

engage with the text by supporting opinion and personal response with evidence and examples from the text.

Criterion B: Comprehending written and visual text Maximum: 8 Comprehending written and visual text encompasses aspects of reading and viewing, and involves the student in constructing meaning and interpreting written and visual text to understand how images presented with written text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is read and viewed, and to be aware of opinions, attitudes and cultural references presented in the written and/or visual text. The student might, for example, reflect on feelings and actions, imagine himself or herself in another’s situation, gain new perspectives and develop empathy, based on what he or she has understood in the text. As appropriate to the phase, the student is expected to be able to:

read for specific purposes and respond to show understanding interpret visual text that is presented with written text engage with the text by supporting opinion and personal response with evidence and examples from

the text. Criterion C: Communicating in response to spoken, written and visual text Maximum: 8 In the language acquisition classroom, students will have opportunities to develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, and responding to spoken, written and visual text in the target language. As appropriate to the phase, the student is expected to be able to:

interact and communicate in various situations express thoughts, feelings, ideas, opinions and information in spoken and written form speak and write for specific purposes.

Criterion D: Using language in spoken and written form Maximum: 8 This objective relates to the correct and appropriate use of the spoken and written target language. It involves recognizing and using language suitable to the audience and purpose; for example, the language used at home, the language of the classroom, formal and informal exchanges, social and academic language.

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When speaking and writing in the target language, students apply their understanding of linguistic and literary concepts to develop a variety of structures, strategies (spelling, grammar, plot, character, punctuation, voice) and techniques with increasing skill and effectiveness. As appropriate to the phase, the student is expected to be able to:

organize thoughts, feelings, ideas, opinions and information in spoken and written form develop accuracy when speaking and writing in the target language.

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Mathematics The aims of MYP mathematics are to encourage and enable students to: • enjoy mathematics, develop curiosity and begin to appreciate its elegance and power • develop an understanding of the principles and nature of mathematics • communicate clearly and confidently in a variety of contexts • develop logical, critical and creative thinking • develop confidence, perseverance, and independence in mathematical thinking and problem-solving • develop powers of generalization and abstraction • apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments • appreciate how developments in technology and mathematics have influenced each other • appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics • appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives • appreciate the contribution of mathematics to other areas of knowledge • develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics • develop the ability to reflect critically upon their own work and the work of others. Subject organisation: Three key concepts frame the mathematics course in the MYP to form a common foundation: • Form • Logic • Relationships. Areas of Mathematics: Number The ability to work with numbers is an essential skill in mathematics. Students are expected to have an understanding of number concepts and to develop the skills of calculation and estimation. Students should understand that the use of numbers to express patterns and to describe real-life situations goes back to humankind’s earliest beginnings, and that mathematics has multicultural roots. Algebra Algebra is an abstraction of the concepts first used when dealing with number and is essential for further learning in mathematics. Algebra uses letters and symbols to represent numbers, quantities and operations, and employs variables to solve mathematical problems. Students who wish to continue studying mathematics beyond the MYP will require knowledge of concepts and skills in algebra. Teachers should assist students’ understanding of algebra by using real-life contexts for the application of algebraic knowledge and skills in problem-solving situations. To develop deeper problem solving understanding, algebra topics can be linked to modeling, representations and connections. Geometry and Trigonometry The study of geometry and trigonometry enhances students’ spatial awareness and provides them with the tools for analyzing, measuring and transforming geometric quantities in two and three dimensions. Statistics and Probability This branch of mathematics is concerned with the collection, analysis and interpretation of quantitative data and uses the theory of probability to estimate parameters, discover empirical laws, test hypotheses

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and predict the occurrence of events. Through the study of statistics, students should develop skills associated with the collection, organization and analysis of data, enabling them to present information clearly and to discover patterns. Students will also develop critical-thinking skills, enabling them to differentiate between what happens in theory (probability) and what is observed (statistics). Students should understand both the power and limitations of statistics, becoming aware of their legitimate use in supporting and questioning hypotheses, but also recognizing how statistics can be used to mislead as well as to counter opinions and propaganda. Students should use these skills in their investigations and are encouraged to use information and communication technology (ICT) whenever appropriate. Year 2 (Grade 7 Mathematics) Whole Numbers Angles and lines Fractions

Algebraic expressions Equations Polygons Coordinates Length and area Algebraic expansion and factorisation Further measurement Ratio Solids Circles

Rates Mathematics book: Hease & Harris Publication "Mathematics for the international Student 7 MYP 2" Second Edition Calculator for Mathematics: Scientific Calculator Year 3 (Grade 8 Mathematics)

Real numbers and Ratio Algebraic operations Laws of Algebra Equations Radicals and Pythagoras Coordinate Geometry Simultaneous Equations Percentage Probability

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Interpreting tables and graphs Statistics Algebra: Patterns and formulae Algebraic Factorisation The geometry of polygons Trigonometry

Problem solving

Mathematics book: Hease & Harris Publication “Mathematics for the International Student 8 MYP3” Second edition Calculator for Mathematics: Scientific Calculator Year 4 (Grade 9 Mathematics)

Indicies

Algebraic Expansion

Radicals

Algebraic fractions

Sets and Venn diagrams

Linear Equations and Inequations

Coordinate Geometry

Simultaneous Equations

Quadratic Factorisation

Quadratic Equations

Quadratic Functions

Exponential and rational functions

Financial mathematics

Probability

Transformation Geometry

Measurement

Congruence and similarity

Mathematics book: Hease & Harris Publication “Mathematics for the International Student 9 MYP4” Second edition Graphing Calculator for Mathematics: Texas Instruments TI-84 Plus Year 5 (Grade 10 Mathematics)

Algebraic Expansion and Factorisation

Radicals and Surds

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Pythagoras’ Theorem

Coordinate Geometry

Deductive Geometry

Quadratic Equations

Quadratic Functions

Relations and Functions

Polynomials

Number Sequences

Exponential functions and logarithms

Trigonometry

Advanced Trigonometry

Statistics

Formulae

Introduction to Calculus

Mathematics book: Hease & Harris Publication Mathematics for the International Student MYP5 Pre-Diploma SL and HL Third edition Graphing Calculator for Mathematics: Texas Instruments TI-84 Plus

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Mathematics Assessment criteria Criterion A: Knowing and understanding Maximum: 8 Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This objective assesses the extent to which students can select and apply mathematics to solve problems in both familiar and unfamiliar situations in a variety of contexts. In order to reach the aims of mathematics, students should be able to:

select appropriate mathematics when solving problems in both familiar and unfamiliar situations apply the selected mathematics successfully when solving problems solve problems correctly in a variety of contexts.

Criterion B: Investigating patterns Maximum: 8 Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Working through investigations encourages students to become risk-takers, inquirers and critical thinkers. The ability to inquire is invaluable in the MYP and contributes to lifelong learning. A task that does not allow students to select a problem-solving technique is too guided and should result in students earning a maximum achievement level of 6 (for years 1 and 2) and a maximum achievement level of 4 (for year 3 and up). However, teachers should give enough direction to ensure that all students can begin the investigation. For year 3 and up, a student who describes a general rule consistent with incorrect findings will be able to achieve a maximum achievement level of 6, provided that the rule is of an equivalent level of complexity. In order to reach the aims of mathematics, students should be able to:

select and apply mathematical problem-solving techniques to discover complex patterns describe patterns as general rules consistent with findings

prove, or verify and justify, general rules. Criterion C: Communication in mathematics Maximum: 8 Mathematics provides a powerful and universal language. Students are expected to use appropriate mathematical language and different forms of representation when communicating mathematical ideas, reasoning and findings, both orally and in writing. In order to reach the aims of mathematics, students should be able to:

use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations

use appropriate forms of mathematical representation to present information move between different forms of mathematical representation communicate complete, coherent and concise mathematical lines of reasoning organize information using a logical structure.

Criterion D: Reflection in mathematics Maximum: 8 MYP mathematics encourages students to see mathematics as a tool for solving problems in an authentic real-life context. Students are expected to transfer theoretical mathematical knowledge into real-world situations and apply appropriate problem-solving strategies, draw valid conclusions and reflect upon their

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results. In order to reach the aims of mathematics, students should be able to:

identify relevant elements of authentic real-life situations select appropriate mathematical strategies when solving authentic real-life situations apply the selected mathematical strategies successfully to reach a solution justify the degree of accuracy of a solution justify whether a solution makes sense in the context of the authentic real-life situation.

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Sciences The aims of MYP sciences are to encourage and enable students to: • understand and appreciate science and its implications • consider science as a human endeavor with benefits and limitations • cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments • develop skills to design and perform investigations, evaluate evidence and reach conclusions • build an awareness of the need to effectively collaborate and communicate • apply language skills and knowledge in a variety of real-life contexts • develop sensitivity towards the living and non-living environments • reflect on learning experiences and make informed choices. Subject organisation: Three key concepts frame the sciences course in the MYP to form a common foundation: • Change • Relationships • Systems. Areas of Science: Biology: the branch of science concerned with life – from the molecular level through the interactions of cells, tissues and organs, to the ecological interactions of organisms with their living and non-living environment.

Chemistry: the branch of science concerned with the substances of which matter is composed, the investigation of their properties and reactions, and the use of such reactions to form new substances. Physics: the branch of science that focuses on measurement and takes these measurements to study space and time, motion, energy transfers and forces. Overall Expectations: Students are encouraged to investigate science by formulating their own questions and finding answers to those questions, including through research and experimentation. Scientific inquiry enables students to develop a way of thinking and a set of skills and processes that they can use to confidently tackle the internal assessment component of DP subjects in biology, chemistry and physics. Moreover, the MYP sciences objectives and assessment criteria A–D are aligned with the DP sciences objectives and internal assessment criteria, supporting the smooth transition from the MYP to the DP (see figures 2 and 3). All IB programs share common beliefs and values about teaching and learning science: • International dimension: Students develop an appreciation that science requires open-mindedness and freedom of thought transcending gender, political, cultural, linguistic, national and religious boundaries. • Aesthetic dimension: Students engage with the complexities, intricacies and beauty of science, which arouses their curiosity and heightens their learning. • Ethical dimension: Students reflect on the ethical, social, economic, political, cultural and environmental implications of using science to solve specific problems. Students develop a personal, ethical stance on science-related issues. • Learning through investigation: Students construct meaning by designing, conducting and reflecting on scientific investigations. The scientific process, which encourages hands-on experience, inquiry, and critical

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thinking, enables students to make informed and responsible decisions, not only in science but also in other areas of life. • Collaboration: Students are provided opportunities to work individually and with their peers to learn about science within and beyond the classroom. They develop safe and responsible working habits in practical science.

Year 2 (Grade 7 Science)

We Are Scientists The Story of Stuff

Water Use the Force It’s all Connected The Circle of Life It’s Full of Stars

Science Textbook: Oxford University Press series Science Works, books 1, 2 and 3 are issued to all students at the start of the year, along with a chart indicating which parts of those texts have relevance for each of our units.

Year 3 (Grade 8 Science)

The Circle of Life

Acids and Alkalis Forces of Attraction Sound and Light Fit and Healthy Energy

Science Textbook: Oxford University Press series Science Works, books 1, 2 and 3 are issued to all students at the start of the year, along with a chart indicating which parts of those texts have relevance for each of our units. Year 4 (Grade 9 Science)

Biology Chemistry Physics

Cytology Life Cycles Healthy Lifestyles Body vs Environment

Atomic structure Periodic trends Solutions Chemical Bonding

Measurement Motion 1 Forces Energy Atomic Physics

Science Textbook: Oxford University Press texts Complete Biology (Ron Pickering), Complete Chemistry (RoseMarie Gallagher) and Complete Physics (Stephen Pople) are issued to all students at the start of the year, along with a chart indicating which parts of those texts have relevance to each of our units.

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Year 5 (Grade 10 Science)

Biology Chemistry Physics

Heredity Biotechnology Evolution Ecology

Kinetic theory, gas laws

Stoichiometry Biochemistry Energetics

Motion 2 Heat and Temperature Electricity and Magnetism Sound and Light

Electricity and Magnetism

Science Textbook: Oxford University Press texts Complete Biology (Ron Pickering), Complete Chemistry (RoseMarie Gallagher) and Complete Physics (Stephen Pople) are issued to all students at the start of the year, along with a chart indicating which parts of those texts have relevance to each of our units.

Sciences Assessment criteria Criterion A: Knowing and understanding Maximum: 8 Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve problems and express scientifically supported judgments. Assessment of this objective must be done using tests or exams. To reach the highest level students must make scientifically supported judgments about the validity and/or quality of the information presented to them. Assessment tasks could include questions dealing with “scientific claims” presented in media articles, or the results and conclusions from experiments carried out by others, or any question that challenges students to analyze and examine the information and allows them to outline arguments about its validity and/or quality using their knowledge and understanding of science. In order to reach the aims of sciences, students should be able to: i. explain scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations iii. analyze and evaluate information to make scientifically supported judgments. Criterion B: Inquiring and designing Maximum: 8 Intellectual and practical skills are developed through designing, analyzing and performing scientific investigations. Although the scientific method involves a wide variety of approaches, the MYP emphasizes experimental work and scientific inquiry. When students design a scientific investigation they should develop a method that will allow them to collect sufficient data so that the problem or question can be answered. To enable students to design scientific investigations independently, teachers must provide an open-ended problem to investigate. An open-ended problem is one that has several independent variables appropriate for the investigation and has sufficient scope to identify both independent and controlled variables. In order to achieve the highest level for the strand in which students are asked to design a logical, complete and safe method, the student would include only the relevant information, correctly sequenced. In order to reach the aims of sciences, students should be able to:

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i. explain a problem or question to be tested by a scientific investigation ii. formulate a testable hypothesis and explain it using scientific reasoning iii. explain how to manipulate the variables, and explain how data will be collected iv. design scientific investigations. Criterion C: Processing and evaluating Maximum: 8 Students collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been appropriately reached. MYP sciences help students to develop analytical thinking skills, which they can use to evaluate the method and discuss possible improvements or extensions. In order to reach the aims of sciences, students should be able to: i. present collected and transformed data ii. interpret data and explain results using scientific reasoning iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation iv. evaluate the validity of the method v. explain improvements or extensions to the method. Criterion D: Reflecting on the impacts of science Maximum: 8 Students gain global understanding of science by evaluating the implications of scientific developments and their applications to a specific problem or issue. Varied scientific language will be applied in order to demonstrate understanding. Students are expected to become aware of the importance of documenting the work of others when communicating in science. Students must reflect on the implications of using science, interacting with one of the following factors: moral, ethical, social, economic, political, cultural or environmental, as appropriate to the task. The student’s chosen factor may be interrelated with other factors. In order to reach the aims of sciences, students should be able to: i. explain the ways in which science is applied and used to address a specific problem or issue ii. discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue iii. apply scientific language effectively iv. document the work of others and sources of information used.

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Individuals & societies The aims of MYP individuals and societies are to encourage and enable students to:

appreciate human and environmental commonalities and diversity understand the interactions and interdependence of individuals, societies and the environment understand how both environmental and human systems operate and evolve identify and develop concern for the well-being of human communities and the natural environment act as responsible citizens of local and global communities

develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and the environments in which they live.

Subject organisation: Four key concepts frame the individuals & societies course in the MYP to form a common foundation: • Change • Time/place/space • Global interactions • Systems Overall Expectations At ISR we are responsible for developing and structuring MYP individuals and societies courses that provide opportunities for students to meet the aims and objectives of the program. Through year 2-5 we will structure the program to meet the needs of our students in this class.

MYP standards and practices require us to facilitate and promote collaborative planning for the purpose of curriculum development and review.

Individuals and societies objectives for years 2 to 5 of the curriculum provide continuity and outline a progression of learning. These objectives guide teachers in making decisions about developmentally appropriate learning experiences, including formative and summative assessments.

As we develop the vertical articulation of individuals and societies over the years of the program, teachers will plan increasingly complex units of work that encompass multiple objectives. However, within these units, discrete tasks or smaller units of work might concentrate on specific objectives or individual strands.

Individuals and societies courses offer many opportunities to build interdisciplinary connections across the curriculum. Horizontal articulation for each year of the programme should coordinate teaching and learning across courses in individuals and societies, as well as identify shared conceptual understandings and approaches to learning (ATLs) that span multiple subject groups and help to create a coherent learning experience for students throughout the year. Year 2 and 3 Geography and History Glacial Landscapes The Beginnings of Civilization Liechtenstein and the 5 themes of Geography The Romans Weather and Climate The Middle Ages

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The Middle Ages When the Middle Ages were and what they were like How land and power were divided under feudalism How the manor system worked and what life was like for peasants and serfs Why the Roman Catholic Church was so important and powerful during the Middle Ages The connection between an increase in trade and the growth of towns What life was like in a medieval town The role of culture and learning in the Middle Ages The causes of the Crusades The different Crusades and what they accomplished, The effects that Crusades had on life in Europe The forces that led to nation building in Europe Nations building in England

The Renaissance and Reformations Why Italy was the birthplace of the Renaissance How literature and art was transformed during the Renaissance How the Renaissance spread from Italy to the North Key literary figures and ideas of the Northern Renaissance Key artists and artistic ideas of the Northern Renaissance The developments that led to the Reformation, Luther’s criticism of the Church The immediate effects of Luther’s ideas in Europe Geography-Population The factors that affect population density What the demographic transition model shows us Where populations are growing fastest and slowest What population pyramids are and how they can be used List four types of migration four push and four pull factors How migration affects the UK / Switzerland (both international and internal migration. Give an example of an international refugee, explaining why they are refugees What has happened to them and what is being done to help them What the problems are of populations changes in MEDCs / LEDCs (CH / India) and how countries cope with these changes Use the following terms... population density, birth rate, death rate, natural increase, population growth rate, fertility rate, infant mortality, life expectancy, refugee, economic migrant Glaciation Components of the climate (solar input, the water cycle, wind, changes in temperature and air pressure, etc) Types of short-term and long-term climatic changes, their causes and effects (on the geological landscape) Formation and movement of glaciers The causes and effects of the processes of erosion and deposition

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Year 4 History and Geography In year 4 of the individuals and societies course students will focus on Geography and History. During the Geography portion of the year students will look at physical as well as human geographical questions. Students will look at weather and how it affects different regions and also study the many different cultures and religions of the many different areas of the world. During the History study of year 4 students will focus on the 18th and 19th century as they prepare for the teaching of the 20th century in year 5. Content Life in the 20th Century Causes of World War I World War I 1919 Paris Peace Conference Causes of World War II World War II Texts: Modern Minds: The Twentieth-Century World by Jamie Byrom Paris 1919 by Margaret MacMillian A variety of primary and secondary sources Year 5 History and Geography Content Cold War Students will study the Cold War from 1945-1991 throughout year 5. During the year students will learn and understand the unique relationship between the USA and USSR and how each tried to block the others intentions all over the world. We will study the European continent and how they played a role in the development of two world superpowers. Topics include 1945-1955 Start of the Cold War- China and Korea 1955-1965 Vietnam and Struggles in Europe 1965-1975 Fall of Vietnam and spread of Communism 1975-1985 Arms Race and Afghanistan 1985-1991 Fall of Communism Introduction to Internal Assessment Texts A People’s History of the United States- by Howard Zinn 20th Century World History- by Martin Cannon et al. Causes, Practices and Effects of Wars- by Kelly Rogers and Jo Thomas Authoritarian and Single-Party States- by Brian Mimmack et al.

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Year 4 and 5 Economics In the second semester, the Individual and societies department provides an Economics course designed to develop concepts uncovered in the History and Geography courses. The course is also meant as a brief introduction to Business Management which will help to provide a wider look at concepts not dealt with in other individual and society classes. Content

Historical introduction (free market economy vs. centrally planned economy) Markets and market structure Problems with the market mechanism (income/wealth inequality, sustainability) Role of governments in economic decisions International trade

Foreign exchange market Individuals and Society Assessment Criteria Criterion A: Knowing and understanding Maximum: 8 Students should be able to: • use terminology in context • demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples. Criterion B: Investigating Maximum: 8 Students should be able to: • formulate a clear and focused research question • formulate and follow an action plan to investigate a research question • use methods accurately to collect and record information consistent with the research question • effectively address the research question. Criterion C: Thinking critically Maximum: 8 Students should be able to: • analyze concepts, events, issues, models and arguments • analyze and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations • interpret different perspectives and their implications • synthesize information in order to make valid, well-supported arguments. Criterion D: Communicating Maximum: 8 Students should be able to: • communicate information and ideas using an appropriate style for the audience and purpose • structure information and ideas in a way that is appropriate to the specified format • document sources of information using a recognized convention.

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The Arts The aims of MYP arts are to encourage and enable students to:

create and present art develop skills specific to the discipline engage in a process of creative exploration and (self-)discovery make purposeful connections between investigation and practice understand the relationship between art and its contexts respond to and reflect on art deepen their understanding of the world.

Subject organisation: Four key concepts frame the arts course in the MYP to form a common foundation: • Aesthetics • Change • Communication • Identity. Overall Expectations: The arts are a form of human expression through activity. They contribute to a school curriculum by offering a distinctive way of learning where seeing, feeling, hearing, thinking and creating are combined in a powerful form of visual, aural and tactile affective communication. Through the arts, students working both cooperatively and individually have opportunities to research, identify and discuss issues; to provide insights, opinions, solutions and resolutions; and to reflect on, appreciate and evaluate artwork. The arts are a powerful medium for the exploration of the human condition, our society and our world. In this respect they are a powerful educational tool for the exploration of many cultures and other areas of the curriculum though the MYP areas of interaction. Every person has the ability to be creative. In a rapidly changing world, it cannot be assumed that the knowledge and understanding that students develop during their formal education will be sufficient. Learning to think critically and creatively enables us to analyze situations, revisit challenges, create possible solutions, and innovate our way into a better future. Providing students with the tools for generating creative thought and encouraging creative behaviors will allow students to develop their creativity across all subject groups and foster lifelong learning. There are many models of creative behaviors; lateral and divergent thinking are clear indicators of creative thought processes. Thinking creatively involves:

questioning—often generating new and unusual further questions from the original question responding to ideas, questions, tasks or problems in a surprising way challenging conventions and one’s own and others’ assumptions thinking independently seeing possibilities, problems and challenges positively

visualizing alternatives using imagination to examine possibilities considering other perspectives than one’s own playing with ideas and experimenting responding intuitively and trusting one’s intuition anticipating and overcoming difficulties, modifying one’s ideas in the process

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recognizing when an original idea has value and pursuing it Integrated Arts in Years 2 – 5 The MYP Arts courses have been planned to integrate the required elements of Visual Arts and Performing Arts. In 2014 – 2015, the courses are organized as follows: The arts disciplines are addressed as follows:

Visual Arts: Visual Art Performing Arts: Drama Projects in the Arts incorporate elements of research, design, reflection and creative expression in all of the above areas. Students work both independently and collaboratively to develop artworks using their visual and performing arts skills. Where possible, an integrated approach allows a natural and wide-ranging combination of the competences from across the Arts so that projects provide students with opportunities to identify and develop specific skills they wish to explore, as benefits the artworks they are creating. Students document every stage of their creative journey in their Developmental Workbook which uses both hard copy and digital resources as appropriate. Internal sharing and feedback is carried out at regular intervals and exhibitions for the school community take place each year. The Arts Assessment criteria Criterion A: Knowledge and understanding Maximum: 8 Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able to analyze and communicate in specialized language. Using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context, students inform their work and artistic perspectives. In order to reach the aims of arts, students should be able to: i. demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-specific terminology ii. demonstrate an understanding of the role of the art form in original or displaced contexts iii. use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork. Criterion B: Developing skills Maximum: 8 The acquisition and development of skills provide the opportunity for active participation in the art form and in the process of creating art. Skill application allows students to develop their artistic ideas to a point of realization. The point of realization could take many forms. However, it is recognized as the moment when the student makes a final commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product. In order to reach the aims of arts, students should be able to: i. demonstrate the acquisition and development of the skills and techniques of the art form studied ii. demonstrate the application of skills and techniques to create, perform and/or present art.

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Criterion C: Thinking creatively Maximum: 8 The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. Thinking creatively enables students to discover their personal signature and realize their artistic identity. In order to reach the aims of arts, students should be able to: i. develop a feasible, clear, imaginative and coherent artistic intention ii. demonstrate a range and depth of creative-thinking behaviors iii. demonstrate the exploration of ideas to shape artistic intention through to a point of realization. Criterion D: Responding Maximum: 8 Students should have the opportunity to respond to their world, to their own art and to the art of others. A response can come in many forms; creating art as a response encourages students to make connections and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate change as well as being a response to change. In order to reach the aims of arts, students should be able to: i. construct meaning and transfer learning to new settings ii. create an artistic response that intends to reflect or impact on the world around them iii. critique the artwork of self and others.

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Design The aims of MYP design are to encourage and enable students to:

enjoy the design process, develop an appreciation of its elegance and power develop knowledge, understanding and skills from different disciplines to design and create solutions

to problems using the design cycle

use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems

develop an appreciation of the impact of design innovations for life, global society and environments appreciate past, present and emerging design within cultural, political, social, historical and

environmental contexts develop respect for others’ viewpoints and appreciate alternative solutions to problems

act with integrity and honesty, and take responsibility for their own actions developing effective working practices.

Subject organisation: Four key concepts frame the design course in the MYP to form a common foundation: • Communication • Communities • Development • Systems. Overall Expectations: Design, and the resultant development of new technologies, has given rise to profound changes in society: transforming how we access and process information; how we adapt our environment; how we communicate with others; how we are able to solve problems; how we work and live. Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints associated with products or systems, allowing them to redefine and manage the generation of further thought through prototyping, experimentation and adaptation. It is human-centred and focuses on the needs, wants and limitations of the end user. Competent design is not only within the reach of a small set of uniquely skilled individuals, but can be achieved by all. The use of well-established design principles and processes increases the probability that a design will be successful. To do this, designers use a wide variety of principles which, taken together, make up what is known as the design cycle.

Designers adapt their approach to different design situations, but they have a common understanding of the process necessary to form valid and suitable solutions.

A designer has a role and responsibility to the community and the environment. Their decisions can have a huge impact and, therefore, their ethics and morals can and should be questioned regularly.

A designer should have the ability to maintain an unbiased view of a situation and evaluate a situation objectively, highlighting the strengths and weaknesses of a common product or system.

Good communication is a key trait of any good designer through visual and oral presentation. Designing requires an individual to be imaginative and creative, while having a substantial knowledge base of important factors that will aid or constrain the process. Decisions made need to be supported by adequate and appropriate research and investigation. Designers must adopt an approach that allows them to think creatively, while conforming to the requirements of a design specification. Both the ideas of design and the process of design can only occur in a human context. Design is carried

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out by a community of people from a wide variety of backgrounds and traditions, and this has clearly influenced the way design has progressed at different times. It is important to understand, however, that to design is to be involved in a community of inquiry with certain common beliefs, methodologies, understandings processes. MYP design challenges all students to apply practical and creative thinking skills to solve design problems; encourages students to explore the role of design in both historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action. Inquiry and problem-solving are at the heart of the subject group. MYP design requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, the creation of solutions, and the testing and evaluation of the solution. In MYP design, a solution can be defined as a model, prototype, product or system that students have developed and created independently. Years 2 and 3 and optional in years 4 and 5 Aims The Design courses are designed to expand the students’ skills, competences and understanding into new areas. Through a diverse range of projects, the students will develop their ability to use the Design Cycle as the central inquiry model for the subject. Process Increasingly, the projects require students to work with a client who may be another student in the school, a teacher, a family member, or a person outside of the school community. Such ‘real-world’ projects provide the students with rich learning opportunities and require them to develop many subject-specific and interdisciplinary approaches to learning. Content The units will provide opportunities for students to develop products and solutions, which may include

resistant materials products computer-based products Food technology products Outcomes The students will be developing skills in the following areas: resource management time management client relations technological creativity

customer research Interdisciplinary opportunities Throughout the course, opportunities are created for students to integrate their learning in Design with learning objectives in other subjects, through interdisciplinary experiences.

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Design Assessment criteria Criterion A: Inquiring and analyzing Maximum: 8 Students are presented with a design situation, from which they identify a problem that needs to be solved. They analyze the need for a solution and conduct an inquiry into the nature of the problem. In order to reach the aims of design, students should be able to: i. explain and justify the need for a solution to a problem for a specified client/target audience ii. identify and prioritize the primary and secondary research needed to develop a solution to the problem iii. analyze a range of existing products that inspire a solution to the problem iv. develop a detailed design brief which summarizes the analysis of relevant research. Criterion B: Developing ideas Maximum: 8 Students write a detailed specification, which drives the development of a solution. They present the solution. In order to reach the aims of design, students should be able to: i. develop a design specification which clearly states the success criteria for the design of a solution ii. develop a range of feasible design ideas which can be correctly interpreted by others iii. present the final chosen design and justify its selection iv. develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution. Criterion C: Creating the solution Maximum: 8 Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for testing and evaluation. In order to reach the aims of design, students should be able to: i. construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution ii. demonstrate excellent technical skills when making the solution iii. follow the plan to create the solution, which functions as intended iv. fully justify changes made to the chosen design and plan when making the solution v. present the solution as a whole, either: a. in electronic form, or b. through photographs of the solution from different angles, showing details. Criterion D: Evaluating Maximum: 8 Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify areas where the solution could be improved and explain how their solution will impact on the client or target audience. In order to reach the aims of design, students should be able to: i. design detailed and relevant testing methods, which generate data, to measure the success of the solution ii. critically evaluate the success of the solution against the design specification iii. explain how the solution could be improved iv. explain the impact of the solution on the client/target audience.

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Physical and Health Education The aims of MYP physical and health education are to encourage and enable students to: • use inquiry to explore physical and health education concepts • participate effectively in a variety of contexts • understand the value of physical activity • achieve and maintain a healthy lifestyle • collaborate and communicate effectively • build positive relationships and demonstrate social responsibility • reflect on their learning experiences. Subject organisation: Three key concepts frame the physical and health education course in the MYP to form a common foundation: • Change • Communication • Relationships. Overall Expectations: MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being. Students engaged in physical and health education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make informed decisions and promoting positive social interaction. Physical and health education focuses on both learning about and learning through physical activity. Both dimensions help students to develop approaches to learning (ATL) skills across the curriculum. Physical and health education contributes a unique perspective to the development of the attributes of the IB learner profile, promoting the health of individuals and communities. Through physical and health education, students can learn to appreciate and respect the ideas of others, and develop effective collaboration and communication skills. This subject area also offers many opportunities to build positive interpersonal relationships that can help students to develop a sense of social responsibility. At their best, physical and health education courses develop the enjoyment, engagement and confidence in physical activity that students need in order to achieve and maintain a balanced, healthy life. Physical activity and health are of central importance to human identity and global communities. They create meaningful connections among people, nations, cultures and the natural world, and they offer a range of opportunities to build intercultural understanding and greater appreciation for our common humanity. Health and Well-being Students will learn about:

Muscular strength and endurance flexibility exercising safely exercise stages benefits of exercise

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cardiovascular fitness measurement of heart rate Athletics Students will:

display refined techniques in running, jumping and throwing events take responsibility for their own learning by focusing on specific aspects of their technique recall the fitness components that will impact of their performances exhibit an awareness of specific athletic principles such as take-off action and leg stride length support and encourage others by giving specific athletic feedback Ball Games and Drills Students will:

become more proficient in the skills needed to play each ball game develop a greater understanding of rules and strategies of the game practice sportsmanship and teamwork consistently show their understanding of the rules by refereeing class games Gymnastics and Movement to Music Students will:

perform flexibility exercises for gymnastics develop starting and finishing positions use an increased variety of apparatus plan, compose and perform a sequence that uses both the floor and apparatus demonstrate an understanding of safety and the ability to support other students while using apparatus display a knowledge of the correct ways to set up and put away apparatus collaborate effectively as a group to set up the gymnasium or classes learn about tempo and rhythm

carry out rhythmic sequences in unison create and perform a rhythmic sequence for an audience Racquet sports Students will:

learn and practice the basic skills necessary to play the game learn the basic rules and strategies of the game use court courtesy and teamwork while playing games understand the importance of good sportsmanship care for and maintain equipment

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Physical and Health Education Assessment criteria Criterion A: Knowing and understanding Maximum 8 Students develop knowledge and understanding about health and physical activity in order to identify and solve problems. In order to reach the aims of physical and health education, students should be able to: i. explain physical health education factual, procedural and conceptual knowledge ii. apply physical and health education knowledge to analyze issues and solve problems set in familiar and unfamiliar situations iii. apply physical and health terminology effectively to communicate understanding. Criterion B: Planning for performance Maximum 8 Students through inquiry design, analyze, evaluate and perform a plan in order to improve performance in physical and health education. In order to reach the aims of physical and health education, students should be able to: i. design, explain and justify plans to improve physical performance and health ii. analyze and evaluate the effectiveness of a plan based on the outcome. Criterion C: Applying and performing Maximum 8 Students develop and apply practical skills, techniques, strategies and movement concepts through their participation in a variety of physical activities. In order to reach the aims of physical and health education, students should be able to: i. demonstrate and apply a range of skills and techniques effectively ii. demonstrate and apply a range of strategies and movement concepts iii. analyze and apply information to perform effectively. Criterion D: reflecting and improving performance Maximum 8 Students enhance their personal and social development, set goals, take responsible action and reflect on their performance and the performance of others. In order to reach the aims of physical and health education, students should be able to: i. explain and demonstrate strategies that enhance interpersonal skills ii. develop goals and apply strategies to enhance performance iii. analyze and evaluate performance.

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Projects The community project focuses on community and service, encouraging students to explore their right and responsibility to implement service as action in the community. The community project gives students an opportunity to develop awareness of needs in various communities and address those needs through service learning. As a consolidation of learning, the community project engages in a sustained, in-depth inquiry leading to service as action in the community. The personal project encourages students to practice and strengthen their approaches to learning (ATL) skills, to consolidate prior and subject-specific learning, and to develop an area of personal interest. The personal project provides an excellent opportunity for students to produce a truly personal and often creative product/outcome and to demonstrate a consolidation of their learning in the MYP. The project offers many opportunities for differentiation of learning and expression according to students’ individual needs. The personal nature of the project is important; the project should revolve around a challenge that motivates and interests the individual student. Each student develops a personal project independently. MYP projects are student-centered and age-appropriate, and they enable students to engage in practical explorations through a cycle of inquiry, action and reflection. MYP projects help students to develop the attributes of the IB learner profile; provide students with an essential opportunity to demonstrate ATL skills developed through the MYP; and foster the development of independent, lifelong learners. The aims of the MYP projects are to encourage and enable students to: • participate in a sustained, self-directed inquiry within a global context • generate creative new insights and develop deeper understandings through in-depth investigation • demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time • communicate effectively in a variety of situations • demonstrate responsible action through, or as a result of, learning • appreciate the process of learning and take pride in their accomplishments.

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Community project objectives Objective A: Investigating Maximum: 8 Students should: i. define a goal to address a need within a community, based on personal interests ii. identify prior learning and subject-specific knowledge relevant to the project iii. demonstrate research skills. Objective B: Planning Maximum: 8 Students should: i. develop a proposal for action to serve the need in the community ii. plan and record the development process of the project iii. demonstrate self-management skills. Objective C: Taking action Maximum: 8 Students should: i. demonstrate service as action as a result of the project ii. demonstrate thinking skills iii. demonstrate communication and social skills. Objective D: Reflecting Maximum: 8 Students should: i. evaluate the quality of the service as action against the proposal ii. reflect on how completing the project has extended their knowledge and understanding of service learning iii. reflect on their development of ATL skills.

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Personal project objectives Objective A: Investigating Maximum: 8 Students should: i. define a clear goal and context for the project, based on personal interests ii. identify prior learning and subject-specific knowledge relevant to the project iii. demonstrate research skills. Objective B: Planning Maximum: 8 Students should: i. develop criteria for the product/outcome ii. plan and record the development process of the project iii. demonstrate self-management skills. Objective C: Taking action Maximum: 8 Students should: i. create a product/outcome in response to the goal, context and criteria ii. demonstrate thinking skills iii. demonstrate communication and social skills. Objective D: Reflecting Maximum: 8 Students should: i. evaluate the quality of the product/outcome against their criteria ii. reflect on how completing the project has extended their knowledge and understanding of the topic and the global context iii. reflect on their development as an IB learner through the project.

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Academic Honesty

Academic Honesty is an extremely important part of the spirit of ISR. As a result of so many different

aspects to the MYP, some of the definitions and expectations of the IBO have been included in this section.

Please read through them carefully. Excerpts from the newly released Academic honesty in the IB

educational context (2014):

The early- and mid-adolescence years are crucial to self-development, especially in the information age. MYP students need to develop strategies to create and consume information in the context of building more adult-like personal and social identities. In early- and mid-adolescence, many students also experience increasing personal, family and peer pressure to achieve and perform. In this context, academic honesty must be seen as a larger set of values and skills that promote personal honesty and good practice in teaching and learning, including assessment. As with younger students, the well-being of MYP students is heavily influenced by school personnel and environments. The relationship between the teacher, student achievement and the learning process is a critical part of the MYP, so it is natural to develop academic honesty in positive ways that stress respecting the honesty of all student work and recognizing the shared benefits of properly conducted academic research. In the MYP, approaches to learning skills are particularly relevant to academic honesty given the clear links to students’ developing competencies in self-management, research and communication. In some MYP subject groups (as well as MYP projects), students are introduced to the importance of the process journal as a tool that promotes academic honesty. Both the personal project and the community project require students and supervisors to note their meeting dates and the main points discussed, and to declare the academic honesty of their work. MYP teachers are responsible for guiding and supporting students in the development of academic honesty in ways that prepare them for further study. As students gain experience in the MYP, they can develop the understanding and behaviours necessary to avoid pitfalls in formal high- stakes assessments as well as externally assessed coursework and culminating projects. Details of IB policies and procedures to support academic honesty as part of the external assessment process are available in the annual publication Handbook of procedures for the Middle Years Programme. In the MYP, teachers do not work in isolation. Collaborative planning is one of the programme requirements and ensures common understandings and common approaches to teaching and learning as discussed in the chapter “Organizing the programme” in MYP: From principles into practice (2014). In order to promote academic honesty, teachers need to agree on their expectations and teaching strategies within and across subject groups. They must be supported by other school staff, such as librarians. Academic Malpractice includes:

Plagiarism- Defined as the representation of the ideas or work of another person as the candidate’s

own

Collusion- Defined as supporting malpractice by another candidate, as in allowing one’s work to be

copied or submitted for assessment by another

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Duplication of work: Defined as the presentation of the same work for different assessment

components and/or MYP requirements.

Any other behavior that gains an unfair advantage for a candidate or that affects the results of

another student

All work submitted and every assessment completed in the MYP, must be a production of the student

and no one else.

If there is a suspected case of malpractice or plagiarism in the MYP the following will occur:

1. The documentation and episode will be reported to the MYP Coordinator.

2. The teacher and/or MYP Coordinator will email and call the parents to set up a meeting to discuss

the episode in question.

3. The student will have to report after school to make-up the assessment or homework with the

teacher. The teacher will correct the assignment and grade the assessment.

4. If the teacher and student cannot agree that an offense has occurred, the MYP Coordinator and/or

Director will hear both parties, plus anyone else involved, and a resolution will be sought.

5. In the case of a student coming to class with no assessment, the student will be given a amount of

time (determined by the teacher) to complete the assessment in class.

For further information about Academic Honesty please consult ibo.org for and read the Academic honesty

in the IB educational context.

Revised June 2015