MYP Curriculum Guide Grade 7 & 8

LanguageandLiterature

EnglishLanguageandLiterature

Grade7

Duringthisyearwewillfocusonbothmoduleandcross-curricularunitsofworkin LanguageandLiterature Student assessment will be differentiated to accommodate grade specific MYP assessment criteria Suggested units will be fromthefollowinglist:

● Friendship – Students will work with the theme of Friendship through readingthenovelHolesbyLouisSachar

● Stranger than Fiction – A study of non-fiction texts, use of language and studying the stylistic differences between fact, fiction and opinions. The students will also practice note-taking, researching and referencing inthe appropriateformat.

● The Whole World is a Stage-A Midsummer Night’s Dream, a drama from the time of the Renaissance. A study of the format of the play, its content anditslanguage.

● India Past and Present - Students look at storytelling as a form of expression, and linguistic features of the narrative. Students read a novel duringthisunit.

Each unit of work will require students to plan, use, evaluate and document sourcesusingtheappropriateformat.Studentswillcarryouttextcomprehension exercises, interpretation of visual information and produce written pieces in differentformats,planandexecuteoralpresentationsandcompareandcontrast genresandauthors.

Assessment

Language and Literature will be assessed using four components – Analysing, Organizing,ProducingtextandUsingLanguage Foreachofthesethereisarubric informing students what they need to do in order to achieve a certain level. Students should make sure they read each rubric carefully so that they

understand what they are assessed on. The rubrics will be put available on Managebacalongwiththelearningobjectivesforeachunit.

CriterionA:Analysing–Maximum8

Assessed through comparing and contrasting genres and texts, analysing the effects of the creator’s choice on an audience and analyzing content, context, language,structure,techniqueandstyleofthetexts.

CriterionB:Organising–Maximum8

Assessed through producing work that employs organisational structures that servecontextandintention,andusingreferencingandformattingtoolstocreate workthatservesthecontextandintention

CriterionC:ProducingText–Maximum8

Assessed by making stylistic choices in terms of linguistic, literary and visual devices,anddemonstratingawarenessofimpactonanaudience

CriterionD:UsingLanguage–Maximum8

Assessed by written pieces in different formats, whichemploycorrectgrammar, syntax, spelling, punctuation and the use of appropriate non-verbal communicationtechniques.

LanguageandLiterature

EnglishLanguageandLiterature

Grade8

Duringthisyearwewillfocusonbothmoduleandcross-curricularunitsofworkin LanguageandLiterature Unit

● GothicGenre–Students will learnhowtoidentifythecharacteristicsofthe genre and apply their knowledge to creative writing, discussions and presentation

Texts: Literature Through Text 3, Frankenstein Play, Twilight, Witch Child and assortedsongtextsandimages.

● Imagery and Advertising–This is a study of visual information and how it is used and how it can influence us. Students will discuss and study how the absence of free speech can change the way we communicate. They will also be able to see how we have changed the way we communicate and through the study of symbolism connected to the imagery and texts, they will see how meanings can be constructed andflowtotheconsumer inphysicalform.

● Poetry, Narrative andInspiration–A study of how classic texts and poetry can raise our awareness to politicalandsocialsituations.Thestudentswill also compare the sonnets of Petrarch and Shakespeare, and identifying thesourceofinspiration.

● Literature – The Pigman, Across the Barricades. Students will be able to choose one of these two books to work with The content of both books covers how it is to be a young person and howwecanbeaffectedbyour surroundings and our peers. The students can ask – Is it possibletobreak outofthemould?

● Shakespeare - Students will explore the history of the English language leadinguptoEarlyModernEnglish WewillstudythedramaTheTempest

Assessment

CriterionA:Analysing–Maximum8

Assessed through comparing and contrasting genres and texts, analysing the effects of the creator’s choice on an audience and analyzing content, context, language,structure,techniqueandstyleofthetexts.

CriterionB:Organising–Maximum8

Assessed through producing work that employs organizational structures that servecontextandintention,andusingreferencingandformattingtoolstocreate workthatservesthecontextandintention.

CriterionC:ProducingText–Maximum8

Assessed by making stylistic choices in terms of linguistic, literary and visual devices,anddemonstratingawarenessofimpactonanaudience.

CriterionD:UsingLanguage–Maximum8

Assessed by written pieces in different formats which employ correct grammar, syntax, spelling, punctuation and the use of appropriate non-verbal communicationtechniques

LanguageandLiterature

NorwegianLanguageandLiterature

Grade7

Unit1:Animationinculturalcontext

Compare two animations from two different cultural contexts and analyse how filmmakers/authors use cultural conventions and their personal perspective in their productions in order to find out how this affect the way we interpret and understandtexts

Unit2:Languageandattitudes

Produce and study a varied selection of texts in order to exploreandreflectover theconnectionbetweenlanguageandpersonalandculturalidentity

Unit3:Themesinliteratureandfilm

Study how literature and film are a source of communication on topics that affectourunderstandingofourselvesandourrelationshipwithotherpeople!

Unit4:Textswithoutborders

Study how forms of communication in digital media dissolve traditional boundariesbetweendifferenttexts.

The units are based on conceptual ideas and the studies require student’s involvementinmakinginquiryquestionsrelatedtoaglobalcontext.Thelearning process also includesattaining,practicing,andmasteringidentifiedapproaches to learning skills. The assessment of formative and summative learning records thestudent’slevelofcompetenceinthesubject.

NorwegianLanguageandLiterature

Grade8

Unit1:theconceptofnationallanguageandculture

Investigate and study whether the Norwegian language and culture are constructionsofaromanticandnationalromanticideathatcanstillbetracedin contemporarysociety.

Unit2:text,formandtime

A study of three literary textsfromtheEnlightenmenttofindouthowliteratureis shapedbyitsowntime

Unit3:contemporarytexts

Study and produce aselectionofcontemporarytextsthatinform,narrate,argue andreflectinvariousoralandwrittengenresandfordifferentpurposesadapted totheaudienceandmedium

Unit4:grammar-alanguageaboutlanguage

Acquireanduseprofessionallanguageandknowledgeofgrammar,textstructure andgenrebystudyingone'sownandothers'texts

The units are based on conceptual ideas and the studies require student’s involvementinmakinginquiryquestionsrelatedtoaglobalcontext.Thelearning process also includesattaining,practicing,andmasteringidentifiedapproaches to learning skills. The assessment of formative and summative learning records thestudent’slevelofcompetenceinthesubject.

LanguageAcquisition

EnglishLanguageAcquisition

Grade7

TheaimsofEnglishLanguageAcquisitionaretodevelopalearner’suseofEnglish by:

● learninglanguage

● learningthroughlanguage

● learningaboutlanguage

TheEnglishLanguageAcquisitionsubjectaimstodeveloptheessentialprocesses of language and has been organised into 4 sections. They are: A Listening, B Reading,CSpeakingandDWriting.Withinthesubject,studentsareorganisedinto Phases, from 1-6, with 6 aligning with the skill of a fluent speaker Students are assessed and move through the phases as their skill increases, until they have gained the necessary skills to take part in English Language and Literature lessons. Tasks, resources and assessments are differentiated to meettheneeds ofthestudentsofthedifferentphases

Throughouttheyear,theEnglishLanguageAcquisitionsubjectmayalignwiththe EnglishLanguageandLiteraturesubjectandbothgroupswillbetaughttogether, albeit with differentiated tasks and assessments Otherwise, groups are taught separately to ensure the delivery of a bespoke learning programme for the LanguageAcquisitionstudents

UnitsforGrade7include:

● AreimaginingofShakespeare’sAMidsummerNight’sDream

● What’syourstory?-Creativewritingunit

● Isitrainingcatsanddogs?

● Ongoingspelling,punctuationandgrammarworkshops

Assessment

CriterionA:Listening–Maximum8

Comprehending spoken language presented in multimodal text encompasses aspects of listening andviewing Theprocessinvolvesthestudentininterpreting and constructing meaning from spokenandmultimodaltexttounderstandhow images and other spatial aspects presented with oral text interplay to convey ideas,valuesandattitudes.Atypicaltaskwouldbewatchingafilm,aclipfromTV or a spoken or visual advertisement and the students answer questions either spokenorwritten

CriterionB:Reading–Maximum8

Comprehending written language presented withmultimodaltextencompasses aspects of reading and viewing It involves the student inconstructingmeaning and interpreting written, spatial and visual aspects of texts to understand how images presented with written text interplay to convey ideas, values and attitudes.Thestudentsreadawrittenandvisualtextandanswerquestions.

CriterionC:Speaking–Maximum8

The students will have opportunities to develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, with the support of spoken, written and visual texts in the target language (multimodal texts). They can express ideas and feelings, and communicateinformationinfamiliarandunfamiliarsituations

CriterionD:Writing–Maximum8

This objective relates to the correct and appropriate use of the written target language It involves recognizing and using language suitable to the audience and purpose. When writing in the target language, students apply their understandingoflanguage,form,mode,mediumandliteraryconceptstoexpress ideas, values and opinions in creative and meaningful ways. They develop a variety of structures using strategies (spelling, grammar, plot, character, punctuation, voice, format, audience) and techniques with increasing skill and effectiveness.

LanguageAcquisition

EnglishLanguageAcquisition

Grade8

TheaimsofEnglishLanguageAcquisitionaretodevelopalearner’suseofEnglish by:

● learninglanguage

● learningthroughlanguage

● learningaboutlanguage

TheEnglishLanguageAcquisitionsubjectaimstodeveloptheessentialprocesses of language and has been organised into 4 sections. They are: A Listening, B Reading,CSpeakingandDWriting.Withinthesubject,studentsareorganisedinto Phases, from 1-6, with 6 aligning with the skill of a fluent speaker Students are assessed and move through the phases as their skill increases, until they have gained the necessary skills to take part in English Language and Literature lessons. Tasks, resources and assessments are differentiated to meettheneeds ofthestudentsofthedifferentphases

Throughouttheyear,theEnglishLanguageAcquisitionsubjectmayalignwiththe EnglishLanguageandLiteraturesubjectandbothgroupswillbetaughttogether, albeit with differentiated tasks and assessments Otherwise, groups are taught separately to ensure the delivery of a bespoke learning programme for the LanguageAcquisitionstudents

UnitsforGrade8include:

● Advertisingandtheartofpersuasion

● What’sthatyousaid?

● Istraditionworthpreserving?

● Ongoingspelling,punctuationandgrammarworkshops

Assessment

CriterionA:Listening–Maximum8

Comprehending spoken language presented in multimodal text encompasses aspects of listening andviewing.Theprocessinvolvesthestudentininterpreting and constructing meaning from spokenandmultimodaltexttounderstandhow images and other spatial aspects presented with oral text interplay to convey ideas,valuesandattitudes.Atypicaltaskwouldbewatchingafilm,aclipfromTV or a spoken or visual advertisement and the students answer questions either spokenorwritten.

CriterionB:Reading–Maximum8

Comprehending written language presented withmultimodaltextencompasses aspects of reading and viewing. It involves the student inconstructingmeaning and interpreting written, spatial and visual aspects of texts to understand how images presented with written text interplay to convey ideas, values and attitudesThestudentsreadawrittenandvisualtextandanswerquestions

CriterionC:Speaking–Maximum8

The students will have opportunities to develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, with the support of spoken, written and visual texts in the target language (multimodal texts) They can express ideas and feelings, and communicateinformationinfamiliarandunfamiliarsituations.

CriterionD:Writing–Maximum8

This objective relates to the correct and appropriate use of the written target language. It involves recognizing and using language suitable to the audience and purpose. When writing in the target language, students apply their understandingoflanguage,form,mode,mediumandliteraryconceptstoexpress ideas, values and opinions in creative and meaningful ways They develop a variety of structures using strategies (spelling, grammar, plot, character, punctuation, voice, format, audience) and techniques with increasing skill and effectiveness.

NorwegianLanguageAcquisition

Grade7

Thefollowingunitswillbetaught:

● Animationinculturalcontext

● Myself,myfamilyandmyfriends–allphases

● Mydailylife–allphases

● Speakingaboutfood-allphases

● Myclothes-allphases

● Syntaxandgrammar–allphases

This is a language acquisition course for emergent, capable and proficient communicators It is taught within the MYP framework for languageacquisition combinedwiththecurriculumforthesubject

“Basic Norwegian for language minorities” from the Norwegian national curriculumandisstructuredin6phases:

● 1-2emergentcommunicators,

● 3-4capablecommunicators,

● 5-6proficientcommunicators

The individual student’s phase is determined according to their language proficiency (oral, visual, and written). For students who are in Norway on a long-timebasis,theaimisthattheyshouldeventuallybecomeproficientenough totransfertoLanguageandLiterature.

Organisation

LanguageAcquisitionstudentsareideallytaughtingroupsofasimilarphase.At ISB we strivetodothiswhereverfeasible,oftenthroughdifferentiationwithinone teachinggroup.

Language Acquisition students will sometimes take part in Language and Literature classes when this is seen to be pedagogically beneficial for the individualstudent’slanguageacquisition.Thisisanon-goingevaluationandthe decision is made by the subject teachers Thesestudentsarestillconsideredas Language Acquisition students and will beassessedusingLanguageAcquisition criteria.

A transition from Norwegian Language Acquisition to Language and Literature happens after an evaluation by the subject teacher and in dialogue with the studentandparents

Assessment

CriterionA:Comprehendingspokenandvisualtext–Maximum8

A typical task would be watching a film, a clip from TV or a spoken or visual advertisement and the students answer questions either spoken or written. Phases1-2cananswerquestionsinEnglish

CriterionB:Comprehendingwrittenandvisualtext.–Maximum8

Thestudentsreadawrittenandvisualtextandanswerquestions.

Criterion C: Communicating in response to spoken, written and visual text –Maximum8

The students can here write an essay or an oral task where they express ideas andfeelings,andcommunicateinformationinfamiliarandunfamiliarsituations.

CriterionD:Usinglanguageinaspokenandwrittenform–Maximum8

Here the student will show the use of a range of vocabulary, grammatical structures and convention, pronunciation in oral expression and organization of informationandideas,anduseofbasiccohesivedevices Thiswillbeassessedin aninteractiveoraltaskorawrittentask.

LanguageAcquisition

NorwegianLanguageAcquisition

Grade8/9

Ingrade8and9thisyear,thefollowingunitswillbetaught:

● Everydaylife-phase1

● News–phases2-6

● Whoweare–allphases

● Folktales–allphases

● Syntaxandgrammar–allphases

This is a language acquisition course for emergent, capable and proficient communicators. It is taught within the MYP framework for languageacquisition combined with the curriculum for the subject “Basic Norwegian for language minorities”fromtheNorwegianNationalcurriculumandisstructuredin6phases:

● 1-2emergentcommunicators,

● 3-4capablecommunicators,

● 5-6proficientcommunicators

The individual student’s phase is determined according to their language proficiency (oral, visual, and written). For students who are in Norway on a long-timebasis,theaimisthattheyshouldeventuallybecomeproficientenough totransfertoLanguageandLiterature

Organization

LanguageAcquisitionstudentsareideallytaughtingroupsofasimilarphase At ISBwestrivetodothiswhereverfeasible.Inordertofacilitatethis,grade8and9 studentsarecombined.

Language Acquisition students will sometimes take part in Language and Literature classes when this is seen to be pedagogically beneficial for the individual student’s language acquisition This is an ongoing evaluationandthe decision is made by the subject teachers. Thesestudentsarestillconsideredas Language Acquisition students and will beassessedusingLanguageAcquisition criteria.

A transition from Norwegian Language Acquisition to Language and Literature happens after an evaluation by the subject teacher and in dialogue with the studentandparents.

Assessment

CriterionA:Comprehendingspokenandvisualtext–Maximum8

AtypicaltaskwouldbewatchingafilmoraclipfromTVandthestudentsanswer questionseitherspokenorwritten.Phases1-3cananswerquestionsinNorwegian orEnglish.

CriterionB:Comprehendingwrittenandvisualtext–Maximum8

Thestudentsreadawrittenandvisualtextandanswerquestions.

Criterion C: Communicating in response to spoken, written and visual text –Maximum8

ThiscriterionwillbeassessedtogetherwithcriteriaAandB.

CriterionD:Usinglanguageinaspokenandwrittenform–Maximum8 Thiswillbeassessedinaninteractiveoraltaskorawrittentask.

LanguageAcquisition

FrenchLanguageAcquisition

Grade7

In the emergent level group (phase 2) we will use the book French Language acquisitionMYPbyconcept1&2).

Thefollowingunitswillbetaught:

● Speakingaboutmyselfandmyhobbies

● Speakingaboutspace:myhome,mycity;directions.

● Speakingabout healthandtravelling

● Syntaxandgrammar,movies,books

In the context of the language acquisition subject group framework, to be multiliterate is defined as being able to understand and use print-based and digital spoken, written and visual text. This is a language acquisition course for emergent, capable and proficient communicators It is taught within the MYP frameworkforlanguageacquisitionandtheobjectiveswillbetoenablestudents' understandingofthenewlanguagethroughlearninglanguage,learningthrough language,learningaboutlanguage.

Teaching and learning in the language acquisitionsubjectgroupisorganizedin sixphases ThephasesdonotcorrespondtoaparticularagegrouporMYPyears and the teacher will need to decide the most suitable phase in which to place individualstudentsoragroupofstudents

Thephasesasorganizedasfollow:

● 1-2emergentcommunicators,

● 3-4capablecommunicators,

● 5-6proficientcommunicators

Assessment

CriterionA:Listening–Maximum8

Comprehending spoken language presented in multimodal text encompasses aspects of listening andviewing Theprocessinvolvesthestudentininterpreting and constructing meaning from spokenandmultimodaltexttounderstandhow images and other spatial aspects presented with oral text interplay to convey ideas,valuesandattitudes.Atypicaltaskwouldbewatchingafilm,aclipfromTV or a spoken or visual advertisement and the students answer questions either spokenorwritten.

CriterionB:Reading–Maximum8

Comprehending written language presented withmultimodaltextencompasses aspects of reading and viewing. It involves the student inconstructingmeaning and interpreting written, spatial and visual aspects of texts to understand how images presented with written text interplay to convey ideas, values and attitudes.Thestudentsreadawrittenandvisualtextandanswerquestions.

CriterionC:Speaking–Maximum8

The students will have opportunities to develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, with the support of spoken, written and visual texts in the target language (multimodal texts). They can express ideas and feelings, and communicateinformationinfamiliarandunfamiliarsituations.

CriterionD:Writing–Maximum8

This objective relates to the correct and appropriate use of the written target language. It involves recognizing and using language suitable to the audience and purpose. When writing in the target language, students apply their understandingoflanguage,form,mode,mediumandliteraryconceptstoexpress ideas, values and opinions in creative and meaningful ways. They develop a variety of structures using strategies (spelling, grammar, plot, character, punctuation, voice, format, audience) and techniques with increasing skill and effectiveness

LanguageAcquisition

FrenchLanguageAcquisition

Grade8

1 Intheemergentlevelgroup1(phase2/3)wewillworkwiththeBook: French LanguageacquisitionMYPbyconcept1-3).

Thefollowingunitswillbetaught:

a. MyfamilyandmyhomeEtsionapprenaitunenouvellelangue.

b MyfreetimeQuelssonttesloisirs?

c. Speakingaboutfood Est-cequetuprendssoindetoi?

d Travelandholiday Commentvoyagetu?

e. Grammar/syntax/vocabulary

2 In the Emergent level group 2 (Phase 1-2) we will use the book French (Languageacquisition,MYP4&5).

Thefollowingunitswillbetaught:

a. Myfamilyandmyfriends.Speakingaboutmyself.

b Speakingaboutspace:myhome,mycity;directions

c. Adayinmylife.

d Inmyfreetime:hobbiesandsports

In the context of the language acquisition subject group framework, to be multiliterate is defined as being able to understand and use print-based and digital, spoken, written and visual text This is a language acquisition course for emergent, capable and proficient communicators. It is taught within the MYP frameworkforlanguageacquisitionandtheobjectiveswillbetoenablestudents' understandingofthenewlanguagethroughlearninglanguage,learningthrough language,learningaboutlanguage

Teaching and learning in the language acquisitionsubjectgroupisorganizedin sixphases.ThephasesdonotcorrespondtoaparticularagegrouporMYPyears and the teacher will need to decide the most suitable phase in which to place individualstudentsoragroupofstudents. Lastupdated:August2022

Thephasesasorganizedasfollow:

● 1-2emergentcommunicators,

● 3-4capablecommunicators,

● 5-6proficientcommunicators.

Assessment

CriterionA:Listening–Maximum8

Comprehending spoken language presented in multimodal text encompasses aspects of listening andviewing Theprocessinvolvesthestudentininterpreting and constructing meaning from spokenandmultimodaltexttounderstandhow images and other spatial aspects presented with oral text interplay to convey ideas,valuesandattitudes.Atypicaltaskwouldbewatchingafilm,aclipfromTV or a spoken or visual advertisement and the students answer questions either spokenorwritten.

CriterionB:Reading–Maximum8

Comprehending written language presented withmultimodaltextencompasses aspects of reading and viewing. It involves the student inconstructingmeaning and interpreting written, spatial and visual aspects of texts to understand how images presented with written text interplay to convey ideas, values and attitudesThestudentsreadawrittenandvisualtextandanswerquestions

CriterionC:Speaking–Maximum8

The students will have opportunities to develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, with the support of spoken, written and visual texts in the target language (multimodal texts) They can express ideas and feelings, and communicateinformationinfamiliarandunfamiliarsituations.

CriterionD:Writing–Maximum8

This objective relates to the correct and appropriate use of the written target language It involves recognizing and using language suitable to the audience and purpose. When writing in the target language, students apply their understandingoflanguage,form,mode,mediumandliteraryconceptstoexpress ideas, values and opinions in creative and meaningful ways. They develop a variety of structures using strategies (spelling, grammar, plot, character, punctuation, voice, format, audience) and techniques with increasing skill and effectiveness.

Lastupdated:August2022 Page19

IntegratedHumanities

Grade7

DuringthisyearwewillfourunitsofworkinIntegratedHumanities Theseunitswill befromthefollowinglist:

● The Middle Ages – Developments in Science and Technology, beliefs and ideaswithincultureandreligion.

● WaterandtheWorld–Water,WeatherandCoasts

● TheRenaissance

● TheEnvironment–RightsandResponsibilities

Grade8

DuringthisyearwewilldofourunitsofworkinHumanities.Theseunitswillbefrom thefollowinglist:

● Ecosystems–Investigation into different types ofEcosystems,theeffectof our Carbon Footprints, human adaptation to different ecosystems and sustainability

● The Age of Exploration – The discovery of the new world, source analysis, bias, the reasons for these journeys and how they were made possible throughnewdevelopmentsinnavigationandmaps.

● Tourism – The problems and benefits of tourism, resources, sustainability andculture.

● TheReformation–Newideas,thecausesandconsequencesofchange.

Each unit of work will require students to plan, use, evaluate and document sources using the appropriate format and identify bias,presentinformationina rangeofdifferentformatseg maps,timelines,graphsandsketches Studentswill also be required to be active in note taking and discussions. Each unit will concludewithareflectionontheprocessandwhathasbeenachieved.

Assessment

IndividualsandSocietieswillbeassessedusingfourcriteria:

● KnowingandUnderstanding,

● Investigating,

● Communicating

● ThinkingCritically.

For each of these there is a rubric informing students what they need to do in ordertoachieveacertainlevel.Studentsshouldmakesuretheyreadeachrubric carefully so that they understand what they are assessedon Therubricswillbe put available on the learning platform Managebac along with the learning objectivesforeachunit

CriterionA:KnowingandUnderstanding–Maximum8

Assessedthroughwrittenpiecesofworkintheformofessays,oralpresentations, reports, posters, brochures, newspaper articles, actionplans,budgets,diagrams, time-linesandmaps.

CriterionB:Investigating–Maximum8

Assessedthroughcompletingworkplans,developingguiding/researchquestions and explaining the choice, collecting and recording relevant information consistentwiththeresearchquestion,andreflectingontheprocessandresultsof theinvestigation

CriterionC:Communicating–Maximum8

Assessed by communicating information with clarity in the forms indicated in Criterion A and listing sources according to the instructions from the task hand-outs

CriterionD:ThinkingCritically–Maximum8

Assessedthroughinformationgiveninwrittenpiecesofwork(seeCriterionA),the identificationofbiasofsources,theuseofinformationtoformandgiveopinions and the identification and analysis of sources/data in terms of origin, purpose andusefulness.

Lastupdated:August2022

Mathematics

Mathematics

MYPmathematicsislargelybasedoninquirywheretheapproachtothesubjectis through practical work and exploration. In mathematics. We use 2IBaccredited Maths textbooks as well as the MyiMaths platform as a resource for acquiring knowledge and practising concepts learned. Enriching Mathematics tasks are provided through Nrich and STEM resources The content of mathematics in the MYP year 2 and 3 is divided into four major branches. Numerical and Abstract Reasoning,ThinkingandModels,SpatialReasoningandReasoningwithData

Grade7

● Graphs,Statistics&Probability

● Rates,RatioandProportions

● AlgebraandEquations

● Inequalities

● Geometry

Grade8

● Number,RatioandIndices–Numberskills,rationalandrecurringdecimals, simplifying ratios, significant figures, approximation, proportional change, indices

● Algebra – Algebraic arithmetic, algebraic fractions, expanding and factorizingexpressions,solvinglinearequations,solvinginequalities

● FormulaandProblemSolving–Solving routine and non-routine problems, generalized arithmetic, substitution, using equations to solve problems, Pythagoras

● Shape and Space – Construction and bisection of angles, area and perimeterofcompoundshapes,surfaceareaofprisms

● Coordinate Geometry – Angle facts with straight lines, triangles and quadrilateral properties, coordinates, intersections of lines, y = mx + c, distance-timegraphs

● Statistics and Probability – Averages, tabulated averages, discrete and grouped data, probability language, experimental and theoretical probability

● Number-Powersandindices,rulesofindices,standardform.

● Triangles - Pythagoras Theorem, Trigonometric Ratios, Similar Triangles, Congruency

● Linear relationships - Coordinates, straight line graphs, gradients, equationsofstraightlines,identifyinglinearrelationships

● 3D shapes - Volume and surface area of complex and compound 3-dimensionalshapes

● BivariateData-Scattergraphs,linesofbestfit,correlationandcausation

● Geometric Transformations - Reflection, Rotation, Enlargement and Translationof2-dimensionalshapesonaplane.

● LinearSystems-Solvingandwritinglinearequations,solvingsimultaneous equations.

Assessment

Mathematicswillbeassessedaccordingtofourcriteria

CriterionA:KnowingandUnderstanding–Maximum8

Thisobjectiverequiresstudentstodemonstrateknowledgeandunderstandingof the concepts and skills of the branches in the prescribed framework. This assessment criteria is often summated in the form of chapter tests, quizzes, projectsandpresentations..

CriterionB:InvestigatingPatterns–Maximum8

Students should be able to select and apply mathematical problem-solving techniquestodiscoversimpleaswellasmorecomplexpatternsandprove,verify and justify general rules. This assessment criterion is often conducted independentlyandingroupsthroughoralpresentationsandwrittenassignments.

CriterionC:Communicating–Maximum8

Mathematicsprovidesapowerfulanduniversallanguage.Studentsareexpected touseappropriatemathematicallanguageanddifferentformsofrepresentation when communicating mathematical ideas both orally and in writing. This assessment criterion issummatedthroughoralcommunicationinpresentations andthroughwrittenassignmentsandtests.

CriterionD:ApplyingMathematicsinReal-lifeContexts-Maximum8

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, drawvalidconclusionsandreflectupon their results. This assessment criterion is often conducted independently and in groupsthroughoralpresentationsandwrittenassignments

Criterion A along with criterion C are usually levelled using tests and quizzes where knowledge of the topic is assessed. Inquiry-based assignments such as investigation exercises are usually but not always assessed on the basis of criteria B, C and D. A minimum of two assessments per criterion along with classwork and homeworkingeneralconstitutethebasisforthefinalgradeatthe endoftheyear. Lastupdated:August2022

IntegratedScience

“The scientific mind doesnotsomuchprovidetherightanswersasaskstheright questions”. -ClaudeLevi-Strauss

The objectives of MYP sciences encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. The subject is presented with emphasis on understanding and utilizing scientific method as a means of explainingtheworldaroundus.IntegratingtheSciencesasawholeletsstudents understand the core concepts, theories, processes and interconnectivity of the different branches of science, and how their interactions allow for a greater understanding.

Duringtheyearthefollowingtopicswillbetaught:

Grade7

● Forces make the world go round - Forces and motion, distance/time/velocity,unbalancedandbalancedforces,whatisgravity

● Atoms, elements, compounds and mixtures - States of matter, chemical reactions, reactivity series, periodic table, tests for oxygen and hydrogen, simplechemicalequations

● Whoarewe?-DNA and inheritance,variation,genes,basiccharacteristics ofcellsandcellbiology,geneticpatterns

● What does a wave tell us? - Water waves, light waves, reflection and refraction,howwesee,colour,sound,hearing,energywaves

● Acids and alkalis - Definition of acid/alkali/base, pH Scale, Neutralisation reactions,makingsalts,reactingmetalsandacids

● Rocks and Platetectonics-Types of rocks, the rock cycle, the structure of theEarth,effectsofplatetectonicsonhumans

● Plant Biology - Plant nutrition, plant reproduction, fertilisation and seed formation, dependance on other organisms, investigation into seed dispersalmechanisms

Grade8

● ScientificMethod:ModelsinScience-Historyanddevelopmentofscientific models and their importance forprogressionandcommonunderstanding ofscience

● Periodic Table and Atomic structure – Properties of the elements and organizationoftheperiodictable,atomictheoryprinciples

● Inorganic chemistry – Chemical bonding, experimental crystallization of chemicalsalts

● Human Biology I: Body systems - Organization of the human bodily systems and their interactions. Dissection activity on model organisms/organs

● Human Biology II: The reproductive system and sexualeducation-Sexual developmentandanatomy,sexualhealthandethics

● Forces and Motion - Theoretical principles, calculations and practical experimentation related to velocity, acceleration and Newton’s laws of motion

● Appliedprogramming-Planning,prototypingandbuildingroboticsensors forautomatingsimpleprocesses

Assessment

The assessment for sciences courses in all years of the programme is criterion-related,basedonfourequallyweightedassessmentcriteria:

CriterionA:KnowingandUnderstanding–Maximum8

Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve problems and express scientificallysupportedjudgments.

Assessment opportunities: Quizzes, reading and writing tasks, essays, presentations,posters,investigativereports.

CriterionB:Inquiringanddesigning-Maximum8

Intellectual and practical skills are developed through designing, analysing and performing scientific investigations Although the scientific method involves a widevarietyofapproaches,theMYPemphasizesexperimentalworkandscientific 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 Using their background knowledge to develop a reason based hypothesis, set the variables for their investigation and also ascertaintheunitsofmeasurementfortheirdata

Assessmentopportunities:Scientificreports(theworkyoudobeforeyouperform yourexperiment),inquirydiscussions,planninganddesigninginvestigations

CriterionC:Processingandevaluating-Maximum8

Students collect, process and interpret qualitative and/orquantitativedata,and explain conclusions that have been appropriately reached. MYP sciences helps students to develop analytical thinking skills,whichtheycanusetoevaluatethe methodanddiscusspossibleimprovementsorextensions.Studentsareexpected to use various graphing techniques to interpret their data and draw scientific conclusionsfromthem.

Assessment opportunities: Scientific reports (the work you do during and after performingyourexperiment),observationsandanalysis,practicalandtheoretical investigations,presentationsandanalyticalinvestigations.

CriterionD:Reflectingontheimpactsofscience-Maximum8

Students gain global understanding of sciencebyevaluatingtheimplicationsof scientific developments and their applications to a specific problem or issue A varietyofcommunicationmodeswillbeappliedinordertodemonstrateeffective communication techniques in the Sciences Students are expected to become aware of the importance of documenting the work of others when communicatinginscience

Assessment opportunities: Essays, discussions, reflections in scientific reports, definition quizzes, use of scientific language in all written work and correct documentationofsources.

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Design

Design

TheMYPDesigncourseaimstochallengestudentstoapplypracticalandcreative thinking skills inavarietyofdesignsituations.Inquiryandproblemsolvingareat the heart of the subject group, and the students are required to use thedesign cycle. The final solutions they create can rangefromamodel,orprototype,toa product or system as long as it is one that they have developed and created independently.

All students are expected to be actively involved in the whole design process, ratherthanjustthefinalsolution.Eachyearstudentscompletetwounitsofwork.

Grade7

● Product - Educational Toy: Students will design and create a simple but educationaltoythatchildrenaged3to4yearsoldwouldenjoy.

● Information - Waste Management Campaign: The students will design a name, slogan and poster for a recycling/waste management campaign and then use these to create a Wikispace page and an A3 size informationalposter.

Grade8

● Interior design: this is an inquiry of the emotional impact interior design has Thestudentswilldesignaroomofchoice

● Gameon!ThisisaninterdisciplinaryunitwithFrenchLanguageAcquisition, wherethestudentsdesignagameforFrenchlanguagelearners.

● Product Food Packaging: Design and create a prototype food packaging for a new sandwich by the company ‘Lunch to Go’. Environmental factors aswellasaestheticsmustbeconsideredinitsdesign.

Assessment

The design cycle is used in each unit of work and this is assessed using four assessmentcriteria.

CriterionA:InquiringandAnalyzing–Maximum8

Covers the student’s justification for the need to find a solution for the problem theyarestudying,theirresearch,analysisofexistingsolutionsorproductsandthe productionofadesignbrief.

CriterionB:DevelopingIdeas–Maximum8

Students are expected not onlytodeveloparangeofdifferentideas,butalsoto create a specification, or set of criteria to establish whether or not their design was successful. This criterion also measures the planning that was put into producingandfinalizingtheirsolution.

CriterionC:CreatingtheSolution–Maximum8

In this criterion, the ability to construct a logical plan, as well as the students’ technical skills are assessed. Students can change theirplanastheycreatebut thesechangesmustbefullyjustified.

CriterionD:Evaluating–Maximum8

Measures the student’s ability to criticallyreflectonthesuccessoftheirsolution, which they are expected to test, explain any improvementsthatcouldbemade andexplaintheimpactoftheirsolutionontheirtargetaudience

VisualArts

Duringthisschoolyearstudentswillcompletethreeunitsofworkinvisualarts.

Theseunitsare:

Grade7

● Landscapes

● GothicPrintmaking

● POPART

Grade8

● Surrealism:drawingandpainting

● HandandGestures:sculpture

● Propagandaposters:mixedmedia

Each unit of work requires students to sketch and plan in their arts process journals (some planning can also be electronic, but must be submitted for assessment in a readable format), produce a final pieceofartwork,completea writtenpieceofwork(oftenresearchbased)andrecordongoingreflections.

In MYP Arts the process used to create art work, and the ability to demonstrate creativethinking,areasimportantasthefinalartworkitself.

Assessment

The visual arts are assessed usingfourcriteria–KnowledgeandUnderstanding, Developingskills,ThinkingcreativelyandResponding.

CriterionA:KnowledgeandUnderstanding–Maximum8

Usuallyassessedthroughwrittenpiecesofwork,eitherintheartsprocessjournals or through specific assignments. However, it can also be assessed through oral presentations,ordiscussionswithstudents.

CriterionB:Art-specificskills–Maximum8

Assessedusing,andcoverstheacquisitionanddevelopmentof,skills,evidenceof whichcanbefoundinartsprocessjournals,aswellasinthefinalpieceofartwork.

CriterionC:Thinkingcreatively–Maximum8

Measuredthroughplanningandreflectionsinartsprocessjournals,aswellasthe processesstudentsusetocreateart.

CriterionD:Responding–Maximum8

Measures ability to transfer their learning into new settings and to create an artistic response to the world around them. It is measured through their final artwork,andwrittencritiquesoftheirownworkandtheworkofothers.

PerformingArts

DuringGrade7,studentswillcompletetwoUnitsofworkinPerformingArts.

TheseUnitswillincludethefollowing:

Grade7

● IntroductionofPractitionersStanislavskiandBrecht

● Devisingtheirownpantomime

● TheTempest

● RadioDrama

● MurderMysteryunit

● Advertisingunit

TheUnitsfollowaformatthatistypicalthroughgrades6–8 Usingimprovisation and devising as the key tools wewilllookatanarrativethatexploresarangeof issuesthroughthemediumsofPerformingArtstogainadeeperunderstandingof theseissues.

Atthesametime,anappreciationoftheartformswillbedevelopedandarange of specific skills related to the art forms will be explored and mastered in each Unit.Generally,weareaimingtomakeourworkbelievableandsustained.

Grade8

● TheatreInEducation

● SilentMovie

● TheBeatles,studyofthemusicoftheBeatles

● Musicvideo

● Endofyearproject,Domesticabuse

More detailsontheUnitswillbeavailableonItsLearning.Unitswillbedeveloped along with a rich understanding of key and related concepts in the Arts. Using technology and mask, we will look at a narrativethatexploresarangeofissues throughthemediumsofPerformingArts.

Assessment

Performing Arts is assessed using the four criteria as outlined by the IB. The processinvolvedinthecreationofpiecesisasimportantasthefinalproductand this process will be assessed. Assessment tasks will often be practical performanceworkbutwrittentaskswillalsoformpartoftheassessment

CriterionA:Investigating-Maximum8

Students should be able to demonstrate awareness of the art form studied, including the use of appropriate language. They should beabletodemonstrate awarenessoftherelationshipbetweentheartformanditscontextaswellasthe linksbetweentheknowledgeacquiredandartworkcreated.

CriterionB:Developing-Maximum8

Students should beabletodemonstratetheacquisitionanddevelopmentofthe skills and techniques of the art form studied and the application of skills and techniquestocreate,performand/orpresentart.

CriterionC:Creating/Performing-Maximum8

Studentsshouldbeabletoidentifyanartisticintentioninadditiontoalternatives andperspectives.Theyshouldalsodemonstratetheexplorationofideas.

CriterionD:Evaluating-Maximum8

Students should be able to identify connections between art forms, art and context,orartandpriorlearning Theyshouldbeabletorecognizethattheworld contains inspiration or influence for art and evaluate certain elements or principlesofartwork

PhysicalandHealthEducation

PhysicalandHealthEducation

“PhysicalFitnessinnotonlytheoneofthemostimportantkeystoahealthybody, itisthebasisofdynamicandcreativeintellectualactivity”

- J.F.Kennedy

ItisimportantthatstudentsarereadytoleaveclassforPHEontime Studentswill be taking the Bybanen from ISB to our Gimlehallen facility which will take approximately 30 minutes. In addition, students must be prepared with proper indoor/outdoorfootwearaswellasathleticclothingsuchast-shirts,shorts,track pants, yoga/exercise pants. Boots, jeans, skirts etc. are not appropriate. Showering is also recommended and additional time at the end ofclasswillbe giventostudentswhorequireit.

During the year, students are active in outdoor / indoor physical and health education activities and sports which encourage knowledge and acquisition, studentcollaboration,leadershipandselfreflection.Theseunitsoffocuspromote knowledge acquisition and skill progression in areas of outdoor education, aesthetic movement and athletic based skills. Units of study typically last between6and7weeks

Thefollowingunitswilllikelybetaughttograde7and8duringtheyear:

● Baseball

● UltimateFrisbee

● PaddleTennis

● Basketball

● Badminton

● HealthandFitnessknowledgeandtraining /Gymnastics

● Volleyball

● Yoga

Assessment

The assessment for PHE in the MYP is criterion-related, based on four equally weightedassessmentcriteria.

CriterionA:Knowingandunderstanding-Maximum8

Throughout year 2 and 3, students should be able to outline physical health education related factual, procedural and conceptual knowledge, identify physicalandhealtheducationknowledgetodescribeissuesandsolveproblems set in familiar and unfamiliar situations and apply physical sport and health terminology to communicate understanding. Written assignments and / or Oral presentationsareoftenusedinCriteriaA.

CriterionB:PlanningforPerformance-Maximum8

During year 2/3, students should be able to construct and outline a plan for improving health or physical activity as well as describe and reflect on the effectiveness of their plan based on the outcome. Thiscriterionwillbeassessed within units that require students to inquire and plan. Examples could be: gymnastics/yogaroutineperformance,volleyball/basketballskillimprovement plan

CriterionC:ApplyingandPerforming-Maximum8

Attheendofyear2/3,studentsshouldbeabletorecall,applyanddemonstratea broader range of skills and techniques they have leanred and practiced, effectivelyrecallandapplyarangeofstrategiesandmovementconceptsaswell as recall and apply information to allow them to perform effectively. Weekly reflections and adjustments may be necessary in order to discover ways to improve their skills in the areas of focus. Criterion C is assessed in performance/playing situations and could include developing skills such as accuracy, timing, coordination, efficiency, control, speed, the use of personal spaceandflow

CriterionD:Reflectingandimprovingperformance-Maximum8

Attheendofyear2and3,studentsshouldbeabletoreflectontheirperformance during and at the end of the unit. Students should be able toidentifystrategies that enhance interpersonal skills and create goals and strategies that improve their overall achievement. Criterion D is appropriate for assessing personal and socialdevelopmentinsports/performanceleadership

InterdisciplinaryUnits

InterdisciplinaryTeachingandLearning

One of the key features of the MYP is its focus on interdisciplinary teachingand learning.Thisisbeneficialtostudentsasitallowsthemtouseknowledgetofoster new understandings, develops flexible thinking, develops collaboration and teamwork and gives them a holistic approach to studying real- life issues and ideas

Students demonstrate interdisciplinary learning when they bring together concepts or knowledge from several subjects (disciplines) to show new understandingsorsolutionsthatwouldhavenotbeenpossiblethroughthestudy ofasinglesubject.

Fromthisschoolyeareachyeargroupwillcompleteoneinterdisciplinaryproject eachyear.Aswearestillinthedevelopmentalphaseofcreatingtheseunits,then in some years, students may experience more than one interdisciplinary unit of workinaschoolyear.

The final pieces of work produced by students for these units will be assessed using specific interdisciplinary assessment criteria and these are: criterion ADisciplinary grounding, criterion B – Synthesizing, criterion C – Communicating, criterionD–Reflecting

These assessment criteria are differentiated for grade 6, grades 7 and 8, and grades9and10,andtheachievementlevelsforthesewillmostlikelyberecorded ontheJunereportcards