Upper School Comprehensive Guide

Dearparents,

ISBstrivestoeducateanddevelopthewholepersoninastudentcentredlearning environment Ourphilosophyandpracticesworktoenablestudentstobecomecritical thinkers,aswellasconfident,responsiblelearners.

WeofferacomprehensiveinternationalprogrammecoveringtheInternational Baccalaureate(IB)PrimaryYearsProgramme(PYP)andMiddleYearsProgramme(MYP)

Inupperschool,ourcurriculum,theMYP,focusesonskilldevelopmentandformative learning:alearningthatdoesnoteducateinavacuumbutrelatesknowledgeandthinking skillsfromsubjecttosubject,buildingfromgradetograde.ThisisevidentintheMYP “ApproachestoLearning”

TheultimateaimofISBisthatstudentsdevelopasenseofinquirymatchedwithaloveof knowledgetoinspirestudentswiththeabilitytoapplyknowledgeinpracticalsituations leadingtoawiser,moregloballyawarestudentattheendoftheirjourney.

AtISBweworktobuildatrueLearningCommunity,balancingacademicswithactivitiesin therichenvironmentofBergenandthewesterncoastofNorway

Thishandbookisintendedtoanswerfrequentlyaskedquestionsandusefulinformation Pleasekeepthisbookletathandforfuturereference

ReportingtoParents

CommunicationwithparentsisofprimeimportanceatISB Thefollowingisourreporting andcommunicationscheme:

Parentinformationevening: lateAugust

Progressreports: NovemberandMarch/April

Formalreportcards: lateJanuaryandlastdayofschool (Grade10studentsreceivetheirfinalreportcardsat thebeginningofJune)

Parent-TeacherConferences: NovemberandMarch/April

Managebac

ManagebacisISB’slearningplatformspecificallydesignedfortheInternational Baccalaureatecourses Studentshaveasubjectpagewithlessons,files,assignmentsetc Ithaschatandemail,andservesasadeliverymethodforassignmentsand communicationofunitinformationandassessment ItalsohasanIBapprovedplagiarism checkforstudentwork Parentsreceivepasswords,andcankeeptrackofschool assignments,submissionandlevelsawardedforindividualpiecesofworkandprojects

Homeroom/Assembly

Allgradesareassignedtoahomeroomwithaclassteacher Studentsmeettheir homeroomteacheronceadayat9AM.Thehomeroomteacherisresponsibleforkeeping attendanceandisthefirstpersonyoushouldcometowithmostproblems UpperSchool meetsinassemblyonceaweek,Thistakesplaceduringarotatingperiodthroughoutthe yeartoensurethatnoonelessonisoverlyimpacted Theseareveryimportanttimesto cometogether,communicate,andshareideas.

Lockers

Atthestartoftheacademicyearstudentsareallocatedavailablelockerstobeusedfor storageofbooks,clothing,etc Itemsshouldbekeptinsidethelockers,notontoporaround thelockerarea.Studentsshouldnotdefaceordamagethelockersinanyway.Lockersare optionalandstudentsmaychoosenottohaveone Studentsneedtopurchaseapadlock inordertosecurethelocker.Itisrecommendednottogetonewithtoothinaloop.

Assessment

Studentsareassessedformativelyandsummativelythroughclasswork,homework,tests, projects,andexams.Teachersofthevarioussubjectswillprovidefurtherinformationabout assessmentintheirsubjectareas InformationispostedbyteachersonIt’sLearning Assessmentiscriteria-relatedandfollowstheInternationalBaccalaureateMYPguidelines foreachsubject Eachsubjectgroupassessesthestudentsusingfourcriteria Thesevary fromsubjecttosubjectbutcovertheknowledge,skillsandunderstandingsspecifictothat subject Onthereportcardsstudentsreceiveagradeforachievementonascaleof1to7 basedonthelevelsachievedpriortothereportingperiod.

StandardisedTests

StandardisedtestsareadministeredtostudentsinGrades7and9inthesecondtrimester ofeachschoolyear,normallyimmediatelybeforethewinterbreak Thesetestsarepartof theInternationalSchoolsAssessment(ISA)andhavebeenspecificallydesignedfor studentswhoattendinternationalschools StudentsinGrade8and9takepartinthelocal Norwegiannationaltests.

Graduation

AttheendofGrade10,studentswhohavecompletedaminimumoftwoyearsofthe InternationalBaccalaureateMYPareawardedanISBCertificateofAchievementinaddition toaNorwegiandiploma,VitnemålforGrunnskolen,whichrecognisestheirachievements withinthecurriculumoftheNorwegianstateeducationsystem

FurtherEducation

AftercompletionofGrade10,ISBstudentshavethefollowingpossibilitiesforfurther education:

● Norwegianvideregåendeskole:a3-yearcourse(VG1-3) Applicationsare processedthroughtheCountyAdmissionsOffice Forprivatevideregåendeskoler applicationsaremadedirectlytotheindividualschools

● Pre-diplomacourseinEnglishatBergenKatedralskolen

● InternationalBaccalaureateDiplomaProgrammeatNorwegianorinternational schools.

IBMiddleYearsProgramme

ISBwasthefirstschoolintheworldauthorisedtooffertheInternationalBaccalaureate MiddleYearsProgramme(MYP)forstudentsingrades6-10 Thiscurriculumisoffered undertheauspicesoftheInternationalBaccalaureateOfficesinTheHague.Assessmentis continuousandinternalandismonitoredbytheregularsubmissionofworktothe InternationalBaccalaureateCurriculumandAssessmentCentreinCardiff Allgrade10 studentscompleteaculminatingprojectcalledthePersonalProjectwhichdemonstrates theirinter-disciplinarylearning,aswellastheirApproachestoLearningskills Studentsare awardedaschoolcertificateofachievementattheendofGrade10

TheMYPisdesignedforstudentsaged11to16 Itprovidesaframeworkoflearningthat encouragesstudentstobecomecreative,critical,andreflectivethinkers TheMYP emphasizesintellectualchallenge,encouragingstudentstomakeconnectionsbetween theirstudiesintraditionalsubjectsandtherealworld Itfostersthedevelopmentofskillsfor communication,interculturalunderstandingandglobalengagement–essentialqualities foryoungpeoplewhoarebecominggloballeaders

Unlikemanyothereducationalprogrammesthecurriculum,oursubjectcontent,isnot prescribedbyonegovernmentornationalagency,andstudentlearningisnotmeasured againstasetofstandardsbutthroughaframeworkoflearning Thisframeworkoflearning encouragesstudentstobecomecreative,criticalandreflectivethinkers,andisflexible enoughtoaccommodatenationalrequirementsinawidevarietyofcountries Itisbuilt upontheknowledge,skillsandattitudesdevelopedinthePYPandpreparesstudentsto meettheacademicchallengesoftheDiplomaprogramme Aswithanydynamic programme,itisregularlyreviewedandupdatedinordertobestmeettheneedsofits users

TheIBMiddleYearsProgramme:

● Addressesholisticallystudent`sintellectual,social,emotionalandphysical well-being

● Providesstudentsopportunitiestodeveloptheknowledge,attitudesandskillsthey needinordertomanagecomplexityandtakeresponsibleactionforthefuture

● Ensuresbreadthanddepthofunderstandingthroughstudyineightsubjectgroups

● Requiresthestudyofatleasttwolanguagestosupportstudentsinunderstanding theirownculturesandthoseofothers

● Empowersstudentstoparticipateinservicewithinthecommunity

● Helpstopreparestudentsforfurthereducation,theworkplaceandalifetimeof learning

MYPDistinctiveFeatures

AtthecoreofallIBprogrammesistheIBLearnerProfile:10attributesfosteredinstudents thatpromoteinternationalmindednessandtheirdevelopmentasresponsiblemembersof theirlocal,nationalandglobalcommunities.

GlobalContexts

Providesharedstartingpointsforinquiryintowhatitmeanstobeinternationallyminded, framingacurriculumthatpromotesmultilingualism,interculturalunderstandingand globalengagement

Theglobalcontextsare:

● Identitiesandrelationships

● Orientationinspaceandtime

● Personalandculturalexpression

● Scientificandtechnicalinnovation

● Globalizationandsustainability

● Fairnessanddevelopment

EachunitofworkthatstudentsstudyintheMYPwillhaveaglobalcontextasitsstarting point,andstudentswillcoverallcontextsineachsubjectgroupthroughouttheircourseof study.Byhavingthecurriculumgroundedinauthenticworldsettings,eventsand circumstancesitencouragesstudentstoseetherelevanceofwhattheyarelearningand toactivelypromoteglobalengagement.

KeyandRelatedConcepts

Thesearebigideas,whichformthebasisofteachingandlearningintheMYP Theyensure breadthanddepthinthecurriculumandpromotelearningwithinandacrosstraditional disciplines ApproachestoTeachingandLearning(ATL)

ThisisaunifyingthreadthroughoutallMYPsubjectgroups,andareskillswhichhelp studentsmanagetheirownlearningandprovideafoundationforsuccessinfurther educationandtheworldbeyondtheclassroom

ServiceasActionisanessentialcomponentsoftheMYP,whichsetoutclearlearning outcomesthatgrowfromstudent’sparticipationinlocalandglobalcommunities Service asActionactivitiesreflectthedevelopmentalstagesthroughwhichthestudent progresses

Someexamplesofserviceprojectsare:

Grades6and7:Studentsmaytakepartinactivitieswhichhelpathomeandatschooleg recyclingpaper,classmonitors

Grades8and9:Studentsmaytakepartinactivitiesofamorecomplexnaturee.g.tutoring youngerstudents,organisingfundraisingforcharities

Grade10:Studentsmaytakefullresponsibilityfortheiractivitieseg runningtheschoolmilk sale,becomingamemberofahumanitarianorganisationsuchastheRedCross,Amnesty Internationaletc StudentshavefullagencyinorganisingtheiroverseasS&Atrip

AllstudentsareencouragedtobecomeactivemembersoftheStudentCouncilandmay standforelectionasclassrepresentativestoserveontheStudentCouncilorasaHouse CaptainorViceCaptain

ThePersonalProject

Thisrequiredcomponent,completedbystudentsinMYP5(Gr10)asaculminating experienceinwhichtheyapplytheirapproachestolearningskillstocompletean extended,self-directedpieceofwork,providesopportunitiesforcreativeandtrulypersonal demonstrationoflearning Studentsneedtoidentifyagoal,basedonareasortopicsthat areofinteresttothem Duringtheprojecttheymustdocumenttheirthinking,theirresearch processandtherefininganddevelopmentoftheirinitialideas

ThepersonalprojectstartsinAugust,withafirstdraftsubmittedinDecember,andafinal deadlineinFebruary Studentsworkonthemintheirowntime,supportedintheirprocess byasupervisor.Studentsareencouragedtoselecttheirownsupervisorwhomustbea memberofstaffcurrentlyemployedatISB Theyshouldmeetwiththeirsupervisorona regularbasis,forguidanceandhelp,andtheirsupervisorwillalsoprovidewrittenfeedback onthefirstdraftoftheirproject

Thepersonalprojectisassessedonthreeaspects:Investigating,Planning,Takingaction ApplyingSkillsandReflecting Therearethreecomponentsthatcontributetoassessment: Thefocusonthetopicleadingtowardsaproductoroutcome,theprocessjournalandthe report Thewrittenreport,whichisassessedusingallthecriteriacanbeinawritten, electronic,oralorvisualformat Ifitisoneofthefirsttwoitmustbebetween1,500and3, 500words,andifthelattertwothenbetween13and15minuteslong

Examplesofpossibleprojectsare:

● Aninformativetalkonatopicsuchas“Whatisthematterwithanti-matter?”

● AcreationofaJapaneseanimeandasurveyoftheunderstandingofpeerstothis genre

● Anawarenesscampaignaboutthestruggleforwaterindevelopingcountries

● Aresearchessayonhowonlineidentitiesimpactofflinerelationships

● A3dmodeloftheEuclideanspaceperspectiveoftheuniverse

Aftertheprojectshavebeensubmitted,eachstudentpresentstheirworktotheschool communityinacelebrationoftheirhardworkandachievements

Curriculum

TheMYPconsistsof8subjectgroups:

● LanguageAcquisition,FrenchNorwegianEnglish

● LanguageandLiterature,NorwegianEnglish

● IndividualsandSocieties,

● PhysicalandHealthEducation,

● Design,

● Mathematics,

● Arts;PerformingArtsandVisualArts

● Sciences

Aswellasaccumulatingsubject-specificknowledgeandskills,theMYPaimstohelp studentsdeveloptheiremergingsenseofselfandunderstandtheirresponsibilitiesinthe communitiesthattheyarepartof Thisisachievedintwomainways:Teachingand

learningisputintocontext,andstudentsdevelopaconceptualunderstandingofwhat theystudybyexploringbigideasthattranscendindividualdisciplinesorcultures Howitall comestogethercanbeillustratedinthefollowingprogrammemodeldiagram;

AllMYPstudentsarerequiredtostudytheeightcurriculumareaslistedbelow

Grades6–7

Language&Literature:English,Norwegian* perlanguage

Languageacquisition,phase1-6: French

Individuals&societies:IntegratedHumanities

TheSciences

TheArts(VisualArts,PerformingArts)

*somestudentsmayalsofollownorwegianlanguageacquisitionasanalternativetolanguage& literature3hoursperweek

Grades8-9

Language&Literature:English,Norwegian* perlanguage

Languageacquisition,phase1-6: French

Individuals&societies:IntegratedHumanities

TheSciences

TheArts(VisualArts,PerformingArts)

PhysicalandHealthEducation

*somestudentsmayalsofollownorwegianlanguageacquisitionasanalternativetolanguage& literature4hoursperweek

Grade10

Language&Literature:English,Norwegian* perlanguage

Languageacquisition,phase1-6: French

Individuals&societies:IntegratedHumanities

Mathematics

*somestudentsmayalsofollownorwegianlanguageacquisitionasanalternativetolanguage& literature4hoursperweek

Grade Boundary guidelines

1 1–5

GeneralGradeDescriptor

Descriptor

Producesworkofverylimitedquality Conveysmanysignificant misunderstandingsorlacksunderstandingofmostconceptsand contexts Veryrarelydemonstratescriticalorcreativethinking Very inflexible,rarelyusingknowledgeorskills

2 6–9

Producesworkoflimitedquality Expressesmisunderstandingsor significantgapsinunderstandingformanyconceptsandcontexts Infrequentlydemonstratescriticalorcreativethinking Generallyinflexible inuseofknowledgeandskills,infrequentlyapplyingknowledgeandskills.

3 10–14

Producesworkofacceptablequality Expressesbasicunderstandingsof manyconceptsandcontexts,withoccasionallymisunderstandingsor gaps Beginstodemonstratesomebasiccriticalorcreativethinking Is ofteninflexibleinuseofknowledgeandskills,requiringsupportevenin familiarclassroomsituations

4 15–18

Producesgood-qualitywork Communicatesbasicunderstandingsof mostconceptsandcontextswithfewmisunderstandingsandminor gaps Oftendemonstratesbasiccriticalorcreativethinking Uses knowledgeandskillswithsomeflexibilityinfamiliarclassroomsituations, butrequiressupportinunfamiliarsituations

5 19–23

Producesgenerallyhigh-qualitywork.Communicatessecure understandingsofconceptsandcontexts Demonstratescriticalor creativethinking,sometimeswithsophistication Usesknowledgeand skillsinfamiliarclassroomsituations,butrequiressupportinunfamiliar real-worldsituations

6 24–27

Produceshigh-quality,occasionallyinnovativework Communicates extensiveunderstandingofconceptsandcontexts Demonstratescritical orcreativethinking,frequentlywithsophistication Usesknowledgeand skillsinfamiliarandunfamiliarclassroomandreal-worldsituations,often withindependence

7 28–32

Produceshigh-quality,frequentlyinnovativework Communicates comprehensive,nuancedunderstandingofconceptsandcontexts Consistentlydemonstratessophisticatedcriticalorcreativethinking Frequentlytransfersknowledgeandskillswithindependenceand expertiseinavarietyofcomplexclassroomandreal-worldsituations