MYP_Curriculum_Guide_2013 by marketing@iswinterthur.ch

IB MIDDLE YEARS PROGRAMME (MYP) CURRICULUM GUIDE 2013/14

THE MIDDLE YEARS PROGRAMME (MYP) This handbook provides an introduction to the curriculum for students from Grade 6 to Grade 10 at International School Winterthur

The Information in this handbook is given in good faith as a description of the Middle Years Programme at ISW. However, IB regulations and school circumstances may change. Members of the school community will be notified. Any concerns or questions about the contents of this handbook should be directed to the MYP Coordinator.

Contact Information MYP Coordinator - Jonathan Bradley Email: j.bradley@iswinterthur.ch CAS Coordinator - Alysha Kothlow Email: a.kothlow@iswinterthur.ch

Website: www.iswinterthur.ch

MISSION AND PHILOSOPHY The International School Winterthur aims to nurture and develop the uniqueness of its students by providing quality international education so that they become self -motivated, confident, life-long learners, who recognize their own individual abilities, potential and interests, as well as understand and respect the cultural diversity within the international community. Life in the 21st century places many changing demands on students making the transition through adolescence. Students are at a crucial period of personal, social, physical and intellectual development, of uncertainty and of questioning. The Middle Years Programme is designed to help students find a sense of belonging in the ever-changing and increasingly interrelated world around them and to foster a positive attitude to learning. The Middle Years Programme provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers.

TABLE OF CONTENTS 5

Table of Contents

ISW Accreditation and Memberships

The Advisory Programme at ISW

What is the International Baccalaureate?

What makes the Middle Years Programme special?

The IB Learner Profile

IB MYP Fundamental Concepts

IB Middle Years Curriculum Framework

The Areas of Interaction

Students Learning Expectations

The five Areas of Interaction / Approaches to Learning (ATL)

The five Areas of Interaction / Community and Service

The five Areas of Interaction / Health and Social Education

The five Areas of Interaction / Environments

The five Areas of Interaction / Human Ingenuity

The Subject Groups / MYP Personal Project

Interdisciplinary Units and Projects

Assessment in the MYP

Criterion-Related Assessment

Grade Report / Parent Teacher Conferences

Portfolio of Achievement / Grade Promotion The Subject Areas

Language A

Language B

Humanities

Sciences

Mathematics

Arts

Physical Education

Technology

ISW ACCREDITATION AND MEMBERSHIPS

International Baccalaureate Program International School Winterthur has been an IB World School since May 2006.

Council of International Schools The International School Winterthur (ISW) was founded to provide the finest education for the growing international population in the greater Z端rich and Winterthur areas.

European Council of International Schools (ECIS) The International School Winterthur is an authorized IBO PYP, MYP and DP school. These programmes combine the best research and practice from a range of national systems with a wealth of knowledge and expertise from international schools to create a relevant and engaging educational experience.

The Swiss Group of International Schools The Swiss Group of International Schools (SGIS) exists to support international schools in Switzerland and neighboring countries in achieving their educational goals and to provide representation on issues of common interest.

THE ADVISORY PROGRAMME AT ISW

Research, as well as our personal experience, clearly shows that students do far better emotionally, socially and academically if they form emotional connections with the teachers at their school. Even a personal connection with just one adult at the school can have a very strong influence on the student’s success and feeling of well-being at the school. This is especially true because of the multicultural and transient nature that is inherent in an international school. The advisory program at ISW is a critical part of the school’s efforts in reaching out to our students and helping to form these personal connections. Although students will benefit from excellent teaching, they will benefit equally from teachers’ pastoral work as advisors.

The primary goals of the Advisory Programme are: 

Working to build positive relationships with advisees by getting to know them, monitoring their academic progress, and advocating for their academic, social and emotional well-being. Advisors plan activities that work on positive social interaction as well as working through any social problems that occur as the school year progresses.

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Being a direct link between the school and the parents of advisees.

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Addressing Grade-specific Approaches to Learning (ATL) skills, which will help the students to be successful throughout their various subject areas.

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Providing information to the students about upcoming events at the school.

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Providing information about Community and Service (C&S) opportunities both in the school and outside the school community. Time may be built into advisory lessons or there may be special days when students can work on attaining C&S hours.

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Assisting advisees in developing and maintaining their Portfolios of Achievement that will show students’ goals, work and reflections, so that the students will have a record of their growth academically, socially, and emotionally.

Basic structure of the Advisory Programme Advisory Groups: Students in each grade are placed together in a group, with an advisor. This ensures that students can get to know each other well and that each student receives individual attention. Schedule: Advisory groups meet every Monday morning for a 75-minute period. They also start the day by meeting each morning in their advisor’s room, for registration, daily information and announcements. All-Grade MYP assemblies are held during advisory time on a regular basis.

THE ADVISORY PROGRAMME AT ISW

Advisor Duties Advisors are the contact-person for parents. Advisors are asked to become familiar with their adviseesâ&#x20AC;&#x2122; academic programme and progress. Advisors also keep in contact with their adviseesâ&#x20AC;&#x2122; teachers so that if there are concerns or problems they are able to assist in their resolution. Also it is the responsibility of advisors to keep student portfolios in their room. Advisors take a personal interest in their advisees so that the students feel that they have an advocate and sounding-board at the school. Advisors will help their advisees keep the logs of their Community and Service (C&S) hours. The advisor is responsible for giving the students time on a regular basis to log in their C&S hours, and allowing them an opportunity to reflect on the C&S work they have done.

Grade Advisors The following are the advisors assignments for this school year:

ADVISOR GRADE 6

Ms. Baumgartner

GRADE 7

Mr.Ho

GRADE 8

Mr.Zou

GRADE 9

Ms.Zehender

GRADE 10

Mr. Bradley

WHAT IS THE INTERNATIONAL BACCALAUREATE?

The International Baccalaureate (IB) offers high quality programmes of international education to a worldwide community of schools. “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.” One of the programmes offered by IB is the Middle Years Programme, for students aged 11 to 16. The programme focuses on the development of the whole person as an inquirer, both in the classroom and in the world outside. Students in the 21st century are faced with the challenge of learning about an interconnected world where knowledge is constantly developing. The International Baccalaureate Middle Years Programme prepares students to be active participants in a lifelong journey of learning. It is said that, “through IB programmes, students across the world are becoming active, compassionate and lifelong learners who understand that other people, with their differences, can also be right”.

WHAT MAKES THE MIDDLE YEARS PROGRAMME SPECIAL?

The Middle Years Programme (MYP) as a curriculum framework has been designed by the International Baccalaureate Organization (IBO) to help students develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing world. The MYP curriculum provides for ease of movement between national systems and international schools around the world, as well as providing students with the opportunities to gain internationally recognised Records of Achievement and Certificates at the age of 16. The period of life that the MYP covers, encompassing early puberty and mid-adolescence, is a particularly critical phase of personal and intellectual development and requires a programme that helps students participate actively and responsibly in a changing and increasingly interrelated world. Learning how to learn, and how to evaluate information critically, are as important as learning facts.

THE IB LEARNER PROFILE

The aim of all IB programmes is to develop internationally-minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgable

They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded

They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-Takers

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced

They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective

They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

IB MYP FUNDAMENTAL CONCEPTS

The MYP is guided by the following three fundamental concepts:

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Holistic learning Representing the notion that all knowledge is interrelated and that the curriculum should cater to the development of the whole person, the attributes of which are described by the IB learner profile

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Intercultural awareness Representing the notion that school communities should encourage and promote internationalmindedness by engaging with and exploring other cultures, a key feature of international education as reflected in the attributes of the IB learner profile

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Communication Representing the notion that schools should encourage open and effective communication, important skills that contribute to international understanding as exemplified by the attributes of the IB learner profile

IB MIDDLE YEARS CURRICULUM FRAMEWORK

The overall MYP curriculum model is centred upon the student and the development of dispositions that value learning as a lifelong vocation.

The central place of the student The learner is at the centre of the curriculum in the MYP. This informs the IBâ&#x20AC;&#x2122;s concern to educate the whole person. All subject groups are understood to be interrelated and mutually reinforcing, hence the focus on student inquiry throughout the programme. The subject groups are interrelated using the context-making Areas of Interaction that provide a basis for authentic interdisciplinary learning. MYP students are making the transition from early puberty to mid-adolescence, which is a crucial period of personal, social and intellectual development, of uncertainty and questioning. The MYP is designed to guide students in their search for a sense of place in their natural and social environments. Developing, implementing and assessing the schoolâ&#x20AC;&#x2122;s curriculum is an interactive process, whereby each component informs the others. This is not a linear curriculum model that ends with the assessment component. This model promotes continual formative assessment, which allows teachers to track student learning outcomes, monitor teaching effectiveness and also ensure that student-initiated inquiry can be incorporated into the planning framework.

THE AREAS OF INTERACTION INTRODUCTION TO THE AREAS OF INTERACTION as by IBO The areas of interaction provide the MYP with its unique core. Teaching subject areas through these contexts allows teaching and learning to focus on attitudes, values and skills. Approaches to learning (ATL) represents general and subject-specific learning skills that the student will develop and apply during the programme and beyond. The focus of this area is on teaching students how to learn and on helping students find out about themselves as learners so that they can develop learning skills. Community and service considers how a student engages with his or her immediate family, classmates and friends in the outside world as a member of these communities. Through effective planning and teaching, students can learn about their place within communities and be motivated to act in a new context. Health and social education delves into the range of human issues that exists in human societies, such as social structures, relationships and health. The area can be used by students to find out how these issues affect societies, communities and individuals, including students themselves. Through the area of health and social education, students can identify and develop skills that will enable them to function as effective members of societies, as well as learning about how they are changing and how to make informed decisions that may relate to their welfare. Environments considers how humans interact with the world at large and the parts we play in our environments. It extends into areas beyond human issues and asks students to examine the interrelationships of different environments. This area can lead students to consider both their immediate classroom environments and global environments. Human ingenuity (formerly homo faber) deals with the way in which human minds have influenced the world, for example, the way we are, think, interact with each other, create, find solutions to and cause problems, transform ideas and rationalize thought. It also considers the consequences of human thought and action. In the final year of the programme students are engaged in the personal project. This personal project will reflect the efficacy of the integration of the areas of interaction in the school. Through the project students should be able to demonstrate ATL skills learned through the programme while focusing research and project development around at least one other area of interaction.

THE AREAS OF INTERACTION

Commonality of the areas of interaction These contexts for learning, the five areas of interaction, are common to the programme in all schools offering the MYP and serve to bring together the varied subject content that will be found in the diversity of cultural and linguistic settings around the world. Even though all schools share this commonality, the use that teachers make of the areas of interaction can lead to very different learning expectations. Thus, the areas of interaction provide common organizing strategies and also allow for the diversity of student needs, interests and motivations. Using all of the areas of interaction as contexts for learning gives teachers a great opportunity to engage students with environmental, health and community issues of sustainability that affect students today, and how humans can solve the problems for the future.

The areas of interaction:

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give meaning to what is learned through the exploration of real-world issues

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provide the contexts for the MYP fundamental concepts and the IB learner profile, which underpin the philosophy of the programme

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encourage higher-order thinking skills to deepen understanding

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provide a framework for student inquiry

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can help students develop positive attitudes and a sense of personal and social responsibility

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engage students in reflection to better understand themselves as learners

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can lead students from academic knowledge to thoughtful action

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contribute to an interdisciplinary approach to learning

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provide a common language for constructing and organizing the curriculum.

THE FIVE AREAS OF INTERACTION STUDENT LEARNING EXPECTATIONS as by IBO MYP schools provide student learning expectations for each area of interaction. Student learning expectations for the areas of interaction are guidelines on what students are expected to learn through the areas of interaction at different stages of the programme. In the MYP this term is used to differentiate them from subject-based objectives. Whereas success in achieving the objectives is measured through applying assessment criteria, student learning expectations are not assessed, although they may be monitored. These learning expectations are differentiated from objectives because they are not rated on a scale. All schools are recommended to use the student learning expectations in this guide as a starting point, although they may be developed further by schools to reflect student needs and school expectations. It is expected that schools will develop their own interim student learning expectations at each grade level, so that teams of teachers can use them to plan collaboratively. The interim student learning expectations developed by each school must provide for continuity and progression of learning from year 1 to year 5. It must be noted that the interim student learning expectations for the areas of interaction mentioned above are not to be confused with the interim objectives for years 1 and 3.

Supporting student inquiry The areas of interaction are at the heart of inquiry and active learning, and can encourage students to take responsible action in a variety of contexts encountered through the curriculum. For teachers and students, the areas of interaction provide a means to inquire into subject content by questioning, explaining, discovering and â&#x20AC;&#x153;doingâ&#x20AC;?.

The Inquiry cycle

THE AREAS OF INTERACTION

When students engage with units of work, by placing content into context, they will become aware of the connections between subject disciplines and will start to develop an awareness of the dimensions of each of the areas of interaction as well as a deeper subject knowledge. This awareness will lead to a better understanding of the impact of various issues on students themselves and on those around them, and of the responsibilities they have to themselves, to each other and to society in general.

Using their developing skills of ongoing reflection, students can continually re-evaluate their involvement and their understanding of the various issues under inquiry.

As students become more aware and acquire a better understanding of the context and of their responsibilities, this could lead to thoughtful and positive action. This action will be different from student to student and from context to context. The action may involve students in:

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feeling empathy towards others

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making small-scale changes to their behaviour

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undertaking large and significant projects

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acting on their own

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acting collaboratively

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taking physical action

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suggesting modifications to an existing system to the benefit of all involved

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lobbying people in more influential positions to act.

Whatever the action, it is expected that students will themselves be changed by the process, and that significant learning will result. Please note that any reference to “I” in the areas of interaction questions could also be interpreted as “we” where this is more appropriate to the social ethos of the school or location.

THE FIVE AREAS OF INTERACTION APPROACHES TO LEARNING (ATL) Encourages students to take increasing responsibility for their learning, to question and evaluate information critically, and to seek out and explore the links between subjects. Learning how to learn and how to evaluate information critically is as important as the content of the subject disciplines themselves. Approaches to Learning (ATL) is about learning how to learn and so is concerned with all the skills and attitudes students must acquire to help them to be confident, independent, active and life-long learners. While Approaches to Learning is integrated across the whole curriculum in every subject, advisory teachers may also recognize the need to focus on certain aspects.

At all stages of their time in the Middle Years Programme students are encouraged to ask themselves and attempt to answer these three questions:

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How do I learn best?

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How do I know?

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How do I communicate my understanding?

Through ATL, International School Winterthur provides students with the tools to enable them to take responsibility for their own learning. This involves the following groups of skills that all teachers model and teach:

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Organizational skills and attitudes towards work

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Collaborative skills

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Communication

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Information literacy

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Reflection

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Problem solving and thinking

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Transfer amongst the different subject areas

THE FIVE AREAS OF INTERACTION COMMUNITY AND SERVICE Community and Service encourages students to become aware of their roles and their responsibilities as members of communities. All MYP students are required to become involved with their communities – an involvement that benefits both parties. This AOI focuses on the student’s role in communities, from the immediate family and school environment to the world at large. Students are encouraged to make connections between their intellectual and social development and the benefits that they can bring to the community, as well as the benefits the community can bring to them. In using this area of interaction through and across the disciplines students can discover the social reality of self, others and community. In so doing, this area of interaction fosters the affective, creative, ethical and cognitive development of the adolescent. To help develop a sense and understanding of the community, students should ask themselves these questions:

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How do we live in relation to each other?

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How can I contribute to the community?

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How can I help others?

Community and Service involves three key elements:

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Community Awareness and Understanding: Before any useful involvement in the community can take place students must develop an awareness of what a community is. As students engage further with this area of interaction, they will become more aware of and understand further the complexities of a community and its different forms.

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Involvement and Service: By considering the impact of responsibility on the choices of action, or inaction, that community membership provides, students can consider how they can become positively involved in their communities. In addition, students should consider how being an involved member of various communities will benefit them. All involvement in community and service should be seen as benefiting the service provider as well as the recipient.

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Reflection: Meaningful reflection is an essential part of students’ experience of community and service; it encourages better awareness of needs as well as the quality of response. It helps students develop positive attitudes and become aware of their own strengths and limitations. It also allows the teachers and the school to monitor the quality of community and service at the individual and at the school level.

THE FIVE AREAS OF INTERACTION HEALTH AND SOCIAL EDUCATION Encourages students to explore personal, physical and societal issues and to develop respect for body and mind. Health and social education encompasses a range of issues and how they affect individuals, human development and interactions. It includes an appreciation of these effects in different cultural settings and at different times. It also provides students with opportunities to inquire into physical, social and emotional health and intelligence, key aspects of human development that can lead to a complete and balanced lifestyle.

Units of instruction throughout the school curriculum will require the students to ask such questions as:

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How do I think and act?

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How am I changing?

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How can I look after myself and others?

The extent to which young people consider and act on social and health-related issues is influenced by political, social and economic decisions at the community and national level, as well as by the actions and support of schools, families and friends. To address the wide scope that this AOI encompasses, ISW focuses on four different levels:

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Understanding ourselves in the wider society

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The relationships between ourselves and others

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Understanding ourselves on the personal level

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Looking after ourselves both physically and mentally

THE FIVE AREAS OF INTERACTION ENVIRONMENTS Encourages students to become aware of their interdependence with the world and to develop responsible and positive attitudes towards their environments. The context provided by this area of interaction considers environments to mean the totality of conditions surrounding us. This area of interaction focuses on the place of human beings within a wide range of environments including natural, built and virtual. In their interactions, students will come to an appreciation and understanding of their effects on their environments. Units of instruction throughout the school curriculum will require the students to ask such questions as:

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What are our environments?

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What resources do we have or need?

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What are my responsibilities?

THE FIVE AREAS OF INTERACTION HUMAN INGENUITY Encourages students to examine and reflect on the ingenious ways in which humans think, create and initiate change. Human ingenuity is the way in which human minds have influenced how we think, work, play, construct and conduct friendships and other relationships, interact with each other, find solutions to problems, cause problems, transform things and rationalize thought. It also considers the consequences of human thought and action. Units of instruction throughout the school curriculum will require the students to ask such questions as:

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Why and how do we create?

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What are the consequences?

Human ingenuity encourages students to see the relationships between diverse subjects, as it can be used to inquire into a broad range of human activities. These include:

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Systems - laws, methods of government, transport, education and healthcare

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Communication - statistics, language, mathematical formulae and codes

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Technology - buildings, machinery and tools

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Thought - principles, concepts, ideas, opinions and attitudes

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Art - painting, sculpture, embroidery, theatre and music

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Culture - fashion, rituals and customs and food

THE SUBJECT GROUPS MYP PERSONAL PROJECT

The Subject Groups In the programme model, the five areas of interaction surround the learner and connect to the eight required subject groups. The subject groups are:

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Language A Language B Humanities Sciences

Mathematics Arts Physical Education Technology

Schools are required to teach a broad and balanced choice of subjects in every year of the programme, including at least one subject from each of the eight subject groups. The subject groups provide a broad and balanced foundation of knowledge in traditional subject disciplines.

MYP Personal Project The Personal Project is a requirement for all Grade 10 students and serves as a celebration of student learning through the MYP programme. It is a product of the students’ own initiative and reflects their experience of the MYP. The personal project provides an excellent opportunity for the student to produce a truly creative piece of work that demonstrates the skills they have learned through Approaches to Learning and the other four Areas of Interaction. There are four items required for successful completion of the personal project:

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A Process Journal This records the student’s thoughts, decisions, plans and actions throughout the time they work on the project. It is a record of their progress as they work on the project; a project -diary of sorts .

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A Project Report This is an academic document that describes the process the student underwent and an analysis of the inspiration, methods, findings, and conclusions.

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The Product This is the item that is created, the outcome of the project. It can be a video, website, an event, a school club, a product, research project, and so on.

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The Exhibition This is where the students will share with the school community what they have learned through doing the Personal Project.

INTERDISCIPLINARY UNITS AND PROJECTS

To further encourage the concept of holistic learning at International School Winterthur, we encourage participation in a number of cross-curricular activities both in and out of the classroom. It is hoped that through offering cross-curricular activities we are able to show our students that meaningful connections exist between the different subject groups offered by the school. These cross-curricular activities can be grouped as follows:

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Thematic units based on a specific AOI Overall themes which can provide teachers with a focus or context to link subject topics and content.

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Common unit questions A common unit question linking several subjects, usually requiring students to come up with solutions to problems that would not be possible without using skills which they may have learned in different subject areas.

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Special events An MYP-wide activity allowing for a cross-curricular focus, for example, a field trip, a guest speaker, or a special day activity.

ASSESSMENT IN THE MYP

Continuous assessment provides insight into students’ understanding, knowledge, skills, and attitudes in each subject at school. It is also a means of exploring the learning styles and individual needs of the students in order to differentiate teaching. Feedback from assessment allows for the improvement of the overall educational programme. Effective assessments allow the students to:

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have criteria that are known and understood in advance;

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analyse their learning and understand what needs to be improved;

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demonstrate the range of their conceptual understandings, knowledge, and skills;

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synthesize and apply their learning and not merely recall facts;

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base their learning on real-life experiences that lead to questions or problems to solve;

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focus on producing a quality product;

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highlight their strengths and demonstrate mastery and expertise;

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express different points of view and interpretations;

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promote reflection and self- and peer- evaluation;

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develop self-confidence and self-worth through personal achievements.

Effective assessments allow the teacher to:

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plan and incorporate them into the learning outcomes;

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identify what is worth knowing and assess it;

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include collaboration between the student and the teacher or among

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students;

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take into account different cultural contexts and different ways of learning and knowing;

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allow the teacher to modify and differentiate assessments to cater for individual learning needs;

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produce evidence that can be reported and understood by students, parents, teachers, administrators, and Board members;

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inform at every stage of the learning and teaching process; and

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plan further activities that engage the students.

The IB does not provide externally-set examinations, tests or other assignments for the MYP Programme. Schools are given the flexibility to set their own assessment tasks to fulfill the needs of that school within any national or local requirements. Assessment tasks at ISW vary according to learning objectives and are intended to give each student the opportunity to demonstrate learning in a variety of ways.

CRITERION-RELATED ASSESSMENT

Assessment in the MYP is criterion related, which means that teachers measure student attainment against IB-specified subject criteria rather than against other individuals in the class. For each criterion there is a range of achievement-points awarded, based on student performance at the time of assessment. Each criterion has a descriptor that explains as clearly as possible what each student has been able to achieve. When the points for each criterion are added up, the studentâ&#x20AC;&#x2122;s overall score falls within a Point Range, which equates to an IB Grade Equivalent (academic grade) that ranges from 1 to 7. Criterion totals for each subject and point ranges used to determine IB grades can be found within that subjectâ&#x20AC;&#x2122;s curriculum section, and also on ManageBac. Descriptors on the table below summarise what the IB grades mean: GRADE 7 (Excellent)

6 (Very Good)

5 (Good)

DESCRIPTOR A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a side variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality. A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight. 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.

A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of (Satisfactory) analysis, synthesis and evaluation. 3 (Limited)

Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.

Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in (Very Limited) normal situations, even with support. 1

Minimal achievement in terms of the objectives.

(Minimal)

GRADE REPORTS PARENT TEACHER CONFERENCES

Grade Reports Effective assessments allow the teacher to: Grade reports are given to the students at the end of each semester. The reports are to inform students and parents about academic progress. In addition to the two semester-reports, there is a mid-semester report in Semester 1 which comments on the Approaches to Learning skills of the students. The breakdown of the reports is as follows:

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Mid-semester (first semester only): No grades are given. Teachers report on the student’s strengths and areas of improvement regarding ATL skills in that class.

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End of first semester: Grades are determined at this point in the school year using the subjectspecific grading criteria. Numbers for each criterion are entered for each subject.

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End of second semester (end of year): Final grades are determined taking into account student work from the entire school year using the subject-specific grading criteria. Numbers for each criterion are entered for each subject.

Parent - Teacher Conferences There are two parent-teacher conferences held throughout the year. There are no regular school classes scheduled on these days, to enable the subject teachers and/or advisors to meet with parents. The purpose of the two conferences is outlined below:

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Mid-term first semester parent-teacher conference: Parents meet with their child’s subject teachers. Parents should bring the mid-semester report with them to the conference. Students are asked not to attend. Approaches to Learning trends and overall emotional, social, and academic issues will be discussed.

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Mid-term second semester student-led conference: This is a conference that will take place with the subject teachers, and advisor, with the student and his/her parents. The student will lead the conference, show and reflect on the academic portfolio, and discuss goals for the remainder of the school year.

PORTFOLIO OF ACHIEVEMENT GRADE PROMOTION

Portfolio of Achievement Through the advisory programme, every student will keep a Portfolio of Achievement. This portfolio will show the academic and social growth of the student as they progress through the programme. This portfolio will include:

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Subject-specific assessment grade descriptors.

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Subject-specific unit cover sheets.

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Graded summative assessments for all eight subjects.

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ATL and goal-setting sheets.

Grade Promotion Promotion from each grade is not automatic. To be promoted from Grades 6-9, a student’s second semester final report should demonstrate:

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A total, cumulative, assessment-criteria points-score, for all subjects taken together, of not less than 36 (32 for EAL students). This figure is calculated by adding together the second-semester grade from each of the eight classes taught at ISW.

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No more than two subjects at a grade of 3



No subject at a grade of 2 or below



Attendance of at least 80% in each course

In addition to the above, students in Grade 10 must also complete the Personal Project achieving a grade of at least 3 in order to be considered for grade promotion. Students who fail to meet the criteria for promotion will have their promotion reviewed by the school on an individual basis. This review will take place in late May or early June of the current school year. The parents, advisors, MYP Coordinator, Assistant Principal, Director and students concerned may be involved in this consultation process to determine the action to be taken for the next school year. As a result of the consultation process, a student may be asked to:



Repeat the grade the following school year.



Complete an external on-line or summer course.



Retake specific assessments with improved performance.



Find a tutor for the upcoming school year to assist in acquiring missed knowledge.

THE SUBJECT AREAS LANGUAGE A (MOTHER TONGUE): ENGLISH, GERMAN MYP Language A is academically rigorous, and equips students with linguistic, analytical and communicative skills that can also be used in an interdisciplinary manner across all other subject groups. There are six skill areas: listening, speaking, reading, writing, viewing and presenting, which develop as both independent and interdependent skills. Students develop these skills through the study of both language and literature. The choice of texts also provides opportunities for, and influences students in, further developing the attributes of the IB learner profile. According to the IBO, Language A is defined as typically, but not necessarily, the language of instruction in the school. It is the student’s basic tool of communication and the avenue by which access to literature is gained. At ISW, all students take English as a language A course. Those students who enter the programme with German as a mother tongue will also take German as a language A course and be assessed using the language A criteria.

AIMS The aims of the teaching and study of MYP language A are to encourage and enable students to:



Use language as a vehicle for thought, creativity, reflection, learning, self-expression 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 nonliterary works



Engage in literature from a variety of cultures and representing different historical periods



Explore and analyse aspects of personal, host and other cultures through literary and non-literary works



Engage with information and communication technology in order to explore language



Develop a lifelong interest in reading widely



Apply language A skills and knowledge in a variety of real-life contexts

THE SUBJECT AREAS

OBJECTIVES The objectives of MYP Language A deal with language and literature. The various language skills listening, speaking, reading, writing, viewing and presenting—are all covered by these objectives.

A. Content (receptive and productive) At the end of the course, students should be able to:



Understand and analyse the language, content, structure, meaning and significance of both familiar and previously unseen oral, written and visual texts



Understand and apply language A terminology in context



Analyse the effects of the author’s choices on an audience



Compose pieces that apply appropriate literary and/or non-literary features to serve the context and intention



Compare and contrast works, and connect themes across and within genres



Express an informed and independent response to literary and non-literary texts

B. Organization At the end of the course, students should be able to:



Create work that employs organizational structures and language-specific conventions throughout a variety of text types



Organize ideas and arguments in a sustained, coherent and logical manner



Employ appropriate critical apparatus

C. Style and language mechanics At the end of the course, students should be able to: Use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express feelings.



Use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express feelings



Use language accurately



Use appropriate and varied register, vocabulary and idiom



Use correct grammar and syntax

THE SUBJECT AREAS LANGUAGE B (ACQUIRED LANGUAGE)

English as an Additional Language (EAL) Support Where English is not a student’s mother tongue and the student is unable to follow the English A programme without support, students will study English B via English as an Additional Language (EAL), provided on an ‘as needed’ basis. Students will be identified as needing EAL support by means of testing at the beginning of the year, and by subject-teacher recommendation. EAL generally takes place when the other Languages B are timetabled. The aims of the programme are to assist the student in acquiring the English skills needed to integrate fully into the social, academic and cultural life of the school. Emphasis is placed on the development of the four skills of listening, speaking, reading and writing, through a wide variety of communicative activities. Instruction is given in grammar, oral and written expression, reading comprehension, vocabulary building and pronunciation. Wherever possible, activities are linked directly to the language A subject area content, to enable students to learn the kind of language needed to participate effectively in their mainstream classes. Exit from the EAL programme can only occur at the end of a school year, and after consultation with the EAL teacher and subject teachers. It is not possible to predict how long a student will need to remain in the EAL programme, as factors affecting the rate of progress are so varied.

Language B: German, French, Mandarin The primary aim of Language B in the MYP is to encourage students to gain competence in a modern language other than their mother tongue, with the long-term goal of balanced bilingualism for all students. According to the IBO, Language B is understood to be neither the dominant home language of the student, nor the language of instruction in the school, but rather should represent a genuine encounter with something new. Students at ISW currently have the opportunity to learn German, French or Mandarin as their Language B. It is expected that students will study the same Language B throughout the Middle Years Programme in order to enable them to progress in the language and achieve a higher competency level. Students may not transfer from one language B course to begin a different language B course part-way through the MYP. There are six Phases of language B teaching and learning. Placement along the continuum of the phases is guided by the Language B Global Proficiency Table, developed by the IB and based on the Common European Framework of Reference for Languages, and the American Standards for Foreign Language Learning. All students will be tested on arrival into the school year, to determine their correct level of competency in the language.

THE SUBJECT AREAS

As students progress through the six phases, they are expected to develop the competencies to communicate appropriately and effectively in an increasing range of social, cultural and academic contexts, and for an increasing variety of audiences and purposes. The following table illustrates these expectations: PHASE 1

PHASE 2

PHASE 4

PHASE 5

PHASE 6

In a limited range In a limited range In familiar and of everyday of everyday some unfamiliar situations situations situations

In familiar and unfamiliar situations

In social situations and some academic situations

In social and academic situations

Some aspects of register

Appropriate register

Some aspects of register

PHASE 3

Appropriate register

A very limited A limited range of A limited range of A range of A range of A wide range of range of interpersonal and interpersonal and interpersonal and interpersonal and interpersonal and interpersonal and cultural contexts cultural contexts cultural contexts cultural contexts cultural contexts cultural contexts

Use basic vocabulary

Use basic language

Use language accurately

Use language accurately and effectively

Use oratory technique

Simple short texts Simple texts

A limited range of A range of texts texts

A range of texts

Interact in simple Interact in basic and rehearsed rehearsed and exchanges some unrehearsed exchanges

Interact in rehearsed and unrehearsed exchanges

Engage actively

Understand and respond

Understand, interpret and respond

Understand, analyse and respond

Understand, analyse, evaluate and respond

Identify and recognize

Recognize and understand

Understand

Construct meaning / interpret

Construct meaning / analyse

Evaluate

THE SUBJECT AREAS

AIMS The aims of the teaching and learning of MYP Language B are to:



Develop the student’s communication skills necessary for study, work and leisure in a range of different, authentic contexts and for a range of audiences and purposes



Enable the student to develop multiliteracy 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 and selfexpression 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 and enjoyment in language learning

OBJECTIVES A. Oral communication This objective encompasses all aspects of listening and speaking. It refers to enabling the student to construct meaning through the process of internalizing meaning and articulating thoughts using speech in a variety of ways in the target language. The student is expected to be able to:



Listen for specific purposes



Respond to specific information



Interact socially



Speak for specific purposes

THE SUBJECT AREAS

B: Visual interpretation This objective involves the student in interpreting and constructing meaning from visual text to understand how images presented with oral and written text interact 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. The student is expected to be able to:



Interpret and engage with visual text that is presented with spoken and written text



Refer closely to the visual text, supporting his or her opinion and personal response with evidence and examples from the text

C. Reading comprehension This objective refers to enabling the student to construct meaning from written text by making inferences and interpretations. Engaging with text requires the student to think creatively and critically about what is read, and to be aware of opinions, attitudes and cultural references presented in the 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. The student is expected to be able to:



Understand information



Interpret and engage with written text



Refer closely to the written text, supporting his or her opinion and personal response with evidence and examples from the text

D. Writing This objective relates to the developmental process of writing. The student is expected to be able to:



Organize and express thoughts, feelings, ideas, opinions and information in writing



Write for specific purposes



Develop accuracy when writing in the target language

THE SUBJECT AREAS HUMANITIES

The aim of humanities in the MYP is to encourage students to gain and develop knowledge, conceptual understanding, research skills, analytical and interpretive skills, and communication skills, contributing to the development of the student as a whole. Humanities aims to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural.

AIMS The aims of the teaching and learning of MYP Humanities are to encourage and enable the student to:



Appreciate the range of human and environmental commonalities and diversities.



Understand the interactions and interdependence of individuals, societies and environments in different contexts.



Understand how both environmental and human systems operate and evolve over time.



Identify and develop a concern for human and environmental well-being.



Act upon opportunities to be a responsible global citizen.



Develop effective inquiry skills to achieve conceptual understanding in humanities.

OBJECTIVES A. Knowing and understanding Knowledge and understanding are fundamental to studying Humanities, and forms the base from which to explore concepts and develop skills. Knowledge is both factual and conceptual and provides the foundation for thinking critically. At the end of the course, the student should be able to:



Use humanities terminology in context.



Demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples.

THE SUBJECT AREAS

B. Investigating The development of investigative skills in humanities is an integral part of the inquiry cycle. It enables students to plan and carry out research and/or fieldwork as individuals or in a group. Students should be able to demonstrate investigative skills throughout the humanities course to an increasing level of sophistication. The focus is placed on acquiring systematic research skills and processes associated with the craft of each humanities discipline. As part of or during this process, students might reappraise methods and/or research question(s) and make recommendations for improving the process and act on these where appropriate. This will be part of the formative assessment process and is not explicitly referred to in the objective strands below. Activities that allow students to develop investigative skills include, but are not limited to: research essays, fieldwork investigations, web quests, problem-solving tasks, role plays and group investigations. At the end of the course, the student 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

C. Thinking critically The ability to think critically in humanities is vital in developing a deeper understanding of the subject and its concepts. The objective strands highlighted in “Thinking critically” build on the knowledge-base of humanities and are an integral part of the inquiry cycle. Students should be able to demonstrate these objective strands throughout the humanities course to an increasing level of sophistication. At the end of the course, the student should be able to:



Analyse concepts, events, issues, models and arguments



Analyse 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

THE SUBJECT AREAS

D. Communicating Students should be able to demonstrate the ability to use a variety of media to organize and communicate their factual and conceptual learning. These formats include, but are not limited to: written reports, oral presentations, cartoons, storyboards, maps, diagrams, flow charts, PowerPoint® presentations, podcasts, animations and videos. Students should be able to demonstrate communication throughout the humanities course to an increasing level of sophistication. At the end of the course, the student 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.

THE SUBJECT AREAS SCIENCES

Sciences at ISW are taught from an interdisciplinary approach in each grade level of the programme, which means that in every grade, students will be introduced to and exploring concepts in physics, chemistry and biology. MYP Science encourages the development of a scientific way of knowing that enables students to investigate, understand and explain the world they live in. This scientific way of knowing encompasses two types of understanding: conceptual understanding and procedural understanding. Conceptual understanding is concerned with the development of scientific knowledge and an in-depth understanding of the main scientific ideas and concepts of science. Procedural understanding is concerned with the skills and processes that students need to develop to understand how science and scientists work and to evaluate scientific evidence.

AIMS The aims of the teaching and learning of MYP Sciences are to encourage and enable the student to:



Develop curiosity, interest and enjoyment towards science and its methods of inquiry



Acquire scientific knowledge and understanding



Communicate scientific ideas, arguments and practical experiences effectively in a variety of ways



Develop experimental and investigative skills to design and carry out scientific investigations and to evaluate evidence to draw a conclusion



Develop critical, creative and inquiring minds that pose questions, solve problems, construct explanations, judge arguments and make informed decisions in scientific and other contexts



Develop awareness of the possibilities and limitations of science and appreciate that scientific knowledge is evolving through collaborative activity locally and internationally



Appreciate the relationship between science and technology and their role in society



Develop awareness of the moral, ethical, social, economic, political, cultural and environmental implications of the practice and use of science and technology



Observe safety rules and practices to ensure a safe working environment during scientific activities



Engender an awareness of the need for and the value of effective collaboration during scientific activities

THE SUBJECT AREAS

OBJECTIVES A. One world This objective refers to enabling students to understand the interdependence between science and society. Students should be aware of the global dimension of science as a universal activity with consequences for our lives and subject to social, economic, political, environmental, cultural and ethical factors. At the end of the course, students should be able to:



Describe and discuss ways in which science is applied and used to solve local and global problems



Describe and evaluate the benefits and limitations of science and scientific applications as well as their effect on life and society



Discuss how science and technology are interdependent and assist each other in the development of knowledge and technological applications



Discuss how science and its applications interact with social, economic, political, environmental, cultural and ethical factors

B. Communication in Science This objective refers to enabling students to develop their communication skills in science. Students should be able to understand scientific information, such as data, ideas, arguments and investigations, and communicate it using appropriate scientific language in a variety of communication modes and formats as appropriate. At the end of the course, students should be able to:



Communicate scientific information using a range of scientific language



Communicate scientific information using appropriate modes of communication



Present scientific information in a variety of formats, acknowledging sources as appropriate



Demonstrate honesty when handling data and information, acknowledging sources as appropriate



Use a range of information and communication technology applications to access, process and communicate scientific information

THE SUBJECT AREAS

C. Knowledge and understanding of science This objective refers to enabling students to understand the main ideas and concepts of science and to apply them to solve problems in familiar and unfamiliar situations. Students are expected to develop critical and reflective thinking and judge the credibility of scientific information when this is presented to them. At the end of the course, students should be able to:



Recognize and recall scientific information



Explain and apply scientific information to solve problems in familiar and unfamiliar situations



Analyse scientific information by identifying components, relationships and patterns, both in experimental data and ideas.



Discuss and evaluate scientific information from different sources (Internet, newspaper articles, television, scientific texts and publications) and assess its credibility

D. Scientific inquiry This objective refers to enabling students to develop scientific inquiry skills to design and carry out scientific investigations. At the end of the course, students should be able to:



Define the problem or research question to be tested by a scientific investigation



Formulate a hypothesis and explain it using logical scientific reasoning



Design scientific investigations that include variables and controls, material/equipment needed, a method to be followed, data to be collected and suggestions for its analysis



Evaluate the method, commenting on its reliability and/or validity



Suggest improvements to the method

THE SUBJECT AREAS

E. Processing data This objective refers to enabling students to record, organize and process data. Students should be able to collect and transform data by numerical calculations into diagrammatic form. Students should be able to analyse and interpret data and explain appropriate conclusions. At the end of the course, students should be able to:



Collect and record data using appropriate units of measurement



Organize and transform data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs and charts)



Present data in a variety of ways using appropriate communication modes and conventions (units of measurement)



Analyse and interpret data by identifying trends, patterns and relationships



Draw conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data

F. Attitudes in science This objective goes beyond science and refers to encouraging attitudes and dispositions that will contribute to students’ development as caring and responsible individuals and members of society. This objective is set in the context of the science class but will pervade other subjects and life outside school. It includes notions of safety and responsibility when working in science as well as respect for and collaboration with others and their shared environment. During the course, students should:



Carry out scientific investigations using materials and techniques safely and skilfully



Work effectively as members of a team, collaborating, acknowledging and supporting others as well as ensuring a safe working environment



Show respect for themselves and others, and deal responsibly with the living and non-living environment

THE SUBJECT AREAS MATHEMATICS

The study of mathematics plays an essential role both within the school and in society. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. Moreover, understanding and being able to use mathematics with confidence is not only an advantage in school but also a skill for problem solving and decision-making in everyday life. Therefore, mathematics should be accessible to and be studied by all students, as a foundation for the study of sciences, engineering and technology, for example. However, it is also increasingly important in other areas of knowledge such as economics and social sciences. MYP Mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in the subject, as well as to prepare those students who will use mathematics in their workplace and life in general. MYP Mathematics provides a framework of concepts and skills organized into the following five branches of mathematics:



Number



Algebra



Geometry and trigonometry



Statistics and probability



Discrete mathematics

AIMS The aims of teaching and learning mathematics are to encourage and enable students to:



Recognize that mathematics permeates the world around us.



Appreciate the usefulness, power and beauty of mathematics.



Enjoy mathematics and develop patience and persistence when solving problems.



Understand and be able to use the language, symbols and notation of mathematics.



Develop mathematical curiosity and use inductive and deductive reasoning when solving problems.



Become confident in using mathematics to analyse and solve problems both in school and in reallife situations.



Develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics.



Develop abstract, logical and critical thinking and the ability to reflect critically upon their work and the work of others.



Develop a critical appreciation of the use of information and communication technology (ICT) in mathematics.



Appreciate the international dimension of mathematics and its multicultural and historical perspectives.

THE SUBJECT AREAS

OBJECTIVES A. Knowledge and understanding Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop problem-solving skills. Through knowledge and understanding students develop mathematical reasoning to make deductions and solve problems. At the end of the course, students should be able to:



Know and demonstrate understanding of the concepts from the five branches of mathematics (number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics).



Use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life context



Select and apply general rules correctly to solve problems, including those in real-life contexts

B. Investigating patterns Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Mathematical inquiry encourages students to become risk-takers, inquirers and critical thinkers. The ability to inquire is invaluable in the MYP and contributes to lifelong learning. Through the use of mathematical investigations, students are given the opportunity to apply mathematical knowledge and problem-solving techniques to investigate a problem, generate and/or analyse information, find relationships and patterns, describe these mathematically as general rules, and justify or prove them. At the end of the course, when investigating problems, in both theoretical and real-life contexts, students should be able to:



Select and apply appropriate inquiry and mathematical problem- solving techniques



Recognize patterns



Describe patterns as relationships or general rules.



Draw conclusions consistent with findings



Justify or prove mathematical relationships and general rules

THE SUBJECT AREAS

C. Communication in mathematics Mathematics provides a powerful and universal language. Students are expected to use mathematical language appropriately when communicating mathematical ideas, reasoning and findings – both orally and in writing. At the end of the course, students should be able to communicate mathematical ideas, reasoning and findings by being able to:



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



Use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models)



Communicate a complete and coherent mathematical line of reasoning using different forms of representation when investigating complex problems. Students are encouraged to choose and use ICT tools as appropriate and, where available, to enhance communication of their mathematical ideas. ICT tools can include graphic display calculators, screenshots, graphing, spreadsheets, databases, and drawing and word-processing software

D. Reflection in mathematics MYP mathematics encourages students to reflect upon their findings and problem-solving processes. Students are encouraged to share their thinking with teachers and peers and to examine different problem solving strategies. Critical reflection in mathematics helps students gain insight into their strengths and weaknesses as learners and to appreciate the value of errors as powerful motivators to enhance learning and understanding. At the end of the course, students should be able to:



Explain whether their results make sense in the context of the problem



Explain the importance of their findings



Justify the degree of accuracy of their results where appropriate



Suggest improvements to the method when necessary

THE SUBJECT AREAS ARTS

The arts are a universal form of human expression and a unique way of knowing, that engage us in affective, imaginative and productive activity. Learning through the arts helps us to explore, shape and communicate our sense of identity and understanding of the world, while providing opportunities to develop self-confidence, resilience and adaptability. In the MYP, the arts subjects challenge students to consider authentic issues and develop their skills beyond superficiality and imitation. Students are provided with opportunities to function as artists, as well as learners of the arts. To be an artist one has to be curious, and by developing curiosity about themselves, others and the world, students become effective learners and inquirers, and creative problem solvers. In the MYP, students are guided to create, perform and present art in ways that engage and convey their own feelings, experiences and ideas. At ISW, students will be exposed to three different arts classes throughout their tenure in the programme.



Visual Arts

The visual arts have contributed to all cultures and societies throughout time. Experience in a wide range of visual arts activities adds a creative and cultural dimension to student development that will benefit them for the rest of their life. While traditional practices in the arts (for example, painting, sculpture, ceramics and architecture) have historically provided cultural records, contemporary practice and access to technology have given the tools of visual arts a very broad palette. Digital technology, time-based art, installation and performance, to name but a few, add to traditional practice and bring an extra dimension and meaning to the students’ experience in the visual arts. The process of making ideas a reality using the skills and practices of visual arts is an integral part of the substance of the MYP arts curriculum.



Drama

Drama in the MYP engages students in an active relationship with theatre and encourages autonomous learning and exploration. It encourages the growth of creative, reflective and communication skills through practical work. Emphasis is placed on the artistic process and the students’ understanding of this process as an essential component to their artistic development through continuous investigation, planning, goal setting, rehearsing, performing, reflection and evaluation.



Music

Music in the MYP gives students access to musical experiences that allow for the development of thinking skills, intuitive skills, practical abilities, communication and the ability to relate to others. Engagement with existing and emerging music from the local community and from around the world allows students to understand the significance of music to the cultures of the world and, by engaging in practical work, to develop understanding of how the act of making music is a significant and universal aspect of human expression.

THE SUBJECT AREAS

In every Arts class, students are required to keep a developmental workbook as a tool that allows them to manage the processes of their own arts experience and artistic development. Personal ownership and engagement are key to students fostering a responsible and creative approach to documenting their own artistic processes as part of this development. AIMS The aims of the teaching and study of MYP arts are for students to:



Understand how the arts play a role in developing and expressing personal and cultural identities



Appreciate how the arts innovate and communicate across time and culture



Become informed and reflective practitioners of the arts



Experience the process of making art in a variety of situations



Explore, express and communicate ideas



Become more effective learners, inquirers and thinkers



Develop self-confidence and self-awareness through art experiences.



Appreciate lifelong learning in and enjoyment of the arts

OBJECTIVES A. Knowledge and understanding This objective focuses on building knowledge and understanding of both the art form and artistic processes. It should inform the student’s practice as a young artist and allow him or her to appraise other artworks. The learning a student experiences will impact on his or her own art-making and expression of personal interpretations. At the end of the course, the student should be able to:



Demonstrate knowledge and understanding of the art form studied in relation to societal, cultural and historical and personal contexts



Demonstrate knowledge and understanding of the elements of the art form studied, including specialized language, concepts and processes



Communicate a critical understanding of the art form studied in the context of own artwork

THE SUBJECT AREAS

B. Application This objective focuses on the practical application of the student’s skills to the creation of artwork. This should be strongly informed by knowledge and understanding developed in relation to objective A. The student should investigate and experiment with his or her artistic processes through the planning, creation, performance and presentation of artwork, developing an initial idea or theme to a point of realization. These processes should allow the student to develop and experiment with skills and techniques, as well as explore, express and communicate artistic intentions. These intentions should involve the investigation of alternative ways of using knowledge, understanding and skills, and may evolve during the course of the student’s work. At the end of the course, the student should be able to:



Develop an idea, theme or personal interpretation to a point of realization, expressing and communicating artistic intentions



Apply skills, techniques and processes to create, perform and/or present art



Use feedback to inform their own artistic and development and processes

C. Reflection and evaluation This objective focuses on the way that a student gradually comes to feel and think like an artist. On-going reflection should be more than just a record of what was done. Reflecting critically requires the student to question and justify the choices that he or she has made and to develop an objective evaluation of his or her own work. The student should show a growing insight into his or her own artistic development. The student is encouraged to seek feedback from others and to consider how this feedback might inform his or her work as it develops. Constructive feedback can help a student to confirm, clarify or modify the artistic process or intent. At the end of the course, the student should be able to:



Reflect critically on own artistic development and processes at different stages of work



Evaluate work



Use feedback to inform own artistic development and processes

D. Personal engagement The main focus of this objective is the development of the attitudes essential to engage with the artistic processes and the art form studied. The student should develop the personal and interpersonal skills that will enable him or her to initiate, to explore, to negotiate with others and to take informed risks during his or her artistic experience. The student should develop his or her ability to interact with other students in a supportive and sensitive way. It is also anticipated that students will become increasingly mindful of their own and other cultures and use their experiences to advance their artistic development. At the end of the course, the student should be able to:



Show commitment in using own artistic processes



Demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks



Support, encourage and work with peers in a positive way 47

THE SUBJECT AREAS PHYSICAL EDUCATION

Physical Education in the MYP is concerned with more than just participating in sports and games. Its primary aims are to encourage the development of “intelligent performers” and to encourage students to understand the importance of a balanced, healthy lifestyle. Throughout the five years of the MYP, students should develop knowledge, critical thinking and reflection skills, and a sense of responsibility, as well as interpersonal and self-motivational skills. This in turn should encourage choices that will contribute to long-term healthy living. Participating in Physical Education lessons allows students the unique perspective of learning through the physical, which can greatly contribute to their Approaches to Learning (ATL) skills, and is transferrable across other subject groups.

AIMS The aims of the teaching and study of MYP physical education are to encourage and enable students to develop:

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An appreciation and understanding of the value of physical education and its relationship to a healthy, balanced lifestyle

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An interest in the promotion of health and wellness

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The motivation to participate fully in all aspects of physical education

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Their optimal level of physical fitness

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Effective communication strategies, verbal, non-verbal and written

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The skills and understanding necessary to participate successfully in a variety of physical activities, for example, learning, practising, refining, adapting, thinking, interacting

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The ability to reflect critically on all aspects of physical education, including being a critical performer

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An understanding of international perspectives on physical activity, sport and health education

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A lifelong interest in and enjoyment of physical activities as a participant.

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Demonstrate an understanding of the various principles that contribute to fitness, and their importance in various contexts.

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Use their knowledge to analyse situations and solve problems.

THE SUBJECT AREAS

Objectives A. Use of knowledge This objective refers to enabling students to understand the main ideas and concepts of physical education and to apply them to solve problems in familiar and unfamiliar situations. Students are expected to develop critical and reflective thinking and analyse physical education and fitness concepts and rules in a non-performance setting. At the end of the course, students should be able to:

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Use physical education terminology in context.

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Demonstrate an understanding of concepts, strategies, techniques and rules related to a variety of physical activities, and apply them in various contexts.

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Demonstrate an understanding of the various principles that contribute to fitness, and their importance in various contexts.

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Use their knowledge to analyse situations and solve problems.

B. Movement composition This objective refers to enabling students to compose sequences of aesthetic movement, through exploring movement possibilities and variations in accordance with the principles and concepts of a particular aesthetic activity and using this as inspiration. At the end of the course, students should be able to:

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Explore movement possibilities and variations in accordance with the principles of a particular aesthetic activity.

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Compose aesthetic movements.

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Link movements in order to compose aesthetic sequences, taking into account the concepts of space, time, level, force and flow.

C. Performance This objective refers to the students’ ability to perform in a range of activities, and show skills and techniques ranging from basic to complex. They should be able to apply tactics, strategies and rules in both individual and group situations. At the end of the course students should be able to:

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Demonstrate the skills and techniques necessary for active participation in a variety of physical activities.

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Apply tactics, strategies and rules in both individual and group situations.

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Perform movement concepts and sequences of movement in a variety of physical contexts.

THE SUBJECT AREAS

D. Social skills and personal engagement This objective refers to encouraging student communication with others in a manner that enhances the working environment. This includes showing respect, support and encouragement, as well as demonstrating positive attitudes and strategies to improve relationships. As part of taking responsibility for and enhancing their own learning, students are expected to be able to evaluate their own performance and achievement, including incorporating feedback from others, and use this to set appropriate and achievable goals for the future. At the end of the course students should be able to:

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Communicate effectively, including verbal and non-verbal forms of communication.

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Demonstrate attitudes and strategies that enhance their relationships with others show respect and sensitivity to their own and different cultures.

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Take responsibility for their own learning process and demonstrate engagement with the activity.

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Reflect critically upon their own achievements.

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Set goals to enhance learning and take action towards achieving them.

THE SUBJECT AREAS TECHNOLOGY

Technology and technological developments have given rise to profound changes in society, transforming how we access and process information, how we communicate with others and how we work and solve problems. The MYP holistic approach to teaching and learning acknowledges that inquiry and problem solving contribute to students’ development of thinking skills and strategies that will equip them to face the rapidly changing demands of the twenty-first century. MYP technology aims to provide the means and the context to help students become skilfull problem solvers, who can appreciate the role of technology in everyday life and society and who can respond critically and resourcefully to real-life challenges. The MYP technology course aims to:

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Challenge all students by providing opportunities for different needs and learning styles

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Encourage students to explore the role of technology in both historical and contemporary contexts

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Contribute to raising students’ awareness of their responsibilities as world citizens when making decisions and taking action on technology issues

At ISW, students take two branches of Technology in order to provide them the opportunity to explore how the branches of information, materials and systems are used in technology and to contribute to the development of products/solutions. These two branches are:

Computer technology A technology course that uses the design cycle to solve problems through the use of a computer system. Computer technology enables students to create computer-generated products/solutions to perform a task or meet a need. This course should not be confused with the use of computers and computer applications common to all subjects as an Approaches to Learning (ATL) skill to assist and enhance learning.

Design technology A technology course that uses the design cycle to solve problems through the use of tools, materials and systems. Design technology enables students to use a variety of materials in the creation of products/ solutions to perform a task or meet a need.

THE SUBJECT AREAS

AIMS The aims of the teaching and study of Technology are to encourage and enable students to:

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Develop an appreciation of the significance of technology for life, society and the environment

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Use knowledge, skills and techniques to create products/solutions of appropriate quality

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Develop problem-solving, and critical- and creative-thinking skills, through the application of the design cycle

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Develop respect for others’ viewpoints and appreciate alternative solutions to problems

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Use and apply information and communication technology (ICT) effectively as a means to access, process and communicate information, and to solve problems

OBJECTIVES The design cycle is a model and it is intended to be the central tool to help students to create and evaluate products/solutions in response to challenges. The MYP technology design cycle consists of four major stages and these relate to the objectives of the course.

The MYP Design Cycle

THE SUBJECT AREAS

A. and B. Investigate and Design Students identify the problem to be solved. At the end of the course, they should be able to:

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Evaluate the importance of the problem for life, society and the environment

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Outline the design brief

Students should develop the design brief. At the end of the course, they should be able to:

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Formulate and discuss appropriate questions that guide the investigation

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Identify and acknowledge a range of appropriate sources of information

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Collect, analyse, select, organize and evaluate information

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Evaluate the sources of information

Students formulate a design specification. At the end of the course, they should be able to:

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List the specific requirements that must be met by the product/solution

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Design tests to evaluate the product/solution against the design specification

C. Plan Students design the product/solution. At the end of the course, they should be able to:

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Generate several feasible designs that meet the design specification

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Evaluate the designs against the design specification

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Select one design and justify its choice

Students plan the product/solution. At the end of the course, they should be able to:

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Construct a plan to create the product/solution that has a series of logical steps

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Construct a plan to create the product/solution that makes effective use of resources and time

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Evaluate the plan and justify any modifications to the design

THE SUBJECT AREAS

D. Create Students use appropriate techniques and equipment. At the end of the course, they should be able to:

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Use a range of appropriate techniques and equipment competently

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Ensure a safe working environment for themselves and otherS

Students follow the plan. At the end of the course, they should be able to:

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Follow the plan to produce the product/solution

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Evaluate the plan and justify any changes to the plan (when necessary).

Students create the product/solution. At the end of the course, they should be able to:

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Create a product/solution of appropriate quality

E. Evaluate Students evaluate the product/solution. At the end of the course, they should be able to:

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Carry out tests to evaluate the product/solution against the design specification

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Evaluate the success of the product/solution in an objective manner based on testing, their own views and the views of the intended user

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Evaluate the impact of the product/solution on individuals and on society

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Explain how the product/solution could be improved

Students evaluate their use of the design cycle. At the end of the course, they should be able to:

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Evaluate their performance at each stage of the design cycle

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Suggest ways in which their performance could be improved

F. Attitudes in technology This objective goes beyond technology and refers to encouraging attitudes and dispositions that will contribute to students’ development as caring and responsible individuals and members of society. This objective is set in the context of the technology class (and it is also present in MYP sciences as “Attitudes in science”) but will pervade other subjects and life outside school. It includes notions of safety and responsibility when working in technology as well as respect for and collaboration with others and their shared environment. During the course, students should:

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Carry out units of work in technology using materials and techniques safely and responsibly

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Work effectively as members of a team, collaborating, acknowledging and supporting the views of others

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Provide evidence of personal engagement with the subject (motivation, independence, general positive attitude) when working in technology

It will be our pleasure to teach, help and guide IB MYP students through this Middle Years Programme. Also, please visit the IBO website www.ibo.org. To apply for entry into our MYP Diploma Programme, please contact our main office administration@iswinterthur.ch

International School Winterthur Zum Park 5 CHâ&#x20AC;&#x201C;8404 Winterthur Switzerland Tel +41 (0)52 269 59 00 Fax +41 (0)52 269 59 02 Email: administration@iswinterthur.ch www.iswinterthur.ch