Stamford Secondary School Curriculum Guide by Stamford American International School

Secondary School Curriculum Guide Middle School Grades 6-8

Contents Secondary School Overview.................................................................................................................................................. 1 IB Learner Profiles................................................................................................................................................................. 2 Language and Literature........................................................................................................................................................ 6 Mathematics....................................................................................................................................................................... 12 Science................................................................................................................................................................................ 16 Humanities ......................................................................................................................................................................... 20 Language Acquisition.......................................................................................................................................................... 24 English as an Additional Language (EAL).............................................................................................................................. 28 Technology.......................................................................................................................................................................... 31 Physical Education............................................................................................................................................................... 35 Arts..................................................................................................................................................................................... 39 Advisory Program................................................................................................................................................................ 45 Camps - Outdoor Education................................................................................................................................................. 46 Additional Information........................................................................................................................................................ 50 Frequently Asked Questions................................................................................................................................................ 52

Secondary School Overview This guide focuses on the educational elements of Stamford American International School’s learning program for Grade 6 to Grade 8. Stamford’s Grade 6 to Grade 8 program has been thoughtfully designed to ease students’ transition from the Elementary School transdisciplinary model into a model where disciplinary concepts are taught. The International Baccalaureate (IB) Middle Years Program (MYP) and Diploma Program (DP) are taught in Stamford’s Secondary School as discipline based programs, with each subject group having its own American based curricular objectives. However, the holistic nature of the program is emphasized through forging interdisciplinary links. Stamford is an IB World School authorized to offer the MYP and DP. IB World Schools share a common philosophy - a commitment to high quality, challenging, and international education, that Stamford believes is important for our students. Stamford’s curriculum provides students with a sound preparation for further studies and helps them to develop lifelong learning skills and attitudes. The MYP certificate represents global achievement within a program framework, and takes into account academic as well as non-academic aspects including, very importantly, the evidence of an understanding of the core dimensions of the program through the personal project and community and service activities. Stamford’s academic program has been designed to best meet the needs of our students and ensure that they are able to transition smoothly into the Advanced Placement (AP) courses or the DP in Grade 11 and 12 and on to university. The AP is a program in the United States created by the College Board offering college-level curriculum and examinations to Secondary School students. The AP curriculum covers a variety of subjects and is created for the College Board by a panel of experts and college-level educators in each subject. American colleges often grant placement and course credit to students who obtain high scores on the AP examinations. The DP is a comprehensive and challenging pre-university course of study that demands the best from motivated students and teachers. The DP culminates in externally assessed examinations and is widely recognized for its high academic standards. Stamford’s curriculum is guided by and

aligned with both the American Education Reaches Out (AERO) standards as well as the IB to ensure that students receive the best of American and international education. AERO standards are supported by the U.S. State Department’s Office of Overseas Schools and the Overseas Schools Advisory Council to assist schools in developing and implementing American standards-based school curricula. AERO standards began as a project to adapt the U.S. national standards in Mathematics, Science, Language Arts and Social Studies to serve the needs of international student bodies, and over the years standards have also been developed in Music, Visual Arts and World Languages. The subject areas are defined by aims and objectives derived, in whole or in part, from the learner profile. To this end, the Arts Program comprised of Visual Arts, Music and Music Technology, Drama and Dance gives our students opportunities to explore their interests. Our Humanities, English (Language A), Sciences, Mathematics and ICT courses are all delivered using the MYP framework combined with rigorous American curriculum standards. Physical Education (PE) is an essential aspect of an adolescent’s development and all MYP students receive regular PE lessons augmented by Stamford’s swimming, sports and extensive Co-Curricular Activities (CCA). All students receive daily foreign language lessons in Mandarin or Spanish as either a Language B course (language learning) or a Language A course (language and literature). Our team of experienced educators have worked together to create the best learning experience for Stamford’s students. Stamford’s teachers are constantly reflecting on the curriculum and their implementation of it to produce a coherent and logical progression between grades for our students and to ensure that they are teaching appropriately for different developmental levels. As a result of this on-going work, our course offerings are regularly refined and adapted to ensure that our curriculum continues to challenge our students and reflect Stamford’s vision and values.

IB Learner Profiles At the center of our school curriculum is the IB Learner Profile which details the qualities that all students are encouraged to develop and demonstrate. These profiles are also core to all three of the IB programs offered at Stamford: the Primary Years Program (PYP), the Middle Years Program (MYP) and the Diploma Program (DP).

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.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. 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.

Grade 6 to Grade 8 Stamford American International School offers two rigorous programs of learning: the International Baccalaureate (IB) Program integrated with the American Education Reaches Out (AERO) standards. Stamford students get the best of international and American education to prepare them to live, learn and work in our increasingly globalized world. The curriculum is concept-based, building on student’s natural curiosity through formal content mixed with a broad range of associated ‘real-world’ experiences. This creates a solid platform for information and concepts which students will continue to build on while at Stamford and for the rest of their lives.

American Education Reaches Out (AERO) Standards Stamford aligns the AERO standards with the IB programs to ensure that students receive the best of American and international education. The AERO project is supported by the U.S. State Department’s Office of Overseas Schools and the Overseas Schools Advisory Council to assist schools in developing and implementing American standards-based school curricula. AERO provides a framework for curriculum consistency from Kindergarten 2 to Grade 12 and for stability of curriculum in overseas school. AERO’s curriculum and resources are in alignment with research based trends in the development of curriculum worldwide, and in particular with standards-based efforts in the U.S. The AERO Curriculum Framework connects the process strands, which highlight ways of acquiring and using content knowledge, with the content standards, which outline the big concepts, to develop a coherent understanding. The relationship between Process and Content Standards is critical as students will not develop proficient understanding if either is taught in isolation. The AERO project’s primary goal is to develop a framework of voluntary academic standards appropriate for American schools overseas. The AERO standards used the Council for Basic Education’s Standards for Excellence in Education as the base. Standards for Excellence in Education is a condensed, edited version of the U.S. national standards, so there is a strong relationship between the U.S national standards and AERO.

IB Middle Years Program (MYP) Stamford is an IB World School authorized to offer the IB Middle Years Program (MYP). IB World Schools share a common philosophy – a commitment to high quality, challenging, international education that Stamford believes is important for our students. The MYP is a course of study designed to meet the educational needs of students in Grade 6 to Grade 10 (between the ages of 11 and 16) and is regarded as ideal preparation for the IB Diploma Program (DP). Students who take the MYP are more likely to be successful with the DP, a program designed for university and college entrance worldwide. The MYP consists of eight subject groups integrated through five areas of interaction that provide a framework for learning within and across the subjects. Students are required to study English (Language A), a Second Language (Language B), Humanities, Sciences, Arts, Mathematics, Physical Education and Technology. In the final year of the MYP, students also engage in a personal project, which allows them to demonstrate the understandings and skills they have developed throughout the program. The personal objective is a significant piece of work representative of the students’ own initiative and creativity. Each project must reflect a personal understanding of areas of interaction. Students are expected to choose their project, which can take many forms, and take the process to completion under the supervision of a teacher in the school. This involves planning, research, and a high degree of personal reflection.

Assessment is criterion-related, so students around the world are measured against pre-specified criteria for each subject group. Teachers may modify these criteria to be age-appropriate in the earlier years of the program. Teachers set assessment tasks that are assessed internally in the school. External checks (either moderation or monitoring of assessment by the IB examiners) are carried out on this internal assessment to ensure worldwide consistency of standards. The curriculum is illustrated with eight academic areas or subject groups surrounding the five areas of interaction. The emphasis is on the fluidity of the curricular framework and the interrelatedness of the subjects. Aspects of the areas of interaction are addressed naturally through the distinct disciplines. In particular, the framework is flexible enough to align with and enhance the American curriculum standards. The Middle Years Program defines five areas of interaction. These areas of interaction are an explicit expression of the common realities ahead by all subject areas and an expression of the varied ways we impact the world through education. They are as follows: Approaches to Learning: Represents general and subject-specific learning skills that the student will develop and apply during the program and beyond. 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. Health and Social Education: Delves into the range of human issues that exist in human societies, such as social structures, relationships and health. This area can be used by students to find out how these issues affect societies, communities and individuals, including students themselves. Environment: Considers how humans interact with the world at large and the parts we place in our environments. It extends into areas beyond human issues and asks students to examine the interrelationships of different environments.

Human ingenuity: Deals with the way 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.

The MYP places the current concept of areas of interaction at the center of the curriculum model as it serves to combine the learning in the various subject areas and deliver authentic relevance to the learning.

Year-Long Courses

Electives Program

The subjects listed below are year-long courses and are offered at all five levels. It is important to note that Stamford offers daily foreign language lessons in Mandarin and Spanish. Stamford also offers â&#x20AC;&#x2DC;Language Aâ&#x20AC;&#x2122; Mandarin and Spanish during the foreign language block for students that are capable of studying these languages at a native level.

Elective courses are one semester long. Elective courses meet regularly for two periods per week for a total of 25 hours per semester. The elective courses give our students an opportunity to augment their rigorous academic experience with a topic or subject of their choosing. Examples of elective course include: Music Recording, ICT, Global Issues Network, Textiles, and Community and Service. At the beginning of each semester, students will have an opportunity to choose an elective that both appeals to them and complements their learning experience.

Subject

Hours Annually

Subject

Hours Annually

English

125

Visual Arts

Mathematics

125

Music

Science

125

Drama

Humanities

125

Dance

Technology

125

Physical Education

100

Foreign Language

125

Electives

Language and Literature Language is fundamental to learning, thinking and communicating, therefore it permeates the whole curriculum. The power of language is best experienced through quality literature. The study of language and literature enables students to become highly proficient in their understanding and use of their language(s). Students need to develop an appreciation of language and literature; the nature of it, the many influences on it and the power and beauty of it. They will be encouraged to recognize that proficiency in language is a valuable life skill, a powerful tool both in societal communication and as a means of personal reflection. Learning that language and literature are creative processes encourages the development of imagination and creativity through self-expression. 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. Language A is a core element of the MYP and builds on experiences in language learning that students have gained during their time in the IB Primary Years Program (PYP). Knowledge, conceptual understanding and skills will have been developed through trans-disciplinary units of inquiry or independent language inquiry. Students continuing on to the Diploma Program (DP) will have grounding in at least one Language A that will enable them to undertake all the DP course options. If students become proficient in two (or more) Language A courses in the MYP, they can achieve a bilingual diploma in the DP

The aims of MYP language and literature are to encourage and enable students to: • Use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction • Develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts • Develop critical, creative and personal approaches to studying and analyzing literary and non-literary texts • Engage with text from different historical periods and a variety of cultures • Explore and analyze aspects of personal, host and other cultures through literary and non-literary texts • Explore language through a variety of media and modes • Develop a lifelong interest in reading • Apply linguistic and literary concepts and skills in a variety of authentic contexts.

Assessment All of the Language A – English aims are assessed using a variety of formative and summative assessment tasks including essays, creative writing, presentations, debates, research assignments, articles, response to literature and performances. Criterion A

Analyzing

Maximum 8

Criterion B

Organizing

Maximum 8

Criterion C

Producing text

Maximum 8

Criterion D

Using language

Maximum 8

Language and literature assessment criteria: Grade 6-7

Criterion D: Using language

Criterion A: Analyzing

At the end, students should be able to:

Maximum: 8

i. ii. iii. iv.

At the end, students should be able to: i. ii. iii. iv.

Identify and comment upon significant aspects of texts Identify and comment upon the creatorâ&#x20AC;&#x2122;s choices Justify opinions and ideas, using examples, explanations and terminology Identify similarities and differences in features within and between texts

Criterion B: Organizing Maximum: 8 At the end, students should be able to: i. Employ organizational structures that serve the context and intention ii. Organize opinions and ideas in a logical manner iii. Use referencing and formatting tools to create a presentation style suitable to the context and intention

Criterion C: Producing text Maximum: 8

Maximum: 8

Use appropriate and varied vocabulary, sentence structures and forms of expression Write and speak in an appropriate register and style Use correct grammar, syntax and punctuation Spell (alphabetic languages), write (character languages) and pronounce with accuracy v. Use appropriate non-verbal communication techniques

Language and literature assessment criteria: Grade 8 Criterion A: Analyzing Maximum: 8 At the end, students should be able to: i. Identify and explain the content, context, language, structure, technique and style of text(s) and the relationships among texts ii. Identify and explain the effects of the creatorâ&#x20AC;&#x2122;s choices on an audience iii. Justify opinions and ideas, using examples, explanations and terminology iv. Interpret similarities and differences in features within and between genres and texts

At the end, students should be able to:

Criterion B: Organizing

i. Produce texts that demonstrate thought and imagination while exploring new perspectives and ideas arising from personal engagement with the creative process ii. Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience iii. Select relevant details and examples to support ideas

Maximum: 8 At the end, students should be able to: i. Employ organizational structures that serve the context and intention ii. Organize opinions and ideas in a coherent and logical manner iii. Use referencing and formatting tools to create a presentation style suitable to the context and intention.

Criterion C: Producing text Maximum: 8 At the end, students should be able to: i. Produce texts that demonstrate thought, imagination and sensitivity, while exploring and considering new perspectives and ideas arising from personal engagement with the creative process ii. Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience iii. Select relevant details and examples to develop ideas

Criterion D: Using language Maximum: 8 At the end, students should be able to: i. ii. iii. iv.

Curriculum Grade 6 Language A – English

In keeping with the IB learner profile, the Grade 6 Literature portion will be founded on discussion and writing with an eye toward universal themes expressed by various individuals and cultures. To parallel the Humanities theme, students will study a variety of stories and legends, some focusing on Pacific Islander mythology so that they will be able to view things from an indigenous perspective, thereby evaluating evidence to develop opinions. Students will engage in Socratic dialogue relating to the many literary features presented. Students will be required to read books outside of class throughout the year including at least one Poetry book to expand their literary sphere. Students will present a book review of the selected books they have read. By the end of the course,

students will have developed and enhanced oral and written communication skills that will serve them in all areas of their middle school study. The course is structured into units which allow flexibility in terms of choice of texts and activities devised. Key concepts under study include: Reading • Key Ideas and Details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text • Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone • Integration of Knowledge and Ideas: Compare and contrast the experience of reading a story, drama or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they ‘see’ and ‘hear’ when reading the text to what they perceive when they listen or watch • Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range Writing • Text Type and Purposes: Write arguments to support claims with clear reasons and relevant evidence • Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience • Research to Build and Present Knowledge: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate • Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences Speaking and Listening • Comprehension and Collaboration: Engaging effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly • Presentation of Knowledge and Ideas: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas

or themes; use appropriate eye contact, adequate volume, and clear pronunciation • Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking • Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening • Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 6 reading an content, choosing flexibly from a range of strategies

Grade 7 Language A – English In keeping with the IB learner profile, the Grade 7 Literature portion will be founded on discussion and writing with an eye toward universal themes expressed by various individuals and cultures. To parallel the Humanities theme, students will study a variety of stories and legends, some focusing on mythology so that they will be able to view things from a different perspective, thereby evaluating evidence to develop opinions. Students will engage in Socratic dialogue relating to the many literary features presented. Students will be required to read books outside of class throughout the year including at least one Poetry book to expand their literary sphere. Students will present a book review of the selected books they have read. The course is structured into units which allow flexibility in terms of choice of texts and activities devised. Key concepts under study include: Reading • Key Ideas and Details: Analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters or plot) • Craft and Structure: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text • Integration of Knowledge and Ideas: Compare and contrast a written story, drama, or poem to its audio, filmed, staged or multimedia version, analyzing the effects or techniques unique to each medium (e.g. lighting, sound, color, or camera focus and angles in a film) • Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range

Writing • Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence • Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience • Research to Building and Present Knowledge: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation • Range of writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences Speaking and Listening • Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on Grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly • Presentation of Knowledge and Ideas: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation • Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking • Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading or listening • Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 7 reading and content, choosing flexibly from a range of strategies

Grade 8 Language A – English The focus in Grade 8 Language and Literature will be on preparing students to become college and career ready. As such the Language and Literature program focuses on four key domains: Reading, Writing, Speaking and Listening and Language Acquisition and Use (grammar).

Students will grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Along with high-quality contemporary works, these texts will come from the classics of American literature and the timeless dramas of Shakespeare. Writing is a key means of asserting and defending claims, showing what students know about a subject, and conveying what they have experienced, imagined, thought and felt. To be college-ready writers, students must take task, purpose and audience into careful consideration by choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing to produce complex and nuanced writing. Students will take part in a variety of rich, structured conversations built around important content in various domains. Students will contribute to these conversations, make comparisons and contrasts and analyze and synthesize a multitude of ideas. Students must have firm control over the conventions of Standard English. At the same time, they must come to appreciate that language is at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. Assessments will include writing that simulates authors’ styles, analyzes literature for meaning and social commentary, in various essay, reading quizzes and creative writing pieces. The course is structured into units which allow flexibility in terms of choice of texts and activities devised. Key concepts under study include: Reading • Key ideas and details • Craft and structure • Integration of knowledge and ideas • Read and comprehend stories, dramas and poems

Writing • Text types and purposes • Production and distribution of writing • Research to build and present knowledge • Extended essays and short time frame writing • Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling Speaking and Listening • Comprehension and collaboration • Presentation of knowledge and ideas • Conventions of Standard English grammar when writing • Speaking knowledge of language Vocabulary Acquisition and Use • Determine of clarify the meaning of unknown and multiple-meaning words or phrases • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings • Acquire and accurately use academic and domain-specific words and phrases

Mathematics 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. Mathematics is well known as a foundation for the study of sciences, engineering and technology. However, it is also increasingly important in other areas of knowledge such as economics and other social sciences. Mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in Mathematics, as well as to prepare those students who will use Mathematics in their workplace and life in general. In Mathematics, four main objectives support the IB learner profile and promote the development of students who are knowledgeable, inquirers, communicators and reflective learners:

• Knowledge and Understanding: Promotes learning Mathematics with understanding, allowing students to interpret results, make conjectures and use mathematical reasoning when solving problems in school and in real-world situations • Investigating Patterns: Supports inquiry-based learning; through the use of investigations, teachers challenge students to experience mathematical discovery, recognize patterns and structures, describe these as relationships or general rules, and explain their reasoning using mathematical justifications and proofs • Communication in Mathematics: Encourages students to use the language of Mathematics and its different forms of representation, to communicate their findings and reasoning effectively, both orally and in writing • Reflection in Mathematics: Provides an opportunity for students to reflect upon their processes and evaluate the significance of their findings in connection to reallife contexts; reflection allows students to become aware of their strengths and the challenges they face as learners

Overall, Stamford expects all students to appreciate the beauty and usefulness of Mathematics as a remarkable cultural and intellectual legacy of humankind, and as a valuable instrument for social and economic change in society.

Enjoy mathematics, develop curiosity and begin to appreciate its elegance and power Develop an understanding of the principles and nature of mathematics Communicate clearly and confidently in a variety of contexts Develop logical, critical and creative thinking Develop confidence, perseverance, and independence in mathematical thinking and problem solving Develop powers of generalization and abstraction Apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments Appreciate how developments in technology and mathematics have influenced each other Appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics Appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives Appreciate the contribution of mathematics to other areas of knowledge Develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics Develop the ability to reflect critically upon their own work and the work of others.

Assessment

Criterion C: Communicating

All of the Mathematics aims are assessed using a variety of formative and summative assessment tasks, including quizzes, tests, exams, research assignments, projects and application of Mathematics to real-world situations.

At the end, students should be able to:

Maximum: 8

The following assessment criteria have been established by the IB for Mathematics in the MYP and are used to assess and report on the progress of all students. Criterion A

Knowing and understanding

Maximum 8

Criterion B

Investigating patterns

Maximum 8

Criterion C

Communicating

Maximum 8

Criterion D

Applying mathematics in real-life contexts

Maximum 8

Mathematics assessment criteria: Grade 6-7 Criterion A: Knowing and understanding Maximum: 8

i. Use appropriate mathematical language (notation, symbols and terminology) in both oral and written statements ii. Use different forms of mathematical representation to present information iii. Communicate coherent mathematical lines of reasoning iv. Organize information using a logical structure

Criterion D: Applying mathematics in real-life contexts Maximum: 8

At the end, students should be able to: i. ii. iii. iv. v.

Identify relevant elements of authentic real-life situations Select appropriate mathematical strategies when solving authentic real-life situations Apply the selected mathematical strategies successfully to reach a solution Explain the degree of accuracy of a solution Describe whether a solution makes sense in the context of the authentic real-life situation

At the end, students should be able to: i. Select appropriate mathematics when solving problems ii. Apply the selected mathematics successfully when solving problems iii. Solve problems correctly in both familiar and unfamiliar situations in a variety of contexts

Criterion B: Investigating patterns Maximum: 8 At the end, students should be able to: i. Apply mathematical problem-solving techniques to recognize patterns ii. Describe patterns as relationships or general rules consistent with correct findings iii. Verify whether the pattern works for other examples

Mathematics assessment criteria: Grade 8 Criterion A: Knowing and understanding Maximum: 8 At the end, students should be able to: i. Select appropriate mathematics when solving problems ii. Apply the selected mathematics successfully when solving problems iii. Solve problems correctly in both familiar and unfamiliar situations in a variety of contexts

Criterion B: Investigating patterns Maximum: 8

At the end, students should be able to: i. Select and apply mathematical problem-solving techniques to discover complex patterns ii. Describe patterns as relationships and/or general rules consistent with findings iii. Verify and justify relationships and/or general rules

Criterion C: Communicating

• • • •

Negative numbers Writing Interpreting, and using expressions and equations Developing understanding of statistical thinking

Maximum: 8

The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts. Students will:

At the end, students should be able to:

Fractions, Ratios and Number System

i. Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations ii. Use different forms of mathematical representation to present information iii. Move between different forms of mathematical representation iv. Communicate complete and coherent mathematical lines of reasoning v. Organize information using a logical structure

• Apply and extend previous understandings of multiplication and division to divide fractions by fractions • Compute fluently with multi-digit numbers and find common factors and multiples • Apply and extend previous understandings of numbers to the system of rational numbers

Criterion D: Applying mathematics in real-life contexts

Ratios and Pre-algebra

Maximum: 8

• Understand ratio concepts and use ratio reasoning to solve problems • Apply and extend previous understandings of arithmetic to algebraic expressions

At the end, students should be able to:

Geometry

i. ii. iii. iv. v.

Identify relevant elements of authentic real-life situations Select appropriate mathematical strategies when solving authentic real-life situations Apply the selected mathematical strategies successfully to reach a solution Explain the degree of accuracy of a solution Explain whether a solution makes sense in the context of the authentic real-life situation

Curriculum Grade 6 Mathematics 14

and rate to solve problems; completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes:

In Grade 6 Mathematics, instructional time focuses on four critical areas: connecting ratio and rate to whole number multiplication and division and using concepts of ratio

• Solve real-world mathematical problems involving area, surface area, and volume

Statistics and Probability • Develop understanding of statistical variability • Summarize and describe distributions

Grade 7 Mathematics In Grade 7 Mathematics, instructional time focuses on four critical areas: • Developing understanding of and applying proportional relationships • Developing understanding of operations with rational numbers and working with expressions and linear equations

• Solving problems involving scale drawings and informal geometric constructions, and working with two and three-dimensional shapes to solve problems involving area, surface area, and volume • Drawing inferences about populations based on samples The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts. Students will:

Fractions, Ratios and Number System • Apply and extend previous understandings of operations with fractions to add, subtract, multiply and divide rational numbers • Analyze proportional relationships and use them to solve real-world and mathematical problems

Ratios and Algebra • Use properties of operations to generate equivalent expressions • Solve real-world mathematical problems using numerical and algebraic expressions and equations

Geometry

• Formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations • Grasping the concept of a function and using functions to describe quantitative relationships • Analyzing two and three-dimensional space and figures using distance, angle, similarity, and congruence and understanding and applying the Pythagorean Theorem The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts. Students will:

The Number System • Know that there are numbers that are not rational, and approximate them by rational numbers

Algebra 1 • Work with radicals and integer exponents • Understand the connections between proportional relationships, lines and linear equations • Analyze and solve linear equations and pairs of simultaneous linear equations

• Draw, construct, and describe geometrical figures and describe the relationships between them • Solve real-world mathematical problems involving angle measure, area, surface area and volume

Functions

Statistics and Probability

Statistics

• Use random sampling to draw inferences about a population • Draw informal comparative inferences about two populations • Investigate chance processes and develop, use and evaluate probability models

Geometry

Grade 8 Mathematics In Grade 8 Mathematics, instructional time focuses on algebra and geometry and three critical areas:

• Define, evaluate and compare functions • Use functions to model relationships between quantities

• Investigate patterns of association in bivariate data

• Understand congruence and similarity using physical models, transparencies, or geometry software • Understand and apply the Pythagorean Theorem • Solve real-world mathematical problems involving volume of cylinders, cones and spheres

Science Science and its methods of investigation offer a way of learning that contributes to the development of an analytical and critical way of thinking. Inquiry is at the heart of Stamford’s Science Program and aims to support students’ understanding of Sciences by providing them with opportunities to independently investigate relevant issues through both research and experimentation. Following the MYP, Stamford’s Science Program aims to provide students with the opportunity to show their understanding of the main concepts and processes of Science, by applying these to solve problems in familiar and unfamiliar situations. Students should demonstrate critical-thinking skills to analyze and evaluate information in order to make informed judgments in a variety of contexts. Science and its methods of investigation offer a way of learning that contributes to the development of an analytical and critical way of thinking. Inquiry is at the heart of MYP Science at Stamford and aims to support students’ understanding of general Science by providing them with opportunities to independently investigate relevant issues through both research and experimentation. Learning Science relies on understanding and using the language of Science, which involves more than simply learning technical scientific terminology. Science at Stamford aims for students to become competent and confident when accessing, using and communicating scientific information. Students are expected to use scientific language correctly and select appropriate communication formats for oral and written communication.

• Understand and appreciate science and its implications • Consider science as a human endeavor with benefits and limitations • Cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments • Develop skills to design and perform investigations, evaluate evidence and reach conclusions • Build an awareness of the need to effectively collaborate and communicate • Apply language skills and knowledge in a variety of real-life contexts • Develop sensitivity towards the living and non-living environments • Reflect on learning experiences and make informed choices

Assessment All of the Science aims are assessed using a variety of formative and summative assessment tasks, including quizzes, tests, exams, experiments, essays, research assignments, projects and application of Science to real-world situations. The following assessment criteria have been established by the IB for Science in the MYP and are used to assess and report on the progress of all students. Criterion A

Knowing and understanding

Maximum 8

Criterion B

Inquiring and designing

Maximum 8

Criterion C

Processing and evaluating

Maximum 8

Criterion D

Reflecting on the impacts of science

Maximum 8

Sciences assessment criteria: Grade 6-7

Criterion D: Reflecting on the impacts of science

Criterion A: Knowing and understanding

Maximum: 8

At the end, students should be able to:

i. Summarize the ways in which science is applied and used to address a specific problem or issue ii. Describe and summarize the various implications of using science and its application in solving a specific problem or issue iii. Apply communication modes effectively iv. Document the work of others and sources of information used

i. Outline scientific knowledge ii. Apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations iii. Interpret information to make scientifically supported judgments

Criterion B: Inquiring and designing Maximum: 8 At the end, students should be able to: i. Outline an appropriate problem or research question to be tested by a scientific investigation ii. Outline a testable prediction using scientific reasoning iii. Outline how to manipulate the variables, and outline how data will be collected iv. Design scientific investigations

Criterion C: Processing and evaluating Maximum: 8 At the end, students should be able to: i. ii. iii. iv. v.

Present collected and transformed data Interpret data and outline results using scientific reasoning Discuss the validity of a prediction based on the outcome of the scientific investigation Discuss the validity of the method Describe improvements or extensions to the method

Sciences assessment criteria: Grade 8 Criterion A: Knowing and understanding Maximum: 8 At the end, students should be able to: i. Describe scientific knowledge ii. Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations iii. Analyze information to make scientifically supported judgments

Criterion B: Inquiring and designing Maximum: 8 At the end, students should be able to: i. ii. iii. iv.

Describe a problem or question to be tested by a scientific investigation Outline a testable hypothesis and explain it using scientific reasoning Describe how to manipulate the variables, and describe how data will be collected Design scientific investigations

Criterion C: Processing and evaluating

Scientific Inquiry

Maximum: 8

• Demonstrate their understanding of the importance of curiosity, honesty, openmindedness, and skepticism in their own efforts to understand how and why universal phenomena exist and occur • Communicate scientific ideas and activities clearly • Become familiar with the character of scientific knowledge and inquiry and how it is achieved • Select and use tools and instruments to conduct scientific activities • Understand and demonstrate the ideas of system, model, change, and scale in exploring scientific and technological matters

At the end, students should be able to: i. Present collected and transformed data ii. Interpret data and describe results using scientific reasoning iii. Discuss the validity of a hypothesis based on the outcome of the scientific investigation iv. Discuss the validity of the method v. Describe improvements or extensions to the method

Criterion D: Reflecting on the impacts of science Maximum: 8 At the end, students should be able to: i. Describe the ways in which science is applied and used to address a specific problem or issue ii. Discuss and analyze the various implications of using science and its application in solving a specific problem or issue iii. Apply communication modes effectively iv. Document the work of others and sources of information used

Curriculum Grade 6 Science The vision of Grade 6 Science at Stamford is to contribute to the development of students as inquirers, scientifically literate, caring and responsible individuals who will think critically and creatively when solving problems and making decisions about aspects affecting themselves, others and their social and natural environments. The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts. Students will:

The Physical Setting • Become familiar with current scientific theories about the universe and how those theories evolved • Understand how key features of the Earth influence climate, weather, and the water cycle • Understand scientific theories of how the Earth’s surface is formed and how those theories developed

The Living Environment • Become aware of the diversity of living organisms and how they can be compared scientifically • Understand the structure, functions, and reproduction of living cells and organisms • Understand how and why organisms are dependent on one another and their environments

Grade 7 Science The vision of Grade 7 Science at Stamford is to contribute to the development of students as inquirers, scientifically literate, caring and responsible individuals who will think critically and creatively when solving problems and making decisions about aspects affecting themselves, others and their social and natural environments.

The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts. Students will:

will think critically and creatively when solving problems and making decisions about aspects affecting themselves, others and their social and natural environments.

Scientific Inquiry

The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts. Students will:

The Physical Setting • Know and understand scientific theories of the nature of matter and how those theories developed • Understand the relationship between force, mass, and the motion of objects • Recognize gravitational, electrical, and magnetic forces as major kinds of forces acting in nature

The Living Environment • Understand the structure, functions, and reproduction of living cells and organisms • Understand how biological traits are passed on to successive generations

Human Organisms & Society • Become familiar with important aspects of human development from fertilization to death • Understand the basic processes of the human body

Grade 8 Science The vision of Grade 8 Science at Stamford is to contribute to the development of students as inquirers, scientifically literate, caring and responsible individuals who

Scientific Inquiry • Demonstrate their understanding of the importance of curiosity, honesty, openmindedness, and skepticism in their own efforts to understand how and why universal phenomena exist and occur • Communicate scientific ideas and activities clearly • Become familiar with the character of scientific knowledge and inquiry and how it is achieved • Select and use tools and instruments to conduct scientific activities • Understand and demonstrate the ideas of system, model, change, and scale in exploring scientific and technological matters

The Physical Setting • Become familiar with the forms and transformations of energy and the significance of energy in understanding the structure of matter and the universe • Understand how society uses and conserves various sources of energy • Become familiar with the wave nature of sound and electromagnetic radiation

The Living Environment • Understand the cycling of matter and the flow and transformation of energy through systems of living things • Understand the arguments for natural selection as scientific explanation of biological evolution

Human Organisms & Society • Know and understand the biological, cultural, and social explanations for why human beings have important traits in common yet differ from one another • Understand the basic processes of the human body • Understand that a variety of factors influence learning in human beings

Humanities Humanities encourages learners to respect and understand the world around them and equips them with a skill base appropriate for a learner in the 21st century. Humanities at Stamford involves inquiring into historical, contemporary, geographical, political, social, economic, religious, technological and cultural contexts that influence and have an impact on individuals, societies and environments. This encourages learners, both students and teachers, to consider varied local and global contexts. MYP Humanities defines itself as incorporating disciplines traditionally found in the Humanities, such as history and philosophy, as well as disciplines found in the social sciences, such as economics, geography, sociology and politics.

All of the Humanities aims are assessed using a variety of formative and summative assessment tasks, including quizzes, tests, exams, essays, research assignments, projects and application of Humanities to real-world situations. The following assessment criteria have been established by the IB for Humanities in the MYP and are used to assess and report on the progress of all students.

The Humanities framework, knowledge and conceptual understanding, as well as thinking critically and communication, contribute to the development of the student as a whole

Criterion A

Knowing and understanding

Maximum 8

Criterion B

Investigating

Maximum 8

Criterion C

Communicating

Maximum 8

Aims

Criterion D

Thinking critically

Maximum 8

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.

Individuals and societies assessment criteria: Grade 6-7

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

Criterion A: Knowing and understanding

• Appreciate human and environmental commonalities and diversity • Understand the interactions and interdependence of individuals, societies and the environment • Understand how both environmental and human systems operate and evolve • Identify and develop concern for the well-being of human communities and the natural environment • Act as responsible citizens of local and global communities • Develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and the environments in which they live

Assessment

Maximum: 8 At the end, students should be able to: i. Use vocabulary in context ii. Demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations and examples

Criterion B: Investigating Maximum: 8

Individuals and societies assessment criteria: Grade 8

At the end, students should be able to:

Criterion A: Knowing and understanding

i. ii. iii. iv.

Maximum: 8

Explain the choice of a research question Follow an action plan to explore a research question Collect and record relevant information consistent with the research question Reflect on the process and results of the investigation

Criterion C: Communicating Maximum: 8 At the end, students should be able to: i. Communicate information and ideas with clarity ii. Organize information and ideas effectively for the task iii. List sources of information in a way that follows the task instructions

Criterion D: Thinking critically Maximum: 8

At the end, students should be able to: i. Use a range of terminology in context ii. Demonstrate knowledge and understanding of subject-specific content and concepts, through descriptions, explanations and examples

Criterion B: Investigating Maximum: 8 At the end, students should be able to: i. ii. iii. iv.

Formulate/choose a clear and focused research question, explaining its relevance Formulate and follow an action plan to investigate a research question Use methods to collect and record relevant information Evaluate the process and results of the investigation, with guidance

At the end, students should be able to:

Criterion C: Communicating

i. ii. iii. iv.

Maximum: 8

Identify the main points of ideas, events, visual representation or arguments Use information to give an opinion Identify and analyze a range of sources/data in terms of origin and purpose Identify different views and their implications

At the end, students should be able to: i. Communicate information and ideas in a way that is appropriate for the audience and purpose ii. Structure information and ideas according to the task instructions iii. Create a reference list and cite sources of information

Criterion D: Thinking critically Maximum: 8 At the end, students should be able to: i. Analyze concepts, issues, models, visual representation and/or theories ii. Summarize information to make valid, well-supported arguments iii. Analyze a range of sources/data in terms of origin and purpose, recognizing values and limitations iv. Recognize different perspectives and explain their implications

Curriculum Grade 6 Humanities Grade 6 Humanities students begin with the opportunity to develop meaningful links and connections between their English and Humanities subjects, as many of the core English skills taught through the Humanities topics. During the year, students use these core skills to assist their further investigations into the significant concepts in Humanities. Students will focus on the themes that are listed below with an attempt to connect their learning to Singapore and the region of South East Asia. Students will study geography, history and economics as it relates to the themes and our geographic region. The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts: • Connections and Conflict: Causes and effects of interaction among societies • People, Places, and Environment: The concepts of geography and demography • Production, Distribution, and Consumption: Students will understand fundamental economic principles and ways in which economies are shaped by human factors

Grade 7 Humanities The purpose of the Grade 7 Humanities course is to expand the students’ understanding of the world around them by examining the various elements that have impacted their lives. Students will begin a more global study of the Earth’s people and environment with an emphasis on building critical thinking and analytical skills. Students will focus on the themes that are listed below with an attempt to connect their learning to the wider region of Asia. Students will study geography, history and economics as it relates to the themes and Asia in general. The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts: • Time, Continuity and Change: Patterns of change and continuity, relationships between people and events through time • Connections and Conflict: Causes and effects of interaction among societies, including trade and systems of international exchange • People, Places and Environment: The concepts of geography and demography and how they are influenced by human history • Culture: Cultural and intellectual developments and interactions among and within societies • Science, Technology and Society: How societies have influenced and been influenced by scientific developments and technological developments

Grade 8 Humanities The aims of Grade 8 Social Studies and Humanities are to encourage and enable students to develop an inquiring mind with the skills necessary for the effective study of Humanities. Students will develop a sense of time and place and a respect and understanding of others’ perspectives, values and attitudes. Their awareness and understanding of people, cultures and events in a variety of places at different times will grow throughout the year. Students will hone their understanding of the

interactions and interdependence of individuals, societies, and their environments. Another focus area is to expand their knowledge of the causes and consequences of change through physical and human actions and processes. The course will also sharpen their sense of intercultural awareness and a desire to be proactive as a responsible global citizen. The concepts under study include: time, place and space, change, systems, and global awareness. The skills that will be consolidated throughout the year are technical, analytical, decision-making and investigative in nature. The course is structured into the following units which allow teachers flexibility to the timing and pacing of concepts:

• Governance and Citizenship: Why societies create and adopt systems of governance and how these systems address human needs, rights, and citizen responsibilities • Production, Distribution and Consumption: Fundamental economic principles and ways in which economies are shaped by geographic and human factors • Science Technology and Society: How societies have influenced and been influenced by scientific developments and technological developments

• Time, Continuity and Change: Patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships • Connections and Conflict: Causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy • People, Places and Environment: The concepts of geography and demography and how geography and demography influence and are influenced by human history • Culture: Cultural and intellectual developments and interactions among and within societies • Society and Identity: Social systems and structures and how these influence individuals

Language Acquisition The principal rationale for learning additional languages is to further intercultural awareness and international-mindedness, through: • The acquisition of the language of a culture • The possibilities to reflect upon and explore cultural perspectives The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes intercultural understanding. The role of language is valued as central to developing critical thinking, which is essential for the cultivation of intercultural awareness, international-mindedness and global citizenship. Language is integral to exploring and sustaining personal development and cultural identity, and provides an intellectual framework to support conceptual development. The study of an additional language provides students with the opportunity to: • Develop insights into the features, processes and craft of language and the concept of culture • Realize that there are diverse ways of living, behaving and viewing the world

Aims The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience. An overarching aim of teaching and learning languages is to enable the student to become a critical and competent communicator. The aims of the teaching and learning of MYP language acquisition are to:

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

• Develop a respect for, and understanding of, diverse linguistic and cultural heritages • Develop the student’s communication skills necessary for further language learning, and for study, work and leisure in a range of authentic contexts and for a variety of audiences and purposes • Enable the student to develop 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 nonliterary texts and to develop critical and creative techniques for comprehension and construction of meaning • Enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects, and as a tool for enhancing literacy • Enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components • Offer insight into the cultural characteristics of the communities where the language is spoken • Encourage an awareness and understanding of the perspectives of people from own and other cultures, leading to involvement and action in own and other communities • Foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning

Assessment In order to measure a student’s progress and achievement in each phase of the course, four criteria have been established. These criteria correspond directly to the four objectives: • Oral Communication: To measure the student’s development as a speaker of the language • Visual Interpretation: To measure the student’s ability to interpret visual text presented with spoken and written text • Reading Comprehension: To measure the student’s ability to comprehend written text • Writing: To measure the student’s development as a writer of the target language

Criterion A

Comprehending spoken and visual text

Maximum 8

Criterion B

Comprehending written and visual text

Maximum 8

Criterion C

Communicating in response to spoken, written and visual text

Maximum 8

Criterion D

Using language in spoken and written form

Maximum 8

Teaching and learning in Language Acquisition is organized into six phases. The phases represent a development continuum of addition language learning. Students may commence their Language Acquisition course in any phase on the continuum

and may exit from any phase on the continuum. However, please take note of the following stipulations. • Students with no prior knowledge of the Language Acquisition who wish to study in the MYP should start in phase 1 • It is assumed that students exiting from phase 4 have had the equivalent of at least four years of learning • Phase 6 can be considered the step-over phase to MYP Language and Literature and will not be the exit level for most Language Acquisition students Note: The phases are not organized into age groups or MYP year.

Phase 1

Phase 2

Phase 3

Phase 4

Phase 5

Phase 6

In order to reach the aims of language acquisition, students should be able to:

Objective A

Identify basic facts, messages, main ideas and supporting details in everyday situations

Show understanding of messages, main ideas and supporting details in familiar situations

Show understanding of information, main ideas and supporting details, and draw conclusions in familiar and some unfamiliar situations

Construct meaning and draw conclusions from information, main ideas and supporting details in familiar and unfamiliar situations

Analyze and draw conclusions from information, main ideas and supporting details in social and some academic situations

Evaluate and draw conclusions from information, main ideas and supporting details in social and academic situations

Engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.

Engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.

Engage with the spoken and visual text by analyzing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.

Engage with the spoken and visual text by evaluating ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.

Objective B

Identify basic facts, messages, main ideas and supporting details

Show understanding of Identify basic facts, main ideas and supporting details, information, main ideas and supporting details, and draw and draw conclusions conclusions

Recognize basic aspects of format and style, and author’s purpose for writing

Recognize basic conventions including aspects of format and style, and author’s purpose for writing

Understand basic conventions including aspects of format and style, and author’s purpose for writing

Interpret basic conventions including aspects of format and style, and author’s purpose for writing

Analyze basic conventions including aspects of format and style, and author’s purpose for writing

Interpret the author’s choice of style, format and ideas to suit an intended audience and purpose

Engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.

Engage with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.

Engage with the written and visual text by analyzing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.

Engage with the written and visual text by evaluating ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.

Analyze and draw conclusions Construct meaning by from information, main ideas identifying stated and and supporting details implied information, main ideas and supporting details, and draw conclusions

Evaluate and draw conclusions from information, main ideas and supporting details

Objective C

Respond appropriately to simple short phrases

Respond appropriately to spoken, written and visual text in a limited range of familiar situations

Respond appropriately to spoken, written and visual text in a range of familiar and some unfamiliar situations

Respond appropriately to spoken, written and visual text in a range of familiar and unfamiliar situations

Respond appropriately to spoken, written and visual text in a range of social and some academic situations

Respond appropriately to spoken, written and visual text in a wide range of social and academic situations

Interact in simple and rehearsed exchanges, using verbal and non-verbal language

Interact in basic structured exchanges on a limited variety of aspects within familiar situations

Interact in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar situations

Engage in rehearsed and unrehearsed exchanges to share ideas on topics of personal and global significance

Engage in rehearsed and unrehearsed exchanges to share ideas on a range of topics of personal and global significance

Engage in unrehearsed and complex exchanges on a wide range of topics of personal and global significance

Use basic phrases to communicate ideas, feelings and information on a variety of aspects of everyday topics

Use phrases to communicate ideas, feelings and information in familiar situations

Express ideas and feelings, and communicate information in familiar and some unfamiliar situations

Express ideas and feelings, and communicate information in simple and complex texts in familiar and unfamiliar situations

Express ideas, opinions and feelings, and communicate information in a wide range of situations

Express a wide range of ideas, opinions and feelings, and communicate information in a wide range of social and academic contexts

Communicate with a sense of audience.

Communicate with a sense of audience and purpose.

Communicate with a sense of audience and purpose

Communicate with a sense of register, purpose and style.

Objective D

Write and speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation

Write and speak using a range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation

Write and speak using a range of vocabulary, complex grammatical structures and conventions; when speaking, use intonation and fluency

Write and speak using a wide range of vocabulary, complex grammatical structures and conventions; when speaking, uses oratory technique

Organize basic information and use a range of basic cohesive devices

Organize information and ideas and use a range of basic cohesive devices

Organize information and Organize information and ideas into a structured text; ideas; use a wide range of use a wide range of cohesive cohesive devices devices

Organize information and ideas; use a wide range of cohesive devices

Use language to suit the context.

English as an Additional Language (EAL) EAL is divided into 6 phases with a goal of supporting students as they build English proficiency with the completion of each phase. While students will attend EAL with members of their same grade, individual learning plans will be made for each student based on their individual phase. As students gain greater English ability and confidence, their phase will move up however they will remain in their grade level class.

EAL Phase 1: Language for Emerging Conversation and Interaction In phase one students practice English as language skills by using conversational spoken English, listening, paraphrasing and simulating real-life situations through role-play. Students learn to respond to simple phrases, statements and questions while building new vocabulary from a variety of texts and sources. Writing will be supported using the Write Source text with a focus on grammar and organization. Students will be required to complete the WIDA English Proficiency Test which scores English Language Learners on Reading, Writing, Speaking and Listening out of a possible 6 points in each domain.

EAL Phase 2: Language for Emerging Communicators In phase two students will build fluency by identifying new vocabulary in reading a variety of short narrative texts and non-fiction articles independently and responding orally to questions and themes to reinforce comprehension. An introduction to writing conventions, sentence structure and explanation of parts of speech leading to a consistent use of accurate grammar will develop studentâ&#x20AC;&#x2122;s confidence in creating well-written extended texts. Writing will be supported by the Write Source text. Students will be required to complete the WIDA English Proficiency Test which scores English Language Learners on Reading, Writing, Speaking and Listening out of a possible 6 points in each domain.

EAL Phase 3: Language for Capable Communicators In phase three students develop English as language skills by reading a variety of fiction texts while pulling key information in order to answer comprehension questions. By identifying the writing process: pre-writing, drafting, editing and publishing using the Write Source text-book, students will gain confidence in writing their own personal narratives. A focus on grammar concepts such as subject verb agreements and multiple tenses will lead students to a deeper understanding of English as language. Students will add to their growing English vocabulary by identifying new synonyms to replace high frequency words. Students will be required to complete the WIDA English Proficiency Test which scores English Language Learners on Reading, Writing, Speaking and Listening out of a possible 6 points in each domain.

EAL Phase 4: Language for Intermediate Communicators In phase four students develop research skills and form personal opinions supported by evidence and notes taken from a variety of non-fiction texts. Students will express personal opinions in the form of debates, and oral and written responses in a discussion setting. The introduction of technical language and a five-paragraph essay structure will be enforced through the writing and editing process in order to gain confidence in defending written opinions. Grammar and writing conventions will be reinforced through the use of the Write Source text-book with an emphasis on outlining and editing. Students will be required to complete the WIDA English Proficiency Test which scores English Language Learners on Reading, Writing, Speaking and Listening out of a possible 6 points in each domain.

EAL Phase 5: Language for Proficient Communicators In phase five students build upon research skills to form extended academic texts using concrete evidence, technical vocabulary and a command of English conventions. Students will build speaking and listening skills by defending their written texts orally and responding to works written by peers. By comparing and contrasting familiar and unfamiliar texts, students will identify new vocabulary, character, setting and theme and infer meaning to make text-to-self and text-to-text connections. Students will be required to complete the WIDA English Proficiency Test which scores English Language Learners on Reading, Writing, Speaking and Listening out of a possible 6 points in each domain.

EAL Phase 6: Language for Future Academic Success In phase six students will apply previous skills and understanding of English to engage actively in social and academic situations through interviews, novel studies and readerâ&#x20AC;&#x2122;s theater. Students will learn to organize information and ideas logically and effectively by using the Write Source text book. As confident and proficient communicators, phase six EAL students will be expected to score an overall 6 points on the WIDA English Proficiency Test.

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. Stamford’s 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 21st century. Technology provides the means and the context to help students become skilful problems solvers, who can appreciate the role of technology in everyday life and society and who can respond critically and resourcefully to real-life changes. Technology at Stamford will: • Challenge all students to apply practical and creative-thinking skills to solve problems in technology • Encourage students to explore the role of technology in both history and contemporary contexts • Raise students’ awareness of their responsibilities as world citizens when making decisions and taking action on technology issues

available resources. Students should be able to identify, combine, experiment with, shape and handle different types of materials, and safely dispose of, or recycle waste products. Students must select processing techniques that are appropriate to both the chosen material(s) and the product/solution to be created. Note that in Computer Technology, due to the nature of the subject, the range of materials available for use may be less extensive than in Design Technology. Systems Students need to recognize the parts of a system (input, processing and control, and output) as well as the crucial role each component plays as part of the whole. Students should create systems-based products/solutions involving a group of interdependent items that interact to perform a task or achieve a purpose. These items may be materials, components or information that have been incorporated into a system in order to provide a solution to a problem.

Aims

Technology branches

Technology and technology developments are based upon the foundation of the use of information, materials and systems.

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

Information Technology enables students to identify, access, evaluate and acknowledge a wide range of information sources. Information-based products and solutions use and/ or communication information to perform a task, achieve a purpose, meet a need or solve a problem. Materials In many cases creating a product/solution involves using materials. These may be natural or synthetic, and will differ according to geographical location, culture and

• Enjoy the design process; develop an appreciation of its elegance and power • Develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle • Use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems • Develop an appreciation of the impact of design innovations for life, global society and environments • Appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts

â&#x20AC;˘ Develop respect for othersâ&#x20AC;&#x2122; viewpoints and appreciate alternative solutions to problems â&#x20AC;˘ Act with integrity and honesty, and take responsibility for their own actions developing effective working practices.

Criterion B: Developing ideas

Assessment

i. ii. iii. iv.

All of the Technology aims are assessed using a variety of formative and summative assessment tasks, including quizzes, tests, exams, essays, research assignments, projects and application of technology to real-world situations. The following assessment criteria have been established by the IB for Technology in the MYP and are used to assess and report on the progress of all students Criterion A

Inquiring and analyzing

Maximum 8

Criterion B

Developing ideas

Maximum 8

Criterion C

Creating the solution

Maximum 8

Criterion D

Evaluating

Maximum 8

At the end, students should be able to: Develop a list of success criteria for the solution Present feasible design ideas, which can be correctly interpreted by others Present the chosen design Create a planning drawing/diagram which outlines the main details for making the chosen solution

Criterion C: Creating the solution Maximum: 8 At the end, students should be able to:

Design criteria: Grade 6-7

i. Outline a plan, which considers the use of resources and time, sufficient for peers to be able to follow to create the solution ii. Demonstrate excellent technical skills when making the solution iii. Follow the plan to create the solution, which functions as intended list the changes made to the chosen design and plan when making the solution. iv. Present the solution as a whole

Criterion A: Inquiring and analyzing

Criterion D: Evaluating

Maximum: 8

At the end, students should be able to:

i. Explain and justify the need for a solution to a problem ii. State and prioritize the main points of research needed to develop a solution to the problem iii. Describe the main features of one existing product that inspires a solution to the problem iv. Present the main findings of relevant research

i. Outline simple, relevant testing methods, which generate data, to measure the success of the solution ii. Outline the success of the solution against the design specification iii. Outline how the solution could be improved iv. Outline the impact of the solution on the client/target audience

Design criteria: Grade 8 Criterion A: Inquiring and analyzing Maximum: 8

iii. Follow the plan to create the solution, which functions as intended explain changes made to the chosen design and the plan when making the solution iv. Present the solution as a whole

Criterion D: Evaluating

At the end, students should be able to:

Maximum: 8

i. Explain and justify the need for a solution to a problem ii. Construct a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem iii. Analyze a group of similar products that inspire a solution to the problem iv. Develop a design brief, which presents the analysis of relevant research

At the end, students should be able to:

Criterion B: Developing ideas Maximum: 8 At the end, students should be able to: i. Develop a design specification which outlines the success criteria for the design of a solution based on the data collected ii. Present a range of feasible design ideas, which can be correctly interpreted by others iii. Present the chosen design and outline the reasons for its selection iv. Develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution

Criterion C: Creating the solution Maximum: 8 At the end, students should be able to: i. Construct a logical plan, which outlines the efficient use of time and resources, sufficient for peers to be able to follow to create the solution ii. Demonstrate excellent technical skills when making the solution

i. Describe detailed and relevant testing methods, which generate accurate data, to measure the i. Success of the solution ii. Explain the success of the solution against the design specification iii. Describe how the solution could be improved iv. Describe the impact of the solution on the client/target audience

Curriculum Grades 6 â&#x20AC;&#x201C; 8 Technology The Design Technology program is aimed at teaching the design and development of materials and system based technologies as ways to solve real-world problems and issues. As with Information Technology, Secondary School is the first time the students will have to bring together a project/portfolio to show evidence throughout all areas of the Design Technology criteria. The course requires students to work through the five elements of the design cycle: investigation, design, plan, creation of a product and evaluation. The emphasis is placed on students working through this process and then completing thorough evaluations (self-assessment and assessment of both product and process) with insight and depth of thought.

The Information and Computer Technology program focuses on the use of the Technology design cycle to solve real-world problems. A variety of applications will be used linking most areas of the design cycle including investigation, design and evaluation criteria areas. Students will be required to bring together evidence within a portfolio to show they are reaching required levels under the MYP Technology criteria in each project undertaken.

Grade 6 Design and ICT Skills Through the study of Information and Communication Technology and the MYP Design Cycle, students will acquire an understanding of the responsibilities that digital citizenship entails, and will learn how to develop and evaluate graphic designs, video, and three-dimensional models. Students will be required to make written evaluations of problems, create solutions, develop detailed plans of action, create products, and write evaluations of their products that will demonstrate mastery of the processes and content of the study. The study of Design & Communication Technology I will introduce students to the Technology Design Cycle, to the attitudes that are essential when working safely with technology, and reinforce the ways of accessing information digitally. Students who complete this course will be able to effectively access, process and communicate information, and will be able to solve design problems in a guided environment.

Grade 7 Systems and Design Through the study of Multimedia and Engineering Design students will develop their understanding of how the MYP Design Cycle can be applied to digital products such as websites, and to concrete engineering challenges; and how the cycle may be used to showcase learning from their other studies. Students will be required to make written evaluations of problems, create solutions, develop detailed plans of action, create products, write evaluations of their products, and write reports of the impacts of technology on society that will demonstrate mastery of the processes and content

of the study. The study of Design & Communication Technology II will reinforce the Technology Design Cycle to students and will highlight the importance of analysis, action, and evaluation. Students who complete this course will be able to effectively solve design problems in authentic but guided tasks, and will be able to apply their knowledge to their products in other areas of study.

Grade 8 Technology & Design Through the further, more in-depth study of Multimedia and Engineering Design students will develop their understanding of how the design process can be documented and applied to solving genuine problems and meeting design challenges. Students will be required to make written evaluations of problems, create solutions, develop detailed plans of action, create products, write evaluations of their products, and write reports of the impacts of technology on society that will that will demonstrate mastery of the processes and content of the study. The study of Design & Communication Technology II will reinforce the MYP Design Cycle to students and will highlight the importance of careful comparison and evaluation of alternative resources and processes. Students who complete this course will be able to successfully evaluate the suitability of different design paths, complete design challenges as part of a group, and evaluate the impact of technology on society.

Physical Education (PE) Physical Education at Stamford 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 develop knowledge, critical thinking and reflection skills, and a sense of responsibility, as well as interpersonal and selfmotivational skills. This in turn encourages choices that will contribute to long-term healthy living. Physical education will bring the unique perspective of learning through the physical, which can greatly contribute to students’ approaches to learning (ATL) skills, and is transferable across other subject groups.

Aims The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience. The aims of MYP physical and health education are to encourage and enable students to: • Use inquiry to explore physical and health education concepts • Participate effectively in a variety of contexts • Understand the value of physical activity • Achieve and maintain a healthy lifestyle • Collaborate and communicate effectively • Build positive relationships and demonstrate social responsibility • Reflect on their learning experiences.

Assessment All of the Physical Education aims are assessed using a variety of formative and summative assessment tasks, including quizzes tests, exams, research assignments and projects, demonstrations and application of Physical Education skills to real-world situations.

The following assessment criteria have been established by the IB for PE in the MYP and are used to assess and report on the progress of all students Criterion A

Knowing and understanding

Maximum 8

Criterion B

Planning for performance

Maximum 8

Criterion C

Applying and performing

Maximum 8

Criterion D

Reflecting and improving performance

Maximum 8

Physical and health education assessment criteria: Grade 6-7 Criterion A: Knowing and understanding Maximum: 8 At the end, students should be able to: i. Outline physical health education-related factual, procedural and conceptual knowledge ii. Identify physical and health education knowledge to describe issues and solve problems set in familiar and unfamiliar situations iii. Applies physical and health terminology to communicate understanding

Criterion B: Planning for performance Maximum: 8 At the end, students should be able to: i. Construct and outline a plan for improving health or physical activity ii. Describe the effectiveness of a plan based on the outcome

Criterion C: Applying and performing

Criterion B: Planning for performance

Maximum: 8

At the end, students should be able to:

i. Recall and apply a range of skills and techniques effectively ii. Recall and apply a range of strategies and movement concepts iii. Recall and apply information to perform effectively

i. Design and explain a plan for improving physical performance and health ii. Explain the effectiveness of a plan based on the outcome

Criterion D: Reflecting and improving performance Maximum: 8 At the end, students should be able to: i. Identify and demonstrate strategies to enhance interpersonal skills ii. Identify goals and apply strategies to enhance performance iii. Describe and summarize performance

Physical and health education assessment criteria: Grade 8 Criterion A: Knowing and understanding Maximum: 8 At the end, students should be able to: i. Describe physical health education factual, procedural and conceptual knowledge ii. Apply physical and health education knowledge to explain issues and solve problems set in familiar and unfamiliar situations iii. Apply physical and health terminology effectively to communicate understanding

Criterion C: Applying and performing Maximum: 8 At the end, students should be able to: i. Demonstrate and apply a range of skills and techniques ii. Demonstrate and apply a range of strategies and movement concepts iii. Outline and apply information to perform effectively

Criterion D: Reflecting and improving performance Maximum: 8 At the end, students should be able to: i. Describe and demonstrate strategies to enhance interpersonal skills ii. Outline goals and apply strategies to enhance performance iii. Explain and evaluate performance

Curriculum Grade 6 â&#x20AC;&#x201C; 8 Physical Education Students in Physical Education combine fundamental skills into more complex movement forms in modified game, dance and recreational activities. Cooperative and competitive small-group games are appropriate at this level, emphases being on developing skills and tactical understanding. Students use feedback to initiate and maintain practice to improve skill performance. Students assess their healthrelated fitness status and set reasonable and appropriate goals for development, maintenance, and improvement. Social interaction becomes more complex as peer pressure becomes increasingly pronounced, impacting individual performance. Students solve problems and make responsible decisions as they work together. They identify and seek opportunities to participate in regular physical activity at school and outside the school environment.

Grade 6 Developing Conceptual understandings through Games, Aesthetics and Health Through the study of Physical Education we aim to promote Physical and Health Literacy so that students feel empowered to maintain being physically active throughout their lives. The purpose of this course is to motivate, instill confidence and encourage students to develop physical competence through a variety of learning engagements. The study of Physical Education and Health will reinforce and provide learning opportunities that support dance, games creation, play and technique refinement.

Grade 7 Application of concepts, strategies and techniques through modified games Through the study of Physical Education we aim to give the students the knowledge and understanding needed to participate in all aspects of physical education. The purpose of this course is to motivate, instill confidence and encourage students to develop physical competence through a variety of learning engagements. Students will actively participate in activities that will serve to allow them to deepen and apply their conceptual understandings of how skills can be adapted and transferred across activities through designing effective and appropriate games and strategies. The study of Physical Education will reinforce the importance of leading a balanced life style through the exploration of games and activities directly related to Sport and Health Related Fitness.

Grade 8 Transfer of conceptual understandings and skills through Games, Aesthetics and Health Through the study of Physical Education we aim to help students develop an understanding of the value of physical education and the contribution it makes to a healthy balanced lifestyle. The purpose of this course is to motivate, instill confidence and encourage students to develop physical competence through a variety of learning engagements. Students will understand the concepts that allow us to categorize sports and begin to transfer knowledge across a variety of activities including Team Games, Individual Games and Aesthetic activities such as Aerobics, Aquarobics and Movement to Music. The study of Physical Education will reinforce students understanding of the importance of well-being, the effects of exercise on our bodies and the idea of balance will also be explored through Sport and Health Related Fitness.

Arts The Arts are a universal form of human expression 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 should 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, 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. On-going reflection, along with self-evaluation and peer evaluation, allows students to identify their progress and organize their learning for themselves. MYP Arts value the process of creating artwork as much as the finished product; the two elements combined tell us what students have experienced, learned and attempted to convey. In this way, the educational value of any artwork is seen by placing it within the context of its creation. Involvement with the Arts can contribute to an inquiring and empathetic world view, stimulate imaginations, challenge perceptions, develop thinking and analytical skills, enrich emotional, cultural and spiritual lives, uplift and entertain: this is the goal of MYP Arts.

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

Create and present art Develop skills specific to the discipline Engage in a process of creative exploration and (self-)discovery Make purposeful connections between investigation and practice Understand the relationship between art and its contexts Respond to and reflect on art Deepen their understanding of the world.

Assessment All of the Arts’ aims are assessed using a variety of formative and summative assessment tasks. Depending on which of the Arts is under study, assessment tasks may include quizzes, tests, exams, research assignments and projects, demonstrations, performances, exhibitions and application of Arts skills to real-world situations. The following assessment criteria have been established by the IB for Arts in the MYP and are used to assess and report on the progress of all students.

Criterion A

Knowing and understanding

Maximum 8

Criterion B

Developing skills

Maximum 8

Criterion C

Thinking creatively

Maximum 8

Criterion D

Responding

Maximum 8

Arts assessment criteria: Grade 6-7 Criterion A: Knowing and understanding

Maximum: 8

Maximum: 8 At the end, students should be able to:

At the end, students should be able to:

i. Demonstrate awareness of the art form studied, including the use of appropriate language ii. Demonstrate awareness of the relationship between the art form and its context iii. Demonstrate awareness of the links between the knowledge acquired and artwork created

Criterion B: Developing skills Maximum: 8 At the end, students should be able to: i. Demonstrate the acquisition and development of the skills and techniques of the art form studied ii. Demonstrate the application of skills and techniques to create, perform and/or present art

Criterion C: Thinking creatively Maximum: 8 At the end, students should be able to: i. Identify an artistic intention ii. Identify alternatives and perspectives iii. Demonstrate the exploration of ideas.

Criterion D: Responding

i. Identify connections between art forms, art and context, or art and prior learning ii. Recognize that the world contains inspiration or influence for art iii. Evaluate certain elements or principles of artwork

Arts assessment criteria: Grade 8 Criterion A: Knowing and understanding Maximum: 8 At the end, students should be able to: i. Demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate language ii. Demonstrate knowledge of the role of the art form in original or displaced contexts iii. Use acquired knowledge to inform their artwork

Criterion C: Thinking creatively Maximum: 8 At the end, students should be able to: i. Outline a clear and feasible artistic intention ii. Outline alternatives, perspectives, and imaginative solutions iii. Demonstrate the exploration of ideas through the developmental process to a point of realization

Criterion D: Responding Maximum: 8

At the end, students should be able to: i. Outline connections and transfer learning to new settings ii. Create an artistic response inspired by the world around them iii. Evaluate the artwork of self and others

Curriculum Grades 6 – 8 Visual Arts Visual Arts helps us to ask deep questions about humanity. It fills a need in us that transcends age, ethnicity and geography. Knowledge of the Arts liberates and shapes our capacity for expression; it enriches our lives and creates cultural bonds. Art teachers us how to handle ambiguity and lends an understanding that in life there is not always one answer. Students will study the following four significant concepts:

• Artworks are reflections of where we live and why • Cultural projects define our place in the world Students will research and be inspired by artists, art movements, world cultures and designers. They will experiment with new art techniques and materials, and also communicate in self, peer, group and artist evaluations using appropriate vocabulary.

Grade 6 Introduction to MYP Visual Arts Through the study of Introduction to MYP Visual Arts, the students will acquire an understanding of the design/inquiry cycle, including investigation, responding and reflecting skills. They will have the opportunity to experience a wide range of visual art activities which will provide a creative and practical skill set. The students will be required to complete drawings in 2D and 3D, self-portraiture, proportional, and observational sketches. Additional units may include and batik and clay sculpture. Students who complete this course will develop creative thinking skills, by identifying artistic intention, exploring ideas and using specialized terminology. The visual art criteria will be assessed in the form of a process journal. The four arts criteria are, A) Knowing and Understanding, B) Developing Skills, C) Thinking Creatively, and D) Response.

Grade 7 Acquiring Knowledge Through the study of Visual Arts: Acquiring Knowledge, the students will understand how each of the elements of design are used within visual arts. Students will be required to complete a visual representation of each of the following; line, value, shape, form, texture, space and color. The study of these elements of design allows the acquisition of knowledge to be transferred into skill application in different types of art specialisms. Students will be required to complete; still life, 3D clay sculpture, mixed media and observational drawings. Students who complete this course will show evidence of learning all four visual art criteria as assessed in the form of a process journal. The four arts criteria are, A) Knowing and Understanding, B) Developing Skills, C) Thinking Creatively, and D) Response.

• Humans are capable of having different views of the world • Colors compromise a system we use for identifying our world

Grade 8 Applying Knowledge Through the study of Visual Arts: Applying Knowledge, the students will understand the skills necessary for various media. Students will have an understanding of the inquiry cycle by being able to document; develop, respond, feedback and reflect, as well as take action and make connections in their learning. The students will complete a survey of visual art skills including illustration, acrylic painting, color mixing, photography, digital art, drawing scale and proportion, and printmaking. The study of applied visual arts will give the student a comprehensive view of the numerous media available to the artist. Students who complete this course will show evidence of learning all four visual art criteria as assessed in the form of a process journal. The four arts criteria are, A) Knowing and Understanding, B) Developing Skills, C) Thinking Creatively, and D) Response.

Grades 6 – 8 Drama The focus of the Drama program is to teach students to communicate through the language of space, movement, voice and gesture and to invite students to discover and explore their dramatic potential through dramatic play and reflections, selfanalysis and discussion. At every level of the drama program, students take part in the creation of a performance. Participation in the Drama program develops skills, techniques and conventions necessary for dramatic presentation and empowers students to gain practical experience in effective use of the technical elements of a stage production. In addition, students gain an understanding of social, cultural and ethical value systems of our world through the study of Drama. Participation in drama activities also assists students with overcoming shyness and increasing self-awareness.

Grade 6 Discovering Drama Through the study of Dramatic Sequence and Structure, Drama Strategies, Signs and Symbols and Dramatic Storytelling students in Grade 6 will understand how to effectively create and perform drama and shape their artistic intention. Students will be required to complete both written and practical assessments that enable students to demonstrate their knowledge and understanding of the concepts explored, the

acquisition and application of the skills they have developed, creative thinking, and the critique of their own work and that of others. The assessment tasks will include dramatic presentations, detailed reflection and evaluation, and journaling of artistic processes. The study of drama will reinforce students’ understanding of devising, performing and responding to drama, and of the concepts and processes involved in creating drama. Students who complete this course will be able to create, present and evaluate engaging, meaningful and impactful dramatic presentations.

Grade 7 Developing Creativity Through the study of Voice, The Visual Elements of Drama, Forum Theater and PlayScripts Grade 7 students will develop a greater understanding of vocal expression, the potential of proxemics in drama, the way that drama can be employed to instigate positive change in society, and the conventions involved in interpreting and creating scripts. Students will be required to complete both written and practical assessments that enable them to demonstrate their knowledge and understanding of the concepts explored, the acquisition and application of the skills they have developed, creative thinking, and the critique of their own work and that of others. The assessment tasks will include dramatic presentations, reflection and evaluation, and journaling of artistic processes. The study of drama will reinforce students’ understanding of the language of drama and theater, the dramatic potential of the visual elements of the stage, drama as a device for instigating change, the conventions of script writing and the distance between a playwright’s intention and possible interpretation. Students who complete this course will be able to speak expressively, create thought provoking drama, effectively employ the visual elements of the stage, and analyze, interpret and create play-scripts.

Grade 8 Creating Dramatic Impact Through the study of Drama in the Community, the Russian theater practitioner Konstantin Stanislavski, Melodrama, Physical Theater and Masks, Grade 8 students will understand the important role drama and theater plays in society, the universality of drama, the context and conditions from which theater genres, styles and practices emerge, and theater as an ever-evolving art form. Students will be required to complete both written and practical assessments that enable them to demonstrate their knowledge and understanding of the concepts explored, the acquisition and application of the skills they have developed, creative thinking, and the critique

of their own work and that of others. The assessment tasks will include dramatic presentations, detailed reflection and evaluation, and journaling of artistic processes. The study of drama will reinforce students’ understanding of characterization, dramatic tension and the historical context of drama. Students who complete this course will be able to demonstrate effective devising and performance skills, compare contrasting dramatic genres, make connections between art and society, and understand the way that physical theater and masks can communicate meaning and create dramatic impact.

Grade 6 – 8 Music The Music program combines a study of music theory and music history with composition and instrumental performance. Students are introduced to the basics of music harmony and chord structure and are taught varied composition techniques. They study varied music styles and genres. Students compose with the help of computer software and learn to play various instruments. Music students will focus on the following skills: • Attaining and maintaining proper posture while holding an instrument in the correct manner • Tone production • Reading basic musical notation • Playing and singing simple melodies • Playing as an ensemble • Development and appreciation of a practice routine • History of instruments, composers and musical styles • Composition • Performance

Grade 6 Music around the World Through the study of Music and its role in societies around the World, students will understand the characteristics of a wide range of musical genres, cultures and heritages, including African Drumming, Indian Raga, American and European Jazz and Blues and many more. Students will be required to deliver a presentation that gives a detailed overview of the musical culture, heritage and traditions of a country – or group of countries – of their choice. The study of the history and development of musical notation around the World will reinforce students’ understanding and discovery of the many different ways in which music has been communicated and transcribed, both within individual cultures and across borders. Students who complete this course will be able to create a graphic score and demonstrate a practical understanding of the challenges and complexities in communicating artistic intention through notation.

Grade 7 Musical Expression Through the study of Music from a wide range of genres, students will be introduced to a variety of artistic styles whilst reflecting on the underlying question, “How do we express ourselves through music?” Students will understand the significance of transdisciplinary art forms such as Impressionism, Expressionism, Film and Theater, they will explore the many different ways in which sound can elicit emotions, ideas and themes, and how one’s emotional interpretation of sound can be shaped by social, cultural and historical contexts. Students will be required to compose an original pop song in a given musical form (e.g. Binary, Ternary, Rondo, Strophic, Theme and Variations) to demonstrate their understanding of compositional structures. The study of music theory in this context will reinforce students’ understanding of compositional skills and techniques and provide them with the tools they will need to effectively communicate their emotions and ideas through sound. Students who complete this course will be able to fully appreciate the role of form and structure in facilitating compositional processes and by extension the effective communication of artistic intention.

Grade 8 Music in Time and Place Through the study of the history and development of western classical music students will understand how to aurally identify a given piece of music in time and place. They will trace the development of musical performance, composition and expression from the medieval period through to their contemporary application, and gain an understanding of how the development of the art form has been shaped by historical events and social contexts. Students will be required to create and deliver an assessed presentation to demonstrate their knowledge and understanding of the periods of western classical music with detailed reference to specific musical examples and analysis of the defining characteristics therein. The study of the defined periods of western classical music will also allow students to trace the development of Ensemble Performance, from its origins in medieval consort to its expansion and ultimate realization in the form of the Symphony Orchestra. Students who complete this course will learn to work as a group to create an original work for assessed performance in a classroom setting and to ultimately demonstrate their understanding of relevant fundamental concepts such as teamwork, leadership and artistic responsibility.

Grades 6 â&#x20AC;&#x201C; 8 Dance Stamfordâ&#x20AC;&#x2122;s Dance program is a supportive and instructive course that inspires the development of well-rounded, diverse performance artists. The program allows a deeper understanding of movement as a whole by improving strength, flexibility and coordination of body and mind. Our Dance program will motivate students to create choreography, expand movement vocabulary, increase improvisational skills and enhance their performance artistry. The Dance program at Stamford embodies a strong sense of community and performance as students work collaboratively to support each otherâ&#x20AC;&#x2122;s work.

Advisory Program Each student is assigned to an Advisory Group and Advisor. Much of the advisory time is devoted to the idea of learning how to learn. Topics such as note-taking, goal-setting, time management, study strategies and test-taking are addressed. The Advisory Program also focuses on health and social education issues, which are appropriate and relevant to the particular grade. Students learn to accept responsibility for their actions, and through positive and negative consequences begin to understand the link between their behavior and its effect on themselves and others.

Advisory Aims The aims of the Advisory Program are to: • Create a sense of community • Provide a time in the day when the focus is on the overall development of each individual student • Engage students in learning how they learn • Provide strategies for learning • Offer a source of guidance for the student • Offer opportunity for social and emotional education • Serve as the organizational and informational hub of the school

In the Secondary School, the Second Step Program aims to reduce risk factors, such as aggression, peer rejection, and early initiation of substance abuse. It is also intended to increase proactive factors, such as social skills, school connectedness, and engagement. Using high-interest, interactive lessons, the program addresses the problematic behaviors and core competencies shown to affect school success of Secondary School students. • Universal Prevention: Designed to decrease aggression, bullying and substance abuse and to increase student’s social skills and school-related success • Research-Based: Based on research on risk and protective factors related to aggression, bullying, and substance abuse that can be addressed in classroom lessons • Developmental and Sequential: Provides a developmental and sequential curriculum designed for Grade 6 to 8

Second Step Grade 6: Stepping Up Grade 6 students start by learning to work in groups, and then move on to such topics as recognizing bullying and identifying hopes and plans. Teachers guide students through important skills, such as recognizing and dealing with strong emotions, and class discussions and skill practices help them try out communication and problemsolving skills.

Social and Emotional Education Program

Second Step Grade 7: Stepping In

At Stamford, we want all of our students to be successful and to achieve more than they believe they can. Success in school is not just about academic disciplines; it is also about knowing how to learn and how to get along with others.

Grade 7 students learn about cyber bullying, sexual harassment, and coping with stress. They move on to myths and facts about drugs and alcohol, and through skill practice, group work, and class discussion they learn to make good decisions.

Second Step was developed by the Committee for Children, a non-profit organization helping students develop skills that help them stay safe, manage their emotions, solve problems, avoid risky behavior and improve their academics. The Second Step Program received the prestigious “Exemplary” award from the U.S. Department of Education and also received the highest rating from the Collaborative for Academic, Social and Emotional Learning (CASEL). The Second Step Program focuses on building student skills and empowering students to appropriately express themselves.

Second Step Grade 8: Stepping Ahead Grade 8 students wrap up their Middle School years and prepare for High School with lessons about handling grievances and avoiding labels, stereotypes and prejudice, and bullying in dating relationships. Teachers help students learn about goal setting and keeping commitments—key factors in substance abuse prevention.

Camps – Outdoor Education ‘We shall not cease from exploration and the end of all our exploring will be to arrive where we started and know the place for the first time.’ — T.S. Eliot Experiential Learning, as defined by Houle, is “education that occurs as a direct participation in the events of life”. Experiential learning is learning that occurs through reflection of daily experiences. The aim of the Middle Years Camps at Stamford is to afford students experiences that encourage a model of holistic learning whilst promoting our vision and mission. As global citizens, students of Stamford have been presented with a rich, palatable menu of natural and multi-cultural surroundings and venues to investigate, discover and experience. Curriculum objectives and targets are just one aspect of the Camp, it is hoped that through these activities, students will develop such skills as teamwork, leadership, self-esteem, cooperation and empathy that are pertinent in today’s 21st century society. Another aim of Stamford Camps is to foster a spirit of multiculturalism that will result in a deeper understanding and appreciation of a variety of cultural practices and traditions. Learning occurs throughout a lifespan, by giving students the opportunity to savor these experiences, it is our hope they will be able to transfer these lifelong skills to other facets of their lives.

Aims Stamford’s Camps will focus on the five aspects of the MYP Areas of Interaction which are as follows Community and Service Through the embodiment of participation and teamwork, students will experience community living and service, as they begin to understand the concept of ‘togetherness’ with their fellow classmates working alongside them as colleagues and partners. They

will begin to discover the importance of teamwork and cooperation, co-existing in a spirit of harmony yet maintaining their separate identity and independence. Environments In order to fully understand our true selves, our identity, we must also come to know our environments for it is within these varied domains that we exist. The week long Camp serves to educate students about our Earth, her past, present and future, in the hopes that we will engage in her sustainability. It also serves to present students with different perceptions of the environment from a variety of cultural lenses, from an indigenous and non-indigenous perspective. Human Ingenuity By truly observing the world around us, we investigate the evolution, development and creation of new social, political systems and models that have made an impact on our world. Students will examine and discover new innovations in geographical, scientific, literary and cultural contexts and be given opportunities to critique, build on and reflect on them. Approaches to Learning Learning is not static; it is flexible and occurs on a subliminal level as well. The Camp affords students a classroom without borders, to inquire, to infer, to draw conclusions from information gathered from their surroundings. The Camp presents students with a brilliant opportunity to investigate ‘the real world’ and apply such skills as social interaction, communication, collaboration and reflection. Health and Social Education The Camp seeks to foster an understanding of health and social issues and its impact on human life. By discussing these pertinent issues and presenting students with opportunities to observe them from a variety of cultural perspectives, we seek to inform and educate students on how different societies adapt and deal with these issues. Diverse issues of gender, religion, and social economic status are just some of issues that will be focused on.

Grade 6 Camp – Telunas Beach, Batam, Indonesia Students complete a five-day trip to Telunas Beach, Batam in Indonesia where they participate in a variety of activities that help develop their confidence and perseverance. Students are challenged to work as a team when they participate in the ‘Great Telunas Beach Race’ and when working together to investigate the living ecosystems that surround Telunas Beach. The Grade 6 Camp will address these specific ‘Physical Setting’ and ‘Living Environment’ standards from Science: • Students will be familiar with current scientific theories about the universe and how those theories evolved • Students will describe the stability and movement of patterns of stars, their seasonal appearance, and the relative movement of planets against the background of stars • Students will understand how and why organisms are dependent on one another and their environments • Students will define ecosystem and provide examples of different ecosystems • Students will provide examples showing relationships among organisms, such as mutually beneficial and competitive relationships • Students will define the roles of consumers, producers, and decomposers in an ecosystem and provide examples • Students will know that changes in an organism’s habitat are sometimes beneficial and sometimes harmful to the organism

Grade 7 Camp – Sedili, Malaysia Grade 7 students will complete a five-day trip to Sedili Besar in Malaysia, where students will investigate beach and tidal ecology, study and participate in local cultural activities, as well as develop their teamwork and leadership skills. Sedili Besar is located on the South East coast of Malaysia, a 1.5 hour drive from Singapore. The most prominent feature of this location is the impressive rocky shore, where students can explore the variety of life to be found in amongst the tidal pools, practice their survey skills and compare what they find with a sandy shore located just down the road. The resort where the students stay is just a short distance away from the local village. Walking down towards the village, students will discuss some of the cultural changes that have taken place, discover a herb garden and even try their hand at some orienteering. Reaching the village, students learn about the way of life there, largely based on fishing, and experience mending nets and learning important knot skills. The nearby mangrove can be easily visited to learn about the features and importance of this ecosystem. Activities like kite making, weaving and ondeh ondeh cooking expose the students to the local Malay culture. There is additional opportunity to learn about streams and rivers, visit plantations, and a wonderful rainforest nearby in which students learn about ecology.

Grade 8 Camp – Tioman, Malaysia The Rainforest to Reef program has been developed over 15 years by our camp provider Ecofieldtrips, and is refined into an excellent educational program for MYP students. It is one of Stamford’s most popular camps. Students will explore the reef and jungle ecology on and around the island of Tioman in Malaysia. Students learn about the impact of the effective decision making and action versus consequence. There is a strong element of planning and time management as students take responsibility for their own camp belongings and tasks (like snorkeling equipment). The Grade 8 Camp will address these specific ‘Living Environment’ standards from Science: • Students will be aware of the diversity of living organisms and how they can be compared scientifically • Describe responses of plants and animals to various stimuli in their environment Students will understand how and why organisms are dependent on one another and their environments: • Define the terms individual, population, community, and biome and provide examples of each • List and describe ways living organisms interact with the abiotic factors in an ecosystem • Describe and provide examples demonstrating negative and positive relationships among organisms (such as predator/prey, parasite/host, mutualism, and commensalism) • Compare and contrast physical and behavioral adaptations to changes in an organism’s environment • Describe the impact of pollution to living organisms and to the environment • Propose methods of reducing and controlling pollution • Describe positive and negative ways humans can affect ecosystems

Additional Information Fee Protection

Refund Policy and Procedure

In compliance with the regulations under the Private Education Act 2009, all students’ fees must be insured under the Fee Protection Scheme (FPS). All Stamford students are covered by way of Insurance Protection as stipulated by the Council for Private Education. The Fee Protection Scheme serves to protect the course fees that are paid to Private Education Institutes in Singapore. Fees are only considered protected once they are paid to Stamford. Stamford then activates the insurance policy with the appointed provider. The provider will then issue a certificate to the family indicating the amount covered and the period of coverage. Stamford has appointed LONPAC Insurance Bhd to be the FPS provider for our students.

Non-Refundable Application Fee

Medical Insurance Stamford American International School Ltd Pte has a medical insurance scheme in place for all students. The student’s parent/guardian is encouraged to seek advice on whether more comprehensive insurance cover is required or desired. This scheme provides a basic annual coverage limit of not less than $20,000 per student in B1 ward in government and restructured hospitals and up to overall maximum limit per policy year, with 24 hours coverage in Singapore and overseas (if the student is involved in the school-related activities) throughout the course duration as required by the Council for Private Education (CPE) under the EduTrust certification scheme. Stamford has appointed Sime Darby Insurance Brokers (Singapore) Pte Ltd. as the medical insurance provider for our students.

The Application Fee is strictly non-refundable and non-transferable except in the following circumstances: 1) Stamford is unable to offer a place to a student applicant due to denial of student pass or failure to obtain approval by the relevant Singapore authorities 2) Stamford is unable to offer a place to a student applicant due to waitlist at Stamford and the student elects not to be placed on the waitlist 3) Student applicant does not meet the eligibility criteria for enrolment at Stamford 4) Stamford is unable to offer a place to a student applicant due to sibling priority policy as published by Stamford The Application Fee will be refunded in full in the event a Student application cannot be accepted at Stamford for the reasons set out in 1) to 4) as determined by Stamford in its sole discretion.

Non-Refundable Facility Fee The Facility Fee is payable in full at the time of acceptance in order to secure a place. If payment is not received within 7 calendar days of receipt of the school’s invoice, priority will be given to other applicants. The Facility Fee is a one-time administrative fee that is non-refundable. The full amount applies regardless of enrolment date.

Refund Policy 2.1 Refund for Withdrawal Due to Non-Delivery of Course: The PEI will notify the Student within three (3) working days upon knowledge of any of the following: (i) It does not commence the Course on the Course Commencement Date (ii) It terminates the Course before the Course Commencement Date (iii) It does not complete the Course by the Course Completion Date (iv) It terminates the Course before the Course Completion Date (v) It has not ensured that the Student meets the course entry or matriculation requirement as set by the organization stated in Schedule A within any stipulated timeline set by CPE or (vi) The Studentâ&#x20AC;&#x2122;s Pass application is rejected by Immigration and Checkpoints Authority (ICA) (vii) In relation to Singapore citizens, approval has not been received from Ministry of Education (MOE). The Student should be informed in writing of alternative study arrangements (if any), and also be entitled to a refund of the entire Course Fees and Miscellaneous Fees already paid should the Student decide to withdraw, within seven (7) working days of the above notice. 2.2 Refund for Withdrawal Due to Other Reasons: If the Student withdraws from the Course for any reason other than those stated in Clause 2.1, the PEI will, within seven (7) working days of receiving the Studentâ&#x20AC;&#x2122;s written notice of withdrawal, refund to the Student an amount based on the table in Schedule D of the PEI Student Contract..

2.3 Refund During Cooling-Off Period: The PEI will provide the Student with a cooling-off period of seven (7) working days after the date that the Contract has been signed by both parties and Notwithstanding Schedule D of the PEI Student Contract, the Student will be refunded all fees already paid if the Student submits a written notice of withdrawal to the PEI within the cooling-off period, regardless of whether the Student has started the course or not. Third Party Mediation: In the event that the Student and the PEI are unable to resolve a dispute in accordance with the grievance procedure referred to in Clause 5.2, the Student and the PEI may refer the dispute to the Singapore Mediation Centre (SMC) or Singapore Institute of Arbitrators (SIArb) through the CPE Student Services Centre for mediation prior to instituting any legal action. The Student and the PEI hereby agree to such procedures and to pay such fees as the Singapore Mediation Centre (SMC) or Singapore Institute of Arbitrators (SIArb) may prescribe from time to time for the purpose of resolving their dispute.

Response Time for Feedback/Complaints The PEI shall respond to any feedback or complaint, received in writing, within 30 days of the date of such feedback/complaint.

Frequently Asked Questions General 1. What is the curriculum at Stamford? Stamford provides two rigorous programs of study: American standards and benchmarks delivered using the International Baccalaureate’s Middle Years Program and Diploma Program. The American content standards for all subjects are taken from the Common Core Standards based on American-based standards initiative and American Education Reaches Out (AERO) standards. Stamford’s Grade 6 to 10 curriculum contains eight subject groups (Humanities, Technology, Mathematics, Arts, Physical Education, Language A and Language B) together with a core made up of five areas of interaction. These areas include approaches to learning, community and service, human ingenuity, environments and health and social education. The MYP Framework and methodology assists us in organizing and teaching the curriculum, as well as assessing our students.

2. What is the AERO Program? American Education Reaches Out (AERO) began as a project to adapt the U. S. national standards in Mathematics, Science, Language Arts and Social Studies to serve the needs of multi-national student bodies. Over the years, standards have also been developed in Music, Visual Arts and World Languages. AERO is a project supported by the U.S. State Department’s Office of Overseas Schools and the Overseas Schools Advisory Council to assist schools in developing and implementing standards-based curricula. AERO provides a framework for curriculum consistency across grades and for stability of curriculum in overseas schools. AERO’s curriculum model is in alignment with research-based trends in the development of curriculum worldwide, and particularly with the Common Core initiative in the U.S.

3. What are the strengths and benefits of AERO?

AERO standards provide a framework for curriculum consistency across PreKindergarten to Grade 12 and for stability of curriculum across the school. The AERO standards were developed so that American Overseas schools had a fully articulated, in-depth curriculum to meet the academic needs of students living abroad. AERO standards represent rigorous academic guidelines that ensure students can easily transfer to a school in the United States or readily transition to other schools abroad.

4. How are teachers trained to teach the program? Teachers will have received and will continue to receive training to teach the program. Teachers may either attend an IB teacher-training workshop or may participate in school based training organized by our IB Coordinator. In addition, teachers will have scheduled common planning time throughout the year.

5. How are students assessed? Teachers organize continuous assessment over the course of the program, taking account of specific criteria that corresponds to the objectives for each subject. The IB offers a criterion-referenced model of assessment. This means that students’ results are determined by performance against set standards, not by each student’s position in the overall rank order. Teachers are responsible for structuring varied and valid assessment tasks, which allow students to demonstrate achievement according to the required objectives within each subject group. These tasks may include for example, tests and/ or examinations, open-ended problem-solving activities and investigations, organized debates, hands-on experimentation, analysis and reflection.

6. How is the transition from Stamford to a non-IB school? Stamford provides two rigorous programs of study, American standards enhanced by the International Accredited curriculum which will ease transition to a number of school environments. For students who won’t continue in the American system or with the IB following their time at Stamford, they will adapt to a different system as they do now when they arrive at Stamford. Stamford provides sufficient transcript information to ensure that future schools will be informed of their academic level in all subject areas.

7. How will number grades be translated to U.S. standards? Stamford will provide a conversion table to parents and to the students’ future school so that they may convert grades appropriately. Stamford’s Academic Dean works closely with families in transition to ensure that the receiving school understands the student’s transcript.

8. What is the school’s current official accreditation status? Stamford is an IB World School authorized to offer the PYP, MYP and DP. IB World Schools share a common philosophy - a commitment to high quality, challenging, and international education, that Stamford believes is important for our students.

9. Are standardized tests like the SAT and ACT offered at Stamford? Stamford will offer students the opportunity to sit both the SAT and ACT tests for college admission purposes.

10. What diploma do students graduate Stamford with? Students that graduate from Stamford will have the opportunity to graduate with a full International Baccalaureate Diploma. Students will also have the opportunity to participate in AP examinations. Students not opting for a full IB Diploma will have the opportunity to get IB certificates for the subjects that they study.

11. Can students choose not to pursue the DP and still graduate from Stamford? In exceptional circumstances, students can choose not to pursue the IB Diploma and still graduate from Stamford. Students would graduate with a Stamford Diploma.

Middle Years Program 1. What is the Middle Years Program (MYP)? The MYP is a program of international education designed to help students aged from 11 to 16 develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing world.

2. What are the strengths and the benefits of the MYP? The MYP is based on a Constructivist Model for Learning. One of the strengths of the program is that students learn that knowledge is connected. The curriculum offered is broad and balanced and the students must study a second language. Community and Service and the personal project are also features of the program. Overall, the MYP supports students in achieving their academic, physical, social and emotional potential in becoming global citizens.

Diploma Program 1. What is the Diploma Program? The International Baccalaureate Diploma Program (DP) is a two-year educational program aimed at students aged 16 to 19 that provides an internationally accepted qualification for entry into higher education, and is recognized by many universities worldwide. It was developed in the early to mid-1960s in Geneva, Switzerland by a group of international educators. Following a six-year pilot program ending in 1975, a bilingual diploma was established.

2. What are the strengths and benefits of the DP? Key benefits of the DP include: • Academic Rigor: Students learn how to learn, analyze and reach thoughtful conclusions. Diploma candidates function at the level of an introductory college student. • Comprehensiveness: Students encounter rigor throughout all disciplines. They refine areas of strength, and developmentally improve areas of weakness. • Internationalism: The program encourages students to think globally and the curriculum is based on international standards. Coursework and exams are graded by an international grading team.

3. Can you earn college credit through the DP? Currently, similar to the way credit is given to students for AP testing, most colleges award credit for DP courses. In most cases, credit is given for high-level IB courses only when the college offers similar courses. However, some colleges also provide credit for standard level courses (although more credit is provided for the HL). As with AP tests, a minimum IB test score must be achieved, generally a score of 5 or higher (IB exams are scored on a range of 1 - 7). For some schools, even a score of 4 may satisfy a core class requirement. Each college and university differs in the course recognition it provides. The IBO maintains an online database of universities that recognize the IB diploma along with details of their IB recognition. All information should be verified at individual school websites, since current data is not guaranteed. For more information, see www.ibo.org.

1 Woodleigh Lane (Off Upper Serangoon Road) Singapore 357684 Next to Woodleigh MRT For more information, please contact us: Phone: +65 6602 7247 Email: admissions@sais.edu.sg www.sais.edu.sg Stamford American International School CPE Registration Number: 200823594D Period of Registration: August 10, 2014 to August 9, 2018 ÂŠ 2012 Stamford American International School All images in this brochure were photographed on the Stamford American International School Campus Printed August 2014