MYP Curriculum Guide at KIS

Middle Years Programme Grade 6-10 (Year 1-5) Curriculum Guide

Kyoto International School has been serving the beautiful city of Kyoto since 1957.

Currently, the school is accredited by the Western Association of Schools and Colleges and the International Baccalaureate Organization.

KIS has been authorized by the IB for Primary Years Programme (PYP) since 2006 and Middle Years Programme (MYP) since 2022.

Table of Contents

IB Mission Statement 4

School Mission & Vision 4 Message from the Principal 5 Message from the MYP Coordinator 5 The IB Learner Profile & KIS Core Values 6

The MYP Curriculum Model 7 Curriculum Diet at KIS 8

* Language & Literature: English and Japanese 8

* Language Acquisition: Japanese 8

* Individuals and Societies: Integrated Humanities 8

* Science 8

* Mathematics 9

* Physical & Health Education 9

* Design: Product Design 9

* The Arts: Visual Art & Music 9 Key Concepts 10 Related Concepts 12 Global Context 14 Statement of Inquiry 15 Interdisciplinary Unit 16 Approaches to Learning (ATL) 17 Service as Action 18 * Glimpses of Service at KIS 18 Community Project 19 Personal Project 21

IB Mission Statement

The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right

School Mission & Vision

Inspiring active learners, developing global citizens

In our community we foster passionate, collaborative, and internationally minded individuals through an engaging and supportive education.

Message from the Principal

The IB Middle Years Programme provides a wonderful learning experience for all young people. It is at the same time both rigorous and flexible enough to challenge all levels of learner. It also provides a rounded and balanced experience in all the main disciplines to enable students to find out what their interests are and where their strengths lie As such, it is excellent preparation for the IB Diploma Programme, which begins in Grade 11

MYP students at KIS benefit from being in a small community of caring students, committed educators and engaged parents This enables us to ensure a programme of outstanding quality and an enjoyable learning experience for all students

Myles Jackson Principal

Message from the MYP Coordinator

Yay! We are an authorised IB MYP School! A very historic moment for KIS indeed

The Curriculum Guides serves as a roadmap for our MYP students, not just in terms of academic matters but various other learning engagements that they will be involved in as ‘active learners and global citizens ’It is our endeavour at KIS to equip each learner for this journey with the necessary resources and tools to take on all challenges and hone their skills.

As we add in the final MYP Grade in the 2023-2024 Academic Year, KIS prepares to achieve yet another milestone. The Curriculum Guide will be integral to answering emerging questions and consolidating our understanding of the MYP Programme.

Smita Gangola MYP Coordinator

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T Learner Profile & KIS Core Values

T r Profile are ten attributes of human beings that enable students to become r members of local, national and global communities Through development of t and attributes from ages 3–16, students are able to become lifelong learners w urish anywhere in the world These attributes are also the KIS Core Values, d rom the IB Learner Profile traits and were defined by our students as follows:

Communicators: We are good listeners who use different modes of communication to get our message across. This allows us to collaborate with people from varying backgrounds.

Thinkers: We creatively and critically think of ideas and perspectives to explore, analyse and develop our learning skills

Risk Takers: We are brave when facing new experiences and challenges We are committed and persevere

Knowledgeable: We build on our knowledge by being curious, which leads to answers, and then using this knowledge to solve problems.

Balanced: We use effective time management so we don’t do too much or too little of anything which keeps us happy, healthy, learning and having fun

Inquirers: We make discoveries by asking questions, using strategies to problem solve and making connections to our prior learning We challenge ourselves by researching, testing, reflecting and modifying

Caring: We believe that caring is helping people. We like to share and care for others in our school, local and global community. This benefits everyone in a positive way.

Principled: We take responsibility for our actions and lead by example We understand and respect other people’s ideas

Open Minded: We respect and understand others and their unique cultures We are open minded and accept others as different individuals with diverse opinions

Reflective: We think about yesterday, today and tomorrow. We make informed decisions on our future actions and experiences.

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The MYP Curriculum Model

The curriculum is comprised of eight subject groups that focus on development of conceptual understanding and interdisciplinary learning that prepares students for success in further studies and in life.

MYP Subject Group

Language & Literature (English, French, Chinese, Spanish, Arabic to name a few)

Subjects at KIS

English Japanese

Language Acquisition (English, French, Chinese, Spanish, Arabic to name a few) Japanese

Maths

(Maths Extended Course offered in Grade 10) Maths

Science

(Discreet Science – includes Chemistry, Physics, Biology Modular Science – Two or more discreet sciences in rotation, or Integrated Science)

Individuals & Societies

(Discreet Courses– includes History, Geography, Political Science to name a few Modular Courses – study of multiple disciplines one at a time during the course of the year, and Integrated Courses.

Arts

(Visual Arts, Media Arts and Performing Arts – Music*, Dance, Theatre to name a few)

Design

(Digital Design, Product Design and a combination of both)

Integrated Science (combination of Physics, Chemistry & Biology)

Integrated Humanities (Combination of History, Geography, Economics and more)

Visual Art & Music (Music is not offered as an MYP subject yet* )

Product Design

PHE - Physical and Health Education PHE Inspiring Active Learners, Developing Global Citizens

Curriculum Diet at KIS

* Language & Literature: English and Japanese

Students interact with a range of literary and non-literary texts that generate insight into moral, social, economic, political, cultural and environmental domains. They develop their abilities to form opinions, make decisions, and reason ethically through inquiries within the six domains of listening, speaking, reading, writing, viewing and presenting.

* Language Acquisition: Japanese

The Language Acquisition course provides students with the opportunity to develop insights into the features, processes and craft of language Students explore the concept of culture, and to realise that there are diverse ways of living, viewing and behaving in the world

* Individuals and Societies: Integrated Humanities

Students collect, describe and analyse data used in studies of societies, test hypotheses, and learn how to interpret complex information, including original source material. The Individuals and Societies course inquires into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments.

* Science

Scientific inquiry fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Through sciences, students will learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities.

Guest Professor Yasushi Nishimura with a special lecture "Haiku Classroom" for middle school students in Feb 2020

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* Mathematics

The Mathematics course encompasses number, algebra, geometry and trigonometry, statistics and probability. It promotes both inquiry and application, helping students to develop problem solving techniques that transcend the discipline and that are useful in the world beyond school

* Physical & Health Education

The Physical and health education course fosters the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, the course embodies and promotes the holistic nature of well-being.

* Design: Product Design

In Design students apply practical and creative thinking skills to solve design problems, explore the role of design in historical and contemporary contexts, and consider their responsibilities when making design decisions and taking action. The course combines digital and product design.

* The Arts: Visual Art & Music

Visual Art and Music are offered to stimulate young imaginations, challenge perceptions and develop creative and analytical skills Students develop these skills through creating, performing and presenting arts in ways that engage and convey feelings, experiences and ideas Both courses encourage students to understand the arts in context and the cultural histories o world view.

Flute Demonstration & Workshop with Ms Madoka Tochigi in Oct 2022

Key Concepts

Key concepts promote the development of a broad curriculum They represent big ideas that are both relevant within and across disciplines and subjects

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Above Illustrations Source: toddleLearn - MYP Key Concepts Posters Inspiring Active Learners, Developing Global Citizens

Global Context

Students learn best when their learning experiences have context and are connected to their lives and their experience of the world. Using global contexts, MYP students develop an understanding of their common humanity and shared guardianship of the planet through d l t ll i t l ti f

Grade 8 & 9 students have been learning all about News and what it takes to write a Newspaper Report, analysing different news articles and other mediums and identifying bias in News. The unit culminated in a Summative assessment wherein they had to report on the news at KIS, with an element of Service to certain stakeholders of the community.

The Statement of Inquiry for this Unit was ‘Perspective can influence and be influenced by an audience and is shaped by the deliberate use of stylistic elements’

Screenshot from Cayman’s video Inspiring Active Learners,

Interdisciplinary Unit

In the Middle Years Programme (MYP), interdisciplinary learning supports students to understand bodies of knowledge from two or more disciplines or subject groups, in order to integrate them and create new understanding

Students demonstrate interdisciplinary understanding when they bring together concepts, methods, or forms of communication from two or more disciplines or established areas of expertise so that they can explain a phenomenon, solve a problem, create a product, or raise a new question in ways that would have been unlikely through a single discipline

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Approaches to Learning (ATL)

Through ATL in IB programmes, students develop skills that have relevance across the curriculum that help them “learn how to learn” ATL skills can be learned and taught, improved with practice and developed incrementally They provide a solid foundation for learning independently and with others ATL skills help students prepare for, and demonstrate learning through, meaningful assessment They provide a common language that students and teachers can use to reflect on, and articulate on, the process of learning

The Approaches to Learning focus on five core skill areas: Thinking skills, Self-Management Inspiring Active Learners,

Service as Action

Action (learning by doing and experiencing) is a key component in constructivist models of education, including the kind of teaching and learning common to all IB programmes Service, as a subset of action, has always been a shared value of the IB community IB learners strive to be caring members of the community who demonstrate a personal commitment to service, and act to make a positive difference to the lives of others and to the environment IB World Schools value service with others as an important way to engage in principled action across a range of overlapping local and global communities

Through responsible action, tightly connected with sustained inquiry and critical reflection, young people and adults can develop the kinds of attributes described by the learner profile that are essential for success in future academic pursuits and for adult life

MYP students must participate each year in service with and for their community Through engagement with service as action, MYP students can make a positive difference in the lives of others and in the world around them Through their community service, MYP students pursue important objectives for personal growth, called the Learning Outcomes for Service

1. Become more aware of their own strengths and areas for growth 2. Undertake challenges that develop new skills 3. Discuss, evaluate and plan student-initiated activities 4. Persevere in action 5. Work collaboratively with others 6. Develop international-mindedness through global engagement, multilingualism and intercultural understanding 7. Consider the ethical implications of their actions *

MYP students selling chocolate scones to raise money for Food Bank Kyoto

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Community Project

The Community Project focuses on community and service, encouraging students to explore their rights and responsibilities to implement service as action in the community It must be completed individually or by groups of a maximum of three students MYP Schools finishing in Year 3 or Year 4 must do a Community Project It formally assesses students’ ATL skills for self-management, research, communication, critical and creative thinking, and collaboration

* 2022-23 Grade 8 CP Sample:

Project Title

Collaborating with local Japanese Restaurant

Voice Against Cyberbullying

Blessing the Homeless

Project Goal

To collaborate with a local Japanese restaurant and create a menu booklet in English and a website in Japanese highlighting the ingredients and the recipes which the customers can read, while waiting for their food.

To share awareness about cyberbullying and how we can protect ourselves from it Small little strategies will be shared with different grade levels and followed up.

To work on my culinary skills as I prepare several Spanish dishes, receive feedback from experts and improvise. Some of these dishes will be served at KIS festival and the money so raised will be given to the homeless people

Type of Action Global Context

Direct service Identities and relationships

Direct service, Research

Fairness and Development

Indirect service Identities and relationships

Lion, a Grade 8 student, learning to make Lomo saltado

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Community Project Objective MYP ATL Skill Clusters Evidence

Objective A: Investigating

i Define a goal to address a need within a community, based on personal interests

ii. Identify prior learning and subject specific knowledge relevant to the project

iii. Demonstrate research skills

Objective B: Planning

i Develop a proposal for action to serve the need in the community

ii Plan and record the development process of the project

iii. Demonstrate self-management skills

Objective C: Taking Action

i Demonstrate service as action as a result of the project

ii Demonstrate thinking skills

iii. Demonstrate communication and social skills

Objective D: Reflecting

i. Evaluate the quality of the service as action against the proposal

ii Reflect on how completing the project has extended their knowledge and understanding of service learning

iii. Reflect on their development of ATL skills

● Collaboration

Critical Thinking

Creative thinking

Information Literacy ● Media Literacy ● Transfer

Process Journal and Exhibition Presentation

● Collaboration ● Organisation ● Critical thinking ● Creative thinking ● Reflection

Project Action Proposal document, Process Journal and Exhibition Presentation

● Organisation ● Critical Thinking

Creative thinking

Communication

Collaboration ● Transfer

Process Journal and Exhibition Presentation

● Communication ● Reflection

Process Journal and Exhibition Presentation

T p p j g pp p p p which students consolidate their learning throughout the programme This long-term project is designed for Year 5 as an independent learning experience for a minimum of 25 hours The Personal Project formally assesses students’ ATL skills for self-management, research, communication, critical and creative thinking, and collaboration It marks the culmination of MYP Journey

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*

Each criterion must be assessed at least twice per year. The teacher will determine the ‘best sustained effort’ for each criterion and give a semester grade for that criterion. They do not take an average of the grades, but apply a ‘best-fit approach’ to find the grade that best matches the students’ current level. Criterion levels will then be added up and converted to a 7-point scale. Using the grade boundaries in the table below, students get a final grade out of 7 for each subject.

*

Grade Boundaries

Grade Boundary Guidelines Descriptor

1 1–5

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

2 6–9

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

3 10–14

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

4 15–18

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

5 19–23

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

6 24–27

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

Produces high-quality, frequently innovative work Communicates comprehensive, nuanced understanding of concepts and contexts

7 28–32

Consistently demonstrates sophisticated critical and creative thinking Frequently transfers knowledge and skills with Inspiring

independence and expertise in a variety of complex classroom and real-world situations.

Command Terms

MYP Command Terms define a range of learning objectives and assessment criteria in MYP subject groups Posters noting these terms can be found throughout the school These instructional verbs indicate the level of thinking and type of performance or behaviour that is required of students They are closely related to general and subject-specific ATL skills, and they make explicit a shared academic vocabulary that informs teaching and learning in the MYP The MYP incorporates the command terms used to establish learning outcomes and assessment objectives in the DP

Analyze

Contrast

Annotate

Break down in order to bring out the essential elements or structure (To identify parts and relationships, and interpret information to reach conclusions )

Add brief notes to a diagram or graph

Apply Use knowledge and understanding in response to a given situation or real circumstances Use an idea, equation, principle, theory or law in relation to a given problem or issue (See also “Use” )

Calculate

Classify

Obtain a numerical answer showing the relevant stages in the working

Create*

Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout

Evolve from one’s own thought or imagination, as a work or an invention

Critique*

Deduce

Provide a critical review or commentary, especially when dealing with works of art or literature (See also “Evaluate” )

Reach a conclusion from the information given

Define

Comment

Compare

Arrange or order by class or category

Give a judgement based on a given statement or result of a calculation

Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout

Compare and contrast

Construct

Give an account of the similarities and differences between two (or more) items or situations, referring to both (all) of them throughout

Display information in a diagrammatic or logical form

Demonstrate

Derive

Describe

ve the precise meaning of a word, phrase, ncept or physical quantity

Make clear by reasoning or evidence, illustrating with examples or practical application

Manipulate a mathematical relationship to give a new equation or relationship

Give a detailed account or picture of a situation, event, pattern or process

Design

Produce a plan, simulation or model

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Determine

Formulate

Obtain the only possible answer

Develop*

Hence

Express precisely and systematically the relevant concept(s) or argument(s)

Improve incrementally, elaborate or expand in detail Evolve to a more advanced or effective state

Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses Opinions or conclusions should be presented clearly and supported by appropriate evidence

Distinguish

Document*

Make clear the differences between two or more concepts or items

Credit sources of information used by referencing (or citing) following a recognized referencing system References should be included in the text and also at the end of the piece of work in a reference list or bibliography

Draw Represent by means of a labelled, accurate diagram or graph, using a pencil A ruler (straight edge) should be used for straight lines Diagrams should be drawn to scale Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve

Estimate

Evaluate

Obtain an approximate value for an unknown quantity

Make an appraisal by weighing up the strengths and limitations (See also “Critique” )

Identify

Interpret

Use the preceding work to obtain the required result

Provide an answer from a number of possibilities Recognize and state briefly a distinguishing fact or feature

Use knowledge and understanding to recognize trends and draw conclusions from given information

Investigate Observe, study or make a detailed and systematic examination, in order to establish facts and reach new conclusions

Justify

Give valid reasons or evidence to support an answer or conclusion (See also “Explain” )

Label

List

a title, labels or brief explanation(s) diagram or graph

Give a sequence of brief answers with no explanation

Examine

Measure

Explain

Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue

Give a detailed account including reasons or causes (See also “Justify” )

Explore

Find

Undertake a systematic process of discovery

Organise*

Obtain a value for a quantity

Put ideas and information into a proper or systematic order

Otherwise

Outline

It is suggested that the preceding work is used, but other methods could also receive credit

Obtain an answer showing relevant stages in the working

Give a brief account or summary Inspiring Active Learners, Developing Global Citizens

Understanding eAssessments

In the final year of the programme, each MYP student must develop a personal project independently, which is externally validated by the IB Producing a truly personal and creative piece of work over an extended period stands as a summative review of their ability to conduct independent work

At the same time, schools can register for optional external assessment (eAssessment) in all other elements of the programme It offers students the chance to earn a formal, internationally recognised certificate if they meet the success criteria Once a school registers for eAssessment in the MYP, students can participate in any of these two types of examinations:

● ePortfolios of coursework, including a compulsory ePortfolio for the personal project

● On-screen examinations, with each exam lasting between one hour and 45 minutes and two hours

The graphic below outlines how the two types of assessment – on-screen examinations and ePortfolios – are divided across the MYP's various subject groups. The Language acquisition assessment comprises one on-screen examination and one internally assessed individual speaking assessment.

Academic Integrity

What is Academic Integrity (Academic Honesty)?

Poster designed by Ai - Grade 7

Poster designed by Kaya - Grade 9

International Baccalaureate (IB) programmes encourage students to inquire, take action and critically reflect on what they learn and how it affects their attitudes and behaviour.

They should be able to:

● make their thoughts and their learning explicit

● show how they have developed their ideas

● demonstrate the views they have followed or rejected

Students are encouraged to inquire and to think critically and creatively; students are then asked to give shape to their thinking through oral discussion or presentations, through visual representations and displays, and in multiple forms of writing Essentially academic integrity is the foundation for ethical decision-making and behaviour in the production of legitimate, authentic and honest scholarly work It is a school wide expectation that every member of our community adheres to the school’s Academic Integrity Policy

At KIS, students follow the American Psychological Association (APA) to cite resources.

Photo of MYP students working on their computers

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Library

The School’s library functions as a centre of learning and enjoyment for students They are encouraged to use the library for both learning and leisure The role of the library is to support learning in the classroom and to encourage students to acquire a reading habit Students are encouraged to read not only in relation to their studies, but also for pleasure

The library has 10,000+ English and Japanese collections for fiction and non-fiction books

Students are encouraged to become familiar with the proper use of the library system along with the care of books and resources. Students are taught to select appropriate reference materials, to collect, organise and present information effectively for research assignments and to demonstrate academic integrity.

During the lunchtime recess, students of all grades are encouraged to use the library for a range of activities, from working or reading quietly to playing card and board games.

Friends of the Library - sorting books

Friends of the Library - repairing books

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Timetable

* School Hours

Start Time Morning Break Lunch Break Finish Time

8:30 am 10:15 – 10:35 am 12:30 – 1:25 pm 3:30 pm (Wednesday at 2:30 pm)

The day is divided into 6 periods of 50 minutes each There is a homeroom time each morning from 8:30-8:40 am Students are expected to arrive at school prior to the start of homeroom Gates open at 8:15 am Any late arrivals need to check-in at the office and will be marked as such on their reports

Sample of Grade 7 weekly timetable in Fall 2022

Citation:

✔

Iborganization (n d ) International education International Baccalaureate® Retrieved November 15, 2022, from https://ibo.org/

✔ Vision, mission & values Kyoto International School (2021, June 28) Retrieved December 1, 2022, from https://www kis ac jp/about/vision/

✔ International Baccalaureate. (2014). Myp: From Principles into Practice. Inspiring