MEA Huamao Multicultural Education Academy
华茂多元文化教育中心
Diploma Program Handbook Vision Statement MEA provides an inquiry-based curriculum that teaches both expatriate children and Chinese nationals to think globally and act locally. By having Chinese and foreigners learning “sideby-side” we endeavour to bring East and West together and learn from each other.
MEA Mission Statement At MEA, we celebrate the diversity of our community and aim to assist students to make connections and responsible choices from school to the wider world. We value creativity, knowledge, risk taking, compassion, integrity and a sense of spirit as we strive to foster values and skills that will enable our students to meet the challenges of an ever changing global environment, including the mastery of at least two languages. With holistic and inquiry-based learning, we nurture the inherent curiosity of our students and educate them to become creative, articulate, confident individuals with a life-long love for learning.
Sister School in Melbourne
IB PYP and DP Candidate School
The IBO Mission Statement is: 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.
在目标参照评估测试中,学生并不是相互比较,而是他们的表现与标准进行对照.
Students who participate in the program strive to be: 我们致力于通过IB项目将学生培养成为具备以下特质的人才：
Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective
积极探究 具备知识 善于思考 乐于沟通 重视原则 头脑开明 具有爱心 敢于冒险 身心健全 勤于反思
This is known as the【IB Learner Profile 培养目标】
Please note that MEA strives to align its mission statement with the IBO mission statement and implement programs that stress the importance of attitudes and attributes that help students to become life-long learners. MEA is currently an IB DP Candidate school.
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Welcome to MEA, Welcome to the World I would like to send a warm welcome to you and your family from the MEA community. Our school has grown from 20 students in September 2008 to over 250 students today. As part of our strategic planning we are now planning for a 600 student school by 2014. Our rapid growth has been the result of three key platforms for our community: 1. Provide a best practice, extremely safe environment, 2. Make sure MEA is a fun place to work and learn, and 3. provide a school where expatriates and Chinese nationals can come together, learn from each other and provide opportunities for all students to explore their talents. MEA is different from many schools in China in that we provide a bilingual environment and help students to work towards proficiency in at least two languages (English and Chinese). We strive to help students to learn how to learn and we believe the IB curriculum best enables students to achieve this aim. We are also keen to ensure students are immersed in a 21st century curriculum and that we are preparing students for a 21st century economy. This means that Information Technology is a key subject and tool by which our students learn. Students have access to wireless internet, computers are found in all classrooms, there are two computer suites, students use iPads and build their own websites. Our reports are online and accessible (from a secure password protected platform) anywhere in the world. As a school we hope our students learn the best of Eastern and Western teaching strategies and hence we follow a co-teaching model, with Chinese and Foreign teachers in each class. We are very proud of our school and we are keen to continue to strive for improvement so that we can become the best school not only in Ningbo, but beyond. Our staff are experienced and highly trained educators that are keen to help you with any questions you may have, and at any time. We all welcome you to MEA and we hope you and your family are richly benefitted by joining our community. Ivan Moore PRINCIPAL
MEA is an IB Candidate school for the IB Primary Years Program and IB Diploma Program. This curriculum is truly an international curriculum taught in over 2,200 schools world wide. MEA has 250 students from over 30 different countires. We aim to have a student intake that comprises 50% expatriate students and 50% Chinese students. We are striving to build bridges between Chinese (and eastern curriculia) and western universities. We are working hard to ensure students are not only successful at gaining university entrance, but are also very success in their tertiary studies. Our co-teaching methodology assists us in this goal. Exchange and study tours are offered to our senior students. 1 2
MEA and the IB Diploma Program MEA is already well acquainted with the IBO’s Middle Years Programme (MYP) and Primary Years Programme (PYP). The Primary Years Programme (PYP) was the first course developed by the organisation. Links have been made between Mowbray and MEA to ensure both organisations have a full understanding of all three programs. MEA 已实施国际文凭课程的中学项目和小学项目.在MEA最早实行小学项目。与澳大利亚莫布里 学校的联系能确保双方学校对这三个项目的完整理解。
The International Baccalaureate Organisation (IBO) was founded in the 1960s. The Diploma Programme was born of efforts to establish a common curriculum and university entry credential for students moving from one country to another. International educators believed that students should share an academic experience that would emphasise critical thinking, intercultural understanding and exposure to a variety of points of view. 国际文凭组织成立于19世纪60年代.大学预科项目的成立是为国际学生建立统一的课程和大学入 学标准.国际教育者认为学生应该拥有相同的学术经历,重视评判性思考,文化的相互理解和接触事 物的不同观点.
The DP has evolved and developed to gain wide acceptance and respect throughout the world. It is a two-year program designed for the final secondary years to prepare students for tertiary studies. MEA is familiar with its principles through the MYP and PYP: • •
Educating the whole person, developing general attitudes and values as well as rigorous scholarship; and Emphasising critical thinking and learning how to learn, as well as the learning of the disciplines themselves.
大学预科项目已获得全球广泛的认可.这一两年课程是为学生升入高等学府的预备课程.通过小学 项目和中学项目的实施,本校已对大学预科项目的原则非常熟悉.: • •
培养全面发展的人才,兼顾人生价值观和严谨学术的发展. 在重视学科学习的同时,重视培养批判性思考和学会学习
The DP's grading system is criterion-referenced, which means that each student’s performance is measured against well-defined levels of achievement. These are consistent from one examination session to the next and are applied equally to all schools. 大学预科项目的评分标准是目标参照,意思是每个学生的表现用设计好的标准去衡量的.无论是对 于哪一个科目或是学校,这些标准是始终如一的. With criteria-based assessment, students are not compared to others, only to how they perform against the criteria.
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Who should Study the IB Diploma? 为何选择国际文凭课程？
Not for everyone
The Diploma is a pathway in education that suits some students better than others. It has a global perspective and offers an international quality standard of education with international recognition by universities. It is for students who wish to study at university level. 文凭课程是一条更适合一部分学生的教育路径。它具有国际视野，提供被世界 各地大学广泛认可国际质量标准的教育，它是为致力大学学习的学生所提供的 教育。 Features which students expressly value include: • Its academic rigour • Its breadth and balance • Its emphasis on learning to think for oneself • The development of the skills of individual research. 学生认为课程最具显著的特点包括： • 学术严格 • 广度和学科平衡 • 强调学会个人思考 • 个人研究的技能培养 In developing a wide range of skills for university, the Diploma avoids undue specialisation, thus producing creative generalists that employers value. 在培养学生大学学习的各种技能方面，文凭课程避免过度专门化，培养符合社 会价值的富有创新性的专门人才。 The Diploma successfully stretches particularly able students. 国际文凭课程能成功地增强学生能力。
Not just for the academically gifted.
More information
It is, however, not just for the academically gifted. Most schools allow any student with average reading skills to study the Diploma. A student with average ability who works consistently across the two years can complete the DP very successfully. Any student with a reasonable chance of success at university study should be able to cope with the demands of the Diploma. That is not to say that the Diploma is necessarily the best course for all such students. 课程并不只限于学术。大多数学校允许具有中等阅读水平的学生学习国际文凭 课程。中等能力的学生在持续学习课程两年能成功完成大学预科课程。任何有 潜力在大学学习获得成功的学生都应该有能力达到大学预科课程的要求。这并 不意味此课程是最好的适合全体学生的课程。 The IB website has detailed explanations on all parts of the Diploma Programme. It also has parent and student information sections. IB网站上有关于大学预科课程项目的详细解释。网站上有家长学生信息交流区 域。 Visit (请访问) www.ibo.org 4
The Diploma Program curriculum 大学预科课程 In line with the goal of educating the whole person, the DP curriculum requires that students study a range of disciplines, rather than specialising in only one or two. 为实现培养全面发展人才的目标,大学预科课程要求学生学习一组科目,而不是具体的一门或两门. The DP combines a balance between breadth and depth through selective specialisation, and is explicitly coherent within itself. All students do 3 core subjects together over the 2 years of the course, as well as separate discipline studies. 通过选择性的专业学习,大学预科课程达到课程广度和深度上的平衡.所有学生在参加学科学习的同时 需在2年内完成3门核心课程的学习.
The course at a glance 课程提纲 As the course is scheduled over the full 2 years of years 11 and 12, Year 11 is commonly referred to as year 1 and Year 12 as Year 2. 课程安排在11年级和12年级,11年级通常被叫做DP1年级,而12年级通常被叫做 DP2年级 Students are required to do: • 6 subjects (3 at higher level and 3 at standard level) plus • Theory of Knowledge (ToK) • Extended Essay, (begin in Year 1, submit in Year 2) • Complete specified hours of Creativity, Action and Service.
Maggie Ye DP Coordinator
对学生的要求: • 6门课程(3门高水平和3门普通水平) • 知识论 • 拓展论文(1年级开始,2年级递交) • 完成一定小时数的创造\行动\服务 All subjects have Internal Assessment (IA) (marked by the school and moderated externally) and External Assessment (exams that are sat at school and marked externally). 全部课程都有内部评价和外部评价。内部评价指由学校组织考试给分，外部审核。外部评价指考试在 学校进行，外部进行评分。
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Curriculum model 课程模式 The DP Curriculum model consists of a hexagon with six academic discipline areas (Groups) surrounding a core. Subjects are studied concurrently and students are required to study a range of subjects representing all the major disciplines. 大学预科课程模式是由一个核心和六组学科组成的六边形.科目学习需要同时进行,学生需要学习一组 学科来代表主要学科.
Diploma candidates are required to select one subject from each of Groups 1 to 5. A sixth subject is chosen from Group 6 or, if an Arts subject is not wanted or required, students may choose a sixth subject from either Group 3 or 4. 学生必须从1至5组课程中各选择一门课程.第6门课程可以从第6组课程中选择,或在第3或第4组课程 中再选择一门课程. Three of the 6 subjects are taken at higher level (HL) and 3 subjects are taken at standard level (SL). 6 门课程中3门高水平课程,3门普通水平课程. • SL courses comprise 150 teaching hours over the two years. • HL courses comprise 240 teaching hours over the two years. HL subjects range broader and more deeply in their exploration of knowledge, concepts, skills and understanding • 普通水平课程授课时间为2年150小时. • 高水平课程授课时间为2年240小时 高水平课程在知识,概念,技能和理解方面比普通水平课程学习领域更宽而深入. The next two pages describe the elemnts of this hexagon and later in this handbook, we will describe each course in more detail. 6
Theory of Knowledge (TOK) 知识论
Theory of Knowledge (TOK) is an interdisciplinary requirement intended to stimulate critical reflection on knowledge and experience gained inside and outside the classroom. It is mandatory for every Diploma Programme student; it adds coherence to the programme. TOK should involve at least 100 hours of teaching time spanning the programme’s two years. 知识理论是一门跨学科的课程，它鼓励学生对课堂内外所学知识进行批判性的 反思。这是DP课程中学生必须要学的一门课程，它增加了课程的完整性。该 课程要求学生在两年内，每学年至少学习100课时。 Assessment of performance in TOK Each student is required to submit one essay between 1,200 and 1,600 words, from a list of 10 titles prescribed by the IBO for each examination session. In addition, the student makes a 10-minute presentation to the class and writes a self-evaluation report that includes a concise description of the presentation and answers to questions provided by the IBO. 每个学生要求提交一篇1200到1600字的论文，论文题目来自国际文凭组织所 给的一张题目表，上面有10个预选题目。除此之外，每个学生还要求在班上做 一个10分钟的口头展示，并且要写一份自我评价报告，包括对国际文凭组织所 提的问题做一个简明的描述和回答。
Extended Essay 拓展论文
Creativity, Action, Service (CAS) 创造，行动与服务
The extended essay is an externally assessed, independent research assignment of 4,000 words in one of the six subject areas. This is one of the ways in which IB Diploma Programme students can specialize in a certain subject area and prepare for University studies. 拓展论文是外部评价的独立研究任务。要求根据所学的6门课程中的一门学科 写一篇4000字的论文。通过这种方式，IB国际文凭学生专门研究某一学科领域 ，为大学学习做好准备。 Creativity, action, service (CAS) requires a minimum of 150 hours of participation over the two years in creative, physical and service activities in the local community. The essence of CAS is not the number of hours completed however – it is the spirit in which they are done. The CAS requirement allows students to gain real-life experience beyond the classroom. 创造，行动与服务科目要求在两年里最少150小时的实践。内容包括在学校所 在的当地开展创造性活动、体能活动和服务活动。CAS课程的本质并不在于完 成一定小时数的任务，而在于任务完成过程中的体现的精神。CAS课程的要求 允许学生获得课堂意外的真实生活经验。 Creativity is interpreted broadly to include a wide range of arts activities as well as the creativity students demonstrate in designing and implementing service projects. 创造是广义上的融合项目，期中包括宽广范围的艺术活动和由学生设计和执行 的服务项目中的创造。 Action can include not only participation in individual and team sports but also taking part in expeditions and in local or international projects. 行动不仅包括参与个人或团队的体育运动，还包括参加本地或国际项目的考察 。 7
Creativity, Action, Service (CAS) 创造，行动与服务
Service encompasses a host of community and social service activities. Some examples include helping children with special needs, visiting hospitals and working with refugees or homeless people. Students are expected to be involved in CAS activities for the equivalent of at least three to four hours each week during the two years of the programme. A system of self-evaluation encourages students to reflect on the benefits of CAS participation to themselves and to others, and to evaluate the understanding and insights acquired. 服务包括许多社区和社会服务活动。例如帮助特殊需要的儿童，访问医院，为 难民和无家可归的人工作。希望学生能在两年的学习中平均每周参与3至4小时 的CAS活动。自我评估系统能鼓励学生反省他们在CAS活动参与中对自己及对 他人的益处，并且评估他们所获得的认知和深刻理解。
MEA student completing Chemistry experiment
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Group 1 组1 Language A 语言A(语文)
A first modern language: Language A1. This is usually the student’s native language. For MEA students it will be English. However, International students may study their mother tongue language. 第一语言:通常是指学生的母语.对MEA学生为英语,而对于国际学生可能是他们 的母语.
Group 2 组2 Second Language 第二语言（英语）
A second modern language. Students who have previously studied a second language for a number of years will study that language as Language B. MEA will be offering English or Chinese as a second language. Another option is ab intio Language – a beginner’s language course at SL only. We offer ab initio Chinese. 第二语言:学生将已学习多年的语言作为第二语言.MEA将提供英语和中文作为 第二语言.同时提供初学语言(只提供普通水平课程).我们提供初学汉语课程.
Group 3 组3 Individuals and Societies 个体与社会学
Students select from • Economics • Business & Management or • Psychology These can all be completed at either SL or HL. 学生可选择:经济\商务和管理\心理学(高水平或普通水平)
Group 4 组4 Experimental Sciences 实验科学
The subjects available in this group are: • Biology • Chemistry or • Physics These can all be completed at either SL or HL. 学生可选择:生物\化学\物理(高水平或普通水平)
Group 5 组5 Mathematics and Computer Science 数学与计算机
Students must study mathematics. The options are Mathematics High Level, Standard Level or Mathematical Studies SL.
Group 6 组6 The Arts/Options 艺术/其他
The Arts includes • Film • Music or • Visual Arts
学生必须学习数学,可选择高水平\普通水平\数学学习(普通水平)
Options: Instead of a group 6 subject, a candidate may select an additional subject from groups 3 to 4 艺术包括电影\音乐\视觉艺术.学生可从第3或第4组课程中选择一门课程取代第 六组课程. 9
Assessment 考核 Students take written examinations in May of their senior year. These exams are sent to external IB examiners and results are available at the beginning of July. Students are also required to complete class work over the two years at school. These exams are marked by the student’s instructor and then moderated by external examiners. 学生在最后一年的5月参加笔试。考卷会发给学校外部的IB考官，结果会在7月初公布。同时，学生 需要完成两年的课堂学习和作业。两年学习期间的考试是由老师评分，外部的考官审核的。 Each examined subject is graded on a scale of 1 (minimum) to 7 (maximum). In order to be awarded the diploma, a student must meet defined standards and conditions, including a minimum total of 24 points and the satisfactory completion of the three diploma requirements: TOK, the extended essay, and CAS activities. 每个考试科目都有1分-7分的评分标准.为了能获得文凭,学生必须要符合标准和条件,最低分数为24份, 并完成核心课程:知识论\拓展论文和创新\行动与服务活动. What do Grades 1 - 7 indicate? 1分-7分代表什么? Grade 1 = very poor (1分=很差) Grade 2 = poor (2分=差) Grade 3 = mediocre (3分=平庸) Grade 4 = satisfactory (4分=及格) Grade 5 = good (5分=良好) Grade 6 = very good (6分=很好) Grade 7 = excellent (7分=优秀) The minimum score of 24 is based on the notion that a grade 4 represents a passing level in each of the six subjects. Excellent performance in all of the six subject areas results in a total of 42 points (7 points for each subject). The maximum diploma point score is 45. TOK and the extended essay contribute to the overall score through a matrix system which awards up to three points based on the candidate’s combined performance. 最低分数24分要求基于6门课程都拿到4分,这代表及格水平.最高分数为45分,根据学生的综合表现,学 生在知识论\拓展论文可获得3分. Progress Grades The criterion for assigning grades of 1-7 are measured against set IB standards for each subject. Each subject has its own internal assessment (IA) and external assessment (examinations at the end of the Diploma). MEA does not provide parents with grades for the IA until the end of January of the second year of the Diploma. This is because the marking criterion assumes the student has finished the Diploma Programme. Instead the school uses Progress Grades to keep parents informed of their child’s academic progress.
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MEA reports on student progress each January and June. A letter grade is used to indicate performance on internal assessment (both formative and summative assessment) conducted in class. A grade from 1-5 is also used to indicate how the the teacher views the effort being put into a student’s study during the semester. Records of academic progress are kept by teachers to inform parents of progress and to mentor students in their progress within the Diploma. These grades are not submitted to the IBO. However, they are useful guides to monitor attitude to work, highlight students who are having difficulties and to commend those who are doing well. Students who are new to MEA will be monitored in their first month at the school and a progress report will be made by teachers and presented to parents. MEA uses an on-line reporting system managed by ManageBac. This services is used at more than 1,000 IB schools around the world. The system also assist students in planning for their Internal Assessment. It is important parents provide an email address so they can access these reports.
Internal Assessment Each subject has its own form of Internal Assessment (IA) that contributes to a student’s IB score. In Group 4 subjects this involves experimental laboratory reports. In Visual Arts the IA is in the form of a portfolio. In Language A and B it is in the form of essays. It is important that students and parents refer to the subject guides for more information on the IA. A short description is provided on the following pages under the course descriptors. Year 11 Examinations Students in the first year of the Diploma will sit examinations in January and June. Mock Examination A mock examination will be held in January of the second year of the program. These examinations give the student a chance to practise what the actual examination will be like. Teachers provide predicted grades to the IBO based on these examinations and it is important that students prepare thoroughly for these examinations. Universities in some countires provide conditional entry to universities based on the predicted examination results.
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Course Guide: Over the next seven pages the subjects that are offered at MEA are described in greater detail.
Group 1: Language A1 English and Chinese – Higher and Standard Level Students will take either Chinese or English as their principal language of study Language A1 English is designed to broaden students’ perception and understanding of themselves and their relationship to others through the study of diverse literature. Students read texts that include a range of periods, styles, genres, and cultures, thus enhancing the goal of an interest in lifelong learning. The course aims to develop students’ analytic abilities, critical thinking, and self-expression in both written and oral forms. The course also seeks to develop attitudes of respect and tolerance and an understanding of the peoples of the world. Topics Topics include a variety of literary terms, their uses, and their effectiveness, for example, satire, motif, symbol, black humour, allusion, epigraph, magical realism, rhetorical techniques, purpose, narrative tradition, etc. As well, techniques of writing and composition play an important role. Students study how to write effective literary analyses and criticisms, use documentation, imitate writer style using their own voice, write expository, persuasive, and creative essays, develop journal-writing skills to explore and practice literary criticism and technique, and practice formal, timed essay writing. Techniques and criticism in literature studied include satire as a form of persuasion and political statement, existentialism, feminist literature, historical perspective and context, and cultural context. Assessment Internal Assessment Orals Presentation Formal Commentary Total 30%
External Assessment (Exam plus essay) Exam 50% HL 2 essays 20% SL 1 essay 20% Total 70%
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Group 2: Language B Three languages are on offer for Group 2 - English, Chinese or French ab anitio. The description below applies for both English and Chinese which are assessed along similar lines. Language B is an additional language-learning course designed for students with some previous learning of that language. It may be studied at either SL or HL. The main focus of the course is on language acquisition and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. The material should be chosen to enable students to develop mastery of language skills and intercultural understanding. It should not be intended solely for the study of specific subject matter or content. Topics The core—with topics common to both levels—is divided into three areas and is a required area of study. • Communication and media • Global issues • Social relationships In addition, at both SL and HL, teachers select two from the following five options. • Cultural diversity • Customs and traditions • Health • Leisure • Science and technology Also, at HL, students read two works of literature. Assessment Internal Assessment Individual Oral Interactive Oral Activity
Total 30%
External Assessment Paper 1 Receptive Skills Paper 2 Productive skills Written Assignment Receptive & Written skills Total 70%
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Group 2 French ab initio – Standard Level French will offered at MEA if there is sufficient interest from students. With 140 hours of instruction, this is the first part of a two-year beginner’s course. The general objectives are to develop the students’ communication skills in the target language; to make them draw comparisons between the language structure, vocabulary, and culture under study and their own; to help them make connections with other school subjects; to help them use the new language for personal enjoyment and enrichment; and to give them a broad outlook on the different cultures and usages in place in the different French-speaking countries (paving the way, one would hope, to a natural attitude of tolerance and understanding in terms of different accents and customs, for example.) More precisely, by the end of year 1, the students should - demonstrate an understanding of basic vocabulary and language structures by responding to statements, questions or commands. - demonstrate an understanding of the different levels of language (informal vs. formal). - use standard pronunciation in the target language; use basic vocabulary. and structures to ask, answer and make statements. - apply knowledge of the conventional forms of address. - read a variety of simple texts for comprehension and expansion of vocabulary; - respond to reading in writing; - write complete but simple sentences using basic vocabulary. and structures; - write for specific purposes using a model; and use resources to communicate more effectively and correct their writing. Approximately half of the vocabulary of the prescribed topics will be dealt with in year 1, and more than half of the grammar portions, so that year 2 could be more geared to the oral preparation. Assessment The assessment will fall into 30% oral, 25% writing work, & 45% reading comprehension.
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Group 3: Economics Economics HL/SL will span two academic years and is available to students in grades 11 and 12. (However, students must begin the course in Year 11.) Economics is designed to develop within the student: disciplined economic reasoning skills; an ability to apply tools of economic analysis to situations and data, and to explain the findings clearly; an understanding of how individuals and societies organize themselves in the pursuit of economic objectives; and ability to evaluate economic theories, concepts, situations and data in a way which is considered rational and unprejudiced; and international perspectives which feature a tolerance and understanding of the diversity of economic realities in which individuals and societies function. The four compulsory parts of the syllabus: resource allocation; national income analysis; international trade; and economic growth and development, give students at both levels exposure to both macro and microeconomics. The economics program contributes to internationalism in the IB by encouraging candidates and teachers to: • appreciate the interdependence of countries • understand the implications of the development of an open international economy • have a critical awareness of the global economy and of its economic and cultural implications • recognize the universal acceptability of fundamental economic principles, • appreciating the need for different solutions in different circumstances • pay special attention to the problems of economic development • develop an interest in, empathy for, & awareness of other cultures & their economic systems. Topics Covered The first semester of Year 1will begin with a foundational unit in which students will explore basic economic concepts & the analysis of current issues such as: unemployment, inflation, energy, pollution, poverty, and government regulation. Students will receive an in-depth analysis of microeconomics, including: the price mechanism and supply & demand analysis; consumer choice; cost and revenue analysis of the firm; market structures; factor markets and income distribution; market failure and the role of government; & current economic problems such as pollution, poverty and discrimination. The second semester will comprise an in-depth analysis of macroeconomics including: aggregate economic measures; aggregate supply & demand analysis; economic fluctuations and growth; money, banking and credit; stabilization policy; problems such as unemployment, inflation & budget and trade deficits; and international trade and finance. This course will establish a foundation in the study of economics for all students that will enable them to navigate through IB Economics coursework during Year 2 of the program. During Year 2, students will use the foundational information that was gained in the first year to focus on patterns of economic growth in the developing world. Various patterns of development will be explored along with the theory behind the strategic models available to planners. State planning will be contrasted with free market alternatives, and industrialization will be discussed critically as a development strategy. The roles of both the tourist industry as well as aid agencies will also be examined during Year 2. Students will also be exposed to issues related to agricultural development during this year. During the final segment of the second year, students will be actively involved in guided exam review sessions. Internal Assessment External Assessment Orals
Assessment: Total 30%
(Exams) Paper 1 40% Paper 2 30% Total 70%
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Group 4: Sciences Chemistry - Higher and Standard Level The IB Chemistry course is a more rigorous treatment of the basic principles in Chemistry that would enable students to cope with their first year college course work. The program aims at developing a solid foundation in chemistry and its understanding with respect to the world around us. A lot of emphasis will be laid on practical skills which would include planning, investigation, data collection, processing and presentation. Students enrolled in the IB program will also have to do an interdisciplinary science project. The program will follow the IB standard level and higher level. The options tentatively planned are Option B: Human Biochemistry and Option F: Food Chemistry. Physics – SL and HL The Ib Physics course will enable students to aquire a broad body of knowledge, methods and techniques. The students will develop the ability to analyse, evaulate and communicate scientific information. In studying this course students will be able to plan and perform practical investigations. The course will focus on the moral, ethical and social implications of science. Students will also develop an understanding of the importance of international communication in the development and dissemination of scientific information. Opportunities are given to use technology and apply their understanding to projects and learning experiences. Students are encouraged to become independent learners. Assessment in Physics and Chemistry Students sit three external examination papers: Paper 1 - is composed of multiple-choice questions Paper 2 - tests the core and AHL material for HL students (just the core for SL students). Questions address objectives 1,2 and 3. Paper 3 - tests the knowledge of the options and addresses objectives 1,2 and 3. At HL students will answer short-answer questions and an extended response question in each of the two options studied. Internal Assessment Assessment is frequent and on-going in Group 4 subjects. Methods of evaluation incorporate rubics and include formative and summative assessment to evaluate teaching and learning. The IA is worth 24% of the final grade and includes a collaborative, interdisciplinary project and a mixture of short and long-term investigations. This projects helps students to appreciate the environmental, social and ethical implications of science.
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Group 5 Mathematics HL This is designed for advanced students who are capable of a more rigorous course at an accelerated pace. It emphasizes on the multi representational approach of developing the different concepts, results, and problems geometrically, numerically, analytically, and verbally. It aims at developing insight into mathematical form and structure and the link between the concepts in the different topic areas. The course consists of the core and the optional parts. Students enrolled in the course are assumed to have mastered in geometry, and advanced algebra concepts. The first part of the course deals with pre-calculus topics such as the different functions and equations, trigonometry, matrices, vectors, statistics and probability and is taught during the first year of the program. The second part of the course deals with differential calculus, integral calculus, and first order differential equations and taught in the second year of the program. There are optional content such as advanced topics in statistics and probability, sets and relations and groups, series and differential equations, and discrete mathematics. The portfolio component of the course incorporates investigative work that deepens understanding, and mathematical modelling that requires an experimental approach. External assessment is in the form of an examination that the student will write at the end of two years in two parts. Group 5 Mathematics SL This is designed for students who have a sound mathematical background and are able to apply simple mathematical skills correctly. Through the use of the unifying themes the course becomes a cohesive whole rather than a collection of unrelated topics. Broad concepts and widely applicable methods are emphasized. Students enrolled in the course are assumed to have a good knowledge of geometry, and advanced algebra concepts. The first part of the course deals with topics such as functions and equations, trigonometry, matrices, and vectors and is taught during the first year of the program. The second part of the course deals with statistics, probability, the basics of differential calculus, and integral calculus. This is taught in the second year of the program. The portfolio component of the course incorporates investigative work that deepens understanding, and mathematical modelling that requires an experimental approach. External assessment is in the form of an examination that the student will write at the end of two years in two parts.
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Group 6 IB Visual Arts Course description: This course aims to create an understanding, tolerance and respect of self and others, through studying international artworks, styles and history including contemporary works along with studio work. Students will keep a “research workbook” that includes: analytical research, discovery, interpretation and media experiments. These may include responses to articles, reports from gallery/museum visits, photos, photocopies, magazine clippings, etc. Students will choose which medium they are to work in and ultimately they will have an exhibit to show their work at the end of the program. Topics: Topics will include various techniques such as how to use each medium , movements in art such as realism, impressionism, fauvism, cubism, surrealism, contemporary works, etc., and analysis and effective use of criticism and symbolism. Students will learn how to create original works of art imitating techniques that famous artists used. Critiques will include the use of vocabulary of the Art Elements (line, shape, form, colour, etc.) and Art Principles (Unity, Pattern, Design, etc.), as well as connections to art history. They will research current artists via the internet, read articles, contact and interview artists and other people in the art world (gallery owners, curators, photo editors, etc.) to further understand the art world. The final goal of the course is for them to have their own style of work, a consistent, cohesive portfolio of work to be able to speak about articulately and intelligently. They will also be able to conceptualize and critique others’ work and be able to recognize certain styles or eras. There will variation in the quality and quantity of work in either the workbooks or studio based upon the level of the student (HL, SLA, SLB).
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Who teaches the IB Diploma at MEA? Name
Class
Mrs Sharon White
Language A&B Teacher
Mrs Maggie Ye
Language B Teacher
Mr Wenbin Yang
Language A&B Teacher
Mr Sean Ayton
Economics Teacher
Mr Ivan Moore
Chemistry Teacher
Photo
Qualifications
Sharon studied American Literature and has a major in Mexican American Literature. She has previously taught as a Middle and High School teacher at the Banff School, Houston, Texas. Sharon has two children at MEA and is the MYP and DP English teacher.
Maggie Ye graduated from Ningbo University where she won the scholarship of excellent students for her year. She has been awarded the Certificate of CET6, TEM4, TEM8 (English) and Level 3 of Japanese-language Proficiency. She won the honors as “The Excellent Student Leader in Ningbo University”, “The Excellent Graduate of 2005 in Ningbo University” and “The Excellent Graduate of 2005 in Zhejiang Province”. After graduation, she continued her studies at the University of York in UK. During the graduate program, she was the Secretary of Postgraduate Committee in Derwent College in University of York. After taking a Master Degree of Arts in Education, she joined MEA as the DP Coordinator. Yang Wenbin, until recently, has been working at the Singapore International School Shanghai for five years. He has a Bachelor of Arts and Masters of Arts in Teaching. He is an IB trained teacher and is looking forward to the new challenge of helping MEA to open an IB Diploma Program.
Sean has worked in several countries, including the UK, Japan and China. He is currently employed at both MEA and the University of Ningbo and is studying his Masters of Education. Sean is a very experienced ESL and Humanities teacher.
Ivan has a Bachelor of Science, Bachelor of Science (Honours) and Graduate Diploma of Education. He has taught the UK national curriculum, New Zealand Bursary, Pacific Senior Secondary Certificate, South Australian curriculum, Victorian curriculum and IB PYP and MYP. He has worked in the UK, Vanuatu, Australia and China.
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Name
Class
Mr Steven Murray
Visual Arts Teacher
Mr Joel Seow
Physics Teacher
Ms Susan Su
Physics Teacher
Ms Shania Yu
Math Teacher
Ms Maggie Jia
Chemistry Teacher
Photo
Qualifications
Steven taught for five years in Guangdong Province at Garden County International School. Steven has previously had the role for IB Diploma Visual Arts teacher and by job sharing with Sue will take up a similar role at MEA. Steven has studied a Bachelor of Visual Arts, a Post Graduate Certificate of Education and is currently studying his Masters of Education by correspondence with Nottingham University in the United Kingdom.
Joel Seow has a Bachelor of Science, Bachelor of Science with Honors and Masters of Education. He is extremely knowledgeable in IB Programs; acting as an IB MYP Moderator and IB DP Physics assessor. Joel is assisting MEA with the implementation of the DP.
Su Weina graduated from Tianjin Normal University with a Bachelor of Education majoring in Physics. She was previously employed by Zhicheng School before joining MEA.
Shania Yu has a Bachelor of Finance, accounting and management from the University of Nottingham, Ningbo. She has 2 years working experience in accounting firm as an auditor and tax consultant. This year, she was employed as mathematics teacher for MYP and DP. She wishes that all her students fall in love with math and are able to manipulate Math as a good tool for their lives and future academic study.
Maggie Jia, chemistry teacher in the DP, graduated from East China Normal University. She obtained a Master Diploma in Chemistry Education. She has worked as a cadet chemistry teacher in shanghai for one semester before joining MEA. She endeavors to help every student experience success in their learning of Science. She loves teaching, but most of all, she loves students and she loves helping others understand Chemistry.
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Responsibility of a Homeroom teacher and mentors Students will meet with their homeroom teacher at least once per day to go through a daily brieifing. The homeroom teachers are responsible for the daily management of a class of students and will liaise with parents. Ideally we will have one female and one male as homerooms teachers for each class. In addition to the homeroom teacher each student will be assigned a mentor who will meet with the student on a weekly basis to go through any academic issues or concerns. Students will also have a mentor for their Extended Essay (please refer to the Extended Esay handbook. Students are encourgaed to learn to be independent and to be reflective and the mentors will encourage students to reflect on their learning behaviours and the methods they are using to maximise their learning potential.
Daily Routine MEA offers the Diploma Program to both day students and boarding students. Classes for day students begin at 8:00am with a short brieifng with their Homeroom teacher. Classes start at 8:15am on a nine lesson day with each lesson being 45 minutes. Class concludes at 5:00pm on Monday to Thursday but early on the Friday. Many of our boarding students study English as an Additional Language (EAL) and there are additional morning classes to assist these students with their study of English. We ecourage EAL students to join the school as early as possible; ideally in the Middle School to adjust to an English-rich environment. In Year 10 the students study an English Support program in the afternoons that includes: Reading Prgram, Film Appreciation, Drama and Physical Education (in English).
Time Mon 7:45 - 8:45 8:15- 9:00 L1 9:00-9:45 Physics L2 9:45-10:30 Physics S 10:30-10:50 L3 10:50 - 11:35 Language A L4 11:35-12:20 Math L 12:20-1.10 L5 1:10-1:55 Math L6 1:55-2:40 Visual Art L7 2:40-3:25 Visual Art S 3:25-3:55 L8 3:55-4:40 Language B HG4:40-5:00
Tue
Wed
Thu
Fri
Learning Support
Language B Language B TOK Economics Economics Chemistry Chemistry Physics (HL)
HL, EE, SL Math Math Recess Language A Language A LUNCH Economics Economics TOK Recess Language B
Chemistry Chemistry
Math (HL) Chemistry (HL)
Language A Language A
Physics Physics
Language B Visual Art Visual Art
Visual Art (HL) TOK CAS
Economics (HL)
Homegroup Mentor
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Homework Homework is an important part of the curriculum and is used as a time to reinforce important concepts taught in class. It is also a time when students can access the library to further research ideas and to prepare for summative assessment items. Many of the tasks within the IB Diploma are designed to be completed over several weeks (or longer) and students need to plan their time well to ensure they are not rushed just prior to submission deadlines. It is anticipated that, on average, students might have three hours of home work per night. Students are expected to complete their homework taks on time and to the best of their ability.
Parent participation With older students parents sometimes feel dislocated from the school and their child’s studies. We encourage parents to meet with us whenever we they have any questions or concerns. In addition we will hold a meeting for DP parents at least once a term (every 10 weeks). We also encourage parents to get involved in special events at the school.
Special Events MEA holds special events for occassions such as Christmas and Chinese New Year. In addition we hold leadership and team building activities and we encourage parents to get involved.
Final Notes: It is important that students learn to balance their studies with having some fun. The DP experience should be an enjoyable time for our students. We want them to work hard, but also to sieze every opportunity available to them and revel in the possibilities of the present and future. We encourage constant feedback. We are keen to communicate with our community and to continually strive to be the best school, not only in Ningbo, but beyond. Enjoy the Diploma Program at MEA!
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Appendix A - What is inquiry and how does it work?
At MEA we use conceptual-based learning. This means that rather than teaching a student what she already knows, we first use pre-assessments to determine current understandings. It also means that although we may have some preconceived ideas about what we want to teach our students, our lessons are also driven by our students: what they already know, what they want to know, what we as a class want to know and how we might together answer “big questions”. Students and teachers first ask questions together as a class and then together they go on a journey of discovery (or inquiry) as to how to answer those questions. The learning process looks like this:
What do we currently know?
What do we want to know?
Explored via pre-assessments & use of tools such as KWL charts and pre-tests.
Are we are on the right track?
Teachers use formative assessments throughout the learning process to make sure learning is occurring.
What have we learnt together?
Teachers use a variety of summative assessment tools, such as: oral presentations, practical reports, and criterion based assessment rubrics.
How can we act on this learning?
Students may (where appropriate) be encouraged to act on their learning. This is particularly evident in CAS.
Reflection: how can we improve our learning next time?
Teachers, students & parents all reflect regularly on the learning process together.
In the DP teachers and students concentrate on “big questions” that they seek to answer together. This means that the content is made relevant and engaging for the student. In the senior school it is important that students learn research skills & independent learning. This does not mean that the teacher takes a backward step. Rather the teacher sets the scene for the learning process with provocations and questions. The students then investigate, research and reflect on their learning. The learning process should go beyond learning conent, to pass examinations, to answering real world questions. Given that the teachers are helping to build life-long learning skills through the IB Learner Profile (LP), you will notice that each topic concentrates on 2-3 aspects of the LP and links to the Theory of Knowledge (TOK) & their Community, Action and Service (CAS) that the students will explore both inside & outside the classroom. Over time students will work with students to learn attributes & skills so that by the time they leave our school, they have an armory of skills and attitudes that help them as learners of any topic. We aim to not only have them be successful on their examinations, but to also give them the skills to be successful at university and beyond.
Appendix B - MEA BILL OF RIGHTS
This declaration refers to the rights of staff, students, parents and all other members of the wider MEA Community. If any rights are not upheld, then all members of the MEA Community have the right to access a fair and impartial grievance procedure. This Bill is open to regular review and amendment. 1. The right to be safe All members of the school community have the right to feel safe. This includes psychologically, physically, environmentally & socially. This applies to all areas of the school & all activities, including transport. 2. The right to learn Students have the right & responsibility to learn & teachers have the right & responsibility to teach. Students have the right to a relevant curriculum that caters to individual needs. Parents have the right to be aware of the curriculum their child is being exposed to. Curriculum should be easily accessible for all members of the school community. 3. The right to participate All members of the school community have the right to be informed & to participate in the functioning of the school. 4. The right to a voice All members of the school community have an equal voice and the right to express their opinions as long as it does not affect the rights of others. 5. The right to be yourself without fear of judgement All members of the school community are unique individuals have the right to be themselves as long as this does not affect the rights of others. 6. The right to be respected and respectful All members of the school community should treat each other with respect. This right includes the responsibility to treat school facilities & environment and other people’s property in a respectful manner. 7. The right to be equal All members of the school community should be treated equally and are allowed to participate regardless of their gender, age, sexual orientation, social status and position in the school, religion, ethnicity, physical appearance or ability. 8. The right to achieve All members of the school community are encouraged to strive for their goals. The school has a responsibility to provide reasonable assistance to achieve these goals. 9. The right to have access to necessary support All members of the school community should have access to appropriate support to maintain mental and physical health and access to educational and financial support. 10. Right to a fair grievance procedure All members of the school community have the right to express concern where the rights of one of more community members are not upheld or are conflicting. All concerns will be addressed fairly through a clear process. 11. Right to Privacy All members of the school community have the right to have personal information maintained confidentially.
At MEA we celebrate our diversity and through that diversity we feel we gain better understanding of the global community. It is our desire to actively understand our differences and realise that “other people, with their differences, can also be right.�
Huamao Multicultural Education Academy No 2 Yinxian Dadao Yingzhou District Ningbo 315192 P: +86-574-88211160 F: +86-574-88211170 W:
www.mea-international.com and www.meaevents.net