Secondary Programme Guide 2016 / 2017 by Pechersk School International

2016/2017

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Dear Parents and Students: Welcome to the PSI Secondary Programme Guide. We hope that the information provided here will give you a much clearer sense of all aspects of our School programme - MYP, DP, support services, graduation requirements and much more! (Please note that guidelines for student behaviour are outlined on all MyPSI homeroom sites as well as in the Parent/Student Handbook.) In addition to this guide, we will continue to offer both individual and group meetings for parents. We also encourage you to contact teachers if you have questions about any particular class or about your childâ&#x20AC;&#x2122;s individual needs. We firmly believe that communication about our programme must be two-way and look forward to other opportunities to speak with you directly about the education we provide at PSI. While this document provides an overview of every course we offer, we strongly encourage parents to also regularly visit MyPSI to get more detailed information about what is happening in each course throughout the year. In the meantime, we hope you find this guide useful as an overview of the IB programmes and our course offerings. As always, please let us know if you have any questions or want more information. Weâ&#x20AC;&#x2122;re happy to help! Regards, Patricia Puia Paul Horkan Secondary Principal MYP Coordinator Assistant Principal

- AN IB WORLD SCHOOL SINCE 2000 -

David Freeman DP Coordinator

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TABLE OF CONTENTS CONTENT School Overview

PAGE

Mission Statement

Learner Profile

Overview of Secondary Programme

Overview Daily Schedule Programme Organisation Three Roads to Graduation

6 7 7 8

IB Middle Years Programme (MYP)

Programme Description Aims and Objectives Periods of Instruction Personal Project Homeroom Programme Assessment

10 10 11 12 13 14

MYP Course Outlines Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

16 30 45 60 76

IB Diploma Programme (DP)

Overview Qualifying to Enter the DP Curriculum Requirements Higher Level and Standard Level Other Requirements Assessment Earning the IB Diploma Reviewing the Results Expectations and Consequences University Qualifications DP Course Outlines Group 1: Studies in Language and Literature Group 2: Language Acquisition Group 3: Individuals and Societies Group 4: Experimental Sciences Group 5: Mathematics Group 6: Arts Theory of Knowledge (TOK)

93 93 94 94 94 95 95 96 96 96 97 100 106 113 121 128 133 135

Beyond the Curriculum

Reporting Awards and Recognitions Support Services At Risk Interventions Athletics, Extra Curricular Activities (ECAs) and Trips

137 139 140 140 141

Appendices

Sample MYP and DP Schedules Student Guide to Success at PSI Glossary of Terms

145 148 149

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PSI New Mission Statement Pechersk School International is a diverse learning community which provides an academically challenging programme in a student-centred environment. As an IB world school, PSI is committed to developing well-rounded, global citizens by promoting personal excellence in the classroom and beyond. OUR MISSION

DEFINITION

Learning Community

A spirit of collaboration pervades the school, with all members of the school community committed to, student success and wellbeing as well as to their own lifelong learning.

●

PSI is an IB World School offering all three programmes for students EC Grade 12. Students are prepared to attend universities that match their needs and abilities.

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Academically challenging programme

Student-centered environment

LOOKS LIKE….

Students engage in a wide variety of activities and experiences that promote powerful learning along with increased self-confidence, personal empowerment, and the freedom to explore personal passions.

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PSI students and community members are global citizens, empowered to recognise and act on issues of importance in their local and international communities.

Mother tongue programme

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An IB inquiry approach with the students at the center of the learning Extensive libraries and IT resources that support a range of topics and interests A Secondary School Bring Your Own Device programme to connect students to a wider world Support for student-initiated action

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● ● ● ● ● ●

Written, taught and assessed curriculum standards based on current best practices An IB curriculum framework Frequent internal and external, formative and summative assessment

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● Global citizens

Students, teachers, staff and families working together to ensure student success Respectful and positive interactions among all shareholders A focus on learning for all members of the community

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Appreciate local and international cultures Engage positively with students within and beyond their own nationality/ background Accept and understand their own and other cultures Listen to others and respect opinions/ perspectives Express opinions respectfully Take positive action on issues of local, national and global importance

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Personal excellence

At PSI, students work with teachers to define their own standards for excellence both in academics and areas of passion and work to achieve those

● ● ● ● ● ● ● ● ● ●

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Student goal-setting Student led conferences and portfolios Student-Parent-Teacher Conferences Standards based reporting A variety of external and internal assessments, as well as self-assessment and reflection Recognizing high achievement as well as personal effort Ukrainian Externum Programme Academic Honesty Policy PYP Exhibition, MYP Personal Projects, DP Extended Essay Sports competitions, theatrical and musical performances, Model United Nations, Maths Counts, Destination Imagination, and other opportunities that showcase student talent Placements at top rate universities around the world

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 organisation works with schools, governments and international organisations 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.

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THE IB LEARNER PROFILE Pechersk School International is an authorised IB world school. A driving force behind the IB is its commitment to international education. The IB Learner Profile runs across all three IB programmes and, ‘is central to the definition of what it means to be internationally-minded.’ (IB Learner Profile Booklet, March 2006).

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

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

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions their consequences.

Open-minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and the world around us.

Risk–takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives - intellectual, physical and emotional - to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.

Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

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OVERVIEW Pechersk School International Kyiv (PSI) is a modern, comprehensive, co-educational day school serving students from approximately 40 countries between the ages of 3 and 18 years of age from Early Childhood (EC) through Grade 12. The name ‘Pechersk’ was taken from the area of Kyiv known historically as the city’s centre of learning, reflecting the discipline and integrity of the scholarship practiced at the famous Pecherska Lavra, now a UNESCO World Heritage site. Our school motto is ‘A place where we belong.’ The school was started in 1995 by a group of parents from the diplomatic and business community, and is a not-for-profit entity. Enlisting the help of embassies, companies and individuals, parents opened the school with just 47 students. Since then, the school has grown to approximately 400 students. In August 2003, PSI moved to its current location at Viktora Zabily 7a, close to the centre of Kyiv on the right bank of the Dnipro River. Our EC – Grade 12 staff is made up of more than 60 teachers from twelve different countries with the four largest national groups representing the USA, Canada, Ukraine, and UK. All hold teaching degrees and more than 70% hold Masters degrees; two teachers have doctorates. Admission is determined by the age of the student, previous school reports, an admissions screening procedure and the school’s ability to provide a suitable programme within class size limitations. The average class size for all MYP (Grades 6 - 10) courses is 15; DP classes (Grades 11 and 12) have an average of 10 students. All classes are capped at 20, allowing for significant personal attention. (Please note that class sizes vary based on subject area and size of year group.) An English as an Additional Language (EAL) programme is available for non-native English speaking students through Grade 10 to support their development as English language learners. The school has no special provision for children with significant learning disabilities, but does offer support to those with mild special learning needs. The school has one full time Special Educational Needs (SEN) teacher who services students EC - Grade 12. Facilities PSI Secondary School has classrooms on all three floors of the Secondary building. These facilities include a computer laboratory, as well as wireless laptops networked with Internet connections, an art studio, two science laboratories, a Design Technology workshop, a music room, a drama room and a library. The Science laboratories have been equipped to serve as centres for Biology, Chemistry, Physics and Environmental Studies. PSI has a medical assistant located in our Clinic on the ground floor of the Primary building. There are over two acres of outdoor area, including a lighted, 5-a side Astroturf soccer pitch. The site is completely enclosed with a gated entrance with access through electronically controlled turnstiles. The School is under 24-hour surveillance by security guards. PSI also leases a large swimming pool, tennis courts and soccer fields off campus to extend our physical education programme. In 2016-2017, PSI will be in the midst of a major building project that will provide us with a new building which will house a double gymnasium; swimming pool; new science labs; music, art and drama classrooms; an auditorium; an expanded cafeteria with kitchen; and additional classroom and meeting space. That building will open in August 2017.

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DAILY SCHEDULE 8:25-8:35 8:35 – 9:15 9:15 – 9:55 9:55 – 10:05 10:05 – 10:45 10:45 – 11:25

Homeroom Period 1 Period 2 Break Period 3 Period 4

11:25 – 12:05 12:05 – 12:45 12:45 – 13:25 13:25 – 13:35 13:35 – 14:15 14:15 – 14:55

Lunch Period 5 Period 6 Break Period 7 Period 8

Extra Curricular Activities begin at 3:00 or 4:00 pm, depending on the activity. Students should not arrive in the school before 8:00 am or stay after 5:00 pm, unless they are part of a scheduled and supervised activity. Students are not permitted on campus on weekends unless this has been prearranged with school administration and includes adult supervision. PROGRAMME ORGANISATION PSI is an International Baccalaureate (IB) World School, offering all three of the IB programmes – Primary Years Programme (PYP) in EC – Grade 5, Middle Years Programme (MYP) in Grades 6-10 and Diploma Programme (DP) in Grades 11 and 12. (Both MYP and DP will be explained in depth in this guide.) At High School level (Grades 9 – 12), students may follow one of three paths toward graduation. • All students who successfully complete our high school program receive a PSI diploma, which is accredited by the Council for International Schools (CIS) in Europe and the New England Association of Schools and Colleges (NEASC) in the United States. • In addition, students may opt to earn IB certificates for some classes in Grade 12. • Finally, highly motivated and proficient students may choose to work toward the IB Diploma, which will be explained in the DP section of this guide. Regardless of which path they choose, all students must meet the PSI standards for graduation, as outlined in the chart below.

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THREE ROADS TO GRADUATION High School Graduation

DP Certificates

Full IB Diploma

WHAT IT IS

An American-style diploma that certifies that the student has completed the necessary schoolbased requirements

Acknowledgement from the IB that a student has met the requirements of a specific course or courses

Acknowledgement from the IB that a student has successfully completed the entire Diploma Programme

WHAT IT REQUIRES

• • • • •

4 years of English 3 years of Maths 3 years of Humanities 3 years of Science 2 years of Language acquisition 1 year of Arts 1 year of PE 1 year of Technology 4 years of Electives 4 years of Community Service

Successful completion of internal and external assessment for each selected DP course NOTE: In order to receive a full credit, students who fail the first semester of a course must successfully complete the second semester so that the overall grade is a 2.5 or higher. A student who fails a course in the second semester will be granted no credit for the course.

• 3 Higher Level courses • 3 Standard Level cours-

• • • • •

BEST SUITED FOR

• Students heading to

•

North American universities Students who are heading to military service, technical college or the workplace

•

Students who do not have enough academic background to maintain 3 Higher Level courses but who want to boost their college applications Students who have interests in specific subject areas

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• 2 years of Theory of

Knowledge

• A 4000-word Extended •

Essay Completion of Creativity, Activity and Service over an 18 month period and with required documentation

• Students who have

•

strong academic skills and high motivation Students who want to apply to top tier universities

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INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME

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PROGRAMME DESCRIPTION OVERVIEW The International Baccalaureate Middle Years Programme (MYP) is a five-year programme for students aged 11-16 (Grades 6-10). It was started by international school teachers in response to a perceived need for a truly international curriculum. Currently, more than 1,000 schools in 95 countries worldwide are authorised to run the MYP, and many more are in the process of gaining authorisation. The MYP helps students develop the knowledge, attitudes and skills they need to participate actively and responsibly in a changing and increasingly interrelated world. It teaches students to become independent learners who can recognise relationships between school subjects and the world outside, who can adapt to new situations and combine relevant knowledge, practical and social intelligence to solve problems alone and/or in groups. The MYP aims to prepare students for the challenges faced in the IB Diploma Programme. In each of the five years of the MYP, students study eight subjects: Language and Literature taught at native language level, Language Acquisition for students learning a second or additional language, Individuals & Societies, Science, Mathematics, Arts (Art, Music, or Drama), Design, and Physical & Health Education. Although the MYP Subject Guides identify concepts and skills, the IB gives the school the flexibility to organise the curriculum according to its own requirements and context. However, all MYP schools must structure their curriculum to allow their students to achieve the aims and objectives of each subject group in terms of the final achievement at the end of the programme. The model focuses on three fundamental concepts: communication (including valuing language proficiency in at least two languages); holistic learning (finding the connections across and within the subjects and grade levels); and intercultural awareness (a growing understanding of a student’s own culture coupled with an understanding and appreciation of other cultures). Many of the concepts, programme elements, and the underlying philosophy found in the MYP are consistent with those found in both the IB Primary Years Programme and the IB Diploma Programme. Teachers organise their curriculum through Global Contexts (Identities and Relationships, Orientation in Space and Time, Personal and Cultural Expression, Scientific and Technical Innovation, Globalisation and Sustainability, and Fairness and Development), so that students learn how these contexts help to bring meaning to each subject area. AIMS AND OBJECTIVES The objectives of each subject group are skills-based and broad enough to allow a variety of teaching and learning approaches. They address knowledge, understanding, skills and attitudes. • Knowledge: The important facts that the student needs to ensure competence in the subject • Understanding: How the student will be able to interpret, apply or predict aspects of the subject • Skills: How the student will be able to apply what has been learnt in new situations • Attitudes: How the student is changed by the learning experience

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GRADE 6-10 CURRICULUM/NUMBER OF 40-MINUTE PERIODS OF INSTRUCTION PER WEEK

Subject Area: PSI Offerings

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Arts: Visual Arts, Music and Drama

Individual & Societies

Language & Literature: English, Russian, French, Ukrainian

Language Acquisition: English, Russian, French, Spanish

Mathematics

Physical & Health Education

Science: G6-8: General Science Grade 9 & 10: Integrated Science

Design:

Library

n/a

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Additional Notes Arts • In Grades 6, 7 and 8, students currently rotate between Drama, Visual Arts, Music, and Design Technology. (The changeover occurs after the first semester). • In Grade 9, students select one subject from Art, Music, or Drama for their final two years of the programme. (Students cannot change options between Grade 9 and Grade 10.) Language and Literature/Language Acquisition • Not all languages are available each year in both Language & Literature and Language Acquisition. Languages are offered based on class size and an assessment of student need. • In addition to English (which is always available), the school offers Language & Literature Ukrainian, French and Russian at MYP level, provided that there is sufficient enrolment in these courses. Language Acquisition • French, Spanish and Russian are offered from Phase 1 through Phase 5 based on teacher recommendation. • English language learners may take English Language Acquisition, provided there is sufficient enrolment. Additionally, some students in Grades 6-10 will take English as an Additional Language (EAL) instead of a second language. This may impact the student’s qualifications for MYP certification. Mathematics • Students in Grade 6 - 8 take Mathematics at the same level. In Grades 9 and 10, students are offered two levels of the subject: Mathematics and Extended Mathematics. Students are placed in their Maths groups based on the results of the placement test, work ethic, and teacher’s recommendation. SERVICE LEARNING The IB Mission Statement stresses that education extends beyond intellectual achievement, and gives significant emphasis to a Service Learning element in its MYP. The PSI Service Learning programme aims to develop the following qualities in our students: • Sensitivity to the needs of the community and society in general • Awareness of the role of the individual within a community • Willingness and skill to respond to the needs of others • An altruistic attitude based on insight into different social patterns and ways of life All students from Grade 6 to 10 participate in the Service Learning programme. As a result, students develop positive attitudes and a sense of personal and social responsibility – qualities that should prove of value to them in their lives as a whole. PERSONAL PROJECT All Grade 10 students are required to complete a Personal Project. The project may take the form of a research essay, an artistic production, the creation of an artefact, an investigation, or another means of expression. Once students have decided on a subject for their project, they are assigned a supervisor from the faculty, who will help them design a timeline, assist them with choices about presentation, and help with any difficulties that may arise. Process is as important as the final project, and careful record keeping and reflection are vital components of the end product. Each student receives access to an online guide that provides a timeline for the project, gives valuable background information, and contains the assessment criteria. The student needs to become very familiar with the support materials, follow the timeline, and meet his/her supervisor regularly to ensure the successful completion of his/her Personal Project. Examples of Personal Projects developed by our students have included: • Researching ‘clean’ fuels and proposing changes to automobile design • Creating a ‘claymation’ film • Studying the impact of video games on academic achievement and motivation • Designing and launching a website about the psychology of colour - AN IB WORLD SCHOOL SINCE 2000 -

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Whatever type of project the student chooses to do, however, all projects must include a piece of structured writing in the form of a written report. This must not be longer than 3,500 words. It should be noted that the Personal Project is not part of any course, and is completed outside of classroom time. The role of the supervisor is to guide the student and make sure s/he is on task, not to help the student complete their project. Students who do not complete the Personal Project are not eligible for IB MYP Certification or the PSI Honour Roll. Failure to complete the Personal Project will be noted on report cards and official transcripts. Finally, students cannot enter into the IB Diploma Programme at PSI without completion of the Personal Project. (This may be waived for students entering the school in the second semester of the Grade 10 year and beyond.) THE HOMEROOM PROGRAMME Every student in Grades 6-10 belongs to a Homeroom class. There are two Homeroom groups at each grade level. Homeroom is the class that ‘brings everything together’ for the students in their academic, personal and social development. Through regular contact with students and a planned Homeroom programme, the Homeroom teacher supports students in meeting the intellectual and social demands of adult life, in developing an acceptable set of personal values, and in becoming increasingly capable of making informed choices. There are two 40-minute Homeroom periods every week, scheduled back-to-back. In these sessions, students learn about important issues such as personal and social development, academic guidance and further study/ career planning. The goal of the programme is to relate what happens in the classroom to the outside world and to support the objectives of the academic curriculum. In addition, the Homeroom programme: • Involves students in the grade level Week Without Walls • Encourages understanding of the MYP, especially the Learner Profile • Guides the personal and social development of students in age-appropriate ways • Helps students to complete the Personal Project in Grade 10 • Develops effective study skills related to research, library skills and referencing Homeroom teachers: • Explain school rules and their implementation • Inform students about all aspects of school life • Promote student well-being • Communicate with parents through all available channels • Promote the attributes of the Learner Profile • Foster effective study habits and encourage students to take greater control over their learning • Monitor students’ social well-being and academic progress and share the results with colleagues throughout the academic year ASSESSMENT PRINCIPLES AND METHODS Assessment methods in the MYP are many and varied, and may be formal or informal. They include written, oral, group, peer, and self-assessment. It is worth noting that IB also emphasises process. Sometimes, focus is directed ‘less on the actual result or product than on the thought processes leading to the desired outcome’ (MYP Subject Guides). In such assessment, the feedback may take the form of comments and advice rather than a grade or numerical score. Focusing on the process helps students develop strategies for learning. Criterion-Referenced Assessment MYP students are assessed using a set of criteria in each subject area. This is different from the kinds of assessments students may have experienced in other schools. PSI does not use percentages or compare students to each other when assigning grades. Instead, students receive guidelines about what is expected on major assignments; they are marked based on how well they meet those standards. Each subject has four criteria; each criteria is worth eight points. Throughout the year, teachers assess students many times on each criteria. Teachers do not ‘average’ these criteria marks. Instead they check to see what is the highest level of sustained effort of each student. 14

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At reporting periods, teachers add those highest sustained grades from each criteria and compare it to grade boundaries developed by the IB. This results in a grade based on a 1-7 scale. Monitoring and Moderation in the MYP There is no external examination in MYP. However, students in Grades 9 and 10 do take internal exams each year as one way to prepare for the IB Diploma Programme (DP). In order to ensure that we are meeting IB standards and appropriately preparing students for the DP, PSI teachers send samples of student work to the IB for moderation. Trained IB subject specialists provide feedback on the quality of those assessments and the alignment of PSIâ&#x20AC;&#x2122;s marking to IB standards.

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MYP COURSE OUTLINES

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GRADE 6 COURSE NAME: MYP Language and Literature English 6 SYLLABUS CONTENT: Unit 1: Holes Unit 2: Creative Writing with Grammar Focus Unit 3: Poetry Unit 4: Non-Fiction: Autobiography and Websites OUTCOMES: Upon successfully completing this course, students will be able to: • Identify and comment upon significant aspects of texts and the creator’s choices • Justify opinions and ideas, using examples, explanations and terminology • Identify similarities and differences in features within and between texts • Employ organisational structures that serve the context and intention • Organise opinions and ideas in a logical manner • Use referencing and formatting tools to create a presentation style suitable to the context and intention. • Produce texts that demonstrate thought and imagination while exploring new perspectives and ideas arising from personal engagement with the creative process • Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience • Select relevant details and examples to support ideas. • 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 • Use appropriate nonverbal communication techniques ASSESSMENTS: • Writing to argue, persuade, advise • Research Essay • Poetry • Blog • Oral presentations RESOURCES/TEXTS/MATERIALS: Sacher, L. Holes. Selection of Poetry Boy: Tales of Childhood

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COURSE NAME: MYP Language Acquisition - English Grade 6 SYLLABUS CONTENT: Unit 1: Starting Secondary Unit 2: Why so wimpy, kid? Diary of a Wimpy Kid, a novel study Unit 3: Personal Booklet Unit 4: Think Globally, Act Locally Unit 5: Speeding into the Future OUTCOMES: Upon successfully completing the course, students will be able to: • Listen for specific purposes and respond to show understanding • Interpret visual text that is presented with spoken text • Engage with the text by supporting opinion and personal response with evidence and examples from the text • Read for specific purposes and respond to show understanding • Interpret visual text that is presented with written text • Interact and communicate in various situations • Express thoughts, feelings, ideas, opinions and information in spoken and written form • Speak and write for specific purposes • Organise thoughts, feelings, ideas, opinions and information in spoken and written form • Develop accuracy when speaking and writing in the target language ASSESSMENTS: • Written assessments • Oral assessments • Visual interpretation • Reading comprehension RESOURCES/TEXTS/MATERIALS: Internet and media resources Audio and visual materials Kinney, Jeff. Diary of a Wimpy Kid

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COURSE NAME: MYP Language Acquisition - French Grade 6 (Phase 1) SYLLABUS CONTENT Unit 1: Getting Acquainted (1st quarter) Unit 2: Going Out (2nd quarter) Unit 3: Daily Activities (3d quarter) Unit 4: Eating Well and Doing Well (4th quarter) OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to simple, short spoken texts • Communicate, request and provide information in a limited range of everyday situations • Use language appropriate within a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately • Use some aspects of register in formal and informal oral communication • Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation/correct tone • Identify basic messages, main ideas and supporting details in simple visual, spoken and/or written texts • Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and/or written text • Recognise basic visual conventions used in texts • Understand and respond to simple visual and written texts • Recognise basic aspects of format and style ASSESSMENTS: • Oral assignments: Role-plays, classroom discussions, presentations, speeches, interviews • Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, written presentations • Reading comprehension assignments • Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc. RESOURCES/TEXTS/MATERIALS: Oxford (2011) Tricolore Total 1. Nouvelle édition, Grammar in action McDougal Littell (2007). Discovering French Nouveau Bleu, student book. McGraw Hill. Reprise, A Review Workbook for Grammar, Communication, and Culture. McNab, R. and Barrabe, F. Avantage 1.

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COURSE NAME: MYP Language Acquisition - Russian Grade 6 (Phase 1/2) SYLLABUS CONTENT: Unit 1: We Are So Different (1st quarter) Unit 2: The Body and a Visit to the Doctor (2nd quarter) Unit 3: Holidays and Vacations (3rd quarter) Unit 4: Shopping (4th quarter) OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to simple, short spoken texts • Communicate, request and provide information in a limited range of everyday situations • Use language appropriate in a limited range of interpersonal and cultural contexts, including using basic vocabulary accurately • Use some aspects of register in formal and informal oral communication • Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation/correct tone • Identify basic messages, main ideas and supporting details presented in simple visual, spoken and/or written texts • Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and/or written text • Recognise, understand and respond to basic facts, visual conventions, formats and styles used in texts ASSESSMENTS: • Oral communication: role-plays, classroom discussions, presentations, speeches, interviews • Writing: grammar and vocabulary quizzes, compositions, essays, creative stories, formal or informal letters, written presentations • Reading comprehension assignments • Visual interpretation RESOURCES/TEXTS/MATERIALS: Хавронина «Русский язык в упражнениях» Пугачёв, Царёва «Русский язык» Короткова «Загадай желание» Материалы учителя

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COURSE NAME: MYP Language Acquisition Russian Grade 6 (Phase 3) SYLLABUS CONTENT: Unit 1: Russian Fairy Tales Unit 2: Music Unit 3: Great Russians Unit 4: School, Jobs and Ambitions OUTCOMES: Upon successfully completing the course, student will be able to: • Show understanding of information, main ideas and supporting details, and draw conclusions in familiar and unfamiliar situations • Construct meaning and conclusions from information, main ideas and supporting details in social and some academic situations • Understand basic conventions including aspects of format and style, and author’s purpose for writing • Engage with written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions • Construct meaning by identifying stated and implied information, main ideas and supporting details, and draw conclusions • Analyse and draw conclusions from information, main ideas and supporting details • Analyse ideas, opinions and attitudes and make a response to written and visual texts based on personal experience and opinion • Respond appropriately to spoken, written and visual text in a range of familiar and some unfamiliar situations • Interact in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar situations • Express ideas and feelings, and communicate information in familiar and some unfamiliar situations • Communicate with a sense of audience and purpose • Write and speak using a range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation, using language that suits the context • Organise information and ideas into a structured text; use a wide range of cohesive devices ASSESSMENTS: • Oral communication: classroom discussions, role plays, interviewing, oral presentation • Writing: formal or informal letter, article to a newspaper, interview, creative story • Reading comprehension and visual interpretation activities • Grammar, vocabulary and spelling tests and quizzes RESOURCES/TEXTS/MATERIALS: Головко. Вперед! Чернышов. Поехали Selection of folk tales

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COURSE NAME: MYP Language Acquisition - Spanish Grade 6 (Phase 1/2) SYLLABUS CONTENT Unit 1: My Daily Life Unit 2: At Home and Around Town Unit 3: Hobbies and Free Time Unit 4: Food and Shopping

OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to simple, short spoken texts • Communicate, request and provide information in a limited range of everyday situations • Use language appropriate to a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately • Use some aspects of register in formal and informal oral communication • Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation/correct tone • Identify basic messages, main ideas and supporting details in simple visual, spoken and/or written texts • Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and/or written text • Recognise basic visual conventions used in texts • Understand and respond to simple visual and written texts • Recognise basic aspects of format and style ASSESSMENTS: • Oral assignments: Role-plays, classroom discussions, presentations, speeches, interviews • Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, written presentations • Reading comprehension assignments • Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc. RESOURCES/TEXTS/MATERIALS: Listos 1 and 2 (Heinemann) Ventanas Uno y Dos (McDougal Littell) Assorted websites and reading materials

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Individuals and Societies, Grade 6 SYLLABUS CONTENT: Unit 1: The Cartographers Code: The Language of Maps Unit 2: How Do We Organise History? Understanding Time and Time Periods Unit 3: How Did the Earth Get So Full?: The Creation of Early Human Communities Unit 4: Ancient Japan: Create Your Own Daimyo Unit 5: Ancient Japan: Samurai and the Bushido Code Unit 6: Ancient Japan: Who Controls History? Unit 7: Ancient Mesoamerica: Compare and Contrast OUTCOMES: Upon successfully completing the course, students will be able to: • Understand the role of time and place in historical eras and events • Understand people, cultures and events in a variety of places at different times • Discuss contemporary humanities issues • Make connections with other subjects • Demonstrate an interest in and enjoyment of humanities ASSESSMENTS: • • • • •

• • •

Informational brochures on topics related to various ancient civilizations Quarterly in-class written assessment Weekly vocabulary Living history reports and role play History, geography and economic tasks that utilise Powerpoint, Prezzi, Podcast, iMovie, Garageband, Photoshop Structured debate/‘Chat Room’ type online discussions Map/Data analysis Historical simulations

RESOURCES/TEXTS/MATERIALS: War Lords of Japan: Interact Unit World History: People and Nations. (Holt, Rinehart, Winston) Bones and Stones: Interact Unit Oxford Student Atlas. Oxford Press (2005)

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Mathematics Grade 6 SYLLABUS CONTENT: Unit 1: Numeration: Beginning in Numbers and Number Properties Unit 2: Graphing and Directed Numbers Unit 3: Problem Solving Unit 4: Fractions, Percentages, and Probability Unit 5: Patterns and Algebra Unit 6: Properties of 2D and 3D Shapes Unit 7: Measurement and Geometry Unit 8: Sets OUTCOMES: Upon successfully completing the course, students will be able to: • Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations • Solve problems correctly in a variety of contexts • Apply mathematical problem-solving techniques to recognise patterns • Describe patterns as relationships or general rules consistent with correct findings • Verify whether the pattern works for other examples. • Use appropriate mathematical language (notation, symbols and terminology) • Use different forms of mathematical representation to present information • Communicate coherent mathematical lines of reasoning and organise information using a logical structure. • Identify relevant elements of authentic real-life situations • Select and apply 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 a real-life situation ASSESSMENTS: • Mathematical investigations • Projects • Presentations • Tests and quizzes RESOURCES/TEXTS/MATERIALS: McSeveny, et al. International Mathematics for the Middle Years 1. Pearson Education 2007 Haese, et al. Mathematics for the International Student 6 (MYP 1) (2nd edition), Haese Mathematics 2015 MYP Question Bank IXL (online ) Studyladder (online)

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Science Grade 6 SYLLABUS CONTENT: Unit 1: Introduction to Scientific Inquiry Unit 2: Understanding Geologic Time Unit 3: Geology: The Rock Cycle and Plate Tectonics Unit 4: Our Habitable Earth: The Hydrosphere and Atmosphere Unit 5: Astronomy: The Search for Habitable Planets OUTCOMES: Upon successfully completing the course, students will be able to • Relate some concepts of Earth Science to real world issues and technology • Communicate science concepts effectively using a variety of communication modes • Understand and apply some Earth Science concepts • Process and interpret experimental data, including reading and interpreting graphs • Work cooperatively and safely in the laboratory and use some equipment with skill • Understand the process and principles of scientific inquiry and how it is applied to increase our knowledge of the world • Understand how scientific inquiry has led us to inquire about what is ‘beyond’ our planet • Support an informed point of view with evidence during discussion and debate ASSESSMENTS: • • • • • •

Research projects and posters Oral presentation using PowerPoint Comparative essay Model making Laboratory investigation reports Unit tests and quizzes

RESOURCES/TEXTS/MATERIALS: Science Explorer Series: Student Texts and Teacher Resource Book. Prentice Hall, 2000-2012.

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Arts: Drama Grade 6 (one semester only) SYLLABUS CONTENT: Unit 1: Mime (7 weeks) Unit 2: Physical Comedy (8 weeks) OUTCOMES: After one semester, students will be able to: • Discuss the importance of working as an ensemble • Describe the importance of building belief in drama • Understand the discipline required for effective drama • Work in pairs, small groups, and the whole group • Brainstorm and improvise • Describe basics of stage movement • Understand the concept of personal space and working space • Express themselves physically with increased confidence • Understand/perform mime, stage combat, and other physical comedy techniques • Reflect, analyse and understand elements of various traditions in world theatre ASSESSMENTS: • Journal • Collaborative ensemble projects • Solo performance • Applying theatre vocabulary, diagramming and planning performance • Research Projects • Writing/drawing/designing • Script writing and concept mapping RESOURCES/TEXTS/MATERIALS: Spolin. Theatre Games for the Classroom. Zich. Teaching the Ensemble Technique. Introduction to Mime. (DVD) Internet research sources, Youtube and class resource DVDs

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Arts: Music Grade 6 (one semester only) SYLLABUS CONTENT: Unit 1: Music Analysis Unit 2: The Band OUTCOMES: Upon successfully completing the course, students will be able to: • Perform as a soloist or within an ensemble • Recognise the differences among voices/instruments in ensembles • Talk about music in an analytical and fundamental way using music-specific vocabulary • Understand and describe the six different elements of music ASSESSMENTS: • Arts Process Journal (online blog) • Written and/or presented analysis of music • Written and/or presented critique of performances • Performances of short pieces on the flute, both individually and as an ensemble • Demonstration of technical knowledge • Group brainstorming and classroom discussions RESOURCES/TEXTS/MATERIALS: • Musical instruments • Instrumental method books • SHMERF vocabulary list

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Arts: Visual Arts Grade 6 (one semester) SYLLABUS CONTENT: Unit 1: My Story (comics) Unit 2: Fantastic Creatures (paper mache sculpture) OUTCOMES: Upon successfully completing the course, student will be able to: • Demonstrate an awareness of the elements and principles of design, art as a narrative, and the interpretation of art through a variety of different contexts • Conceptualise 2D and 3D forms • Learn and develop expressive drawing, painting and collage techniques and processes • Communicate artistic intentions, evaluate and respond to artwork from different times and cultures including their own • Develop creative thinking skills ASSESSMENTS: • Arts Process Journal • Class discussions/ oral presentations • Written assignments and projects (ie. analysis of artworks, reflective essay, artist’s statement) • Preparatory work for studio pieces • In-process critiques/ final critiques • Finished artwork RESOURCES/TEXTS/MATERIALS: Selected images by a range of artists/ art posters and timelines Battin, J., et al. Puzzles about Art: An Aesthetics Casebook. Chamberlin, L. Art Insight. Cumming, R. Art, Eyewitness Companions. Janson, H.W. and Janson, A.F. History of Art for Young People, 5th Ed. Wilkins, D.G. Big Book of Art.

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Physical and Health Education, Grade 6 SYLLABUS CONTENT: Unit 1a: Health Related Fitness - Fitness Testing 1 Unit 1b: First Aid Unit 2: Team Sports - Football Unit 3: Aesthetic Movement - Jump Rope Unit 4: Team Sports - Basketball Unit 5: International Sports & Activities - Dodgeball Unit 6: International Sports & Activities - Badminton Unit 7: Team Sports - Volleyball Unit 8: Health Related Fitness - Fitness Testing 2 Unit 9: Individual Pursuits - Swimming Unit 10: Individual Pursuits - Track and Field OUTCOMES: Upon successfully completing the course, students will be able to: • Demonstrate personal competence in applying movement skills and principles • Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities • Participate regularly in a balanced programme that includes a wide variety of enjoyable physical activities that encourage lifelong participation • Demonstrate improvement in personal and health-related physical fitness • Use safe practices regarding the safety of themselves and others ASSESSMENTS: • Participation in sports and activities, with demonstrations of rules and game strategies • Individual project on composing movement sequences • Participation and effort in class • Sportsmanship and their interactions with others • Written journals and quizzes • Presentations RESOURCES/TEXTS/MATERIALS: PSI PE uniform which includes: PE shirts, PE shorts, PE Tracksuit Jacket, PE Tracksuit Pants and a HOUSE Shirt or PSI Athletics/CEESA Uniform with PSI LOGO Water bottle Suitable footwear

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Design, Grade 6 (one semester) SYLLABUS CONTENT: Unit 1: Making Connections Unit 2: The Switch Effect OUTCOMES: Upon successfully completing the course, students will be able to: • Describe the main features of an existing product that inspires a solution to a problem • Present the main findings of relevant research • Present feasible design ideas, which can be correctly interpreted by others • Present the chosen design • Outline a plan that considers the use of resources and time, sufficient for peers to be able to follow to create the solution • Demonstrate excellent technical skills when making the solution • Follow the plan to create the solution, which functions as intended • Present the solution as a whole ASSESSMENTS: • Completion of practical project • Design project folder • Quizzes • Peer Assessment / Self Assessment RESOURCES/TEXTS/MATERIALS: Workshop Various hand tools Various materials, including timber, plastics, and metals Project booklet Design folder

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

GRADE 7 COURSE NAME: MYP Language and Literature English 7 SYLLABUS CONTENT: Unit 1: Beast Fable Unit 2: Novel Study (Hatchet) Unit 3: Novel Study (The Giver) Unit 4: Poetry - The Epic Unit 5: Media Unit 6: Drama OUTCOMES: Upon successfully completing the course, students will be able to: • Identify and explain the content, context, language, structure, technique and style of text(s) and the relationships among texts • Identify and explain the effects of the creator’s choices on an audience • Justify opinions and ideas, using examples, explanations and terminology • Interpret similarities and differences in features within and between genres and texts • Employ organisational structures that serve the context and intention; organise opinions and ideas in a logical manner • Use referencing and formatting tools to create a presentation style suitable to the context and intention • Produce texts that demonstrate thought, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process • Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience • Select relevant details and examples to develop ideas • Use appropriate and varied vocabulary, sentence structures, grammar, syntax, punctuation and forms of expression • Write and speak in an appropriate register and style • Spell, write and pronounce with accuracy • Use appropriate nonverbal communication techniques ASSESSMENTS: • Writing persuasive and analytical essay • Creative responses • Comparative essay on a thematic basis • Oral presentation and presentations • Drama presentations RESOURCES/TEXTS/MATERIALS: Paulsen. Hatchet. Lowry. The Giver. Homer. The Odyssey

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition English Grade 7 SYLLABUS CONTENT: Unit 1: Can I Persuade You? Unit 2: The City of Ember, A Novel Study Unit 3: Self-Expression Unit 4: They Changed the World OUTCOMES: Upon successfully completing the course, students will be able to: • Listen for specific purposes and respond to show understanding • Interpret visual text that is presented with spoken text • Support opinions and provide personal responses with evidence and examples from the text • Read for specific purposes and respond to show understanding • Interpret visual text that is presented with written text • Interact and communicate in various situations • Express thoughts, feelings, ideas, opinions and information in spoken and written form • Speak and write for specific purposes. • Organise thoughts, feelings, ideas, opinions and information in spoken and written form • Develop accuracy when speaking and writing in the target language ASSESSMENTS: • Written assessments • Oral assessments • Visual interpretation • Reading comprehension RESOURCES/TEXTS/MATERIALS: Headway Academic English Skills Online materials Classroom worksheets Collection of short stories Song lyrics and poems DuPrau, Jeanne. The City of Ember

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition French Grade 7 (Phase 1 Year 2) SYLLABUS CONTENT: Unit 1: Shopping Unit 2: Making Plans Unit 3: Daily Activities / Talking About Past Events Unit 4: Traveling and Vacation OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to simple, short spoken texts • Communicate, request and provide information in a limited range of everyday situations • Use language appropriate within a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately • Use some aspects of register in formal and informal oral communication • Interact in simple and rehearsed exchanges using comprehensible pronunciation and correct tone • Identify basic messages, main ideas and supporting details in simple visual, spoken and/or written texts • Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and/or written text • Recognise basic visual conventions used in texts • Understand and respond to simple visual and written texts • Recognise basic aspects of format and style ASSESSMENTS: • Oral assignments: Role-plays, classroom discussions, presentations, speeches, interviews • Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, written presentations • Reading comprehension assignments • Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc. RESOURCES/TEXTS/MATERIALS: Oxford (2014) Tricolore Total 2. 5e édition, Student book Oxford (2014) Tricolore Total 2. 5e édition, Grammar in action McDougal Littell (2011). Discovering French Nouveau Blanc, Student book. McGraw Hill. Reprise, A Review Workbook for Grammar, Communication, and Culture

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition French, Grade 7 (Phase 2/3) SYLLABUS CONTENT: Unit 1:Vacation and Traveling Unit 2: Clothes and Shopping Unit 3: Exploring Paris and Francophonie Unit 4: Work and Passions

OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to a limited range of spoken, visual and written texts • Communicate, request and provide information containing relevant ideas and some detail in familiar and unfamiliar situations • Use appropriate language and register in a limited range of interpersonal and cultural contexts, and for a limited range of purposes and audiences in formal and informal oral and written communication • Use language accurately • Interact in rehearsed and unrehearsed exchanges using clear pronunciation and intonation/correct tone • Understand main ideas and supporting details, and draw conclusions from visual texts presented with spoken and/or written text • Understand specific information, ideas, opinions and attitudes presented in visual text with spoken and/ or written text • Understand visual convention, aspects of format and style used in texts • Understand and use language conventions accurately ASSESSMENTS: • Oral communication: classroom discussions, role play, interviewing, oral presentations • Writing: formal letter, email, postcard, interview, creative story • Reading comprehension: letters, advertisements, magazine articles, prose, etc • Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, etc. • Homework assignments , grammar, vocabulary and spelling tests and quizzes RESOURCES/TEXTS/MATERIALS: Oxford (2011) Tricolore Total 2 Oxford (2011) Tricolore Total 3 Cle Internationale. Grammaire Progressive Lecture Facile McDougal Littell (2007). Discovering French Blanc McDougal Littell (2007). Lecture Pour Tous (Blanc) Assorted websites and reading materials

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition Spanish Grade 7 (Phase 1 Year 2) SYLLABUS CONTENT: Unit 1: At Home and Around Town (1st quarter) Unit 2: Hobbies and Free Time (2nd quarter) Unit 3: Food and Shopping (3rd quarter) Unit 4: Tourism and Entertainment (4th quarter)

OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to simple, short spoken texts • Communicate, request and provide information in a limited range of everyday situations • Use language appropriate to a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately • Use some aspects of register in formal and informal oral communication • Interact in simple and rehearsed exchanges using comprehensible pronunciation and correct tone • Identify basic messages, main ideas and supporting details in simple visual, spoken and/or written texts • Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and/or written text • Recognise basic visual conventions used in texts • Understand and respond to simple visual and written texts • Recognise basic aspects of format and style ASSESSMENTS: • Oral assignments: Role play, classroom discussions, presentations, speeches, interviews • Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, written presentations • Reading comprehension assignments • Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc. RESOURCES/TEXTS/MATERIALS: Listos 1 and 2 (Heinemann) Ventanas Uno y Dos (McDougal Littell) Assorted websites and reading materials

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition Russian Grade 7 (Phase 1/2) SYLLABUS CONTENT: Unit 1: Healthy Eating Unit 2: Traditions and Celebrations Unit 3: In the City Unit 4: Hobbies and Leisure Time OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to simple, short spoken texts • Communicate, request and provide information in a limited range of everyday situations • Use language and basic vocabulary appropriate to a very limited range of interpersonal and cultural contexts • Use some aspects of register in formal and informal oral communication • Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation/correct tone • Identify basic messages presented in simple visual and written texts • Identify main ideas and supporting details in simple visual, spoken and/or written texts • Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and/or written text • Recognise basic visual conventions used in texts • Understand and respond to simple visual and written texts • Identify basic facts, aspects of format and style in simple written texts ASSESSMENTS: • Oral communication: Role-plays, classroom discussions, presentations, speeches, interviews, pair work • Written assignments: Grammar and vocabulary quizzes, compositions, essays, creative stories, formal or informal letters, written presentations • Reading comprehension assignments • Visual interpretation RESOURCES/TEXTS/MATERIALS: Миллер «Жили-были» Короткова «загадай желание» Хавронина «Русский язык в упражнениях» Материалы учителя Пугачёв, Царёва «Русский язык»

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition Russian Grade 7 (Phase 3) SYLLABUS CONTENT: Unit 1: School, Jobs and Ambitions Unit 2: Keeping Fit and Healthy Unit 3: Planet Earth – Our Common Home Unit 4: Leisure Time OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to simple, short spoken texts • Communicate, request and provide information in a limited range of everyday situations • Use language and basic vocabulary appropriate to a very limited range of interpersonal and cultural contexts • Use some aspects of register in formal and informal oral communication • Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation/correct tone • Identify basic messages, main ideas and supporting details presented in simple visual, spoken and/or written texts • Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and/or written text • Recognise basic visual conventions used in texts • Understand and respond to simple visual and written texts • Identify basic facts in simple written texts • Recognise basic aspects of format and style ASSESSMENTS: • Oral communication: Role-plays, classroom discussions, presentations, speeches, interviews, pair work • Written assignments: Grammar and vocabulary quizzes, compositions, essays, creative stories, formal or informal letters, written presentations • Reading comprehension assignments • Visual interpretation RESOURCES/TEXTS/MATERIALS: Миллер «Жили-были» Пугачёв, Царёва «Русский язык» Хавронина «Русский язык в упражнениях» Короткова «загадай желание» Материалы учителя

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Individuals and Societies, Grade 7 SYLLABUS CONTENT: Unit 1: Time, Place and Space: Europe Unit 2: Global Interactions: Refugees Unit 3: Time, Place and Space: Ancient Rome Unit 4: Change: Natural Disasters Unit 5: Systems: Independent Investigation OUTCOMES: Upon the successful completion of this course, students will be able to: • Demonstrate the skills necessary for the effective study of humanities • Discuss the roles of time and place in historical and current events • Demonstrate a respect and understanding of others’ perspectives, values and attitudes • Discuss contemporary humanities issues • Make connections with other subjects • Understand the causes and consequences of change through physical and human actions and processes • Demonstrate intercultural awareness and a desire to be proactive as a responsible global citizen • Develop a lifelong interest in and enjoyment of humanities ASSESSMENTS: • Round Europe board-game • Quarterly in-class written assessment • Posters or creative representations • History, Geography and Economic tasks that utilise Powerpoint, Prezzi, Podcast, iMovie, Garageband, Photoshop • Structured debate • Map/Data analysis RESOURCES/TEXTS/MATERIALS: World History: People and Nations. (Holt, Rinehart, Winston) The Roman Empire. Interact Unit Oxford Student Atlas. Oxford Press (2005)

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Mathematics 7 SYLLABUS CONTENT( G7 Mathematics): Unit 1: Fractions, ratios and applications Unit 2: Algebraic manipulation Unit.3: Statistical analysis and display Unit 4. Linear equations Unit 5: Geometry of polygons Unit 6: Area and Perimeter ( 2D Figures) Unit 7: Proportional relationship OUTCOMES: Upon successfully completing the course, students will be able to: • Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations • Solve problems correctly in a variety of contexts. • Apply mathematical problem-solving techniques to recognise patterns • Describe patterns as relationships or general rules consistent with correct findings • Verify whether the pattern works for other examples. • Use appropriate mathematical language (notation, symbols and terminology) • Use different forms of mathematical representation to present information • Communicate coherent mathematical lines of reasoning and organise information using a logical structure • Identify relevant elements of authentic real-life situations • Select and apply 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 a real-life situation ASSESSMENTS: Investigations Projects Tests and quizzes Presentations RESOURCES/TEXTS/MATERIALS: McSeveny, et al. International Mathematics for the Middle Years 2. Pearson Education 2007. Haese, M., et al .Mathematics for the International Student 7 (MYP 2) (2nd edition), Haese Mathematics 2015 MYP Question Bank GeoGebra

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Science Grade 7 SYLLABUS CONTENT: Unit 1: The Story of Stuff: Sustainability and Waste Management Unit 2: Energy Resources: Pollution and New Technologies Unit 3: Ecology: Food Webs and Populations Unit 4: Evolution and Extinction OUTCOMES: Upon successfully completing the course, students will be able to: • Understand the process of scientific inquiry and how it is applied to increase our knowledge of our world and across the topics studied • Understand what we know about air quality, its importance and how to learn more about it • Understand the consequences of overuse of limited resources • Understand how biotic and abiotic factors interact in ecosystems • Use various tools in the laboratory to measure and observe changes and processes explored in experiments • Read and interpret graphs and identify the different types of data and graphs • Choose the correct form of graph for a particular situation ASSESSMENTS: Research projects and oral presentations Persuasive essay Laboratory reports Classroom discussion and debates Unit tests and quizzes RESOURCES/TEXTS/MATERIALS: Holtzclaw et al. Science Explorer: Environmental Science. Prentice Hall.

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Arts: Drama Grade 7 (1 Semester only) SYLLABUS CONTENT: Unit 1: Ritual Unit 2: Storytelling (Ancient Greek Theatre) - Interdisciplinary with Design Unit 3: The Chorus

OUTCOMES: Upon successfully completing the course, students will be able to: • Improvise scenes • Understand/perform traditional elements of Greek theatre • Understand the concept of the Chorus and working with text • Understand the concept of creating mood/atmosphere to convey meaning • Apply theatre vocabulary, diagramming and planning performance • Demonstrate artistic interpretation in design and performance • Understand the role of feedback in the creative process ASSESSMENTS: • Planning, Process and Performance • Collaborative ensemble projects • Written assignments and reflection • Classroom discussion • Journal • Research Projects RESOURCES/TEXTS/MATERIALS: Greek Theatre library resources History of Theatre library resources Ensemble Training: Drama Theatre Sports and Improvisation

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Arts: Music Grade 7 (one semester only) SYLLABUS CONTENT: Unit 1: Music Theory 101 Unit 2: Guitar: Now and Then OUTCOMES: Upon successfully completing the course, students will be able to: • Complete a basic analysis of simple musical pieces • Understand the theory behind music • Compose their own theoretically correct melodies • Perform beginner-level pieces on guitar • Understand the fundamental connections between the guitar, keyboard, and written music • Understand the different ways that the guitar is used in music (and overcome misconceptions) ASSESSMENTS: • Arts Process Journal (online blog) • Written and/or presented analysis of music • Written and/or presented critique of performances • Quizzes and test • Performances of short pieces on the guitar, both individually and as an ensemble • Demonstration of technical knowledge • Group brainstorming and classroom discussions RESOURCES/TEXTS/MATERIALS: Musical instruments and equipment Musical instrument method books Various textbooks on music theory www.noteflight.com www.musicards.net

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Arts: Visual Arts Grade 7 (one semester) SYLLABUS CONTENT: Unit 1: Printmaking- Development Across Times and Cultures (Linocut Prints) Unit 2: Expressive Me (Painting, Self-Portraits) OUTCOMES: Upon successfully completing the course, student will be able to: • Demonstrate a growing awareness of the elements and principles of design, composition, and image development strategies, and the interpretation of art through a variety of different contexts • Understand artistic media as a form of innovation that impacts the development of society • Develop skills and apply techniques and processes involved in painting and printmaking • Communicate artistic intentions, evaluate and respond to artwork from different times and cultures, including their own • Develop creative thinking skills ASSESSMENTS: • Arts Process Journal • Class discussions/ Oral presentations • Written assignments and projects (ie. analysis of artworks, reflective essay, artist’s statement) • Tests/ quizzes • Preparatory work for studio pieces • In-process critiques/Final critiques • Finished artwork RESOURCES/TEXTS/MATERIALS: Selected images by a range of artists/ art posters and timelines and photographers Battin, M.P., et al. Puzzles about Art: An Aesthetics Casebook. Chamberlin, L. Art Insight. Cumming, R. Art: Eyewitness Companions. Janson, H.W. and Janson, A.F. History of Art for Young People, 5th Ed. Wilkins, D.G. Big Book of Art.

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Physical and Health Education Grade 7 SYLLABUS CONTENT: Unit 1a: Health Related Fitness - Fitness Testing 1 Unit 1b: First Aid Unit 2: Team Sports - Football Unit 3: Aesthetic Movement - Gymnastics Unit 4: Team Sports - Basketball Unit 5: International Sports & Activities - Floor Hockey Unit 6: International Sports & Activities - Badminton Unit 7: Team Sports - Volleyball Unit 8: Health Related Fitness - Fitness Testing 2 Unit 9: Individual Pursuits - Swimming Unit 10: Individual Pursuits - Track and Field OUTCOMES: Upon successfully completing the course, students will be able to: • Demonstrate personal competence in applying movement skills and principles • Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities • Participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation • Demonstrate improvement in personal health-related physical fitness • Use safe practices regarding the safety of themselves and others ASSESSMENTS: Students will be assessed on their: • Participation in sports and games using appropriate rules and strategies • Individual projects composing movement sequence • Participation and effort in class • Sportsmanship and their interactions with others • Journals, written assignments, quizzes RESOURCES, TEXTS AND MATERIALS: PSI PE uniform which includes: PE shirts, PE shorts, PE Tracksuit Jacket, PE Tracksuit Pants and a HOUSE Shirt or PSI Athletics/CEESA Uniform with PSI LOGO Water bottle Suitable footwear

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Design Grade 7 (one semester) SYLLABUS CONTENT: Unit 1: Storytelling - Interdisciplinary with Drama Unit 2: Textiles - Peace Pillow OUTCOMES: Upon successfully completing the course, students will be able to: • Explain and justify a need for a solution to a problem • Construct a research plan • Analyse a group of similar products that inspire a solution to the problem • Develop a Design brief • Develop a design specification, which outlines the success criteria for the design of a solution based on the data collected • Present a range of feasible design ideas, which can be correctly interpreted by others • Present the chosen design and outline the reasons for its selection • Develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution • Construct a logical plan which outlines the efficient use of time and resources • Demonstrate excellent technical skills when making the solution • Follow the plan to create the solution, which functions as intended • Explain changes made to the chosen design and plan when making the solution • Present the solution as a whole • Describe detailed and relevant testing methods, which generate accurate data, to measure the success of the solution • Evaluate the success of the solution against the Design Specification, including how the solution can be improved • Describe the impact of the solution on the client/target audience ASSESSMENTS: Completion of practical project Design project folder Quizzes Peer Assessment / Self Assessment RESOURCES/TEXTS/MATERIALS: Workshop, including various hand and power tools, and materials including timber, plastic and metals Project booklet and design folder

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

GRADE 8 COURSE NAME: MYP Language and Literature English Grade 8 SYLLABUS CONTENT: Unit 1: Novel Study: The Outsiders Unit 2: Novel Study: Nothing But the Truth Unit 3: Short Stories Unit 4: Drama: Romeo and Juliet Unit 5: Poetry Unit 6: Novel Study: Refugee Boy OUTCOMES: Upon successfully completing the course, students will be able to: • Identify and explain the content, context, language, structure, technique and style of text(s) and the relationships among texts • Identify and explain the effects of the creator’s choices on an audience • Justify opinions and ideas, using examples, explanations and terminology • Interpret similarities and differences in features within and between genres and texts • Employ organisational structures that serve the context and intention; organise opinions and ideas in a logical manner • Use referencing and formatting tools to create a presentation style suitable to the context and intention • Produce texts that demonstrate thought, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process • Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience • Select relevant details and examples to develop ideas. • Use appropriate and varied vocabulary, sentence structures, grammar, syntax, punctuation and forms of expression • Write and speak in an appropriate register and style, while spelling, writing and pronouncing with accuracy • Use appropriate nonverbal communication techniques ASSESSMENTS: Debate based on Nothing But the Truth Editorial based on societal problems in The Outsiders Comparing the novel and the film The Outsiders Critique of Romeo and Juliet Oral commentary on Romeo and Juliet RESOURCES/TEXTS/MATERIALS: Avi. Nothing But the Truth Hinton. The Outsiders Zephaniah. Refugee Boy Shakespeare. Romeo and Juliet

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition English Grade 8 SYLLABUS CONTENT: Unit 1: English-Speaking Cultures Unit 2: Clash of Cultures Unit 3: Wonder: A Novel Study Unit 4: Reality Check OUTCOMES: Upon successfully completing the course, students will be able to: • Listen for specific purposes and respond to show understanding • Interpret visual text that is presented with spoken text • Engage with the text by supporting opinion and personal response with evidence and examples from the text • Read for specific purposes and respond to show understanding • Interpret visual text that is presented with written text • Interact and communicate in various situations • Express thoughts, feelings, ideas, opinions and information in spoken and written form • Speak and write for specific purposes. • Organise thoughts, feelings, ideas, opinions and information in spoken and written form • Develop accuracy when speaking and writing in the target language ASSESSMENTS: Written assignments Oral assessments Visual interpretation Reading comprehension RESOURCES/TEXTS/MATERIALS: Headway Academic English Skills Different video and audio recordings Collections of short stories Song lyrics and poems Palacio, J. Wonder

- AN IB WORLD SCHOOL SINCE 2000 -

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COURSE NAME: MYP Language Acquisition French Grade 8 (Phase 1/2) SYLLABUS CONTENT: Unit 1: Shopping Unit 2: Making plans Unit 3: Daily Activities / Talking about past events Unit 4: Traveling and vacation OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to a limited range of spoken, visual and written texts • Communicate, request and provide information containing relevant ideas and some detail in familiar and some unfamiliar situation • Use language appropriate to a limited range of interpersonal and cultural contexts, and for a limited range of purposes and audiences in formal and informal oral and written communication • Use appropriate register in formal and informal oral and written communication • Interact in rehearsed and unrehearsed exchanges using comprehensible pronunciation and correct tone • Understand main ideas and supporting details, and draw conclusions from visual texts presented with spoken and/or written text • Understand specific information, ideas, opinions and attitudes presented in visual text with spoken and/ or written text and in written texts • Understand visual conventions used in text • Understand aspects of format and style in texts • Understand and use language conventions accurately ASSESSMENT: • Oral communication: presentations with question and answer sessions, interviews, pair work, role plays, classroom discussions, debates. • Writing: advertisements, essays, creative stories, grammar and vocabulary quizzes, formal and informal letters. • Reading comprehension: letters, advertisements, magazine and newspaper articles, prose etc. • Visual comprehension: various visual resources such as videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, graphs, materials from websites, newspaper and magazine articles etc RESOURCES/TEXTS/MATERIALS: Oxford (2014) Tricolore Total 2. 5e édition, Student book Oxford (2014) Tricolore Total 2. 5e édition, Grammar in action McDougal Littell (2011). Discovering French Nouveau Blanc, Student book, Lecture pour tous McGraw Hill. Reprise, A Review Workbook for Grammar, Communication, and Culture Okapi Lecture Facile http://www.lepointdufle.net

- AN IB WORLD SCHOOL SINCE 2000 -

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COURSE NAME: MYP Language Acquisition French Grade 8 (Phase2/ 3) SYLLABUS CONTENT: Unit 1: Vacation and Traveling Unit 2: Clothes and Shopping Unit 3: Exploring Paris Unit 4: Work and Passions

OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to a limited range of spoken, visual and written texts • Communicate, request and provide information containing relevant ideas and some detail in familiar and unfamiliar situations • Use appropriate language and register in a limited range of interpersonal and cultural contexts, and for a limited range of purposes and audiences in formal and informal oral and written communication • Use language accurately • Interact in rehearsed and unrehearsed exchanges using clear pronunciation and intonation/correct tone • Understand main ideas and supporting details, and draw conclusions from visual texts presented with spoken and/or written text • Understand specific information, ideas, opinions and attitudes presented in visual text with spoken and/ or written text • Understand visual convention, aspects of format and style used in texts • Understand and use language conventions accurately ASSESSMENTS: • Oral communication: classroom discussions, role play, interviews, oral presentations • Writing: formal letter, email, postcard, interview, creative story • Reading comprehension: letters, advertisements, magazine articles, prose, etc • Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, etc. • Homework assignments, grammar, vocabulary and spelling tests and quizzes RESOURCES/TEXTS/MATERIALS: Oxford (2014) Tricolore Total 2. 5e édition Oxford (2014) Tricolore Total 5. 5e édition McDougal Littell (2011). Discovering French Nouveau Blanc, Student book, Lecture pour tous McGraw Hill. Reprise, A Review Workbook for Grammar, Communication, and Culture Assorted websites and reading materials

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition Spanish Grade 8 (Phase 1 Year 2) SYLLABUS CONTENT: Unit 1: At home and Around Town (1st quarter) Unit 2: Hobbies and Free Time (2nd quarter) Unit 3: Food and Shopping (3rd quarter) Unit 4: Tourism and Entertainment (4th quarter)

OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to simple, short spoken texts • Communicate, request and provide information in a limited range of everyday situations • Use language appropriate in a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately • Use some aspects of register in formal and informal oral communication • Interact in simple and rehearsed exchanges using comprehensible pronunciation and correct tone • Identify basic messages, main ideas and supporting details in simple visual, spoken and/or written texts • Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and/or written text • Recognise basic visual conventions used in texts • Understand and respond to simple visual and written texts • Recognise basic aspects of format and style ASSESSMENTS: • Oral assignments: Role plays, classroom discussions, presentations, speeches, interviews • Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, written presentations • Reading comprehension assignments • Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc. RESOURCES/TEXTS/MATERIALS: Listos 1 and 2 (Heinemann) Ventanas Uno y Dos (McDougal Littell) Assorted websites and reading materials

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition Russian Grade 8 (Phase 1/2) SYLLABUS CONTENT: Unit 1: Healthy Eating Unit 2: Traditions and Celebrations Unit 3: In the City Unit 4: Hobbies and Leisure Time OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to simple, short spoken texts • Communicate information in a limited range of everyday situations • Request and provide information in a limited range of everyday situation • Use some aspects of register in formal and informal oral communication • Use basic vocabulary accurately • Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation/correct tone • Identify basic messages presented in simple visual and written texts • Identify main ideas and supporting details in simple visual, spoken and/or written texts • Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and/or written text • Recognise basic visual conventions used in texts • Identify basic facts in simple written texts • Recognise basic aspects of format and style ASSESSMENTS: • Oral: Role plays, classroom discussions, presentations, speeches, interviews, pair work • Written: Grammar and vocabulary quizzes, compositions, essays, creative stories, formal or informal letters, written presentations • Reading: Comprehension assignments • Visual interpretation RESOURCES/TEXTS/MATERIALS: Миллер «Жили-были» Пугачёв, Царёва «Русский язык» Хавронина «Русский язык в упражнениях» Короткова «загадай желание» Материалы учителя

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition Russian Grade 8 (Phase 3) SYLLABUS CONTENT: Unit 1: School, Jobs and Ambitions Unit 2: Keeping Fit and Healthy Unit 3: Planet Earth – Our Common Home Unit 4: Leisure Time OUTCOMES: Upon successfully completing the course, students will be able to: • Understand information, main ideas and supporting details, and draw conclusions in familiar and some unfamiliar situations • Construct meaning and conclusions from information, main ideas and supporting details in social and some academic situations • Understand basic conventions including aspects of format and style, and author’s purpose for writing • Identify ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions • Construct meaning by identifying stated and implied information, main ideas and supporting details, and draw conclusions • Analyse ideas/opinions/attitudes and make a response to the text based on personal experience/opinion from a global perspective • Interact in rehearsed and unrehearsed exchanges on a limited variety of aspects within familiar and some unfamiliar situations • Express ideas and feelings, and communicate information in familiar and some unfamiliar situations • Communicate with a sense of audience and purpose, using language to suit the context • Write/speak using appropriate vocabulary, grammar and conventions; when speaking, use clear pronunciation and intonation • Organise information and ideas into a structured text; use a wide range of cohesive devices ASSESSMENTS: • Oral: Classroom discussions, speeches, oral presentations, debates, role play, interviewing • Writing: formal or informal letter, article to a newspaper, interview, creative story • Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, etc. • Reading comprehension activities • Formative assessment: Grammar, vocabulary and spelling tests and quizzes, homework assignments RESOURCES/TEXTS/MATERIALS: Let’s Go! Solovyov. Word About Russia Golovko. Вперед Skorohodov. Window to Russia Volkova. Let’s Improve Our Russian

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Individuals and Societies Grade 8 SYLLABUS CONTENT: Unit 1: Systems: World Religions Unit 2: Global Interactions: Human Rights Unit 3: Change: Leadership Unit 4: Systems: Oceans Unit 5: Time, Place and Space: Individual Investigation OUTCOMES: Upon successful completion of this course, students will be able to: • Discuss the role of time and place in historical and current events • Demonstrate a respect and understanding of others’ perspectives, values and attitudes • Discuss contemporary humanities issues • Make connections with other subjects • Understand the causes and consequences of change through physical and human actions and processes • Demonstrate intercultural awareness and a desire to be proactive as a responsible global citizen • Develop a lifelong interest in and enjoyment of humanities ASSESSMENTS: • Comparison of world religions • Presentations • In-class written assessment • Weekly vocabulary • Formal letter • History, Geography and Economic tasks that utilise Powerpoint, Prezi, Podcast, iMovie, Garageband, Photoshop • Structured debate • Independent investigation RESOURCES/TEXTS/MATERIALS: Waugh. A New Wider World. Holt, Rinehart and Winston, eds. World History: People and Nations.

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Mathematics 8 SYLLABUS CONTENT: Unit 1: Linear Relationships Unit 2: Scaling and Ratio Unit.3: The Pythagorean Theorem Unit 4. Expressions and Exponents Unit 5: Probability Unit 6: Surface Area and Volume Unit 7: Linear Inequalities and Applications OUTCOMES: Upon successfully completing the course, students will be able to: • Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations • Solve problems correctly in a variety of contexts • Select and apply mathematical problem-solving techniques to discover complex patterns • Describe patterns as relationships and/or general rules consistent with findings • Verify and justify relationships and/or general rules • Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations • Use different forms of mathematical representation to present information and move them • Communicate complete and coherent mathematical lines of reasoning • Organise information using a logical structure. • Identify relevant elements of authentic real-life situations • Select and apply appropriate mathematical strategies when solving authentic real-life situations • Explain the degree of accuracy of a solution • Explain whether a solution makes sense in the context of an authentic real-life situation ASSESSMENTS: Investigations Projects Tests and quizzes Presentation RESOURCES/TEXTS/MATERIALS: McSeveny, et al. International Mathematics for the Middle Years 3. Pearson Education 2007. Haese, M., et al .Mathematics for the International Student 8 (MYP 3) (2nd edition), Haese Mathematics 2015 MYP Question Bank GeoGebra Desmos Khan Academy

- AN IB WORLD SCHOOL SINCE 2000 -

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COURSE NAME: MYP Science Grade 8 SYLLABUS CONTENT: Unit 1: Physics: Velocity and Acceleration Unit 2: Physics: Newton’s Laws Unit 3: Chemistry: Properties of Matter Unit 4: Chemistry: The Periodic Table Unit 5: Biology: The Organisation of Life and Basic Genetics OUTCOMES: Upon successfully completing the course, students will be able to: • Relate some concepts of science to real world issues and technology • Communicate science concepts effectively using a variety of communication modes • Understand and apply some science concepts • Demonstrate understanding of the principles of the scientific method • Process and interpret experimental data • Work cooperatively and safely in the laboratory and use equipment with skill • Understand the process of scientific inquiry and how it is applied to increase our knowledge of our world and across the topics studied • Reflect upon science ASSESSMENTS: Research projects and presentations Laboratory reports Comparative essays Classroom discussion Unit tests and quizzes RESOURCES/TEXTS/MATERIALS: Jones. Science Explorer: Motion, Forces and Energy. Prentice Hall. Frank, Little and Miller. Science Explorer: Chemical Building Blocks. Prentice Hall. Frank, Little and Miller. Science Explorer: Chemical Interactions. Prentice Hall. Cronkite. Science Explorer: Cells and Heredity. Prentice Hall.

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Arts: Drama Grade 8 (1 Semester only) SYLLABUS CONTENT: Unit 1: The Ensemble Unit 2: The Audience Unit 3: Improvisation

OUTCOMES: Upon successfully completing the course, students will be able to: • Improvise scenes • Understand the importance of energy/synergy in ensemble work • Identify specific goals and pursue their successful completion • Understand the role of the audience in theatre • Reflect, analyse and understand elements of different practitioners of world theatre ASSESSMENTS: • Planning, Process and Performance • Work sheets • Written assignments • Oral presentations • Classroom discussion • Journal RESOURCES/TEXTS/MATERIALS: Reinstating the Ensemble (DVD) Ensemble Training: Drama Theatre Sports and Improvisation Various Internet resources, including YouTube and Improv Encyclopedia

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Art: Music Grade 8 (one semester only) SYLLABUS CONTENT: Unit 1: Intro to Ethno(musicology) Unit 2: Opera Was (Is!) Cool OUTCOMES: Upon successfully completing the course, students will be able to: • Understand the fundamentals of Western music theory • Understand the fundamental approach of analysing non-Western music • Research and accurately describe a researched culture of music • Compose music using basic and intermediate techniques • Perform and record personal compositions • Talk about opera as a popular art form and understand its main components • Discuss the ways opera has changed over four centuries ASSESSMENTS: • Arts Process Journal (online blog) • Written and/or presented analysis of music • Written and/or presented critique of performances • Performances of short pieces vocally, both individually and as an ensemble • Demonstration of technical knowledge • Group brainstorming and classroom discussions RESOURCES/TEXTS/MATERIALS: Musical instruments Recordings of operas Various music theory textbooks www.noteflight.com Various textbooks on music history and ethnic music

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Arts: Visual Arts Grade 8 (one semester) SYLLABUS CONTENT: Unit 1: Superheroes & Big Questions (Mixed Media- Oil Pastel, Digital Photography and Collage) Unit 2: Get Up, Stand Up (Painting) OUTCOMES: Upon successfully completing the course, student will be able to: • Demonstrate a growing awareness of the elements and principles of design, composition, and image development strategies • Demonstrate an understanding of how to interpret art through a variety of different contexts and the connection between art and society • Develop skills and apply techniques and processes involved in drawing, photography, collage and photoshop • Communicate artistic intentions, evaluate and respond to artwork from different times and cultures including their own • Develop creative thinking skills ASSESSMENTS: • Arts Process Journal • Class discussions/ Oral presentations • Written assignments and projects (ie. analysis of artworks, reflective essay, artist’s statement) • Preparatory work for studio pieces • In-process critiques/Final critiques • Finished artwork RESOURCES/TEXTS/MATERIALS: Selected images by a range of artists/ art posters and timelines and photographers. Battin, M.P., et al. J. Puzzles About Art: An Aesthetics Casebook. Chamberlin, L. Art Insight. Cumming, R. Art. Eyewitness Companions. Janson, H.W. and Janson, A.F. History of Art for Young People, 5th Ed. Wilkins, D.G. Big Book of Art.

- AN IB WORLD SCHOOL SINCE 2000 -

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COURSE NAME: MYP Physical and Health Education Grade 8 SYLLABUS CONTENT: Unit 1a: Health Related Fitness - Fitness Testing 1 Unit 1b: First Aid Unit 2: Team Sports - Football Unit 3: Aesthetic Movement - Dance Unit 4: Team Sports - Basketball Unit 5: International Sports & Activities - Lacrosse Unit 6: International Sports & Activities - Badminton Unit 7: Team Sports - Volleyball Unit 8: Health Related Fitness - Fitness Testing 2 Unit 9: Individual Pursuits - Swimming Unit 10: Individual Pursuits - Track and Field OUTCOMES: Upon successfully completing the course, students will be able to: • Demonstrate personal competence in applying movement skills and principles • Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities • Participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation • Demonstrate improvement in personal health-related physical fitness • Use safe practices regarding the safety of themselves and others ASSESSMENTS: • Participation in sports and activities applying appropriate rules and game strategies • Movement sequence project • Participation and effort in class • Sportsmanship and interactions with others RESOURCES, TEXTS AND MATERIALS: PSI PE uniform which includes: PE shirts, PE shorts, PE Tracksuit Jacket, PE Tracksuit Pants and a HOUSE Shirt or PSI Athletics/CEESA Uniform with PSI LOGO Water bottle Suitable footwear

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COURSE NAME: MYP Design Grade 8 (one semester) SYLLABUS CONTENT: Unit 1: Trash to Treasure Unit 2: Automations - Mechanical Toy OUTCOMES: Upon successfully completing the course, students will be able to: • Explain and justify a need for a solution to a problem • Construct a research plan • Analyse a group of similar products that inspire a solution to the problem • Develop a design brief and design specification, outlining the criteria for the design of a solution based on the data collected • Present a range of feasible design ideas, which can be correctly interpreted by others • Present the chosen design and outline the reasons for its selection • Develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution • Construct a logical plan outlining the efficient use of time and resources, sufficient for peers to be able to follow it • Demonstrate excellent technical skills when making the solution • Follow the plan to create the solution, which functions as intended • Explain changes made to the chosen design and plan when making the solution • Present the solution as a whole • Describe detailed and relevant testing methods, which generate accurate data, to measure the success of the solution • Evaluate the success of the solution against the Design Specification, and/or how the solution can be improved • Describe the impact of the solution on the client/target audience ASSESSMENTS: • Completion of practical project • Design project folder • Quizzes • Peer Assessment / Self Assessment RESOURCES/TEXTS/MATERIALS: • Various hand and power tools, and materials including timber, plastic and metals • Project booklet • Design folder

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

GRADE 9 COURSE NAME: MYP Language A: Language & Literature English 9 SYLLABUS CONTENT: Unit 1: Short Stories Unit 2: Novel Study (Animal Farm) Unit 3: Explicit Writing: Research Paper Unit 4: Novel Study (Catcher in the Rye) Unit 5: To Kill a Mockingbird and Poetry OUTCOMES: Upon successfully completing the course, students will be able to: • Analyse the content, context, language, structure, technique and style of text(s) and the relationships among texts • Analyse the effects of the creator’s choices on an audience • Justify opinions and ideas, using examples, explanations and terminology • Evaluate similarities and differences by connecting features across and within genres and texts • Employ organisational structures that serve the context and intention • Organise opinions and ideas in a sustained, coherent and logical manner • Use referencing and formatting tools to create a presentation style suitable to the context and intention • Produce texts that demonstrate insight, imagination and sensitivity • Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience • Select relevant details and examples to develop ideas • Use appropriate and varied vocabulary, sentence structures and forms of expression • Write and speak in a register and style that serve the context and intention • Use correct grammar, syntax, punctuation, and spelling in writing and pronounce with accuracy when speaking • Use appropriate nonverbal communication techniques ASSESSMENTS: Write a creative story Commentary presentation on poems Speeches/oral presentations Classroom discussions Literary analysis RESOURCES/TEXTS/MATERIALS: Orwell, G. Animal Farm Salinger, J.D. Catcher in the Rye Lee, H. To Kill a Mockingbird Selected poetry and short stories

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition English Grade 9 SYLLABUS CONTENT: Unit 1: Is a Picture Worth 1,000 Words? Graphic Novel Study: The Wall Unit 2: The World of Work Unit 3: Myths and Legends Unit 4: Who Knows What the Future Holds? OUTCOMES: Upon successfully completing the course, students will be able to: • Listen for specific purposes and respond to show understanding • Interpret visual text that is presented with spoken text • Engage with the text by supporting opinion and personal response with evidence and examples from the text • Read for specific purposes and respond to show understanding • Interpret visual text that is presented with written text • Interact and communicate in various situations • Express thoughts, feelings, ideas, opinions and information in spoken and written form • Speak and write for specific purposes. • Organise thoughts, feelings, ideas, opinions and information in spoken and written form • Develop accuracy when speaking and writing in the target language ASSESSMENTS: • Written assignments • Oral assessments • Visual interpretation • Reading comprehension RESOURCES/TEXTS/MATERIALS: Various texts and online resources Film: Run Lola Run Sis, Peter. The Wall

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition French Grade 9 (Phase 2/3) SYLLABUS CONTENT: Unit 1: Future Travel Plans Unit 2: The Environment Unit 3: Health and Fitness Unit 4: Being Active in the City and the Country OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to a limited range of spoken, visual and written texts • Communicate, request and provide information containing relevant ideas and some detail in familiar and some unfamiliar situations • Use language appropriate to a limited range of interpersonal and cultural contexts, and for a limited range of purposes and audiences in formal and informal oral and written communication • Use appropriate register in formal and informal oral and written communication • Interact in rehearsed and unrehearsed exchanges using comprehensible pronunciation and intonation/ correct tone • Understand main ideas and supporting details, and draw conclusions from visual texts presented with spoken and/or written text • Understand specific information, ideas, opinions and attitudes presented in visual text with spoken and/ or written text and in written texts • Understand visual conventions used in text • Understand aspects of format and style in texts • Understand and use language conventions accurately ASSESSMENT: • Oral communication: presentations with question and answer sessions, interviews, pair work, role plays, classroom discussions, debates. • Writing: advertisements, essays, creative stories, grammar and vocabulary quizzes, formal and informal letters • Reading comprehension: letters, advertisements, magazine and newspaper articles, prose, etc. • Visual comprehension: various visual resources such as videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, graphs, materials from websites, newspaper and magazine articles, etc. RESOURCES/TEXTS/MATERIALS: Oxford (2014) Tricolore Total 3. 5e édition Oxford (2014) Tricolore Total 4. 5e édition McDougal Littell (2011). Discovering French Nouveau Blanc, Student book. McGraw Hill. Reprise, A Review Workbook for Grammar, Communication, and Culture. Cle Internationale Grammaire Progressive Assorted websites and reading materials

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition French Grade 9 (Phase 3/4) SYLLABUS CONTENT: Unit 1: Look Beauty, Impressionism Unit 2: Being Helpful Unit 3: The World of Sound Unit 4: Communication and Media OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to a limited range of spoken, visual and written texts • Communicate, request and provide information containing relevant ideas and some detail in familiar and unfamiliar situations • Use appropriate language and register for a limited range of interpersonal and cultural contexts, and for a limited range of purposes and audiences in formal and informal oral and written communication • Use language accurately • Interact in rehearsed and unrehearsed exchanges using clear pronunciation and intonation/correct tone • Understand main ideas and supporting details, and draw conclusions from visual texts presented with spoken and/or written text • Understand specific information, ideas, opinions and attitudes presented in visual text with spoken and/ or written text • Understand visual convention, aspects of format and style used in texts • Understand and use language conventions accurately ASSESSMENTS: • Oral communication: classroom discussions, role play, interviewing, oral presentations • Writing: formal letter, email, postcard, interview, creative story • Reading comprehension: letters, advertisements, magazine articles, prose, etc • Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie • excerpts, etc. • Homework assignment , grammar, vocabulary and spelling tests and quizzes RESOURCES/TEXTS/MATERIALS: Oxford (2014) Tricolore Total 4. 5e édition, Student book Oxford (2014) Tricolore Total 4. 5e édition, Grammar in action Oxford (2011) Elan1 McDougal Littell (2011). Discovering French Nouveau Rouge, Student book. McGraw Hill. Reprise, A Review Workbook for Grammar, Communication, and Culture.Discovering French Rouge Cle Internationale Grammaire Progressive Cle Internationale Grammaire en Dialogues Selection of stories and poems Magazines Online resources

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition Spanish Grade 9 (Phase 1) SYLLABUS CONTENT: Unit 1: Getting Acquainted Unit 2: At home and At School Unit 3: My Town Unit 4: Hobbies and Free Time

OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to simple, short spoken texts • Communicate, request and provide information in a limited range of everyday situations • Use language appropriate to a very limited range of interpersonal and cultural contexts, including using • basic vocabulary accurately • Use some aspects of register in formal and informal oral communication • Interact in simple and rehearsed exchanges using comprehensible pronunciation and correct tone • Identify basic messages, main ideas and supporting details in simple visual, spoken and/or written texts • Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and/orwritten text • Recognise basic visual conventions used in texts • Understand and respond to simple visual and written texts • Recognise basic aspects of format and style ASSESSMENTS: • Oral assignments: Role plays, classroom discussions, presentations, speeches, interviews • Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, written presentations • Reading comprehension assignments • Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc. RESOURCES/TEXTS/MATERIALS: Listos 1 and 2 (Heinemann) Ventanas Uno y Dos (McDougal Littell) Assorted websites and reading materials

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition Russian Grade 9 (Phase 1/2) SYLLABUS CONTENT: Unit 1: Hobbies and Leisure Time Unit 2: Culture and Life Unit 3: Personal Relationship Unit 4: Jobs and Ambitions OUTCOMES: Upon successfully completing the course, students will be able to: • Identify basic facts, messages, main ideas and supporting details in everyday situations • Identify ideas, opinions and attitudes and make a personal response to the text • Identify basic facts, messages, main ideas and supporting details, and draw conclusions in familiar situations • Recognise basic aspects of conventions, format, style, and author’s purpose for writing • Engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text • Respond and appropriately use simple short phrases to communicate ideas, feelings and information on a variety of topics • Interact in simple and rehearsed exchanges, using verbal and nonverbal language • Communicate with a sense of audience, using language that suits the context • Respond appropriately to spoken, written and visual texts in a limited range of familiar situations • Interact in basic structured exchanges on a limited variety of aspects in familiar situations • Write/speak using a basic range of vocabulary, grammar and conventions; when speaking, use clear pronunciation and intonation • Organise basic information and ideas and use a range of basic cohesive devices ASSESSMENTS: • Oral communication: oral tests and presentations, interview, role plays • Writing: formal letter writing, newspaper article, poster design, research • Reading comprehension and visual interpretation assessments • Quizzes, tests, homework assignments, grammar exercises RESOURCES/TEXTS/MATERIALS: Хавронина. Русский язык в упражнениях Чернышов. Поехали Russian in an Easy Way Л.Л. Вохмина, И.А. Осипова Учебник русского языка. Начальный уровень Приглашение в Россию. Часть II. Базовый практический курс русского языка. Учебник. – Изд. 2-е

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition Russian Grade 9 (Phase 3/4) SYLLABUS CONTENT: Unit 1: Drama: The Elder Son by Alexander Vampilov Unit 2: Back to the USSR Unit 3: Vladimir Vysotski and his Songs Unit 4: National and Religious Holidays in Russia OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to a limited range of spoken, visual and written texts • Communicate, request and provide information containing relevant ideas and some detail in familiar and some unfamiliar situations • Use language appropriate to a limited range of interpersonal and cultural contexts, and for a limited range of purposes and audiences in formal and informal oral and written communication • Use appropriate register in formal and informal oral and written communication • Understand and use language conventions accurately • Interact in rehearsed and unrehearsed exchanges using comprehensible pronunciation and intonation/ correct tone • Understand main ideas and supporting details, and draw conclusions from visual and/or written texts • Understand specific information, ideas, opinions and attitudes presented in visual, spoken and/or written text • Understand visual convention used in text • Understand aspects of format and style in texts ASSESSMENTS: • Oral communication: classroom discussions, speeches, oral presentations, debates, role plays, interviewing • Writing: formal or informal letter, article to a newspaper, interview, creative story • Reading comprehension activities • Visual interpretation • Homework assignments and in-class quizzes and tests on grammar, vocabulary and spelling RESOURCES/TEXTS/MATERIALS: Родимкина «Россия: день сегодняшний» Пугачёв, Царёва «Русский язык» Короткова «Загадай желание» Материалы учителя Новикова, Щербакова «Удивительные истории» Губиева «50 русских текстов»

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Individuals and Societies Grade 9 SYLLABUS CONTENT: Unit 1: The Berlin Wall Unit 2: Global Marketing Unit 3: The Industrial Revolution Unit 4: Economic Development OUTCOMES: By the end of this course, students will be able to: • Know and understand key concepts in the humanities • Use a variety of investigative skills • Give oral presentations with confidence • Plan and carry out research and/or fieldwork as individuals or in a group • Think critically about topics and concepts • Use a variety of media to organise and communicate their factual and conceptual learning. These formats include, but are not limited to written reports, oral presentations, cartoons, storyboards, maps, diagrams, flow charts, charts, PowerPoint presentations, animations and videos. ASSESSMENTS: • The Berlin Wall photo journal and magazine article • Global Marketing - the Apprentice branding and a marketing campaign • Industrial Revolution - test, essay written diary, pamphlet on an innovation • Economic Development - multidisciplinary project and presentation • All topics - exam RESOURCES/TEXTS/MATERIALS: Waugh. A New Wider World. Counsell and Steer. Industrial Britain UN Data Explorer CIA World Factbook BBC resources including BBC Bitesize ABC News resources You Tube videos

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Standard Mathematics 9 SYLLABUS CONTENT: Unit 1: Sets, Venn Diagrams and Probability Unit 2: Surface Areas and Volumes Unit.3: Geometry of Straight Lines Unit 4. Exploring Quadratic Expressions Unit 5: Trigonometry and Right- Angled Triangles Unit 6: Statistics - Analysing Continuous Data Unit 7: Geometric Transformations OUTCOMES: Upon successfully completing the course, students will be able to : • Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations • Solve problems correctly in a variety of contexts • Select and apply mathematical problem-solving techniques to discover complex patterns • Describe patterns as relationships and/or general rules consistent with findings • Verify and justify relationships and/or general rules • Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations • Use different forms of mathematical representation to present information and move them • Communicate complete and coherent mathematical lines of reasoning • Organise information using a logical structure. • Identify relevant elements of authentic real-life situations • Select and apply appropriate mathematical strategies when solving authentic real-life situations • Explain the degree of accuracy of a solution • Explain whether a solution makes sense in the context of the authentic real-life situation ASSESSMENTS: • Investigations • Projects • Tests and quizzes • Presentation RESOURCES/TEXTS/MATERIALS: McSeveny, et al. International Mathematics for the Middle Years 4. Pearson Education 2007 . Haese, M., et al .Mathematics for the International Student 9 (MYP 4) (2nd edition), Haese Mathematics 2015 MYP Question Bank Khan Academy Desmos GeoGebra

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Extended Mathematics 9 SYLLABUS CONTENT: Unit 1: Sets, Venn Diagrams and Probability. Unit 2: Surface Areas and Volumes Unit.3: Coordinate Geometry Unit 4. Quadratic Equations and Graphs Unit 5: Trigonometry and Right- Angled Triangles Unit 6: Statistics: Analysing Continuous Data Unit 7: Geometric Transformations OUTCOMES: Upon successfully completing the course, students will be able to : • Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations • Solve problems correctly in a variety of contexts • Select and apply mathematical problem-solving techniques to discover complex patterns • Describe patterns as relationships and/or general rules consistent with findings • Verify and justify relationships and/or general rules • Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations • Use different forms of mathematical representation to present information and move them • Communicate complete and coherent mathematical lines of reasoning • Organise information using a logical structure. • Identify relevant elements of authentic real-life situations • Select and apply appropriate mathematical strategies when solving authentic real-life situations • Explain the degree of accuracy of a solution • Explain whether a solution makes sense in the context of the authentic real-life situation. ASSESSMENTS: • Investigations • Projects • Tests and quizzes • Presentation RESOURCES/TEXTS/MATERIALS: McSeveny, et al. International Mathematics for the Middle Years 4. Pearson Education 2007 . Haese, M., et al .Mathematics for the International Student 9 (MYP 4) (2nd edition), Haese Mathematics 2015 MYP Question Bank Khan Academy Desmos GeoGebra

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Science Grade 9 SYLLABUS CONTENT: The Grade 9 and 10 courses form a 2 year integrated science programme, where students build on skills already learnt in earlier years and use them to investigate a range of established and current scientific topics. Unit 1: Biochemistry of Life (9 weeks) Unit 2: Health and Sports Science (9 weeks) Unit 3: Forensic Science (9 weeks) Unit 4: Reproduction and Inheritance (9 weeks) OUTCOMES: Upon successfully completing the course, students will be able to: • Research the implications of scientific discovery and write scientific essays using correct documentation • Support an informed point of view with evidence during discussions • Communicate knowledge using scientific vocabulary, diagrams and terminology • Design and perform controlled laboratory investigations • Analyse data, draw relevant conclusions and evaluate the experiment ASSESSMENTS: Scientific Essays Laboratory Investigations Modeling Scientific Processes Tests and quizzes Case Study reports

• • • • •

RESOURCES/TEXTS/MATERIALS: Miller, K and Levine, J (2010). Biology. New Jersey: Prentice Hall. Campbell, Reece, Mitchel. Biology, 5th edition. Available: http://www1.whsd.net/courses/H0058/Interactive_ Study_Partner/activity/activity.htm. BIOZONE (2009). Senior Biology 1 and 2. Australia Various Applets and websites

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Arts: Drama Grade 9 SYLLABUS CONTENT: Unit 1: Vaudeville Unit 2: Verbatim Theatre Unit 3: Musical Theatre - Interdisciplinary with Music Unit 4: Physical Theatre OUTCOMES: At the completion of this course, students will be able to: • Demonstrate questioning skills in role • Write and dramatise an original piece of collaborative work • Learn and apply design skills • Engage in independent research on a study of an historical period in theatre • Use appropriate technology in a multi-media presentation • Perform monologues, dialogues and scenes • Demonstrate voice work on text – especially stress, tone and volume • Demonstrate an understanding of characterisation • Use appropriate theatrical vocabulary in script analysis • Demonstrate understanding of movement theories (Meyerhold/Laban) ASSESSMENTS: • Ensemble work and exploration of world theatre styles/forms • Collaborative ensemble projects and performances • Devising a theatre piece with social connections • Creating and performing a 3-5 minute scene and monologue • Performance of physical theatre, both individual and group • Script analysis • Journal RESOURCES/TEXTS/MATERIALS: Zich. Teaching the Ensemble Technique. Neelands. Structuring Drama Work. Biomechanics DVD PBS. Broadway: The American Musical Vaudeville: The American Masters Series. Andrew Kushnir, Playwright and Social Activist Verbatim Theatre Unit of Study: Teacher’s Material (Ontario Min. of Education)

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Arts: Music Grade 9 SYLLABUS CONTENT: Unit 1: Music and Identity Unit 2: Music and History (including Innovation/Technology) Unit 3: Music and Theater (Interdisciplinary unit with Drama) Unit 4: Music and Film OUTCOMES: Upon successfully completing the course, students will be able to: • Develop and implement their understanding of Western music theory and composition • Compose music using intermediate level techniques within period styles • Recognise and analyse music from different genres and periods • Compare and contrast musical theatre with other theatre styles • Compose music for an externally written script/book • Provide musical accompaniment/perform in a musical production • Use various software to create music • Recognise a wide variety of careers involving music • Integrate music into a business proposal and/or presentation • Understand how music and identity are related • Identify the major periods of western music and know the defining elements of each period’s style • Demonstrate awareness of how music has changed over time ASSESSMENTS: • Arts Process Journal (online blog) • Written and/or presented analysis of music • Written and/or presented critique of performances • Performances of short pieces on individual instrument • Compositions • Demonstration of technical knowledge • Group brainstorming and classroom discussions • Proposals/presentations in music industry RESOURCES/TEXTS/MATERIALS www.noteflight.com Musical instruments and equipment Various music theory textbooks Various other music texts Various Internet resources

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Arts: Visual Arts Grade 9 SYLLABUS CONTENT: Unit 1: Identity (2D & 3D pieces using a range of media) Unit 2: Cultural Connections (Textile) Unit 3: Past & Present (Drawing and Stop Motion Animation) OUTCOMES: Upon successfully completing the course, student will be able to: • Demonstrate knowledge and understanding of the elements and principles of design, various image development strategies, and a range of artistic devices • Develop ideas or themes to a point of realisation expressing their artistic intentions • Apply skills, techniques and processes in mixed media, textiles, sculpture/assemblage, drawing, painting, and digital media to create art • Reflect critically on their own artistic development and processes at different stages of their work; evaluate their work and use feedback to inform their own artistic development and processes • Respond to art from a variety of different times and cultures including their own • Develop creative and critical thinking skills ASSESSMENTS: • Arts Process Journal • Class discussions/ Oral presentations • Written assignments and projects (ie. analysis of artworks, proposals, reflective essay, artist’s statement) • Preparatory work for studio pieces • In-process critiques/ final critiques • Finished artwork RESOURCES/TEXTS/MATERIALS: Selected images by a range of artists/ art posters and timelines Battin, M.P. et al. Puzzles about Art: An Aesthetics Casebook. The History of Western Art [DVD] BBC. How Art Made the World. [DVD]

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Physical and Health Education Grade 9 SYLLABUS CONTENT: Unit 1a: Health Related Fitness - Fitness Testing 1 Unit 1b: First Aid Unit 2: Team Sports - Football Unit 3: Aesthetic Movement -Yoga Unit 4: Team Sports - Basketball Unit 5: International Sports & Activities - Handball Unit 6: International Sports & Activities - Badminton Unit 7: Team Sports - Volleyball Unit 8: Health Related Fitness - Fitness Testing 2 Unit 9: Individual Pursuits - Swimming Unit 10: Individual Pursuits - Track and Field OUTCOMES: Upon successfully completing the course, students will be able to: • Demonstrate personal competence in applying movement skills and principles • Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities • Participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation • Demonstrate improvement in personal health-related physical fitness • Use safe practices regarding the safety of themselves and others ASSESSMENTS: • Participation in sports and activities demonstrating use of sport rules and game strategies • Composed movement sequences • Participation and effort in class • Sportsmanship and their interactions with others • Written assignments, tests and quizzes RESOURCES, TEXTS AND MATERIALS: PSI PE uniform which includes: PE shirts, PE shorts, PE Tracksuit Jacket, PE Tracksuit Pants and a HOUSE Shirt or PSI Athletics/CEESA Uniform with PSI LOGO Water bottle Suitable footwear

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Design Grade 9 SYLLABUS CONTENT: Unit 1: Commercial Design Unit 2: Smart Stand Unit 3: Chocolate Manufacturing OUTCOMES: Upon successfully completing the course, students will be able to: • Explain and justify the need for a solution to a problem for a specified client/target audience • Identify and prioritise the primary and secondary research needed to develop a solution to the problem • Analyse a range of existing products that inspire a solution to the problem • Develop a detailed design brief, which summarises the analysis of relevant research • Develop a design specification, which clearly states the success criteria for the design of a solution • Develop a range of feasible design ideas, which can be correctly interpreted by others • Present the chosen design and justify its selection • Develop accurate and detailed planning drawings/diagrams and outline the requirements for creating the solution • Construct a logical plan which describes the efficient use of time and resources, sufficient for peers to be able to follow it • Demonstrate excellent technical skills when making the solution • Follow the plan to create the solution, which functions as intended • Fully justify changes made to the chosen design and plan when making the solution • Present the solution as a whole • Design detailed and relevant testing methods, which generate data, to measure the success of the solution • Critically evaluate the success of the solution against the design specification and explain how the solution could be improved • Explain the impact of the solution on the client/target audience ASSESSMENTS: • Completion of practical project • Design project folder • Quizzes • Peer Assessment / Self Assessment RESOURCES/TEXTS/MATERIALS: Various hand and power tools, and various materials, including timber, plastics and metals 3D Printer Google Sketch - Up Manufacturing Processes Project booklet Design folder

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

GRADE 10 COURSE NAME: MYP Language and Literature English 10 SYLLABUS CONTENT: Unit 1: Memoir Unit 2: Drama Studies: Macbeth Unit 3: Conflict Poetry Unit 5: Media Studies OUTCOMES: Upon successfully completing the course, students will be able to • Analyse the content, context, language, structure, technique and style of text(s) and the relationships among texts • Analyse the effects of the creator’s choices on an audience • Justify opinions and ideas, using examples, explanations and terminology • Evaluate similarities and differences by connecting features across and within genres and texts. • Employ organisational structures that serve the context and intention in a sustained, coherent and logical manner • Use referencing and formatting tools to create a presentation style suitable to the context and intention. • Produce texts that demonstrate insight, imagination and sensitivity • Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience • Select relevant details and examples to develop ideas • Use appropriate and varied vocabulary, sentence structures, registers, styles and forms of expression • Use correct grammar, syntax, punctuation in writing spelling, and accurate pronunciation in speaking • Use appropriate nonverbal communication techniques ASSESSMENTS: • Memoirs • Comparative essays based on poems • Original Poetry • Exploration of Themes • Speeches/oral presentations • Classroom discussion • Literary analysis RESOURCES/TEXTS/MATERIALS: Weisel, E. Night Muller, F. Eyewitness Auschwitz Shakespeare, W. Macbeth Selected Poetry Selected Advertisements

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition English Grade 10 SYLLABUS CONTENT: Unit 2: Utopia vs Dystopia, Novel Study: The Giver Unit 3: The Medium Is the Message Unit 4: The Power of the Written Word, Novel Study: The Book Thief Unit 5: The Twist Is in the Tale OUTCOMES: Upon successfully completing the course, students will be able to: • Listen for specific purposes and respond to show understanding • Interpret visual text that is presented with spoken text • Engage with the text by supporting opinion and personal response with evidence and examples from the text • Read for specific purposes and respond to show understanding • Interpret visual text that is presented with written text • Interact and communicate in various situations • Express thoughts, feelings, ideas, opinions and information in spoken and written form • Speak and write for specific purposes. • Organise thoughts, feelings, ideas, opinions and information in spoken and written form • Develop accuracy when speaking and writing in the target language ASSESSMENTS: • Written assignments • Oral assessments • Visual interpretation • Reading comprehension RESOURCES/TEXTS/MATERIALS: A variety of print, media and online resources Lowry, Lois. The Giver Zusak, Markus. The Book Thief

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition French Grade 10 (Phase 2/3) SYLLABUS CONTENT: Unit 1: Future Travel Plans Unit 2: The Environment Unit 3: Health and Fitness Unit 4: Being Active in the City and the Country OUTCOMES: Upon successfully completing the course, student will be able to: • Understand and respond to simple spoken texts • Communicate, request and provide information containing relevant ideas and some details in a limited range of familiar situations both in writing and orally • Use language appropriately in a limited range of interpersonal and cultural contexts both in writing and orally • Use some aspects of register in formal and informal oral and written communication • Understand and use basic language conventions accurately in writing and orally • Interact in basic rehearsed and some unrehearsed exchanges using comprehensible pronunciation and intonation/correct tone • Understand messages presented in visual texts and basic facts in written texts • Understand main ideas, specific information and supporting details in visual or written texts • Recognise visual convention used in texts and basic aspects of format and style • Understand and respond to simple visual and written texts ASSESSMENTS: • Oral: presentations with question and answer sessions, speeches, interviews, pair work, role plays, classroom discussions, debates. • Writing: advertisements, essays, creative stories, grammar and vocabulary quizzes, compositions, written presentations, letters. • Reading comprehension: letters, advertisements, magazine and newspaper articles, prose etc. • Visual interpretation: various visual resources such as videos, presentations, cartoons, movie excerpts, pictures, etc. RESOURCES/TEXTS/MATERIALS: Oxford (2014) Tricolore Total 3. 5e édition Oxford (2014) Tricolore Total 4. 5e édition McDougal Littell (2011). Discovering French Nouveau Blanc, Student book. McGraw Hill. Reprise, A Review Workbook for Grammar, Communication, and Culture Cle Internationale Grammaire Progressive Assorted websites and reading materials

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition French Grade 10 (Phase 3/4) SYLLABUS CONTENT: Unit 1: Looks, Beauty, Impressionism Unit 2: Being Helpful Unit 3: The World of Sound Unit 4: Communication and Media OUTCOMES: Upon successfully completing the course, students will be able to: • Understand, interpret and respond to a range of spoken, visual and written texts • Communicate, request and provide information in a range of spoken contexts • Use language appropriate to a range of spoken interpersonal and cultural contexts, and for a range of purposes and audiences • Use language accurately both in writing and orally • Engage actively in oral production using clear pronunciation and correct intonation/tone • Construct meaning from main ideas and supporting details, and draw conclusions from visual or written texts • Interpret visual conventions used in texts • Interpret specific information, ideas opinions and attitudes presented in written texts • Interpret main ideas and supporting details, aspects of form and style and draw conclusions from written texts • Request and provide information in a range of written contexts • Use language appropriate to a range of interpersonal and cultural contexts, and for a range of purposes and audiences • Understand and use language conventions accurately, including appropriate register for formal and informal communications ASSESSMENTS: • Oral: classroom discussions, speeches, oral presentations, debates, role play, interviewing • Writing: formal or informal letter, article to a newspaper, interview, creative story • Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, pictures, etc. • Reading comprehension activities • Formative assessment: Grammar, vocabulary and spelling tests and quizzes, homework assignments RESOURCES/TEXTS/MATERIALS: Oxford (2014) Tricolore Total 4. 5e édition, Student book Oxford (2014) Tricolore Total 4. 5e édition, Grammar in action Oxford (2011) Elan1 McDougal Littell (2011). Discovering French Nouveau Rouge, Student book. McGraw Hill. Reprise, A Review Workbook for Grammar, Communication, and Culture.Discovering French Rouge Cle Internationale Grammaire Progressive Cle Internationale Grammaire en Dialogues Selection of stories and poems Magazines Online resources

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition Spanish Grade 10 (Phase 1) SYLLABUS CONTENT: Unit 1: Getting Acquainted Unit 2: At home and At School Unit 3: My Town Unit 4: Hobbies and Free Time

OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to simple, short spoken texts • Communicate, request and provide information in a limited range of everyday situations • Use language appropriate to a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately • Use some aspects of register in formal and informal oral communication • Interact in simple and rehearsed exchanges using comprehensible pronunciation and correct tone • Identify basic messages, main ideas and supporting details in simple visual, spoken and/or written texts • Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and/or written text • Recognise basic visual conventions used in texts • Understand and respond to simple visual and written texts • Recognise basic aspects of format and style ASSESSMENTS: • Oral assignments: Role plays, classroom discussions, presentations, speeches, interviews • Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, written presentations • Reading comprehension assignments • Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc. RESOURCES/TEXTS/MATERIALS: Listos 1 and 2 (Heinemann) Ventanas Uno y Dos (McDougal Littell) Assorted websites and reading materials

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition Russian Grade 10 (Phase 1/2) SYLLABUS CONTENT: Unit 1: Hobbies and Leisure Time Unit 2: Culture and Life Unit 3: Personal Relationship Unit 4: Jobs and Ambitions OUTCOMES: Upon successfully completing the course, students will be able to: • Identify basic facts, messages, main ideas and supporting details in everyday situations • Engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text • Show understanding of messages, main ideas and supporting details in familiar situations • Identify basic facts, messages, main ideas and supporting details, aspects of form, style and purpose, and draw conclusions • Engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text • Respond and appropriately use simple short phrases to communicate ideas, feelings and information on a variety of topics • Interact in simple and rehearsed exchanges, using verbal and nonverbal language • Communicate with a sense of audience and use language to suit the context • Respond appropriately to spoken, written and visual texts in a limited range of familiar situations • Write and speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation • Organise basic information and ideas and use a range of basic cohesive devices ASSESSMENTS: • Oral communication: oral tests and presentations, interview, role plays • Writing: formal letter writing, newspaper article, poster design, research • Reading comprehension and visual interpretation • Formative assessments: Quizzes, tests, homework assignments, grammar exercises RESOURCES/TEXTS/MATERIALS: Хавронина. Русский язык в упражнениях Чернышов. Поехали Russian the Easy Way Л.Л. Вохмина, И.А. Осипова Учебник русского языка. Начальный уровень Приглашение в Россию. Часть II. Базовый практический курс русского языка. Учебник. – Изд. 2-е

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Language Acquisition Russian, Grade 10 (Phase 3/4) SYLLABUS CONTENT: Unit 1: Drama: The Elder Son by Alexander Vampilov Unit 2: Back to the USSR Unit 3: Vladimir Vysotski and his Songs Unit 4: National and Religious Holidays in Russia OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and respond to limited range of spoken, visual and written texts • Communicate, request and provide information containing relevant ideas and some detail in familiar and some unfamiliar situation • Use language appropriate to a limited range of interpersonal and cultural contexts, and for a limited range of purposes and audiences in formal and informal oral and written communication • Use language accurately, including appropriate register in formal and informal oral and written communication • Interact in rehearsed and unrehearsed exchanges using comprehensible pronunciation and intonation/ correct tone • Understand main ideas and supporting details, and draw conclusions from visual texts presented with spoken and/or written text and from written texts • Understand specific information, ideas, opinions and attitudes presented in visual text with spoken and/ or written text • Understand visual convention used in text • Understand aspects of format and style in texts • Understand and use language conventions accurately ASSESSMENTS: • Oral communication: classroom discussions, speeches, oral presentations, debates, role play, interviewing • Writing: formal or informal letter, article to a newspaper, interview, creative story • Reading comprehension activities • Visual interpretation • Formative: Homework assignments, grammar, vocabulary and spelling tests and quizzes RESOURCES/TEXTS/MATERIALS: Родимкина «Россия: день сегодняшний» Пугачёв, Царёва «Русский язык» Короткова «Загадай желание» Новикова, Щербакова «Удивительные истории» Материалы учителя Губиева «50 русских текстов»

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Individual and Societies Grade 10 SYLLABUS CONTENT: Unit 1: The Final Solution Unit 2: Tourism Unit 3: Gender Equality Unit 4: Stalin and the Soviet People Unit 5: Introduction to Economics OUTCOMES: Upon successful completion of this course, students will be able to: • Demonstrate the skills necessary for the effective study of humanities • Discuss the role of time and place in historical and current events • Demonstrate a respect and understanding of others’ perspectives, values and attitudes • Discuss contemporary humanities issues • Make connections with other subjects • Understand the causes and consequences of change through physical and human actions and processes • Demonstrate intercultural awareness and a desire to be proactive as a responsible global citizen • Develop a lifelong interest in and enjoyment of humanities • Understand some of the key ideas leading to DP Economics, Geography or History ASSESSMENTS: Presentation – Communities within Auschwitz Reflection – Week without Walls Test – Hitler and the Final Solution Essay - The Impact of Tourism Itinerary – Travel schedule with commentary Presentation - Investigation into a gender equality issue Test – Stalin/History of Russian Revolution Poster - Cult of Personality Essay – Evidence of the effects of Stalin on art and literature Research report – The Impact of the 2008 Great Recession on a particular economy today RESOURCES/TEXTS/MATERIALS: Waugh. A New Wider World. Waugh. Geography: An Integrated Approach. Lowe. Modern World History, 4th Edition. Holt, Rinehart and Winston, eds. World History: People and Nations. Waugh and Bushell. New Interactions Morris and Murphy. Europe: 1870 – 1991. Hobsbawm. Age of Extremes. Roberts. The Penguin History of the Twentieth Century. Howard and Lewis. The Oxford History of the Twentieth Century. BBC Bitesize The Economist Fall Trip You Tube videos

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Standard Mathematics Grade 10 SYLLABUS CONTENT (Standard Mathematics): Unit 1: Sets, Venn Diagrams and Probability Unit 2: Surface Areas and Volumes Unit.3: Coordinate Geometry Unit 4. Quadratic Equations and Graphs Unit 5: Trigonometry and Right- Angled Triangles Unit 6: Statistics: Analysing Continuous Data Unit 7: Geometric Transformations OUTCOMES: Upon successfully completing the course, students will be able to: • Select appropriate mathematics when solving problems in both familiar and unfamiliar situations • Apply the selected mathematics successfully and solve problems correctly in a variety of contexts • Select and apply mathematical problem-solving techniques to discover complex patterns • Describe patterns as general rules consistent with findings • Prove, or verify and justify, general rules. • Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations • Use appropriate forms of mathematical representation to present information • Move between different forms of mathematical representation • Communicate complete, coherent and concise mathematical lines of reasoning • Organise information using a logical structure. • Identify relevant elements of authentic real-life situations • Select and apply appropriate mathematical strategies when solving authentic real-life situations • Justify the degree of accuracy of a solution • Justify whether a solution makes sense in the context of the authentic real-life situation ASSESSMENTS: • Investigations • Projects • Tests and quizzes • Presentation RESOURCES/TEXTS/MATERIALS: McSeveny, et al. International Mathematics for the Middle Years 5. Pearson Education 2007 . Haese, M., et al .Mathematics for the International Student 10 (MYP 5) (2nd edition), Haese Mathematics 2015 MYP Question Bank Khan Academy Desmos GeoGebra Graphic Calculators TI 83, TI 84

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Extended Mathematics Grade 10 SYLLABUS CONTENT: Unit 1: Laws of Exponents and Exponential Functions Unit 2: Inverse Functions and Logarithms Unit.3: Sequences and Series Unit 4. Periodic Functions Unit 5: More Triangle Trigonometry Unit 6: Correlation and Regression Unit 7: Vectors OUTCOMES: Upon successfully completing the course, students will be able to: • Select appropriate mathematics when solving problems in both familiar and unfamiliar situations • Apply the selected mathematics successfully and solve problems correctly in a variety of contexts • Select and apply mathematical problem-solving techniques to discover complex patterns • Describe patterns as general rules consistent with findings • Prove, or verify and justify, general rules. • Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations • Use appropriate forms of mathematical representation to present information • Move between different forms of mathematical representation • Communicate complete, coherent and concise mathematical lines of reasoning • Organise information using a logical structure • Identify relevant elements of authentic real-life situations • Select and apply appropriate mathematical strategies when solving authentic real-life situations • Justify the degree of accuracy of a solution • Justify whether a solution makes sense in the context of the authentic real-life situation. ASSESSMENTS: • Investigations • Projects • Tests and quizzes • Presentation RESOURCES/TEXTS/MATERIALS: McSeveny, et al. International Mathematics for the Middle Years 5. Pearson Education 2007 . Haese, M., et al .Mathematics for the International Student 10 (MYP 4) (2nd edition), Haese Mathematics 2015 MYP Question Bank Khan Academy Desmos GeoGebra Graphic Calculators TI 83, TI 84

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Science Grade 10 SYLLABUS CONTENT: Unit 1: The Science of Sustainability Unit 2: The Science of Architecture Unit 3: The Science of Perception Unit 4: The Science of War OUTCOMES: Upon successfully completing the course, students will be able to: • Research the implications of scientific discovery and write a reflective scientific essay dealing with the an issue • Support an informed point of view with evidence during discussions • Communicate knowledge using scientific vocabulary, diagrams and terminology • Design and perform laboratory investigations • Analyse data, draw relevant conclusions and evaluate their experiment • Perform mathematical calculations and support their calculations by explaining trends, patterns or relationships in the data. ASSESSMENTS: • Scientific Essays • Laboratory Investigations • Classroom Discussion • Tests and Quizzes RESOURCES / TEXTS MATERIALS Armstrong. MYP Integrated Science, Cengage Learning 2013 Miller, K and Levine, J (2010). Biology. New Jersey: Prentice Hall. Campbell, Reece, Mitchel. Biology, 5th edition. Available: http://www1.whsd.net/courses/H0058/Interactive_ Study_Partner/activity/activity.htm. BIOZONE (2009). Senior Biology 1 and 2. Australia Various applets and websites

- AN IB WORLD SCHOOL SINCE 2000 -

- A PLACE WHERE WE BELONG -

COURSE NAME: MYP Arts: Drama Grade 10 SYLLABUS CONTENT: Unit 1: Stanislavski and Realism Unit 2: Commedia Dell’Arte Unit 3: Kabuki Theatre Unit 4: Sense Perception in the Arts - Interdisciplinary with Science, Music, and Visual Art OUTCOMES: Upon successfully completing the course, students will be able to: • Improvise scenes • Understand/perform in Stanislavski method • Understand/perform elements of basic Commedia Dell’Arte • Research and demonstrate understanding of Japanese Kabuki Theatre • Use a variety of techniques to write and perform an original piece • Reflect, analyse and understand elements of different practitioners and world theatre styles • Consider the role of theatre in the world through different eras and cultures • Consider intention. impact, and the role of the audience ASSESSMENTS: • Assessed ensemble work and exploration of world theatre styles/forms • Collaborative ensemble projects and performances • Written assignments • Oral presentations • Classroom discussion • Theatre critiques • Journal RESOURCES/TEXTS/MATERIALS: Stanislavski Method (DVD) Ensemble Training: Drama Theatre Sports and Improvisation History and scripts of Japanese Kabuki Theatre (DVD) Commedia Dell’Arte by Fava (DVD) Commedia Dell’Arte (National Theatre videos online) Leiter: The Art of Kabuki Kabuki texts and DVDs Various Internet resources

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COURSE NAME: MYP Arts: Music Grade 10 SYLLABUS CONTENT: Unit 1: Music and Change Unit 2: Music and Culture Unit 3: Music and the Human Race Unit 4: At the Intersection of Music and Math and Music and Science (interdisciplinary unit with Arts/Science) OUTCOMES: Upon successfully completing the course, students will be able to: • Understand how feelings can be expressed through music • Compose a culturally inspired piece of music • Understand the complete the various stages required in becoming a popular musician • Compose in the style of contemporary popular music • Perform together as an ensemble in front of an audience • Use music effectively along with video to create, alter or enhance mood ASSESSMENTS: • Arts Process Journal (online blog) • Written and/or presented analysis of music • Written and/or presented critique of performances • Performances of short pieces on individual instrument (practical application of skills) • Compositions • Demonstration of technical knowledge • Group brainstorming and classroom discussions • Proposals/presentations in music industry • Integration of compositions into film medium RESOURCES/TEXTS/MATERIALS: www.noteflight.com Various other Internet resources and software Musical instruments and equipment Various music theory textbooks

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COURSE NAME: MYP Arts: Visual Arts Grade 10 SYLLABUS CONTENT: Unit 1: Art is a Process (Drawing) Unit 2: Monuments and Memories (Commemorative art-model) Unit 3: When Does Inspiration Strike? (Open medium) Unit 4: Sense Perception in the Arts (Interdisciplinary unit w/ Drama, Music and Science) OUTCOMES: Upon successfully completing the course, student will be able to: • Demonstrate knowledge and understanding of the elements and principles of design, various image development strategies, and a range of artistic devices • Develop ideas or themes to a point of realisation expressing their artistic intentions • Apply skills, techniques and processes in mixed media, sculpture/assemblage, drawing and painting to create art • Reflect critically on their own artistic development and processes at different stages of their work; evaluate their work and use feedback to inform their own artistic development and processes ASSESSMENTS: • Journal entries • Class discussions/ Oral presentations • Preparatory work for studio pieces • In-process critiques/ final critiques • Finished artwork • Written assignments and projects (i.e., analysis of artworks, proposals, reflective essay, artist’s statement) RESOURCES/TEXTS/MATERIALS: Selected images by a range of artists/ art posters and timelines The Visual Experience [Digital textbook] Battin, M.P.,et al. Puzzles about Art: An Aesthetics Casebook The Evolution of Art [DVD] The History of Western Art [DVD] BBC. How Art Made the World [DVD] Mock, F.L. Maya Lin: A Strong Clear Vision [DVD] Art21 Series [DVD]

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COURSE NAME: MYP Physical and Health Education Grade 10 SYLLABUS CONTENT: Unit 1a: Health Related Fitness - Fitness Testing 1 Unit 1b: First Aid Unit 2: Team Sports - Football Unit 3: Aesthetic Movement - Aerobics Workouts Unit 4: Team Sports - Basketball Unit 5: International Sports & Activities - Touchball Unit 6: International Sports & Activities - Badminton Unit 7: Team Sports - Volleyball Unit 8: Health Related Fitness - Fitness Testing 2 Unit 9: Individual Pursuits - Swimming Unit 10: Individual Pursuits - Track and Field OUTCOMES: Upon successfully completing the course, students will be able to: • Demonstrate personal competence in applying movement skills and principles • Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities • Participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation • Demonstrate improvement in personal health-related physical fitness • Use safe practices regarding the safety of themselves and others ASSESSMENTS: • Participation in sports and activities that demonstrates an understanding of rules and strategies • Movement sequence composition • Participation and effort in class • Sportsmanship and their interactions with others • Written papers, journals, tests and quizzes RESOURCES, TEXTS AND MATERIALS: PSI PE uniform which includes: PE shirts, PE shorts, PE Tracksuit Jacket, PE Tracksuit Pants and a HOUSE Shirt or PSI Athletics/CEESA Uniform with PSI LOGO Water bottle Suitable footwear

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COURSE NAME: MYP Design Grade 10 SYLLABUS CONTENT: Unit 1: Store It Unit 2: Design for the Disadvantaged Unit 3: The Great Egg Race OUTCOMES: Upon successfully completing the course, students will be able to; • Explain and justify the need for a solution to a problem for a specified client/target audience • Identify and prioritise the primary and secondary research needed to develop a solution to the problem • Analyse a range of existing products that inspire a solution to the problem • Develop a detailed design brief, which summarises the analysis of relevant research • Develop a design specification, which clearly states the success criteria for the design of a solution • Develop a range of feasible design ideas, which can be correctly interpreted by others • Present the chosen design and justify its selection • Develop accurate and detailed planning drawings/diagrams and outline the requirements for product creation • Construct a logical plan which describes the efficient use of time and resources, sufficient for peers to follow it • Demonstrate excellent technical skills when making the solution • Follow the plan to create the solution, which functions as intended • Fully justify changes made to the chosen design and plan when making the solution • Present the solution as a whole • Design detailed and relevant testing methods, which generate data, to measure the success of the solution • Critically evaluate the success of the solution against the design specification and explain how the solution could be improved • Explain the impact of the solution on the client/target audience ASSESSMENTS: Completion of practical project Design project folder Quizzes Peer Assessment / Self Assessment RESOURCES/TEXTS/MATERIALS: 3D Printer Google Sketch - Up Project booklet Design folder Various hand and power tools, and materials including timber, plastics and metals

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INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (DP)

- AN IB WORLD SCHOOL SINCE 2000 -

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OVERVIEW The International Baccalaureate (IB) Diploma programme is a challenging two-year curriculum, designed for students in Grades 11 and 12 (aged 16 – 19). It leads to a qualification that is widely recognised by the world’s leading universities. Students learn more than a collection of facts. The DP prepares students for university and encourages them to ask challenging questions, to learn how to learn, to develop a strong sense of their own identity and culture, and to communicate with and understand people from other countries and cultures. Those who complete this programme enjoy a competitive edge in admission to any college or university in the world because: • The IB Diploma curriculum is an integrated, comprehensive and balanced mix of sciences, maths, humanities and arts. • The IB Diploma Programme provides an opportunity to study some subjects in-depth while covering others more broadly. • Students are evaluated according to the highest international standards of assessment over a two-year period. • Students receive explicit instruction in critical thinking and learn the interrelationship of academic subjects. • Students develop a respect for cultural diversity and gain a broader world view. QUALIFYING TO ENTER THE IB DIPLOMA PROGRAMME Students in Grade 10 must meet the following criteria for entry into the DP: • At least 26 points in the six subject groups outlined below • At least 15 points (or a minimum of 5 points per subject) in the three subjects of their choice for HL classes • Successful completion of the MYP Personal Project (This may be waived for students coming into G11 from a non-MYP school; letters of reference from the sending school will indicate the student’s ability to work independently.) Students who do not meet these criteria by June of their Grade 10 year will be registered for either the PSI Diploma or the PSI Diploma plus DP Certificates. Some students may be allowed to enter the full DP on a probationary basis, with the approval of the Secondary Principal and the DP Coordinator. Those students will either be removed from probation at the end of their first semester in the DP or will be removed from the full DP.

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CURRICULUM The DP is a comprehensive programme that requires students to demonstrate knowledge and skills through internal and external assessments in the following six interrelated academic areas: DP CURRICULUM GROUP

PSI COURSE OFFERINGS

Studies in Language and Literature: A mother-tongue language, used for a study of literature

English, Russian, or Self-Taught A1 in the studentâ&#x20AC;&#x2122;s language of choice*+

Language Acquisition: A second modern language taught at different levels of competency

Spanish ab initio*, English, French, Russian, Russian ab initio

Individuals and Societies

History, Geography, Economics

Experimental Sciences

Environmental Systems and Societies*, Design Technology, Biology, Chemistry, Physics

Mathematics

Higher Level Mathematics, Standard Level Mathematics*, Maths Studies*

Arts**

Visual Arts, Theatre

Other DP Requirements

Theory of Knowledge Creativity, Activity, Service (CAS) Extended Essay

*These courses offered at Standard Level only. +For Self Taught courses, it is the responsibility of parents to arrange for and pay an appropriate tutor. The school will maintain contact with the tutor to ensure that s/he is following the programme. **Students may opt to take a course from Groups 1 - 4 instead of an Arts offering. IB DIPLOMA REQUIREMENTS As outlined on page 7, students may choose one of three tracks in Grades 11 and 12: The PSI High School Diploma, the PSI Diploma plus DP Courses or the PSI Diploma plus the IB Diploma. The information that follows focuses only on the third track and outlines requirements for completing the IB Diploma. Higher Level (HL) and Standard Level (SL) Students who wish to achieve the full IB Diploma must take one course offering from each of the groups indicated on the chart above. Three of those must be at Standard Level (SL) and three must be at Higher Level (HL). SL courses meet the equivalent of four 40-minute periods per week over the two years. HL courses meet the equivalent of six 40-minute periods per week. In general, PSI offers HL and SL courses in the same class; teachers dismiss SL students as needed. Those students use that time as a study period. (The exception is Mathematics, where the course outlines for HL and SL are vastly different. Maths SL, HL and Studies are offered as individual courses.) Each subject group has different requirements for HL students. In some cases, HL courses offer additional units and more topics. In other subject areas, HL students study the same units as SL candidates, but do so at greater depth. HL students also complete additional assessment and exam papers. Other Requirements In addition to coursework, candidates for the full IB Diploma take a course called Theory of Knowledge (TOK), where they learn to analyse the methods and biases of the various disciplines of study. TOK helps students to understand more about the nature of knowledge itself and the strengths and weaknesses of knowledge claims made in each of the subject areas. TOK gives students an insight into their programme of study that inevitably strengthens their ability to specialise at college or university in an informed way. Students also complete a TOK essay that is submitted for external marking. Second, IB Diploma candidates complete an Extended Essay, an original research paper of approximately 4,000 words. Although every student works with a teacher-mentor who helps guide his/her work, the Extended Essay is designed to be an independent project and is excellent preparation for future studies at university level. The Extended Essay is also externally marked by the IB. - AN IB WORLD SCHOOL SINCE 2000 -

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Finally, Diploma candidates participate in CAS (Creativity, Action, Service). Throughout Grades 11 and 12, students complete a wide variety of projects in each of the three areas of this programme. Through their involvement in nonâ&#x20AC;?academic activities, students develop important life skills, and demonstrate how well-rounded and interesting they are. These are attributes that university admissions officers seek in applicants. Students must document their work, write reflections and submit a portfolio, which is sent to the IB for external assessment. IB ASSESSMENT The IB assesses all objectives for each subject through a range of tasks that pay attention to the higher order thinking skills of synthesis, reflection, evaluation and critical thinking, as well as the more fundamental skills of knowledge, understanding and application. Types of Assessments IB Diploma and DP Course candidates are assessed in three ways: Internally, externally and by exam. Internal assessments are set and marked by classroom teachers in accordance with IB guidelines. An external IB moderator then reviews a sample set of internal assessments and provides the school with feedback that ensures that work set by teachers is appropriately challenging and correctly assessed. External assessments are set and corrected by the IB. Subject examiners mark these papers and projects and assign a grade based on the international standards of the IB. Exams are held for Grade 12 students each May in each of the first five subject areas. These exams may use a variety of techniques, including essays, short answer questions and multiple-choice objective tests. (Students who take Visual Arts or Theatre submit samples of work that are externally viewed and assessed.) Exams are prepared and standardised by examining panels responsible for each subject. External examiners use an agreed-upon mark scheme for all students worldwide who take that exam.

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Earning the IB Diploma Performance on exams is added to work on internal and external assessments. The IB then awards a grade from 1-7 for each subject. Diploma candidates can earn up to 45-points overall: 7 points for each of their six subjects, plus 3 additional points for achievement in TOK and Extended Essay. Although students do not receive points for their CAS work, students cannot receive their IB Diploma unless they submit their CAS portfolio to the school’s CAS Coordinator. In general, students must earn 24 or more points overall in order to receive the IB Diploma. An additional stipulation is that students must score a minimum of 12 points overall from their three Higher Level classes. For the full list of requirements, we encourage you to visit the PSI DP website. In order to ensure that students are ready for the full exam schedule, PSI asks that all DP students maintain an overall grade of 26 points for their course work. Students who fall below that are placed on probation by the school and may be at risk of not being enrolled as full Diploma students. REVIEWING THE RESULTS OF IB MARKS IB Examination Results IB Diploma and Certificate students access their IB examination results in July through the IB website, using a PIN code provided by the school’s DP Coordinator. The IB does not release results to students or their families by other means. All communication concerning results must be made through the IB Coordinator at PSI. Enquiry Upon Results (EUR) A student who feels that his/her result does not reflect his/her performance may appeal through a process known as Enquiry Upon Results (EUR). This can include a clerical check of the marking procedure or a reassessment of the exam by another examiner. Students who wish to apply for the EUR must first consult the school’s DP Coordinator and pay any additional fees before the 15th September deadline. Retaking Examinations If an IB Diploma or Certificate track student wishes to improve upon one or more subject grades, s/he may retake the subject exam(s) in the following November or May exam session. The deadline to enrol for the November retake is usually 29th July. No requests after that date will be accepted by the IB. EXPECTATIONS AND CONSEQUENCES In addition to academic requirements, both IB and PSI expect that students will behave in ethical and respectful ways. Students must realise that their personal behaviour determines the quality of their environment at PSI. They must be familiar with the guidelines for student conduct laid out in the PSI Parent and Student Handbook so that they are aware of the School’s expectations and of any consequences for misbehaviour. Students should also be aware that their performance in their last two years of High School is the key to university admission. Universities look not only for grades but also for evidence of maturity and responsibility. It is not to a student’s advantage to have a student record with instances of inappropriate behaviour and subsequent consequences (e.g., suspensions, letters concerning academic malpractice, etc.).

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Attendance Attendance is vital for success in the DP. It is each student’s responsibility to be present in class and to inform teachers when s/he will be away. It is also the student’s responsibility to make up missed work. A DP Diploma or Course candidate may be asked to make up time for missed days so that the School can ensure that s/he has met the minimum time requirement set by IB. In addition, the PSI attendance policy states that any student who misses more than 20 school days in an academic year may put his/her graduation at risk. Academic Honesty All PSI students are required to act in a responsible and ethical manner. In particular, DP candidates must avoid any form of academic malpractice. The IB defines this as behaviour that results in the candidate or any other candidate gaining an unfair advantage in one or more assessment components. Malpractice includes: (a) Plagiarism: Representing the ideas or work of another person as the student’s own; (b) Collusion: Supporting malpractice by another student, as in allowing one’s work to be copied or submitted for assessment by another; (c) Duplication of work: The presentation of the same work for different assessment components and/or Diploma requirements; and (d) Any other behaviour that gains an unfair advantage for a student or that affects the results of another candidate (for example, taking unauthorised material into an exam room, misconduct during an exam, falsifying a CAS record, disclosure or receipt of confidential information about exams). The IB does not award grades in subjects where malpractice has occurred. The IB will not award a Diploma to the candidate, but will award Certificates in other subjects where no malpractice has occurred. Students who engage in academic malpractice at PSI receive no grade for the work in question. A second incident in any class will result in students being withdrawn from the IB Diploma Programme as a full candidate. Further incidents may also result in failure of the course, suspension or expulsion. A record of malpractice can jeopardise university admission. UNIVERSITY ENTRANCE QUALIFICATIONS IB qualifications are accepted worldwide for admission to university or college. Applications from students who graduate from IB World Schools are recognised as candidates who have undergone a rigorous and challenging curriculum. In many countries, the IB Diploma can replace the national entry qualifications for entry into university. American universities including Cornell, MIT, Brown, Harvard and Yale all grant the IB Diploma holder advanced placement, often granting as much as a year of credit. In the United Kingdom, the IB Diploma is recognised as an entry qualification for all universities. In both countries, there are a number of scholarships and bursaries available specifically for university and college students who are IB Diploma graduates.

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IB DIPLOMA COURSE OUTLINES (Please note: Unless otherwise stated, all outlines below are for Grades 11 and 12 together.)

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GROUP 1: STUDIES IN LANGUAGE AND LITERATURE COURSE NAME: English Language and Literature (2016-17 taught with Literature course) COURSE CONTENT: Year

Unit

Focus

Year 2

Part 2: Language and Mass Communication

Popular Culture: The Language of Social Media. Language, Advertisement and the presentation of gender in the Mass Media.

Year 1

Part 4: Literature: Critical Study

Hamlet, 1984, Carol Ann Duffy Poems (HL) (Taught in tandem with Literature course)

Year 1

Part 3: Literature- Texts and Contexts

A Doll’s House, Streetcar Named Desire, Three Sisters, Antigone (HL) (Taught in tandem with Literature course)

Year 2

Part 1: Language in Cultural Context

English as the World Language. Language and Power, Language and Gender.

OUTCOMES: Upon successfully completing the course, all students will be able to: • Engage in independent literary criticism in a manner that reveals a personal response to literature • Express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication • Demonstrate command of the language appropriate for the study of literature and discriminating appreciation of the need for an effective choice of register and style in both written and oral communication • Demonstrate a sound approach to literature through consideration of the works studied • Demonstrate a thorough knowledge both of the individual works studied and the relationships between groups of works studied • Appreciate the similarities and differences between literary works from different ages and\or cultures • Engage in independent textual commentary on both familiar and unfamiliar pieces of writing • Demonstrate a wide-ranging appreciation of structure, technique and style of authors, and of their effects on the reader ASSESSMENTS: Standard Level External Assessment 70% • Paper One: one and a half hours Written exam – end of second year 25% • Paper Two: one and a half hours Written exam – end of second year; 1 essay 25% • Written Tasks: 1 task submitted for external assessment

100

20%

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Internal Assessment 30% • Individual Oral 15% • Interactive oral activity 15% Higher Level External Assessment 70% • Paper One: two hours Written exam – end of second year 25% • Paper Two: two hours Written exam – end of second year; 1 essay 25% • Written Tasks: 2 tasks submitted for external assessment

20%

Internal Assessment 30% • Individual Oral 15% • Interactive oral activity 15% RESOURCES/TEXTS/MATERIAL Various media advertisements Political Speeches Children’s Literature Ibsen, H. A Doll’s House Williams, T. A Streetcar Named Desire Shakespeare, W. Hamlet Selected Carol Ann Duffy Poems Sophocles. Antigone Chekhov, A. Three Sisters

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COURSE NAME: English Literature (2016-17 taught with Language & Literature) COURSE CONTENT: Part 4: Options: Achebe: Things Fall Apart Remarque: All Quiet on the Western Front Shelly: Frankenstein Part 2: Genres Orwell: 1984 Carol Ann Duffy: Selected Poems Shakespeare: Hamlet Part 1: Works in Translation Sophocles: Antigone Chekhov: Three Sisters Ibsen: A Doll’s House (Williams: A Streetcar Named Desire) will be studied in this unit on female representation Part 3: Detailed Study Fugard: Master Harold...and the Boys Shakespeare: Merchant of Venice Churchill: Top Girls Miller: Death of a Salesman OUTCOMES: Upon successfully completing the course, all students will be able to: • Engage in independent literary criticism in a manner that reveals a personal response to literature • Express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication • Demonstrate command of the language appropriate for the study of literature and discriminating appreciation of the need for an effective choice of register and style in both written and oral communication • Demonstrate a sound approach to literature through consideration of the works studied • Demonstrate a thorough knowledge both of the individual works studied and the relationships between groups of works studied • Appreciate the similarities and differences between literary works from different ages and\or cultures • Engage in independent textual commentary on both familiar and unfamiliar pieces of writing • Demonstrate a wide-ranging appreciation of structure, technique and style of authors, and of their effects on the reader

102

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ASSESSMENTS: Ongoing Assessment (Higher and Standard Level) Standard Level External Assessment 70% • Paper One: one and a half hours Written exam – end of second year 20% • Paper Two: one and a half hours Written exam – end of second year; 1 essay 25% • Written Assessment: analysis writing submitted for external assessment

25%

Internal Assessment 30% • Individual Oral Commentary 15% • Individual Presentation 15% Higher Level External Assessment 70% • Paper One: two hours Written exam – end of second year 20% • Paper Two: two hours Written exam – end of second year; 1 essay 25% • Written Assessment: analysis of writing submitted for external assessment

25%

Internal Assessment 30% • Individual Oral Commentary 15% • Individual Presentation 15% RESOURCES/TEXTS/MATERIALS: See texts listed above.

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COURSE NAME: DP Russian Literature (Not offered in 2016-2017) COURSE CONTENT: Part 1: World Literature Bronte, C. Jane Eyre. de Balzac, H.. Eugenie Grandet. Ibsen, H. Hedda Gabler. (HL only) Part 2: Works in Detail Pushkin, A. Evgeniy Onegin. Chekhov, A. The Cherry Orchard. Dostoevsky, F. The Poor People. (HL only) Part 3: Groups of Works. Bunin, I.A. Antonovski Apples. Gorky, M. Staruha Izergil. Joyce, J. The Dubliners. Solzhenitsin, A. Matrena’s Yard. (HL only) Part 4: School’s Free Choice Turgenev, I. Fathers and Sons. deVega, L. The Gardener’s Dog. Lermontov, M. Hero of Our Time. OUTCOMES: Upon successfully completing the course, all students will be able to: • Engage in independent literary criticism in a manner that reveals a personal response to literature • Express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication • Demonstrate command of the language appropriate for the study of literature and discriminating appreciation of the need for an effective choice of register and style in both written and oral communication • Demonstrate sound approach to literature through consideration of the works studied. • Demonstrate a thorough knowledge both of the individual works studied and the relationships between groups of works studied • Appreciate the similarities and differences between literary works from different ages and\or cultures • Engage in independent textual commentary on both familiar and unfamiliar pieces of writing • Demonstrate a wide-ranging appreciation of structure, technique and style of authors, and of their effects on the reader

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ASSESSMENTS: Standard Level External Assessment 70% Paper One: one and a half hours • • Written exam – end of second year 20% • Paper Two: one and a half hours • Written exam – end of second year; 1 essay 25% • Written Assessment: analysis writing submitted for external assessment Internal Assessment 30% • Individual Oral Commentary 15% • Individual Presentation 15% Higher Level External Assessment 70% • Paper One: two hours • Written exam – end of second year 20% • Paper Two: two hours • Written exam – end of second year; 1 essay 25% • Written Assessment: analysis of writing submitted for external assessment Internal Assessment 30% • Individual Oral Commentary 15% • Individual Presentation 15%

25%

RESOURCES/TEXTS/MATERIALS: See texts listed above.

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GROUP 2: LANGUAGE ACQUISITION COURSE NAME: DP English Language Acquisition (offered in Grade 11 only in 2016-17) SYLLABUS CONTENT: (Standard and Higher Level) Unit 1: Social Relationships - Multilingualism and Linguistic Dominance Unit 2: Media and Communication - Bias and Sensationalism in the Media Unit 3: Health - Alternative vs. Traditional Medicine Unit 4: Leisure - Sport Unit 5: Cultural Diversity - Minorities, Subcultures and Social Identity Unit 6: Global Issues - Media and Violence Unit 7: Science and Technology - Biofuels OUTCOMES: Upon successfully completing the course, students will be able to: • Communicate clearly and effectively in a range of situations • Understand and accurately use oral and written forms of English in a range of styles and situations • Understand and use a wide range of vocabulary • Select an appropriate register and style for varying situations • Express ideas with general clarity and fluency • Structure arguments in a clear, coherent and convincing way • Understand and analyse moderately complex written and spoken material • Assess subtleties of the English language in a wide range of forms, styles and registers • Show an awareness of, and sensitivity to, the cultures where English is spoken ASSESSMENTS: Creative story, brochure, set of instructions, article to a newspaper, formal or informal letter Debates, speeches/oral presentations Classroom discussion Essays based on literature RESOURCES/TEXTS/MATERIALS: Haddon, Mark: Curious Incident of the Dog in the Night-time Cisneros, Sandra: House on Mango Street Bradbury, R: Fahrenheit 451 Salinger, J.D.: Catcher in the Rye Various Newspapers and Journals

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COURSE NAME: DP French Language Acquisition SL and HL, Grade 11 SYLLABUS CONTENT (Standard and Higher Level): • Unit 1: Social Relationships (attitudes and values in relationships, educational system, language and cultural identity or self identity, etc. ) • Unit 2: Health (concepts of beauty, diet and nutrition, drug abuse, epidemics, health services, hygiene, illnesses, symptoms, mental health, physical exercise, surgery, traditional and alternative medicine, etc.) • Unit 3: Leisure (exhibitions and shows, sport, hobbies, travelling, recreation, social interaction through leisure, etc.) • Unit 4: Higher level only: Camus, A. Etranger and Nothomb, A. Antechrista OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and use a range of vocabulary and grammar constructions • Communicate clearly and effectively in a range of situations, both in written and oral form • Write in formal and informal styles • Understand and respond appropriately to written and spoken material • Select a register that is generally appropriate to the situation ASSESSMENTS: • Write formal or informal letter, article to a newspaper, interview, brochure, set of instructions, creative story • Speeches/oral presentations • Describe and react to a visual stimulus • Classroom discussions/debates • Reading comprehension • Tests and quizzes • Essays based on literature work (Higher level) RESOURCES/TEXTS/MATERIALS: Abrioux, A. Le monde en français Abrioux, A. French B for the IB Diploma, IB skills and practice Trumper, C., Israel, J. French B Course Companion Armstrong, E. Au Point Ollerenshaw, J. Facettes de la France contemporaine Maun, I. Bien lire, bien écrire Hirsch, B. Moments littéraires Gregoire, M. Grammaire progressive Miquel, C. Grammaire en dialogue Selected poetry, short stories, magazines and newspapers

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COURSE NAME: DP French Language Acquisition SL Grade 12 SYLLABUS CONTENT: Unit 1: Communication and Media (radio and television, telephone, press, mail, Internet, advertising; censorship, bias and sensationalism in media, etc.) Unit 2: Global Issues (drugs, global warming, natural disasters, the effect of man on nature, globalisation, racism, prejudice, discrimination etc.) Unit 3 Customs and Traditions (celebrations, social, religious and historical events, the arts, fashion, food, etc.) OUTCOMES: Upon successfully completing the course, students will be able to: • Take part in formal and informal exchanges related to social, cultural and international issues • Understand and use a wide range of vocabulary and grammar constructions • Support an informed point of view with evidence during discussion and debate • Select a register and style that are appropriate to the situation • Understand and analyse moderately complex written and spoken material ASSESSMENTS: • Write a business letter, job application, report of a situation or event, speech, interview, review of a book, film or play • Debate • Speeches/oral presentations • Classroom discussion • Tests and quizzes • Essays based on literature work (Higher level) Final assessments: Internal assessments: Individual oral and interactive oral activity (30%) External assessment: Paper 1 - Receptive skills (25%), Paper 2 - Written productive skills (25%), Written assignment: ( Receptive and written productive skill) - Creative writing based on literature work HL, Inter-textual reading followed by written assignment SL (20%) RESOURCES/TEXTS/MATERIALS: Abrioux, A. Le monde en français Abrioux, A. French B for the IB Diploma, IB skills and practice Trumper, C. Israel, J. French B Course Companion Armstrong, E. Au Point Ollerenshaw, J. Facettes de la France contemporaine Maun, I. Bien lire, bien écrire Hirsch, B. Moments littéraires Gregoire, M. Grammaire progressive Miquel, C. Grammaire en dialogue

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COURSE NAME: DP Russian Language Acquisition SL and HL Grade 11 SYLLABUS CONTENT: Unit 1: Social Relationships (educational system, friendship, family, language and culture identity, or self-identity etc.) Unit 2: Leisure (exhibitions and shows, sport, hobbies, travelling, recreation, social interaction through leisure, etc.) Unit 3: Customs and Traditions (celebrations, social, religious and historical events, the arts, fashion, food, etc.) Unit 4: Global issues (drugs, natural disasters etc.) OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and use a range of vocabulary and grammar constructions • Communicate clearly and effectively in a range of situations, both in written and oral form • Write in formal and informal styles • Understand and respond appropriately to written and spoken material • Select a register that is generally appropriate to the situation ASSESSMENTS: Write formal or informal letter, article to a newspaper, interview, brochure, set of instructions, creative story Speeches/oral presentations Describe and react to a visual stimulus Classroom discussions/debates Reading comprehension Tests and quizzes Essays based on literature work (Higher level) RESOURCES/TEXTS/MATERIALS: We Live and Study in Russia Golovko, A. Вперед Bogomolov, V. News from Russia - 2009 Skorohodov, G. Window to Russia Volkova. Let’s Improve Our Russian Articles from magazines and newspapers Selected short stories

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COURSE NAME: DP Russian Language Acquisition Grade 12 SYLLABUS CONTENT (Standard Level and Higher Level): • Unit 1: Communication and Media (radio and television, telephone, press, mail, Internet, advertising; censorship, bias and sensationalism in media, etc.) - 8 weeks • Unit 2: Social Relationships (friendship, family, language and culture identity, or self-identity, multilingualism, social and/or political structures) - 8 weeks • Unit 3: Global Issues (global warming, the effect of man on nature, globalisation, racism, prejudice, discrimination etc.) • Unit 4: Customs and Traditions (the arts, fashion) -8 weeks • Unit 5: Higher Level only. Literature: Poetry, selection of stories and novel (see list below) OUTCOMES: Upon successfully completing the course, student will be able to: • Understand and use a range of vocabulary and grammar constructions • Communicate clearly and effectively in a range of situations, both in writing and oral • Write in formal and informal styles • Understand and respond appropriately to written and spoken material • Select a register which generally appropriate to the situation ASSESSMENTS: • Write formal or informal letter, article to a newspaper, interview, brochure, set of instructions creative story, essay, speech • Speeches/ oral presentation/ classroom discussions/ debate • Reading comprehension • Tests and quizzes Final assessments: • Internal assessments: Individual oral and interactive oral activity (30%) • External assessment: Paper 1 - Receptive skills (25%), Paper 2 - Written productive skills (25%), • Written assignment: ( Receptive and written productive skill) - Creative writing based on literature work HL, Inter-textual reading followed by written assignment SL ((20%) RESOURCES/TEXTS/MATERIALS: We Live and Study in Russia Gorkiy. Staruha Izergil. Volkova. Let’s improve our Russian Golovko. Вперед Khavronina. Russian in Exercises Selected short stories (A.Chekhov, A.Kuprin, M.Bulgakov) Selected poetry (A. Pushkin, E. Asadov, V. Vysotskiy etc) Lermontov. The Hero of Our Time / Gogol. Revizor

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COURSE NAME: DP Spanish or DP Russian Ab initio SYLLABUS CONTENT: Unit 1: The Individual and Society -Daily Routines -Education -Food and Drink -Personal Details, Appearance and Character -Physical Health - Relationships -Shopping Unit 2: Leisure and Work -Employment -Entertainment -Holidays -Media -Sports -Technology -Transport Unit 3: Urban and Rural Environment - Environment Concerns -Global Issues -Neighborhood -Physical Geography -Town and Services -Weather OUTCOMES: Upon successfully completing the course, students will be able to: • Communicate information and basic ideas clearly and effectively • Understand and use accurately the essential spoken and written forms of Spanish • Understand and use the vocabulary related to the syllabus units • Use a register that is appropriate to a situation (i.e., formal/informal) • Show awareness of the Hispanic culture ASSESSMENTS: Class-Specific Assessments • Quizzes and tests • Blog (creative writing and past papers) • Debates based on visual/listening/written/oral stimuli • Oral presentations, role plays • Design posters, brochures, websites, menus, etc. • Classroom discussions IB Assessment Requirements External Assessment: Written Component: 75% Two written papers externally set and assessed: - Paper 1: Receptive Skills: 30% - Paper 2: Productive Skills: 25% One piece of writing carried out in class: - Written Assignment: 20% Internal Assessment: Oral Component: 25% -One oral activity internally assessed by the teacher and externally moderated by the IB: Individual Oral: 25% - AN IB WORLD SCHOOL SINCE 2000 -

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SPANISH RESOURCES/TEXTS/MATERIALS: Prisma Cornienza. (Editorial Edinumen) Diverse videos cles (newspapers, magazines, blogs) Letters, emails, posters, notes, journal entries Past papers Spanish-English dictionary

Arti-

RUSSIAN RESOURCES/TEXTS/MATERIALS: Russian in an Easy Way Мои друзья падежи А. Куцарева-Жаме ‘Спасибо’ Л. Вохмина ‘Русский класс’ В. Ермаченкова ‘Слово’ С. Чернышов ‘Поехали’ , ч. 1-2 Л. Вохмина ‘Русский класс’ Дорога в Россию, ч.1-3

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GROUP 3: INDIVIDUALS AND SOCIETIES COURSE NAME: DP Economics SL and HL SYLLABUS CONTENT: Unit 1: Microeconomics (45 hours SL/70 hours HL) Unit 2: Macroeconomics (40 hours SL/45 hours HL) Unit 3: International Economics (30 hours SL/35 hours HL) Unit 4: Development Economics (35 hours) OUTCOMES: Upon successfully completing the course, students will be able to: • Understand and work with a core knowledge of economics • Think critically about economics • Recognise the importance of internationalism in economics • Distinguish between positive and normative economics • Recognise their own tendencies for bias ASSESSMENTS: 1.Three external examination papers: • Extended response paper • Data Response paper • Extension paper (HL only) 2. Internal Assessment (20 hours): • Three 750 word commentaries on a current article dealing with an economics issue RESOURCES/TEXTS/MATERIALS: Past examination papers and mark schemes when available Blink and Dorton. Economics Course Companion. Ziogas. Economics IB Study Guide. Ziogas. Economics for the IB Diploma Welkers Wikinomics ACDC leadership EconPlus Videos The Economist Global Association of Teachers of Economics, Virtual Economics 3.0

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COURSE NAME: DP Geography SL and HL SYLLABUS CONTENT: Part 1: Core Theme – Patterns and change (70 hours) 1. Populations in transition 2. Disparities in wealth and development 3. Patterns in environmental quality and sustainability 4. Patterns in resource consumption Part 2: Optional Themes 1. Fresh water (30 hours) 2. Hazards and disasters (30 hours) 3. Urban Environments (30 hours) Part 3: HL Extensions (60 hours) 1. Measuring global interactions 2. Changing space – the shrinking world 3. Economic interactions and flows 4. Environmental change 5. Socio-cultural exchanges 6. Political outcomes 7. Global interactions at the local level Part 4: Fieldwork – SL and HL (20 hours) OUTCOMES: At the end of this course, students will be able to: • Understand the interrelationships between people, places, spaces and the environment • Show concern for human welfare and the quality of the environment • Understand the need for planning and sustainable management • Appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change ASSESSMENTS: SL: External assessment (2 hours 50 minutes) • Paper 1 (1 hour 30 minutes): Core theme (60 marks) • Paper 2 (1 hour 20 minutes): Two optional themes (40 marks)

40%

Internal assessment (20 hours) • Written report based on fieldwork. Maximum 2,500 words (30 marks) HL: External assessment (4 hours 30 minutes) Paper 1 (1 hour 30 minutes): Core themes (60 marks) • • Paper 2 (2 hours): Three optional themes (60 marks) • Paper 3 (1 hour): Higher level extension (25 marks)

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35% 25%

25% 35% 20%

Internal assessment (20 hours): Any topic from the syllabus • Written report based on fieldwork. Maximum 2,500 words (30 marks) RESOURCES/TEXTS/MATERIALS: Chrispin and Jegede. Population, Resources and Development. Coddrington. Planet Geography. Cooke and Nagle: Geography Course Companion Cooke and Nagle: Geography Study Guide Waugh. Geography: An Integrated Approach. BBC UN Veracross link to Geography curriculum map

75%

80%

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COURSE NAME: DP History (For the Class of 2016) STANDARD LEVEL SYLLABUS CONTENT: Paper 1: Communism in Crisis 1976‑89: The major challenges—social, political and economic— to

the regimes in the leading Socialist states from 1976 to 1989 and the nature of the response of these regimes. The source-based questions will focus on: •

The struggle for power following the death of Mao Zedong (Mao Tse-tung), Hua Guofeng (Hua Kuo‑feng), the re-emergence of Deng Xiaoping (Teng Hsiao-p’ing) and the defeat of the Gang of Four

•

China under Deng Xiaoping: economic policies and the Four Modernisations

•

China under Deng Xiaoping: political changes, and their limits, culminating in Tiananmen Square (1989)

•

Domestic and foreign problems of the Brezhnev era: economic and political stagnation; Afghanistan

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Gorbachev and his aims/policies (glasnost and perestroika) and consequences for the Soviet state

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Consequences of Gorbachev’s policies for Eastern European reform movements: Poland— the role of Solidarity; Czechoslovakia—the Velvet Revolution; fall of the Berlin Wall.

Paper 2: Causes, practices and effects of wars We identify the different types of war, and the causes, practices and effects of these conflicts are studied. Major themes • Different types and nature of 20th century warfare: Civil, guerilla, limited war, total war • Origins and causes of war: Long term, short term and immediate economic, ideological, political religious causes • Effects and results of wars: Peace settlements and wars ending without treaties; attempts at collective security pre- and post-Second World War; political repercussions and territorial changes; post-war economic problems Material for detailed study • First World War (1914 - 1918) • Second World War (1935 - 1945) • Spanish Civil War (1936-1939) Topic 3: Origins and Development of Authoritarian and Single-Party States Major themes •

Origins and nature of authoritarian and single-party states; conditions that produced authoritarian and single-party states, emergence of leaders; aims, ideology, support

•

Totalitarianism: the aim and the extent to which it was achieved

•

Establishment of authoritarian and single-party states: Methods, force, legal; form of government (left and right wing); nature, extent and treatment of opposition

•

Domestic policies and impact: Structure and organisation of government; political, economic, social and religious policies; role of education, the arts, the media and propaganda; status of - AN IB WORLD SCHOOL SINCE 2000 -

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women, treatment of religious groups and minorities Material for detailed study •

Americas: Cuba—Castro

•

Asia and Oceania: China—Mao

•

Europe and the Middle East: Germany—Hitler; USSR—Stalin;

Topic 5: The Cold War East–West relations from 1945. An international perspective and understanding of the origins, course and effects of the Cold War—from the end of the Second World War to the early 1990s. It includes superpower rivalry and events in all areas affected by Cold War politics such as spheres of interest, wars (proxy), alliances and interference in developing countries. Major themes •

Origins of the Cold War: Ideological differences, mutual suspicion and fear, from wartime allies to post-war enemies

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Nature of the Cold War: Ideological opposition, super-powers and spheres of influence, alliances and diplomacy in the Cold War

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Development and impact of the Cold War: Global spread of the Cold War from its European origins: Cold War policies of containment, brinksmanship, peaceful co-existence, detente; role of the United Nations and the Non-Aligned Movement; role and significance of leaders; arms race, proliferation and limitation; social, cultural and economic impact

•

End of the Cold War: Break-up of the Soviet Union; breakdown of Soviet control over Central and Eastern Europe

Material for detailed study •

Wartime conferences: Yalta and Potsdam

•

US policies and developments in Europe: Truman Doctrine, Marshall Plan, NATO

•

Soviet policies, Sovietisation of Eastern and Central Europe, COMECON, Warsaw Pact

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Sino–Soviet relation

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US–Chinese relations

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Germany (especially Berlin (1945‑61)), Congo (1960‑64), Afghanistan (1979‑88), Korea, Cuba, Vietnam, Middle East

•

Castro, Gorbachev, Kennedy, Mao, Reagan, Stalin, Truman

HIGHER LEVEL SYLLABUS CONTENT (as above, plus Paper III): • Unification and consolidation of Germany and Italy 1815-90 • Imperial Russia, revolutions, emergence of Soviet State 1853-1924 • European diplomacy and the First World War 1870-1923 • Interwar years: conflict and cooperation 1919-39 • The Soviet Union and Eastern Europe 1924-2000 OUTCOMES: 116

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Upon successfully completing the course, students will be able to: • Comprehend, analyse, evaluate and integrate source material critically as historical evidence • Demonstrate historical understanding of 20th century history through the acquisition, selection, effective use and synthesis of knowledge • Explain different approaches to, and interpretations of, historical events and topics • Place events in their historical context • Explain the causes and effects of historical continuity and change • Present arguments that are clear, coherent, relevant and well-substantiated • Present historical explanations from an international perspective • Plan, organise and present an individual historical investigation • (For HL students) Demonstrate an in-depth historical understanding of approximately 100 years of history of one region, through the acquisition, selection, effective use and synthesis of knowledge ASSESSMENTS: In the first year of the course, students will learn and practise the skills of essay-writing. The second year will be devoted to timed essays in class in preparation for the examination room. Written examinations (2 for SL/3 for HL) Historical Investigation on subject of student’s choice RESOURCES/TEXTS/MATERIALS • Humanities History Library • Humanities Video Library • Internet resource

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COURSE NAME: DP History (new for the class of 2017) SYLLABUS CONTENT: • The Move to Global War ( Prescribed Subject) • Authoritarian States (Europe: Germany—Hitler; USSR—Stalin, Mao (Asia), Castro(Americas) • Causes and Effects of 20th Century War (Cross-regional wars: First World War (1914–1918); Second World War (1939–1945); Russo-Japanese War (1904–1905); Civil Wars - Spain and China ( Paper 2) • History of Europe ( Paper 3) • Europe and the First World War (1871–1918) • European states in the inter-war years (1918–1939) • Versailles to Berlin: Diplomacy in Europe (1919–1945) ASSESSMENT: STANDARD LEVEL: Paper 1 (1 hour) The Move to Global War. This prescribed subject focuses on military expansion from 1931 to 1941. Two case studies are prescribed, from different regions of the world, and both of these case studies must be studied. The first case study explores Japanese expansionism from 1931 to 1941, and the second case study explores German and Italian expansionism from 1933 to 1940. Source-based paper based on the prescribed subject. Answer four structured questions. Paper 2 (1 hour 30 minutes) Essay paper based on the 12 world history topics. Answer two essay questions on two different topics from: Authoritarian states (20th century) Causes and effects of 20th century wars The Cold War: Superpower tensions and rivalries (20th century) Historical investigation (Internally assessed) Students are required to complete a historical investigation on a topic of their choice.(25% of final grade) HIGHER LEVEL: Paper 1 (1 hour) The Move to Global War. This prescribed subject focuses on military expansion from 1931 to 1941. Two case studies are prescribed, from different regions of the world, and both of these case studies must be studied. The first case study explores Japanese expansionism from 1931 to 1941, and the second case study explores German and Italian expansionism from 1933 to 1940. Source-based paper based on the prescribed subject. Answer four structured questions. Paper 2 (1 hour 30 minutes) Essay paper based on the 12 world history topics. Answer two essay questions on two different topics from: Authoritarian states (20th century) 118

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Causes and effects of 20th-century wars The Cold War: Superpower tensions and rivalries (20th century) Paper 3 (2 hours 30 minutes) The History of Europe For the selected region, answer three essay questions on: Italy (1815–1871) and Germany (1815–1890); Imperial Russia, revolution and the establishment of the Soviet Union (1855–1924); Europe and the First World War (1871–1918); European states in the inter-war years (1918–1939); Versailles to Berlin: Diplomacy in Europe (1919–1945); Post-war western and northern Europe (1945–2000); Post-war central and eastern Europe (1945–2000); Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Historical investigation Students are required to complete a historical investigation into a topic of their choice.(20% of final grade) RESOURCES/TEXTS/MATERIALS • Humanities History Library • Humanities Video Library • Internet resource

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GROUP 4: EXPERIMENTAL SCIENCES COURSE NAME: DP Biology SL and HL SYLLABUS CONTENT: Topic 1: Cell Biology (15 hours) Topic 2: Molecular Biology (21 hours) Topic 3: Genetics (15 hours) Topic 4: Ecology (12 hours) Topic 5: Evolution and Biodiversity (12 hours) Topic 6: Human Physiology (20 hours) HL only Topic 7: Nucleic acids (9 hours) Topic 8: Metabolism, cell respiration and photosynthesis (14 hours) Topic 9: Plant biology (13 hours) Topic 10: Genetics and evolution (8 hours) Topic 11: Animal physiology (16 hours) Options: Neurobiology and Behavior, Biotechnology, Ecology, or Human Physiology (SL 15 hours / HL 25 hours) Lab hours: SL students must perform 40 hours and HL students 60 hours OUTCOMES: Upon successfully completing the course, students will be able to: • Communicate knowledge using scientific terminology and vocabulary and detailed diagrams • Support an informed point of view with evidence during discussions • Design and perform laboratory investigations • Analyse data, draw relevant conclusions and evaluate experiments • Demonstrate personal skills of cooperation, perseverance and responsibility • Demonstrate the manipulative skills necessary to carry out scientific investigations with precision and safety ASSESSMENTS: • Tests and quizzes • Modeling Biological Processes • Laboratory investigations • Mock Exam RESOURCES/TEXTS/MATERIALS: Allott, Andrew (2014). Biology: IB Study Guide 2014 Edition SL and HL. Oxford: Oxford University Press. Allott, Andrew (2014). IB Biology Course Book: 2014 Edition SL and HL. Oxford: Oxford University Press. BIOZONE (2009). Senior Biology 1 and 2. Australia Clegg, C.J. (2007). Biology for the IB Diploma. London: Hodder Education

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COURSE NAME: DP CHEMISTRY SL and HL SYLLABUS CONTENT: Core (SL) 95 hours Topic 1: Stoichiometric relationships 13.5 Topic 2: Atomic structure 6 Topic 3: Periodicity 6 Topic 4: Chemical bonding and structure 13.5 Topic 5: Energetics/thermochemistry 9 Topic 6: Chemical kinetics 7 Topic 7: Equilibrium 4.5 Topic 8: Acids and bases 6.5 Topic 9: Redox processes 8 Topic 10: Organic chemistry 11 Topic 11: Measurement and data processing 10 Additional higher level (AHL) 60 hours Topic 12: Atomic structure 2 Topic 13: The periodic table—the transition metals 4 Topic 14: Chemical bonding and structure 7 Topic 15: Energetics/thermochemistry 7 Topic 16: Chemical kinetics 6 Topic 17: Equilibrium 4 Topic 18: Acids and bases 10 Topic 19: Redox processes 6 Topic 20: Organic chemistry 12 Topic 21: Measurement and analysis 2 Options 15 hours (SL)/25 hours (HL) A: Materials B: Biochemistry C: Energy D: Medicinal chemistry OUTCOMES: Upon successfully completing the course, student will be able to: • Understand, apply and use chemical facts, concepts, techniques and terminology • Construct, analyse and evaluate chemical hypotheses, research questions and predictions • Demonstrate personal skills of cooperation, perseverance and responsibility • Demonstrate the manipulative skills necessary to carry out scientific investigations with precision and safety

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ASSESSMENTS: • Tests and quizzes • Assignments • Laboratory investigations • Mock Exam RESOURCES/TEXTS/MATERIALS: Oxford University Press. Chemistry Course Companion Oxford University Press. IB Study Guide: Chemistry

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COURSE NAME: DP Design and Technology SL and HL COURSE SYLLABUS CONTENT: Standard Level 1. Human factors and ergonomics (12 hours) 2. Resource management and sustainable production (22 hours) 3. Modelling (12 hours) 4. Raw material to final product (23 hours) 5. Innovation and design (13 hours) 6. Classic design (8 hours) Higher Level 7. User-centred design (UCD) (12 hours) 8. Sustainability (14 hours) 9. Innovation and markets (13 hours) 10. Commercial production (15 hours) OUTCOMES: Upon successfully completing this course, all students will be able to: 1. Demonstrate knowledge and understanding of: a. facts, concepts, principles and terminology b. design methodology and technology c. methods of communicating and presenting technological information. 2. Apply and use: a. facts, concepts, principles and terminology b. design methodology and technology c. methods of communicating and presenting technological information. 3. Construct, analyse and evaluate: a. design briefs, problems, specifications and plans b. methods, techniques and products c. data, information and technological explanations. 4. Demonstrate the appropriate research, experimentation, modelling and personal skills necessary to carry out innovative, insightful, ethical and effective designing. ASSESSMENTS: Standard Level Exam Paper 1: 30% Exam Paper 2: 30% Design Project: 40% Higher Level Exam Paper 1: 20% Exam Paper 2: 20% Exam Paper 3: 20% Design Project: 40% In class Past papers Quizzes Oral individual / group presentations Practical teacher directed activities, in preparation for the Design Project RESOURCES/TEXTS/MATERIALS: Peter Metcalfe and Roger Metcalfe. Design & Technology. Richard Smith and Susan Alder (Aug 22, 2011). IB Design Technology Standard & Higher Level (OSC IB Revision Guides for the International Baccalaureate Diploma Students are also provided with a list of useful external websites. - AN IB WORLD SCHOOL SINCE 2000 -

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COURSE NAME: DP Environmental Systems and Societies – SL Only SYLLABUS CONTENT: Topic 1— Foundations of Environmental Systems and Societies (16 hours) Topic 2—Ecosystems and Ecology (25 hours) Topic 3—Biodiversity and Conservation (13 hours) Topic 4—Water and Aquatic Food Production Systems and Societies (15 hours) Topic 5—Soil Systems and Terrestrial Food Production Systems and Societies (12 hours) Topic 6—Atmospheric Systems and Societies (10 hours) Topic 7—Climate Change and Energy Production (13 hours) Topic 8—Human Systems and Resource Use (16 hours) OUTCOMES: Upon successfully completing the course, students will be able to: • Communicate knowledge using scientific terminology, vocabulary and detailed diagrams • Analyse case studies by identifying the appropriate information and applying past knowledge • Support an informed point of view with evidence during discussions • Design and perform laboratory investigations • Analyse data, draw relevant conclusions and evaluate experiments • Demonstrate personal skills of cooperation, perseverance and responsibility • Demonstrate the manipulative skills necessary to carry out scientific investigations with precision and safety ASSESSMENTS: • Tests and quizzes • Assignments • Laboratory investigations • Mock exam RESOURCES/TEXTS/MATERIALS: Davis, A and Garrett, N (2010). Environmental Systems and Societies. Essex: Pearson Baccalaureate Palmer, A (2010). IB Environmental Systems and Societies Revision Guide. Oxford: Oxford Study Course Greenwood, T. et al. (2007) Environmental Science. 2nd ed. Hamilton: Biozone International Ltd. Rutherford, J and Williams, G (2015). Environmental Systems and Societies. Oxford: Oxford

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COURSE NAME: DP Physics SL and HL SYLLABUS CONTENT (SL & HL): Unit 1: Measurements and Uncertainties (5 hours) Unit 2: Mechanics (22 hours) Unit 3: Thermal Physics (11 hours) Unit 4: Waves (15 hours) Unit 5: Electricity and Magnetism (15 hours) Unit 6: Circular Motion and Gravitation (5 hours) Unit 7: Atomic, Nuclear and Particle Physics (14 hours) Unit 8: Energy Production (8 hours) Unit 9: (HL only) Wave Phenomena (17 hours) Unit 10: (HL only) Fields (11 hours) Unit 11: (HL only) Electromagnetic Induction (16 hours) Unit 12: (HL only) Quantum and Nuclear Physics (16 hours) Option D: Astrophysics (15 hours at SL, 22 hours at HL) OUTCOMES: Upon successfully completing the course, students will be able to: • Demonstrate an understanding of, apply and use: -Scientific facts and concepts -Scientific methods and techniques -Scientific terminology -Methods of presenting scientific information • Construct, analyse and evaluate: -Hypotheses, research questions and predictions -Scientific methods and techniques -Scientific explanations • Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for effective scientific investigation and problem solving • Demonstrate the manipulative skills necessary to carry out scientific investigations with precision and safety ASSESSMENTS: • Tests and assignments, from DP past papers • Laboratory investigations • Group 4 Project • Mock Exam RESOURCES/TEXTS/MATERIALS: Hamper. Standard / Higher Level Physics. London: Heinemann International, 2007 Kirk. IB Study Guides Physics. Oxford: Oxford University Press, 2007 Various websites.

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GROUP 5: MATHEMATICS COURSE NAME: DP Mathematical Studies (SL) SYLLABUS CONTENT: • Unit 1: Number and Algebra (number sets, approximation, scientific notation, units of measurement) • Unit 2: Descriptive Statistics (classification of data, frequency histograms and cumulative frequency curves, measures of central tendency and measures of dispersion) • Unit 3: Geometry and Trigonometry (equation of a line in two dimension; use of sine, cosine, and tangent ratios in right-angled triangles; use of sine and cosine rules, geometry of three-dimensional solids) • Unit 4: Mathematical Models (concept of a function; linear, quadratic, and exponential models, using polynomials of higher degree, reading and interpreting graphs) • Unit 5: Statistical Applications (the normal distribution; bivariate data, scatter diagrams, line of best fit; the Chisquared test for independence) • Unit 6: Introduction to Differential Calculus (concept of derivative as a rate of change, the derivative of polynomial and rational functions, equations of the tangent and normal lines, increasing and decreasing functions, optimisation problems) • Unit 7: Sequences and Series (arithmetic and geometric sequences, financial mathematics - simple and compound interest) • Unit 8: Set Theory (basic concepts of set theory, Venn diagrams and simple applications) • Unit 9: Probability (sample space; probability of simple and combined events; use of tree diagrams, Venn diagrams, sample space diagrams, and tables; conditional probability.) • Unit 10: Logic (symbolic notation of propositions, compound statements, truth tables; testing the validity of a simple argument) OUTCOMES: Upon successfully completing the course, students will be able to • Read, interpret, and solve a given problem using appropriate mathematical terms, strategies and techniques • Organise and present information and data in tabular and/or diagrammatic form appropriate for further analysis • Formulate a mathematical argument clearly • Recognise patterns and structures in a variety of situations, and make generalisations • Use appropriate technological devices as mathematical tools • Understand the practical applications of mathematics and demonstrate appropriate use of mathematical modeling • Demonstrate an understanding of both the significance and the reasonableness of results ASSESSMENTS: • Mathematical investigations • Tests and quizzes Internal Assessment: • Project - 25 hours of class time, 20% of the final grade. An individual piece of work involving collection of information, its analysis, and evaluation. External assessment: • Examination Paper 1 - 1 hour 30 minutes, 40% of the final grade. • Examination Paper 2 - 1 hour 30 minutes, 40% of the final grade. RESOURCES/TEXTS/MATERIALS: Blythe, P., et al. Mathematical Studies Standard Level. Course Companion. Oxford University Press, 2012. Bedding, S., et al. Mathematical Studies. Course Companion. Oxford University Press 2007 Coad M., et al. Mathematics for the International Student: Mathematical Studies SL. Haese & Harris Publications 2004

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COURSE NAME: DP Mathematics SL SYLLABUS CONTENT: • Unit 1: Algebra. (Sequences and series, exponents and logarithms, binomial theory) • Unit 2: Functions and Equations. (Composite and inverse functions; transformation of graphs; quadratic, exponential, logarithmic and polynomial functions) • Unit 3: Circular Functions and Trigonometry (The circle, trigonometric functions, their properties and transformations; inverse trigonometric functions; trigonometric equations; solutions of triangles. ) • Unit 4: Vectors (Operations with vectors; scalar, product and its applications; distinguishing between coincident and parallel lines) • Unit 5: Statistics and Probability (Population; sample; data analysis; measures of central tendency and spread; Pearson’s product-moment; regression lines; random events; use of Venn diagrams, tree diagrams and tables of outcomes; probability laws: addition and multiplication laws; conditional probability; independent events; probability distributions; normal and binomial distribution; standardisation of normal variables; properties of the normal distribution) • Unit 6: Calculus - Differential Calculus(Rate of change; definition of the derivative; derivatives of composite functions; implicit differentiation; application of differential calculus; second derivative; points of inflexion; optimisation) Integral Calculus (integrations, definite integrals, areas between the curves, volumes of revolution) OUTCOMES: Upon successfully completing the course, students will be able to • Read, interpret and solve a given problem using appropriate mathematical terms • Organise and present information and data in tabular, graphical and/or diagrammatic forms • Know and use appropriate notation and terminology • Formulate a mathematical argument and communicate it clearly • Select and use appropriate mathematical strategies and techniques • Demonstrate an understanding of both the significance and the reasonableness of results • Recognise patterns and structures in a variety of situations, and make generalisations • Recognise and demonstrate an understanding of the practical applications of mathematics • Use appropriate technological devices as mathematical tools • Demonstrate an understanding of and the appropriate use of mathematical modeling. ASSESSMENTS: Mathematical investigations Tests and quizzes Internal Assessment : Mathematical Exploration 20% of the Final grade This is a piece of written work that involves investigating an area of mathematics. External assessment : 3 hrs Exam 80% of the Final Grade (Paper 1- 1 hr 30, Paper 2 - 1 hrs 30 min) RESOURCES/TEXTS/MATERIALS: Smedly R., Wiseman G. Mathematics Standard Level for the IB Diploma, 2005 LaRondie, P., Fensom, J., Stevens, J. IB Course Companion: Mathematics Standard Level, 2012. Martin, David, et al. Mathematics for the International Student: Mathematics SL SA, Australia: Haese Mathematics, 2012.

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COURSE NAME: DP Mathematics HL SYLLABUS CONTENT: • Unit 1: Algebra: Sequences and series, exponents and logarithms, binomial theorem, mathematical induction, complex numbers, modulus-argument (polar) form, deMoivre’s theorem, conjugate roots of polynomial equations, solutions of systems of linear equations • Unit 2: Functions and Equations: Composite, odd and even, identity and inverse functions; transformation of graphs; rational functions and their graphs; polynomial functions and their graphs; quadratic, exponential, logarithmic and polynomial functions; inequalities • Unit 3: Circular Functions and Trigonometry: The unit circle; definition of trigonometric ratios; trigonometric functions, their properties and transformations; inverse trigonometric functions; trigonometric equations and identities; compound and double angle identities; algebraic and graphical methods of solving trigonometric equations; solutions of triangles, cosine and sine rules, area of a triangle • Unit 4: Vectors: Concept of a vector; scalar and vector products; vector equation of a line in two and three dimensions; applications to kinematics; distinguishing between coincident, parallel, intersecting and skew lines; points of intersection; equation of a plane; intersections of a line with a plane; angles between a line and a plane and between two lines • Unit 5: Statistics and Probability: Population, sample, data analysis, measures of central tendency and spread; random events; addition and multiplication laws; conditional probability; independent events; Bayes Theorem; probability distributions; normal, binomial and poisson distributions • Unit 6: Calculus: Rate of change; definition of the derivative; derivatives of composite functions; implicit differentiation; second derivative; application of the differential calculus: extrema, points of inflexion; optimisation; indefinite and definite integrals; areas between the curves; volumes of revolution; kinematic problems involving displacement, velocity and acceleration; integration by parts and by substitution; solving differential equations • Unit 7: Option 9: Calculus: Infinite sequences of real numbers and their convergences or divergence; continuity and differentiability of a function at a point; the definite integral as a limit of a sum; fundamental theorem of calculus; improper integrals; first-order differential equations; geometric interpretation using slope fields, including identification of isoclines; Euler’s method; homogeneous differential equation; Rolle’s theorem; mean value theorem; Taylor polynomials; the Lagrange form of the error term; number series; Maclaurin series;; Taylor series developed from differential equations; the evaluation of limits; using l’Hopital’s rule or the Taylor series OUTCOMES: Upon successfully completing the course, students will be able to: • Read, interpret and solve a given problem using appropriate mathematical terms • Organise and present information and data in tabular, graphical and/or diagrammatic forms • Know and use appropriate notation and terminology • Formulate a mathematical argument and communicate it clearly • Select and use appropriate mathematical strategies and techniques • Demonstrate an understanding of both the significance and the reasonableness of results • Recognise patterns and structures in a variety of situations and make generalisations • Recognise and demonstrate an understanding of the practical applications of mathematics • Use appropriate technological devices as mathematical tools • Demonstrate an understanding of and the appropriate use of mathematical modeling ASSESSMENTS: • Mathematical investigations • Tests and quizzes • Exam and Mock Exams • Internal Assessment: Mathematical Exploration – 20% of the final grade. This is a piece of written work that involves investigating an area of mathematics • External Assessment: Exams – 80% of the final grade Paper 1 – 2 hours; 30% Paper 2 – 2 hours; 30% Paper 3 – 1 hour; 20% RESOURCES/TEXTS/MATERIALS: Urban, et al. Mathematics for the International Student: Mathematics HL Core, 2004. Garry, T., Wazir, I. HL Mathematics for the IB Diploma, 2012. 128

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Neill and Quadling. Mathematics HL for the IB Diploma: Higher Level 1, 2008. Blythe, et al. Mathematics for the International Student: Mathematics HL, Options 2004. Martin, David, et al. Mathematics for the International Student: Mathematics HL SA, Australia: Haese Mathematics, 2012.

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GROUP 6: ART COURSE NAME: DP Theatre SL and HL (available in Grade 12 only in 2015-16) SYLLABUS CONTENT: • Theatre in Context: Students examine the personal, theoretical and cultural contexts that inform theatre-making • Theatre Processes: Students explore the skills, techniques and processes involved in theatre-making • Presenting Theatre: Students consider the staging and presentation of theatre with respect to intention and audience impact OUTCOMES: Upon successfully completing the course, students will be able to: • Demonstrate knowledge and understanding of the relationship between theatre and its contexts • Demonstrate appropriate skills and techniques of different specialist roles: creator, director, designer, performer • Demonstrate an understanding of production elements and theatre practices • Evaluate critically a range of diverse performances • Engage practically in creating and presenting performances, which will include a basic level of technical proficiency • Reflect on their own development in theatre through continual self-evaluation and recording • Acquire appropriate research skills and apply them • Demonstrate an ability to interpret play texts and other types of performance texts analytically and imaginatively • Demonstrate initiative and perseverance in both individual and group projects • Evaluate the relevance of selected research sources to personal practice ASSESSMENTS: Task 1: Solo Theatre Piece (HL ONLY - 35%) Task 2: Director’s Notebook (SL - 35%, HL - 20%) Task 3: Research Presentation (SL - 30%, HL - 20%) Task 4: Collaborative Project (SL - 35%, HL - 25%) RESOURCES: These vary based on the research projects and productions selected each year.

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COURSE NAME: DP Visual Arts SL and HL SYLLABUS CONTENT: Topic 1: Identity and Alter Ego Topic 2: Reinterpretation and Transformation Topic 3: Developing a Series (Individual Printmaking Project) Topic 4: Compare and Contrast (A comparative study of artists or techniques) Topic 5: Individual Studio Work and Process Journal OUTCOMES: Upon successfully completing the course, students will be able to: • Develop the skills and techniques of investigation—both visual and written • Relate art to its cultural, historical, and theoretical contexts • Explore art concepts and art elements • Develop and use the processes of art criticism and analysis • Develop confidence and expertise in the use of various media • Extend their knowledge of design • Share their work with an audience through displays and exhibitions including their final exhibit • Extend individual investigation to inform practical work • Make connections between ideas and practice—both their own and others ASSESSMENTS: Component 1: A Comparative Study (Externally Assessed 20/100 points) Compare and contrast analysis of at least two artists, techniques for making art and the theory behind the work For HL students this will include a reflective piece on how this relates to their own work Component 2: A Process Portfolio (Externally Assessed 40/100 points) Demonstration and engagement with a variety of different techniques, process, and concepts within an art journal Documentation of the creation of an individual body of work SL: 9-18 pages HL: 13-25 pages Component 3: An exhibition with written rationale (Internally Assessed 40/100 points) Creation of a body of work for exhibition Students reflect on the decisions made during the creation process and the rationale for the selection of certain pieces for exhibition SL: 4-7 pieces with 2 reflective commentaries HL: 5-9 pieces with 4 reflective commentaries RESOURCES/TEXTS/MATERIALS: Art21 [DVD] Wide range of museum sites and resources depending on students’ individual needs

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OTHER Course Name: Theory of Knowledge How do we know what we think we know? SYLLABUS CONTENT: TOK strives to make a difference to the lives of students. It provides opportunities for students to think about their own values and actions, to understand their place in the world, and to shape their identity. TOK is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. It is a core element for all Diploma Programme students. The TOK course examines how we know what we claim to know. It does this by encouraging students to analyse knowledge claims and explore knowledge questions. A knowledge claim is the assertion that ‘I/we know X’ or ‘I/we know how to Y.’ A distinction is made between shared knowledge and personal knowledge. TOK concentrates on eight specific ways of knowing (WOKs). They are language, sense perception, emotion, reason, imagination, faith, intuition, and memory. The WOKs have two roles in TOK: • They underlie the methodology of the areas of knowledge. • They provide a basis for personal knowledge. Students explore a range of areas of knowledge are specific branches of knowledge, each of which can be seen to have a distinct nature and different methods of gaining knowledge. TOK distinguishes between eight areas of knowledge. They are mathematics, the natural sciences, the human sciences, the arts, history, ethics, religious knowledge systems, and indigenous knowledge systems. TOK plays a special role in the Diploma Programme by providing an opportunity for students to reflect on the nature of knowledge. The task of TOK is to emphasise connections between areas of knowledge and link them to the knower in such a way that the knower can become aware of his or her own perspectives and those of the various groups whose knowledge he or she shares. TOK, therefore, explores both the personal and shared aspects of knowledge and investigates the relationships between them. COURSE OUTCOMES: By the end of the TOK course, students will be able to: • Identify and analyse the various kinds of justifications used to support knowledge claims • Formulate, evaluate and attempt to answer knowledge questions • Examine how academic disciplines/areas of knowledge generate and shape knowledge • Understand the roles played by ways of knowing in the construction of shared and personal knowledge • Explore links between knowledge claims, knowledge questions, ways of knowing and areas of knowledge • Demonstrate an awareness and understanding of different perspectives and be able to relate these to one’s own perspective • In the presentation, explore a real-life/contemporary situation from a TOK perspective. ASSESSMENT: There are two assessment tasks in the TOK course: an essay and a presentation. • The essay is externally assessed by the IB, and must be on any one of the six prescribed titles issued by the IB for each examination session. The maximum word limit for the essay is 1,600 words. • The presentation can be done individually or in a group, with a maximum group size of three. RESOURCES: Bastion, S. Theory of Knowledge Reuben, A. Man the Measure. Van de Lagemaat, R. Theory of Knowledge Woolman, M. Ways of Knowing IB Diploma Coursebook: Theory of Knowledge Internet resources Individuals and Societies departmental video library 132

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BEYOND THE CURRICULUM REPORTING Report Cards Report cards are distributed four times a year. Progress reports are distributed at the halfway point of each semester, approximately in October and March. Semester-end reports are distributed at the end of each semester, approximately in January and in June. Quarter report cards provide an interim set of comments and provisional results on achievement. These marks are not put on any transcript. They are designed to indicate the current level of achievement of each student. Students in the MYP do not receive an overall grade for their courses in the first quarter; they are marked on criteria only; this is because not all criteria have been assessed that early in the year. DP students receive a summative grade each quarter. Semester-end report card marks are entered onto transcripts in Grades 9-12. In addition to these formal reports, we encourage parents and students to speak frequently to teachers regarding student progress. Parents and students can also check student progress on MyPSI. We expect teachers to contact parents and administration regarding students who are at risk of failing any course. 1-7 Scale Students are assessed on a scale of 1-7 in alignment with IB assessment protocols. In both MYP and DP, teachers use specific criteria to assess student progress. In MYP particularly, rubrics for each subject area describe student achievement. The descriptors offered below should be taken as a general guide. Students and parents should speak directly to teachers for more specific information about grading procedures and criteria. Excellent 7 Very Good 6

The student shows a thorough understanding of the required knowledge and skills. Work thus far has been of a high standard. The student sustains originality and insight at most times. The student has a very good level of understanding of the required knowledge and skills thus far and work of a high quality is usually produced. The student generally demonstrates originality and insight.

Good 5

The student has a good understanding of the required knowledge and has shown some evidence of analysis, evaluation and synthesis.

Satisfactory 4

The student has a good general understanding of the knowledge and some awareness of the necessary skills, occasionally showing some evidence of analysis, synthesis and evaluation.

Limited 3

The student has a limited understanding of the required knowledge and skills. The student requires some support to apply them.

Very limited 2

The student has difficulty in understanding the required knowledge and skills and requires considerable support to apply them.

Minimal 1

The student has difficulty understanding the required knowledge and skills and is unable to apply them even with support.

0 No Grade (NG) Incomplete (I)

The student has produced work that fails to meet any of the criterion levels. The student has not produced sufficient work to receive one of the above descriptors.

Application and Attitude Grades The aim of the IB is to inspire the ‘spirit of the life-long learner.’ At PSI, we believe that an important first step in that process is having the student take greater control over assessment in order to maximise success. We encourage students to: • Understand the expectations of each teacher and course • Understand their own learning style • Engage actively in learning and assessment • Develop subject-based skills - AN IB WORLD SCHOOL SINCE 2000 -

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• • •

See ‘getting stuck’ as a positive opportunity to advance learning Take intellectual risks Reflect on what they have learnt

The Application and Attitude grades reflect the students’ effort and engagement with classroom learning as active and responsible learners. These marks are based on: -Completing tasks punctually: The student completes homework, assessments and group projects on time. Students who are absent submit the work by e-mail or contact the teacher ahead of time to discuss any difficulties they have meeting the deadline. -Working independently and taking personal responsibility: The student is organised, comes prepared for class, completes homework, manages time effectively and shows initiative when appropriate. The student is reflective about his or her actions and tries to learn from mistakes. -Demonstrating commitment and a positive attitude: The student makes positive contributions in class, works diligently at all times, shows motivation, and enthusiasm towards his/her studies. The student also shows perseverance in the face of difficulty. -Demonstrating respect for self: The student has good attendance and punctuality to school and to each class. S/he takes responsibility for his/her actions, behaves in a responsible and mature manner, and demonstrates integrity in his/her work. -Working respectfully and productively in whole and small groups: The student is courteous, works collaboratively, and shows respect for the learning environment and everyone’s right to learn. To achieve the highest grades, students should be conscientious in all of the above areas on a consistent basis. Report Card Descriptors for Application and Attitude Grades A (Excellent): The student is consistently conscientious, demonstrating an excellent attitude towards his/her studies B (Good): The student demonstrates a good attitude and level of application most of the time C (Satisfactory): The student applies himself/herself to a satisfactory degree D (Limited): The student needs to demonstrate greater application and engagement towards his/her studies E (Very Limited: The student does not meet the basic requirements of the tasks set AWARDS AND RECOGNITIONS Each semester, the Secondary School holds an Honours Assembly to acknowledge outstanding work by students. At both assemblies, we recognise Honours and High Honours students, as well as Application and Attitude recipients. At the June assembly, we also recognise individual student achievement in departments and award several school-wide awards for outstanding effort and achievement. All departmental and school-wide awards are awarded by teacher vote. Honour Role Students receive Honour Roll recognition if they achieve the following: • Grades of 5, 6 or 7 in every course • An A or B in TOK for Grade 11 and 12 • A satisfactory or above in ungraded courses (e.g., EAL) • Satisfactory completion of CAS/C&S requirements • A 5 or above on Personal Project or an A or B on Extended Essay • No Attitude and Application grade below a B High Honour Roll Students receive High Honour Roll recognition if they achieve the following: • Grades of 6 or 7 in every course • A satisfactory or above in ungraded courses (e.g., EAL) • Satisfactory completion of CAS/C&S requirements • A 5 or above on Personal Project or an A or B on Extended Essay • No Attitude and Application grade below a B 134

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Application and Attitude Grade Awards At the end of each semester, students who achieve only A and B marks in this category receive a certificate that recognises sustained commitment and a positive attitude regardless of the student’s natural flair or ability. Students with 20 or more absences cannot earn above a C overall in Application and Attitude and are therefore ineligible for Honours or High Honours awards. Attendance Awards PSI recognises students who have a combined record of three or fewer absences and five or fewer times late to school. Students must meet both criteria to receive an Attendance Award. School-related absences (e.g., CEESA tournaments, MUN, etc.) are not counted in determining attendance records. Departmental Awards Each department offers three awards – one for MYP students in Grades 6-8, one for MYP students in Grades 9-10, and one for a DP student. The selection is based on the student’s demonstration of the Learner Profile in that subject area. Roman Jacobi Award This award is presented to a Grade 6 – 10 male student who has demonstrated outstanding effort and achievement in the IB Middle Years Programme. Lady Claire Asquith Award This award is presented to a Grade 6 – 10 female student who has demonstrated outstanding effort and achievement in the IB Middle Years Programme. Rowland Jepson Award This award is presented to a student of either gender in Grade 11 or 12 for outstanding effort and achievement in the IB Diploma Programme. Luis and Alexandra Baqueriza Award This award is given to a student of any grade level (6-12) or gender for outstanding commitment to community service. ECIS International Student Award The European Council of International Schools (ECIS) asks schools to nominate a student who is a good representative of his/her country, with a positive attitude toward the life and culture of others, able to converse in at least two languages, a contributing force in the life of the school, with the ability to bring differing people together into a sense of community, thus furthering the cause of international understanding. There are no limitations in respect to the age, nationality, class or level of academic performance of the student. SUPPORT SERVICES In addition to recognising and rewarding excellence, PSI provides on-going support for students of all abilities. Special Education Needs (SEN) PSI employs a full time K-12 SEN teacher to assist students with mild learning disabilities such as dyslexia or ADHD. She also acts as a Resource Teacher for students who exhibit learning or behavioural problems and works with the classroom teacher to modify and adapt assignments, develop behaviour plans, and model teaching strategies. On occasion, students requiring extra assistance may be pulled out of class to receive additional support as needed. The level of intervention will be determined by the student’s need as identified through formal and informal assessments, classroom observations, and feedback from parents and staff. English as an Additional Language (EAL) Students with limited English receive support through the EAL programme. Instead of taking French, Russian or Ukrainian, EAL students receive five additional periods of English per week. These classes focus on helping the student develop his/her academic English. In addition, the EAL teachers work with classroom teachers and sometimes attend other classes to provide additional support. Students are placed in this programme based on a combination of teacher recommendation, samples of work and testing.

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School Counsellor The Secondary School Counsellor works with students in a variety of ways. S/he provides assistance with college applications and placement (including some college testing). S/he works with Homeroom teachers in developing a curriculum for pastoral issues ranging from substance abuse to bullying, from study skills to social skills. In addition, s/he is available for small group or individual personal counselling. These sessions are confidential. AT RISK INTERVENTIONS At each reporting period, PSI identifies students who are receiving a 0, 1, 2 or no grade in any classes. (A grade of 3 is a passing grade; any grade below 3 is a failing grade.) Individual teachers contact parents to discuss plans to support that child. For students failing two or more classes, the principal sends letters to parents asking to meet and set up a contract. Academic Contracts Students who are failing or missing grades for two or more classes in a marking period are placed on an Academic Contract. The principal meets with the parents and the student, outlines what areas need focus, and works with them to draw up a plan for student progress. Parents, students and the school are all assigned roles to support the student, and progress is checked at least monthly. Students are generally placed on academic contracts for only one year. Students who fail to make progress beyond that period are reviewed by the administration to determine if further support is possible or if exit from the school is a better option for the student. Transcript Reviews Students in Grades 9-12 are particularly at risk if they fail courses, as this may impact their ability to graduate. High school transcripts are reviewed every semester. The school contacts parents of any student who does not have the appropriate number of credits toward graduation. These students are also put on a contract that is reviewed regularly. Behavioural Contracts Students who engage in repeated acts of misconduct are placed on a Behavioural Contract. As with the Academic Contract, the principal meets with the student and the parents to draw up the specific guidelines for behaviour and assigns roles to parents, students and the school for supporting the student. Students are generally placed on behavioural contracts for one year, after which time the administration reviews their overall record to determine if students can continue at PSI and under what circumstances. Attendance Contracts Students who have 20 or more absences - either excused or unexcused - may be placed on an Attendance Contract. As with other contracts, this is an agreement among administration, students and parents. The contract lasts for one calendar year, after which the contract may be ended or extended, or the student can be held back a year or asked not to return for the following school year. ATHLETICS, EXTRA CURRICULAR ACTIVITIES AND TRIPS Athletics: Home of the Panthers! PSI is a proud member of the Central and Eastern European Schools Association (CEESA) as well as a league of Kyiv International Schools. Teams compete both locally and throughout the CEESA region The Athletic Director posts sign up lists in the gym for students before each season begins. Middle School (MS) teams train and compete on Tuesdays and Thursdays, while High School (HS) teams train and compete on Mondays, Wednesdays and Fridays. Students are asked to commit to all practices, games and tournaments when signing up/trying out for a team. For CEESA tournaments, the cost of the flight is borne by the parents. As per CEESA regulations, students are housed with families from the host school for the duration of the tournament, which allows great friendships to be made. Students must be in good academic and behavioural standing before they are allowed to participate in games or tournaments. Students may be pulled from the roster at any time, including for tournament participation, if they are not meeting the academic standards set for them.

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Season 1 (August â&#x20AC;&#x201C; November)

Season 2 (December-March)

Season 3 (March-May)

MS Boys and Girls Tennis

MS Boys and Girls Basketball

MS Boys and Girls Volleyball

MS Boys and Girls Soccer

HS Boys and Girls Basketball

HS Boys and Girls Volleyball

HS Boys and Girls Soccer

MS Boys and Girls Badminton

HS Boys and Girls Tennis

MS/HS Boys and Girls Cross MS/HS Boys and Girls Track Country Running & Field Please note that the availability of these sports is based on numbers of students participating. Extra Curricular Activities (ECAs) The Activities Coordinator organises three seasons of the Extra Curricular Activities (ECA) programme each year. As a member of CEESA, students may participate in a range of activities and may also attend tournaments at schools around our region. Activities with traveling teams: CEESA Knowledge Bowl (MS/HS) Robotics (MS/HS)

ISTA Drama Festival Math Counts (MS/HS)

Destination Imagination Model United Nations

In addition, students may choose activities from a wide range of choices that change each year. Past activities have included: Maths Club Mother Tongue Language Lessons Ceramics Pens of PSI Plays/Musicals Chess Stock Market Club Yearbook Pysanki Most of these activities are included in the school fees. Private music lessons or other specialised activities may require additional fees. We encourage parents to join in activities that support the educational and extracurricular goals of PSI. Any parent who has special skills to offer and would be willing to organise an after-school activity can contact the Activities Coordinator. Before each season begins, students can access (from the ECA website) a list of available activities. They select which ones they want to do, and complete an on-line registration. Students who join the school mid-season may be able to join some activities with the permission of the Activities Coordinator and the teacher leading that activity. If any of the activities are cancelled due to weather conditions or other school events, parents are informed by telephone or by e-mail. It is important to arrange a pick-up point to meet your child immediately after the activity is over. If a student is absent from school for any reason, s/he may not attend after-school activities on that day. Field and Day Trips Throughout the year, students may leave campus with their teachers to engage in off-site activities related to the curriculum or to community and service projects. We consider these trips to be an important part of our overall school programme, as they extend the learning, provide real-life applications and provide students with a greater appreciation of their host country and host city. Teachers notify parents when such trips are taken, and require parent written permission for students to participate. Week Without Walls (Formerly called Fall Trips) Each September, all students in Grades 6-12 leave Kyiv for one week to engage in the annual Week Without Walls. These trips are considered a mandatory part of the school programme. They are an important part of the schoolâ&#x20AC;&#x2122;s curriculum and include assessments that are part of the first quarter reports. Students engage in a range of activities that promote social relationships, leadership, and have specific ties to parts of their grade level curriculum. Upon return, each grade level prepares a presentation for a Week Without Walls assembly. - AN IB WORLD SCHOOL SINCE 2000 -

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APPENDICES

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SAMPLE GRADE 6 – 8 MYP SCHEDULE PERIOD

SCHEDULE

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

8:25 – 8:35

Homeroom

8:35 – 9:15

Language Acquisition Russian/ French/EAL

Individual & Societies

Design / Music

PHE

Science

9:15 – 9:55

Language Acquisition Russian/ French/EAL

Individual & Societies

Design / Music

PHE

Science

Break

9:55 – 10:05

BREAK

10:05 – 10:45

Art/Drama

Language Acquisition Russian/ French/EAL

Math

Homeroom

Individual & Societies

10:45 – 11:25

Art/Drama

Language Acquisition Russian/ French/EAL

Math

Homeroom

Individual & Societies

LUNCH

11:25 – 12:05

LUNCH

12:05 – 12:45

English

Art/Drama

English

Design / Music

English

12:45 – 13:25

Science

English

PHE

BREAK

13:25 – 13:35

BREAK

13:35 – 14:15

Math

Science

Language Acquisition Russian/ French/EAL

English

PHE

14:15 – 14:55

Math

Art/Drama

Individuals & Societies

English

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GRADE 9-10 MYP SAMPLE SCHEDULE PERIOD

SCHEDULE

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

8:25 – 8:35

Homeroom

8:35 – 9:15

Language Acquisition Russian/ French/EAL

Individual & Societies

Design

PHE

Science

9:15 – 9;55

Language Acquisition Russian/ French/EAL

Individual & Societies

Design

PHE

Science

Break

9:55 – 10:05

BREAK

10:05 – 10:45

Art/Drama/ Music*

Language Acquisition Russian/ French/EAL*

Math

Homeroom

Individual & Societies

10:45 – 11:25

Art/Drama/ Music

Language Acquisition Russian/ French/EAL

Math

Homeroom

Individual & Societies

LUNCH

11:25 – 12:05

LUNCH

12:05 – 12:45

English

Art/Drama/ Music

English

Design

12:45 – 13:25

Science

English

PHE

BREAK

13:25 – 14:15

Science

Language Acquisition Russian/ French/EAL

English

PHE

14:15 – 14:55

Math

Art/Drama/ Music

Individuals & Societies

English

*Students select on

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GRADE 11 AND 12 IB DIPLOMA SAMPLE SCHEDULE PERIOD

SCHEDULE

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

8:25 – 8:35

Homeroom

8:35 – 9:15

Language Acquisition: English, French, Spanish, Russian or SelfTaught*

Individuals and Societies

Arts

Science

Language and Literature (English, French, Russian)

9:15 – 9:55

Language Acquisition

Individuals and Societies

Arts

Science

Language and Literature

Break

9:55 – 10:05

BREAK

10:05 – 10:45

Theory of Knowledge**

Language and Literature

Language Acquisition

Math

Language Acquisition

10:45 – 11:25

Math: Standard Level Math, Higher Level Math or Math Methods*

Language and Literature

Language Acquisition

TOK

Language Acquisition

LUNCH

11:25 – 12:05

LUNCH

12:05 – 12:45

Individuals and Societies: History, Geography or Economics*

Math

TOK

Math

12:45 – 13:25

Science: Biology, Chemistry, Physics, Environmental Systems or Design Technology*

Science

Math

Arts

Individuals and Societies

BREAK

13:25 – 13:35

BREAK

13:35 – 14:15

Language and Literature*

Science

Arts

Individuals and Societies

14:15 – 14:55

Arts: Art or Drama

Arts: Art or Drama*

Individuals and Societies

Language and Literature

TOK

3:00 – 3:40 CAS *Students select one ** Students not working toward the full IB Diploma will not take TOK. At Grade 11, they may receive EAL support or they may have this as an additional study period. + Students not working toward the full IB Diploma are still expected to complete the Service portion of the CAS requirement.

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A STUDENT GUIDE TO SUCCESS IN THE PSI PROGRAMME • Set good habits from the start. • Use a planner to record homework and dates assignments are due. • Maintain a high level of quality in your assignments. • Keep up with your work and hand in all assignments. • Ask your teachers for assistance if you do not understand the work being covered. • Ask the teacher to explain why you did not do as well as you expected on an assignment/ test. • Set yourself clearly defined targets. • Establish credibility with your teachers by being a reliable, mature and honest student. • Speak to the teacher before the work is due if you are having a problem with an out-of-class assignment. • Advise your teacher at least a week in advance if you will miss class for a short or extended time. This allows the teacher time to prepare plans for you. Do not expect the teacher to assign work with only a day or two of warning. • Maintain a good attendance record. Missing classes will lead to fragmentation of course content and mediocre or, more likely, poor academic performance. • Remember it is not the teacher’s job to re‐teach a lesson because you missed it; it is your job to locate class notes, etc. • Maintain your personal discipline and establish a reputation for maturity, responsibility and reliability. These are skills that will bring you success at every grade level, including university, and will prepare you for your life beyond school.

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WHOLE SCHOOL GLOSSARY Term

Definition

ACER

The Australian Council for Educational Research, from whom the School gets both its standardised tests for Grades 3-8 and its admissions tests for Secondary School

AGM

The Annual General Meeting, which is open to all members of the School community who wish to hear a summary of the School’s progress against its strategic goals, as well as to hear announcements for the next year, including the election of new Board members

CIS

Council for International Schools, one of the School’s accrediting organisations

Differentiation

Planning for different levels of ability

EAL

English as an Additional Language

HOD

Head of Department

International Baccalaureate, one of the School’s accrediting organisations and the base of the School’s curricular programmes

ISA

International Schools Assessment provides tests in English reading and writing as well as mathematics for students in Grades 3-8, given each February

Information Technology

LST

Learning Support Team, usually the appropriate building principal and counsellor, along with the special needs teacher. This team meets weekly to discuss students at risk in order to create strategies to support their social, emotional and academic growth

MAP

Measure of Academic Progress, an on-line test for students in reading and mathematics given twice a year to students in Grades 3-8.

Mother tongue

The language(s) learned first; the language(s) identified with as a ‘native’ speaker; the language known best; the language used most

NEASC

New England Association of Schools and Colleges, one of the School’s accrediting organisations

OCC

The On-Line Curriculum Centre is an IB resource for teachers and administrators

OPI

The On-line Placement Inventory is the assessment tool in maths and English used for Secondary student admissions

Professional Assistants, who support the two Principals and the Director

PSI

Pechersk School International

SEN

Special Educational Needs

Teaching Assistants, who provide support in the classroom for Primary teachrs and some Secondary departments

Teaching Support staff, who provide clerical support for teaching and administrative staff

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SECONDARY SCHOOL / MIDDLE YEARS PROGRAMME (From MYP Principles Into Practice, 2004) Term

Definition

Achievement Level

The mark given to indicate that the studentâ&#x20AC;&#x2122;s work matches the corresponding descriptor.

Alignment

Agreement in principle and practice among the written curriculum, the taught curriculum and the assessed curriculum

ATL

Approaches to Learning are concerned with the development of thinking skills, strategies and attitudes and the ability to reflect on oneâ&#x20AC;&#x2122;s own learning

Articulation

The logical progression of learning objectives from year to year (vertical) and during an academic year (horizontal)

Assessment criteria

The standards on which student work is evaluated in all subject areas and in the Personal Project

Assessment rubric

A grid that contains levels and descriptors

Assessment strat- The method or approach that teachers use when gathering information about student egy learning, for example, observation, open-ended tasks, selected responses Assessment task

The activities that students do and that teachers evaluate

Assessment tool

The device teachers use to measure and record assessment information and data collected, for example, anecdotal records

Community service

Students serve the community by understanding and acting with mutual responsibility to meet their own needs and the needs of others

Criterion-related assessment

An assessment process based on determining achievement levels against previously agreed criteria. MYP assessment is criterion-related

Curriculum framework

An organised plan for teaching and learning.In the MYP, the curriculum framework includes conceptual understanding, global contexts, approaches to teaching and approaches to learning, and significant content across a broad and balanced range of disciplines.

Descriptors

Achievement level descriptors describe the differences in student accomplishment for each assessment criterion and correspond to the achievement level that should be awarded

E-Assessment

On-line testing and assessment that will lead to MYP Certification. This process should begin at the end of the 2015-16 school year for Grade 10 students only.

Formative assess- Ongoing assessment aimed at providing information to guide teaching and improve ment student performance. This work is not graded but is reviewed and used to prepare students for the summative assessments. Global engagement

Inquiring, acting and reflecting on global challenges in local, national and international dimensions

Grade boundary

The lowest and highest criterion levels totals corresponding to a particular holistic grade.

Horizontal planning/horizontal articulation

Planning horizontally involves a team of teachers of the same grade level working together to plan for learning.

IB MYP certificate

IB-issued certificate that signifies the successful completion of requirements for the programme; accompanied by IB MYP course results

IB MYP course results

Official IB document that provides a record of successful examination and/or ePortfolio grades for MYP e-Assessment candidates who do not attain the IB MYP certificate.

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Interdisciplinary

Combining or involving two or more branches of learning or fields of academic study. In the MYP, interdisciplinary study can be developed both within and between/among subject groups.

Internal assessment

The assessment of a student’s work that is carried out by a student’s teacher(s)

Internal standardisation

The process by which all teachers in a department develop and ensure a common understanding and application of criteria and descriptors

MYP

The IB Middle Years Programme designed for students between the ages of 11 and 16 years

Objective

The skills, knowledge and understandings that are addressed in each course/project and based on the assessment criteria.

Personal Project (PP)

The Personal Project is the culmination of the students’ experience in the MYP and shows their experience of ATL and global contexts. It is completed in the final year of the programme.

Personal Project Supervisor

The member of staff within a school who is responsible for working directly with the student on the completion of the personal project.

SWW

The School-wide write is a PSI assessment tool to evaluate student writing in Grades 6 - 10. It is given twice a year; students and teachers then set goals for writing improvement.

Unit

A series of lessons, focused through a statement of inquiry and inquiry questions, designed to help students achieve some of the objectives of an MYP subject group.

Vertical planThe goal of vertical planning is to sequence learning (in terms of subject‑group objecning/vertical tives and ATL) to ensure continuity and progression from year 1 to year 5. articulation For more information on the MYP in general, please visit the IB MYP website. For more information about the MYP at PSI, please visit the PSI MYP website page. Appendice Term

Definition

CAS

Creativity, Action, Service - a required part of the DP

Certificates

Students not taking or earning the full IB Diploma can earn separate certificates for every successfully completed DP class

IB Diploma Programme for students ages 16-19 (Grades 11 and 12)

The Extended Essay, a required part of the DP - a 4500 word, in-depth study in one subject

Higher Level course (240 hours of instruction time). Students must take three courses at HL to qualify for the full IB Diploma

IB Diploma

Students who successfully meet all requirements of the Diploma Programme earn a diploma from the IB.

Internal Assessment

A piece of subject work that is internally marked and externally moderated

PSI Courses

Students not taking courses at DP level can earn credit toward graduation from PSI by taking courses designed, taught and assessed by PSI.

PSI Diploma

All students who successfully meet the graduation requirements of PSI earn a PSI Diploma. Students may also earn IB certificates or the full IB Diploma in addition to this award. The PSI Diploma meets international accreditation standards.

Standard level course (150 hours of instruction time. Students on the full IB Diploma take three SLs. - AN IB WORLD SCHOOL SINCE 2000 -

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TOK

Theory of Knowledge - a required course for the full IB Diploma that is also embedded into all subject areas

Transcripts

A record of all semester grades earned from Grades 9-12. This document is usually requested by North American universities as part of the admissions process. For more information about the IB Diploma Programme in general, please visit the IB Diploma Programme website. For more information about the DP at PSI, please visit the PSI DP website page.

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