MissionStatement
IBLearnerProfile
IBMiddleYearsProgramme(MYP)
IBMYPStructure
AssessmentintheMYP
MYPOverallGradeDescriptors
MYPPersonalProject
ServiceasAction
AcademicHonesty
IBDiplomaProgramme(DP)
KCCPossibleCourseOfferings
CoreRequirements
CourseSelection
KCCMYPtoDPTimeline
AssessmentintheDP
IBDiplomaRequirements
AcademicHonesty
TheInternationalBaccalaureateaimstodevelopinquiring,knowledgeableand caringyoungpeoplewhohelptocreateabetterandmorepeacefulworld throughinterculturalunderstandingandrespect.
Tothisendtheorganizationworkswithschools,governmentsandinternational organizationstodevelopchallengingprogramsofinternationaleducationand rigorousassessment
Theseprogramsencouragestudentsacrosstheworldtobecomeactive, compassionateandlifelonglearNerswhounderstandthatotherpeople,with theirdifferences,canalsoberight
Educationforinternational-mindednessvaluestheworldasthebroadestcontext forlearning,developsconceptualunderstandingacrossarangeofsubjectsand offersopportunitiestoinquire,actandreflect.KCCandtheIBOstructure teachingandlearningwiththisinmind
TheaimofallIBprogrammesistodevelopinternationallymindedpeoplewho,recognisingtheir commonhumanityandsharedguardianshipoftheplanet,helptocreateabetterandmorepeaceful world
Theydeveloptheirnaturalcuriosity Theyacquiretheskillsnecessarytoconductinquiryandresearch andshowindependenceinlearning.Theyactivelyenjoylearningandthisloveoflearningwillbe sustainedthroughouttheirlives
Theyexploreconcepts,ideasandissuesthathavelocalandglobalsignificance Insodoing,they acquirein-depthknowledgeanddevelopunderstandingacrossabroadandbalancedrangeof disciplines
Theyexerciseinitiativeinapplyingthinkingskillscriticallyandcreativelytorecogniseandapproach complexproblems,andmakereasoned,ethicaldecisions
Theyunderstandandexpressideasandinformationconfidentlyandcreativelyinmorethanone languageandinavarietyofmodesofcommunication Theyworkeffectivelyandwillinglyin collaborationwithothers
Theyactwithintegrityandhonesty,withastrongsenseoffairness,justiceandrespectforthedignity oftheindividual,groupsandcommunities Theytakeresponsibilityfortheirownactionsandthe consequencesthataccompanythem
Theyunderstandandappreciatetheirownculturesandpersonalhistories,andareopentothe perspectives,valuesandtraditionsofotherindividualsandcommunities.Theyareaccustomedto seekingandevaluatingarangeofpointsofview,andarewillingtogrowfromtheexperience
Theyshowempathy,compassionandrespecttowardstheneedsandfeelingsofothers Theyhavea personalcommitmenttoservice,andacttomakeapositivedifferencetothelivesofothersandto theenvironment
Theyapproachunfamiliarsituationsanduncertaintywithcourageandforethought,andhavethe independenceofspirittoexplorenewroles,ideasandstrategies Theyarebraveandarticulatein defendingtheirbeliefs
Theyunderstandtheimportanceofintellectual,physicalandemotionalbalancetoachievepersonal well-beingforthemselvesandothers
Theygivethoughtfulconsiderationtotheirownlearningandexperience Theyareabletoassessand understandtheirstrengths
TheMYPhasbeendesignedasacoherentandcomprehensivecurriculum frameworkthatprovidesacademicchallengeanddevelopsthelifeskillsof studentsfromtheagesof11to16 Theseyearsareacriticalperiodinthe developmentofyoungpeople Successinschooliscloselyrelatedtopersonal, socialandemotionalwell-being.Atatimewhenstudentsareestablishingtheir identityandbuildingtheirself-esteem,theMYPcanmotivatestudentsandhelp themtoachievesuccessinschoolandinlifebeyondtheclassroom The programmeallowsstudentstobuildontheirpersonalstrengthsandtoembrace challengesinsubjectsinwhichtheymightnotexcel.TheMYPoffersstudents opportunitiestodeveloptheirpotential,toexploretheirownlearningpreferences, totakeappropriaterisks,andtoreflecton,anddevelop,astrongsenseofpersonal identity.
Researchshowsthatthemiddleyearsrepresentaperiodofthegreatest developmentalchangeforachild–physically,socially,andemotionally–since infancy AtKCC,wetailorourMiddleYearsProgrammetoprovidethespecial attentionandnurturingwhichadolescentsrequiretogracefullymature,todevelop theirpassions,andtoexplorenewareasofpotentialtalentsorinterests KCC believesthatbecausechildrenmatureatdifferentages,opportunitiesmustbe continuallyprovidedforthemtofeelcomfortableexploringavarietyofacademic andco-curriculartopics,ininclusiveandsupportiveways
KCCbelievesthatsuccessfulmiddleyearsprogramsarecharacterisedbyaculture thatincludes:
Highexpectationsandstandardsforeverystudent–youngadolescentsare morecapablethanadultsoftenassume,andweneedtoassurethat expectationsaresetwiththisthoughtinmind.Oureducatorsvalueworkingwith thisagegroupandarepreparedtodoso
Effectiveprogramswithsufficientsupportallowingyoungadolescentsto experienceahighlevelofsuccess,developinterests,feelsupportedwhentaking riskstopursuechallengesoutsideoftheircomfortareas,andpotentiallydiscover hiddentalentsandlikes
Meaningfulanddiverseacademicofferings,co-curricularactivities,andthe encouragementfromteachersandparentstohaveahighlevelofparticipation
Effectivestrategiesforin-depthlearningandassessment
Theabilitytomeettheindividualacademic,social,andemotionalneedsof adolescents
Curriculumthatisrelevant,challenging,integrative,andexploratory. Highlevelsofquestioningstrategiesthroughouteverysubject,andthe developmentoflearningcommunitieswherestudentsposeandanswer questionsimportanttothem.
MYP:FromPrinciplesintoPractice,IBO,2014.IntheprogrammemodelfortheMYP,thefirstringaroundthestudentatthecentre describesthefeaturesoftheprogrammethathelpstudentsdevelopdisciplinary(and interdisciplinary)understanding.
DemonstratingacommitmenttoapproachestolearningasakeycomponentoftheMYPfor developingskillsforlearning
Approachestoteaching emphasisingMYPpedagogy,includingcollaborativelearningthroughinquiry
Concepts highlightingaconcept-drivencurriculum.
Globalcontexts showinghowlearningbesttakesplaceincontext
Thesecondringdescribessomeimportantoutcomesoftheprogramme:
Inquiry-basedlearningmayresultinstudent-initiatedaction,whichmayinvolveservice withinthecommunity
TheMYPculminatesinthepersonalprojectforstudentsinGrade10
ThethirdringdescribestheMYP’sbroadandbalancedcurriculum
TheMYPorganisesteachingandlearningthrougheightsubjectgroups:Languageand Literature,LanguageAcquisition,IndividualsandSocieties,Sciences,Mathematics,Arts, PhysicalandHealthEducation,andDesign
Inmanycases,discreteorintegrateddisciplinesmaybetaughtandassessedwithina subjectgroup:forexample,historyorgeographywithintheIndividualsandSocietiessubject group;biology,chemistryorphysicswithintheSciencessubjectgroup Thedistinction betweensubjectgroupsblurstoindicatetheinterdisciplinarynatureoftheMYP
Thesubjectgroupsareconnectedthroughglobalcontextsandkeyconcepts.
EnglishLanguage&LiteratureGrades6–10
ArabicALanguage&LiteratureGrades6–10
TheaimsofMYPlanguageandliteraturearetoencourageandenablestudentsto:
Uselanguageasavehicleforthought,creativity,reflection,learning,self-expression, analysisandsocialinteraction
Developtheskillsinvolvedinlistening,speaking,reading,writing,viewingand presentinginavarietyofcontexts
Developcritical,creativeandpersonalapproachestostudyingandanalysingliterary andnon-literarytexts
Engagewithtextfromdifferenthistoricalperiodsandavarietyofcultures
Explorelanguagethroughavarietyofmediaandmodes
Developalifelonginterestinreading
Applylinguisticandliteraryconceptsandskillsinavarietyofauthenticcontexts
Inordertoreachthegeneralaimsofstudyinglanguageandliterature,studentsshould beableto:
Explorelanguagethroughavarietyofmediaandmodes
Developalifelonginterestinreading
Applylinguisticandliteraryconceptsandskillsinavarietyofauthenticcontexts
Exploreandanalyseaspectsofpersonal,hostandotherculturesthroughliteraryand non-literarytexts
Communication
Throughexploringtexts,weexchange,express,analyseandtransforminformation,facts, ideas,meaningsandopinions Communicationisthebasisofwhatmakesushuman andbridgescommunitiesacrosstheglobe;itistheessenceofthisdiscipline
Linguisticandliteraryconnectionsexistacrosstime,textsandcultures.Thisconceptis centraltothestudyoflanguageandliterature.Duetotheuniversalnatureoflanguage andliterature,connectionsandtransferexistwithinandacrossnarratives.Thisallowsfor theexplorationoflanguageandrelationshipsbetweentext,creatorandaudience.
InMYPlanguageandliterature,itistheprocessofsynthesisingideaswithlanguagethat isavehicleforcreativity Itistheresultofinteractionandreflection,whetherwiththeself orthewidercommunity Thisprocessisdifficulttodefineanddifficulttoevaluate Itrests, however,onanappreciationoftheprocesswithwhichtheindividualengages,andthe impactofthefinalproductontheaudience.
Perspectiveinfluencestext,andtextinfluencesperspective.Throughstudents’language andliteraturestudies,multipleperspectivesandtheireffectsareidentified,analysed, deconstructedandreconstructed Anunderstandingofthisconceptisessentialinorder todevelopinstudentstheabilitytorecogniseandrespondtoover-simplisticandbiased interpretations Seekingandconsideringdiverseopinionsandpointsofviewisan importantpartofdevelopingcomplexanddefensibleinterpretations
ObjectiveA:Analysing
Throughthestudyoflanguageandliteraturestudentsareenabledtodeconstructtextsin ordertoidentifytheiressentialelementsandtheirmeaning Analysinginvolvesdemonstrating anunderstandingofthecreator’schoices,therelationshipsbetweenthevariouscomponents ofatextandbetweentextsandmakinginferencesabouthowanaudiencerespondstoatext, aswellasthecreator’spurposeforproducingtext Studentsshouldbeabletousethetextto supporttheirpersonalresponsesandideas Literacyandcriticalliteracyareessentiallifelong skills;engagingwithtextsrequiresstudentstothinkcriticallyandshowawarenessof,andan abilitytoreflecton,differentperspectivesthroughtheirinterpretationsofthetext
Analysethecontent,context,language,structure,techniqueandstyleoftext(s)andthe relationshipsamongtexts
Analysetheeffectsofthecreator’schoicesonanaudience
Justifyopinionsandideas,usingexamples,explanationsandterminology
Evaluatesimilaritiesanddifferencesbyconnectingfeaturesacrossandwithingenresand texts
ObjectiveB:Organising
Studentsshouldunderstandandbeabletoorganisetheirideasandopinionsusingarangeof appropriateconventionsfordifferentformsandpurposesofcommunication.Studentsshould alsorecognisetheimportanceofmaintainingacademichonestybyrespectingintellectual propertyrightsandreferencingallsourcesaccurately.
Inordertoreachtheaimsofstudyinglanguageandliterature,studentsshouldbeableto:
Employorganisationalstructuresthatservethecontextandintention
Organiseopinionsandideasinasustained,coherentandlogicalmanner
Usereferencingandformattingtoolstocreateapresentationstylesuitabletothecontext andintention
ObjectiveC:Producingtext
Studentswillproducewrittenandspokentext,focusingonthecreativeprocessitselfandon theunderstandingoftheconnectionbetweenthecreatorandhisorheraudience.Inexploring andappreciatingnewandchangingperspectivesandideas,studentswilldeveloptheabilityto makechoicesaimedatproducingtextsthataffectboththecreatorandtheaudience.Inorder toreachtheaimsofstudyinglanguageandliterature,studentsshouldbeableto:
Producetextsthatdemonstrateinsight,imaginationandsensitivitywhileexploringand reflectingcriticallyonnewperspectivesandideasarisingfrompersonalengagementwith thecreativeprocess
Makestylisticchoicesintermsoflinguistic,literaryandvisualdevices,demonstrating awarenessofimpactonanaudience
Selectrelevantdetailsandexamplestodevelopideas
ObjectiveD:Usinglanguage
Studentshaveopportunitiestodevelop,organiseandexpressthemselvesandcommunicate thoughts,ideasandinformation.Theyarerequiredtouseaccurateandvariedlanguagethatis appropriatetothecontextandintention Thisobjectiveappliesto,andmustinclude,written, oralandvisualtext,asappropriate Inordertoreachtheaimsofstudyinglanguageand literature,studentsshouldbeableto:
Useappropriateandvariedvocabulary,sentencestructuresandformsofexpressionwrite andspeakinaregisterandstylethatservethecontextandintention
Usecorrectgrammar,syntaxandpunctuation
Spell(alphabeticlanguages),write(characterlanguages)andpronouncewithaccuracy useappropriatenon-verbalcommunicationtechniques
ArabicBPhases1-6
FrenchPhases1-4
SpanishPhases1-4
ThestudyofadditionallanguagesintheMiddleYearsProgramme(MYP)providesstudents withtheopportunitytodevelopinsightsintothefeatures,processesandcraftoflanguageand theconceptofculture,andtorealisethattherearediversewaysofliving,viewingand behavingintheworld
MYPlanguageacquisitionisacompulsorycomponentoftheMYPineveryyearofthe programme Schoolsmustprovidesustainedlanguagelearninginatleasttwolanguagesfor eachyearoftheMYP
Theabilitytocommunicateinavarietyofmodes,inmorethanonelanguage,isessentialto theconceptofaninternationaleducation Thelanguageacquisitioncourseprovidesa linguisticandacademicchallengeforstudentsinordertofacilitatethebestpossible educationalexperience
Studentsaregiventheopportunitytodeveloptheirlanguageskillstotheirfullpotential,aswell asthepossibilityofprogressingthroughvariousphasesoverthecourseoftheMYP.
Teachingandlearninginthelanguageacquisitionsubjectgroupisorganisedintosixphases. Thephasesrepresentadevelopmentalcontinuumofadditionallanguagelearning.Depending ontheirprioradditionallanguage-learningexperiences,studentsmaycommencetheir languageacquisitioncourseinanyphaseonthecontinuumandmayexitfromanyphaseon thecontinuum.Inthesameway,somestudentsmaytakemorethanoneyeartomeetthe benchmarksofagivenphase,whileothersmayacceleratethroughmultiplephasesinone yearofstudy.
TheaimsoftheteachingandlearningofMYPlanguageacquisitionareto:
Gainproficiencyinanadditionallanguagewhilesupportingmaintenanceoftheirmother tongueandculturalheritage
Developarespectfor,andunderstandingof,diverselinguisticandculturalheritages
Developthestudent’scommunicationskillsnecessaryforfurtherlanguagelearning,andfor study,workandleisureinarangeofauthenticcontextsandforavarietyofaudiencesand purposes
Enablethestudenttodevelopmultiliteracyskillsthroughtheuseofarangeoflearning tools,suchasmultimedia,inthevariousmodesofcommunication
Enablethestudenttorecogniseanduselanguageasavehicleofthought,reflection,selfexpressionandlearninginothersubjects,andasatoolforenhancingliteracy
Enablethestudenttounderstandthenatureoflanguageandtheprocessoflanguage learning,whichcomprisestheintegrationoflinguistic,culturalandsocialcomponents Enablethestudenttodevelopanappreciationofavarietyofliteraryandnon-literarytexts andtodevelopcriticalandcreativetechniquesforcomprehensionandconstructionof meaning
Offerinsightintotheculturalcharacteristicsofthecommunitieswherethelanguageis spoken
Encourageanawarenessandunderstandingoftheperspectivesofpeoplefromownand othercultures,leadingtoinvolvementandactioninownandothercommunities Fostercuriosity,inquiryandalifelonginterestin,andenjoymentof,languagelearning
Communication
Throughtheexplorationoflanguageandtheprocessoflearninglanguage,weexchange, expressandtransforminformation,facts,ideas,meaningsandopinions Communicationisthe basisofwhatmakesushumanandbridgescommunitiesacrosstheglobe;itistheessenceof thisdiscipline
Linguisticandliteraryconnectionsexistacrosstime,culturesandacrossoral,visualandwritten texts Thisconceptiscentraltothestudyoflanguageandallowsfortheexplorationoflanguage, applyingknowledgeof,andabout,thelanguage,andrelationshipsbetweentext,creatorand audience
Creativityisnurturedthroughtheprocessoflearninglanguageasthisprocessinvolvesusin divergentthinking,applyingideas,takingrisksandexpressingourselvesinordertorelateto,and interactwith,theworld
Learningthelanguageofacommunityprovidesopportunitiestoembracediversity,tointeract withsensitivityandempathy,andtoparticipateinmeaningfulglobalinteractions,whichinturn developssocioculturalcompetenceandinterculturalawarenessleadingtointernationalmindedness.
ObjectiveA:Listening
Studentsinterpretandconstructmeaningfromspokenmultimodaltexttounderstandhow imagesandotherspatialaspectspresentedwithoraltextinterplaytoconveyideas,valuesand attitudes Inordertoreachtheaimsofstudyinglanguageacquisition,studentsshouldbeableto:
Identifyexplicitandimplicitinformation(facts,opinions,messagesandsupportingdetails) whenlistening
Analyseconventionswhenlistening Analyseconnectionswhenlistening
ObjectiveB:Reading
Studentsconstructmeaningandinterpretwritten,spatialandvisualaspectsoftextsto understandhowtheseaspectspresentedwithwrittentextinterplaytoconveyideas,valuesand attitudes Inordertoreachtheaimsofstudyinglanguageacquisition,studentsshouldbeableto:
Identifyexplicitandimplicitinformation(facts,opinions,messagesandsupportingdetails) whenreading
Analyseconventionswhenreading Analyseconnectionswhenreading
ObjectiveC:Speaking
Studentsdeveloptheircommunicationskillsbyinteractingonarangeoftopicsofpersonal,local andglobalinterestandsignificance,withthesupportofspoken,writtenandvisualtextsinthe targetlanguage.Studentsapplytheirunderstandingoflinguisticandliteraryconceptstodevelop avarietyofstructures,strategiesandtechniqueswithincreasingskillandeffectiveness.Inorder toreachtheaimsofstudyinglanguageacquisitionstudentsshouldbeableto:
Useawiderangeofvocabulary
Useawiderangeofgrammaticalstructuresgenerallyaccurately Useclearpronunciationandintonationincomprehensiblemanner Communicatealltherequiredinformationclearlyandeffectively
ObjectiveD:Writing
Studentsrecogniseanduselanguagesuitabletotheaudienceandpurpose,forexample,the languageusedathome,thelanguageoftheclassroom,formalandinformalexchanges,and socialandacademiclanguage Studentsapplytheirunderstandingoflanguage,form,mode, mediumandliteraryconceptstoexpressideas,valuesandopinionsincreativeandmeaningful way Inordertoreachtheaimsofstudyinglanguageacquisition,studentsshouldbeableto:
Useawiderangeofvocabulary
Useawiderangeofgrammaticalstructuresgenerallyaccurately
Organiseinformationeffectivelyandcoherentlyinanappropriateformatusingawiderange ofsimpleandcomplexcohesivedevices
Communicatealltherequiredinformationwithaclearsenseofaudienceandpurposetosuit thecontext
TheaimofMYPIndividualsandSocietiesistoencouragestudentstogainanddevelop knowledge,conceptualunderstanding,researchskills,analyticalandinterpretiveskills,and communicationskills,contributingtothedevelopmentofthestudentasawhole Thehumanities aimtoencouragestudentstorespectandunderstandtheworldaroundthem,andtoprovidea skillsbasetofacilitatefurtherstudy Thisisachievedthroughthestudyofindividuals,societies andenvironmentsinawidecontext:historical,contemporary,geographical,political,social, economic,religious,technological,andcultural AtKCC,weofferintegratedcoursesforGrades6 –10
TheaimsofMYPIndividualsandSocietiesaretoencourageandenablestudentsto:
Appreciatehumanandenvironmentalcommonalitiesanddiversity
Understandtheinteractionsandinterdependenceofindividuals,societiesandthe environment
Understandhowbothenvironmentalandhumansystemsoperateandevolve
Identifyanddevelopconcernforthewell-beingofhumancommunitiesandthenatural environment
Actasresponsiblecitizensoflocalandglobalcommunities
Developinquiryskillsthatleadtowardsconceptualunderstandingsoftherelationships betweenindividuals,societiesandtheenvironmentsinwhichtheylive
Forindividualsandsocieties,theconceptofchangeallowsexaminationoftheforcesthatshape theworld:past,presentandfuture.Thecausesandeffectsofchangecanbenaturaland artificial;intentionalandunintentional;positive,negativeorneutral.Thesubjectgroupexplores theroleofindividualsandsocietiesinshapingchange.
Forindividualsandsocieties,globalinteractionsfocusesontheinterdependenceofthelarger humancommunity,includingthemanywaysthatpeoplecomeintoconflictwithandcooperate witheachother,andlivetogetherinahighlyinterconnectedworldtosharefiniteresources
Forindividualsandsocieties,timeisnotsimplythemeasurementofyearsortimeperiodsbutisa continuumofsignificanteventsofthepast,presentandfuture Placeandspacearecomplex concepts,thedefinitionsofwhicharefluid Placeissociallyconstructedandcanbeexploredin termsof constraintsandopportunitiesaffordedbylocation Placeshavevalueandmeaning definedbyhumans Spacerelatestowhereandwhyplacesandlandscapesarelocated This conceptalsoincludesthesocial,economic,andpoliticalprocessesthatinteractthroughor acrossspace,resultinginpatternsandnetworksarising,suchasmigrationortradeflows Challengesrelatedto“placeandspace”canbeunderstoodonmultiplescales(includinglocal, regional,nationalandglobal)
Forindividualsandsocieties,systemsthinkingprovidesapowerfultoolforunderstandingboth naturalandhumanenvironments,andtheroleofindividualswithinthem Socialandnatural systemsrelyonastateofequilibriumandarevulnerabletochangefrominternalandexternal forces
ObjectiveA:Knowingandunderstanding
Studentsdevelopfactualandconceptualknowledgeaboutindividualsandsocieties Inorderto reachtheaimsofindividualsandsocieties,studentsshouldbeableto:
Useterminologyincontext
Demonstrateknowledgeandunderstandingofsubject-specificcontentandconcepts throughdescriptions,explanationsandexamples
ObjectiveB:Investigating
Studentsdevelopsystematicresearchskillsandprocessesassociatedwithdisciplinesinthe humanitiesandsocialsciences Studentsdevelopsuccessfulstrategiesforinvestigating independentlyandincollaborationwithothers Inordertoreachtheaimsofindividualsand societies,studentsshouldbeableto:
Formulateaclearandfocusedresearchquestionandjustifyitsrelevance
Useresearchmethodstocollectandrecordrelevantinformation
Evaluatetheprocessandresultsoftheinvestigation
ObjectiveC:Communicating
Studentsdevelopskillstoorganise,documentandcommunicatetheirlearningusingavarietyof mediaandpresentationformats.Inordertoreachtheaimsofindividualsandsocieties,students shouldbeableto:
Communicateinformationandideasusinganappropriatestylefortheaudienceand purpose
Structureinformationandideasinawaythatisappropriatetothespecifiedformat Documentsourcesofinformationusingarecognisedconvention
ObjectiveD:Thinkingcritically
Studentsusecriticalthinkingskillstodevelopandapplytheirunderstandingofindividualsand societiesandtheprocessofinvestigation.Inordertoreachtheaimsofindividualsandsocieties, studentsshouldbeableto:
Discussconcepts,issues,models,visualrepresentationandtheories
Synthesiseinformationtomakevalidarguments
Analyseandevaluatearangeofsources/dataintermsoforiginandpurpose,examining valuesandlimitations
Interpretdifferentperspectivesandtheirimplications
Scienceandthescientificmethodofferawayoflearningthatcontributestothedevelopmentof analyticalandcriticalthinkingskills MYPscienceaimstodevelopstudentsasscientificallyliterate inquirerswhoareabletothinkcriticallyandcreativelytosolveproblemsandmakedecisions affectingthemselves,othersandtheirsocialandnaturalenvironments
TheaimsofMYPsciencesaretoencourageandenablestudentsto:
Understandandappreciatescienceanditsimplications
Considerscienceasahumanendeavourwithbenefitsandlimitations
Cultivateanalytical,inquiringandflexiblemindsthatposequestions,solveproblems, constructexplanationsandjudgearguments
Developskillstodesignandperforminvestigations,evaluateevidenceandreachconclusions
Buildanawarenessoftheneedtoeffectivelycollaborateandcommunicate
Applylanguageskillsandknowledgeinavarietyofreal-lifecontexts
Developsensitivitytowardsthelivingandnon-livingenvironments
Reflectonlearningexperiencesandmakeinformedchoices
Insciences,changeisviewedasthedifferenceinasystem’sstatewhenobservedatdifferent times.Thischangecouldbequalitative(suchasdifferencesinstructure,behaviour,orlevel)or quantitative(suchasanumericalvariableorarate).Changecanbeirreversible,reversibleor self-perpetuating.
Relationshipsinsciencesindicatetheconnectionsfoundamongvariablesthroughobservationor experimentation.Theserelationshipsalsocanbetestedthroughexperimentation.Scientistsoften searchfortheconnectionsbetweenformandfunction.Modellingisalsousedtorepresent relationshipswherefactorssuchasscale,volumeofdata,ortimemakeothermethods impractical
Systemsinsciencesdescribesetsofcomponentsthatfunctionduetotheirinterdependenceor complementarynature Commonsystemsinscienceareclosedsystems,whereresourcesare notremovedorreplaced,andopensystems,wherenecessaryresourcesarerenewedregularly Modellingoftenusesclosedsystemstosimplifyorlimitvariables
ObjectiveA:Knowingandunderstanding
Studentsdevelopscientificknowledge(facts,ideas,concepts,processes,laws,principles,modelsand theories)andapplyittosolveproblemsandexpressscientificallysupportedjudgments Toreachthe highestlevelstudentsmustmakescientificallysupportedjudgmentsaboutthevalidityand/orquality oftheinformationpresentedtothem Assessmenttaskscouldincludequestionsdealingwith “scientificclaims”presentedinmediaarticles,ortheresultsandconclusionsfromexperimentscarried outbyothers,oranyquestionthatchallengesstudentstoanalyseandexaminetheinformationand allowsthemtooutlineargumentsaboutitsvalidityand/orqualityusingtheirknowledgeand understandingofscience.Inordertoreachtheaimsofsciences,studentsshouldbeableto:
Explainscientificknowledge
Applyscientificknowledgeandunderstandingtosolveproblemssetinfamiliarandunfamiliar situations
Analyseandevaluateinformationtomakescientificallysupportedjudgments
ObjectiveB:Inquiringanddesigning
Intellectualandpracticalskillsaredevelopedthroughdesigning,analysingandperformingscientific investigations.Althoughthescientificmethodinvolvesawidevarietyofapproaches,theMYP emphasisesexperimentalworkandscientificinquiry Whenstudentsdesignascientificinvestigation theyshoulddevelopamethodthatwillallowthemtocollectsufficientdatasothattheproblemor questioncanbeanswered Toenablestudentstodesignscientificinvestigationsindependently, teachersmustprovideanopen-endedproblemtoinvestigate Anopen-endedproblemisonethat hasseveralindependentvariablesappropriatefortheinvestigationandhassufficientscopeto identifybothindependentandcontrolledvariables Inordertoachievethehighestlevelforthestrand inwhichstudentsareaskedtodesignalogical,completeandsafemethod,thestudentwouldinclude onlytherelevantinformation,correctlysequenced.
Inordertoreachtheaimsofsciences,studentsshouldbeableto:
Explainaproblemorquestiontobetestedbyascientificinvestigation
Formulateatestablehypothesisandexplainitusingscientificreasoning
Explainhowtomanipulatethevariables,andexplainhowdatawillbecollected Designscientificinvestigations
ObjectiveC:Processingandevaluating
Studentscollect,processandinterpretqualitativeand/orquantitativedata,andexplainconclusions thathavebeenappropriatelyreached MYPscienceshelpsstudentstodevelopanalyticalthinking skills,whichtheycanusetoevaluatethemethodanddiscusspossibleimprovementsorextensions In ordertoreachtheaimsofsciences,studentsshouldbeableto:
Presentcollectedandtransformeddata
Interpretdataandexplainresultsusingscientificreasoning
Evaluatethevalidityofahypothesisbasedontheoutcomeofthescientificinvestigation
Evaluatethevalidityofthemethod
Explainimprovementsorextensionstothemethod
ObjectiveD:Reflectingontheimpactsofscience
Studentsgainglobalunderstandingofsciencebyevaluatingtheimplicationsofscientific developmentsandtheirapplicationstoaspecificproblemorissue Variedscientificlanguagewillbe appliedinordertodemonstrateunderstanding Studentsareexpectedtobecomeawareofthe importanceofdocumentingtheworkofotherswhencommunicatinginscience Studentsmustreflect ontheimplicationsofusingscience,interactingwithoneofthefollowingfactors:moral,ethical,social, economic,political,culturalorenvironmental,asappropriatetothetask.Thestudent’schosenfactor maybeinterrelatedwithotherfactors Inordertoreachtheaimsofsciences,studentsshouldbeable to:
Explainthewaysinwhichscienceisappliedandusedtoaddressaspecificproblemorissue
Discussandevaluatethevariousimplicationsoftheuseofscienceanditsapplicationinsolvinga specificproblemorissue
Applyscientificlanguageeffectively
Documenttheworkofothersandsourcesofinformationused
MathematicsGrades6–10
ExtendedMathematicsGrade10(from2023-24)
MYPMathematicsaimstoequipallstudentswiththeknowledge,understandingandintellectual capabilitiestoaddressfurthercoursesinmathematics,aswellastopreparethosestudentswho willusemathematicsintheirworkplaceandlifeingeneral
TheaimsofMYPMathematicsaretoencourageandenablestudentsto:
Enjoymathematics,developcuriosityandbegintoappreciateitseleganceandpower
Developanunderstandingoftheprinciplesandnatureofmathematics
Communicateclearlyandconfidentlyinavarietyofcontexts
Developlogical,criticalandcreativethinking
Developconfidence,perseverance,andindependenceinmathematicalthinkingand problem-solving
Developpowersofgeneralisationandabstraction
Applyandtransferskillstoawiderangeofreal-lifesituations,otherareasofknowledgeand futuredevelopments
Appreciatehowdevelopmentsintechnologyandmathematicshaveinfluencedeachother Appreciatethemoral,socialandethicalimplicationsarisingfromtheworkofmathematicians andtheapplicationsofmathematics
Appreciatetheinternationaldimensioninmathematicsthroughanawarenessofthe universalityofmathematicsanditsmulticulturalandhistoricalperspectives
Appreciatethecontributionofmathematicstootherareasofknowledge
Developtheknowledge,skillsandattitudesnecessarytopursuefurtherstudiesin mathematics
Developtheabilitytoreflectcriticallyupontheirownworkandtheworkofothers
Form
ForminMYPmathematicsreferstotheunderstandingthattheunderlyingstructureandshapeof anentityisdistinguishedbyitsproperties Formprovidesopportunitiesforstudentstoappreciate theaestheticnatureoftheconstructsusedinadiscipline
Logic
LogicinMYPmathematicsisusedasaprocessinmakingdecisionsaboutnumbers,shapes,and variables Thissystemofreasoningprovidesstudentswithamethodforexplainingthevalidityof theirconclusions WithintheMYP,thisshouldnotbeconfusedwiththesubfieldofmathematics called“symboliclogic”
RelationshipsinMYPmathematicsreferstotheconnectionsbetweenquantities,propertiesor conceptsandtheseconnectionsmaybeexpressedasmodels,rulesorstatements Relationships provideopportunitiesforstudentstoexplorepatternsintheworldaroundthem Connections betweenthestudentandmathematicsintherealworldareimportantindevelopingdeeper understanding
ObjectiveA:Knowingandunderstanding
Knowledgeandunderstandingarefundamentaltostudyingmathematicsandformthebase fromwhichtoexploreconceptsanddevelopskills Thisobjectiveassessestheextenttowhich studentscanselectandapplymathematicstosolveproblemsinbothfamiliarandunfamiliar situationsinavarietyofcontexts
Inordertoreachtheaimsofmathematics,studentsshouldbeableto:
Selectappropriatemathematicswhensolvingproblemsinbothfamiliarandunfamiliar situations
Applytheselectedmathematicssuccessfullywhensolvingproblems
Solveproblemscorrectlyinavarietyofcontexts
ObjectiveB:Investigatingpatterns
Investigatingpatternsallowsstudentstoexperiencetheexcitementandsatisfactionof mathematicaldiscovery Workingthroughinvestigationsencouragesstudentstobecomerisktakers,inquirersandcriticalthinkers TheabilitytoinquireisinvaluableintheMYPandcontributes tolifelonglearning
Inordertoreachtheaimsofmathematics,studentsshouldbeableto:
Selectandapplymathematicalproblem-solvingtechniquestodiscovercomplexpatterns
Describepatternsasgeneralrulesconsistentwithfindings
Prove,orverifyandjustify,generalrules
ObjectiveC:Communicating
Mathematicsprovidesapowerfulanduniversallanguage.Studentsareexpectedtouse appropriatemathematicallanguageanddifferentformsofrepresentationwhencommunicating mathematicalideas,reasoningandfindings,bothorallyandinwriting.Inordertoreachtheaims ofmathematics,studentsshouldbeableto:
Useappropriatemathematicallanguage(notation,symbolsandterminology)inbothoral andwrittenexplanations
Useappropriateformsofmathematicalrepresentationtopresentinformation
Movebetweendifferentformsofmathematicalrepresentation
Communicatecomplete,coherentandconcisemathematicallinesofreasoning Organiseinformationusingalogicalstructure
ObjectiveD:Applyingmathematicsinreal-lifecontexts
MYPmathematicsencouragesstudentstoseemathematicsasatoolforsolvingproblemsinan authenticreal-lifecontext Studentsareexpectedtotransfertheoreticalmathematical knowledgeintoreal-worldsituationsandapplyappropriateproblem-solvingstrategies,draw validconclusionsandreflectupontheirresults Inordertoreachtheaimsofmathematics, studentsshouldbeableto:
Identifyrelevantelementsofauthenticreal-lifesituations
Selectappropriatemathematicalstrategieswhensolvingauthenticreal-lifesituations
Applytheselectedmathematicalstrategiessuccessfullytoreachasolution
Justifythedegreeofaccuracyofasolution
Justifywhetherasolutionmakessenseinthecontextoftheauthenticreal-lifesituation
Grades6–8:studentsstudytwodisciplinesperyearfromMusic,Drama,andVisualArts Grade9:Rotationonetermperdiscipline(Music,Drama,andVisualArts)
Grades10:ArtsSelection–oneyear-longcourseeitherMediaArts,Music,VisualArtsorDrama
Theartsareauniversalformofhumanexpressionandauniquewayofknowingthatengageus inaffective,imaginative,andproductiveactivity Learningthroughtheartshelpsustoexplore, shape,andcommunicateoursenseofidentityandunderstandingoftheworld,whileproviding opportunitiestodevelopself-confidence,resilience,andadaptability TheIB-MYPArtsvaluethe processofcreatingartworkasmuchasthefinishedproduct
TheaimsofMYPArtsaretoencourageandenablestudentsto:
Createandpresentart
Developskillsspecifictothediscipline
Engageinaprocessofcreativeexplorationand(self-)discovery
Makepurposefulconnectionsbetweeninvestigationandpractice
Understandtherelationshipbetweenartanditscontexts
Respondtoandreflectonart
Deepentheirunderstandingoftheworld
Aesthetics
Inthearts,theconceptofaestheticsisperceiveddifferentlyaroundtheworldandacross cultures.Aestheticsdoesnotonlyaddresstherulesandprinciplesofbeautybutshouldalso includeculturalperspectivesandperceptionthroughthesenses.
Identity
Intheartsweoftenexploretheselfandself-discoverythroughtheconceptofidentity;however, identitymayalsorefertotheidentityofagenre,style,movement,particularartistorplace.
Change
Theartsmaybeareflectionofchange,oraninspirationforchange Changemaybeconsidered asexternaltotheartsorincorporatedwithinanartwork Inthearts,changecanalsobetermed asmetamorphosisortransformation amarkedchange,inappearance,form,natureor character
Communication
Communicationisoftenregardedintheartsasamessagebetweentheartistandanaudience, orbetweenperformers Withoutintendedcommunicationtheartsbecomesolelyself-expressive
ObjectiveA:Knowingandunderstanding
Throughthestudyoftheoristsandpractitionersofthearts,studentsdiscovertheaestheticsofart formsandareabletoanalyseandcommunicateinspecialisedlanguage Usingexplicitandtacit knowledgealongsideanunderstandingoftheroleoftheartsinaglobalcontext,studentsinform theirworkandartisticperspectives Inordertoreachtheaimsofarts,studentsshouldbeableto:
demonstrateknowledgeandunderstandingoftheartformstudied,includingconcepts, processes,andtheuseofsubject-specificterminology demonstrateanunderstandingoftheroleoftheartforminoriginalordisplacedcontexts useacquiredknowledgetopurposefullyinform artisticdecisionsintheprocessofcreatingartwork
ObjectiveB:Developingskills
Theacquisitionanddevelopmentofskillsprovidetheopportunityforactiveparticipationinthe artformandintheprocessofcreatingart Skillapplicationallowsstudentstodeveloptheir artisticideastoapointofrealisation Thepointofrealisationcouldtakemanyforms However,it isrecognisedasthemomentwhenthestudentmakesafinalcommitmenttohisorherartwork bypresentingittoanaudience Skillsareevidentinbothprocessandproduct Inordertoreach theaimsofarts,studentsshouldbeableto:
Demonstratetheacquisitionanddevelopmentoftheskillsandtechniquesoftheartform studied
Demonstratetheapplicationofskillsandtechniquestocreate,performand/orpresentart
ObjectiveC:Thinkingcreatively
Theartsmotivatestudentstodevelopcuriosityandpurposefullyexploreandchallenge boundaries.Thinkingcreativelyencouragesstudentstoexploretheunfamiliarandexperimentin innovativewaystodeveloptheirartisticintentions,theirprocessesandtheirwork.Thinking creativelyenablesstudentstodiscovertheirpersonalsignatureandrealisetheirartisticidentity. Inordertoreachtheaimsofarts,studentsshouldbeableto:
Developafeasible,clear,imaginativeandcoherentartisticintention
Demonstratearangeanddepthofcreative-thinkingbehaviours
Demonstratetheexplorationofideastoshapeartisticintentionthroughtoapointofrealisation
ObjectiveD:Responding
Studentsshouldhavetheopportunitytorespondtotheirworld,totheirownartandtotheartof others Aresponsecancomeinmanyforms;creatingartasaresponseencouragesreflecting ontheirartisticintentionandtheimpactoftheirworkonanaudienceandonthemselves, studentsbecomemoreawareoftheirownartisticdevelopmentandtherolethatartsplayin theirlivesandintheworld Studentslearnthattheartsmayinitiatechangeaswellasbeinga responsetochange Inordertoreachtheaimsofarts,studentsshouldbeableto:
Constructmeaningandtransferlearningtonewsettingscreateanartisticresponsethat intendstoreflectorimpactontheworldaroundthem Critiquetheartworkofselfandothers
Design,andtheresultantdevelopmentofnewtechnologies,hasgivenrisetoprofoundchangesinsociety, transforminghowweaccessandprocessinformation,adaptourenvironment,communicatewithothers, solveproblems,workandlive MYPdesignchallengesstudentstoapplypracticalandcreative-thinkingskills tosolvedesignproblems;encouragesstudentstoexploretheroleofdesigninhistoricalandcontemporary contexts;andraisesstudents’awarenessoftheirresponsibilitieswhenmakingdesigndecisionsandtaking action Inquiryandproblem-solvingareattheheartofdesign MYPdesignrequirestheuseofthedesign cycleasatool,whichprovides:themethodologytostructuretheinquiryandanalyseproblems;the developmentoffeasiblesolutions;thecreationofsolutions;andthetestingandevaluationofthesolution In MYPdesign,asolutioncanbeamodel,prototype,productorsystemindependentlycreatedanddeveloped bystudents MYPdesignenablesstudentstodevelopnotonlypracticalskillsbutalsostrategiesforcreative andcriticalthinking
TheaimsofMYPdesignaretoencourageandenablestudentsto: enjoythedesignprocess,anddevelopanappreciationofitseleganceandpower
developknowledge understandingandskillsfromdifferentdisciplinestodesignandcreatesolutionsto problemsusingthedesigncycle useandapplytechnologyeffectivelyasameanstoaccess,processandcommunicateinformation, modelandcreatesolutions,andtosolveproblems developanappreciationoftheimpactofdesigninnovationsforlife,globalsocietyandenvironments appreciatepast,presentandemergingdesignwithincultural,political,social,historicaland environmentalcontexts developrespectforothers’viewpointsandappreciatealternativesolutionstoproblems actwithintegrityandhonesty,andtakeresponsibilityfortheirownactionsdevelopingeffectiveworking practices
Communication
Whileexploringtheconceptofcommunication,studentsdevelopanawarenessandunderstandingofhow, whyandwhenweneedtoensurethatclearmessagesaregivenandreceivedthroughoutthedesign process Itensuresthatideascanbecommunicatedclearlyandeachpersoninvolvedinthedevelopment ofanideafromconceptiontousehasainnovation Wheninquiringandanalysing,studentsneedto communicatewithclientsandtargetmarketstoidentifythedesignneed Whendevelopingideas,students engageininternaldialogue,usingdesignsketchesandmodelstothinkthroughthefeasibilityoftheirideas Whencreatingthesolution,studentsneedtodevelopclearplansthatcanbefollowedeasily Thefinal productmustalsoclearlycommunicateitsintentandhowauserinteractswithit
Communities
ThroughMYPdesign,studentswilldevelopanunderstandingthatasolutiontoaproblemforone communitywillcreateproblemsforanother,someonasmallorevenpersonalscale,whileothersmaybe far-reaching,affectingcommunitiesthousandsofmilesawayortheglobalcommunity Whenestablishing theneedanddevelopingthedesignbrief,thestudentalwaysconsidersthecommunity,whetherthisisa communitythataffectsthedesign(targetaudience)oronethatisaffectedbyit Whendevelopingideas, engagementwiththetargetaudienceandclientdrivesthedevelopmenttoensureitisfit-for-purpose,and thestudentmustengagewiththecommunitiesthateffectandareaffectedbythesolutionwhenevaluating itseffectivenessinsolvingtheproblem
Allideasneedrefinement,throughdevelopment,tobecomesuccessful,appropriateandfeasible The developmentofsolutionsallowsproblemstobesolvedwithgreatersuccess Eventhoughthename suggeststhatthemainfocusofdevelopmentwouldbefoundindevelopingideas,studentshaveto developresearchplansasandwhentheyrealisethatthereisfurtherinformationtheyneedinordertosolve theproblem Studentsconstantlyadaptandchangetheirplanswhencreatingthesolution,dependenton thethoroughnessoftheirplanningand,whenevaluating,studentsdeveloptestingmethodstoassessthe successofthesolution.
Whileexploringtheconceptofsystems,studentsdevelopanawarenessandunderstandingthateverything isconnectedtoasinglesystemormultiplesystems Productsandsolutionsaresystemsofcomponents combinedtocarryoutaspecificfunction Systemsalsostructureprocesses:thedesigncycleisanexample ofasystem
ObjectiveA:Inquiringandanalysing
Studentsarepresentedwithadesignsituationfromwhichtheyidentifyaproblemthatneedsto besolved Theyanalysetheneedforasolutionandconductaninquiryintothenatureofthe problem Inordertoreachtheaimsofdesign,studentsshouldbeableto:
Explainandjustifytheneedforasolutiontoaproblemforaspecifiedclient/targetaudience
Identifyandprioritisetheprimaryandsecondaryresearchneededtodevelopasolutionto theproblem
Analysearangeofexistingproductsthatinspireasolutiontotheproblem
Developadetaileddesignbriefwhichsummarisestheanalysisofrelevantresearch
ObjectiveB:Developingideas
Studentswriteadetailedspecification,whichdrivesthedevelopmentofasolution Theypresent thesolution Inordertoreachtheaimsofdesign,studentsshouldbeableto:
Developadesignspecificationwhichclearlystatesthesuccesscriteriaforthedesignofa solution
Developarangeoffeasiblecommondesignideaswhichcanbecorrectlyinterpretedby others
Presentthefinalchosendesignandjustifyitsselection
Developaccurateanddetailedplanningdrawings/diagramsandoutlinetherequirements forthecreationofthechosensolution
ObjectiveC:Creatingthesolution
Studentsplanthecreationofthechosensolutionandfollowtheplantocreateaprototype sufficientfortestingandevaluation.Inordertoreachtheaimsofdesign,studentsshouldbeable to:
Constructalogicalplan,whichdescribestheefficientuseoftimeandresources,sufficientfor peerstobeabletofollowtocreatethesolution
Demonstrateexcellenttechnicalskillswhenmakingthesolution
Followtheplantocreatethesolution,whichfunctionsasintended
Fullyjustifychangesmadetothechosendesignandplanwhenmakingthesolution
Presentthesolutionasawhole,either:nelectronicform,orthroughphotographsofthe solutionfromdifferentangles,showingdetails
ObjectiveD:Evaluating
Studentsdesignteststoevaluatethesolution,carryoutthosetestsandobjectivelyevaluateits success Studentsidentifyareaswherethesolutioncouldbeimprovedandexplainhowtheir solutionwillimpactontheclientortargetaudience Inordertoreachtheaimsofdesign, studentsshouldbeableto:
Designdetailedandrelevanttestingmethods,whichgeneratedata,tomeasurethesuccess ofthesolution
Criticallyevaluatethesuccessofthesolutionagainstthedesignspecification
Explainhowthesolutioncouldbeimproved
Explaintheimpactofthesolutionontheclient/targetaudience
StudentlearningexperiencesinthePHEprogramarediverseandcomprehensive,allowing studentstoattainknowledgeandexperiencewithinasupportiveenvironment ThePEcurriculum aimstoguidestudentswiththeirdevelopmentofselfandgroupconfidenceaswellasemotional andphysicalcompetency Individualsportsactivitiesofferstudentsopportunitiestostrivefor theirpersonalbestthroughathoroughunderstandingoftheirownlimits Partneredsports activitieshelpstudentslearntomanagetheirstressandemotionswithrespecttotheirphysical effortthatmustbeadaptedtotheenvironmentandsportsmaterial
TheaimsofMYPphysicalandhealtheducationaretoencourageandenablestudentsto:
Useinquirytoexplorephysicalandhealtheducationconcepts
Participateeffectivelyinavarietyofcontexts
Understandthevalueofphysicalactivity
Achieveandmaintainahealthylifestyle
Collaborateandcommunicateeffectively
Buildpositiverelationshipsanddemonstratesocialresponsibility
Reflectontheirlearningexperiences
Inmanyways,physicalandhealtheducationinvolvesinquiryintochange.Inresponsetostimuli fromplayersandtheenvironment,individualsandteamschangestrategiesandtactics.Change isanessentialaspectofhumandevelopment,andadolescentsareacutelyawareoftheir changingbodiesandabilities.Physicalandhealtheducationcoursescanhelptofosterpositive personal,social,emotional,mentalandphysicalchangethatcanleadtomorebalanced,healthy lives.
Communication
Physicalandhealtheducationrequiresstudentstoutilise,create,adaptandunderstandavariety ofstrategiccommunicationtools Communicationwithinthissubjectreliesonastrong connectionbetweenformandfunction Studentswillunderstandthatcommunicationisnot simplyaboutgivingandreceivinginformation,butalsohowthatinformationistransferred Communicationisanessentialpartofallpersonalandsocialdevelopment;ithelpspeopleto understandthemselves,othersandtheworldaroundthem
Inphysicalandhealtheducation,theconceptofrelationshipoffersopportunitiestoexplorethe connectionshumanbeingsneedinordertofunctionandinteracteffectively Throughphysical andhealtheducation,studentswilldevelopandreflectonawidevarietyofpersonalandsocial relationshipsinwhichtheycanassessanddeveloptheirinterpersonalskills
ObjectiveA:Knowingandunderstanding Studentsdevelopknowledgeandunderstandingabouthealthandphysicalactivityinorderto identifyandsolveproblems Inordertoreachtheaimsofphysicalandhealtheducation, studentsshouldbeableto:
Explainphysicalhealtheducationfactual,proceduralandconceptualknowledgepersonal andsocialrelationshipsinwhichtheycanassessanddeveloptheirinterpersonalskills
Explainphysicalhealtheducationfactual,proceduralandconceptualknowledge
Applyphysicalandhealtheducationknowledgetoanalyseissuesandsolveproblemssetin familiarandunfamiliarsituations
Applyphysicalandhealthterminologyeffectivelytocommunicateunderstanding
ObjectiveB:Planningforperformance
Studentsthroughinquirydesign,analyse,evaluateandperformaplaninordertoimprove performanceinphysicalandhealtheducation Inordertoreachtheaimsofphysicalandhealth education,studentsshouldbeableto:
Design,explainandjustifyplanstoimprovephysicalperformanceandhealth Analyseandevaluatetheeffectivenessofaplanbasedontheoutcome
Explainanddemonstratestrategiesthatenhanceinterpersonalskills
ObjectiveC:Applyingandperforming
Studentsdevelopandapplypracticalskills,techniques,strategiesandmovementconcepts throughtheirparticipationinavarietyofphysicalactivities.Inordertoreachtheaimsofphysical andhealtheducation,studentsshouldbeableto:
Demonstrateandapplyarangeofskillsandtechniqueseffectively Demonstrateandapplyarangeofstrategiesandmovementconcepts Analyseandapplyinformationtoperformeffectively
ObjectiveD:Reflectingandimprovingperformance
Studentsenhancetheirpersonalandsocialdevelopment,setgoals,takeresponsibleactionand reflectontheirperformanceandtheperformanceofothers Inordertoreachtheaimsof physicalandhealtheducation,studentsshouldbeableto:
Explainanddemonstratestrategiesthatenhanceinterpersonalskills
Developgoalsandapplystrategiestoenhanceperformance Analyseandevaluateperformance
Todeterminethefinalachievementlevelineachofthecriteriaforeachstudent,whetherat theendofamarkingperiodortheendofayear,teachersmustgathersufficientevidence fromarangeofassessmenttaskstoenablethemtomakeaprofessionalandinformed judgment Allunitsincludesummativetasksthatareassessedaccordingtooneormore MYPcriteriatoensurecontinuousassessmentandfeedbackofstudents’performance againsttheMYPobjectives Theplanningofunitsandassessmenttasksshouldensureall criteriahavebeenincludedovertime,providingbalancedevidencethatissufficientfor determiningafinalachievementlevel.
Thejudgmentswillreflecttheteacher’sprofessionalopinionontheachievementlevelof eachstudentineachofthecriteriaattheendofthemarkingperiodoryear Ingatheringthe evidenceforthejudgmenttobemade,teacherswillanalysetheachievementlevelsof studentsoverthecourseofthemarkingperiodoryear,whichrepresentstheirsummative performanceforthatperiod,payingparticularattentiontopatternsinthedata(suchasan increasinglevelofperformance),consistencyandmitigatingcircumstances
Teachersmustensurethattheyassesstheirstudents’performancefairly,fullyand appropriately.Toachievethis,avarietyofassessmenttoolsareusedforassessment.This enablesaholisticunderstandingofwhatthestudent‘cando’.TaskswillbespecifictoMYP objectives,althoughvariouscategoriesoftaskexistthatarebroadlyrepresentedbythe followinglist
Compositions–musical,physical,artistic
Creationofsolutionsofproductsinresponsetoproblems
Essays
Examinations
Questionnaires
Investigations
Research
Performances
Presentations–verbal(oralorwritten),graphic(throughvariousmedia)
Eachtaskprovidedtostudentswillbeaccompaniedbyastudentfriendlycriterionfor assessmentinatask-specificclarificationsheet Thesewillprovidealldetailsofwhatis expectedofthestudent,howtheywillbeassessedandwhatlevelstheywillachieve
SemestergradesarereportedusingtheMYP1–7scale,basedonthedescriptorsbeloW
AllGrade10studentsatKCCwillberequiredtocompleteapersonalproject Thepersonal projectencouragesstudentstopracticeandstrengthentheirapproachestolearningskills, toconsolidatepriorandsubject-specificlearning,andtodevelopanareaofpersonal interest Thepersonalprojectprovidesanexcellentopportunityforstudentstoproducea trulypersonalandoftencreativeproduct/outcomeandtodemonstrateaconsolidationof theirlearningintheMYP.Theprojectoffersmanyopportunitiesfordifferentiationoflearning andexpressionaccordingtostudents’individualneeds.Thepersonalnatureoftheprojectis important;theprojectshouldrevolvearoundachallengethatmotivatesandintereststhe individualstudent Eachstudentdevelopsapersonalprojectindependently
MYPprojectsarestudent-centeredandage-appropriate,andtheyenablestudentsto engageinpracticalexplorationsthroughacycleofinquiry,actionandreflection MYP projectshelpstudentstodeveloptheattributesoftheIBlearnerprofile;providestudentswith anessentialopportunitytodemonstrateATLskillsdevelopedthroughtheMYP;andfosterthe developmentofindependent,lifelonglearners
AllMYPstudentsengageandreflectonpurposefulaction,arisingoutoflocaloracademic contexts Asstudentsbecomemoreawareandacquireabetterunderstandingofthe context,andoftheirresponsibilities,theybecomeempoweredtomakechoicesabouthow totakethoughtfulandpositiveaction Thisactionwillbedifferentfromstudenttostudent andfromcontexttocontext Theactionmayinvolvestudentsin:
feelingempathytowardsothers
makingsmall-scalechangestotheirbehaviour undertakinglargerandmoresignificantprojects actingontheirown actingcollaboratively takingphysicalaction
suggestingmodificationstoanexistingsystemtothebenefitofallinvolved lobbyingpeopleinmoreinfluentialpositionstoact
Withappropriateguidanceandsupport,MYPstudentsshould,throughtheirengagement withserviceasaction:
becomemoreawareoftheirownstrengthsandareasforgrowth undertakechallengesthatdevelopnewskills discuss,evaluateandplanstudent-initiatedactivities persevereinaction workcollaborativelywithothers developinternational-mindednessthroughglobalengagement,multilingualismand interculturalunderstanding considertheethicalimplicationsoftheiractions
Theselearningoutcomesidentifythesubstanceofstudents’self-reflectiononserviceas action AlloftheselearningoutcomesarecloselyassociatedwithIBlearnerprofileattributes andATLskills Throughtheirparticipationinservice,studentscanbecomemoreconfident, self-regulatedlearners
AsKCCstudentsdevelopinto“inquiring,knowledgeableandcaringlearnerswho contributepositivelytotheircommunities,”theyhavedailyopportunitiestoreadand write,toconsiderandcreate.Theydrawuponabroadbaseofsharedinformation andideastoconstructandexpresstheirownunderstandings,supporttheirown arguments,andarticulatenewideasintheirownuniquevoices
Wearecommittedtothepracticeofacademichonestyinallaspectsofteaching andlearning,andexpectthattheconductandworkofallKCCstakeholderswillbe consistentwithPrincipledbehaviourdescribedbytheIBLearnerProfile.
Weactwithintegrityandhonesty,withastrongsenseoffairness,justiceandrespect forthedignityoftheindividual,groupsandcommunities.Wetakeresponsibilityfor ourownactionsandtheconsequencesthataccompanythem
AllKCCstudentsareexpectedto:
Ensurethatallsubmittedworkisauthenticinnature Thismeansthatthework mustbethestudent’soriginalworkandexpressionandthattheworkofany othersincludedinthesubmissionmustbeaccuratelyandentirely acknowledged.
IncludeaBibliographyorWorksCitedpagewithanyassignmentthatdrawson sources
Citetheworkofothers,whetherquotedorparaphrased,usingthemostcurrent MLAformat
Respecttheconceptofintellectualpropertyfornon-textualsources,whether creativeorexpressive,whenworkingwithpublications,images,music,videoor anyothersourcesofothers’work
Conductthemselvesappropriatelywithinatestingenvironmenttoensurethat boththefactandappearanceofacademichonestyaremaintainedatalltimes.
ThemajorityofKCCstudentswillpursuetheIBDiplomainGrades11–12
TheIBDiplomaProgramme(DP)wasestablishedin1968toprovideaninternational educationthatwouldenableyoungpeopletobetterunderstandandmanagethe complexitiesofourworld,andtoprovidethemwiththeskillsandattitudestotakeaction toimproveit.Suchaneducationwasgroundedinthemoreprogressiveeducational thinkingofthetimebutalsointhebeliefthattheworldcouldbemadebetterthroughan educationthatfocusedonconcepts,ideasandissuesthatcrosseddisciplinary,cultural, nationalandgeographicalboundaries.
TheDiplomaProgramme(DP)providesachallenging,internationallyfocused,broadand balancededucationalexperienceforstudentsaged16to19 Studentsarerequiredtostudy sixsubjectsandacurriculumcoreconcurrentlyovertwoyears Theprogrammeis designedtoequipstudentswiththebasicacademicskillsneededforuniversitystudy, furthereducationandtheirchosenprofession Additionallytheprogrammesupportsthe developmentofthevaluesandlifeskillsneededtoliveafulfilledandpurposefullife.
DP:FromPrinciplesintoPractice,IBO,2015.
AdistinguishingcharacteristicoftheDiplomaProgrammeisaconcernwiththewhole educationalexperienceofeachstudent Thecurriculumframeworkandthesupporting structuresandprinciplesaredesignedtoensurethateachstudentisnecessarilyexposedto abroadandbalancedcurriculum
TheLearnerProfileandtheCorearepositionedatthecentreoftheprogrammeandthe corerequirementsofTheoryofKnowledge(TOK),theExtendedEssayandCreativity,Activity, Service(CAS)broadentheeducationalexperienceandchallengestudentstoapplytheir knowledgeandunderstandinginreallifecontexts
Studentsstudysixsubjectsconcurrently.Theseincludetwolanguages,onesubjectfrom individualsandsocieties(group3),oneexperimentalscience(group4),onemathematics subject(group5),andonesubjectfromthearts(group6)oranothersubjectfromgroups 1to4
Inordertopreparestudentsforthefuture,anIBeducationequipsstudentswiththedepthof disciplinespecificknowledgeandskillsthattheywillneedtofollowtheirchosenuniversity courseandforuselaterintheirprofessionallives Specialisationisencouragedinthe DiplomaProgrammebyexpectingstudentstostudythreesubjectsatahigherlevel(HL) Thisisbalancedwitharequirementforbreadthbyexpectingstudentstostudythree subjectsatstandardlevel(SL).
StudentsintheDPprogramme,then,choosesubjectsfromsixgroupsandcompletethree othercorerequirements Allsixcoursesandcorerequirementsarecompletedoveratwoyearperiod Courseofferingsmayvaryyeartoyearbasedonstudentdemand
Allcoursedescriptionsaretakendirectlyoradaptedfromthecorrespondingsubjectbriefs publishedbytheIBO
Group1:StudiesinLanguageandLiterature
StudiesinLanguageandLiterature(orLanguageA)coursesaredesignedforstudentswho speak,read,andwriteatanativeacademiclevel Inmostcases,thisisthedominant languageofthestudent,andtheirbackgroundincludesseveralyearsoffull-timestudy usingthelanguage.AllIB-DPstudentsarerequiredtotakeatleastoneLanguageA,and someKCCstudentsmighttaketwo.KCCoffersLanguageAcoursesinEnglish.Whentheir dominantlanguageisnotoffered,studentsmayoptfortheschool-supportedself-taught option
EnglishA:LanguageandLiteratureSL/HL
TheLanguageA:LanguageandLiteraturecourseaimstodevelopskillsoftextualanalysis andtheunderstandingthattexts,bothliteraryandnon-literary,canrelatetoculturally determinedreadingpractices Thecoursealsoencouragesstudentstoquestionthe meaninggeneratedbylanguageandtexts Anunderstandingofthewaysinwhichformal elementsareusedtocreatemeaninginatextiscombinedwithanexplorationofhowthat meaningisaffectedbyreadingpracticesthatareculturallydefinedandbythe circumstancesofproductionandreception.Thestudyofliteratureintranslationfromother culturesisespeciallyimportanttoIBDPstudentsbecauseitcontributestoaglobal perspective Textsarechosenfromavarietyofsources,genresandmedia
EnglishA:LiteratureSL/HL
TheIBDiplomaProgrammeLanguageA:Literaturecoursedevelopsunderstandingofthe techniquesinvolvedinliterarycriticismandpromotestheabilitytoformindependentliterary judgments InLanguageA:Literature,theformalanalysisoftextsandwidecoverageofa varietyofliterature bothinthelanguageofthesubjectandintranslatedtextsfromother culturaldomains iscombinedwithastudyofthewayliteraryconventionsshaperesponses totexts.Studentscompletingthiscoursewillhaveathoroughknowledgeofarangeoftexts andanunderstandingofotherculturalperspectives Theywillalsohavedevelopedskillsof analysisandtheabilitytosupportanargumentinclearlyexpressedwriting,sometimesat significantlength Thiscoursewillenablethemtosucceedinawiderangeofuniversity courses,particularlyinliteraturebutalsoinsubjectssuchasphilosophy,lawandlanguage
StudentswhosedominantlanguageisnottaughtatKCCmayoptfortheschool-supported self-taught(SSST)optionfortheirLanguageA:LiteratureSLcourse Thesestudentshavea blockscheduledintheschooldayfortheirindependentstudyofliterature.Theyfollowthe definedIBsyllabusandcompletethestandardIBexternalassessments.SSSTLanguageA studentsarenormallysupportedbyanoff-campustutorwhoprovidesfeedbackonthe students’work Arrangementsforthissupportaremadeprivatelybetweenthetutorsandthe students’family
Allstudentsarerequiredtostudyasecondlanguage Whereverpossible,studentsare encouragedtocontinuedevelopingalanguageinwhichtheyhavealreadyattainedan intermediatelevel,andchooseaLanguageBcourse Wherestudentswishtostartanew languageasabeginner,theymayoptforan“abinitio”course,whichstarts“fromthe beginning”StudentswhochoosetotaketwoLanguageAcoursesarenotrequiredtotakea thirdlanguage,thoughthisisanoption
PlacementinIB-DPLanguageAcquisitioncoursesisdeterminedonacasebycasebasis, withcommitmenttotheIBdirectivethatthe“studentsareplacedintoacoursethatismost suitedtotheirlanguagedevelopmentneedsandthatwillprovidethemwithanappropriate academicchallenge”
Languageacquisitionconsistsoftwomodernlanguagecourses languageabinitioand languageB thatareofferedinanumberoflanguages LanguageabinitioandlanguageB arelanguageacquisitioncoursesdesignedtoprovidestudentswiththenecessaryskillsand interculturalunderstandingtoenablethemtocommunicatesuccessfullyinanenvironment wherethelanguagestudiedisspoken Thisprocessallowsthelearnertogobeyondthe confinesoftheclassroom,expandingtheirawarenessoftheworldandfosteringrespectfor culturaldiversity.
Thetwomodernlanguagecourses languageabinitioandlanguageB developstudents’ linguisticabilitiesthroughthedevelopmentofreceptive,productiveandinteractiveskills
ArabicLanguageBSL/HL
FrenchLanguageBSL/HL(suitableforstudentsworkingatproficientlevelinphase3-4)
SpanishLanguageBSL/HL(suitableforstudentsworkingatproficientlevelinphase3-4)
LanguageBisalanguageacquisitioncoursedesignedforstudentswithsomeprevious experienceofthetargetlanguage IntheLanguageBcourse,studentsfurtherdeveloptheir abilitytocommunicateinthetargetlanguagethroughthestudyoflanguage,themesand texts.Indoingso,theyalsodevelopconceptualunderstandingsofhowlanguageworks,as appropriatetothelevelofthecourse
ArabicabinitioSL
SpanishabintioSL
FrenchabinitioSL
Languageabinitioisalanguageacquisitioncoursedesignedforstudentswithnoprior experienceofthetargetlanguage,orforthosestudentswithverylimitedpreviousexposure, andthosewhodidnotcomplete5yearsinthelanguageinMYP Itshouldbenotedthat languageabinitioisofferedatSLonly.
SomecountriesdonotacceptAbInitiocourses,soitisimportanttodiscusschoiceswiththe universitycounsellorbeforeenrolling.
Becauseoftheinherentdifficultyofdefiningwhatconstitutes“verylimitedexposure”toa language,itisnotpossibletolistspecificconditionssuchasthenumberofhoursorthe natureofpreviouslanguageinstruction;however,itisimportanttonotethatanystudent whoisalreadyabletounderstandandrespondtospokenandwrittenlanguageonarange ofcommontopicsisnottobeplacedinlanguageabinitioasthiswouldnotprovidean appropriateacademicchallenge,norisitfairforthosestudentswhoaregenuinebeginners ofthelanguage
AllstudentsregisteredwithanArabicspeakingcountry’spassportmusttaketheArabic MinistryexamsandbeenrolledinanArabiccourseintheDiploma
Economicsisadynamicsocialscience Thestudyofeconomicsisessentiallyaboutdealing withscarcity,resourceallocationandthemethodsandprocessesbywhichchoicesare madeinthesatisfactionofhumanwants Asasocialscience,economicsusesscientific methodologiesthatincludequantitativeandqualitativeelements TheIB-DPEconomics courseemphasisestheeconomictheoriesofmicroeconomics,whichdealwitheconomic variablesaffectingindividuals,firmsandmarkets,andtheeconomictheoriesof macroeconomics,whichdealwitheconomicvariablesaffectingcountries,governmentsand societies.Theseeconomictheoriesarenotstudiedinavacuum rather,theyaretobe appliedtoreal-worldissues Prominentamongtheseissuesarefluctuationsineconomic activity,internationaltrade,economicdevelopmentandenvironmentalsustainability The economicscourseencouragesstudentstodevelopinternationalperspectives,fostersa concernforglobalissuesandraisesstudents’awarenessoftheirownresponsibilitiesata local,nationalandinternationallevel Teachersexplicitlyteachthinkingandresearchskills suchascomprehension,textanalysis,transfer,anduseofprimarysources
TheBusinessManagementcourseisdesignedtodevelopstudents’knowledgeand understandingofbusinessmanagementtheories,aswellastheirabilitytoapplyarangeof toolsandtechniques.Studentslearntoanalyse,discussandevaluatebusinessactivitiesat local,nationalandinternationallevels Thecoursecoversarangeoforganisationsfromall sectors,aswellasthesocioculturalandeconomiccontextsinwhichthoseorganisations operate Thecoursecoversthekeycharacteristicsofbusinessorganisationand environment,andthebusinessfunctionsofhumanresourcemanagement,financeand accounts,marketingandoperationsmanagement Throughtheexplorationofsix underpinningconcepts(change,culture,ethics,globalisation,innovationandstrategy),the courseallowsstudentstodevelopaholisticunderstandingoftoday’scomplexanddynamic businessenvironment Theconceptuallearningisfirmlyanchoredinbusinessmanagement theories,toolsandtechniquesandplacedinthecontextofreal-worldexamplesandcase studies.
TheIB-DPPsychologycourseaimstodevelopanawarenessofhowresearchfindingscan beappliedtobetterunderstandhumanbehaviourandhowethicalpracticesareupheldin psychologicalinquiry Studentslearntounderstandthebiological,cognitiveand socioculturalinfluencesonhumanbehaviourandexplorealternativeexplanationsof behaviour Theyalsounderstandandusediversemethodsofpsychologicalinquiry
Theglobalpoliticscourseexploresfundamentalpoliticalconceptssuchaspower,equality, sustainability,andpeaceinarangeofcontextsandatavarietyoflevels.Itallowsstudents todevelopanunderstandingofthelocal,national,internationalandglobaldimensionsof politicalactivity,aswellasallowingthemtheopportunitytoexplorepoliticalissuesaffecting theirownlives Globalpoliticsdrawsonavarietyofdisciplinesinthesocialsciencesand humanities Ithelpsstudentstounderstandabstractpoliticalconceptsbygroundingthemin realworldexamplesandcasestudies,andalsoinvitescomparisonbetweensuchexamples andcasestudiestoensureatransnationalperspective
BiologySL/HL
Biologyisthestudyoflife.Thevastdiversityofspeciesmakesbiologybothanendlesssourceof fascinationandaconsiderablechallenge.Biologistsattempttounderstandthelivingworldatall levelsfromthemicrotothemacrousingmanydifferentapproachesandtechniques.Biologyisstill ayoungscienceandgreatprogressisexpectedinthe21stcentury.Thisprogressisimportantata timeofgrowingpressureonthehumanpopulationandtheenvironment Bystudyingbiologyinthe DPstudentsshouldbecomeawareofhowscientistsworkandcommunicatewitheachother While thescientificmethodmaytakeonawidevarietyofforms,itistheemphasisonapractical approachthroughexperimentalworkthatcharacterisesthesciences Teachersprovidestudents withopportunitiestodesigninvestigations,collectdata,developmanipulativeskills,analyseresults, collaboratewithpeersandevaluateandcommunicatetheirfindings
ChemistrySL/HL
Chemistryisanexperimentalsciencethatcombinesacademicstudywiththeacquisitionof practicalandinvestigationalskills Chemicalprinciplesunderpinboththephysicalenvironmentin whichweliveandallbiologicalsystems Chemistryisoftenaprerequisiteformanyothercoursesin highereducation,suchasmedicine,biologicalscienceandenvironmentalscience Bystudying chemistrystudentsshouldbecomeawareofhowscientistsworkandcommunicatewitheach other Whilethescientificmethodmaytakeonawidevarietyofforms,itistheemphasisona practicalapproachthroughexperimentalworkthatcharacterisesthesubject Teachersprovide studentswithopportunitiestodevelopmanipulativeskills,designinvestigations,collectdata, analyseresultsandevaluateandcommunicatetheirfindings
PhysicsSL/HL
Physicsisthemostfundamentaloftheexperimentalsciencesasitseekstoexplaintheuniverse itself,fromtheverysmallestparticlestothevastdistancesbetweengalaxies Despitetheexciting andextraordinarydevelopmentofideasthroughoutthehistoryofphysics,observationsremain essentialtotheverycoreofthesubject Modelsaredevelopedtotrytounderstandobservations, andthesethemselvescanbecometheoriesthatattempttoexplaintheobservations Bystudying physicsstudentsshouldbecomeawareofhowscientistsworkandcommunicatewitheachother Whilethescientificmethodmaytakeonawidevarietyofforms,itistheemphasisonapractical approachthroughexperimentalworkthatcharacterisesthesubject Teachersprovidestudents withopportunitiestodevelopmanipulativeskills,designinvestigations,collectdata,analyseresults andevaluateandcommunicatetheirfindings
EnvironmentalSystemsandSocietiesSL
Environmentalsystemsandsocieties(ESS)isfirmlygroundedinbothascientificexplorationof environmentalsystemsintheirstructureandfunction,andintheexplorationofcultural,economic, ethical,politicalandsocialinteractionsofsocietieswiththeenvironment Asaresultofstudyingthis course,studentswillbecomeequippedwiththeabilitytorecogniseandevaluatetheimpactofour complexsystemofsocietiesonthenaturalworld ThiscoursecanfulfilleithertheIndividualsand SocietiesortheSciencesrequirement Alternatively,thiscourseenablesstudentstosatisfythe requirementsofbothsubjectgroupssimultaneouslywhilestudyingonecourse
DPdesigntechnologyaimstodevelopinternationally-mindedpeoplewhoseenhanced understandingofdesignandthetechnologicalworldcanfacilitateoursharedguardianshipofthe planetandcreateabetterworld Itfocusesonanalysis,designdevelopment,synthesisand evaluation Thecreativetensionbetweentheoryandpracticeiswhatcharacterisesdesign technologywithintheDPsciencessubjectgroup Bothscienceandtechnologyhaveafundamental relationshipwithdesign Technologyprecededscience,butnowmosttechnologicaldevelopments arebasedonscientificunderstanding Traditionaltechnologycomprisedusefulartifactsoftenwith littleunderstandingofthescienceunderpinningtheirproductionanduse Incontrast,modern technologyinvolvestheapplicationofscientificdiscoveriestoproduceusefulartifacts The applicationofscientificdiscoverytosolveaproblemenablesdesignerstocreatenewtechnologies andthesenewtechnologies,inturn,canimpactontherateofscientificdiscovery
Mathematics:ApplicationsandInterpretationsSL/HL
Thiscourserecognisestheincreasingrolethatmathematicsandtechnologyplayina diverserangeoffieldsinadata-richworld Assuch,itemphasisesthemeaningof mathematicsincontextbyfocusingontopicsthatareoftenusedasapplicationsorin mathematicalmodelling Togivethisunderstandingafirmbase,thiscoursealsoincludes topicsthataretraditionallypartofapre-universitymathematicscoursesuchascalculus andstatistics
Thecoursemakesextensiveuseoftechnologytoallowstudentstoexploreandconstruct mathematicalmodels Mathematics:applicationsandinterpretationwilldevelop mathematicalthinking,ofteninthecontextofapracticalproblemandusingtechnologyto justifyconjectures
Mathematics:applicationsandinterpretationisforstudentswhoareinterestedin developingtheirmathematicsfordescribingourworldandsolvingpracticalproblems They willalsobeinterestedinharnessingthepoweroftechnologyalongsideexploring mathematicalmodels StudentswhotakeMathematics:applicationsandinterpretationwill bethosewhoenjoymathematicsbestwhenseeninapracticalcontext.
Mathematics:AnalysisandApproachesSL/HL
Thiscourserecognisestheneedforanalyticalexpertiseinaworldwhereinnovationis increasinglydependentonadeepunderstandingofmathematics Thiscourseincludes topicsthatarebothtraditionallypartofapre-universitymathematicscourse(forexample, functions,trigonometry,calculus)aswellastopicsthatareamenabletoinvestigation, conjectureandproof,forinstancethestudyofsequencesandseriesatbothSLandHL,and proofbyinductionatHL
Thecourseallowstheuseoftechnology,asfluencyinrelevantmathematicalsoftwareand hand-heldtechnologyisimportantregardlessofchoiceofcourse.However,Mathematics: analysisandapproacheshasastrongemphasisontheabilitytoconstruct,communicate andjustifycorrectmathematicalarguments
Mathematics:analysisandapproachesisforstudentswhoenjoydevelopingtheir mathematicstobecomefluentintheconstructionofmathematicalargumentsanddevelop strongskillsinmathematicalthinking
Theywillalsobefascinatedbyexploringrealandabstractapplicationsoftheseideas,with andwithouttechnology StudentswhotakeMathematics:analysisandapproacheswillbe thosewhoenjoythethrillofmathematicalproblemsolvingandgeneralisation.
Grade11–12studentsarenotrequiredtochooseanArtscourse,andmayoptforasecond courseinanothersubjectgroup(1-4)instead
TheatreSL/HL
Theatreisapracticalsubjectthatencouragesdiscoverythroughexperimentation,thetaking ofrisksandthepresentationofideastoothers Itresultsinthedevelopmentofboththeatre andlifeskills;thebuildingofconfidence,creativityandworkingcollaborativelyItgives studentstheopportunitytomaketheatreascreators,designers,directorsandperformers.It theopportunitytoengageactivelyinthecreativeprocess,transformingideasintoactionas inquisitiveandproductiveartists Studentsexperiencethecoursefromcontrastingartistic perspectives Theylearntoapplyresearchandtheorytoinformandtocontextualisetheir work Thetheatrecourseencouragesstudentstoappreciatethatthroughtheprocessesof researching,creating,preparing,presentingandcriticallyreflectingontheatre as participantsandaudiencemembers theygainaricherunderstandingofthemselves,their communityandtheworld
VisualArtsSL/HL
TheIB-DPVisualArtscourseencouragesstudentstochallengetheirowncreativeand culturalexpectationsandboundaries.Itisathought-provokingcourseinwhichstudents developanalyticalskillsinproblem-solvinganddivergentthinking,whileworkingtowards technicalproficiencyandconfidenceasart-makers Inadditiontoexploringandcomparing visualartsfromdifferentperspectivesandindifferentcontexts,studentsareexpectedto engagein,experimentwithandcriticallyreflectuponawiderangeofcontemporary practicesandmedia Thecourseisdesignedforstudentswhowanttogoontostudyvisual artsinhighereducationaswellasforthosewhoareseekinglifelongenrichmentthrough visualarts Theroleofvisualartsteachersshouldbetoactivelyandcarefullyorganise learningexperiencesforthestudents,directingtheirstudytoenablethemtoreachtheir potentialandsatisfythedemandsofthecourse Studentsshouldbeempoweredtobecome autonomous,informedandskilledvisualartists.
ThroughtheDPMusiccourse,studentswilldeveloptobecomewell-roundedmodern musiciansthroughacombinationofpracticalwork,theoreticandtechnicaltrainingandthe developmentofcreativecompetencies
Thisholisticcourseachievesthisbyscaffoldingandintegratedapproachesto:deep listeningskills,performanceproficiency,compositionalcraft,theabilitytodiscussmusic critically,theabilitytojustifycreativechoices,andthecapacityforentrepreneurshipinthe musicalworld
Throughoutthiscourse,studentsandteachershaveflexibilityandagencytoaccessunique andpersonalisedcontentandapproachestoengagingwithmusic FourAreasofInquiry combinedwithdiversecontextsofferstudentstheopportunitytoexperienceavarietyof musicalworks,forms,andgenresinameaningfulmanner Throughoutthecourse,students embodythreeroles,theresearcher,thecreatorandtheperformer Throughtheirwork, studentsinquire,create,performandreflectontheirworkinprogress Thiscreativeprocess ofworkinginthearts,andspecificallyinmusic,isencapsulatedinthethreemusical processes,exploringmusicincontext,experimentingwithmusic,andpresentingmusic Thisflexibilityisaboutchoiceinthelearning,teachingandassessmentaswellasforging deep,life-longconnectionsbetweenstudents’passionsandinterestsandthewiderworldof musicandmusic-making.
TheIBDiplomahascorerequirementsthatmustbemetinadditiontothesubject requirements
IB-DPcandidatesarerequiredtotakeTheoryofKnowledgeasaninterdisciplinarycourse duringtheirGrade11–12years.TheoryofKnowledgecallsforstudentstolookcriticallyatthe natureofknowledge,andexaminetheknowledgequestionsimplicitinreallifesituations. Howdoweknowwhatweknow?Howisknowledgegeneratedanddiseminatedindifferent disciplines?Therequirementsofthecourseincludeanexhibitionandessay ForIBDP students,theexhibitionisinternallyassessedandexternallymoderated,andtheessaywill beexternallyassessedandmoderated
Eachstudentwillcompleteanindependentresearchprojectinadisciplineoftheirchoosing, leadingtoanoriginalscholarlyessay Theextendedessayisanin-depthstudyofafocused topic.Itisintendedtopromotehigh-levelresearchandwritingskills,intellectualdiscovery andcreativity.Itprovidesstudentswithanopportunitytoengageinpersonalresearchina topicoftheirownchoice,undertheguidanceofasupervisor(ateacherintheschool) This leadstoamajorpieceofformallypresented,structuredwriting,inwhichideasandfindings arecommunicatedinareasonedandcoherentmanner,appropriatetothesubjectchosen
ScoresinTOKarepairedwithEEscorestoallowaBonusMatrixofupto+3pointstowardthe IBDiploma’s24accumulatedpointsystem
Allstudentsareexpectedtobeengagedinongoingmeaningfulexperiencesoutsideofthe classroom.AtKCCstudentswillhaveopportunitiestoengagewiththecreativearts,with physicallydemandingactivity,andwithservicetothecommunitybothwithintheschooland beyond,andeachstudentisresponsibletobuildaprogramthatreflectstheirinterestsand allowsthemtogrowasathinkerandlearner
Overthetwo-yearprogram,studentscollectarangeofreflectiveevidencedemonstaring theongoingprocessoflearningthroughexperience Whilethisisnotformallyassessed studentsactivelyparticipateinthreeformaldocumentedinterviewswiththeirCAS coordinator/advisertodescribetheirlearningandgrowth AssuccessfulcompletionofCAS isarequirementfortheawardoftheIBDiplomaweencouragestudentstogiveCASas muchimportanceasanyotherelementoftheDiplomaProgramme.
Interm1ofGrade10allstudentswillhaveanindividualcourseselectionconferencewiththe DPCoordinator,theUniversityCounsellor,andatleastoneoftheirparents Courseselection isintendedtoallowstudentstopursuetheircurrentinterests,andpreparethemfortheir chosenpathwaystohighereducationandbeyond
ForIBDPstudents,courseselectionsmustmeetthefollowingrequirements:
AtleastoneLanguage&Literatureclass(LanguageA)
AtleastoneLanguageAcquisitionclass(LanguageB) Thisrequirementiswaivedfor studentsenrolledintwoLanguageAclasses
AtleastoneIndividuals&Societiesclass
AtleastoneScienceclass
ExactlyoneMathematicsclass
TheCore,whichincludesTOK,CoreResearchSkills,andcoordinationofEEandCAS
Pleasenote:EnvironmentalSystemsandSocieties(ESS)isaninterdisciplinarycoursewhich meetstherequirementforbothIndividualsandSocieties,andSciences.Studentswhoelect thiscourseareabletotakeanadditionalclassfromanysubjectgroup
CourseselectionmustallowforthreeHigherLevelandthreeStandardLevelcourses
SLclassesmeetforaminimumof150hoursoverthetwoyearsoftheprogramwhileHL classesmeetfor240hours TheextendedtimesforHLclassesreflectthegreaterdepthand complexityofthecontentstudied SomeKCCclasseswillbetaughtwiththelevels combined SLstudentsarenormallyreleasedforself-studywhileHLcontentisbeing covered.
February2023
IntroductiontoIBDiplomato Grade9students
Term1,2023
March2023
DPinformationdocumentfor parentsshared
March2023
April2023
DPInformationnightfor parentsandstudents
IntroductiontoPersonal ProjectforGrade9
April2023
SendhomePPinformation toparents
April2023
Individualcareers counsellingsessions
April2023
PersonalProjectplanning
October2023
Ongoingindividualuniversity guidancemeetingswith UniversityCounsellor
ExploringtheIBDiploma overview
December2023
InitialDiplomasubject choices
October2023
DPinformationdocumentfor parentsshared
October2023
February2024
May2024
DiplomaEvening: findoutaboutthedifferent subjectsonoffer tastersessions
ReviewDiplomachoices
PersonalProjectcompletion andexhibition
May2023
VisitsfromDPstudentsQ&A
June2024
FinalDPchoicesconfirmed
May2023
PPsharktank:presenting ideasforPPtoateacher panel
June2023
Grade10optionchoices submitted
IBDiplomacoursesatKCCaredesignedtopreparestudentsforsuccessonthe assessmentsrequiredbytheIBO
Eachsubjecthasspecificrequiredassessmentcomponents Theseassessment componentsincludeacombinationofthefollowing:
Individualprojectscompletedbystudentsovertimeunderthesupervisionoftheirteachers Theseprojectsareassessedbytheteacher,andthemarksforthecohortaremoderatedby theIBO IAsincludeexplorationsinmathematics,oralpresentationsinlanguages, investigationsinscience,etc
Individualprojectscompletedbystudentsovertimeunderteachers’supervision,assessed byIBexaminersonly TheseEAsincludewrittentasksinlanguagesubjects,portfoliosinarts subjects,theTOKessay,andtheExtendedEssay.
FormalwrittenexaminationstobetakeninMayofthesecondyearoftheprogram Group1–5subjectsallhavetwo-threeexampapers,eachwithformatandrequirementsspecificto thesubject,level,andpaper
Allassessmenttaskssetbyteachersthroughoutthetwo-yearprogramsarepreparationfor theformalIBassessments Summativeassessmentsaredesignedtobegradedaccording toIBmarkschemes,andgradesareissuedaccordingtoaverageIBboundariesforthe subject.InGrade11,theseexpectationsaremodifiedtoaddressonlycontentandskills coveredthusfarinthecourse.InGrade12,assessmentsincreasinglymirrorfinalIB expectations.
InTerm2ofGrade12,studentswillsitthe“MockIBExams”whichfunctionasboththefinal summativeassessmentfortheschool-basedcourse,andaformalpracticesessionforall papers Theseexamswillbeconsideredingradecalculations,alongwithallotherteacher setsummativeassessments
Studentswillearngradesof1–7onsemesterreports,basedontheIBgradedescriptorsand theworkcompletedduringthesemester
ThefinalIBDiplomaearnedbyfullIBDPcandidatesisscoredbasedontheexternal assessmentssubmittedtotheIBOinMayofGrade12 SCISreportsdonotaffectthefinal score
Studentscanachieveamaximumscoreofsevenpointspercourse,formaximumsubject scoreof42fortheirsixcourses
AchievementinTOKandtheExtendedEssaycanaddamaximumofafurtherthreepointsto astudent’soverallDiplomascore.TOKandtheExtendedEssayaregradedonA–Escales, andthetwogradesarecombinedonamatrixtogeneratetheextrapoints.Thehighest scorepossibleforallcomponentsoftheprogramme,then,is45points.
CompletionofsixIB-DPcoursesmeetingsubjectgrouprequirements,withatleastthree takenataHigherLevel
AllassessmentcomponentsforeachofthesixsubjectsandthecoreDiplomarequirements mustbecompletedinordertoqualifyfortheawardoftheIBDiploma.
TheIBdiplomawillbeawardedtoacandidatewhosetotalscoreis24,25,26or27points, providedallthefollowingrequirementshavebeenmet:
NumericgradeshavebeenawardedinallsixsubjectsregisteredfortheIBdiploma
AllCASrequirementshavebeenmet
GradesA(highest)toE(lowest)havebeenawardedforboththeoryofknowledgeand anextendedessay,withagradeofatleastDinoneofthem
Thereisnograde1inanysubject
Thereisnograde2athigherlevel
Thereisnomorethanonegrade2atstandardlevel
Overall,therearenomorethanthreegrades3orbelow
Atleast12pointshavebeengainedonhigherlevelsubjects(candidateswhoregisterfor fourhigherlevelsubjectsmustgainatleast16pointsathigherlevel)
Atleast9pointshavebeengainedonstandardlevelsubjects(candidateswhoregister fortwostandardlevelsubjectsmustgainatleast6pointsatstandardlevel)
Thefinalawardcommitteehasnotjudgedthecandidatetobeguiltyofmalpractice
TheIBdiplomawillbeawardedtoacandidatewhosetotalscoreis28pointsorabove, providedallthefollowingrequirementshavebeenmet:
NumericgradeshavebeenawardedinallsixsubjectsregisteredfortheIBdiploma.
AllCASrequirementshavebeenmet
GradesA(highest)toE(lowest)havebeenawardedforboththeoryofknowledgeand anextendedessay,withagradeofatleastDinoneofthem
Thereisnograde1inanysubject
Thereisnomorethanonegrade2athigherlevel
Therearenomorethantwogrades2atstandardlevel
Overall,therearenomorethanthreegrades3orbelow
Atleast11pointshavebeengainedonhigherlevelsubjects(candidateswhoregisterfor fourhigherlevelsubjectsmustgainatleast14pointsathigherlevel)
Atleast8pointshavebeengainedonstandardlevelsubjects(candidateswhoregister fortwostandardlevelsubjectsmustgainatleast5pointsatstandardlevel)
Thefinalawardcommitteehasnotjudgedthecandidatetobeguiltyofmalpractice
Amaximumofthreeexaminationsessionsisallowedinwhichtosatisfytherequirementsfor theawardoftheIBDiploma Theexaminationsessionsneednotbeconsecutive
AsKCCstudentsdevelopinto“inquiring,knowledgeableandcaringlearnerswhocontribute positivelytotheircommunities,”theyhavedailyopportunitiestoreadandwrite,toconsider andcreate Theydrawuponabroadbaseofsharedinformationandideastoconstructand expresstheirownunderstandings,supporttheirownarguments,andarticulatenewideasin theirownuniquevoices.
Wearecommittedtothepracticeofacademichonestyinallaspectsofteachingand learning,andexpectthattheconductandworkofallKCCstakeholderswillbeconsistent withprincipledbehaviourdescribedbytheIBLearnerProfile
Weactwithintegrityandhonesty,withastrongsenseoffairness,justiceandrespectforthe dignityoftheindividual,groupsandcommunities Wetakeresponsibilityforourownactions andtheconsequencesthataccompanythem
AllKCCstudentsareexpectedto:
Ensurethatallsubmittedworkisauthenticinnature.Thismeansthattheworkmustbe thestudent’soriginalworkandexpressionandthattheworkofanyothersincludedinthe submissionmustbeaccuratelyandentirelyacknowledged
Includeabibliographyorworkscitedpagewithanyassignmentthatdrawsonsources Citetheworkofothers,whetherquotedorparaphrased,usingthemostcurrentMLA format
Respecttheconceptofintellectualpropertyfornon-textualsources,whethercreativeor expressive,whenworkingwithpublications,images,music,videooranyothersourcesof others’work
Conductthemselvesappropriatelywithinatestingenvironmenttoensurethatboththe factandappearanceofacademichonestyaremaintainedatalltimes