IB Middle Years Programme Curriculum

YOUR LOCAL INTERNATIONAL SCHOOL info@haut-lac.ch www.haut-lac.ch

HAUT-LAC IB MIDDLE YEARS PROGRAMME CURRICULUM

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03 - 15

1 | PART GENERAL INFORMATION

PART 2 17 - 39 | SUBJECT SPECIFIC PART 3 40 - 43 | EXPECTATIONS

PART 1 GENERAL INFORMATION

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INTRODUCTION I am pleased to introduce the IB Middle Years Programme offered at Haut-Lac, your local International Bilingual School.

The Middle Years Programme Curriculum is designed to identify and develop the skills and talents of each students, supporting them to attain their potential. It is a challenging framework that encourages students to make practical connections between their studies and the real world as they strive to become principled, honest, open-minded, caring, balanced and reflective inquirers, risk-takers, thinkers, communicators.

The purpose of this booklet is to provide you with information to help you select your child(ren)’s IB pathway at Haut-Lac. Please feel free to contact me by e-mail (julien.hernandez@haut-lac.ch) if you have any questions regarding the IBMYP or arrange an appointment via the Roches Grises reception if you would like to meet to discuss a possible application.

Julien HERNANDEZ IB Middle Years Programme Coordinator MYP5 Leader

“Find your own pathway at Haut-Lac”

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HAUT-LAC MISSION STATEMENT As they mature, students are guided to be autonomous, self-disciplined and methodical in their work. Qualities such as intellectual curiosity, analytical reflection, the ability to communicate in more than one language, a desire to help others and an understanding of the importance of sharing and teamwork are embraced as essential and enriching elements on the road to personal success.

As a community, Haut-Lac endeavors to reflect positive moral, social and educational values. It strives to develop in its students the skills, knowledge and character required to become responsible, capable citizens who are able to take their place in a rapidly changing, inter-dependent, global society. Our expectations are high and all are challenged and encouraged to exploit their potential to the full.

“Nurturing talents, fostering happiness, creating futures” INTERNATIONAL BACCALAUREATE 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, it 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. (www.ibo.org)

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SECONDARY SECTION When it comes to preparing students for their future, no one academic programme will suit all. That is why the secondary section offers a variety of programmes, enabling students to refine and curate the right knowledge and skills for the future they aspire to.

University - College - Employment - Apprenticeship Université - Collège - Travail - Apprentissage

US High School Diploma

IB Diploma Programme

Diplôme de fin d’études américain

Programme du diplôme de l’IB

Choice of subjects in English or in French Choix des matières en anglais ou en français

Examen d’entrée au Gymnase Swiss state school entrance exam

MYP 5 PEI 5 MYP 4 PEI 4

MYP4 with Swiss Bilingual Cycle PEI 4 avec le Cycle Bilingue Suisse

MYP 3 PEI 3 Bilingual or English Programmes Programmes anglais ou bilingue

IB Career-Related Programme Programme à orientation professionnelle de l’IB

MYP3 with Swiss Bilingual Cycle PEI 3 avec le Cycle Bilingue Suisse

MYP 2 PEI 2

MYP2 with Swiss Bilingual Cycle PEI 2 avec le Cycle Bilingue Suisse

MYP 1 PEI 1

MYP1 with Swiss Bilingual Cycle PEI 1 avec le Cycle Bilingue Suisse

P 5

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BILINGUALISM IN SECONDARY At Haut-Lac, we define bilingualism as the ability to effectively communicate in two or more languages in any context the real world may require. By focusing on the idea of effective communication, our students move from learning how to use individual words and phrases in pre-rehearsed scenarios to being able to apply and use their language skills in any situation they encounter as they live their lives. This in turn means that, while the school’s two working languages, French and English, may be used at different proficiency levels, all our students have the ability to learn from each other as they use both languages in their everyday lives.

MYP 1, 2 and 3 may study half their subjects in English and the other half in French, alternating the tuition language of each subject every semester to develop a good knowledge of all subjects in both languages in preparation for the bilingual IB Diploma or Career-Related programmes.

They may choose one of three pathways: ▶ a predominantly English programme with French language lessons. ▶ a progressive bilingual programme in which students start with just French in French and then add another subject in French after a semester.

From MYP 3, students can study more subjects in French as their level of French improves. ▶ a full bilingual programme which implies studying mathematics, science, history and geography in French for one semester and in English in the next.

MYP4 students select which subjects they wish to study in English and which in French, and stick with their choice until the end of MYP5.

WHERE DO SECONDARY STUDENTS STUDY? ▶ MYP1 and 2 study on our Praz-Dagoud campus. ▶ MYP 3, 4 & 5 study on our Roches Grises campus alongside our IBDP and CP students.

Praz-Dagoud Campus

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YOUR LOCAL INTERNATIONAL SCHOOL

Roches Grises Campus

WHAT IS THE MIDDLE YEARS PROGRAMME? The IB Middle Years Programme (MYP) is designed for students aged 11 to 16.

It provides a framework of learning that emphasizes intellectual challenges, and encourages students to make connections between their studies and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement – essential qualities for young people today.

The MYP uses concepts and contexts as starting points for meaningful integration and the transfer of knowledge across eight subject groups.

Interdisciplinary teaching and learning builds a connected curriculum that addresses the developmental needs of students and prepares them for further academic study and life in an increasingly interconnected world.

The programme culminates in eAssessments that lead to IB MYP course results and the IB MYP certificate. Student achievement is recognised across a broad and balanced curriculum, using a range of assessment strategies to establish grades that are externally validated against a common, rigorous global standard.

Additionally, students who demonstrate additional proficiency in a second language or mother tongue can earn the Bilingual IB MYP Certificate.

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THE IB LEARNER PROFILE

The IB Diploma Programme fosters intercultural understanding and respect through 10 core values. It describes the attributes of people who are empowered to create a more peaceful and better world.

IB learners strive to be: ▶ Inquirers

▶ Open-minded

▶ Knowledgeable

▶ Caring

▶ Thinkers

▶ Risk-takers

▶ Communicators

▶ Balanced

▶ Principled

▶ Reflective

The heart of an IB education are lifelong learners who believe why they learn is as important as what they study in school.

MYP GLOBAL CONTEXTS Students learn best when their learning experiences have context and are connected to their lives and their experience of the world.

MYP learning contexts are chosen from global contexts to encourage international awareness and global engagement.

Students therefore develop an understanding of their common humanity and shared guardianship of the planet through developmentally appropriate explorations of: ▶ Identity and relationships ▶ Orientation in space and time ▶ Personal and cultural expression ▶ Scientific and technological innovation ▶ Equity and development ▶ Globalisation and Sustainability

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THE MYP COMPONENTS SERVICE AS ACTION MYP students must undertake community service activities every year to try and make a positive difference in the lives of others and in the world around them.

Such activities enable them to: ▶ learn more about themselves ▶ discover and reflect upon their own strengths and weaknesses ▶ develop new skills and interests ▶ help and work collaboratively with others ▶ discuss, evaluate and plan student-initiated activities ▶ develop their interpersonal and leadership skills ▶ develop international-mindedness through global engagement, multilingualism and intercultural understanding ▶ consider the ethical implications of their actions ▶ prepare for the demands of Creativity, Action, Service (CAS) in the IBDP ▶ enhance their CV Service as Action adds to the holistic nature of the MYP by encouraging personal growth and the discovery of new interests in and out of school.

Service as Action requirements must be fulfilled to pass the school year.

INTERDISCIPLINARY PROJECT As a cornerstone of the IB curriculum, interdisciplinary learning provides students with a tangible and purposeful experience of what living and working in an interconnected world is like. It uses a holistic approach to develop students’ mental flexibility, so that they become lifelong learners.

MYP1 to MYP4 students participate in at least one interdisciplinary project per year, which will see them integrate and transfer subject-specific knowledge to reach new understandings or generate new products.

MYP5 students apply their interdisciplinary skills and knowledge during their cumulative Interdisciplinary e-Assessment.

MYP PERSONAL PROJECT The MYP5 personal project is a formally assessed practical exploration in which students consolidate their learning throughout the programme.

This independent long-term project enables each student to develop a product based on personal interest, and reflect on their command of skills needed for self-management, research, communication, critical and creative thinking and collaboration.

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MYP4 PASSION FAIR PROJECT The Passion Fair Project is a compulsory element of MYP4 that requires students to apply ATL skills, such as planning, researching, communication and reflection. It prepares students for the MYP5 Personal Project, and counts towards “Service as Action”.

The students work in small groups on a passion or cause close to their heart that they then present during a Passion Fair exhibition in March. They have to produce an information leaflet (minimum 1 A4 page) on their topic, and then create a feedback questionnaire to help them reflect individually on their work.

ASSESSMENT AT HAUT-LAC Our assessment practices contribute to the continuing improvement of our programmes, and aim to closely track each student’s individual progress.

We work closely with students and their parents to ensure this by providing: ▶ Self and peer evaluation. Students reflect on and evaluate their work and that of others, and are encouraged to focus on future learning targets ▶ Regular formative assessment linked to the student’s learning ▶ Regular summative assessment to enable students to show what they have learnt and understood ▶ Two reports detailing the student’s progress throughout the school curriculum ▶ Individual target setting meetings with parents, child and teacher Formal reports are provided electronically to parents, who should store them on their own devices each year.

A final “school attendance certificate” confirming the time the student spent at Haut-Lac will be issued to families when they leave. If required for the transfer to another school, parents may also bring in printouts of past reports to be officially signed and stamped by our Admissions department.

SCHOOL-BASED INTERNAL ASSESSMENT MYP students complete a range of school-based summative assessments that demonstrate achievement against specific criteria. This internal assessment focuses less on content coverage, delivering instead a more comprehensive view of students’ conceptual understanding, subject-specific skills, and their ability to transfer knowledge to unfamiliar situations.

TWO CERTIFICATES At the end of MYP5, students will receive two certificates, one internal and one external. ▶ The Haut-Lac MYP Certificate is delivered by the school based on the marks given by our teachers for internal assessments. ▶ The IBMYP Certificate is delivered by the IB to students who complete all the expectations of MYP5. The results are based on the eAssessment session and the ePortfolio.

NB: Results may be different on each certificate due to the different types of assessment used (i.e. exams or regular internal assessment).

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MYP5 eASSESSMENT The MYP eAssessment is a set of five formal, externally-marked on-screen exams that MYP5 students must complete to receive the full IB MYP certificate.

The MYP eAssessment enables students to demonstrate their achievement of MYP course objectives and skills in: ▶ language and literature ▶ individuals and societies ▶ sciences ▶ mathematics ▶ interdisciplinary learning ▶ disciplinary and interdisciplinary understanding ▶ international-mindedness ▶ critical and creative thinking ▶ problem-solving skills ▶ ability to apply knowledge in unfamiliar situations Similarly, students must also submit an ePortfolio of coursework for the remaining subject groups, namely language acquisition, and either Physical & Health Education, Arts or Design, as well as a Personal Project ePortfolio are developed and marked in line with IB guidelines.

The graphic below shows which of the two assessments are used for each MYP

Mathematics

Language & literature

Individuals & societies

Interdisciplinary

On-screen examination subjects

Sciences

individually, externally marked

Course work ePortfolio

Language acquisition

Design

Arts

internally marked, externally moderated (dynamic sampling)

MYP personal project

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internally marked, externally moderated (dynamic sampling)

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optional eAssessment

subject group.

MYP GLOBAL CONTEXTS AND eASSESSMENT MYP Global Contexts are reflected in the interdisciplinary eAssessement exams, which include: ▶ an on-screen exam on a selected global context ▶ an ePortfolio ▶ partially-completed unit planners based on selected global contexts in Language acquisition, Arts, Design and Physical and Health Education developed based on selected global context

PASSING THE eASSESSMENT To pass the eAssessment, students must: ▶ obtain a minimum of 28 points out of 56 (Personal Project included) ▶ obtain at least 3/7 in one subject in each group ▶ obtain at least 3/7 in the Personal Project ▶ complete the Service As Action required by the IB (45-50 hours)

THE IB MYP CERTIFICATE The IB MYP Certificate is awarded to students who have completed at least MYP5 (participation in MYP4 & 5 is recommended), obtained a minimum of 28 points across the certificate’s 7 components, and met the school’s expectations for community service.

The bilingual IB MYP certificate is awarded to students who also achieve an IBvalidated grade 3 or higher in: ▶ two language and literature courses or ▶ a course in any MYP subject group (other than Language acquisition), or the interdisciplinary project, or the personal project, in a language that is not the same as the one chosen for language and literature.

MYP course results and the IB MYP certificate demonstrate student ability and achievement, in preparation for further study, including advanced academic and career-related programmes.

Students who do not fulfill all MYP requirements for whatever reason will be awarded with an IB MYP certificate of achievement for the courses completed.

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GENERAL GRADE DESCRIPTORS MYP subject group objectives align with four equally-weighted assessment criteria. Candidate performance is summarized by general grade descriptors that explain overall work quality, conceptual understanding, thinking skills and transfer of learning. The IB maps the attributes of candidates’ work to the grade descriptors to determine subject-specific grade boundaries (using either onscreen exam marks or ePortfolios criterion level totals) for each assessment session. Final student achievement for each subject is reported on a 7-point scale.

Grade Descriptor 1.

Produces work of very limited quality. Conveys many significant

misunderstandings or lacks understanding of most concepts and

skills. Very rarely demonstrates critical or creative thinking.

Very inflexible, rarely using knowledge or skills.

2.

Produces work of limited quality. Expresses misunderstandings

or significant gaps in understanding for many concepts and contexts.

Infrequently demonstrates critical or creative thinking. Generally

inflexible in the use of knowledge and skills, infrequently applying

knowledge and skills.

3.

Produces work of an acceptable quality. Communicates basic

understanding of many concepts and contexts, with occasionally

significant misunderstandings or gaps. Begins to demonstrate some

basic critical and creative thinking. Is often inflexible in the use of

knowledge and skills, requiring support even in familiar classroom

situations.

4.

Produces good quality work. Communicates basic understanding

of most concepts and contexts with few misunderstandings and

minor gaps. Often demonstrates basic critical and creative thinking.

Uses knowledge and skills with some flexibility in familiar classroom

situations, but requires support in unfamiliar situations.

5.

Produces generally high-quality work. Communicates secure

understanding of concepts and contexts. Demonstrates critical and

creative thinking, sometimes with sophistication. Uses knowledge and

skills in familiar classroom and real-world situations, and, with support,

some unfamiliar real-world situations.

6.

Produces high-quality, occasionally innovative work. Communicates

extensive understanding of concepts and contexts. Demonstrates

critical and creative thinking, frequently with sophistication. Uses

knowledge and skills in familiar and unfamiliar classroom and real-

world situations, often with independence.

7.

Produces high-quality, frequently innovative work. Communicates

comprehensive, nuanced understanding of concepts and contexts.

Consistently demonstrates sophisticated critical and creative thinking.

Frequently transfers knowledge and skills with independence and

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

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ICT AT HAUT-LAC The school has been at the forefront of integrating technology into the classroom over the past few years. As technology can be transformative in an educational context, our staff are trained to recognise the opportunities it can provide and teach students when, where and how to effectively and appropriately use it.

Examples of such creativity include creating group documentaries, using Google Sheets to collaborate with others in Science and writing blogs instead of essays.

Technology is used to enhance and transform learning, rather than replace traditional forms of learning. It is merely another tool made available to HautLac teachers, who will decide where and when the extensive range of digital tools will be used to enhance your child’s learning. ICT skills such as high quality word processing, spreadsheet creation and effective Google presentation designing, are taught within the MYP Design programme to all MYP1 to MYP5 students.

To help them develop these skills, MYP students are provided with a school iPad that should be brought to school fully charged for use in lessons. They also have access to high quality networked ICT rooms on both campuses. These computers run on Windows10 and provide students with access to the Adobe Suite (Photoshop, Illustrator, etc.) and MSOffice. However, the productivity software of choice is Google Suite as it enables collaboration between staff and students in a safe and secure environment during and out of lessons. All staff and students therefore have their own Haut-Lac G-Suite account.

ManageBac is an online diary for students where all work materials are posted, including notifications of internal tests. Students are responsible for checking their account regularly to see what is due and by when.

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PART 2 SUBJECT SPECIFICS

SUBJECT GROUPS GROUP 1 – STUDIES IN LANGUAGE & LITERATURE English Language & Literature French Language and Literature

GROUP 2 – LANGUAGE ACQUISITION English Acquisition French Acquisition German Spanish

GROUP 3 – INDIVIDUALS AND SOCIETIES History Geography Business Management

GROUP 4 – SCIENCES Integrated Science

GROUP 5 – MATHEMATICS Mathematics Extended Mathematics

GROUP 6 – ARTS Visual Art Film Performing Arts Music Drama

GROUP 7 - DESIGN

GROUP 8 – PHYSICAL EDUCATION

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GROUP 1

STUDIES IN LANGUAGE & LITERATURE English & French Language & Literature Each year group is divided into two parallel classes in English (only one class for French), which study the same content and gain a broad experience of literary and non-literary texts. Students respond to material explored in lessons in a variety of ways, both creatively and analytically.

Through close reading of texts and an understanding of context, students will sharpen their thinking and communication as well as develop an appreciation for the power of language in all its forms.

Aims MYP language and literature courses encourage and enable students to: ▶ use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction ▶ develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts ▶ develop critical, creative and personal approaches to studying and analysing literary and non-literary texts ▶ engage with text from different historical periods and a variety of cultures ▶ explore and analyse aspects of personal, host and other cultures through literary and non-literary texts ▶ explore language through a variety of media and modes ▶ develop a lifelong interest in reading ▶ apply linguistic and literary concepts and skills in a variety of authentic contexts.

Students are regularly assessed on a wide variety of tasks according to the criteria below. These internal assessments indicate the student’s level in each criterion, which are then added together to get a mark out of “7” for the subject.

In addition to this internal grade, students undertake an “e-Assessment” exam at the end of MYP5. Classwork is designed to give students the experience required to successfully negotiate both the creative and analytical tasks in this examination.

Assessment Objectives A: Analyzing ▶ analyze the content, context, language, structure, technique and style of text(s) and the relationships among texts; ▶ analyze 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.

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ENGLISH & FRENCH LANGUAGE & LITERATURE

Assessment

B: Organising ▶ employ organizational structures that serve the context and intention; ▶ organize 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.

C: Producing text ▶ produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on 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.

D: Using language ▶ 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 and punctuation ▶ spell (alphabetic languages), write (character languages) and pronounce with accuracy

ENGLISH & FRENCH LANGUAGE & LITERATURE

▶ use appropriate non-verbal communication techniques.

HAUT-LAC IB MIDDLE YEARS PROGRAMME CURRICULUM - SUBJECT - SPECIFIC

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GROUP 2

FRENCH, ENGLISH, SPANISH & GERMAN Language Acquisition The ability to communicate in more than one language in various ways is essential to the concept of an international education that promotes multilingualism and intercultural understanding, both of which are central to the IB’s mission.

The study of additional languages in the MYP enables students to learn about language features, processes and cultures, and to discover the diverse ways of living, behaving and viewing the world.

Aims MYP language acquisition teaching and learning aims are to: ▶ gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage ▶ develop a respect for, and understanding of, diverse linguistic and cultural heritages ▶ develop the student’s communication skills necessary for further language learning, and for study, work and leisure in a range of authentic contexts and for a variety of audiences and purposes ▶ enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication ▶ enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning ▶ enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects, and as a tool for enhancing literacy ▶ enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components ▶ offer insight into the cultural characteristics of the communities where the language is spoken from own and other cultures, leading to involvement and action in own and other communities ▶ foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

Curriculum The MYP identifies a range of language acquisition topics, which are at a lower level of specification than the formal syllabus of a similar subject in the IB Diploma Programme. They leave considerable leeway for schools to develop their own written curriculum according to MYP requirements.

Phase 1-2 topics, such as family, weather, food and travel, will be independent of the global context developed on the published unit plan.

Phase 3-4 and 5-6 topics, such as friendship, conflict, sustainability and propaganda, are associated with the global context chosen for the eAssessment session.

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FRENCH, ENGLISH, SPANISH, GERMAN

▶ encourage an awareness and understanding of the perspectives of people

Phases Language acquisition teaching and learning is organised into six phases. ▶ Phase 1-2: Emergent ▶ Phase 3-4: Capable ▶ Phase 5-6: Proficient The phases represent a developmental continuum of additional language learning. Depending on their prior additional language-learning experiences, students may commence and exit their language acquisition course in any phase on the continuum.

Assessments Internal In addition to learning experiences, formative and summative tasks provide students and teachers with feedback on development of the specific language acquisition skills, objectives and concepts. ePortfolio Students must complete an ePortfolio to demonstrate their achievement of the subject group’s objectives in order to obtain the MYP Certificate.

There are four distinct summative assessment tasks for language acquisition ePortfolios. ▶ Task 1: Oral comprehension task ▶ Task 2: Written comprehension task ▶ Task 3: Interactive oral task ▶ Task 4: Writing task Assessment Objectives for MYP5 A: Comprehending spoken and visual text ▶ listen for specific purposes and respond to show understanding;

FRENCH, ENGLISH, SPANISH, GERMAN

▶ 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.

B: Comprehending written and visual text ▶ read for specific purposes and respond to show understanding; ▶ interpret visual text that is presented with written text; ▶ engage with the text by supporting opinion and personal response with evidence and examples from the text.

C: Communicating in response to spoken, written and visual 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.

D: Using language in spoken and written form ▶ organize thoughts, feelings, ideas, opinions and information in spoken and written form; develop accuracy when speaking and writing in the target language.

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Assessment Objectives for MYP1,2,3 & 4 A: Listening Comprehending spoken language presented in multimodal text encompasses aspects of listening and viewing. The process involves the student in interpreting and constructing meaning from spoken and multimodal text to understand how images and other spatial aspects presented with oral text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is viewed, and to be aware of opinions, attitudes and cultural references presented in the visual text. The student might, for example, reflect on feelings and actions, imagine himself or herself in another’s situation, or gain new perspectives and develop empathy, based on what he or she has understood in the text.

B: Reading Comprehending

written

language

presented

with

multimodal

text

encompasses aspects of reading and viewing. It involves the student in constructing meaning and interpreting written, spatial and visual aspects of texts to understand how images presented with written text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is read and viewed, and to be aware of opinions, attitudes and cultural references presented in the written text. The student might, for example, reflect on feelings and actions, imagine himself or herself in another’s situation, gain new perspectives and develop empathy, based on what he or she has understood in the text.

C: Speaking In the language acquisition classroom, students will have opportunities to develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, with the support of spoken, written and visual texts in the target language (multimodal texts). When speaking in the target language, students apply their understanding of linguistic and literary concepts to develop a variety of structures, strategies and techniques with increasing skill and effectiveness. This is the use of the language system, including their use of grammar, pronunciation and vocabulary.

D: Writing language. It involves recognising and using language suitable to the audience and purpose, for example, the language used at home, the language of the classroom, formal and informal exchanges, and social and academic language.

When writing in the target language, students apply their understanding of language, form, mode, medium and literary concepts to express ideas, values and opinions in creative and meaningful ways. They develop a variety of structures using strategies (spelling, grammar, plot, character, punctuation, voice, format, audience) and techniques with increasing skill and effectiveness.

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FRENCH, ENGLISH, SPANISH, GERMAN

This objective relates to the correct and appropriate use of the written target

German MYP1-2 students develop basic skills that allow them to take part in simple communication situations, and use various cultural products to help them understand how the German culture has shaped its language. They develop the knowledge, skills and strategies needed to comprehensively understand everyday language, as well as various simple oral and written texts on familiar subjects related to them, school and leisure. They are also encouraged to practice German regularly to help them get familiar with the rules.

MYP3 students continue to build on and mobilise knowledge, know-how and strategies to complete tasks based on their individual experiences. They are encouraged to use their German as much as possible in increasingly varied and complex oral and written communication. Students start to observe and describe the functioning of German, in comparison with French/English, as well as study German culture, history and geography through various media and content.

Students who continue to study German in MYP 4 & 5 are interested in learning more about German language and culture. The course will focus on being able to deal with practical situations that arise in everyday life in German-speaking countries.

Phases Students will have at least a European Reference Frame A1 level in German by the end of MYP3, when they start working towards achieving an A2 or B1 level.

MYP4 students are placed into the A2 or B1 track depending on their performance in the A1 internal Goethe exam at the end of MYP3.

Students can always move up or down a level depending on their performance as well as their personal motivation. A final decision on the level of the Goethe Institute German exam they will sit externally at the University of Lausanne will be taken by March of MYP5.

Assessment Student’s work is marked from 1 to 6, with 4 being the pass mark. Each student receives a situation report containing their overall mark to the nearest half

FRENCH, ENGLISH, SPANISH, GERMAN

point at the end of every term and school year.

They complete regular tasks (Travaux Significatifs) throughout the year, which form essential assessment elements and relate to at least one learning objective defined by the Plan d’etudes romand (PER). They also complete a series of tasks that verify the acquisition of specific knowledge or techniques (Travaux Assimilés).

Mark

Points out of 60 (%)

Mark

Points out of 60 (%)

6.0

56 (93.3%)

3.5

32 (53.3%)

5.5

52 (86.7%)

3.0

24 (40.0%)

5.0

48 (80.0%)

2.5

16 (26.7%)

4.5

44 (73.3%)

2.0

8 (13.3%)

4.0

40 (66.7%)

1.5 / 1.0

0 (0.0%)

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MYP 1-3 MYP1, 2 & 3 students are assessed in German according to the Common European Framework of Reference for Languages (CEFR) criteria:

MYP1

MYP2

MYP3

Oral comprehension

A 1.2 / A 2.2

B 1.1

B 1.2

Reading comprehension

A 1.2 / A 2.2

B 1.1

B 1.2

Oral production Expressing yourself

A 1.2 / A 2.2

B 1.1

B 1.2

Oral production - Taking part in a conversation

A 1.2 / A 2.2

B 1.1

B 1.2

Writing production

A 1.2 / A 2.1

A 2.2

B 1.1

Language functioning

A 1 / AI

A2

BI

MYP 4-5 Internal MYP4 students sit internal exams that simulate sections of the Goethe exams.

MYP5 students will sit at least two full mock exams, before the external exam which normally takes place in May at the University of Lausanne.

They are assessed according to speaking, writing, reading and listening criteria.

They will have to learn the vocabulary for all the different themes as well as the grammar connected with these themes. Grammar and vocabulary will be assessed through a point and percentage system that follows the requirements set by the Goethe institute.

External A2 level exam Two exams (1 written, 1 oral) worth a combined total 100 points ▶ Written 75 points ▶ Oral 25 points To pass, students must: ▶ complete both exams ▶ obtain at least 60 points (min. 45 in written & 15 in oral)

4-module exam ▶ Reading 30 points (long text, newspaper articles, ads, letters, procedures) ▶ Listening 30 points (monologue, dialogue, radio discussion, short listening situations) ▶ Writing 100 points (informal e-mail, opinion, formal letter) ▶ Speaking 100 points (event planification, presentations, pronunciation) To pass, students must: ▶ Complete at least 60% of each module (students may repeat individual modules at any time) Marking system ▶ 100-90 points = very good ▶ 89-80 points = good ▶ 79-70 = satisfactory ▶ 69-60 = fair ▶ Less than 60 = failed

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FRENCH, ENGLISH, SPANISH, GERMAN

B1 level exam

Spanish CEFRL / DELE The Spanish DELE Diplomas are official, internationally-recognised diplomas of permanent validity, which certify different levels of competence and mastery of the Spanish language. They are issued by the Instituto Cervantes on behalf of the Spanish Ministry of Education and Vocational Training.

What are the advantages of a DELE diploma? ▶ It is an official certification awarded by the Cervantes Institute on behalf of the Spanish Ministry of Education and Vocational Training. ▶ It is internationally-recognised by private companies, Chambers of Commerce and public and private education systems. ▶ It grants students access to universities, official language schools, business schools and positions in public administration in Spain. ▶ They are increasingly required for foreign universities. ▶ It is valid forever. ▶ It follows Common European Framework of Reference (CEFR) directives. ▶ It helps students obtain scholarships and get work in academic and professional fields across the world.

Levels At Haut-Lac, students can prepare to sit exams of three different levels, namely A1 and A2/B1 Spanish. ▶ Students with a DELE A1 level of Spanish are able to communicate using simple phrases to achieve specific, everyday objectives. ▶ Students who sit the A2/B1 DELE Spanish exam will get a A2 or B1 certificate depending on their results. They can aim for either level with the one exam.

External Assessment The DELE is a two-part exam. It is held each year in November or May either at the Ifage in Geneva or at the Collège du Sud in Bulle.

The written exam has three parts: ▶ Writing comprehension ▶ Listening comprehension

FRENCH, ENGLISH, SPANISH, GERMAN

▶ Written expression and interaction The oral exam includes: ▶ Expression and Oral Interaction Junior DELE A1 Exam The junior DELE A1 exam certifies that students have the language skills required to understand and use simple sentences and everyday expressions to meet immediate needs.

Students must score at least 3 points in both the written and oral parts to pass the exam.

Junior DELE A2/B1 Exam This diploma certifies that the candidate is able to understand sentences and expressions frequently used in everyday life relating to topics that are particularly relevant to him/her (basic information about him/herself and his/ her family, shopping, places of interest, activities, etc.).

Students must obtain 20 points and 36 points to pass the Spanish A2 and B1 language exams respectively.

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GROUP 3

INDIVIDUALS AND SOCIETIES MYP Individuals & Societies courses encourage learners to acquire knowledge through conceptual understanding, enhance their research skills, develop analytical and interpretive skills and gain an array of effective communication skills necessary for the overall development of the learner.

Aims ▶ foster a practice of respect and understanding of our world, and to nurture the needed skills to facilitate further studies in related academic disciplines ▶ appreciate human and environmental commonalities and diversity ▶ help students appreciate critically the diversity of human culture, attitudes and beliefs ▶ understand the interactions and interdependence of individuals, societies and the environment ▶ understand how both environmental and human systems operate and evolve ▶ identify and develop concern for the well-being of human communities and the natural environment ▶ act as responsible citizens of local and global communities ▶ develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and the environments in which they live. It encourages learners to consider local and global contexts ▶ Studies in Individuals and Societies are essential for developing empathy and international-mindedness, including the idea that “other people, with their differences, can also be right» (IB mission statement).

Geography Curriculum ▶ Changing population: natural increase, structure and migration ▶ Sustainable management of urban systems and environments ▶ Globalisation: trade, aid, exchange and flows ▶ Resource management: management of the extraction, production, consumption of natural resources and their security ▶ Impacts and management of tourism ▶ Sustainable management of physical processes: river and coastal environments ▶ Global climate change: causes, consequences, and responses ▶ Impacts and management of natural disasters ▶ Impacts and management of tectonically active areas ▶ Sustainable management of natural environments: characteristics and human impact on aquatic, deserts, forests, grasslands, and Arctic/tundra ▶ Application of geographic information systems (GIS) to enhance the

History Curriculum ▶ Superpowers, empires and supra-national institutions and organisations ▶ Peace and conflict ▶ Significant individuals ▶ Independence and national identity ▶ Rights and social protest ▶ Industrialisation, industry and labour ▶ Globalisation: trade, aid, exchange and flows ▶ Intellectual and ideological movements/developments ▶ Pioneers, innovators and developers

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INDIVIDUALS & SOCIETIES

understanding of geography

▶ Health and medicine ▶ Individual, household and daily life ▶ Social, cultural and artistic developments

Assessment Internal Internal assessments focus strongly on inquiry and investigation, asking students to collect, describe and analyse data used in studies of past and present societies; test hypotheses; and interpret increasingly complex information, including original source material. They include, but are not limited to group work, tests, oral presentations, written assignments, presentations, media presentations, exhibitions, research projects, essays, case studies, debates and interdisciplinary projects.

External Students seeking IB MYP course results for MYP individuals and societies courses complete an on-screen examination in which they can demonstrate their achievement of subject group objectives. Successful results can contribute to students’ attainment of the IB MYP certificate.

Assessment Objectives A: Knowledge and understanding Students are able to develop factual and conceptual knowledge about individuals and societies by: ▶ using appropriate terminology in context; ▶ exhibiting knowledge and understanding of subject-specific content and concepts through explanations, descriptions and relevant examples B: Investigating Learners are able develop the investigative skills needed to collect information for various aspects of their work by: ▶ formulating a comprehensible research question and substantiate its relevance ▶ developing an action plan for research ▶ evaluate the process and outcome of the investigation

INDIVIDUALS & SOCIETIES

C: Communication Learners are able to improve their communication skills by using an array of media to present their knowledge to: ▶ communicate effectively using the appropriate methods for the audience and purpose ▶ organise ideas in a coherent manner ▶ acknowledge information sources using an accepted convention D: Thinking critically Learners are able to: ▶ improve on their ability to analyse a range of sources through identifying their origins and purpose ▶ to understand different perspectives of knowledge

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GROUP 4 SCIENCES

Biology, chemistry and physics are taught together as Integrated Science from MYP1 to 3, and independently in MYP 4 & 5 as students may opt to drop 1 or 2 sciences. This continuum provides a smooth progression through the MYP and a solid foundation for future deeper studies within the IB Diploma Programme.

Aims The MYP sciences framework guides students to independently and collaboratively

investigate

issues

through

research,

observation

and

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

Curriculum Chemistry ▶ atomic structure and bonding ▶ states and properties of matter Biology ▶ cells ▶ cycles ▶ evolution ▶ interactions between organisms ▶ metabolism ▶ organisms Physics ▶ electromagnetism ▶ forces ▶ waves Assessment eAssessment Students seeking IB MYP course results or the IB MYP certificate must demonstrate their achievement of the subject group’s objectives by completing an end-of-course on-screen examination in biology, chemistry, physics and/or integrated sciences.

Formative and summative assessments The school conducts formative assessment to monitor all students’ learning The summative assessments are used to evaluate progress.

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SCIENCES

and provide ongoing feedback that supports students on the learning journey.

Assessment Objectives A: Knowing and understanding ▶ explain scientific knowledge; ▶ apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations; ▶ analyse and evaluate information to make scientifically supported judgments.

B: Inquiring and designing ▶ explain a problem or question to be tested by a scientific investigation; ▶ formulate a testable hypothesis and explain it using scientific reasoning; ▶ explain how to manipulate the variables, and explain how data will be collected; ▶ design scientific investigations.

C: Processing and evaluating ▶ present collected and transformed data; ▶ interpret data and explain results using scientific reasoning; ▶ evaluate the validity of a hypothesis based on the outcome of the scientific investigation; ▶ evaluate the validity of the method; ▶ explain improvements or extensions to the method.

D: Reflecting on the impacts of science ▶ explain the ways in which science is applied and used to address a specific problem or issue; ▶ discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue; ▶ apply communication modes effectively;

SCIENCES

▶ document the work of others and sources of information used.

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GROUP 5 MATHEMATICS

MYP mathematics learning at Haut-Lac encourages students to become independent and creative mathematical thinkers and problem-solvers through a rigorous, inquiry-based mathematics framework.

We further enrich the core curriculum by creating in-depth mathematical investigations that ask the students to apply their mathematical skills and understanding to a variety of authentic real-world contexts. The end result is that our students are not merely passive learners, but become actual practicing mathematicians who use their knowledge in practical and relevant ways.

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

Curriculum ▶ Number ▶ Algebra ▶ Geometry & Trigonometry ▶ Statistics & Probability

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Assessment Internal The internal assessment process provides enables learners to demonstrate their understanding using a range of assessment tools, both formative and summative, during an academic year.

MYP mathematics assessments include summative topic tests and examinations, shorter formative quizzes, collaborative and individual investigative tasks completed in class, extended investigations requiring work and research done outside of class and creating presentations to display and explain results. The use of a variety of IT tools is both encouraged and expected when completing the investigative tasks done in class as well as the longer investigations.

Each of the criteria below is assessed at least twice per academic year.

External eAssessment MYP on-screen examinations are constructed as a series of tasks that sample, simulate or replicate internal assessment practices. Each task according to one of the criteria below.

Each eAssessment will include a variety of sources, namely: Data tables, Animations, Static images, Simulations, Videos and Graphs.

A variety of response tools will be available to students including but not limited to an on-screen calculator, a measuring tool, drawing canvasses, a mathematics canvas, a graph plotter and a table drawing tool.

Assessment Objectives MYP5 A: Knowing and understanding ▶ Students select and apply mathematics to solve problems in both familiar and unfamiliar situations in a variety of contexts, demonstrating knowledge and understanding of the framework’s branches (number, algebra, geometry and trigonometry, statistics and probability).

B: Investigating patterns ▶ Students work through investigations to become risk-takers, inquirers and critical thinkers.

C: Communicating ▶ Students use appropriate mathematical language and different forms of representation when communicating mathematical ideas, reasoning and findings, both orally and in writing.

D: Applying mathematics in real-life contexts ▶ Students transfer theoretical mathematical knowledge into real-world situations, apply appropriate problem-solving strategies, draw

MATHEMATICS

valid conclusions and reflect upon their results.

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GROUP 6 ARTS

Visual Arts & Film MYP Visual Arts and film help to stimulate young imaginations, challenge perceptions and develop creative and analytical skills. They enrich personal identity and builds awareness of the aesthetic in a real-world context.

Aims The visual arts and film courses nurture creativity by cultivating courage, passion and curiosity. ▶ Courage – to experiment and create, to explore ideas through action and to harness imagination. ▶ Passion – to communicate and act communally, and to research and formulate ideas, communicating discoveries in a variety of forms. ▶ Curiosity - about themselves and others, the world around them, and the limitless possibilities of human expression through creativity.

Visual Arts Curriculum The MYP visual arts curriculum is a challenging and diverse course that nurtures the growth of each individual’s self-expression to promote personal confidence, freedom of expression and creative resilience.

This course helps students develop a creative mindset that enables them to think outside the box by using innovative forms of expression to convey feelings, experiences and ideas important to them.

Through the creative process, students learn to conceptualise an idea from scratch and create work that has meaning and purpose, in line with their own unique artistic intentions. To cultivate their visual artistic voice, students explore and experiment with painting, drawing, sculpture, multimedia tools, digital art, fine art film, photography, fine art textiles, fashion and mixed media.

The art studio is a space where students are encouraged to practice all of the IB learner profile attributes, with an emphasis on being open-minded risk-takers in order to build a creative bounce back resilience.

The course is recommended, for students who wish to study IBDP-level art, but is not exclusively for students wanting to specialise in visual arts after the MYP.

Film Curriculum The MYP film course develops an in-depth understanding of the different media forms involved in cinema, and enables students to develop the skills and techniques needed to create their own films.

Our three-year MYP film course enables students to develop their knowledge and appreciation of cinema through a combination of theoretical and practical approaches. The first year is spent getting to grips with the various stages of modern filmmaking, namely scriptwriting, actor blocking, film editing and cinematography. Students then hone their filmmaking skills in the second year

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ARTS

by analysing existing films and undertaking various filmmaking exercises.

Students who then wish to continue delving into the dynamic and everchanging world of film may do so through our unique theoretical and practical IBDP film course. This thorough course will take students through the world’s major historical and cultural film movements, focusing strongly on industry filmmaking standards and practices. Students learn to master a variety of media and their specific terminology before working together and using their newfound knowledge to make a series of short films. It is a much-appreciated course by students, who often continue to study at film at a higher level after the DP. Performing Arts At Haut-Lac, Performing Arts is divided into three separate subjects, namely music, dance and drama. Learning through the arts helps the students to explore, shape and communicate their sense of identity and understanding of the world, while providing opportunities to develop self-confidence, resilience and adaptability. Students are encouraged to function as artists, as well as learners of the arts. We expect students to create, perform, analyse, and present art.

Students study a wide range of styles and topics to stimulate interest and increase their awareness of their own and other’s heritage and culture, whilst showing respect for others and their differences. Skills and knowledge are taught through practical work and theoretical learning. Qualities such as intellectual curiosity, analytical reflection, the ability to communicate and an understanding of the importance of sharing and teamwork are embraced as essential and enriching elements.

Aims ▶ understand how the arts play a role, develop and express personal and cultural identities ▶ appreciate how the arts innovate and communicate across time and culture ▶ become informed and reflective artists ▶ experience the art-making process in a variety of situations ▶ explore, express and communicate ideas ▶ become more effective learners, inquirers and thinkers ▶ develop self-confidence and self-awareness through art experiences

ARTS

▶ appreciate lifelong artistic learning and enjoy the arts

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Performing Arts Curriculum At Haut-Lac, all MYP students study two Performing Arts subjects as follows:

MUSIC

DANCE

DRAMA (OPTION)

MYP1 - 3

1 PERIOD/WEEK

1 PERIOD/WEEK

2 PERIODS/WEEK

MYP4 - 5 (OPTION CHOICE)

3 PERIODS/WEEK

2 PERIODS/WEEK

2 PERIODS/WEEK

DP1 - 2

3 PERIODS SL 5 PERIODS HL

1 PERIOD (OPTIONAL)

-

Music and dance are taught in English throughout the MYP, but students do get to experience both subjects in French and English when doing interdisciplinary work and joint class performances. Drama is taught bilingually.

Music curriculum The rigorous MYP music course enables students to learn about the theory and history of music alongside practical music making in the form of composition and performance. It is highly recommended that any student wishing to undertake music in MYP4 and 5 takes individual music lessons in their chosen instrument or voice. Students who study music in MYP4 and 5 are expected to participate in public performances, including Hautchella, music recitals, break time performances, graduations and talent shows.

Arts Assessment Students must complete a visual art project, which is assessed according to the 4 criteria below, each semester. These marks are then combined to give them an overall mark out of 7.

Dance and drama are reported on, but not included in the MYP certificate and therefore not moderated.

Students seeking IB MYP course results for art, film and music must show they have achieved all the subject group’s objectives by completing an ePortfolio (about 20 hours of work) at the end of MYP5. The ePortfolio is marked internally by the student’s teacher and moderated externally by the IB. The ePortfolio is: ▶ An extended project that explores a given topic (i.e. environmentalism). ▶ The study of a range of styles of art, music or film, which reflect a chosen topic. ▶ The creation of a musical, arty or cinematographic response ▶ A written commentary and critique of their work.

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ARTS

36

Assessment Objectives A: Knowing and understanding ▶ demonstrate knowledge and understanding of the art form studied, including concepts, processes and the use of subject-specific terminology; ▶ demonstrate an understanding of the role of the art form in original or displaced contexts; ▶ use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

B: Developing skills ▶ demonstrate the acquisition and development of the skills and techniques of the art form studied; ▶ demonstrate the application of skills and techniques to create, perform and/ or present art.

C: Thinking creatively ▶ develop a feasible, clear, imaginative and coherent artistic intention; ▶ demonstrate a range and depth of creative-thinking behaviors; ▶ demonstrate the exploration of ideas to shape artistic intention through to a point of realisation.

D: Responding ▶ construct meaning and transfer learning to new settings; ▶ create an artistic response which intends to reflect or impact on the world around them;

ARTS

▶ critique the artwork of self and others.

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GROUP 7 DESIGN

Design at Haut-Lac challenges students to apply practical and creativethinking skills to solve design problems; encourages them to explore the role of design in historical and contemporary contexts; and makes them aware of their responsibilities when making design decisions and taking action. Inquiry and problem solving are at the heart of design.

MYP design requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry analysis problems; the development of feasible solutions; the creation of solutions; and the testing and evaluation of the solution. Design enables students to develop not only practical skills but also strategies for creative and critical thinking.

Aims ▶ enjoy the design process, and develop an appreciation of its elegance and power ▶ develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle ▶ use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems ▶ develop an appreciation of the impact of design innovations for life, global society and environments ▶ appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts ▶ develop respect for others’ viewpoints and appreciate alternative solutions to problems ▶ act with integrity and honesty, and take responsibility for their own actions developing effective working practices.

Assessment MYP students have to complete two large projects every year, which involve following the design cycle to find a solution to a problem. They work in groups or individually to create, for example, a travel game, an eye-catching cereal box design, a holder for another student or a specific item that someone at school needs. These projects are marked internally by the students’ teacher according to the criteria below. e-Portfolio Students seeking IB MYP course results for design must show they have achieved all the subject group’s objectives by completing an e-Portfolio (about 20 hours of work) at the end of MYP5. The ePortfolio is marked internally by the student’s teacher and moderated externally by the IB.

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DESIGN

38

Assessment Objectives A: Inquiring and analysing ▶ 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 summarizes the analysis of relevant research.

B: Developing ideas ▶ 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 final chosen design and justify its selection; ▶ develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution.

C: Creating the solution ▶ construct a logical plan, which describes the efficient use of time and resources, 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; ▶ fully justify changes made to the chosen design and plan when making the solution; ▶ present the solution as a whole, either in electronic form, or through photographs of the solution from different angles, showing details.

D: Evaluating ▶ 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;

DESIGN

▶ explain how the solution could be improved;

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GROUP 8

PHYSICAL EDUCATION The PHE & Sports Department MYP students take part in sport lessons twice a week for a total of 2.5 hours.

Over the course of a year, students can learn and improve their skills in up to seven activities.

Aims Students not only aim to achieve and maintain an active lifestyle but also learn to understand the value of lifelong participation in physical activity. Through group projects, they learn how to self-regulate, to collaborate with others and to build positive relationships.

Curriculum Students explore physical and health education concepts through inquiry based learning. Whilst considering how sport impacts physical, mental and social well-being, students explore the key concepts of change; communication; development; and relationships. In MYP 4 & 5 students are offered an increasing choice of activity through which to explore this conceptual understanding.

They learn to develop links not only across sporting activities, but also across academic disciplines.

Students may have the option to pursue:

▶ Invasion games – football, netball, basketball, tchoukball,

unihockey, handball ▶ Compositional and aesthetic activities – artistic gymnastics,

capoeira, dance ▶ Athletic activities - strength training, track and field, callisthenics,

HIIT training

▶ Net/Wall games – badminton, volleyball, table tennis

▶ Outdoor activities – skiing, orienteering

▶ Striking and fielding games – baseball, softball, cricket

Assessment Students undertake a variety of roles such as player, performer, coach, leader, referee and organiser. As such, they are not only assessed on their ability to to plan; and their capacity for reflection and improvement. Students are also informally assessed on a range of personal skills known at AtLs (approaches to learning).

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PHYSICAL EDUCATION

perform effectively but also on their knowledge and understanding; their ability

Assessment Objectives The assessments take a variety of forms such as performing, written tasks, videos, oral presentations, interviews, use of apps.

Each unit of activity lasts 4-5 weeks. Students are assessed according to one or more of the criteria below at the end of each unit: ▶ Knowing and understanding - explaining and applying sport knowledge and understanding ▶ Planning for perfromance - developing goals and plans to improve performance, fitness and health ▶ Applying and performing - applying skills & strategies to perform effectively ▶ Reflecting & improving performance - evaluating plans, performance and

PHYSICAL EDUCATION

interpersonal skills

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PART 3 EXPECTATIONS

43

HAUT-LAC ACADEMIC HONESTY POLICY Academic honesty refers to: ▶ Proper conduct during examinations; ▶ The full acknowledgement of the original authorship and ownership of creative material ▶ The production of ‘authentic’ pieces of work; ▶ The protection of all forms of intellectual property – which include forms of intellectual and creative expression, as well as patents, registered designs, trademarks, moral rights and copyright, including teacher’s and peer’s work.

Academic Dishonesty refers to: ▶ Plagiarism ▶ Collusion ▶ Duplication of work ▶ All forms of malpractice Malpractice: The IB Organisation defines malpractice as ‘behaviour that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment components’. (Article 27 of the General Regulations) Malpractice includes the following: ▶ Plagiarism: the representation of the ideas or work of another person as the candidate’s own. ▶ Collusion: supporting malpractice by another candidate by allowing one’s work to be copied or submitted for assessment by another. ▶ Duplication of work: the presentation of the same work for different assessment components and/or IB diploma requirements. ▶ Any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example taking unauthorised material into an examination, misconduct during an examination, falsifying a record, disclosure of information to and receipt of information from candidates about the content of an examination paper within 24 hours after a written examination).

RESPONSIBILITIES AND EXPECTATIONS School administration: ▶ All students understand the basic meaning and significance of academic integrity as a fundamental element of an Haut-Lac education, and parents/ guardians are made aware of the Academic Policy; ▶ Under the leadership of the Coordinators and the Librarian, all students receive appropriate guidance on study skills, academic writing and how to acknowledge sources. ▶ All students are familiar with the consequences of malpractice.

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Teachers: ▶ Support the School’s academic policy to the best of their ability, including through being a role model (for instance in work handed to students, in assignments and in teacher presentations to class), and provide guidance to their students when appropriate; ▶ Review subject-specific forms of malpractice at the beginning of every school year in all classes; ▶ Report suspicion or detection of malpractice to the appropriate IB Coordinator.

Librarian: ▶ The Librarian is the person responsible for giving advice to all students on all Academic Honesty matters. ▶ Age-appropriate and age-specific presentations are delivered on a yearly basis to all students, so they understand the expectations. Each presentation is accessible to students via ManageBac and is linked to a FAQs site.

Students: ▶ Comply with all internal school deadlines ▶ Ensure that all work submitted to a teacher is authentic, fully acknowledging the work or ideas of others Parents/Guardians: ▶ Support the school’s academic integrity policy to the best of their ability, and provide guidance to their children when appropriate; ▶ Understand and accept that the school must report any suspicion or detection of malpractice in officially submitted components to the IB. Steps the school takes to support academic honesty ▶ Promotion of academic honesty, throughout the school, as outlined in this document. ▶ Introductory presentation to each year group on an annual basis by the librarian; that focuses upon research, referencing and academic honesty. ▶ Workshops at the launch of the Personal Project and the Extended Essay that make clear the schools’ expectations of students regards research and referencing. ▶ Centrally available documents (guides, policies) to support the Personal Project and the Extended Essay. ▶ Expanding use of turnitin.com to educate and to protect our students regarding academic honesty.

What will happen if malpractice is suspected ▶ The teacher will investigate directly with the student and other parties as appropriate. ▶ If confirmed the teacher will inform the appropriate House Leader.

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What will happen if malpractice is confirmed If the piece of work is an official piece for the MYP or DP programme, the House Leader must inform the relevant coordinator, who, in consultation with the appropriate teacher(s)/coordinator will recommend action to be taken which may include: ▶ Work is not marked and must be redone at a date fixed by the teacher. ▶ A detention in order to complete the work in question. ▶ A formal meeting with the family. ▶ Internal exclusion.

In all cases: ▶ The Curriculum Coordinator Leader will log such incidents. ▶ The relevant tutor will be informed. ▶ The student and family will be informed of the gravity and consequences in the case of repetition.

The student has the right to have a parent, peer or teacher present in any discussion of a problem or incident, particularly if the consequences are especially heavy.

Conclusion Our position as a school is two-fold: 1 - We are responsible for ensuring that all students are properly informed and that academic honesty is actively promoted.

2 - We recognize that academic honesty is best promoted via an educational process, aimed at preparing all students for their respective future paths.

SOURCES IBO ▶ Assessment principles and practices - Quality assessments in a digital age ▶ IB MYP course results and the IB MYP Certificate ▶ IBO Academic Integrity 2019 ▶ Middle Years Programme Assessment Procedures 2020 Haut-Lac ▶ Parents’ Guidebook 2019-2020

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KEY CONTACTS Secondary Leaders

Subject Area Leaders

Rossella Cosso – Head of Secondary Section & Curricula

Group 1 & 2 Languages

(rossella.cosso@haut-lac.ch)

David Nelson – English & German (david.nelson@haut-lac.ch)

Andrew Parkin – Secondary Head of Student Progress and Welfare

Aurélie Grimaldi – French & Spanish

(andrew.parkin@haut-lac.ch)

(aurelie.grimaldi@haut-lac.ch)

Julien Hernandez – MYP Coordinator

Group 3 Individuals & Societies

(julien.hernandez@haut-lac.ch)

David Verity (david.verity@haut-lac.ch)

Careers & Universities

Group 4 Science

Nick Pournaras – University Guidance

Steve Harton

Counsellor & Careers Advisor

(steve.harton@haut-lac.ch)

(nick.pournaras@haut-lac.ch) Group 5 Mathematics Bob Peterman – Maths Service as Action Coordinator

(robert.peterman@haut-lac.ch)

Yon Halonen (yon.halonen@haut-lac.ch)

Jonathan Upton – Computer Science (jonathan.upton@haut-lac.ch)

Personal Project Coordinator

Group 6 The Arts

Chantal Delessert

Vanessa Phung – Visual Arts

(chantal.delessert@haut-lac.ch)

(vanessa.phung@haut-lac.ch) Emmanuelle Routier – Performing Arts

Interdisciplinary Project Coordinator

(emmanuelle.routier@haut-lac.ch)

Jennifer Bowman (jennifer.bowman@haut-lac.ch)

Group 7 Design Stephen O’Connell (stephen.o’connell@haut-lac.ch) Group 8 Physical Education Jan Hill (jan.hill@haut-lac.ch)

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