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Subject Overviews IN S PIRE . CHALLENGE . S U PPORT. 1

The purpose of this guide is to provide our community with an overview of the written curriculum at the International School of Stuttgart e.V. (ISS) through the lenses of the individual subjects and grade levels. We use the frameworks of the International Baccalaureate (IB) programmes and the related programme standards to structure and guide our curriculum work. These frameworks support our mission and the development of the IB Learner Profile.

“I appreciate how the school goes in depth on topics. The teachers make the work relatable to the real world. I appreciate that the school pushes independence and really focuses on the whole child not just academics.”- ISS Family Survey This written curriculum is a formal, comprehensive, school-wide set of documents written by the school that describe what we offer in each subject to each age group. A solid base of content and skills is identified, and through use of the IB frameworks the bar is raised so that students can apply a wide range of skills to connect and synthesize their learning of this content, leading to conceptual understanding. The written curriculum is grounded in subject scope and sequences and these subject overviews in turn are used to develop the units, which together build courses, and the Programme of Inquiry (Primary Years Programme) or Study (Middle Years Programme). Departments develop these subject overviews, which delineate the essential content and skills that students will be engaging with over the duration of a school year in each course. Using this agreed upon structure, teaching teams then design units in which they further refine and link the critical content and skills that students will learn and connect this with the subject objectives to develop assessments that meet the aims of the curriculum. Finally, the written curriculum, in the form of the units, is then taught, guided by the IB’s Approaches to Teaching (AtL) and our own ISS Definition of Learning. The subject overviews will be reviewed on a regular basis.

EXPLORE OUR LEARNING PLATFORMS

Timothy Kelley School Director 2

Scan the code or go to https://issev.sharepoint.com/ IN S PIRE . CHALLENGE . S U PPORT. 3

Contents

Language & Literature: German

Understanding Year & Grade Equivalents

Primary Years Programme

123

Primary Years Programme

Middle Years Programme

128

Middle Years Programme

Diploma Programme

130

Diploma Programme

Language Acquisition: English

Personal Social Health Education

Design

Primary Years Programme

Middle Years Programme

Physical Health Education

134

Middle Years Programme

Diploma Programme

Middle Years Programme

139

Language Acquisition: French

Middle Years Programme

Primary Years Programme

147

Diploma Programme

Middle Years Programme

151

Individuals & Societies

Language Acquisition: German

Diploma Programme

Primary Years Programme

Biology

156

Middle Years Programme

Chemistry

158

Diploma Programme

Environmental Systems & Societies

159

Drama/Theatre

Diploma Programme

122

Our Definition of Learning

Music

Science

146

Environmental Systems & Societies

Language Acquisition: Spanish

Physics

162

Geography

Middle Years Programme

Theory of Knowledge

166

Global Politics

Diploma Programme

Visual Art

168

History

Mathematics

100

Primary Years Programme

169

Language & Literature: English

Primary Years Programme

101

Middle Years Programme

173

Primary Years Programme

Middle Years Programme

108

Diploma Programme

176

Middle Years Programme

Diploma Programme

112

Diploma Programme

“I like how there is a trust and support given to teachers to be able to challenge, support and engage our students.” - ISS Teacher Survey

IN S PIRE . CHALLENGE . S U PPORT. 5

Our Definition of Learning

Understanding Year & Grade Equivalents

These charts provide a comparison of the major education systems, the grade/year level equivalents for each, and the age of the students within those levels. Students at ISS are placed in year levels based on their age.

Recommended Age

Grade At ISS 2023/24 School Year

Germany

India

Japan

US/Canada

01 Oct. 2019 - 30 Sept. 2020

Early Years 3

Kindergarten/Kita

Nursery

Kindergarten 1

Reception

Pre-school

01 Oct. 2018 - 30 Sept. 2019

Early Years 4

Kindergarten

Kindergarten 1

Kindergarten 2

Reception

Pre-school

01 Oct. 2017 - 30 Sept. 2018

Early Years 5

Kindergarten

Kindergarten 2

Kindergarten 3

Year 1

Kindergarten

01 Oct. 2016 - 30 Sept. 2017

Grade 1

1. Klasse (Grundschule)

Standard 1

Elementary Grade 1

Year 2

Grade 1

01 Oct. 2015 - 30 Sept. 2016

Grade 2

2. Klasse (Grundschule)

Standard 2

Elementary Grade 2

Year 3

Grade 2

We believe that learning happens when learners:

01 Oct. 2014 - 30 Sept. 2015

Grade 3

3. Klasse (Grundschule)

Standard 3

Elementary Grade 3

Year 4

Grade 3

• • • • • •

01 Oct. 2013 - 30 Sept. 2014

Grade 4

4. Klasse (Grundschule)

Standard 4

Elementary Grade 4

Year 5

Grade 4

01 Oct. 2012 - 30 Sept. 2013

Grade 5

5. Klasse (Sek I)

Standard 5

Elementary Grade 5

Year 6

Grade 5

01 Oct. 2011 - 30 Sept. 2012

Grade 6 (MYP 1)

6. Klasse (Sek I)

Standard 6

Elementary Grade 6

Year 7

Grade 6

01 Oct. 2010 - 30 Sept. 2011

Grade 7 (MYP 2)

7. Klasse (Sek I)

Standard 7

Middle School Grade 1

Year 8

Grade 7

01 Oct. 2009 - 30 Sept. 2010

Grade 8 (MYP 3)

8. Klasse (Sek I)

Standard 8

Middle School Grade 2

Year 9

Grade 8

01 Oct. 2008 - 30 Sept. 2009

Grade 9 (MYP 4)

9. Klasse (Sek I)

Standard 9

Middle School Grade 3

Year 10

Grade 9

01 Oct. 2007 - 30 Sept. 2008

Grade10 (MYP 5)

10. Klasse (Sek I)

Standard 10

High School Grade 1

Year 11

Grade 10

01 Oct. 2006 - 30 Sept. 2007

Grade 11 (DP 1)

11. Klasse (Sek II)

Higher Secondary 1

High School Grade 2

Year 12

Grade 11

01 Oct. 2005 - 30 Sept. 2006

Grade 12 (DP 2)

12. Klasse (Sek II G8) Abitur

Higher Secondary 2

High School Grade 3

Year 13

Grade 12

N/A

13. Klasse (Sek II G9) Abitur

N/A

We define learning as being a transformative process for each learner that combines their unique predispositions and experiences with the development of disciplinary and transdisciplinary skills, knowledge and understanding, to nurture and develop character, competence, and a caring disposition.

understand what they are learning and why they are learning it, demonstrate agency in guiding their own self-directed* learning journey, reflect on their strengths and monitor their own success, take informed risks that allow them to experiment and learn from mistakes, make connections between each other and the world around them, and embrace multiple perspectives with humility and harness the power of our diverse community.

*Self-directed learning is when learners are accountable for and joyfully engage in choosing the process, content, skills, and outcomes of their learning, with the guidance and support of others, to positively impact our dynamic and interconnected world.

N/A 6

IN S PIRE . CHALLENGE . S U PPORT. 7

“I like how ISS is moving towards more student agency and future styles of learning.”

Recommended Age

Grade At ISS 2024/25 School Year

Germany

India

Japan

US/Canada

01 Oct. 2020 - 30 Sept. 2021

Early Years 3

Kindergarten/Kita

Nursery

Kindergarten 1

Reception

Pre-school

01 Oct. 2019 - 30 Sept. 2020

Early Years 4

Kindergarten

Kindergarten 1

Kindergarten 2

Reception

Pre-school

01 Oct. 2018 - 30 Sept. 2019

Early Years 5

Kindergarten

Kindergarten 2

Kindergarten 3

Year 1

Kindergarten

01 Oct. 2017 - 30 Sept. 2018

Grade 1

1. Klasse (Grundschule)

Standard 1

Elementary Grade 1

Year 2

Grade 1

01 Oct. 2016 - 30 Sept. 2017

Grade 2

2. Klasse (Grundschule)

Standard 2

Elementary Grade 2

Year 3

Grade 2

01 Oct. 2015 - 30 Sept. 2016

Grade 3

3. Klasse (Grundschule)

Standard 3

Elementary Grade 3

Year 4

Grade 3

01 Oct. 2014 - 30 Sept. 2015

Grade 4

4. Klasse (Grundschule)

Standard 4

Elementary Grade 4

Year 5

Grade 4

01 Oct. 2013 - 30 Sept. 2014

Grade 5

5. Klasse (Sek I)

Standard 5

Elementary Grade 5

Year 6

Grade 5

01 Oct. 2012 - 30 Sept. 2013

Grade 6 (MYP 1)

6. Klasse (Sek I)

Standard 6

Elementary Grade 6

Year 7

Grade 6

01 Oct. 2011 - 30 Sept. 2012

Grade 7 (MYP 2)

7. Klasse (Sek I)

Standard 7

Middle School Grade 1

Year 8

Grade 7

01 Oct. 2010 - 30 Sept. 2011

Grade 8 (MYP 3)

8. Klasse (Sek I)

Standard 8

Middle School Grade 2

Year 9

Grade 8

01 Oct. 2009 - 30 Sept. 2010

Grade 9 (MYP 4)

9. Klasse (Sek I)

Standard 9

Middle School Grade 3

Year 10

Grade 9

01 Oct. 2008 - 30 Sept. 2009

Grade10 (MYP 5)

10. Klasse (Sek I)

Standard 10

High School Grade 1

Year 11

Grade 10

01 Oct. 2007 - 30 Sept. 2008

Grade 11 (DP 1)

11. Klasse (Sek II)

Higher Secondary 1

High School Grade 2

Year 12

Grade 11

01 Oct. 2006 - 30 Sept. 2007

Grade 12 (DP 2)

12. Klasse (Sek II G8) Abitur

Higher Secondary 2

High School Grade 3

Year 13

Grade 12

N/A

13. Klasse (Sek II G9) Abitur

N/A

- ISS Teacher Survey 8

IN S PIRE . CHALLENGE . S U PPORT. 9

Students in the Middle Years Programme at ISS (Grades 6 - 10) follow the International Baccalaureate Middle Years Programme (IB MYP). The MYP is a course of study designed to meet the educational requirements of students aged between 11 and 16 years. Building on the PYP, the programme continues to provide a strong foundation in Approaches to Learning (AtL) skills whilst guiding students in their search for a sense of belonging in the world around them.

Primary Years Programme The Primary Years Programme at ISS caters to children in Early Years through Grade 5 (three to ten-year olds). Learning is inquiry-driven and takes place not just in the classroom but also within the context of the wider community and world. Students’ learning is facilitated through an inquiry-based approach that puts each student and their needs and interests at the center of learning and teaching. EXPLORE OUR PRIMARY YEARS PROGRAMME Scan the code or go

to https://issev.sharepoint. com/sites/PrimaryYears 10

The curriculum is implemented through six transdisciplinary themes, organized as Units of Inquiry, that span one academic year and cover the traditional subjects from multiple perspectives with a strong focus on language arts and mathematics. art, music, physical education, various

The MYP focuses on supporting students to become independent learners who can recognize relationships between school subjects and the world outside, and combine relevant knowledge, experience and critical thinking to solve authentic problems. home and family languages (e.g. Japanese, Hindi), German, English as an Additional Language (EAL) and essential media skills are also taught. At the core of the programme, students are provided with a strong foundation in the IB’s ‘Approaches to Learning’ (AtL) skills, which underpin learning in all areas of student development. The culminating display of these skills is evident at the Grade 5 Exhibition, a student-driven project that signifies the end of the PYP experience. The ongoing emphasis on promoting learner agency and engagement is at the heart of all IB programmes, and a hallmark of the Primary Years Programme (PYP).

The IB Primary Years programme at ISS: • • • •

addresses students’ academic, social and emotional well-being. encourages students to develop independence and to take responsibility for their own learning. supports students’ efforts to gain understanding of the world and to function comfortably within it. helps students establish personal values as a foundation upon which international-mindedness will develop and flourish.

Middle Years Programme

Using the MYP Global Contexts, students learn to build a deeper and connected understanding of the world through these interdisciplinary themes: identities and relationships, personal and cultural expression, orientations in space and time, scientific and technical innovation, fairness and development, globalization and sustainability.

The eight subject areas of the MYP that are used to provide the disciplinary lenses are: Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, Arts, Physical and Health Education and Design. Additional central elements of the programme are a Personal Project and Service as Action programme which promotes student agency in making a difference in their communities. In Grade 10, students culminate the programme by striving for the MYP certificate, a qualification which fulfills the requirements set out by the Conference of State Ministers of Education (KMK), and is recognized in Baden-Württemberg as equivalent to the German school leaving certificate, Mittlere Reife (a pre-requisite for vocational training in Germany). ISS offers IB MYP eAssessments so that the certificate will be recognized. The IB MYP naturally provides a strong basis for studies in the IB Diploma programme (IB DP).

EXPLORE OUR MIDDLE YEARS PROGRAMME Scan the code or go to https://issev.sharepoint. com/sites/MiddleYears I N S P I R E . C H A L L E N G E . S U P P O R T . 11

Diploma Programme As with the other programmes, the Diploma Years offer a comprehensive and balanced curriculum, preparing young individuals to relate classroom experience to the realities of the outside world and inspiring them to achieve their personal best. The programme offers a rigorous and comprehensive curriculum, designed to encourage high academic standards through a practical approach to teaching for understanding. Building on the PYP and MYP, the Core of the programme focuses on an extensive research project (Extended Essay), a critical thinking course, Theory of Knowledge (TOK), and Creativity, action and service (CAS). 12

All students at ISS are given the opportunity to study for the NEASCaccredited ISS High School Diploma and can choose to also gain the full International Baccalaureate (IB) Diploma or IB Diploma Programme (DP) course certificates. The subject curriculum, comprising the Sciences, Mathematics, Languages, Humanities and the Arts, can lead to either certificates in individual subjects, or, if meeting all requirements, a full IB Diploma. If course choices are made according to regulations stipulated by the German conference of State Ministers of Education (KMK), recognition as equivalent to a German Abitur is possible

and students with two languages at a native speaker or near mother tongue level qualify for a bilingual diploma. There are two level of courses in the Diploma Programme. Standard Level (SL) and Higher Level (HL). Course offerings at each level is detailed in each subject overview.

EXPLORE OUR DIPLOMA PROGRAMME Scan the code or go to https://issev.sharepoint. com/sites/DiplomaYears

I N S P I R E . C H A L L E N G E . S U P P O R T . 13

Grade 3

Design

Primary Years Programme

Content

Skills

Design Cycle/Design Process • Problem/issue identification • Design proposal • Idea/solution generation • Testing methods • Success evaluation • Improvement explanation

• • • • •

Creating/editing of 2D graphics Presenting/communicating Producing and editing film Developing brand/identity Using structure as function

The International School of Stuttgart (ISS) Design programme is connected with the transdisciplinary themes of Primary Years Programme (PYP). The PYP Design Curriculum offers students a transformative educational experience in design thinking and innovation. Students explore real-world challenges and develop an understanding of the design process, fostering a sense of curiosity and adaptability, as well as acquiring essential skills and knowledge to become creative problem-solvers, critical thinkers, and effective collaborators. By investigating authentic issues, they learn to analyze and define design challenges while considering diverse perspectives. Through engaging activities and projects, students develop the skills necessary to create innovative and sustainable solutions. Students explore a wide range of design techniques, tools, and technologies, including digital platforms, to express their ideas and bring their designs to life. They delve into various design disciplines such as product design, graphic design, 3D design, and more, gaining insights into the interconnectedness of design across different fields.

I N S P I R E . C H A L L E N G E . S U P P O R T . 15

Grade 4

Grade 5

Content

Skills

Content

Skills

Design Cycle/Design Process • Problem/issue identification • Design proposal • Idea/solution generation • Testing methods • Success evaluation • Improvement explanation

• • • • •

Design Cycle/Design Process • Problem identification • Idea/solution generation • Design proposal • Idea documentation • Testing methods • Success evaluation • Improvement explanation

• • • • •

Creating/editing of 2D graphics Presenting/communicating Producing and editing film Developing brand/identity Using structure as function

Coding • Block-based coding • Computational thinking Design Citizenship • Digital identity • Digital Safety

Creating/editing of 2D graphics Presenting/communicating Producing and editing film Developing brand/identity Using structure as function

Grade 6 Middle Years Programme

The Middle Years programme (MYP) Design programme challenges all students to apply practical and creative thinking skills to solve design problems; encourages students to explore the role of design in both historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action. Inquiry and problem-solving are at the heart of the subject group. MYP design requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, the creation of solutions, and the testing and evaluation of the solution. In MYP design, a solution can be defined as a model, prototype, product or system that students have developed and created independently.

Content

Skills

Design Cycle • Problem statement • Research plan • Solution comparison • Design brief • Design specifications • Idea generation • Planning • Product creation • Testing methods • Success evaluation • Changes and improvements • Impact statement

•

Units Cultural Board Game Product design No Space for Stress Digital design IDU-How Humans Impact our Planet Design and Language-Monologue and 3D modeling.

• • • • • • • • • • • • • • • • • •

Collect and analyze data to identify solutions and make informed decisions. Propose and evaluate a variety of solutions. Combine knowledge, understanding and skills to create products or solutions. Practice empathy. Gather and organize relevant information to formulate an argument. Apply existing knowledge to generate new ideas, products or processes. Organize and depict information logically. Give and receive meaningful feedback Practice analysis and accurate attribution of causes for failure. Keep a journal to record reflections. Presentation/communication Give and collect feedback Process journalling Primary and secondary research Questionnaires/surveys Creation and editing skills (2D/3D graphics) Card and clay modelling Free hand sketching Perspective drawings

I N S P I R E . C H A L L E N G E . S U P P O R T . 17

Grade 7 Content

Skills

Design Cycle • Problem statement • Research Plan • Solution comparison • Design brief • Design specifications • Idea generation • Planning • Product creation • Testing methods • Success evaluation • Changes and improvements • Impact statement

•

Units Music Festival Poster Product/digital design outcomes My Dream Sustainable House Product design IDU Music and Design Video editing

• • • • • • • • • • • • • • • • • • • •

Collect and analyze data to identify solutions and make informed decisions. Propose and evaluate a variety of solutions. Combine knowledge, understanding and skills to create products or solutions. Practice empathy. Gather and organize relevant information to formulate an argument. Apply existing knowledge to generate new ideas, products or processes. Organize and depict information logically. Give and receive meaningful feedback Practice analysis and accurate attribution of causes for failure. Keep a journal to record reflections. Questionnaires/surveys Interviews Presentation/communication Give and collect feedback Process journalling Primary and secondary research Creation and editing skills (2D/3D graphics) Card modelling Free hand sketching Rendering Perspective drawings

Grade 8 Content

Skills

Design Cycle • Problem statement • Research plan • Existing products as inspiration • Design brief • Design specifications • Generate design ideas • Construct a plan • Create a solution • Design testing methods • Evaluating success • Justify changes • Explaining improvements • Impact statement

•

Units Sticker Graphic design Designer Clock Product design Fantasy Game Box 3D printing/product design

• • • • • • • • • • • • • • • • • • • • • • • •

Collect and analyze data to identify solutions and make informed decisions. Propose and evaluate a variety of solutions. Combine knowledge, understanding and skills to create products or solutions. Practice empathy. Gather and organize relevant information to formulate an argument. Apply existing knowledge to generate new ideas, products or processes. Organize and depict information logically. Give and receive meaningful feedback Practice analysis and accurate attribution of causes for failure. Keep a journal to record reflections. Questionnaires/surveys Interviews Testing method relevancy Seeking and collecting feedback Design movement identification Process Journalling Card modelling 3D printing Exploded drawings ¾ view drawings Profile view drawings Flowcharts Gannt chart Free hand sketching Rendering

Grade 9 Content

Skills

•

Units Cultural Heritage Preservation Product/digital design outcomes Shell Design Product design Wicked Teams Research in design Obstacle Course Design Teamwork in design (formative, end of year unit

• • • • • • • • • • • • • • • • • • • • • • • • •

Collect and analyze data to identify solutions and make informed decisions. Propose and evaluate a variety of solutions. Combine knowledge, understanding and skills to create products or solutions. Practice empathy. Gather and organize relevant information to formulate an argument. Apply existing knowledge to generate new ideas, products or processes. Organize and depict information logically. Give and receive meaningful feedback Practice analysis and accurate attribution of causes for failure. Keep a journal to record reflections. Questionnaires/surveys Interviews Presentation/communication Testing method relevancy Seeking and collecting feedback Process journalling Primary and secondary research Card modelling 3D printing Movie making/editing Exploded and ¾ view drawings Profile view drawings Flowcharts and Gannt chart Free hand sketching Rendering Perspective drawings

Grade 10 Content

Skills

•

Units AI Logos Digital layout Game design App design

• • • • • • • • • • •

I N S P I R E . C H A L L E N G E . S U P P O R T . 19

Grade 9 Content

Skills

•

• • • • • • • •

•

Drama

Middle Years Programme The Middle Years programme (MYP) Drama / Theatre seeks to stimulate young imaginations, challenge perceptions, and develop creative and analytical skills. Involvement in the arts encourages students to understand the arts in context and the cultural histories of artworks, thus supporting the development of an inquiring and empathetic world view. The arts challenge and enrich personal identity and build awareness of the aesthetic in a real-world context. Through development of the imagination, students can become more empathetic and compassionate, they can enrich their cultural lives and discover new ways to contribute actively both to their own communities and to the world.

• • • • • • • •

Theoretical exploration of realistic theatre practitioners Practical exploration of realistic theatre practitioners Forms and styles of comedy Script writing and narrative development Monologue Review live theatre performances Scripted performance Mime and movement Readers Theatre Vocal and non-verbal communication skills

Vocal communication Non-verbal communication Stagecraft Solo performance Group performance Costuming Staging Review writing

I N S P I R E . C H A L L E N G E . S U P P O R T . 21

Grade 10 Content

Skills

•

• • • • • • • •

• • • • • • •

Practical exploration of Performance and production elements Rehearsal process Devising work Scripted Performance Practical explorations of presentational theatre styles Review and analysis of live theatre Feedback process Theoretical exploration of presentational styles of theatre

Vocal communication Non-Verbal communication Characterisation skills Stagecraft Design Directing Devising Analysis of theatre performances

Grade 11 Diploma Programme

Theatre is a dynamic, collaborative, and live art form. It is a practical subject that encourages discovery through practical inquiry, experimentation, risk taking, and presentation of ideas to others. The IB Diploma programme theatre course is a multifaceted theatre-making course. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and as part of an ensemble. It offers the opportunity to engage actively in the creative process of inquiring, developing, presenting and evaluating. Students are encouraged to work as inquisitive and imaginative artists, transforming ideas into action and communicating these to an audience.

Content (sl/hl)

Skills

•

• • • • • • • • • • •

Practical and theoretical exploration and research into unfamiliar theatre traditions Rehearsal process Devising work through Commedia dell’arte Directing a scripted performance as a class Performing in class collaborative tasks Performing in front of unfamiliar audience Review and analysis of live theatre Run workshops on theatre practitioners and theory Present research and practical explorations to the class Process journal throughout the course Audience feedback process Theoretical exploration of presentational styles of theatre

•

Vocal communication Non-Verbal communication Characterisation skills Stagecraft Design Directing Devising Presenting to the class Performing to a live audience Integration of production elements Practical exploration and experimentation of performance aspects Analysis of theatre performance

Grade 12 Content (sl/hl)

Skills

•

• • • • • • • • • •

•

• • • •

Collaborative Project (HL & SL): Work collaboratively, in small groups, to create an original piece of theatre. Present the piece of theatre to an audience and received feedback on Theatre maker intentions. Production Proposal (SL & HL): Theoretical exploration of a selected play. Presentation of directorial intentions, design ideas and combination of production and performance elements to create Tension, Emotion, Atmosphere and/or Meaning (TEAM). Solo Theatre Piece (HL Only): Research into a specific theatre practitioner and their theory, practical exploration, and experimentation of one aspect of the theory, development of solo theatre performance, presentation to a live audience and feedback and reflection process Rehearsal process Review and analysis of live theatre Present research and practical explorations to the class Process journal throughout the course

•

Vocal communication Non-Verbal communication Characterisation skills Stagecraft Design Directing Devising Performing to a live audience Integration of production elements Practical exploration and experimentation of performance aspects Analysis of theatre performance

I N S P I R E . C H A L L E N G E . S U P P O R T . 23

Early Years 3 Primary Years Programme

Individuals & Societies 24

In the Primary Years Programme (PYP), Individuals and Societies is called Social Studies. It is viewed as the study of people in relation to their past, their present and their future, their environment and their society. Social studies encourage curiosity and develops an understanding of a rapidly changing world. Through social studies, students develop an understanding of their personal and cultural identities. They develop the skills and knowledge needed to participate actively in their classroom, their school, their community and the world: to understand themselves in relation to their communities. The aim of social studies within the PYP is to promote intercultural understanding and respect for individuals and their values and traditions through transdisciplinary programme of inquiry (PoI).

Content

Skills

• • • • • • •

•

Communications Cooperation Artifacts Family Identity Roles Traditions

•

• • • • •

• •

Identifying changes he or she has undergone from birth to present (for example, discuss with classmates what changes their families have undergone in their lifetimes) Identify the communities he or she belongs to (for example, draw and describe pictures of the various groups they form a part of) Demonstrating ability to apply existing rules and routines to work and play with others. Representing some of the journeys he or she has made (for example, through drawing or role play) Demonstrating a positive attitude towards learning Exhibiting skills and strategies for organizing his or her time and belongings Recognizing how his or her choices and behaviours affect learning in the classroom (for example, respond to various picture and story prompts to explain how one person’s actions can impact others). Explaining why a particular celebration is important in his or her own life Identifying ways to organize himself or herself on a daily basis

I N S P I R E . C H A L L E N G E . S U P P O R T . 25

Early Years 4

Content • • • • • • • • • • •

Communications Conflict Cooperation Artifacts Family Identity Citizenship Roles Traditions Diversity Landscape

Skills •

•

• • • 26

Identifying changes the student has undergone from birth to present (for example, discuss with classmates what changes their families have undergone in their lifetimes) Identify the communities the student belongs to (for example, draw and describe pictures of the various groups they form a part of) Talking about the reasons that rules are necessary in the various communities to which the student belongs Suggesting some suitable rules and routines for the class Demonstrating ability to apply existing rules and routines to work and play with others. Reflecting on a journey the student has taken and what was learned from

Skills (cont.)

• • • •

• • • • •

it Representing some of the journeys the student has made (for example, through drawing or role play) Demonstrating a positive attitude towards learning Exhibiting skills and strategies for organizing their time and belongings Recognizing how the student’s choices and behaviours affect learning in the classroom (for example, respond to various picture and story prompts to explain how one person’s actions can impact others). Describing and compare the various communities to which the student belongs Explaining why a particular celebration is important in the student’s own life Suggesting reasons for various celebrations Creating graphs and charts to organize and interpret information. Identifying ways to organize themsevles on a daily basis

Early Years 5

Content • • • • • • • • • • •

Communications Cooperation Education Artifacts Citizenship Diversity Family Identity Roles Exploration Conflict

Skills •

•

• •

Identifying the communities he or she belongs to (for example, draw and describe pictures of the various groups they form a part of) Talking about the reasons that rules are necessary in the various communities to which he or she belongs Suggesting some suitable rules and routines for the class demonstrate ability to apply existing rules and routines to work and play with others. Reflecting on a journey he or she has taken and what was learned from it represent some of the journeys he or she has made (for example, through drawing or role play) Demonstrating a positive attitude towards learning exhibit skills and strategies for

Skills (cont.)

•

• • • •

organizing his or her time and belongings Recognizing how his or her choices and behaviours affect learning in the classroom (for example, respond to various picture and story prompts to explain how one person’s actions can impact others) Describing and comparing the various communities to which he or she belongs Creating and sharing his or her own story about being a community member. Identifying the functions of various public places in the community Identifying ways to organize himself or herself on a daily basis plan and create a system of organization (for example, for his or her desk, classroom, school)

Grade 1

Content • • • • • • • • •

Human environments: home, school, and communities Our different cultures and celebrations Maps: landforms, countries/continents Diversity Family Traditions Geography Landscape Borders (natural, social and political)

Skills (cont.)

• • • • •

Skills •

•

• • • •

Identifying the communities he or she belongs to (for example, draw and describe pictures of the various groups they form a part of) Talking about the reasons that rules are necessary in the various communities to which he or she belongs suggest some suitable rules and routines for the class Demonstrating ability to apply existing rules and routines to work and play with others. Demonstrating a positive attitude towards learning Exhibiting skills and strategies for organizing his or her time and belongings Recognizing how his or her choices and behaviours affect learning in the classroom (for example, respond to

• • • •

various picture and story prompts to explain how one person’s actions can impact others). Describing the various communities to which he or she belongs Explaining why a particular celebration is important in his or her own life Suggesting reasons for various celebrations Identifying and comparing traditions and celebrations observed by others in the class Describing the natural features of local and other environments Identifying ways to organize himself or herself on a daily basis Planning and creating a system of organization (for example, for his or her desk, classroom, school) Discussing what is meant by a “limited resource” Creating a list of practices that could be used to maintain natural resources at home and in school

Grade 2 Content

Skills

• • • • • • •

•

Cooperation Communications, conflict resolution Rights in the different organizations Discovery Innovation Exploration Dependence

• •

• • • • •

• • •

Describing the natural features of local and other environments Analysing ways in which humans use the natural environment (for example, recreation, settlements) Identifying or generating a question or problem to be explored in relation to human impact on the local, natural environment Planing and create a system of organization (for example, for his or her desk, classroom, school) Suggest improvements to organizational systems already in place in his or her home or school Exploring the evidence that helps people learn about places and their inhabitants Identifying responsibilities people have in different workplaces Explaining the purpose of rules and responsibilities in a workplace construct visual representations (for example, graphs, charts, diagrams, timelines, pictorial maps) to clarify relationships within a workplace Working in a group to establish a shared vision and purpose for the class Representing people, events and places chronologically Exploring scientific and technological developments that help people understand and respond to the changing Earth I N S P I R E . C H A L L E N G E . S U P P O R T . 27

Grade 3 Content

Skills (cont.)

• • • •

•

Different types of communications Traditions and artifacts from the past Identity Civilizations and history

Skills • • • • • •

• •

•

Explaining how people’s perceptions and representations of place have changed over time Exploring the evidence that helps people learn about places Explaining people’s responsibilities regarding the use of resources from the environment Identifing responsibilities people have in different workplaces/business Explain the purpose of rules and responsibilities in a workplace/ business Constructing visual representations (e.g. graphs, charts, diagrams, timelines, pictorial maps) to clarify relationships within a workplace. Working in a group to establish a shared vision and purpose for the class Describing how artifacts, heirlooms and rituals are evidence of cultural identity Representing people, events and places chronologically. Comparing and contrasting current family experiences with those of a previous generation Identifying the evidence that the Earth has changed (e.g. land formations in local environment)

• • • • • • • • • • •

Using a variety of sources to investigate the ways that humans respond to the Earth’s changes (e.g. relocation of population; strengthening defences; redesigning buildings) Identifying the services and the users of these services in the local community Analysing the reasons for different services in place in a community Gathering data (e.g. survey) in order to identify current and future needs to support the community Applying his or her knowledge to plan services for the local community Analysing how individuals’ and communities’ needs and/or wants are met Explaining how supply and demand are affected by population and the availability of resources Developing criteria for ethical practices regarding products and services Assessing which aspects of past civilizations have had the most impact on the present day, Identifying and describing the components of culture Explaining how human activities can have positive or adverse effects on local and other environments Densifying the reasons why people feel compelled to explore the unknown

Grade 4

Content • • • • • • • •

Migration and Historical migration timelines Global citizenship Rights and responsibilities Religion/traditions Diversity Conflict resolution Cultural artefacts

•

Explaining how people’s perceptions and representations of place have changed over time Identifying responsibilities people have in different places and the purpose of rules and responsibilities in a workplace Working in a group to establish a shared vision and purpose for the class Describing how artifacts, heirlooms and rituals are evidence of cultural identity Representing people, events and places chronologically Exploring a variety of signs and symbols and interpret their messages Distinguishing between personal beliefs and belief systems Identifying the source of beliefs Reflecting upon how beliefs affect the individual and society Identifying reasons why people migrate and the ways that people adapt when they move from one

Skills

•

• • • • • • • •

Skills (cont.) • • • • • • • • • • • •

place to another Identifying the long-term and shortterm effects of migration Assessing settlement patterns and population distribution in selected regions, areas or countries Comparing and contrast two or more different human migrations Developing criteria for ethical practices regarding products and services Explaining how advertisement is affected by consumers perspective Exploring issues relating to children’s rights, roles and responsibilities in relation to their and other cultures Analysing a variety of sources that describes the risks and challenges that children face Describing how organizations and individuals meet the needs and wants of children Identifying and describe the components of culture Recognizing how rituals and traditions contribute to cultural identity and interpreting cultural beliefs and values Identifying and describing ways that family, groups and community influence personal choices Exploring how cultures may have certain expectations of how to act and dress, and the ways this may differ according to private and public contexts

Grade 5

Content • • • • • • • • • • • •

Organizations and systems Government Distribution of power and authority Justice, legislation and freedom Cooperation/communication Citizenship and identity Rights/responsibilities Discovery, exploration, innovation Conflict resolution Borders (natural, social and political) The interaction between people and the environment Conservation and sustainability

Skills (cont.) • •

•

Skills • • • • • •

• •

Formulating and asking questions about the past, the future, places and society Orientating in relation to place and time Identifying roles, rights and responsibilities in society Assessing the accuracy, validity and possible bias of sources Talking about the different ways in which family history can be documented Talking about the reasons that rules are necessary in the various communities to which he or she belongs. Identifying information about past technological advances and societal systems Recognizing how rituals and traditions

• • • •

• •

contribute to cultural identity Recognizing the elements of major political systems (for example, monarchy, democracy, dictatorship) Identifying and describing means by which citizens can monitor and influence actions of their governments and vice versa Exploring a range of political systems (for example, local, regional, national or international) and the impact they have on individuals, groups and society Explain how human activities can have positive or adverse effects on local and other environments (for example, agriculture, industry) Identifying the reasons why people feel compelled to explore the unknown identify and describe ways that family, groups and community influence personal choices Investigating the impact of exploration on people in the past, present and future reflect on his or her own misconceptions about people (for example, relating to age, race, gender, disability) Identifying and describing examples in which technology has changed the lives of people Explaining the relevance of various inventions in relation to the time period in which they were developed

Middle Years Programme The Middle Years Programme (MYP) Individuals and Societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological, and cultural factors that have an impact on individuals, societies and environments. It encourages learners, both students and teachers, to consider local and global contexts.

I N S P I R E . C H A L L E N G E . S U P P O R T . 29

Grade 6 Content

Unit 1: Understanding Maps • Explore different types of maps • Understand and use the features of a map • Vocabulary study: contour lines, cartography, grid references, scale, topographic • Summative Criteria A Fictional Map Creation and Criteria D Map Analysis: Can maps be trusted?

Content (cont.) Criteria C Ancient civilizations Presentations

Unit 2: Global Citizenship • Focus solving world problems • Case studies Plastic in the Oceans and Deforestation • Research one world problem using the research journal • Communicate learning using a flip grid video • Summative Criteria B Research Journal of World Problem and Criteria C Flip Grid Video sharing the learning

Unit 4: Settlements • Know the types of settlements • Understand why settlements develop in an area • Explore the function of settlements • Explore challenges and opportunities facing them • Case tudy of abandoned settlements (Bodie) and for sustainable settlements (Frankfort) • Research a city of your choice one topic: history, change over time, or sustainability • Summative Criteria B City Research and Criteria D source evaluation OPVL • Summative Criteria B City Research and Criteria D source evaluation, analysis of city

Unit 3: Ancient Civilizations BW 3.1.3” • A case study of civilization’s achievements, Sumerians • Group presentations of the achievements of ancient civilizations including Egyptians, Greeks, Romans, Inca, Mayan, Aztecs, Babylonia, Song • Describe the factors that lead to emergence and achievements of a civilization • Summative Criteria A Sumer and Vocabulary Knowledge Test and

Unit 5: World Belief System BW 3.1.4” • Civilizations beliefs, prayer, ritual, meditation, pilgrimage, monotheism, polytheism • Explain how beliefs can shape a person’s identity and actions • Groups explore different religious beliefs including Judaism, Christianity, Islam, Hinduism, Buddhism, Atheism, Indigenous/tribal • Compare and contrast different religions

Skills

Skills (cont.)

Unit 1: Understanding Maps • Read and create maps using scale, grid reference and keys with symbols Unit 2: Global Citizenship • Reading graphs and charts • Research skills: questions, action plan, gather sources, write organized notes, summarize learning, and works cited Unit 3: Ancient Civilizations • Primary and secondary sources • Research skills: questions, action plan, gather sources, write organized notes, summarize learning, and works cited • Organized and clear communication Unit 4: Settlements • Source evaluation using OPVL (Origin, Purpose, Value, and Limitations) • Research skills: questions, action plan, gather sources, write organized notes, summarize learning, and works cited

• • •

• •

perspectives through inquiry; identify the author’s point of view in a passage; recognize unstated assumptions and bias; discuss concepts, issues models and theories Gather and organize relevant information to formulate an argument Collect, record and verify data Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions Evaluate and select information sources and digital tools based on their appropriateness to specific tasks Set goals that are challenging and realistic

Unit 5: World Belief System • Compare and contrast different religious systems • • • •

The BW numbers refer to a direct correlation to the Baden Württemberg educational authority expectations in accordance to German curricula for Social Studies

Grade 7

Content

Unit 1: Globalization BW 3.1.2.3” • Vocabulary: transnational, company, corporation, globalization, profit, • Explore Human activities that effect globalization • Case study Impact of Globalization on Language • Case study Globalization in Sport • Journey of a T-Shirt activity • Global Company Infographic: Owner, Consumer, Customer perspective • Summative Criteria A Company Infographic and Criteria D Essay explaining different perspectives Unit 2: Life in the Middle Ages BW 3.1.4” • Vocabulary: feudalism, nomadic, homage, dynasty, census, mortality, conquest, invasion, plague • Study the end of the Roman empire and time period of the Middle Ages • Explore feudalism during the Middle Ages • Study primary sources from the Middle Ages • Societies studied: Britian, Islam, Mongol Empire, China – Song Dynasty, Mongols • Summative: Criteria B Middle Ages Research Journal and Criteria C Group presentations Unit 3: World Biomes • Vocabulary: climate, Climate Change deforestation, food chain, global

Content (cont.)

• • • • • • •

warming, biomes, latitude, longitude, Maritime effect, ocean currents, altitude, food web, producers, primary and secondary consumers, predators, scavengers, decomposers. Identify and describe biome types Explore how climate effects the make-up of biomes – read climate charts Understand Eco systems- ffod webs Case study of Argentina Grass lands Case study of Congo Basin Prepare a circle of perspectives for an assigned biome Summative: Criteria B Research Journal and Criteria D Biomes discussion circle and script

Unit 4: German Politics BW 3.1.2, 3.1.2.2; 3..1.3; 3.1.3.2; 3.1.3.3; 3.1.2.3; 3.2.1; 3.2.2.1” BW 3.1.2, 3.1.2.2; 3..1.3; 3.1.3.2; 3.1.3.3; 3.1.2.3; 3.2.1; 3.2.2.1” BW 3.1.2, 3.1.2.2; 3..1.3; 3.1.3.2; 3.1.3.3; 3.1.2.3; 3.2.1; 3.2.2.1“ BW 3.1.2, 3.1.2.2; 3..1.3; 3.1.3.2; 3.1.3.3; 3.1.2.3; 3.2.1; 3.2.2.1 BW 3.1.2, 3.1.2.2; 3..1.3; 3.1.3.2; 3.1.3.3; 3.1.2.3; 3.2.1; 3.2.2.1 • Vocabulary: human rights, Democracy, Executive, Legislative, Judicial, governance, republic, federalism, Bundestag, Bundesrat, Federal Court, Chancellor, president • Explore human rights, children rights, and German Law

Content (cont.)

Skills (cont.)

•

• • •

Complete a democracy inquiry activity Explore the balance of power in the German government structure Understand the German election system Identify civic duties and responsibilities Summative: Criteria A German Knowledge Assess Prep Test and Criteria C: Democracy Inquiry Flip Grid Video

Unit 5: Sustainability • Vocabulary: Finite, fossil fuel, geothermal, non-renewable, renewable, power, resources, biotic, abiotic, human resources, economic resources, natural resources • Explore renewable and nonrenewable resources • Case study Hydroelectric Power - Itaipu Dam • Case study Masdar City in aby Dhabi • Summative: Create a board game for elementary students

Skills Unit 1: Globalization • Use correct terminology to show understanding of the topic • Analyse different sources Unit 2: Middle Ages • Research skills: questions, action plan,

source selection, organized note, summary, works cited Explore and analyse primary and secondary Sources

Unit 3: World Biomes • Use latitude and longitude to study climate • Research skills: questions, action plan, source selection, organized note, summary, works cited • Speaking skills: defend a point of view Unit 4: German Politics • Research skills – Democrcay Inquiry • Source Analysis – OPVL • Compare and contrast: UN Human Rights Document to German Personal Law • Explore Study techniques for factual information Unit 5: Sustainability • Analyse a range of different sources to draw conclusions • • • •

Skills (cont.) • • •

• •

recognize unstated assumptions and bias; discuss concepts, issues models and theories Gather and organize relevant information to formulate an argument Collect, record and verify data Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions Evaluate and select information sources and digital tools based on their appropriateness to specific tasks. Set goals that are challenging and realistic

The BW numbers refer to a direct correlation to the Baden Württemberg educational authority expectations in accordance to German curricula for Social Studies 32

Grade 8 Content

Content (cont.)

Revolution and Protest • French Revolution • Guided inquiry into another world revolution of choice • Causes, practices and effects of revolution • Ideas of the Enlightenment • Europe after French Revolutionbourgeoisie, nation-states and constitutions • Germany after Napoleon Restoration, Federalism vs. Unitarianism ((Northern) German Confederation) idea of “nation” Foundation of the German Empire

Trade and Impact • Trade systems • Imperialism • Atlantic Slave Trade • Silk Road • Modern trading systems • Causes, Practices and Effects of conflict • Napoleonic Wars • Congress of Vienna Peace conference • World War One • Imperialism and European Power • Treat of Versailles peace conference • Modern practices of warfare, diplomacy, and ethics of engagement

Culture and Identity • Forms of culture (hybrid cultures, majority-minority culture, sub-cultures, homogenous culture, heterogenous cultures, third-culture kids) • Iceburg theory and tangible vs. intangible culture, • Marxist, Feminist and Consensus theory of culture • Primary and secondary socialisation of culture • Impact of globalisation on culture • Impacts of Industrial Revolution and technological change on culture • Indigenous cultures • Inquiry into cultural diversity in the school community through interviews

Skills (cont.)

• •

footnotes/endnotes and construct a bibliography according to recognized conventions Evaluate and select information sources and digital tools based on their appropriateness to specific tasks. Set goals that are challenging and realistic

Grade 9

Content

Skills

• • • • • • • • • •

•

• • •

Skills •

Population Dynamics Migration World War I Weimar Republic National Socialism World War II Holocaust Cold War/Superpowers Division of Germany Supranational Organizations

•

Use and interpret a range of discipline-specific terms and symbols. Structure information in summaries, essays and reports Use appropriate forms of writing for different purposes and audiences. Consider ideas from multiple perspectives through inquiry; identify the author’s point of view in a passage; recognize unstated assumptions and bias; discuss concepts, issues models and theories Gather and organize relevant information to formulate an argument Collect, record and verify data Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions Evaluate and select information sources and digital tools based on their appropriateness to specific tasks Set goals that are challenging and realistic

Grade 10 Content

Skills

• • •

•

• •

• • • •

Environmental Ethics Environmental Advocacy Sustainable management of oil, the Amazon and Indigenous Rights/other interests (case study) Nexus Thinking: poverty, food security and global pandemics/disease Fundamental Rights: Significance of basic rights; community and individual. US Civil Rights Movement (early and modern), South African Apartheid, Anti-Apartheid movements (internal, external) Sustainable cities Urban problems and design Technological developments in urban Design Social sustainability in cities, the role of citizens, living together in social groups

• • •

• •

Use and interpret a range of discipline-specific terms and symbols Structure information in summaries, essays and reports Use appropriate forms of writing for different purposes and audiences Consider ideas from multiple perspectives through inquiry; identify the author’s point of view in a passage; recognize unstated assumptions and bias; discuss concepts, issues models and theories Gather and organize relevant information to formulate an argument Collect, record and verify data Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions Evaluate and select information sources and digital tools based on their appropriateness to specific tasks Set goals that are challenging and realistic

I N S P I R E . C H A L L E N G E . S U P P O R T . 33

Grades 11 & 12

Diploma Programme Environmental Systems & Societies

Environmental Systems and Societies (ESS) is an interdisciplinary course that combines the methodology, techniques and knowledge associated with Group 4 (sciences) with those associated with Group 3 (individuals and societies). ESS is a complex course, requiring a diverse set of skills. It is firmly grounded in both a scientific exploration of environmental systems in their structure and function and in the exploration of cultural, economic, ethical, political, and social interactions of societies with the environment. As a result of studying this course, students will become equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world. The interdisciplinary nature of the course requires a broad skill set from students and includes the ability to perform research and investigations and to participate in philosophical discussion. The course requires a systems approach to environmental understanding and problem-solving, and promotes holistic thinking about environmental issues. It is recognized that to understand the environmental issues of the 21st century and suggest suitable management solutions, both the human and environmental aspects must be understood. Students should be encouraged to develop solutions from a personal to a community and to a global scale.

Content

Topic 1: Foundations of Environmental Systems and Societies • Historical events, among other influences, affect the development of environmental value systems (EVSs) and environmental movements. • There is a wide spectrum of EVSs, each with its own premises and implications. • A systems approach can help study of complex environmental issues. • The use of systems and models simplifies interactions but may provide a more holistic view without reducing issues to single processes. • The laws of thermodynamics govern the flow of energy in a system and the ability to do work. • Systems can exist in alternative stable states or as equilibria between which there are tipping points. • Destabilizing positive feedback mechanisms will drive systems towards these tipping points, whereas stabilizing negative feedback mechanisms will resist such changes. Topic 2: Ecosystems and Ecology • A species interacts with its abiotic and biotic environments • Populations change and respond to interactions with the environment. • Any system has a carrying capacity for a given species. • The interactions of species with their

Content (cont.)

• •

•

• •

•

environment result in energy and nutrient flows. Photosynthesis and respiration play a significant role in the flow of energy in communities. The feeding relationships of species in a system can be modelled using food chains, food webs and ecological pyramids. Ecosystems are linked together by energy and matter flows. The Sun’s energy drives these flows, and humans are impacting the flows of energy and matter both locally and globally. Climate determines the type of biome in a given area, although individual ecosystems may vary due to many local abiotic and biotic factors. Succession leads to climax communities that may vary due to random events and interactions over time. This leads to a pattern of alternative stable states for a given ecosystem. Ecosystem stability, succession and biodiversity are intrinsically linked. The description and investigation of ecosystems allows for comparisons to be made between different ecosystems and for them to be monitored, modelled and evaluated over time, measuring both natural change and human impacts. Ecosystems can be better understood through the investigation and

Content (cont.) quantification of their components. Topic 3: Biodiversity and Conservation • Forms of biodiversity • Natural selection, evolution, mass extinction events • Measures of biodiversity • Classification of conservation status for species • The impact of losing biodiversity drives conservation efforts. • The variety of arguments given for the conservation of biodiversity will depend on EVSs. • There are various approaches to the conservation of biodiversity, each with associated strengths and limitations. Topic 4: Water and Aquatic Food Production Systems and Societies • The hydrological cycle is a system of water flows and storages that may be disrupted by human activity. • The ocean circulatory system (ocean conveyor belt) influences the climate and global distribution of water (matter and energy). • The supplies of freshwater resources are inequitably available and unevenly distributed, which can lead to conflict and concerns over water security. • Freshwater resources can be sustainably managed using a variety of different approaches. • Aquatic systems provide a source of

Content (cont.) •

• •

food production. Unsustainable use of aquatic ecosystems can lead to environmental degradation and collapse of wild fisheries. Aquaculture provides potential for increased food production. Water pollution, both to groundwater and surface water, is a major global problem, the effects of which influence human and other biological systems.

Topic 5: Soil systems and terrestrial food production systems and societies • The soil system is a dynamic ecosystem that has inputs, outputs, storages and flows. • The quality of soil influences the primary productivity of an area. • The sustainability of terrestrial food production systems is influenced by sociopolitical, economic and ecological factors. • Consumers have a role to play through their support of different terrestrial food production systems. • The supply of food is inequitably available and land suitable for food production is unevenly distributed among societies, and this can lead to conflict and concerns. • Fertile soils require significant time to develop through the process of succession.

Content (cont.) • •

Human activities may reduce soil fertility and increase soil erosion. Soil conservation strategies exist and may be used to preserve soil fertility and reduce soil erosion.

Topic 6: Atmospheric Systems and Societies • The atmosphere is a dynamic system that is essential to life on Earth. • The behaviour, structure and composition of the atmosphere influence variations in all ecosystems. • Stratospheric ozone is a key component of the atmospheric system because it protects living systems from the negative effects of ultraviolet radiation from the Sun. • Human activities have disturbed the dynamic equilibrium of stratospheric ozone formation. • Pollution management strategies are being employed to conserve stratospheric ozone. • The combustion of fossil fuels produces primary pollutants that may generate secondary pollutants and lead to photochemical smog, the levels of which can vary by topography, population density and climate. • Photochemical smog has significant impacts on societies and living systems. • Photochemical smog can be reduced

Content (cont.) • •

by decreasing human reliance on fossil fuels. Acid deposition can impact living systems and the built environment. The pollution management of acid deposition often involves cross-border issues.

Topic 7: Climate Change and Energy Production • There is a range of different energy sources available to societies that vary in their sustainability, availability, cost and sociopolitical implications. • The choice of energy sources is controversial and complex. Energy security is an important factor in making energy choices. • Climate change has been a normal feature of the Earth’s history, but human activity has contributed to recent changes. • There has been significant debate about the causes of climate change. • Climate change causes widespread and significant impacts on a global scale. • Mitigation attempts to reduce the causes of climate change. • Adaptation attempts to manage the impacts of climate change. Topic 8: Human Systems and Resource Use • A variety of models and indicators I N S P I R E . C H A L L E N G E . S U P P O R T . 35

Content (cont.) • • • • • • •

are employed to quantify human population dynamics. Human population growth rates are impacted by a complex range of changing factors. The renewability of natural capital has implications for its sustainable use. The status and economic value of natural capital is dynamic. Solid domestic waste (SDW) is increasing as a result of growing human populations and consumption. Both the production and management of SDW can have significant influence on sustainability. Human carrying capacity is difficult to quantify. The EF is a model that makes it possible to determine whether human populations are living within carrying capacity.

Skills •

• • • • • 36

Calculation and use of Simpsons Diversity Index, Lincoln Index, gross and net primary productivity, gross and net secondary productivity Calculation of percentage increase Reporting investigations (ESS lab reports). Identification of feedback loops Use of systems diagrams to represent complex systems, both seen and unseen. Demonstrate knowledge and

Grades 11 & 12

Skills (cont.)

•

understanding of relevant, facts and concepts, methodologies and techniques, values and attitudes. Apply this knowledge and understanding in the analysis of explanations, concepts and theories, data and models, case studies in unfamiliar contexts, arguments and value systems. Evaluate, justify and synthesize, as appropriate explanations, theories and models, arguments and proposed solutions, methods of fieldwork and investigation, cultural viewpoints and value systems. Engage with investigations of environmental and societal issues at the local and global level through evaluating the political, economic and social contexts of issues, selecting and applying the appropriate research and practical skills necessary to carry out investigations, suggesting collaborative and innovative solutions that demonstrate awareness and respect for the cultural differences and value systems of others.

Diploma Programme: Geography Geography is a dynamic subject firmly grounded in the real world, and focuses on the interactions between individuals, societies and physical processes in both time and space. It seeks to identify trends and patterns in these interactions. It also investigates the way in which people adapt and respond to change and evaluates actual and possible management strategies associated with such change. Geography describes and helps to explain the similarities and differences between different places, on a variety of scales and from different perspectives. Geography as a subject is distinctive in its spatial dimension and occupies a middle ground between social or human sciences and natural sciences. The course integrates physical, environmental and human geography, and students acquire elements of both socio-economic and scientific methodologies. Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines, helping students develop life skills and have an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.

Content

Skills

Geographic Themes (Seven options SL two options, HL three options) • Freshwater • Oceans and coastal margins • Extreme environments • Geophysical hazards • Leisure, tourism and sport • Food and health • Urban environments • Core Geographic Perspectives - Global Change (Both SL and HL) • Population distribution - changing population • Global climate - vulnerability and resilience • Global resource consumption and security

•

Geographic Perspectives - Global Interactions (HL only) • Power, places and networks • Human development and diversity • Global risks and resilience Internal Assessment (SL and HL Fieldwork) • Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation

•

• • • • •

Locate and differentiate elements of the Earth’s surface Interpret, analyse and, when appropriate, construct tables, graphs, diagrams, cartographic material and images Undertake statistical calculations to show patterns and summarize information Research, process and interpret data and information Collect and select relevant geographic information Evaluate sources of geographic information Produce written material (including essays, reports and investigations)

Diploma Programme: Global Politics The 21st century is characterized by rapid change and increasing interconnectedness, impacting individuals and societies in unprecedented ways and creating complex global political challenges. Global Politics is an exciting, dynamic course that draws on a variety of disciplines in the social sciences and humanities, reflecting the complex nature of many contemporary political issues. The study of global politics enables students to critically engage with different and new perspectives and approaches to politics in order to comprehend the challenges of the changing world and become aware of their role in it as active global citizens. The Diploma programme Global Politics course explores fundamental political concepts such as power, equality, sustainability and peace in a range of contexts. It allows students to develop an understanding of the local, national, international and global dimensions of political activity and processes, as well as to explore political issues affecting their own lives. The course helps students to understand abstract political concepts by grounding them in real-world examples and case studies. It also invites comparison between such examples and case studies to ensure a wider and transnational perspective. The core units of the course together make up a central unifying theme of “people, power and politics”. The emphasis on “people” reflects the fact that the course explores politics not only at a state level but also explores the function and impact of non-state actors, communities, groups and individuals. The concept of “power” is also emphasized as being particularly crucial to understanding the dynamics, tensions and outcomes of global politics. Throughout the course, issues such as conflict, migration or climate change are explored through an explicitly political lens: “politics” provide a uniquely rich context in which to explore the relationship between people and power. I N S P I R E . C H A L L E N G E . S U P P O R T . 37

Grades 11 & 12 Content

Content (cont.)

Power, Sovereignty and International Relations • Nature of power • Operation of state power in global politics • Function and impact of international organizations and non-state actors in global politics • Nature and extent of interactions in global politics

•

Human Rights • Nature and evolution of human rights • Codification, protection and monitoring of human rights • Practice of human rights • Debates surrounding human rights and their application: differing interpretations of justice, liberty and equality

Levels of Analysis • Global • International • Regional • National • Local • Community

Development • Contested meanings of development • Factors that may promote or inhibit development • Pathways towards development • Debates surrounding development: challenges of globalization, inequality and sustainability Peace and Conflict • Contested meanings of peace, conflict and violence • Causes and parties to conflict • Evolution of conflict 38

Conflict resolution and post-conflict transformation

Higher Level Extension Topics • Environment • Poverty • Health • Identity • Borders • Security

Individual and Group Perspectives • Gender • Ethnicity • Religion • Class • Personal • Political • Engagement • Activity

Skills • •

Use and interpret a range of discipline-specific terms and symbols. Structure information in summaries,

Skills (cont.) • •

• • •

• •

• • •

Skills (cont.)

essays and reports. Use appropriate forms of writing for • different purposes and audiences. Consider ideas from multiple perspectives through inquiry; identify the author’s point of view in a passage; recognize unstated assumptions and bias; discuss concepts, issues models and theories (Thinking: Critical Thinking and Transfer Skills) Gather and organize relevant information to formulate an argument. Collect, record and verify data. Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions. Evaluate and select information sources and digital tools based on their appropriateness to specific tasks. Set goals that are challenging and realistic.

Global Politics Aims The aims of the Global Politics course at SL and HL are to enable students to:

Grades 11 & 12

and approaches in global politics appreciate the complex and interconnected nature of many political issues, and develop the capacity to interpret competing and contestable claims regarding those issues.

Diploma Programme: History

The IB Diploma programme History course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past.

Content

Skills

Paper 1 Move to Global War • Japan • Italy and Germany

Knowledge and Understanding • demonstrate detailed, relevant and accurate historical knowledge • demonstrate understanding of historical concepts and context • demonstrate understanding of historical sources

Paper 2 Authoritarian States • Mussolini • Hitler • Mao 20th Century Wars • World War I • World War II • Spanish Civil War • Chinese Civil War Paper 3 • Europe and the First World War • Inter-war domestic developments in European States (1918-1939) • Diplomacy in Europe (1919-1945)

Synthesis and Evaluation • integrate evidence and analysis to produce a coherent response • evaluate different perspectives on historical issues and events, and integrate this evaluation effectively into a response Application and Analysis • formulate clear and coherent arguments • use relevant historical knowledge to effectively support analysis Use and application of appropriate skills • structure and develop focused essays that respond effectively to the demands of a question

understand key political concepts and contemporary political issues in a range of contexts develop an understanding of the local, national, international and global dimensions of political activity understand, appreciate and critically engage with a variety of perspectives I N S P I R E . C H A L L E N G E . S U P P O R T . 39

Early Years 3

Language & Literature English 40

Primary Years Programme

The International School of Stuttgart (ISS) English Language & Literature is closely connected with the transdisciplinary themes of the Primary Years Programme (PYP). Language is involved in all learning that goes on in a school, in both the affective and effective domains. Learners listen, talk, read and write their way to negotiating new meanings and understanding new concepts. In the “knowledge” area of the PYP, language is the most significant connecting element across the school’s curriculum, both within and outside its transdisciplinary programme of inquiry (PoI). At ISS we provide authentic contexts for language learning and teaching in all areas of the curriculum that area reflection of, and relevant to, the community of learners, and to the educational theories underpinning the programme.

Content

Content (cont.)

Language Foundations • Vocabulary Building: Expand vocabulary, conversation, exposure to books • Sound Discrimination: Different sounds in spoken words • Rhyming: Rhyming words through songs, rhymes, and word play • Letter Recognition: Uppercase and lowercase letters in the alphabet

Speaking and Listening • Basic vocabulary related to personal experiences, objects, and actions • Simple instructions and questions • Awareness of turn-taking and sharing during conversations and play • Needs, feelings, and ideas

Emergent Reading • Print Awareness: Print has meaning and book exploration • Environmental Print: Logos, signs, and labels in the environment • Book Handling Skills: Holding a book, turning pages, left to right, print meaning • Storytelling: Pictures, props, simple stories • Sequencing: Event order, visual cues, storyboards

Language Foundations • Recognizing and producing rhyming words • Identifying and manipulating sounds in spoken words • Practicing sound discrimination and repetition activities • Expanding vocabulary through conversations and exposure to a variety of topics and texts • Understanding and using basic words and phrases • Identifying and labeling common objects, animals, and people • Exploring new words through stories, songs, and rhymes • Discriminating between visual representations (symbols, letters, numbers, words)

Emergent Writing • Scribbling and Drawing: Expressing ideas, drawing, scribbling, making marks on paper • Fine Motor Skills: hand-eye coordination, draw, colour and manipulate objects • Letter Formation: Letter shapes, tracing activities, guided practice

Skills

Emergent Reading • Exploring and handling books independently • Understanding that print carries I N S P I R E . C H A L L E N G E . S U P P O R T . 41

Skills (cont.) • • • •

meaning Demonstrating an interest in books and print awareness Engaging in imaginative play and creating stories using toys or props Retelling familiar stories using their own words and actions Understanding basic story elements like characters, setting, and plot

Emergent Writing • Exploring writing tools and materials • Experimenting with making marks and scribbles resembling writing • Dictating stories or ideas to an adult • Attempting to write some letters or letter-like shapes • Understanding that writing represents thoughts and ideas Speaking and Listening • Engaging in conversations with peers and adults • Following simple oral instructions • Responding to questions and prompts • Using basic vocabulary to express needs and desires • Participating in group activities and discussion

Early Years 4 Content

Content(cont.)

Skills

Emergent Reading • Exploring and handling books independently • Understanding that print carries

Skills (cont.) • • • •

Early Years 5

Content

Language Foundations • Letter Recognition: Identifying uppercase and lowercase letters • Phonemic Awareness: Recognizing and manipulating individual sounds in words, rhyming words • Print Concepts: Understanding that print carries meaning, left-to-right directionality • Vocabulary: Acquiring new words, understanding word meanings • Grammar and Conventions: Capitalization, punctuation, using complete sentences • Language Usage: Using appropriate language in different contexts, greetings, basic phrases

Content (cont.)

• •

Narrative Writing: Drawing and writing about personal experiences Labeling: Using labels to identify objects and pictures

Speaking and Listening • Collaborative Discussions: Participating in conversations, listening to others, taking turns • Following instructions

Skills

Reading • Story Elements: Characters, setting, events • Retelling Stories: Recalling key details and sequencing events • Text Analysis: Identifying illustrations and connecting them to the text • Main Topic and Key Details: Identifying the main topic and finding key details • Text Features: Labels, captions, photographs • Text Structure: Identifying how information is organized

Language Foundations • Recognizing and producing rhyming words • Identifying and manipulating individual sounds in spoken words • Matching letters to their sounds • Blending sounds to read simple words • Expanding vocabulary through conversations and exposure to a variety of texts • Recognizing and using frequently occurring nouns and verbs • Using correct capitalization and ending punctuation in writing • Using basic sentence structure to convey meaning • Using age-appropriate vocabulary in conversations and providing simple explanations

Writing • Writing Process: Drawing, dictating, and writing to express ideas

Reading • Identifying and understanding basic story elements, such as characters

Skills (cont.) • • •

and settings Retelling familiar stories using illustrations and key details Engaging in shared reading activities with guidance Answering questions about key details in a text

Writing • Using drawings, letters, and inventive spelling to express ideas in writing • Writing letters and some highfrequency words with correct formation • Experimenting with different writing tools and materials • Using drawings, dictation, and writing to communicate ideas Speaking and Listening • Participating in conversations by listening and responding appropriately • Following simple oral instructions • Speaking audibly and expressing thoughts clearly • Describing familiar people, places, objects, and events

Grade 1 Content

Language Foundations • Phonics and Word Recognition: Letter sounds, short vowels, consonant blends • Sight Words: High-frequency words • Fluency: Accurate and appropriate pacing • Vocabulary: New words, word meanings • Grammar and Conventions: Capitalization, punctuation, sentence structure, complete sentences • Language Usage: Language in different contexts - greetings, polite expressions Reading • Story Elements: Characters, setting, events • Retelling Stories: Key details and sequence of events • Text Analysis: Main idea and supporting details • Text Features: Headings, labels, photographs • Text Structure: How information is organized Writing • Writing process: Pre-writing stategies, drafting, revising editing, publishing • Narrative Writing: Stories with a beginning, middle, and end • Informative Writing: Facts, sharing information through writing I N S P I R E . C H A L L E N G E . S U P P O R T . 43

Content(cont.) •

Opinion Writing: Opinions and supporting details

Speaking and Listening • Collaborative Discussions: Participating, listening, questioning. • Presentation Skills: Clear speaking, volume, eye contact • Following Instructions: Attentive listening, multi-step directions

Skills Language Foundations • Identifying and producing rhyming words • Decoding and blending sounds in words • Reading high-frequency words accurately and fluently. • Constructing sentences with subjectpredicate structure • Capitalizing first word and proper nouns • Using end punctuation correctly • Utilizing new vocabulary in speech and writing • Spelling of common words accurately Reading • Comprehending basic reading (predictions, connections) • Identifying story elements (characters, setting, plot) • Retelling stories with proper 44

Skills (cont.) • • •

sequencing Using text features to find information in non-fiction Identifying main topic and key details in nonfiction Making connections between texts on the same topic

Writing • Planning and organizing ideas with graphic organizers/outlines • Writing focused, organized, and coherent texts • Using of descriptive language, sensory details, and dialogue effectively • Incorporating a variety of sentence types and structures Speaking and Listening • Participating actively in conversations and discussions • Following oral instructions • Asking and answering questions • Recounting stories and experiences orally

Grade 2 Content

Content (cont.)

Language Foundations • Phonics and Word Recognition: Short and long vowel sounds, consonant blends, digraphs • Fluency: Reading with accuracy, appropriate rate, and expression • Vocabulary: Understanding and using new words, context clues • Grammar and Conventions: Capitalization, punctuation, sentence structure (subject, predicate, simple and compound sentences), subjectverb agreement • Language Usage: Using complete sentences, proper nouns, past/present tense, adverbs

•

Reading • Character Analysis: Traits, feelings, actions of characters • Story Elements: Characters, setting, plot • Text Analysis: Structure, main idea, key details • Main Idea and Supporting Details: Identifying main idea, finding supporting details • Text Features: Headings, captions, labels, diagrams • Text Structure: Sequence of events, cause and effect Writing • Writing Process: Prewriting, drafting, revising, editing, publishing

• • •

Narrative Writing: Storytelling, beginning-middle-end structure, descriptive details Informational Writing: Sharing information, facts, labeling, organizing ideas Opinion Writing: Opinions, reasons, persuasive language Grammar, capitalization, punctuation, and spelling rules

Speaking and Listening • Collaborative Discussions: conversations, listening to others, turn-taking • Presentation Skills: speech adaptation for audience, appropriate volume and eye contact • Listening Comprehension: oral instructions, active listening, appropriate response

Skills (cont.)

• •

•

nouns Using end punctuation correctly Utilizing new vocabulary in speech and writing Spelling of common words accurately

Reading • Comprehending and retelling stories • Identifying story elements and their impact • Determining main idea and supporting details • Making connections between text and personal experiences • Summarizing key ideas from nonfiction texts • Using text features and structure effectively • Making connections and comparisons across texts Writing • Planning and organizing ideas with focus and organization • Writing narratives, informational/ explanatory texts, and opinion pieces • Using descriptive language and precise vocabulary • Applying grammar, punctuation, and spelling accurately Speaking and Listening • Participating actively in discussions • Delivering clear oral presentations • Following and giving multi-step

instructions accurately Engaging in respectful conversations

Grade 3 Content

Content (cont.)

Language Foundations • Phonics and Word Recognition: Complex spelling patterns, prefixes, suffixes, multisyllabic words • Fluency: Accuracy, rate, expression • Vocabulary: Context clues, word meanings, figurative language • Grammar and Conventions: Standard English grammar, usage, capitalization, punctuation, spelling • Sentence Structure: Varied sentence structures, subject-verb agreement, noun-verb agreement • Language Usage: Formal and informal language, pronouns, verb tenses

•

Reading • Character Analysis: Traits, motivations, changes, contribution to the story • Theme, central message, supporting evidence • Text Analysis: Structure, elements, literary devices • Main idea, supporting details, analysis • Text Features: Headings, captions, diagrams, purpose • Text Structure: Organizational structures, cause and effect, problem and solution Writing • Writing Process: Pre-writing, drafting, revising, editing, publishing • Narrative Writing: Plot, characters, descriptive details, dialogue

•

Informational Writing: Topic examination, facts, organizational structures, relevant details Opinion Writing: Claim, reasons, evidence, persuasive techniques

Speaking and Listening • Collaborative Discussions: Participation, expression, building on others’ ideas • Presentation Skills: Organization, clear delivery, visual aids • Listening Comprehension: Active listening, summary, questions

Skills Language Foundations • Decoding and reading unfamiliar words • Fluent reading with accuracy and expression • Using context clues for word meaning • Expanding vocabulary through complex texts • Applying proper writing mechanics and grammar Reading • Analyzing story elements and impact • Understanding genres and characteristics • Determining main ideas and details • Making inferences and drawing I N S P I R E . C H A L L E N G E . S U P P O R T . 45

Skills (cont.) • • •

conclusions Summarizing nonfiction texts Analyzing text features and structure Making connections between texts

Writing • Planning and organizing ideas • Writing narratives, informative/ explanatory texts, and opinions • Using descriptive language and precise vocabulary • Applying grammar and spelling rules Speaking and Listening • Actively participating in discussions • Delivering clear oral presentations • Following and giving multi-step instructions • Engaging in respectful conversations

Grade 4 Content

Content(cont.)

Language Foundations • Phonics and Word Recognition: Advanced phonics patterns, prefixes, suffixes, Greek and Latin roots • Fluency: Accuracy, rate, expression • Vocabulary: Meaning, context clues, word parts, idioms, figurative language • Grammar and Conventions: Grammar rules, usage, capitalization, punctuation, spelling • Sentence Structure: Varied sentence structures, subject-verb agreement, verb tenses • Language Usage: Standard English grammar and usage, verb tenses, pronoun-antecedent agreement, formal and informal language

Writing • Writing Process: Prewriting, drafting, revising, editing, publishing • Narrative Writing: Plot, characters, sensory details, dialogue • Informational Writing: Topic examination, ideas, structures, evidence • Opinion Writing: Claim, reasons, evidence persuasive techniques

Reading • Character Analysis: Traits, motivations, changes, contribution to the plot • Theme and Central Message: Theme, central message, evidence • Text Analysis: Structure, elements, literary devices (figurative language, symbolism) • Main Idea and Supporting Details: Main idea, supporting details, analysis • Text Features: Headings, captions, diagrams, effectiveness • Text Structure: Organizational structures, cause and effect, compare and contrast

Speaking and Listening • Collaborative Discussions: Collaboration, expression, idea development • Presentation Skills: Organization, eye contact, visual aids • Listening Comprehension: Active listening, summary, questions

Skills Language Foundations • Developing proficient decoding and word analysis • Using context clues and word relationships • Fluent reading with comprehension • Expanding vocabulary and academic language • Proficiency in figurative language and grammar Reading • Analyzing story elements and genres

Skills (cont.)

• • • • •

Explaining literary devices Making evidence-based claims and conclusions Summarizing nonfiction texts Evaluating author’s purpose and point of view Using text features and structures effectively

Writing • Planning and organizing ideas • Writing with focus, organization, and evidence • Engaging language and varied sentence structures • Applying grammar and spelling conventions Speaking and Listening • Actively participation in discussions • Delivering clear presentations • Adapting speech to different contexts • Following and giving multi-step instructions

Grade 5

Content

Content (cont.)

Language Foundations • Phonics and Word Recognition: Advanced phonics patterns, prefixes, suffixes, Greek and Latin roots • Fluency: Accuracy, rate, expression • Vocabulary Acquisition: Context clues, word parts, reference materials • Vocabulary: Meaning, figurative language, connotations, idioms, academic vocabulary • Grammar and Conventions: Grammar, usage, capitalization, punctuation, spelling • Language Usage: Standard English, verb tense consistency, subject-verb agreement, pronoun-antecedent agreement • Sentence Structure: Varied structures, phrases, clauses

Reading • Character Analysis: Traits, motivations, changes, contribution to the story • Theme and Central Message: Theme, central message, analysis, evidence • Text Analysis: Structure, elements, literary devices • Main Idea and Supporting Details: Main idea, supporting details, analysis • Text Features: Headings, graphs, charts, effectiveness • Text Structure: Organizational structures, text features, comparison

Speaking and Listening • Collaborative Discussions: Collaboration, expression, building upon ideas • Presentation Skills: Organization, purposeful language, visual aids • Listening Comprehension: Active listening, comprehension, summary, questions

Skills Language Foundations • Developing proficient decoding and word analysis • Using context clues and word relationships • Vocabulary expansion through word study and complex texts • Fluent reading with comprehension • Applying standard English conventions

Skills (cont.)

•

Applying grammar and sentence structures effectively

Reading • Analyzing complex story elements and their impact • Understanding genres and characteristics • Analyzing author’s use of literary devices • Making evidence-based claims and conclusions • Summarizing complex nonfiction texts • Evaluating author’s purpose, point of view, and claims • Synthesizing information from multiple sources • Using text features, structures, and evidence

•

thoughts clearly Describing familiar people, places, objects, and events

Writing • Understanding the writing process • Planning and organizing ideas • Writing with focus, organization, and evidence • Using precise language and varied sentence structures • Applying grammar and spelling conventions Speaking and Listening • Participating in conversations by listening and responding appropriately • Following simple oral instructions • Speaking audibly and expressing I N S P I R E . C H A L L E N G E . S U P P O R T . 47

Grade 6 Middle Years Programme The six skill areas in the Middle Years programme (MYP) Language and Literature subject group - listening, speaking, reading, writing, viewing and presenting - develop as both independent and interdependent skills. As well as being academically rigorous, MYP Language and Literature equips students with linguistic, analytical and communicative skills that can also be used to develop interdisciplinary understanding across all other subject groups.

Content

Skills

• • • •

• • • • • • • • • •

• • • • •

Short stories Novel (Heroic cycle) Poetry (Language, form, structure) Graphic Novels / Shakespeare / Theatre Figurative language simile, metaphor, onomatopoeia, hyperbole) Sensory Language Characterisation Characters

Essay writing Descriptive writing Narrative writing PEE Topic sentences Discourse markers Thesis statement Analysis Comprehension Inference (implicit/explicit)

Grade 7

Content

• • • • • • •

• • • • • • • • • • • • • •

Personal narrative Poetry (language, form, structure) Non-literary texts Novel (bildungsroman) Narrative writing Sensory language Figurative language (simile, metaphor, onomatopoeia, hyperbole, idiom, cliche, alliteration, personification, imagery, symbolism, repetition) Poetic devices (enjambment, caesura) Thesis statement Articles Journal Review Formal letters Interviews Speeches Audience Purpose Style Tone Register Context

Skills

• • • • • • • • •

Analysis Presenting Comprehension Inference (implicit/explicit) Referencing / citations Sequencing integrating facts into creative writing Research Validating sources

Grade 8

Content

• • • •

• • • • • • • • • • • • • • • • • • • • • • • • • • • •

Rhetoric Ethos, pathos, logos Persuasive devices Figurative language (simile, metaphor, onomatopoeia, hyperbole, idiom, cliche, alliteration, personification, imagery, symbolism, repetition) Referencing Discourse markers PEEL / PEEZY Analysis Emanata Panels Illustration Layout Composition Dialogue Speech bubbles Gutters Juxtaposition Paradox Metaphor Shakespearean language 5 act structure Sonnets Iambic pentameter Soliloquy Monologue Tragedy Prologue Chorus legal terms and concepts Persuasion discourse markers topic sentences

Content(cont.)

•

Thesis statement

Skills

• • • • • • • • • • •

Analysis Presenting Comprehension Inference (implicit/explicit) Referencing / citations Sequencing Validating sources Essay writing Research Debate Persuasive writing

I N S P I R E . C H A L L E N G E . S U P P O R T . 49

Grade 9 Content

Skills

• • • • • • • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • •

Style Tone Theme Voice Audience Language Form Structure Imagery poetic devices PEEZY thesis statement discourse markers Composition Text type Diction Font Gaze rule of thirds colour pallete mise-en-scene command terms Figurative language (simile, metaphor, onomatopoeia, hyperbole, idiom, cliche, alliteration, assonance, sibilance, plosives, personification, imagery, symbolism, repetition)

Analysis Presenting Comprehension Inference (implicit/explicit) Referencing / citations Sequencing Essay writing Research Debate Persuasive writing Descriptive writing Narrative writing Research Validating sources

Grade 10

Grades 11 & 12

Content

Skills

Content

• • • • •

• • • • • • • • • • • • • • •

Areas of Exploration • Readers, writers, and texts • Intertextuality (connecting texts) • Time and space

Global issues Short story structure Shakespeare (context, language, style) Literary & non-literary texts e-Assessment prep

Textual Analysis Oral Presentation Reading Comprehension Inference (implicit/explicit) Referencing / citations Essay writing Persuasive writing Descriptive writing Narrative writing PEEL paragraphing Visual literacy / film techniques Commentary writing E-Assessment Preparatory Skills Short-answer questions Understanding command terms

Diploma Programme

The IB Diploma Language and Literature course introduces the critical study and interpretation of written and spoken texts from a wide range of literary forms and non-literary text-types. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption.

Resources include: A Doll’s House: Henrik Ibsen, Persepolis: Marjane Satrapi, The Sound of Waves: Yukio Mishima, The Stranger: Albert Camus, The World’s Wife: Carol Ann Duffy, The Crucible: Arthur Miller, Ariel: Sylvia Plath, Bodies of Work: Shepard Fairey, Banksy, KAL and various authors

Assessment • Paper 1 and Paper 2 • Individual Oral • HL Essay • Learner Portfolio Literary Texts • HL (six texts) three different literary form, three time periods, three places • SL (four texts) two different literary forms, two time periods and two places Non Literary Body of Work • Any collection of non-literary texts that can be organised or grouped into a specific group Global Issues • Culture, identity and community • Beliefs, values and education • Politics, power and justice • Art, creativity and the imagination • Science, technology and the environment

Skills •

Develop skills in listening, speaking, reading, writing, viewing, presenting

Skills (cont.) • •

•

• •

and performing Develop skills in interpretation, analysis and evaluation Develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings Develop an understanding of the relationships between studies in language and literature and other disciplines Communicate and collaborate in a confident and creative way Foster a lifelong interest in and enjoyment of language and literature.

Know, understand and interpret: • Contexts in which texts are written and/or received • Elements of literary, stylistic, rhetorical, visual and/or performance craft • Features of particular text types and literary forms. Analyse and evaluate: • Ways in which the use of language creates meaning • Uses and effects of literary, stylistic, rhetorical, visual or theatrical techniques • Ways in which texts may offer perspectives on human concerns.

I N S P I R E . C H A L L E N G E . S U P P O R T . 51

Early Years 3

Content •

Language & Literature German 52

Primary Years Programme

The International School of Stuttgart (ISS) German Language & Literature programme is closely connected with the transdisciplinary themes of Primary Years Programme (PYP). Language is involved in all learning that goes on in a school, in both the affective and effective domains. Learners listen, talk, read and write their way to negotiating new meanings and understanding new concepts. In the “knowledge” area of the PYP, language is the most significant connecting element across the school’s curriculum, both within and outside its transdisciplinary program of inquiry (PoI). At ISS German Language & Literature program starts from Early Years 3/4 to Grade 5.

•

• • • • • • •

Bilderbücher vorlesen, Geschichten/ Bilderbücher nacherzählen, Reime, Lieder, Gedichte (picture books, rhymes, songs, poems) Körpersprache: Mimik, Pantomime, Gestik (z.B. Klatschen, Stampfen) (Body language: facial expressions, mime, gestures (e.g. clapping, stamping). Jahreszeiten (seasons) Familie, Freunde, Gruppenzugehörigkeit (family, friends and groups) Kalender (calendar) Ortsbestimmung: oben, unten, über, unter (positions of objects) Begrüßungsrituale (greeting rituals) Stimmbildung: laut-leise (vocal training: loud-soft) Klassenregeln (classroom agreements)

Skills • • •

Benennen Wetterbegriffe: warm, kalt, sonnig, windig (naming weather terms cold, sunny, windy) Benennen und Erkennen von Zahlen (1-5) (naming numbers 1-5) Aussprache/Betonung von Konsonanten (ck, st, sch, tz, r) (pronouncing diagraphs)

I N S P I R E . C H A L L E N G E . S U P P O R T . 53

Early Years 4 Content

Skills

Early Years 5 Content

Skills

Grade 1 Content

Skills

•

• •

•

• •

• • • • • • • • • •

Klassenvereinbarungen/Regel (classroom agreements) Bildhaftes Darstellen von Geschichten, Texten (presenting stories and texts) Gesprächskreis (discussion circle) Mitsingen von Liedern (Begrüßungslied)/`Spielliedern (singing and acting out songs) Geschichten/Erzählungen (stories) Rollenspiele (role plays) Farben (colours) Zahlenreihe 1-5 (numbers 1-5) Gruppenspiele (Teambuilding activities) Satzstellung, Satzbildung: Subjekt, Prädikat, Objekt (sentence structure) Zeitformen (tenses verbal)

• • • • •

Namen schreiben (writing own name) Fragen-Antworten formulieren (asking questions and giving answers) Erlernen der korrekten Stifthaltung (fine motor skills holding pencil correctly) Erlernen der korrekten Griffhaltung von Schere, Pinsel (fine motor skills holding scissors, brush correctly) Nachahmen von Lauten (Lautierung) (sounding out orally) Formulierung von Fragen-Antworten (formulating questions) Zählen bis 10 (counting to 10)

• • • •

• • • • • •

Einfache Begrüßungs-, Abschiedsformulierungen (Simple greeting, farewell phrases) Fünf Sinne (five senses) Freizeitaktivtäten:Wochenende;Ferien (activities weekend/holidays) Flüsterpost (whispering game) Aussprache folgender Konsonanten: sch, ck, tz, r und Vokalen: aeiou (pronounciation of the following diphtongs/consonants: sch, ck, tz, r) Monate/Jahreszeiten (seasons of the year/months of the year) Tageszeiten: heute Morgen, heute Mittag, heute Abend, heute Nacht (times of the day) Rollenspiele: Arztbesuch (role play “at the doctor”) Gruppenspiele (Teambuilding activities) Satzstellung, Zeiten (sentence structure, tenses) Zeitliche Abfolge (time sequence)

• • •

•

Schreiben des eigenen Namens, einzelner Buchstaben, Kopieren einzelner Worte (writing own name, copying words) Einfache Geschichten nacherzählen / in zeitlicher Reihenfolge wiedergeben (retelling stories) Buchstabenraten: (Wie lautet der erste Buchstabe bei H-aus?) (sounding out words beginning letter) Lieder/Reime/Geschichte/Gedichte/ Videos inhaltlich selbständig wiedergeben (independently summarizing the content of songs, rhymes, poems, stories, video) korrekter Stifthaltung (holding pen correctly)

•

• • • • • •

• •

Vokale/Mitlaute (vowels/consonants) Nomen: Großschreibung Einzahl und Mehrzahl (nouns: capitalization, singular, plural) Grammatik und Konventionen: Großschreibung, Zeichensetzung, Satzbau (Subjekt, Prädikat, einfache und zusammengesetzte Sätze), Subjekt-Verb-Übereinstimmung ( Grammar and Conventions: Capitalization, punctuation, sentence structure (subject, predicate, simple and compound sentences), subjectverb agreement) Schulregeln/Klassenregeln (classroom agreements) Bildergeschichte: Anfang, Mitte, Ende (picture story: beginning, middle, end) Vorgangsbeschreibung: Als erstes, als zweites, als drittes, zuletzt (writing to instruct) Brief: Begrüßung, erzählen, Abschied (letter writing) Buchstabenkenntnis Alphabet (letter knowledge/alphabet) Phonetik und Worterkennung: Buchstabenlaute, kurze Vokale, Konsonantenmischungen (Phonics and Word Recognition: Letter sounds, short vowels, consonant blends) Rollenspiele (role plays) Schreibprozess: Entwerfen, überarbeiten, veröffentlichen (writing process)

• • • •

• •

•

Silben klatschen (claping syllabels) Einfache Reime erkennen und bilden (Identifying and producing rhyming words Wörter in einzelne Laute auslautieren (Decoding and blending sounds in words) Lesen von Wörtern mit hoher Häufigkeit (Reading high-frequency words accurately and fluently) Satzanfänge groß schreiben (capitalizing sentence starters) Kurze, einfache Sätze mit Subjekt, Prädikat- Struktur bilden (Constructing sentences with subjectpredicate structure) Geschichten anhand Planungshilfen planen (planning and organizing ideas with graphic organizers/outlines) Hauptthema und wichtigste Details in Sachbüchern erkennen (Identifying main topic and key details in nonfiction books) Handlungselementen (Figuren, Schauplatz, Handlung) erkennen (Identifying story elements (characters, setting, plot))

Grade 2 Content

Skills

• •

•

• • • • • •

• • • • •

Rechtschreibung (spelling patterns) Doppellaute: /eu/, /ei/, /au/, /ai/ äu (double sounds) Doppelte Vokale /aa/ee/oo (double vowels) Doppelte Konsonanten (double consonants) Einführung Adjektive & Verben (adjectives/verbs) Zusammengesetzte Nomen (compound nouns) Satzzeichen Erweiterung: Fragezeichen, Ausrufezeichen (punctuation marks: question mark, exclamation mark) Bildergeschichte Vertiefung: Anfang, Mitte, Ende: Problem & Lösung (Story: beginning, middle, end, problem, solution) Vorgangsbeschreibung Vertiefung: danach, schließlich, als nächstes, zuletzt, am Ende (writing to instruct) Gedichte (Akrostikon, Elfchen, Haiku) (poems) Argumentation (writing to persuade) Ableitungen: d/t- g/k- b/p- au/äu (derivation words) Wörtliche Rede (dialoge)

• • • •

• • •

•

Einfache Wörter und Sätze lesen (reading short words and sentences) Leseflüssigkeit entwickeln (developing reading fluency) Leseverständniss entwickeln (developing reading comprehension) Nomen identifizieren und anwenden (identifying and applying nouns in texts) Das Wörterbuch und die alphabetische Reihenfolge kennenlernen & nutzen (getting to know and using a dictionary) Reimwörter erkennen und anwenden (recognizing and applying rhyming words) Mündliche Präsentation halten (delivering oral presentations) Korrekte Anwendung von Grammatik, Zeichensetzung und Rechtschreibung (Applying grammar, punctuation, and spelling accurately) Verbindungen und Vergleiche zwischen Texten herstellen (Making connections and comparisons across texts)

I N S P I R E . C H A L L E N G E . S U P P O R T . 55

Grade 3 Content

Skills

•

• • • • • • • • • • • • • • • • • •

Satzzeichen (Punkt, Ausrufezeichen, Fragezeichen, Komma) (punctuation marks: full stop, exclamation mark, question mark, comma) Gegenwart, 1. Vergangenheit, 2. Vergangenheit (present tense, past tense) Wörtliche Rede (direct speech) Geschichtenaufbau & chronologische Reihenfolge (story structure & chronological sequence in stories) Satzanfänge (sentence starters) Textverständnis (text comprehension) Wortfelder (word fields) Personalpronomen (personal pronouns) Vorgangsbeschreibung (writing to instruct) Buchvorstellung (book presentation) Ganztexte (literature circles) Lernwörter (spelling words) Gedichte (poems) Diktate (dictations) Reime (rhymes) Inhaltsangabe (summary) Argumentation (persuasive writing) Sach-und Fantasietexte (non-fiction and phantasy texts) Doppellaute, sp/st/sch, Vokale/ Konsonanten (double vowels, consonants, sp/st/sch)

• • • • • • • •

• •

Einführung: Dehnungs-h, ie/i/ ih doppelter Konsonant, ss/ß (introducing Dehnungs-h, ie/i/ih, double consonant, ss/ß) Anwendung: Groß- und Kleinschreibung (applying capitalization) kreative Geschichte schreiben (creative story writing) Selbstgeschriebene Texte mit Hilfe einer Vorlage korrigieren (editing texts) Verben, Nomen, Adjektive anwenden (applying verbs, nouns and adjectives while writing) Wörterbuch benutzen (using a dictionary) Silbentrennung (breaking words into syllables) Laut vorlesen, leise lesen, detailliertes lesen (reading out loud, quiet reading, detailed reading) Umgang mit Texten: Informationen entnehmen, Fragen beantworten, über Texte nachdenken, zu Handlungen und Personen Stellung nehmen (Dealing with texts: Extracting information, answering questions, reflecting on texts, taking a stand on actions and people.) Gedichte auswendig lernen (memorizing poems) unbekannte Wörter herleiten über Plural, Grundform bilden (deriving unknown words via plural, form basic

Skills (cont.) • • •

form) Erlebnisse folgerichtig und zusammenhängend erzählen (telling stories logically and coherently) Mündliche Präsentation halten (delivering oral presentations) Meinungsäußerung mündlich (stating one’s personal viewpoint verbally

Grade 4

Content

Skills

•

• • •

• • • • • • • • • • •

Leseverständnis Sach- und fiktionale Texte (reading comprehension fiction and non fiction texts) Getrennt- und Zusammenschreibung (word seperation and word composition) Satzarten: Aussagesätze, Fragesätze, Aufforderungssätze (Declarative sentence, Interrogative sentences, Imperative sentences) Satzbau und Satzglieder (sentence structure, sentence parts) Fantasiegeschichten, Gedichte (fantasy stories, poetry) Meinung und Interpretation (opinion writing) Buchpräsentation mit Poster oder elektronischen Medien (book presentation) Wortfelder “sagen’, ‘gehen’, ‘fahren’ (word fields) Wortfamilien (word families) Wörtliche Rede (dialog) Textzusammenfassung (summary) Pronomen (pronouns) Nachsilben und Endungen (suffixes) Zeiten: Perfekt/Plusquamperfekt (Perfect/Plusquamperfect tense)

•

• •

•

• • • • •

•

Genres erkennen und analysieren (Analyzing story elements and genres) Längere Wörter kompetent dekodieren und analysieren (developing proficient decoding and word analysis) Literarische Mittel erläutern (Explaining literary devices) Verständnisfragen beantworten und über Gelesenes diskutieren (Answering comprehension questions and discussing what was read) Verfassen von eigenen Texten (z.B. Beschreibungen, Erzählungen, Briefe) (Writing own texts (e.g. descriptions, stories, letters)) Rechtschreibung und Ausdruck verbessern (improving spelling and impression) Vorlesen von Texten mit Betonung und Intonation (reading texts with emphathis and intonation) Verschiedene Lesetrategien vertiefen (deepening understanding in different reading strategies) Verstehen und Interpretieren von längeren Texten (understanding and interpreting longer texts) Auf Beweisen basierende Behauptungen und Schlussfolgerungen machen (Making evidence-based claims and conclusions) Rechtschreibstrategien anwenden (applying spelling strategies)

Grade 5 Content

Skills

•

• • • • • •

• • • • • • • • •

Unsere neue Klasse: Einander kennenlernen-Klassenregeln (classroom agreements) Lesen und Leseverstehen (reading and reading comprehension) Fachtexte und fiktionale Texte (fiction and non-fiction texts) Kurzgeschichten (short stories) Zeichensetzung bei Wörtliche Rede (direct speech and speech marks) 4 Fälle (cases: nominativ, genetive, dativ, accusative) Satzarten,Satzglieder, Ersatz und Umstellprobe (sentence elements: subject, predicate, object, conjunction, interjection, prepositional phrase, adverbial, adjective) Tempora: Präsens, Perfekt, Präteritum, Plusquamperfekt, Futur I (tenses) Lineare Erörterung (linear discussion) Tagebuch und Brief (diary entry and letter writing) Bildgeschichten (picture story writing) Zusammenfassung eines Textes (summary) Zeichensetzung Komma bei Aufzählung (comma rules) Schreibung von stimmhaftem und stimmlosen s-Laut (spelling pattern s-sound) Personal und Possesivpronomen (pronouns) Konjugation, Deklination und Komparation Verben (Conjugation, declension and comparison verbs)

• • •

• •

• • • •

•

Reimformen erkennen und benennen (recognizing and naming different rhymes) Aufbau einer Kurzgeschichte analysieren (analyzing structure of short stories) Aufbau eines Fachtextes analysieren (analyzing non-fiction texts) Satzzeichen in verschiedenen Textsorten benennen and analysieren (recognizing and analyzing punctuation marks) Argumentieren und debattieren (debating) linearen Aufbau einer Debatte verstehen und anwenden (understanding and applying the linear structure of a debate) Gedichte vortragen/selbst dichten (performing self-written poems) Im Wörterbuch nachschlagen (using a dictionary) Lesetechniken anwenden (applying reading strategies) Wiederholung: Groß- und Kleinschreibung s-Laute offene/geschlossene Silben, Konsonantenverdoppelung/doppelte Vokale/ langes I (Repeating upper and lower case ,s-sounds open/closed syllables, consonant doubling/double vowels/ various spelling patterns) Textüberarbeitung (editing texts)

I N S P I R E . C H A L L E N G E . S U P P O R T . 57

Grade 6 Middle Years Programme The six skill areas in the Middle Years Programme (MYP) Language and Literature subject group - listening, speaking, reaing, writing, viewing and presenting - develop as both independent and interdependent skills. As well as being academically rigorous, MYP language and literature equips students with linguistic, analytical and communicative skills that can also be used to develop interdisciplinary understanding across all other subject groups.

Content

Skills

Relevant Units • Freundschaft: Gedichte und Fantasiegeschichten verfassen • Fabeln als literarische Form (BW 3.2.2): die Fabel (Merkmale, Autoren, Struktur) • Figurenperspektiven um Jugendroman: “Momo”, Michael Ende; “Krabat”, Ottfried Preußler • Leseprojekt - Buchpräsentation • Berichte schreiben (Textsorten, Strukturen, Gestaltung einer Klassenzeitung)

Basierend auf den MYP-Objectives des 1. Jahres

Stilmittel • Geschichten (Inhalt, Aufbau, Wortwahl, Stilmittel) • Lyrik (Haiku, Elfchen) • Fabelstruktur und -autoren • Bericht, Film/Buchkritik, Kommentar, Meldung • Roman (Aufbau, Analyse) Sprachbewusstsein Entwickeln • Zusammenfassung • Genre (Sage, Märchen, Fantasieroman, Liebesgeschichte) • Aufbau einer Präsentation • Textsorten einer Zeitung

Lesen • Strukturen erkennen und analysieren • Moral erkennen und beschreiben • Lesetagebuch erstellen Schreiben • Kreative Texte erstellen (Geschichten, Gedichte, Berichte) • Hauptsätze, Nebensätze, Gliedsätze • Konjunktionen, Adverbielle Bestimmungen • Zeichensetzung • Fachbegriffe der Literaturanalyse Sprechen • Gruppenarbeit • Buchpräsentation Medienkompetenz • Zeitungsgestaltung verstehen und anwenden • Bewertung von Texten • Quellenarbeit • PowerPoint

Grade 7 Content

Skills

Relevant Units • Der Bericht (W-Fragen, Präteritum, Sachtext) • Spannende Geschichten in lyrischen Texten: die Ballade • Leben im Spannungsfeld der Kulturen (BW 3.1.1.1): “Marokko am See”, “Knastkinder” • Das Bild der Zeit in Kurzgeschichten: die Kurzgeschichte (Handlung, Handlungsschritte, Moral)

Basierend auf den MYP-Objectives des 2. Jahres

Stilmittel • Reimschema • Äußere und innere Handlung • Innerer Monolog • Bildliche Sprache: Vergleich, Metapher, Personifikation • Erzählerperspektive (auktorialer, personaler, neutraler Erzähler) Sprachbewusstsein Entwickeln • Aufsatzerziehung • Inhaltsangabe • Vorgangsbeschreibung

Lesen • Gemeinsamkeiten und Unterschiede erkennen, beschreiben und analysieren • Quellenzitate erkennen und auswählen • W-Fragen (Sachtexte) Schreiben • Wiederholung: Gliedsätze, Zeichensetzung • Wiederholung: Indirekte Rede • Wiederholung: Konjunktiv I • Wiederholung: Wortarten wiederholen (Konjunktionen und Pronomen) • Wiederholung: Adverbiale Bestimmungen, Adverbialsätze • Homonyme, Synonyme, Antonyme • Zitieren Sprechen • Gruppenarbeit • Informationen anschaulisch und interessant präsentieren Medienkompetenz • Auf Fußnoten, Quellenangaben u.ä. Bezug nehmen • Zunehmende Berücksichtigung mehrerer Quellen

Grade 8 Content

Skills

Sprachentwicklung- und wandel • Dialekte untersuchen • Erbwörter, Fremdwörter, Lehnwörter • Märchen in Jugendsprache erzählen

Lesen • Erzählperspektiven erkennen • Inhalt und Aussage eines Textes erfassen • Zusammenhänge zwischen Inhalt, Form und Wirkung herstellen • Grundbegriffe der Textbeschreibung (offener Anfang, offener Schluss, Rahmen und Binnenhandlung)

Leben in der Medienwelt • Eine Erörterung schreiben • Sinnvoller Umgang mit Medien Diskriminierung und Zusammenleben in sozialen Gruppen • Mobbing • Zivilcourage • Erzählperspektive Eine Charakterisierung schreiben Filmanalyse • Visuelle Stilmittel

Schreiben • Literarische Charakterisierung • Innerer Monolog • Korrekter Umgang mit Quellen (Bücher, Zeitschriften, Online-Quellen, Video-Quellen (YT-Video angeben, DVDs angeben) etc.) • Lineare Erörterung Sprechen • Diskutieren und Argumentieren • Präsentieren: Verschiedene Ausdrucksformen der Körpersprache (Gestik, Mimik, Haltung) • Texte szenisch erarbeiten (Filmskript) Stilmittel • Erzählperspektive • Stilmittel erkennen und deuten (visuelle Stilmittel beim Film, Literatur) Kriterium A: Analyse und Interpretation Zielsetzungen • Verstehen und Erklären der Sprache, des Inhalts, der Struktur, I N S P I R E . C H A L L E N G E . S U P P O R T . 59

Skills (cont.)

• •

des Kontexts und der Bedeutung sowohl bekannter als auch zuvor nicht bekannter, altersgerechter mündlicher, schriftlicher und visueller Texte Verstehen und Erklären der Wirkung der Sprache des Autors auf die Zielgruppe erkennen Im Hinblick auf literarische und nichtliterarische Werke eine fundierte und unabhängige Meinung äußern.

Kriterium B: Organisation Zielsetzungen • Arbeiten erstellen, bei denen die Schüler organisatorische Strukturen und sprachspezifische Konventionen auf Textarten unter Anleitung anwenden. • Gedankengänge und Argumente in einer zusammenhängenden und logischen Weise zusammenzustellen. • Textaufbau und Struktur: der Textart möglichst angemessene Schreibkonventionen erkennen und effektiv anwenden. • (möglichst korrektes Zitieren) Kriterium C: Textproduktion Zielsetzung Textproduktion mit: • Einfühlungsvermögen für den vorgegebenen Text, den Kontext, die Figuren, die Sprache und die Struktur mit dem Transfer zur möglichst selbständigen Interpretation • Kreative Gestaltung des eigenen Textes in Bezug auf die Vorgaben 60

Grade 9

Skills (cont.)

Content

Skills

•

Relevant Units • Dialektische Erörterung (Pro-Kontra, BBBb) • Identität im Drama (BW 3.2.8): “Andorra”, Frisch • Kriegsliteratur (BW 3.2.6) (Roman u. Graphic Novel) “Im Westen nichts Neues”, Remarque; “Im Westen nichts Neues, Eickmeyer • Medien in Deutschland (BW 3.1.1.2) (Berichterstattung, Darstellung, Manipulation, Zeitungsprojekt)

Basierend auf den MYP-Objectives des 4. Jahres

• • •

Details mit neuen Perspektiven in den eigenen Text integrieren Reflexion des Textes mit neuen Perspektiven im eigenen Text Auswahl einiger sprachlicher, visueller und stilistischer Mittel, die zur Textsorte passen Wirkung von Sprache auf den Leser / Hörer erkennen

Kriterium D: Stil und Sprachfunktionsweisen Zielsetzungen • Angemessene/s und vielfältige/s Sprachregister, Vokabular und Redewendungen einzusetzen. • Möglichst korrekte Grammatik und Syntax einzusetzen. • Geeignete Satzstrukturen zu benutzen. • Möglichst korrekte Rechtschreibung/ Zeichensetzung zu benutzen. • Nonverbale Kommunikationstechniken verstehen und einsetzen.

Stilmittel • Charakterisierung, Figurenanalyse • Drama (Aufbau, Methodik) • Symbolik • Merkmale Graphic Novel • Objektivität/Subjektivität • Sensationalismus • Boulevardpresse Sprachbewusstsein Entwickeln • Genres vergleichen (Drama, Roman, Graphic Novel) • Kommunikationsmodell Schulz von Thun • Manipulation durch Sprache (“fake news”)

The BW numbers refer to a direct correlation to the Baden Württemberg educational authority expectations in accordance to German curricula for Social Studies

Lesen • Strukturen erkennen und analysieren • Visualle Darstellung auf der Bühne • Lesetagebuch erstellen • Darstellungsweisen und Perspektiven erkennen, beschreiben und analysieren Schreiben • Pro-Kontra: Sanduhr, Pingpong • BBBb Paragraph • Vergleichen und kontrastieren • Überleitungen Sprechen • Peer review • Informationen vortragen Medienkompetenz • Zeitungsgestaltung verstehen und anwenden • Bewertung von Texten • Quellenarbeit

Grade 10 Content

Skills

Relevant Units • Rhetorik • Bewerbung (Anschreiben, Lebenslauf, Vorstellungsgespräch) • Marginalisierung im Roman (anhand H. Mankells „Der Chronist der Winde“ --> Charakterisierung, kreatives Schreiben (Brief)) • Gedichte: Heimat- und Exillyrik; Nachkriegs-Kurzgeschichten • E-Assessment-Vorbereitung • Kurzeinheit Drama: Kabale und Liebe

Basierend auf den MYP-Objectives des 5. Jahres

Stilmittel • Stilmittel der Rhetorik (z.B. WirGefühl) • Überzeugungstechniken • Kompetenter Umgang mit und Anwendung von literarischen Stilmittel Sprachbewusstsein Entwickeln • Vertiefung: Beherrschung einer differenzierten Ausdrucksweise • Vertiefung: bewusste Auseinandersetzung mit Sprache und deren Wirkung (Manipulation durch Sprache, Sprache und Macht • Wiederholung Konjunktiv I und II

Lesen • Vertiefung: Textvergleiche (z.B. fiktive und nicht fiktive Texte/Text - Bild) • Vertiefung: Kritisches Lesen von Texten • Vertiefung: Schulung des kritischen Umgangs mit allen literarischen, nicht-literarischen Texten, Informationsquellen und visuellen Texten Schreiben • Textanalyse und – interpretion (von literarischen und nicht-literarischen Texten, visuellen Texten, Medientexten, Filmen e• Reden schreiben • Bewerbung/Lebenslauf Sprechen • Mündliche Präsentationen Medienkompetenz • Analyse von Kurzfilmen (nichtliterarisch)

Diploma Programme Der IB Diploma Kurs Sprache und Literatur führt in das kritische Studium und die Interpretation von geschriebenen und gesprochenen Texten aus einem breiten Spektrum literarischer Formen und nichtliterarischer Textarten ein. Die formale Analyse von Texten wird durch das Bewusstsein ergänzt, dass die Bedeutung nicht feststeht, sondern sich in Bezug auf den Produktions - und Konsumkontext verändern kann.

Resources include: Jakob der Lügner – Jurek Becker, Der Vorleser – Bernhard Schlink, Draußen vor der Tür – Wolfgang Borchert, Faust I – J.W von Goethe, Der Fremde – Albert Camus, Gott, hilf dem Kind – Toni Morrison, Lyrik: Ingeborg Bachmann / Exil Lyrik - Mascha Kaleko, Das Parfum – Patrick Süskind, Der Circle – Dave Eggers, Der Besuch der Alten Dame – Friedrich Dürrenmatt, Farbenblind – Trevor Noah, Der Vorleser – Bernhard Schlink, Nicht literarische Textsammlungen, wie z.B. Werbekampagnen, Blogs (z.B. Sascha Lobo), Fotografie oder Reportagen (z.B. ZDF 37 Grad Reihe)

Soziokulturelle Aspekte und Verbindungen zu BW Bildungsplan 2016 • Heimat- und Exillyrik: Exilschriftsteller (BW 3.2.7 und 3.2.8) • Rhetorik: DDR/BRD (BW. 3.2.9) 61

I N S P I R E . C H A L L E N G E . S U P P O R T . 61

Grades 11 & 12

Content

Skills

Arbeitsbereiche • Leser, Autoren und Texte • Intertextualität (Verbindung von Texten) • Zeit und Raum

Entwicklung von Fähigkeiten in den Bereichen Hören, Sprechen, Lesen, Schreiben, Sehen, Präsentieren und Darstellen • Entwicklung von Fähigkeiten zur Interpretation, Analyse und Bewertung • Entwicklung einer Sensibilität für die formalen und ästhetischen Qualitäten von Texten und eines Verständnisses dafür, wie sie zu unterschiedlichen Reaktionen beitragen und mehrere Bedeutungen eröffnen • Entwicklung eines Verständnisses für die Beziehungen zwischen dem Studium der Sprache und Literatur und anderen Disziplinen • selbstbewusst und kreativ zu kommunizieren und zusammenzuarbeiten • ein lebenslanges Interesse und Freude an Sprache und Literatur zu entwickeln. • Kennen, verstehen und interpretieren • Kontexte, in denen Texte geschrieben und/oder rezipiert werden • Elemente des literarischen, stilistischen, rhetorischen, visuellen und/oder darstellerischen Handwerks • Merkmale bestimmter Textarten und literarischer Formen. • Analysieren und bewerten: • Die Art und Weise, wie Sprache Bedeutung erzeugt • Einsatz und Wirkung von literarischen,

Bewertung • Schriftliche Arbeiten 1 & 2 – Textanalyse literarisch und nichtliterarisch • Individuelle mündliche Prüfung • HL-Aufsatz • Portfolio Literarische Texte • HL - (6 Texte) 3 verschiedene literarische Formen, 3 Zeitepochen, 3 Orte • SL - (4 Texte) 2 verschiedene literarische Formen, 2 Zeitepochen und 2 Orte. Nichtliterarische Textsammlung • Sammlungen nicht-literarischer Texte Globale Themen • Kultur, Identität und Gemeinschaft • Glaube, Werte und Bildung • Politik, Macht und Gerechtigkeit • Kunst, Kreativität und Fantasie • Wissenschaft, Technologie und Umwelt

Skills (cont.) • • •

stilistischen, rhetorischen, visuellen oder dramaturgischen Techniken Die Art und Weise, in der Texte Perspektiven auf menschliche Belange bieten können. Ideen auf klare, logische und überzeugende Weise kommuinizieren Stil & Sprachebene erkennen

I N S P I R E . C H A L L E N G E . S U P P O R T . 63

Early Years 3

Language Acquisition: English 64

Primary Years Programme

International School of Stuttgart (ISS) English Language Acquisition programme is closely connected with the transdisciplinary themes of Primary Years programme (PYP). Language is involved in all learning that goes on in a school, in both the affective and effective domains. Learners listen, talk, read and write their way to negotiating new meanings and understanding new concepts. In the “knowledge” area of the PYP, language is the most significant connecting element across the school’s curriculum, both within and outside its transdisciplinary programme of inquiry (PoI). At ISS we provide authentic contexts for language learning and teaching in all areas of the curriculum that both are a reflection of, and relevant to, the community of learners, and to the educational theories underpinning the programme. English as an Additional Language (EAL) students follow the general literacy programme, but at the adapted pace of each individual EAL student.

Content

Skills

Listening • Turn-taking and sharing during conversations • Simple instructions and questions

Listening • Beginning to listen to English speaker with guidance • Responding to greetings with nods, gestures, or single words

Speaking • Turn-taking and sharing during conversations • Basic vocabulary related to personal experiences, objects, and actions Reading • Uppercase and lowercase letters • Print carries meaning Writing • Writing tools and materials • Writing represents thoughts and ideas

Speaking • Participating non-verbally in the classroom • Understanding simple questions and responding with actions or words Reading • Recognizing own name in print • Holding book and turning pages correctly Writing • Writing first name • Relying primarily on pictures to convey meaning

I N S P I R E . C H A L L E N G E . S U P P O R T . 65

Early years 4

Early years 5

Grade 1 Content

Skills

Content

Skills

• •

Listening • Showing awareness of/beginning to respond to context cues • Participating non-verbally in classroom • Understanding simple questions and responding with actions or words • Following two-step directions

•

Listening • Listening attentively • Responding to greetings • Predicting likely outcomes to texts when heard aloud • Following classroom instructions, showing understanding

Content

Skills

Content

Skills

Listening • Turn-taking and sharing during conversations • Simple instructions and questions

Listening • Beginning to listen to English speaker with guidance • Responding to greetings with nods, gestures, or single words

Listening • Meaningful conversations with peers and adults • Oral instructions

Listening • Responding during classroom discussions with nods and gestures • Participating non-verbally in the classroom • Following one-step directions • Understanding simple questions and responding with actions or words

Speaking • Active listening • Simple responses • Basic vocabulary related to personal experiences, objects, and actions Reading • Uppercase and lowercase letters • Print carries meaning Writing • Writing tools and materials • Writing represents thoughts and ideas

Speaking • Participating non-verbally in the classroom • Understanding simple questions and responding with actions or words

Speaking • Speaks audibly and expresses thoughts clearly • Describes familiar people, place, objects, and events

Reading • Recognizing own name in print • Holding book and turning pages correctly

Reading • Recognizes and names uppercase and lowercase letters • Recognizes and identifies fiction and nonfiction

Writing • Writing first name • Relying primarily on pictures to convey meaning

Writing • Writing tools and materials • Writing represents messages and ideas

Speaking • Responding to greetings with single words • Repeating English words and phrases with guidance • Relying on personal experience as a stimulus for speaking and listening Reading • Recognizing some letter names and sounds • Commenting on illustrations in book • Listening and responding to literature Writing • Making marks other than drawing on paper • Telling about own pictures and writing • Beginning to label and adding own words to pictures

• • • • • •

Sight Words: High-frequency words Vocabulary: New words, word meanings according to the units Grammar and Conventions: Capitalization, punctuation, sentence structure, complete sentences Story Elements: Characters, setting, events Retelling Stories: Key details and sequence of events Main ideas and details in stories (visuals) Narrative Writing: Stories with a beginning, middle, and end Opinion Writing: Opinions and supporting details

Speaking • Responding to greetings with single words to simple phrases • Repeating English words and phrases clearly • Beginning to communicate using short phrases • Using home language to express needs and ideas Reading • Beginning to read signs, labels, and logos • Using illustrations to tell stories • Knowing letter names and some letter sounds • Recognizing some names and words in context Writing • Writing first name • Beginning to label pictures and adding own words to pictures • Beginning to use beginning and ending sounds • Beginning to use upper case letters • Beginning to use describing words

Grade 2

• • • • • • • • •

Phonics and Word Recognition: Short and long vowel sounds, consonant blends, digraphs Vocabulary: New words, word meanings according to the units Main ideas and supporting details in texts Nonfiction texts- key ideas and details sentence structure: subject-verb agreement Tenses: present/past tense Story Elements: Characters, setting, plot Main idea of a story Grammar, capitalization, punctuation, and spelling high frequency words Storytelling: beginning-middle-end structure

Speaking • Beginning to actively use classroom language • Beginning to use connected discourse to express needs, feelings, opinion • Beginning to ask questions to clarify meaning and content • Beginning to speak English clearly Reading • Retelling main event or idea in literature • Explaining why literature is liked or disliked • Reading simple words • Reading books with simple patterns Writing • Writing one - two sentences about a topic • Generating own ideas for writing • Beginning to use spacing between words • Experimenting with punctuation

I N S P I R E . C H A L L E N G E . S U P P O R T . 67

Grade 3

Grade 4

Content

Skills (cont.)

Content

•

Beginning to contribute in small groups Beginning to use correct verb form Beginning to use an expanding vocabulary

•

Reading • Choosing reading material independently • Reading early reader books • Retelling beginning, middle, and end with guidance • Discussing characters and story events with guidance

• •

Writing • Writing short nonfiction pieces with guidance • Writing several sentences about a topic • Beginning to use periods, capital letters, question marks, and exclamation marks correctly • Spelling simple words, high frequency words, and unit vocabulary words correctly

• •

• • • • • • • • • • • • •

Complex spelling patterns, prefixes, suffixes, multisyllabic words Vocabulary: New words, word meanings according to the units Figurative language Recognition of types of texts Main idea and supporting details in texts Nonfiction texts - key ideas and details Varied sentence structures Usage of grammar, capitalization, punctuation, and spelling Characters traits in stories Main idea, supporting details in stories Writing Process: Prewriting, drafting, revising, editing Personal narrative Informational writing Opinion writing

Skills Listening • Listening attentively and speaking to express point of view • Beginning to understand classroom and subject language • Beginning to paraphrase oral information with guidance Speaking • Responding to simple questions with more than one-word answers 68

• •

• • •

• •

Vocabulary: New words, word meanings according to the units Speech adaptation to different audiences, purposes, and situations Oral presentations with clarity and organization Nonfiction texts- key ideas and details Connections and comparisons between texts on the same topic Narrative, information/explanatory texts, and opinion pieces Descriptive language and varied sentence structures Grammar, capitalization, punctuation, and spelling conventions Character traits in the story Text Analysis: Structure, elements, literary devices (figurative language, symbolism) Narrative Writing: Plot, characters, dialogue Opinion Writing: Reasons, persuasive techniques

Skills Listening • Understanding classroom and subject area language with guidance • Beginning to respond to more complex questions • Paraphrasing oral information with guidance • Using language appropriately across the curriculum for different purposes and audiences

Skills (cont.) Speaking • Speaking English clearly with some hesitation • Beginning to use correct form when asking questions • Beginning to use correct verb tense to express past, present, and future • Participating in classroom discussions and offering opinions

Grade 5 Content

Skills

•

Listening • Understanding classroom and subject area language at nearly normal speed • Asking questions to clarify meaning • Paraphrasing oral information • Responding to complex academic questions independently

• • •

Reading • Reading easy chapter books • Summarizing and retelling story events in sequential order • Responding to and making personal connections with facts, characters, and situations in literature • Beginning to interpret meaning

•

Writing • Writing a variety of short non-fiction pieces with guidance • Writing short fiction and poetry with guidance • Adding description and detail with guidance • Editing for capitals and punctuation with guidance

•

• • •

• • • • • • •

Vocabulary: Meaning, figurative language, connotations, idioms, academic vocabulary Grammar and Conventions: Grammar, usage, capitalization, punctuation, spelling Language Usage: Standard English, verb tense consistency, subject-verb agreement Sentence Structure: Varied structures, phrases, clauses Character Analysis: Traits, changes, contribution to the story Main Idea and Supporting Details: Main idea, supporting details, analysis Text Features: Headings, graphs, charts, effectiveness Informational Writing: Topic examination, ideas, structures, evidence Opinion Writing: Claim, reasons, evidence, persuasive techniques Formal presentations Organization and supporting evidence Speech adaption for audience Literature- fiction, drama, and poetry Nonfiction texts- key ideas and details Opinion Writing: Reasons, evidence, persuasive techniques Informational Writing: Topic examination, ideas, structures, evidence

Speaking • Using correct form when asking questions • Using correct verb tense to express present, past, and future • Contributing to whole class discussions Reading • Choosing reading materials at appropriate level • Reading medium level chapter books • Discussing setting, plot, characters and point of view with guidance • Interpreting meaning with guidance

Middle Years Programme

English emergent Phases 1 and 2 communicators understand and respond to a variety of simple authentic multimodal texts in recognizable formats. They identify some explicit and implicit information and can interpret and analyse some conventions and connections presented in these texts to draw conclusions. They demonstrate their comprehension in simple short oral and written language using simple modes. They engage in simple rehearsed and unrehearsed exchanges to communicate their understanding and opinions on everyday personal and social topics in range of familiar and some unfamiliar situations in interpersonal and cultural contexts. They communicate all required information, organized in appropriate formats, with a clear sense of audience and purpose to suit the context.

Writing • Writing organized nonfiction pieces with guidance • Writing fiction with clear beginning, middle, and end • Writing about feelings and opinions • Seeking feedback on writing

I N S P I R E . C H A L L E N G E . S U P P O R T . 69

Emergent: English

Content

Communication Contexts Language Mechanics and Grammar (Phases 1+2) • Basic Sentence Structure • Simple Present • Simple Present Progressive • Simple Past • Future Simple • Question formation with Tenses • Parts of Speech • Personal Pronouns and Articles • Indefinite Pronouns • Determiners and Prepositions • Modal Verbs for ability • Past Continuous • Present Perfect • Conditional 2 • Compound Sentences with Commas and Conjunctions • Direct and Indirect objects • Citations Related Concepts • Audience, Context, Conventions, Form, Function, Meaning, Message, Pattern, Pronunciation, Purpose, Structure, Word Choice Grade 6 • Unit 1: Modern Heroes: A Compendium • Unit 2: The World Around Me: Charlotte Guillain • Unit 3: Our Planet + IDU (World 70

Content (cont.) •

Wildlife Federation) Unit 4: Fables & Myths

Grade 7 • Unit 1: International Foods & Traditions (articles/non-fiction) • Unit 2: Poetry (Haiku, Limerick, Acrostics, Fiction) • Unit 3: Literary Analysis A Midsummer Night’s Dream: William Shakespeare • Unit 4: Can you Hear me? Podcast Project (Collaborative unit) Grade 8 • Unit 1: Travel and Ecotourism (Travel brochures) • Unit 2: The World of Stories (Video Storytelling) • Unit 3: Be Yourself Boy Meets World • Unit 4: Love Across Time and Space Romeo and Juliet: William Shakespeare (Usborne Easy Reader) Grade 9 • Unit 1: From Slavery to Freedom (The Hate U Give: Angie Thomas) • Unit 2: Censorship (Banned books from around the world) • Unit 3: Commemoration (Excerpts from Anne Frank’s Diary) • Unit 4: Advertising (Advertisement, Rhetoric and Public speaking)

Skills Listening • identify explicit and implicit information (facts and/or opinions, supporting details) in a wide variety of simple authentic texts • analyse conventions in a wide variety of simple authentic texts • analyse connections between a wide variety of simple authentic texts Reading • identify explicit and implicit information (facts and/or opinions, supporting details) in a wide variety of simple authentic texts • analyse conventions in a wide variety of simple authentic texts • analyse connections between a wide variety of simple authentic texts Speaking • use a wide range of vocabulary • use a wide range of grammatical structures generally accurately • use clear pronunciation and intonation in a comprehensible manner • communicate all or almost all the required information clearly and effectively Writing • use a wide range of vocabulary • use a wide range of grammatical structures generally accurately • organize information effectively and

Capable: English

Skills (cont.)

•

coherently in an appropriate format using a wide range of simple cohesive devices communicate all or almost all the required information with a clear sense of audience and purpose to suit the context

Middle Years Programme

English capable communicators in Phases 3 and 4 understand and respond to a wide variety of simple and some complex authentic multimodal texts. They identify explicit and implicit information and can interpret and analyse conventions and connections in these texts to draw conclusions. They demonstrate their comprehension by producing a range of simple and complex spoken and written language using simple and complex modes. They engage in authentic and spontaneous conversation to communicate their understanding and opinions on topics of everyday personal, social, and global significance in a range of familiar and unfamiliar interpersonal and in cultural contexts. They communicate all the required information organized in an appropriate format with a clear sense of audience and purpose to suit the context.

Content

Content (cont.)

Communication Contexts

Grade 7 • Unit 1: International Foods & Traditions (Step From Heaven: An Na) • Unit 2: Poetry (Poetry slam) • Unit 3: Literary Analysis (Look Both Ways: Linwood Barclay) • Unit 4: Can you Hear me? Podcast Project (Collaborative Unit)

Language Mechanics and Grammar (Phases 3+4) • Past Perfect Conditional 3 • Modifiers (some of, most of) • Gerunds and infinitives • Nouns and adjective clauses • Relative pronouns (who, whom, which, that) and with questions • Review perfect and introduce other perfect aspects • Review conditionals 1-3 • Review gerunds, infinitives, noun/ adjective clauses • Other aspects of perfect • Phrasal verbs and prepositional verbs Related Concepts • Audience, Context, Conventions, Empathy, Function, Idiom, Meaning, Message, Purpose, Point of View, Structure, Word Choice Grade 6 • Unit 1: Modern Heroes (Biographies linked to Essay Writing) • Unit 2: The World Around Me (Holes: Louis Sachar) • Unit 3: Our Planet + Inter Disciplinary Units (Speeches and persuasive language) • Unit 4: Fables & Myth (The Odyssey: Odysseus)

Grade 8 • Unit 1: Travel and Ecotourism (Various Travel brochures) • Unit 2: The World of Stories (Video Storytelling) • Unit 3: Be Yourself (Stargirl: Jerry Spinelli) • Unit 4: Love Across Time and Space (Romeo and Juliet: William Shakespeare) Grade 9 • Unit 1: From Slavery to Freedom (The Hate U Give: Angie Thomas) • Unit 2: Censorship (Banned books from around the world) • Unit 3: Commemoration Maus (graphic novel): Art Spiegelman/Sold: Patricia McCormick • Unit 4: Advertising (Advertisements, rhetorical devices, public speaking) Grade 10 • Unit 1: Novel Study (Fever 1793: Laurie Halse Anderson) • Unit 2: Conflict Resolution: Macbeth: I N S P I R E . C H A L L E N G E . S U P P O R T . 71

Content (cont.) • •

William Shakespeare Unit 3: Culture & Creativities (Short Stories/E-assessment) review Unit 4: Skills (E-assessment Review)

Skills Listening • identify explicit and implicit information (facts and/or opinions, supporting details) in a wide variety of simple and some complex authentic texts • analyse conventions in a wide variety of simple and some complex authentic texts • analyse connections between a wide variety of simple and some complex authentic texts Reading • identify explicit and implicit information (facts and/or opinions, supporting details) in a wide variety of simple and some complex authentic texts • analyse conventions in a wide variety of simple and some complex authentic texts • analyse connections between a wide variety of simple and some complex authentic texts

Proficient: English

Skills (cont.)

Content

Content (cont.)

Speaking • use a wide range of vocabulary • use a wide range of grammatical structures generally accurately • use clear pronunciation and intonation in a comprehensible manner • communicate all or almost all the required information clearly and effectively

Communication Contexts

•

Writing • use a wide range of vocabulary • use a wide range of grammatical structures generally accurately • organize information effectively and coherently in an appropriate format using a wide range of simple and complex cohesive devices • communicate all or almost all the required information with a clear sense of audience and purpose to suit the context

“I enjoy the different ways some of my teachers try to help the students to learn and their commitment to our learning” - ISS Student Survey

Middle Years Programme

English proficient communicators in Phases 5 and 6 analyse specific information, ideas, opinions and attitudes presented in a variety of complex authentic multimodal texts. They identify explicit and implicit information and can interpret and analyse conventions and connections effectively in these texts to draw conclusions. They demonstrate their comprehension by producing a range of complex spoken and written language using complex modes. They engage in authentic and spontaneous conversation to communicate their understanding, opinions and perspectives on topics of personal, academic and global significance in a wide range of interpersonal and cultural contexts. They communicate all required information, organized in an appropriate format with a sense of audience and purpose, to suit the context.

Language Mechanics and Grammar (Phases 5+6) • Perfect and perfect aspects • Review conditions 1-3 • Gerunds Infinitives 4-5 • Noun and adjectives clauses • Introduce adverbial clauses • Passive voice • Phrasal verbs and prepositional verbs 4-5 Related Concepts • Argument, Audience, Bias, Context, Empathy, Idiom, Inference, Purpose, Point of View, Stylistic Choices, Theme, Voice Grade 6 • Unit 1: Modern Heroes (Biographies linked to Essay Writing) • Unit 2: The World Around Me (Holes: Louis Sachar) • Unit 3: Our Planet + Inter Disciplinary Units (Speeches and persuasive language) • Unit 4: Fables & Myth (The Odyssey: Odysseus) Grade 7 • Unit 1: Step From Heaven: An Na • Unit 2: Poetry (Poetry slam) • Unit 3: Literary Analysis (Look Both Ways: Linwood Barclay)

Unit 4: Can you Hear me? Podcast Project (Collaborative Unit)

Grade 8 • Unit 1: Travel and Ecotourism (Various Travel brochures) • Unit 2: The World of Stories (Video Storytelling) • Unit 3: Be Yourself (Stargirl: Jerry Spinelli) • Unit 4: Love Across Time and Space (Romeo and Juliet: William Shakespeare) Grade 9 • Unit 1: From Slavery to Freedom (The Hate U Give: Angie Thomas) • Unit 2: Commemoration (Diary of Anne Frank) • Unit 3: Advertising (Advertisements, rhetorical devices, public speaking) • Unit 4: My Legacy Grade 10 • Unit 1: Novel Study (Fever 1793: Laurie Halse Anderson) • Unit 2: Conflict Resolution: Macbeth: William Shakespeare • Unit 3: Culture & Creativities (Short Stories/E-assessment) review • Unit 4: Skills (E-assessment Review)

I N S P I R E . C H A L L E N G E . S U P P O R T . 73

Skills Listening • identify explicit and implicit information (facts and/or opinions, supporting details) in a wide variety of complex authentic texts • analyse conventions in a wide variety of complex authentic texts • analyse connections between a wide variety of complex authentic texts Reading • identify explicit and implicit information (facts and/or opinions, supporting details) in a wide variety of complex authentic texts • analyse conventions in a wide variety of complex authentic texts • analyse connections between a wide variety of complex authentic texts Speaking • use a wide range of vocabulary • use a wide range of grammatical structures generally accurately • use clear pronunciation and intonation in a comprehensible manner • communicate all or almost all the required information clearly and effectively Writing • use a wide range of vocabulary • use a wide range of grammatical structures generally accurately • organize information effectively and 74

Grades 11 & 12

Content

Skills (cont.)

•

coherently in an appropriate format using a wide range of complex cohesive devices communicate all or almost all the required information with a clear sense of audience and purpose to suit the context

Skills (cont.)

Communication Contexts

Diploma Programme In Language B students learn to communicate in the target language in familiar and unfamiliar contexts. They describe situations, narrate events, make comparisons, explain problems, and state and support their personal opinions on a variety of topics relating to course content. The study of two literary works originally written in the target language is required only at Language B HL.

Literature and additional resources include: Jojo Rabbit, The Problem with Apu, Rain Wilson on the Baha’i faith, Cambridge Course Book, Oxford Coursebook, The Way, Extracts from Eat, Pray, Love, The Absolutely True Diary of a Part-Time Indian (S. Alexie), The Beatles and the “It” factor – to today Yesterday I, Robot, The Art of Racing in the Rain (G. Stein),

Identities • Lifestyles, Health and well-being, Beliefs and values, Subcultures, Language and identity Experiences • Leisure activities, Holidays and travel, Life Stories, Rites of passage, Costumes and traditions, Migration Human Ingenuity • Entertainment, Artistic expressions, Communication and media, Technology, Scientific innovation Social Organization • Social relationships, Community, Social engagement, Education, The working world, Law and order Sharing the Planet • The environment, Human rights, Peace and conflict, Equality, Globalization, Ethics, Urban and rural environment Conceptual Understanding • Audience, Purpose, Meaning, Variation

Skills Communication Skills • communicate clearly and effectively in a range of situations, demonstrating

• • • • •

linguistic competence and intercultural understanding use language appropriate to a range of interpersonal and/or cultural contexts understand and use language to express and respond to a range of ideas with accuracy and fluency organize ideas on a range of topics, in a clear, coherent and convincing manner understand, analyse and respond to a range of written and spoken texts understand and use works of literature written in the target language of study (HL only).

Text Production Personal texts • Blog, Diary, Email, Personal letter, Social media posting / chat room • Professional texts • Blog, Email, Essay, Formal letter, Proposal, Questionnaire, Report, Set of instructions, Survey Mass media texts • Advertisement, Article (newspaper / magazine), Blog, Brochure, Film, Interview, Leaflet, News report, Opinion column / editorial, Pamphlet, Podcast, Poster, Commentary (editorial / readers’ letter), Radio programme, Review, Speech, Travel Guide, Web page I N S P I R E . C H A L L E N G E . S U P P O R T . 75

Emergent: French

Language Acquisition: French

Middle Years Programme

French emergent communicators understand and respond to a variety of simple authentic multimodal texts in recognizable formats. They identify some explicit and implicit information and can interpret and analyse some conventions and connections presented in these texts to draw conclusions. They demonstrate their comprehension in simple short oral and written language using simple modes. They engage in simple rehearsed and unrehearsed exchanges to communicate their understanding and opinions on everyday personal and social topics in range of familiar and some unfamiliar situations in interpersonal and cultural contexts. They communicate all required information, organized in appropriate formats, with a clear sense of audience and purpose to suit the context.

Content

Content (cont.)

Communication Contexts

•

Related Concepts • Audience, Context, Conventions, Form, Function, Meaning, Message, Pattern, Pronunciation, Purpose, Structure, Word Choice

Language Mechanics • Present tense -ir and irregular verbs, past tense (passé compose <avoir, être> ), imperative, futur proche • Negation ne … pas de, plus de • Progressive present tense • Reflexive verbs • Sentence construction • Prepositions • Comparison • Questions

Phase 1 • Family and House • Calendar and Festivals • Animals • In Town Language Mechanics • Adjectives • Present tense (avoir, être, -er verbs, aller, manger, commencer, faire, prendre, jouer à, jouer de) • -Ir, -dre • Sentence construction (I) • Negation ne … pas • Possessives adjectives • Prepositions (de lieu) • Questions (est-ce que/qu’est-ce que/ qui/quand/comment/où) • Articles (définis, indéfinis, partitifs • à, à la, au, aux • futur proche • démonstratifs Phase 2 • Food and Shopping • My Hometown and my School • Holidays

Novel Study: Drapeau Rouge

Capable: French

Skills (cont.)

Content

Content (cont.)

Skills

Skills (cont.)

Communication Contexts

• • •

Listening • identify explicit and implicit information (facts and/or opinions, supporting details) in a wide variety of simple and some complex authentic texts • analyse conventions in a wide variety of simple and some complex authentic texts • analyse connections between a wide variety of simple and some complex authentic texts

Writing • use a wide range of vocabulary • use a wide range of grammatical structures generally accurately • organize information effectively and coherently in an appropriate format using a wide range of simple cohesive devices • communicate all or almost all the required information with a clear sense of audience and purpose to suit the context

Middle Years Programme French capable communicators in Phase 4 understand and respond to a wide variety of simple and some complex authentic multimodal texts. They identify explicit and implicit information and can interpret and analyse conventions and connections in these texts to draw conclusions. They demonstrate their comprehension by producing a range of simple and complex spoken and written language using simple and complex modes. They engage in authentic and spontaneous conversation to communicate their understanding and opinions on topics of everyday personal, social, and global significance in a range of familiar and unfamiliar interpersonal and in cultural contexts. They communicate all the required information organized in an appropriate format with a clear sense of audience and purpose to suit the context.

Related Concepts • Audience, Context, Conventions, Empathy, Function, Idiom, Meaning, Message, Purpose, Point of View, Structure, Word Choice Phase 3 • My Universe/World • My Health • My Passions • The French Speaking World Language Mechanics • Direct / indirect/ toniques, relative pronouns (qui, que) • Pronouns en/y • Present tense (irregular verbs, Passé composé (II) <with être>, Future tense, Past tense (imparfait) • Adverbs (time) • Comparative/superlative • Sentence construction (III) • Questions Language Mechanics • Direct/indirect/toniques, relative pronouns (qui, que, où, ce qui, ce que, ce dont), possessives, demonstratives, prepositions, • Pronouns en/y • Present tense (irregular verbs, Passé composé (II) <with être>, Past tense (imparfait)

Negation (complete) Sentence construction (III) Questions

Phase 4 • Grammar Revisions + writing skills • Cultures and traditions in France (Qu’est-ce qu’on a fait au bon Dieu?) • Immigration • E-assessment Language Mechanics • Revisions à la carte • Futur, conditionnel, hypothèses

Reading • identify explicit and implicit information (facts and/or opinions, supporting details) in a wide variety of simple and some complex authentic texts • analyse conventions in a wide variety of simple and some complex authentic texts • analyse connections between a wide variety of simple and some complex authentic texts Speaking • use a wide range of vocabulary • use a wide range of grammatical structures generally accurately • use clear pronunciation and intonation in a comprehensible manner • communicate all or almost all the required information clearly and effectively I N S P I R E . C H A L L E N G E . S U P P O R T . 79

Grades 11 & 12

Diploma Programme: French At both levels of French Language B (SL and HL), students learn to communicate in the target language in familiar and unfamiliar contexts. They describe situations, narrate events, make comparisons, explain problems, and state and support their personal opinions on a variety of topics relating to course content. The study of two literary works originally written in the target language is required only at Language B HL.

Resources include: Le monde en français - French B for the IB Diploma, internet, quizlet, EdPuzzle, blog: Le français avec Madame Tessier blog: Le français avec Madame Tessier https:// lefrancaisavecmadametessier.blogspot.com/

Content

Content (cont.)

Communication Contexts

Listening Comprehension • Past papers, DELF B1/B2

Identities • Lifestyles, health and well-being, beliefs and values, subcultures, language and identity Experiences • Leisure activities, holidays and travel, life stories, rites of passage, costumes and traditions, migration Human Ingenuity • Entertainment, artistic expressions, communication and media, technology, scientific innovation Social Organization • Social relationships, community, social engagement, education, the working world, law and order Sharing the Planet • The environment, human rights, peace and conflict, equality, globalization, ethics, urban and rural environment Grammar Revision • Tenses, pronouns, adverbs, prepositions Reading Comprehension • Past papers

Writing • Letter, mail, speech, article, diary, interview, debate, report, etc

Skills (cont.) media posting/chat room Professional Texts • Blog, email, essay, formal letter, proposal, questionnaire, report, set of instructions, survey Mass Media Texts • Advertisement, article (newspaper/ magazine), blog, brochure, film, interview, leaflet, news report, opinion column/editorial, pamphlet, podcast, poster, commentary (editorial/readers’ letter), radio programme, review, speech, travel guide, web page

Text Production Personal Texts • Blog, diary, email, personal letter, social I N S P I R E . C H A L L E N G E . S U P P O R T . 81

Grade 1

Language Acquisition: German 82

Primary Years Programme: German

The International School of Stuttgart (ISS) German Language Acquisition programme is closely connected with the transdisciplinary themes of Primary Years programme (PYP). Language is involved in all learning that goes on in a school, in both the affective and effective domains. Learners listen, talk, read and write their way to negotiating new meanings and understanding new concepts. In the “knowledge” area of the PYP, language is the most significant connecting element across the school’s curriculum, both within and outside its transdisciplinary programme of inquiry (PoI). At ISS we provide authentic contexts for language learning and teaching in all areas of the curriculum that are a reflection of, and relevant to, the community of learners, and to the educational theories underpinning the programme.

Content

Skills

•

• • • • • • • • • •

Vorstellung (Name, Alter, Geburtstag) (Presentation: name, age, birthday) Zahlen (1-40) (numbers 1-40): Monatsnamen (months of the year) Wochentage (days of the week) Kulturelles Bewusstsein: Feste im Jahr (cultural awareness: festivals throughout the year) Farben (colours) Artikel: der, die, das (articles) Einzahl Mehrzahl Nomen (singular/ plural nouns) Rollenspiele “Ich habe mich verlaufen” (role plays: “I am lost and need to find my way”) Buchstabenlaute (awareness of German letter sounds) Leseverständnis (listening comprehension)

• • • • • • • •

Wortschatzerweiterung: Gesundes/ ungesundes Essen, Spielplatz, Stadt, Gebäude und Transportmittel, Familienmitglieder, Bauernhof (expanding vocabulary: healthy/ unhealthy food, city/buildings/ transport, family members, farm) Deutsche Wörter wiederholen (repeating German words clearly) Kurze, einfache Wörter lesen (beginning to read short words) Fragen stellen und beantworten (asking and answering simple questions) Anweisungen folgen (Following two steps directions) Kurze Wörter und einfache Sätze schreiben (writing simple words and short sentences) Kurze Wörter, einfache Sätze laut vorlesen (reading out loud short words and simple sentences) Verben bin, habe konjugieren (conjugating verbs to be and to have) Wortschatz anhand verschiedener Vokabelspiele und Lieder festigen : (consolidating vocabulary through various games and songs)

I N S P I R E . C H A L L E N G E . S U P P O R T . 83

Grade 2 Content

Skills

•

• • • • • • • • •

Kulturelles Bewusstsein: Sankt Nikolaus, Sankt Martin, Advent, Fasching, Ostern (cultural awareness: Sankt Nikolaus, Sankt Martin, Advent, Fasching, Easter) Jahreszeiten (seasons) Monatsnamen/Wochentage/Farbe (months, weekdays, colours) Rollenspiele: Arztbesuch (role play: At the doctor) Präpositionen: über, unter, auf, neben, vor, nach (prepositions: above, under, on top, next to, infront, after) Grammatik: Satzbildung: Subjekt, Prädikat, Objekt (grammar: Sentence structure) Fragewörter: Wer? Wie? Was? Wo? (Question words: Who? How? What? Where?) Großschreibung von Nomen (capitalization nouns) Kurze Präsentationen verschiedener Themen (U.o.I related, short presentations) Zahlen 1-100 (numbers 1-100)

• • • • • •

•

ber Gefühle sprechen (traurig, glücklich, fröhlich, wütend, ärgerlich) (talking about feelings) Bild-Text verknüpfen (linking word with text) Benennen /Zuordnen der bestimmten Artikel (der, die, das) (naming, assigning the definite articles) Benennen der gängigen Kleidungsstücke (labeling clothes ) Benennen der Körperteile (labeling body parts) Aussprache einzelner Wörter trainieren (practicing pronounciation of individual words) Hör und Leseverständnis festigen anhand von Liedern, Reimen, Bilderbüchern (consolidating listening and reading skills through songs, rhymes and picture books) Verben: bin, habe, kann, möchte konjugieren (conjugating verbs: to be, to have, can, want)

Grade 3 Content

Skills

•

• • • • • • •

•

Adjective bezogen auf U.o.I (U.o.I related adjectives) Zahlen von 1 bis 1000 (Numbers from 1 to 1000) Dezimalzahlen und Preise (Decimals and prices) Einzahl/Mehrzahl /Großschreibung Nomen (Singular, plural, capitalization nouns) Adverbien: über, unter, links, rechts neben, auf, unter, hinter (Adverbs: over, under, next to, right, left, behind) Steckbrief (personal narrative) Poesie (poetry) Grammatik: Großschreibung, Zeichensetzung und Satzbau (Grammar: capitalization, punctuation and sentence structure) Themenbezogene mündliche Präsentation (topic related oral presentations with clarity and organization)

• • • •

•

• •

Kontextbewusstsein: Datum im Text erkennen und lesen (Identifying and reading the date within complete sentences) Mit dem Wörterbuch arbeiten (Using a translational dictionary) Rollenspiele “einkaufen” (Engaging in a shopping dialogue) Uhrzeit lesen (telling the time ) Auf einfache Fragen mit mehr als einem Wort antworten (Responding to simple questions with more than one-word answers) Ein Bewusstsein für Artikel/Pronomen entwickeln: der, die, das, er, sie, es (Gaining an awareness for articles/ pronouns: der, die, das, er, sie, es) Sensibilisierung für die deutsche Rechtschreibung und Buchstabenlaute (Gaining awareness of German spelling and letter sounds) Wortschatzerweiterung: Häuser und Gebäude,Einkaufen, die fünf Sinne, Kunst und Poesie ( Expanding Vocabulary: Houses and buildings, shopping, geography, the five senses, poetry and art) Wortschatz anhand verschiedener Vokabelspiele festigen : (consolidating vocabulary through various games) Regelmäßige Verben konjugieren (conjugating regular verbs)

Grade 4 Content

Skills

•

• •

• • • • •

Wortschatzerweiterung Fahrrad, auf der Straße, Verkehrszeichen, Sicherheit (vocabulary: traffic-safe- bicycle, traffic signs, license blades) Reiseziele in Deutschland und Europa (trafel destinations Germany and Europe) Kulturelles Bewusstsein: Feste/ Feiertage /Traditionen/Bräuche in Deutschland (cultural awareness holidays, traditions in Germany) Freizeitaktivitäten und Hobby (leisure activities and hobbies) Wetter /Jahreszeiten (weather and seasons) Familie, Vorfahren und Stammbaum (family and ancestors) Medien und digitale Kommunikation (Media and communication, newspaper, magazines) Fragewörter : Wo?, Wer?, Was?, warum? (question words: Where? Who? What? Why?)

•

• • • • •

ich selbst und Andere vorstellen mit Schwerpunkt : Hobbie, Familie, Herkunft (Introducing people and their interests, hobbies, family members and country of origin) Leseverständnis: Informationen entnehmen, Hauptgedanken erkennen (reading comprehension: Extracting information, identifying main ideas) Verben in Präsens und Präteritum konjugieren (conjugating Verbs in present tense and past tense) Einfache, kurze Bücher lesen (reading easy chapter books) Fragen mit angemessenem Fragewort stellen (asking questions with adequate question word) U.o.I bezogene Themen präsentieren (presenting U.o.I related topics) Kurze, einfache (Sach)texte schreiben (writing a variety of short (non)fiction pieces)

Grade 5 Content

Skills

•

• • • • •

• • • • • • •

Personalpronomen, (personal pronouns) Artikel (articles) Nomen im Singular und Plural (nouns singular and plural) Verben und trennbare Verben im Präsens (verbs and separable verbs in present tense) Präteritum von Verben (regular verbs in past tense ) Kulturelle Unterschiede und interkulturelles Verständnis (cultural differences and intercultural understanding) Brief schreiben (etter writing) Politik und Gesellschaft in Deutschland (politics in Germany) Zeitadverbien: zuerst, dann, danach (time adverbs: first, then, after) Komperativ: besser, als, mehr, größer (comperative: better than, more, bigbigger-biggest) Verneinung: Kein, keine und nicht (negation none-not) Leseverständnis (reading comprehension) Hörverstehen (listening comprehension)

• • • •

•

• • • • • •

Verben konjugieren : sein, haben, können, müssen, wollen (conjugating verbs: to be, to have, can, must, want) Anweisungen auf Deutsch geben (Giving instructions in German) Wortschatzerweiterung:; Energie (expanding vocabulary energy) Wortschtzerweiterung “Entdecker” (expanding vocabulary “explorers”) Wortschatzerweiterung: Gesundes Essen und Hygiene (expanding vocabulary “healthy food and hygiene”) Wortschatzerweiertung: Umweltschutz und Nachhaltigkeit (expanding vocabulary: environment protection and sustainability) Sich selbst und jemand anderen vorstellen (introducing yourself and others) Wortschatz anhand verschiedener Spiele festigen (consolidating vocabulary through various games) Fragen mit korrektem Satzbau stellen (asking questions using correct sentence structure) U.o.I bezogene Themen präsentieren (presenting topics related to U.o.I) Grafiken auswerten (analyzing data) Eigene Meinung ausdrücken (expressing opinion)

I N S P I R E . C H A L L E N G E . S U P P O R T . 85

Emergent

Middle Years Programme: German

German emergent communicators understand and respond to a variety of simple authentic multimodal texts in recognizable formats. They identify some explicit and implicit information and can interpret and analyse some conventions and connections presented in these texts to draw conclusions. They demonstrate their comprehension in simple short oral and written language using simple modes. They engage in simple rehearsed and unrehearsed exchanges to communicate their understanding and opinions on everyday personal and social topics in range of familiar and some unfamiliar situations in interpersonal and cultural contexts. They communicate all required information, organized in appropriate formats, with a clear sense of audience and purpose to suit the context.

Content

Skills

Communication Contexts • Myself, My Family, Pets, Friends • Hobbies, School Subjects and Supplies • Calendar, Numbers • Home • Body, Clothing

Listening • identify explicit and implicit information (facts and/or opinions, supporting details) in a wide variety of simple authentic texts • analyse conventions in a wide variety of simple authentic texts • analyse connections between a wide variety of simple authentic texts

Language Mechanics Phase 1 • Present tense (including regular and some irregular verbs, haben and sein, separable-prefix verbs) • Imperatives (optional) • Use of present tense to express future • Pronouns • Possessive pronouns • Accusative objects • Questions Phase 2 • Modal verbs (conjugation and placement) • Perfect tense of regular verbs • Simple past of haben, sein and modal verbs • Comparatives and superlatives Related Concepts • Audience, Context, Conventions, Form, Function, Meaning, Message, Pattern, Pronunciation, Purpose, Structure, Word Choice

Skills (cont.)

•

Reading • identify explicit and implicit information (facts and/or opinions, supporting details) in a wide variety of simple authentic texts • analyse conventions in a wide variety of simple authentic texts • analyse connections between a wide variety of simple authentic texts

•

Writing • use a wide range of vocabulary • use a wide range of grammatical generally accurately • organize information effectively and

Capable

•

coherently in an appropriate format using a wide range of simple cohesive devices communicate all or almost all the required information with a clear sense of audience and purpose to suit the context coherently in an appropriate format using a wide range of simple cohesive devices communicate all or almost all the required information with a clear sense of audience and purpose to suit the context coherently in an appropriate format using a wide range of simple cohesive devices communicate all or almost all the required information with a clear sense of audience and purpose to suit the context coherently in an appropriate format using a wide range of simple cohesive devices communicate all or almost all the required information with a clear sense of audience and purpose to suit the context

Content

Communication Contexts Grade 6 • Animals, School, Food, Environment

Middle Years Programme German capable communicators in Phase 4 understand and respond to a wide variety of simple and some complex authentic multimodal texts. They identify explicit and implicit information and can interpret and analyse conventions and connections in these texts to draw conclusions. They demonstrate their comprehension by producing a range of simple and complex spoken and written language using simple and complex modes. They engage in authentic and spontaneous conversation to communicate their understanding and opinions on topics of everyday personal, social, and global significance in a range of familiar and unfamiliar interpersonal and in cultural contexts. They communicate all the required information organized in an appropriate format with a clear sense of audience and purpose to suit the context.

Grade 7 • What we need, Sustainability/Factory Farming, Friendship and Courage, Sports Grade 8 • Shopping and Globalisation, Youth Cultures and Fashion, Health and Illness, Leisure and Travel Grade 9 • Media, Love and Friendship, Social Issues, Stuttgart and Germany Grade 10 • East Germany, Work World, Text Types for e-assessment, Migration Language Mechanics Phase 3 • Perfect tense of irregular verbs • Reflexive pronouns • Dative with verbs and prepositions • Weil and dass sentences Phase 4 • Simple past of regular and irregular verbs • Future tense • Dative and accusative (verbs, objects, I N S P I R E . C H A L L E N G E . S U P P O R T . 87

Content (cont.) • •

prepositions) Relative clauses Comparatives and superlatives

Related Concepts • Audience, Context, Conventions, Form, Function, Meaning, Message, Pattern, Pronunciation, Purpose, Structure, Word Choice

Proficient Content

Skills (cont.)

•

analyse connections between a wide variety of simple and some complex authentic texts

Communication Contexts Grade 6 • Animals, School, Food, Environment

Grade 7 • What we need, Sustainability/Factory Farming, Friendship and Courage, Sports

Middle Years Programme

German proficient communicators in Phase 5 analyse specific information, ideas, opinions and attitudes presented in a variety of complex authentic multimodal texts. They identify explicit and implicit information and can interpret and analyse conventions and connections effectively in these texts to draw conclusions. They demonstrate their comprehension by producing a range of complex spoken and written language using complex modes. They engage in authentic and spontaneous conversation to communicate their understanding, opinions and perspectives on topics of personal, academic and global significance in a wide range of interpersonal and cultural contexts. They communicate all required information, organized in an appropriate format with a sense of audience and purpose, to suit the context.

Grade 8 • Shopping and Globalisation, Youth Cultures and Fashion, Health and Illness, Leisure and Travel Grade 9 • Media, Love and Friendship, Social Issues, Stuttgart and Germany Grade 10 • East Germany, Work World, Text Types for e-assessment, Migration Language Mechanics Phase 5 • Adjective endings • Prepositional verbs • Passive mode • Subjunctive mode (including haben, sein and modal verbs, other verbs with würde) Related Concepts • Argument, Audience, Bias, Context, Empathy, Idiom, Inference, Purpose,

Content (cont.) Point of View, Stylistic Choices, Theme, Voice

Skills (cont.) •

Reading • identify explicit and implicit information (facts and/or opinions, supporting details) in a wide variety of complex authentic texts • analyse conventions in a wide variety of complex authentic texts • analyse connections between a wide variety of complex authentic texts Speaking • use a wide range of vocabulary • use a wide range of grammatical structures generally accurately • use clear pronunciation and intonation in a comprehensible manner • communicate all or almost all the required information clearly and effectively Writing • use a wide range of vocabulary • use a wide range of grammatical structures generally accurately • organize information effectively and I N S P I R E . C H A L L E N G E . S U P P O R T . 89

Grades 11 & 12 Diploma Programme: German ab initio

Language ab initio is a language acquisition course designed for students with no prior experience of the target language, or for those students with very limited previous exposure. It should be noted that language ab initio is offered at SL only. At the language ab initio level, a student develops receptive, productive and interactive communicative skills. Students learn to communicate in the target language in familiar and unfamiliar contexts.

Resources Finster, Andrea: Panorama A1 Deutsch als Fremdsprache. Berlin: Cornelsen, 2015., Finster, Andrea; Giersberg, Dagmar; Jin, Friederike; Paar-Grünbichler, Verena: Panorama A2: Deutsch als Fremdsprache. Berlin: Cornelsen, 2016

Content

Content (cont.)

Communication Contexts The five prescribed themes are:

Conceptual Understanding • Audience, Context, Purpose, Meaning, Variation

Identities • Personal attributes, personal relationships, eating and drinking,, physical wellbeing Experiences • Daily routine, leisure, holidays, festivals and celebrations Human Ingenuity • Transport, entertainment, media, technology Social Organization • Neighbourhood, education, the workplace, social issues Sharing the planet • Climate, physical geography, the environment, global issues Language Mechanics • Past tense (Perfekt) • Future tense • Subjunctive mode • Passive mode • All cases (including adjectives and pronouns) • Sub-clauses • Verb Constructions

Skills Communication • communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding • use language appropriate to a range of interpersonal and/or cultural contexts • understand and use language to express and respond to a range of ideas with accuracy and fluency • organize ideas on a range of topics, in a clear, coherent and convincing manner • understand, analyse and respond to a range of written and spoken texts Text Production Personal Texts • Blog, Diary, Email, Invitation, Journal, List Personal letter, Postcard, Social media posting/chat room, Text message, Timetable Professional texts • Blog, Brochure, Catalogue, Email, Essay, Formal letter, Interview, Invitation, Literature (short-story, novel, poem, graphic novel), Maps/diagrams, Menu, Online forum, Personal statement/ CV, Proposal, Questionnaire, Recipe, Report, Set of instructions/guidelines, Supporting letter, Survey, Timetable

Skills (cont.) Mass media texts • Advertisement, Article (newspaper, magazine), Blog, Brochure, Film, Flyer, Interview, Leaflet, Literature, News report, Newsletter, Opinion column/ editorial, Pamphlet, Podcast, Poster, Public commentary (editorial/ readers’ letters), Radio programme, Review, Social media posting, Speech, Travel guide, TV/drama/music, Web page

“Wir schätzen an der Ausbildung der ISS einfach alles. Für das Kind es es perfekt aber auch für die Eltern. Vor allem die transparenten Infos per Email, die Kommunikation mit den Lehrern und das individuelle Fördern der Kindern finden wir super.” - ISS Family Survey I N S P I R E . C H A L L E N G E . S U P P O R T . 91

Grades 11 & 12 Diploma Programme: German Language B

In Language B students learn to communicate in the target language in familiar and unfamiliar contexts. They describe situations, narrate events, make comparisons, explain problems, and state and support their personal opinions on a variety of topics relating to course content. The study of two literary works originally written in the target language is required only at language B HL.

Resources include: SL: various visual media, eventually Deutsch im Einsatz, HL: Borchert: Draußen vor der Tür, Schlink: Der Vorleser, Dürrenmatt: die Physiker, Kafka: Die Verwandlung

Content

Skills

Communication Contexts The five prescribed themes are:

Communication • communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding • use language appropriate to a range of interpersonal and/or cultural contexts • understand and use language to express and respond to a range of ideas with accuracy and fluency • organize ideas on a range of topics, in a clear, coherent and convincing manner • understand, analyse and respond to a range of written and spoken texts • understand and use works of literature written in the target language of study (HL only).

Identities • Immigration in Germany Experiences • Literature (HL): Borchert, Schlink, Dürrenmatt, Kafka Human Ingenuity • Automobile industry and future Social Organization • The political landscape in Germany Sharing the planet • Energy solutions for Germany Language Mechanics • Past tenses • Future tenses • Subjunctive mode • Passive mode • All cases (including adjectives and pronouns) • Sub-clauses • Verb Constructions (reflexive, prepositional) Conceptual Understanding • Audience, Purpose, Meaning, Variation

Skills (cont.)

Interview, Leaflet, News report, Opinion column / editorial, Pamphlet, Podcast, Poster, Commentary (editorial / readers’ letter), Radio programme, Review, Speech, Travel Guide, Web page

Text Production Personal Texts • Blog, Diary, Email, Personal letter, Social media posting /chat room Professional texts • Blog, Email, Essay, Formal letter, Proposal, Questionnaire, Report, Set of instructions, Survey Mass media texts • Advertisement, Article (newspaper, Advertisement, Article (newspaper / magazine), Blog, Brochure, Film I N S P I R E . C H A L L E N G E . S U P P O R T . 93

Emergent Content

Communication Contexts

Language Acquisition Spanish 94

Middle Years Programme: Spanish Phases 1 and 2 Emergent communicators understand and respond to a variety of simple authentic multimodal texts in recognizable formats. They identify some explicit and implicit information and can interpret and analyse some conventions and connections presented in these texts to draw conclusions. They demonstrate their comprehension in simple short oral and written language using simple modes. They engage in simple rehearsed and unrehearsed exchanges to communicate their understanding and opinions on everyday personal and social topics in range of familiar and some unfamiliar situations in interpersonal and cultural contexts. They communicate all required information, organized in appropriate formats, with a clear sense of audience and purpose to suit the context.

Grade 6 Phase 1 • Unit 1: Who am I? • Unit 2: Family and Friends • Unit 3: My School and My Routine • Unit 4: The Weather and Leisure Grade 7 Phase 2 • Unit 1: Healthy Eating • Unit 2: My Dream House • Unit 3: My Neighbourhood, My City • Unit 4: Safe Travels! Grade 8 Phase 1 and 2 • Unit 1: Fashion Trends • Unit 2: Healthy Lifestyles • Unit 3: My First Spanish Novel: Un mundo fantástico • Unit 4: Travelling Around My City Grade 9 Phase 2 • Unit 1: Who and When • Unit 2: Before and Now • Unit 3: Let’s Travel to Málaga! • Unit 4: Celebrations

Content (cont.)

• • • • • • • • • • • • •

Adverbs Basic cohesive devices Future tense ir a + infinitive Present continuous Personal pronouns Possessive pronouns and adjectives Affective verbs: Gustar, encantar, odiar Quantifiers Querer, llevar, Verbs tener, haber, ser and estar Physical and personal description adjectives Location adverbs Comparative and superlative

Grade 9 Phase 2 will also study: • Regular indefinite and imperfect tense • Conditional Related Concepts • Audience, Context, Conventions, Form, Function, Meaning,Message, Pattern, Pronunciation, Purpose, Structure, Word choiceStructure, Word Choice

Language Mechanics and Grammer Phase 1 and 2 • Basic sentence structure • Masculine and feminine articles • Present tense: regular and irregular verbs • Nouns and adjective agreement • Reflexive verbs I N S P I R E . C H A L L E N G E . S U P P O R T . 95

Skills Listening • identify explicit and implicit information (facts and/or opinions, supporting details) in a wide variety of simple authentic texts • analyse conventions in a wide variety of simple authentic texts • analyse connections between a wide variety of simple authentic texts • Reading • identify explicit and implicit information (facts and/or opinions, supporting details) in a wide variety of simple authentic texts • analyse conventions in a wide variety of simple authentic texts • analyse connections between a wide variety of simple authentic texts Speaking • use a wide range of vocabulary • use a wide range of grammatical structures generally accurately • use clear pronunciation and intonation in a comprehensible manner • communicate all or almost all the required information clearly and effectively Writing • use a wide range of vocabulary • use a wide range of grammatical structures generally accurately • organize information effectively and 96

Capable

Skills (cont.) •

coherently in an appropriate format using a wide range of simple cohesive devices communicate all or almost all the required information with a clear sense of audience and purpose to suit the context

“I think our school has a genuine interest in making learning alive and individualized for students…we try to send a message that learning is a process rather than something static.” - ISS Teacher Survey

Middle Years Programme

Capable communicators in phase 3 and 4 understand and respond to a wide variety of simple and some complex authentic multimodal texts. They identify explicit and implicit information and can interpret and analyse conventions and connections in these texts to draw conclusions. They demonstrate their comprehension by producing a range of simple and complex spoken and written language using simple and complex modes. They engage in authentic and spontaneous conversation to communicate their understanding and opinions on topics of everyday personal, social, and global significance in a range of familiar and unfamiliar interpersonal and in cultural contexts. They communicate all the required information organized in an appropriate format with a clear sense of audience and purpose to suit the context.

Content

Content (cont.)

Communication Contexts

• • • • •

* Please note that students at ISS will ideally have two years of Phase 3 in Spanish and French due to the breadth of grammar content. Grade 8 Phase 3 • Unit 1: Fashion Trends • Unit 2: Healthy Lifestyle • Unit 3: Literature: Misterio en las Alpujarras • Unit 4: Getting to Know My City Grade 9 Phase 3 • Unit 1: Before and Now • Unit 2: Biographies: Who and When • Unit 3: Let’s go to Málaga! • Unit 4: Once Upon a Time Grade 10 Phase 4 • Unit 1: Safe Travels • Unit 2: Que será, será • Unit 3: Teenage issues • Unit 4: E-assessment preparation Language Mechanics and Grammer Phase 3 and 4 • Review of previous grammar • Nouns and adjective agreement • Ser y estar • Verbal periphrases • Impersonal verb “se” • Imperative, affirmative and negative • Future tense

• • • • • • • • • •

Si + present + future tense Past perfect Indefinite tense Imperfect tense Contrast between the three past tenses Adverbial expressions of time Conditional Basic Present Subjunctive Expressing Emotions Expressing Disagreement Expressing Opinions Giving advice Cohesive devices Numbers and dates Comparatives and superlatives

Related Concepts • Audience, Context, Conventions, Empathy, Function, Idiom, Meaning, Message, Purpose, Point of View, Structure, Word Choice

Skills (cont.)

•

authentic texts analyse connections between a wide variety of simple and some complex authentic texts

Reading • identify explicit and implicit information (facts and/or opinions, supporting details) in a wide variety of simple and some complex authentic texts • analyse conventions in a wide variety of simple and some complex authentic texts • analyse connections between a wide variety of simple and some complex authentic texts Speaking • use a wide range of vocabulary • use a wide range of grammatical structures generally accurately • use clear pronunciation and intonation in a comprehensible manner • communicate all or almost all the required information clearly and effectively Writing • use a wide range of vocabulary • use a wide range of grammatical structures generally accurately • organize information effectively and coherently in an appropriate format using a wide range of simple and 98

complex cohesive devices communicate all or almost all the required information with a clear sense of audience and purpose to suit the context

Grades 11 & 12 Content

Diploma Programme: Spanish Language B

At both levels of Language B (SL and HL), students learn to communicate in the target language in familiar and unfamiliar contexts. They describe situations, narrate events, make comparisons, explain problems, and state and support their personal opinions on a variety of topics relating to course content. The study of two literary works originally written in the target language is required only at language B HL. At ISS students coming from Phase 4 can chose either to take the SL or HL course. The recommendation for Phase 3 students is to take the SL course but this is only a recommendation.

Resources include: Spanish B Grammar and skills workbook for the IB Diploma, Mike Thacker et al., Hodder education, Diverso, Carina Gambluch, SGEL, IB Spanish B course companion, Suso Rodríguez Blanco et al, Oxford education, Spanish B for the IB Diploma, Mike Thacker et al., Hodder education, Mañana Spanish B for the IB Diploma Coursebook, Rosa Parra Contreras et al, Cambridge University press, InThinking Español B, Profe de ele, IB Prepared Spanish B, Carina Gambluch, Oxford University Press, Campus difusión

Communication Contexts The five prescribed themes are: Identities • Lifestyles, health and well-being, beliefs and values, subcultures, language and identity Experiences • Leisure activities, holidays and travel, life stories, rites of passage, costumes and traditions, migration Human Ingenuity • Entertainment, artistic expressions, communication and media, technology, scientific innovation Social Organization • Social relationships, community, social engagement, education, the working world, law and order

Content (cont.) • • • • • • • • • • • • • • • • • • • •

Imperative Conditional Indefinite Imperfect Contrast of past tenses Present subjunctive Imperfect subjunctive Past perfect subjunctive Direct object Indirect object Indirect speech Sub-clauses Verb constructions (reflexive, prepositional) Modal verbs Adverbs Adjectives Demonstrative and possessives (adjectives and pronouns) Noun and adjective agreement Expressing opinions, emotions, isagreement, point of view Cohesive devices

Sharing the planet • The environment, human rights, Peace and conflict, equality, globalization, ethics, urban and rural environment

Skills

Language Mechanics • Review of previous grammar • Present tense • Ser y estar • Reflexive verbs • Past perfect • Future

Skills (cont.) • • • •

contexts understand and use language to express and respond to a range of ideas with accuracy and fluency organize ideas on a range of topics, in a clear, coherent and convincing manner understand, analyse and respond to a range of written and spoken texts understand and use works of literature written in the target language of study (HL only).

Skills (cont.)

• • • • • • • •

El amor en tiempos del cólera, Gabriel García Márquez Cuentos de Eva Luna, Isabel Allende Futuros peligrosos, Elia Barceló El libro de los rostros, Ana Pelegrín Campos de fresas, Jordi Sierra i Fabra El viejo que leía novelas de amor, Luis Sepúlveda La casa de Bernarda Alba, Federico García Lorca El delantal blanco, Sergio Vodanovic

Text Production Personal Texts • Blog, Diary, Email, Personal letter, Social media posting /chat room Professional texts • Blog, Email, Essay, Formal letter, Proposal, Report, Set of instructions, Speech Mass media texts • Advertisement, Article (newspaper / magazine), Blog, Brochure, Review, Interview, Leaflet, Opinion column / editorial, Podcast, Poster, Commentary (editorial / readers’ letter), Speech, Travel Guide Literary Works Previously studied literary works include: • El túnel, Ernesto Sábato I N S P I R E . C H A L L E N G E . S U P P O R T . 99

Early Years 3

Primary Years Programme

Mathematics

The power of mathematics for describing and analyzing the world around us is such that it has become a highly effective tool for solving problems. In the same way that students describe themselves as “authors” or “artists”, our school’s mathematics program provides students with the opportunity to see themselves as “mathematicians”. In the IB Primary Years Programme (PYP), mathematics is viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorized. We explore mathematics through the strands of: Number, Shape and Space, Pattern and Function, Measurement and Data handling.

Content

Skills

Numbers and Number Systems • Introduction to various forms of numbers. • Basic understanding of number systems.

Numeracy Skills • Using number words and numerals to represent quantities in real-life situations. • Counting with and without the aid of physical objects.

Estimation and Counting • Estimating groups up to five. • Exploring counting methods and quantities. Measurement • Introduction to non-standard units of measurement. • Understanding time as a unit of measurement. Mathematical Vocabulary • Introducing basic terms and language used in mathematics. Data Handling • Introduction to collecting data. • Understanding and interpreting basic data collections. Geometry • Identifying basic 2D shapes. • Understanding positional language. Problem Solving • Introduction to mathematical problem-solving methods and approaches.

100

Comparison • Recognizing and comparing sets or quantities to determine if they’re equal, more, or less than another set. • Using language terms like “first” and “last” to determine positions. Addition and Subtraction Concepts • Relating addition to combining objects and subtraction to taking objects away. • Basic understanding of one-to-one correspondence. Geometric Understanding • Describing and organizing shapes based on their properties. Temporal Skills • Identifying events using temporal terms. • Sequencing events in order. Data Interpretation • Collecting and organizing information to derive meaning. • Describing data and understanding basic data representations. I N S P I R E . C H A L L E N G E . S U P P O R T . 101

Early Years 4

Early Years 5

Content

Skills

Content

Content (cont.)

Skills (cont.)

Numbers and Number Systems • Introduction to forms of numbers. • Basic understanding of number systems.

Numeracy Skills • Using number words and numerals to represent real-life quantities. • Estimating objects up to five. Rote counting up to 20 without objects.

Numbers and Number Systems • Deepening understanding of forms of numbers and number systems. • Enhancing the application of mathematical language.

Probability • Basic understanding of probability and chance events.

•

Comparison and Quanity Judgement • Recognizing sets or quantities and determining if they’re equal to, more than, or less than another set. • Understanding position with terms like “first” and “last”.

Basic Arithmetic • Concepts of addition and subtraction with the integration of number lines.

Estimation and Counting • Estimating groups of objects. • Introduction to fractional parts in making a whole. Measurement • Exploring non-standard units of measurement. • Delving deeper into time as a unit of measurement. Mathematical Vocabulary • Further enhancing basic terms and language used in mathematics. Data Handling • Introduction to data collection. • Recognizing and naming basic 2D shapes. Geometry • Enhancing understanding of positional language. Problem Solving • Using mathematical approaches to solve basic problems.

Basic Arithmetic Concepts • Modeling simple joining and separating of whole numbers. • Relating addition to the combination of objects and subtraction to taking objects away. Geometric and Spatial Understanding • Describing and categorizing shapes based on their properties. • Recognizing events and sequencing them. Data Interpretation • Collecting and understanding information to grasp the world around. • Organizing and interpreting data collections. Problem-Solving Skills • Identifying and analyzing problems.

102

Estination and Evaluation • Building proficiency in estimating and evaluating sets of objects. • Introducing the concept of fractions. Measurement • Grasping non-standard units of measurement. • Understanding time as a measure. Patterns and Geometry • Recognizing and describing patterns. • Identifying and categorizing 2D shapes. Data Interpretation • Introduction to data handling, sampling techniques, and graphical representations. Spatial Understanding • Grasping concepts related to space and position.

Skills Numeracy Skills • Identifying and vocalizing numbers from 0 to 30. • Counting objects in a set. • Comparison of quantities using terms like “more”, “less”, “first”, “equals”, etc. Arithmetic Skills • Employing ordinal numbers in real scenarios. • Modeling subtraction using objects and writing number sentences. • Solving basic arithmetic problems using number lines. Estimation and Measurement • Estimating quantities in a set of 20 or less. • Recognizing quantities without counting (subitizing). • Exploring fractions in daily scenarios. • Comparing objects using comparative terms. • Measuring with non-standard units. Time and Sequence • Sequencing events and understanding measurement instruments like clocks.

Reading time in both digital and analog formats.

Classification and Patterns • Sorting objects based on attributes. • Recognizing patterns in everyday scenarios. Geometric and Spatial Understanding • Identifying common 2D shapes. • Using positional language to place and describe objects. Data Interpretation • Collecting and organizing data. • Using tally marks for data representation. Probability • Estimating the likelihood of events.

Grade 1 Content

Content (cont.)

Skills (cont.)

Numbers and Number Sense • Introduction to numbers up to 100. • Basic number lines.

•

Estimation and Counting • Estimating numbers in a group of 100 or less. • Counting to evaluate the reasonableness of the estimate. Fractions and Parts of a Whole • Introduction to halves, thirds, and fourths. • Recognizing these fractions in different contexts. Measurement • Exploring non-standard units of measurement. • Comparing and ordering objects based on length, capacity, and mass. Time and Calendar • Months of the year, weeks, and days. • Telling time using digital and analogue clocks. Patterns and Functions • Recognizing, creating, and explaining repeating patterns. • Completing basic number sentences using addition or subtraction. Geometry • Introduction to 2D and 3D shapes.

Classifying shapes based on properties.

Position and Direction • Understanding positional words (up/ down, left/right). • Basic introduction to directions (North, East, South, West). Data Handling • Collecting, organizing, and interpreting data. • Introduction to data display methods (tallies, tables, bar graphs). Probability • Understanding chance in daily events. • Predicting outcomes based on simple data.

Skills Numeracy Skills • Reading, writing, and comparing numbers. • Decomposing numbers. • Estimating and counting objects in groups. Fractional Understanding • Identifying basic fractions as part of a whole or group using models. Measurement Skills • Using non-standard units of measurement in real-life scenarios.

•

Identifying and using standard units of measurement Identifying measurement tools.

Time Management • Recognizing the sequence of days, weeks, months, and understanding the calendar. • Telling time to specific intervals (e.g., half and quarter hours). • Telling time on analog and digital clocks. Pattern Recognition • Classifying objects based on attributes. • Understanding and creating repeating patterns. Geometric Understanding • Naming, sorting, and sketching 2D shapes. • Identying, classifying and drawing 3D shapes. • Describing locations and movements using positional terms. Data Handling and Interpretation • Organizing and interpreting data in various formats. • Displaying data using graphs. • Predicting outcomes based on collected data.

I N S P I R E . C H A L L E N G E . S U P P O R T . 103

Grade 2

Grade 3

Content

Skills

Skills (cont.)

Content

Skills (cont.)

Number and Arithmetic • Understanding forms of numbers and number systems. • Mastery of basic arithmetic operations addition, subtraction, multiplication, and division. • Application of arithmetic in problemsolving and estimation.

Numeracy Skills • Mastery of numbers up to 1000 reading, writing, comparing, and ordering. • Advanced understanding of place value. • Subtracting 2-digit numbers using various methods, including regrouping. • Mental arithmetic skills for simple addition and subtraction.

•

Number Concepts • Deep dive into number forms and understanding of number systems. • A study of fractions, decimals, ratios, and proportions.

Numeracy Proficiency • Recognition of ancient number systems from different cultures/ periods. • Ability to read, write, and compare numbers up to 10,000 and beyond. • Advanced understanding of the place value of 4-digit numbers. • Enhanced skills in subtracting whole numbers using various methods, including regrouping.

Advanced Number Concepts • Dive into fractions, decimals, ratios, and proportions. Measurement and Time • Grasping concepts of measurement using different units. • Time as a tool of measurement. Algebra and Patterns • Introduction to basic algebraic concepts. • Recognizing and describing patterns. Geometry • Exploring the world of shapes and coordinate geometry. • Introduction to symmetry. Data and Probability • Fundamental skills in data handling. • Basic understanding of statistics, probability, sampling techniques, and graphical representation.

104

Arithmetic Proficiency • Modeling multiplication as repeated addition with quick recall for certain multiplication tables. • Familiarity with division through sharing and repeated subtractions. • Using models and number lines for arithmetic problem-solving. Measurement and Estimation • Rounding numbers and analyzing their reasonableness. • Mastery of measurement using standard units. • Telling time accurately using different types of clocks. Geometric Understanding • Classifying objects by multiple attributes. • Recognizing and sketching 2D shapes and regular polygons. • Identifying points on a grid using ordered pairs.

Grasping properties of reflective symmetry.

Data Interpretation • Gathering data using various methods. • Organizing and interpreting structured data. • Displaying data through various graphical methods. Probability • Identifying and describing chance events in daily scenarios.

Arithmetic Operations • Advanced arithmetic, encompassing addition, subtraction of both whole and part numbers. • Mastery of multiplication and division, building upon the foundation set in the previous grades. Measurement and Estimation • A thorough understanding of units of measurement. • Mastery of time, its units, and applications. Geometrical Concepts • Studies of Shapes, Angles, • Perimeter, Area Advanced Topics • Introduction to algebraic concepts. • Exploring patterns and their relevance in mathematical operations.

Multiplication and Division • Deepening understanding of multiplication as repeated addition, arrays, and skip counting. • Confidence and accuracy when multiplying and dividing numbers. • Skills to multiply by tens and hundreds and divide 2-digit whole numbers without remainders. Measurement and Time • Ability to count, write, and comprehend money amounts in different formats. • Proficiency in using different measurement units and tools. • Accurate reading of measurements from various scales. • Advanced skills in time management and reading different types of clocks. Estimation and Rounding • Expertise in estimating quantities,

Skills (cont.) •

sums, and differences in real-world scenarios. Rounding numbers to the nearest tens and hundreds with increasing skill.

Geometrical Understanding • Explore geometry, identifying different shapes and angles • Calculating area and perimeter. Fractional Understanding • A deepening understanding of fractions, their interpretations, and applications. • Identifying equivalent fractions and working with fractions with sums equal to one whole. Pattern Recognition • Ability to identify and describe patterns and their underlying rules.

Grade 4

Content

Numerical Foundations • Deep dive into various Forms of Number and Number Systems, including understanding Roman numerals. • Advanced Place Value explorations with emphasis on understanding 5-digit numbers. Basic Operations • Advanced techniques in Addition and Subtraction, especially involving decimals. • Mastery in Multiplication and Division, reinforcing and extending the range of calculations. Fractional and Decimal Understanding • Dive deeper into Fractions and Decimals with emphasis on real-life applications and comparisons. • Introduction to Factors and Multiples leading to recognition of prime and composite numbers. Advanced Numerical Concepts • Estimation techniques for real-life situations. • Introductory lessons on Ratio and Proportion. • Introduction to Exponents and their applications.

Content (cont.) • •

and understanding different Units of Measurement. Explorations into Capacity, Volume, and Mass including conversions. Mastery of Time, involving calculations and understanding durations.

Algebraic Foundations • Introductory Algebra concepts. • Recognition and creation of Patterns using various representations. Geometrical Concepts • Introduction to Geometry fundamentals and basic Trigonometry. • Advanced studies on Shapes, Angles, Perimeter, and Area. • Mastery in Metric Conversion for various units of measurement. Coordinate Geometry and Transformations • Introduction to the Coordinate Plane and basic operations. Data Management and Probability • Lessons on Graphing, Data Handling, Sampling Techniques, and Graphical Representation. • Introductory lessons on Probability, leading to understanding chances and predictions.

Measurement • Advanced lessons in Measurement I N S P I R E . C H A L L E N G E . S U P P O R T . 105

Skills Grade 4 mathematics emphasizes instilling a robust foundation in various mathematical concepts. Students will: • • •

• •

• • 106

Be adept in recognizing different forms of numbers, including the Roman numeral system. Be proficient in reading, writing, and comparing numbers beyond the 100,000 mark. Understand the intricacies of addition, subtraction, multiplication, and division, especially with larger numbers and decimals. Have a clear concept of fractions, decimals, factors, and multiples and their applications. Develop a clear understanding of measurement, especially volume, mass, and time, and how to convert between different units. Build a foundation in algebra, especially in pattern recognition and representation. Dive deep into geometry, learning about different shapes, angles, and how to calculate areas and perimeters. Start their journey into coordinate geometry, transformations, and basic trigonometry. Get hands-on experience with data, understanding how to graph it,

Skills (cont.) •

interpret it, and even gather it through surveys. Get introduced to probability, laying the groundwork for more advanced statistical studies in later grades.

Grade 5

Content

Numerical Foundations • Comprehensive study of Number Forms and the evolution of Number Systems. • Advanced studies in Addition and Subtraction with emphasis on diverse place values. • Mastery in understanding the Place Value system, especially in decimals. Factors, Multiples and Estimation • A deeper dive into Factors and Multiples, emphasizing the understanding of HCF and LCM. • Mastery in Estimation techniques, focusing on real-world applications. Fractional & Decimal Understanding • Advanced studies in Fractions, Ratio, and Proportion. • Dive deeper into decimal studies, understanding tenths, hundredths, and thousandths. Advanced Numerical Concepts • Extended lessons on Exponents and roots. • Exploration of patterns through Pattern and Function. Measurement and Conversions • Advanced concepts in Measurement using Standard Units. • Emphasis on understanding and applying Metric Conversions in real-

Content (cont.) •

world situations. Mastery of Time concepts, ensuring full understanding of 12 and 24-hour clocks.

Geometry and Space • Explorations into Geometrical Elements, including shapes, angles, and triangle properties. • Introductory Trigonometry. • Advanced studies in Perimeter, Area, and Volume. Coordinate Geometry and Transformations • Further studies on the Coordinate Plane and locating positions. • Understanding geometric Transformations, such as translations, reflections, rotations, and enlargements. Statistics, Data, and Probability • Lessons on Statistics, Data-Handling, Graphing, and Data Sampling Techniques. • Introduction to Graphical Representation with emphasis on various graph forms. • Mastery of Probability concepts, focusing on predictions, experiments, and interpretations.

Skills (cont.)

In Grade-5 mathematics, students will:

•

• • • • • • • • • • • •

Be adept in comparing and operating on whole numbers, fractions, and decimals. Master addition and subtraction techniques, especially with diverse place values. Recall multiplication and division facts efficiently. Understand and identify factors and multiples, especially HCF and LCM. Develop proficiency in estimation using fractions, decimals, and percentages. Convert between fractions, decimals, and percentages. Understand the relationship between exponents and roots. Analyze, describe, and classify various shapes using appropriate geometric vocabulary. Master measurements, especially in real-world contexts, and understand the precision and accuracy of tools. Convert units of measurement and understand their applications. Analyze patterns, functions, and represent rules through various means. Apply geometric knowledge in calculating perimeters, areas, and volumes. Work with coordinate geometry to solve positional problems.

• •

Understand and apply transformations to geometric figures. Collect, organize, interpret, and conclude data through various graphical representations. Understand statistical measures such as mean, median, mode, and range. Master the concept of probability and differentiate between predictions and experiment results.

“I like the approach to lower school learning goals. It takes into account the wide variety of skills and levels of children in any one grade. It does this by focusing on moving the children towards independence while supporting and nurturing their interests and strengths, and offering guidance.” - ISS Family Survey

I N S P I R E . C H A L L E N G E . S U P P O R T . 107

Grade 6 Middle Years Programme

Mathematics promotes a powerful universal language, analytical reasoning and problemsolving skills that contribute to the development of logical, abstract and critical thinking. Mathematics can help make sense of the world and allows phenomena to be described in precise terms. It also promotes careful analysis and the search for patterns and relationships, skills necessary for success both inside and outside the classroom. The course builds on the mathematical knowledge acquired in previous years and focuses on topics such as surface area and volume, geometric transformations, probability, right angle trigonometry, and properties of circles. Students will develop problem-solving skills and apply mathematical strategies to real-life situations.Through the course, students develop a sound knowledge of mathematical principles which prepare them for study at the Diploma programme or equivalent level. (adapted from MYP Maths Guide)

Content

Skills

• •

• • •

• • • • • • • • • • • • • • • •

Numbers and number systems Representing quantities in different forms Exponents and roots Classifying numbers (factors and multiples) Fractions Representing fractions in different forms Simplifying fractions Using number operations (subtraction, multiplication, division, and addition) Using mathematical strategies to solve real-life problems involving fractions Percentages Representing percentages in different forms (decimals, fractions, ratio) Converting between equivalent forms of numbers (fractions, decimal, percentages) Algebraic expressions and equations Using correct terminology Representing patterns in different forms (diagrams, sequences, tables, words) Geometric constructions Perimeter, area, and volume Data management

• • •

Grade 7 Content

Skills

• • •

• • • • • • • • • • • • • • • • • •

108

Ratio and proportions Constant of proportionality Representing proportional relationships using tables, equations and graphs. Representing probability in fraction, decimal and percentage Modeling sample space using lists, tables, and tree diagram Calculating the theoretical probability Integers Performing the operations of multiplication, division, addition and subtraction with integers. Plotting points on the Cartesian plane. Polynomials Algebraic expressions Solving algebraic equations Representing inequalities on a number line Finding the perimeter and area of 2D shapes including circles and trapezoids. Surface area and volume of prisms. Rate and unit rate Converting between different units and currencies. Constant rate of change Stem-and-leaf plot and box and whisker plot Measures of central tendency and measures of dispersion Analyzing data and drawing conclusions

• • • • • • • • •

Problem-solving Analytical thinking Interpretation and representation of data Mathematical reasoning Communication of mathematical concepts Application of mathematical strategies to real-life situations How ratios associate quantities that vary together Solving versus satisfying an equation Visualisation and representation of 3D shapes moving between dimensions Data distribution and how they can be analysed or compared Theoretical and experimental probabilities

Grade 8 Content

Skills

•

• • •

• • • • • • • • • • • • • • • •

• •

Numbers unit and number senseRational numbers Negative and zero exponents Standard form or scientific notation Triangles- Pythagoras theorem, similarity and trigonometric ratios. Equation of a straight line Arithmetic sequences and investigating patterns Drawing straight lines Basic coordinate geometry including midpoint and distance formula Parallel and Perpendicular lines Linear equations Simultaneous equations Solving equations graphically and algebraically Linear regression and real-life applications Coefficient correlation and its interpretation Line of best fit by hand and by technology STEAM related unit - 3D shapes and pencil case design Surface areas, Nets and volumes of 3D shapes including prisms, spheres, cones, and even some irregular shapes (open-ended) Geometric transformations Tessellations

• • • •

I N S P I R E . C H A L L E N G E . S U P P O R T . 109

Grade 9 Content

Skills

• • •

• • • • • • • • • • • • • • • • • • • •

110

Algebra The Number System Laws of Exponents and scientific notation Units and measurement Surds, roots, and radicals Absolute Value Relations and Functions Quadratic expressions Representing quadratic functions Solving quadratic equations Modelling with functions Applications and limitations of models Univariate statistics Quantifying data Histograms Sampling Techniques Bivariate Data Causation vs. Correlation The role of context in statistical inquiry. Outliers Critical literacy in statistics, considering sources and evaluating techniques Data distribution and how they can be analysed or compared Sequences

• • • • •

Grade 9 Extended Content

Skills

Grade 10 Content

Skills

• • •

• • • • •

• • •

• • • • • • • • • • • • •

• • • •

Advanced problem-solving Analytical thinking Interpretation and representation of data Mathematical reasoning Communication of mathematical concepts Application of mathematical strategies to real-life situations Critical thinking

• • •

Surface Area and Volume Geometric Transformations Probability Set Operations and Venn Diagrams Probability of single and combined events Right angle trigonometry Properties of circles Circle Theorems

• • • •

Grade 10 Extended Content

Skills

• • • • •

• • •

• • • • • • • • • • • •

Surface Area and Volume Geometric Transformations Probability Set Operations and Venn Diagrams Probability of single and combined events Independent and mutually exclusive events Right angle trigonometry Sine and Cosine rules and Bearing Area of a triangle for right and nonright triangles Properties of circles Circle Theorems Graph Theory Investigating patterns Revision of main algebraic skills Sequences Quadratic, linear, and geometric sequences Logarithmic and exponential functions

• • • • •

I N S P I R E . C H A L L E N G E . S U P P O R T . 111

Diploma Programme: Mathematics Analysis & Approaches SL The Mathematics: Analysis and Approaches (SL) course is a two-year, pre-university course designed for students who have an interest in mathematics and seek to develop a strong foundation in mathematical concepts and techniques. This course focuses on fostering students’ knowledge and understanding of mathematical concepts, principles, and nature in a comprehensible, coherent, and rigorous way. Students are encouraged to apply their mathematical knowledge to solve problems in both abstract and realworld contexts while developing intercultural understanding, open-mindedness, and respect for diverse perspectives. The aim of the Mathematics: analysis and approaches (SL) course are to develop students’ curiosity, enjoyment, and appreciation for mathematics, as well as to strengthen their understanding of mathematical concepts and principles. The course seeks to cultivate students’ logical and creative thinking, patience, persistence, and confidence in problem-solving, while also fostering their ability to communicate mathematical ideas clearly and concisely across various contexts. By emphasizing the interconnectedness of mathematics with other disciplines and promoting the integration of technology, students will be better prepared to transfer their mathematical skills and knowledge to alternative situations, other areas of knowledge, and their local and global communities. Additionally, the course encourages awareness of the moral, social, and ethical implications of mathematical work and applications, as well as fostering appreciation for the universality of mathematics and its multicultural, international, and historical perspectives.

112

Grades 11 & 12 Content

Content (cont.)

Number and Algebra: 19 Hours Using standard form, arithmetic sequences and series, geometric sequences and series, financial applications (compound interest, annual depreciation), introduction to logarithms. Simple proof, laws of exponents and logarithms, sum of infinite geometric sequence, binomial theorem where n is an integer.

solving trigonometric equations.

Functions: 21 Hours Equations of straight lines, parallel and perpendicular, functions, notation domain, range and inverse as reflection, graphing, key features of graphs, intersections using technology. Composite functions, identity, finding inverse, quadratic functions, solutions of quadratic equations and inequalities, discriminant and nature of roots, reciprocal and simple rational functions, equations of asymptotes, exponential and logarithmic functions, solving equations graphically and analytically, transformation of functions. Geometry and Trigonometry: 25 Hours 3D space, volume, angles, distance, midpoints, 2D and 3D trigonometry, sine rule, cosine rule, area, applications (angles of elevation and depression, bearings). Circle (radians, arcs, sectors), unit circle definitions of sin, cos, tan, exact trig ratios, ambiguous case of sine rule, Pythagorean identity, double angles, circular functions (graphs, composites, transformations),

Statistics and Probability: 27 Hours Concepts, reliability and sampling techniques, histograms, cumulative frequency graphs, box plots, mean, median, mode, mean of grouped data, standard deviation, quartiles, interquartile range, Pearson’s correlation coefficient, scatter diagrams, equation of y on x, probability concepts, expected numbers, combined, mutually exclusive, conditional, independence, probability diagrams, discrete random variables, binomial distribution, normal distribution and calculations. X on y regression line, conditional and independent probabilities, test for independence, Z values, inverse normal to find mean and standard deviation. Calculus: 28 Hours Introduction to differential calculus, increasing and decreasing functions, differentiating polynomials, tangents and normals, integration introduction, areas between curve and x-axis. Differentiating polynomials, chain, product and quotient rules, the second derivative, testing for max and min, optimization, points of inflection, kinematics problems, indefinite integration, reverse chain, by substitution, definite integrals, areas under curve onto x-axis, areas between curves.

Content (cont.)

Development of investigational, problemsolving, and modeling skills and the exploration of an area of mathematics: 30 hours Total Teaching Hours: 150 hours

Skills •

•

Knowledge and Understanding: Recall, select, and use their knowledge of mathematical facts, concepts, and techniques in a variety of familiar and unfamiliar contexts. Problem Solving: Recall, select, and use their knowledge of mathematical skills, results, and models in both abstract and real-world contexts to solve problems. Communication and Interpretation: Transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs, or constructions both on paper and using technology; record methods, solutions, and conclusions using standardized notation; use appropriate notation and terminology. Technology: Use technology accurately, appropriately, and efficiently both to explore new ideas and to solve problems. Reasoning: Construct mathematical

Skills (cont.)

•

arguments through the use of precise statements, logical deduction, and inference and by the manipulation of mathematical expressions. Inquiry Approaches: Investigate unfamiliar situations, both abstract and from the real world, involving organizing and analyzing information, making conjectures, drawing conclusions, and testing their validity.

Assessments For SL students, external assessments consist of two papers. Paper 1 does not allow the use of technology and includes two sections: Section A, which contains compulsory short-response questions based on the syllabus, and Section B, which includes compulsory extended-response questions based on the syllabus. The exam lasts for 1.5 hours and contributes 40% to the final grade. Paper 2, on the other hand, allows the use of technology and also consists of two sections: Section A, with compulsory short-response questions based on the syllabus, and Section B, featuring compulsory extended-response questions based on the syllabus. Like Paper 1, this exam lasts for 1.5 hours and contributes 40% to the final grade. For internal assessments, there is an Exploration component, which requires 15 hours of work and accounts for 20% of the final grade.

“Neglect of mathematics works injury to all knowledge, since he who is ignorant of it cannot know the other sciences or the things of this world.” - Roger Bacon (1214–1294)

I N S P I R E . C H A L L E N G E . S U P P O R T . 113

Diploma Programme: Mathematics Analysis & Approaches HL

The Mathematics: Analysis and Approaches (HL) course is a rigorous, two-year pre-university course designed for students with a strong interest and aptitude in mathematics. This course delves deeper into mathematical concepts and techniques, building on the foundation established in the SL course, and aims to prepare students for university-level mathematics and related fields. Students are encouraged to apply their mathematical knowledge to solve complex problems in both abstract and realworld contexts, and to develop a profound understanding of mathematical concepts, principles, and nature. The course places emphasis on intercultural understanding, openmindedness, and respect for diverse perspectives. The aim of the Mathematics: Analysis and Approaches (HL) course are to inspire students to develop a deep curiosity and enjoyment of mathematics, as well as an appreciation for its elegance, power, and relevance to real-world situations. The course seeks to enhance students’ understanding of mathematical concepts and principles, while fostering logical and creative thinking, patience, persistence, and confidence in problem-solving. By emphasizing effective communication of mathematical ideas across various contexts, the course encourages students to employ and refine their powers of abstraction, generalization, and application of mathematical concepts. The course also highlights the interconnectedness of mathematics with other disciplines and the integration of technology, enabling students to transfer their mathematical skills and knowledge to alternative situations, other areas of knowledge, and their local and global communities. Moreover, the course promotes awareness of the moral, social, and ethical implications of mathematical work and applications, as well as fostering appreciation for the universality of mathematics and its multicultural, international, and historical perspectives. 114

Grades 11 & 12 Content

Content (cont.)

Number and Algebra: 39 Hours SL Content: Using standard form, arithmetic sequences and series, geometric sequences and series, financial applications (compound interest, annual depreciation), introduction to logarithms. Simple proof, laws of exponents and logarithms, sum of infinite geometric sequence, binomial theorem where n is an integer.

analytically, transformation of functions.

HL Content: Permutations and combinations, binomial with negative and fractional indices, partial fractions, complex numbers (Cartesian form and Argand diagram, Polar and Euler form), complex roots of polynomials, conjugate roots, De Moivre’s theorem, powers and roots of complex numbers, proof by induction, contradiction, counterexamples, solution of systems of linear equations. Functions: 32 Hours SL Content: Equations of straight lines, parallel and perpendicular, functions, notation domain, range and inverse as reflection, graphing, key features of graphs, intersections using technology. Composite functions, identity, finding inverse, quadratic functions, solutions of quadratic equations and inequalities, discriminant and nature of roots, reciprocal and simple rational functions, equations of asymptotes, exponential and logarithmic functions, solving equations graphically and

HL Content: Factor and remainder theorems, sum and product of roots, rational functions, odd and even functions, self-inverse, inverse and domain restriction, solutions of inequalities, graphing modulus equations and inequalities. Geometry and Trigonometry: 51 Hours SL Content: 3D space, volume, angles, distance, midpoints, 2D and 3D trigonometry, sine rule, cosine rule, area, applications (angles of elevation and depression, bearings). Circle (radians, arcs, sectors), unit circle definitions of sin, cos, tan, exact trig ratios, ambiguous case of sine rule, Pythagorean identity, double angles, circular functions (graphs, composites, transformations), solving trigonometric equations. HL Content: Reciprocal trig ratios and their Pythagorean identities, inverse circular functions, compound angle identities, relationships between trig functions, vector definitions, scalar (dot) product, vector equation of line, classification of lines, vector product, vector equations of a plane, intersections of lines and planes. Statistics and Probability: 33 Hours SL Content: Concepts, reliability and sampling techniques, histograms,

Content (cont.)

cumulative frequency graphs, box plots, mean, median, mode, mean of grouped data, standard deviation, quartiles, interquartile range, Pearson’s correlation coefficient, scatter diagrams, equation of y on x, probability concepts, expected numbers, combined, mutually exclusive, conditional, independence, probability diagrams, discrete random variables, binomial distribution, normal distribution and calculations. X on y regression line, conditional and independent probabilities, test for independence, Z values, inverse normal to find mean and standard deviation. HL Content: Bayes’ theorem, properties of discrete and continuous random variables. Calculus: 55 Hours SL Content: Introduction to differential calculus, increasing and decreasing functions, differentiating polynomials, tangents and normals, integration introduction, areas between curve and x-axis. Differentiating polynomials, chain, product and quotient rules, the second derivative, testing for max and min, optimization, points of inflection, kinematics problems, indefinite integration, reverse chain, by substitution, definite integrals, areas under curve onto x-axis, areas between curves. HL Content: First principles, higher

Content (cont.)

derivatives, limits and L’Hopital’s rule, implicit functions, related rates, optimization, further derivatives and indefinite integration of these, partial fractions, integration by substitution, integration by parts and repeated parts, areas under curve onto the y-axis, volume of revolution (about x and y axes), firstorder differential equations (Euler method, variables separable, integrating factor, homogeneous differential equations using substitution y = vx), and Maclaurin series. Development of investigational, problemsolving, and modeling skills and the exploration of an area of mathematics: 30 hours Total Teaching Hours: 240 hours

Skills •

•

Skills (cont.)

•

into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs, or constructions both on paper and using technology; record methods, solutions, and conclusions using standardized notation; use appropriate notation and terminology. Technology: Use technology accurately, appropriately, and efficiently both to explore new ideas and to solve problems. Reasoning: Construct mathematical arguments through the use of precise statements, logical deduction, and inference and by the manipulation of mathematical expressions. Inquiry Approaches: Investigate unfamiliar situations, both abstract and from the real world, involving organizing and analyzing information, making conjectures, drawing conclusions, and testing their validity.

Skills (cont.)

Paper 2 allows the use of technology and also includes two sections: Section A, with compulsory short-response questions based on the syllabus, and Section B, which consists of compulsory extended-response questions based on the syllabus. The exam duration is 2 hours and contributes 30% to the final grade. Paper 3, which is unique to the HL course, allows the use of technology and contains two compulsory extended-response problem-solving questions. This exam lasts for 1 hour and accounts for 20% of the final grade. For internal assessments, HL students also complete an Exploration component, requiring 15 hours of work and contributing 20% to the final grade.

Assessments For HL students, external assessments consist of three papers. Paper 1, like in SL, does not allow the use of technology and is divided into two sections: Section A, containing compulsory shortresponse questions based on the syllabus, and Section B, featuring compulsory extended-response questions based on the syllabus. The exam lasts for 2 hours and contributes 30% to the final grade. I N S P I R E . C H A L L E N G E . S U P P O R T . 115

Diploma Programme: Mathematics Applications & Interpretations SL Mathematics: Applications and Interpretations is a two-year course and is designed to enable students to: • • • • •

enjoy mathematics and develop an appreciation of the elegance and power of mathematics develop an understanding of the principles and nature of mathematics develop logical, critical and creative thinking, and patience and persistence in problem-solving appreciate how developments in technology and mathematics have influenced each other appreciate the contribution of mathematics to other disciplines

Mathematics: applications and interpretations is a course for students who are interested in developing their mathematics for describing our world and solving practical problems. They will also be interested in harnessing the power of technology alongside exploring mathematical models. Students who take Mathematics: applications and interpretation will be those who enjoy mathematics best when seen in a practical context. Mathematics: applications and interpretation: Distinction between SL and HL Students who choose Mathematics: applications and interpretation at SL or HL should enjoy seeing mathematics used in real-world contexts and to solve real-world problems. Students who wish to take Mathematics: applications and interpretation at higher level will have good algebraic skills and experience of solving real-world problems. They will be students who get pleasure and satisfaction when exploring challenging problems and who are comfortable to undertake this exploration using technology. 116

Grades 11 & 12 Content

Number and Algebra • Arithmetic sequences and series • Operations with numbers in the form a × 10k where 1 ≤ a < 10 and k is an integer. • Applications; Analysis, interpretation, • Geometric sequences and series; • Financial applications of geometric sequences and series • Laws of exponents • Approximation; upper and lower bounds of rounded numbers; percentage errors; estimation. • Use technology to solve linear systems and polynomial equations. Key Concepts: Number and algebra allow us to represent patterns, show equivalencies and make generalizations which enable us to model real-world situations. Algebra is an abstraction of numerical concepts and employs variables to solve mathematical problems. Functions • Different forms of the equation of a straight line; gradient, intercepts; parallel, perpendicular. • Creating a sketch from information • Determine key features of graphs. • Finding the point of intersection of two curves or lines using technology. • Function domain, range and graph; function notation; functions as

Content (cont.)

• • •

mathematical models. Models of graphs Develop and fit the model: choose an appropriate model, parameters, reasonable domain. Use the model: read, interpret, make predictions.

Key Concepts: Models are depictions of real-life events using expressions, equations or graphs while a function is defined as a relation or expression involving one or more variable. Creating different representations of functions to model the relationships between variables, visually and symbolically as graphs, equations and/or tables represents different ways to communicate mathematical ideas. Geometry and Trigonometry • Distance and midpoint between two points in 3-D space; volume and surface area of simple and composite 3-D solids; size of an angle between two intersecting lines or between a line and a plane. • Use of sine, cosine, tangent ratios to find the sides and angles of rightangled triangles. • Sine rule; cosine rule; area of a triangle. • Applications of right and non-right angled trigonometry • The circle: length of an arc; area of a

Content (cont.) • •

sector. Equations of perpendicular bisectors. Voronoi diagrams

Key Concepts: Geometry and trigonometry allow us to quantify the physical world, enhancing our spatial awareness in two and three dimensions. This branch provides us with the tools for analysis, measurement and transformation of quantities, movements and relationships. Statistics and Probability • Reliability of data sources and bias in sampling. • Interpretation of outliers. • Sampling techniques • Histograms; cumulative frequency; graphs; use to find median, quartiles, percentiles, range, IQR; box and whisker diagrams. • Measures of central tendency (mean, median, and mode) • Measures of dispersion (interquartile range, standard deviation and variance). • Pearson’s product-moment correlation coefficient. • Binomial distribution • Use of diagrams (venn, tree, sample space) and tables to calculate probabilities. • Conditional probability. • Normal distribution and curve

Content (cont.) • • •

Spearman’s rank correlation coefficient. Expected and observed frequencies; the x2 test for independence; the x2 goodness of fit test. The t-test; p-value to compare means of populations; using one-tailed and two-tailed tests.

Key Concepts: Statistics is concerned with the collection, analysis and interpretation of quantitative data and uses the theory of probability to estimate parameters, discover empirical laws, test hypotheses and predict the occurrence of events. Statistical representations and measures allow us to represent data in many different forms to aid interpretation. Probability enables us to quantify the likelihood of events occurring and so evaluate risk. Both statistics and probability provide important representations which enable us to make predictions, valid comparisons and informed decisions. These fields have power and limitations and should be applied with care and critically questioned, in detail, to differentiate between the theoretical and the empirical/observed. Probability theory allows us to make informed choices, to evaluate risk and to make predictions about seemingly random events.

Content (cont.) Calculus • Introduction to the concept of a limit. Derivative interpreted as gradient function and as rate of change. • Increasing and decreasing functions • Power rule; extend power rule to polynomials. • Tangents and normals. • Optimization • Approximating areas using the trapezoidal rule. Key Concepts: Calculus describes rates of change between two variables and the accumulation of limiting areas. Understanding these rates of change allows us to model, interpret and analyze real-world problems and situations. Calculus helps us understand the behaviour of functions and allows us to interpret the features of their graphs.

Skills •

•

skills (cont.) •

•

problems. Communication and interpretation: Transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardized notation; use appropriate notation and terminology. Technology: Use technology accurately, appropriately and efficiently both to explore new ideas and to solve problems. Reasoning: Construct mathematical arguments through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions. Inquiry approaches: Investigate unfamiliar situations, both abstract and from the real world, involving organizing and analyzing information, making conjectures, drawing conclusions, and testing their validity.

I N S P I R E . C H A L L E N G E . S U P P O R T . 117

Diploma Programme: Mathematics Applications & Interpretations HL Mathematics: Applications and Interpretations is a two-year course and is designed to enable students to: • • • • •

Grades 11 & 12 Content

Content (cont.)

to model real-world situations. Algebra is an abstraction of numerical concepts and employs variables to solve mathematical problems.

HL Only: • Laws of logarithms. • Simplifying expressions involving rational exponents. • Complex numbers • Matrices • Conversion between Cartesian, polar and exponential forms, by hand and with technology. • Calculate products, quotients and integer powers in polar or exponential forms. • Adding sinusoidal functions • Eigenvalues and eigenvectors Key Concepts: Number and algebra allow us to represent patterns, show equivalencies and make generalizations which enable us

Functions • Different forms of the equation of a straight line; gradient, intercepts; parallel, perpendicular. • Creating a sketch from information • Determine key features of graphs. • Finding the point of intersection of two curves or lines using technology. • Function domain, range and graph; function notation; functions as mathematical models. • Models of graphs • Develop and fit the model: choose an appropriate model, parameters, reasonable domain. • Use the model: read, interpret, make predictions. HL Only: • Composite functions in context; notation and domain of inverse; find inverse. • Transformations of graphs • Composite transformations. • Scaling very large or small numbers using logarithms; linearizing data using logarithms. Interpretation of log-log and semi-log graphs.

Content (cont.) Key Concepts: Models are depictions of real-life events using expressions, equations or graphs while a function is defined as a relation or expression involving one or more variable. Creating different representations of functions to model the relationships between variables, visually and symbolically as graphs, equations and/or tables represents different ways to communicate mathematical ideas. Geometry and Trigonometry • Distance and midpoint between two points in 3-D space; volume and surface area of simple and composite 3-D solids; size of an angle between two intersecting lines or between a line and a plane. • Use of sine, cosine, tangent ratios to find the sides and angles of rightangled triangles. • Sine rule; cosine rule; area of a triangle. • Applications of right and non-right angled trigonometry • The circle: length of an arc; area of a sector. • Equations of perpendicular bisectors. • Voronoi diagrams HL Only: • Radians • Definition of cos, sin ; the Pythagorean identity; definition of tan; the

Content (cont.)

• •

•

• • • • • • •

ambiguous case. Vectors Geometric transformations of points in 2-D, using matrices. Graph theory; degree of a vertex. Simple graphs; complete graphs; weighted graphs; directed graphs Weighted adjacency tables. Tree and cycle algorithms with undirected graphs. Eulerian trails and circuits; Hamiltonian paths and cycles; minimum spanning trees Chinese postman problem and algorithm. Travelling salesman problem; nearest neighbour algorithm; deleted vertex algorithm.

• • • • • • • • •

percentiles, range, IQR; box and whisker diagrams. Measures of central tendency (mean, median, and mode) Measures of dispersion (interquartile range, standard deviation and variance). Pearson’s product-moment correlation coefficient. Binomial distribution Use of diagrams (venn, tree, sample space) and tables to calculate probabilities. Conditional probability. Normal distribution and curve Spearman’s rank correlation coefficient. Expected and observed frequencies; the x2 test for independence; the x2 goodness of fit test. The t-test; p-value to compare means of populations; using one-tailed and two-tailed tests.

HL Only: • Reliability tests; validity tests. • Non-linear regression. • The coefficient of determination • Linear transformation of a single random variable. • Expected value and variance of linear combinations of n random variables • x as an unbiased estimate of μ . • s2n − 1 as an unbiased estimate of o2 .

Content (cont.) • • • • •

Critical values and critical regions; test for population mean for normal distribution. Test for population mean using Poisson distribution. Transition matrices; powers of transition matrices. Regular Markov chains; Initial state probability matrices. Calculation of steady state and longterm probabilities.

Key Concepts: Statistics is concerned with the collection, analysis and interpretation of quantitative data and uses the theory of probability to estimate parameters, discover empirical laws, test hypotheses and predict the occurrence of events. Statistical representations and measures allow us to represent data in many different forms to aid interpretation. Probability enables us to quantify the likelihood of events occurring and so evaluate risk. Both statistics and probability provide important representations which enable us to make predictions, valid comparisons and informed decisions. These fields have power and limitations and should be applied with care and critically questioned, in detail, to differentiate between the theoretical and the empirical/observed. Probability theory allows us to make I N S P I R E . C H A L L E N G E . S U P P O R T . 119

Content (cont.)

informed choices, to evaluate risk and to make predictions about seemingly random events.

•

Calculus • Introduction to the concept of a limit. Derivative interpreted as gradient function and as rate of change. • Increasing and decreasing functions • Power rule; extend power rule to polynomials. • Tangents and normals. • Optimization • Approximating areas using the trapezoidal rule. HL Only: • Derivatives of sin x , cos x , tan x , ex , ln x , xn ; chain, product, and quotient rules; related rates. • The second derivative • Integration by inspection or simple substitution. • Area of the region enclosed by a curve and the x- or y-axes • Volumes of revolution • Kinematic problems involving displacement s, velocity v, acceleration a. • Solving by separation of variables. • Slope fields and their diagrams. • Euler’s method for approximate solution to first order differential equations; numerical solution. • Numerical solution of a coupled 120

•

system. Phase portrait for the solutions of coupled differential equations; qualitative analysis of future paths; sketching trajectories and using phase portraits to identify key features Solutions of d 2 x = f (x, dx , t) by Euler’s method. dt2 dt

Key Concepts: Calculus describes rates of change between two variables and the accumulation of limiting areas. Understanding these rates of change allows us to model, interpret and analyze real-world problems and situations. Calculus helps us understand the behaviour of functions and allows us to interpret the features of their graphs.

Skills •

•

Knowledge and understanding: Recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts. Problem solving: Recall, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems. Communication and interpretation: Transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardized notation; use appropriate notation and terminology. Technology: Use technology accurately, appropriately and efficiently both to explore new ideas and to solve problems. Reasoning: Construct mathematical arguments through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions. Inquiry approaches: Investigate unfamiliar situations, both abstract and from the real world, involving organizing and analyzing information, making conjectures, drawing conclusions, and testing their validity. I N S P I R E . C H A L L E N G E . S U P P O R T . 121

Early Years 3

Primary Years Programme

Music

At the International School Stuttgart (ISS), music education is a vibrant and integral part of the Primary Years Programme (PYP) transdisciplinary themes, providing students from early years to Grade 5 with a well-rounded musical foundation. The school recognises the importance of music in fostering creativity, emotional expression, and cognitive development. As students progress through the grades, they receive comprehensive music instruction that includes music theory, vocal training, instrumental exploration, and ensemble participation. Students can learn a variety of instruments and develop their skills through individual and group lessons. ISS also encourages students to explore different musical genres and cultures, fostering an appreciation for diversity and global perspectives.

Content

Skills

• • •

•

• • • • • •

Music from different cultures Music for a specific purpose Introduction of basic 4/4 patterns and rhythm language (Ta - titi ) Fast and slow sounds Loud and soft sounds (Small) percussion instruments Children’s dances High and low sounds Performing etiquette and strategies

• • • •

• • • • • • • • • •

122

Learning seasonal songs for celebrations, for ‘transitions’ (‘Welcome’ and ‘Good-bye’), or for performances at school (Lower School assembly) Sharing music that they listen to or sing in their home Speaking on a beat Exploring body percussion Exploring and play along with a variety of small percussion instruments (‘hit - rub – shake’), with a focus on drum, triangle, claves, shakers Using movements and symbols to represent changes in music Singing and moving in unison to a variety of music Singing and playing echo games / echo songs Singing along to a bordun or with guitar accompaniment Using movements and symbols to represent changes in music Recognizing some sounds fit well together Applying the elements of music when singing, playing, and moving Preparing for assemblies, following a leader Listening to short performances Identifying musical elements and the feelings they can give us as listeners

I N S P I R E . C H A L L E N G E . S U P P O R T . 123

Early years 4

Early years 5

Content

Skills

Content

Skills

• • •

•

• • •

•

• • • • • •

Music from different cultures Music for a specific purpose Introduction of basic 4/4 patterns and rhythm language (Ta - titi - Rest) Fast and slow sounds Loud and soft sounds (Small) percussion instruments Children’s dances High and low sounds Performing etiquette and strategies

• • • •

• • • • • • • • • •

124

Learning seasonal songs for celebrations, for ‘transitions’ (‘Welcome’ and ‘Good-bye’), or for performances at school (Lower School assembly) Sharing music that they listen to or sing in their home Speaking on a beat Exploring body percussion Exploring and playing along with a variety of small percussion instruments (‘hit - rub – shake’), with a focus on drum, triangle, claves, shakers Using movements and symbols to represent changes in music Singing and moving in unison to a variety of music Singing and playing echo games / echo songs Singing along to a bordun or with guitar accompaniment Using movements and symbols to represent changes in music Recognizing some sounds fit well together Applying the elements of music when singing, playing, and moving Preparing for assemblies, following a leader Listening to short performances Identifying musical elements and the feelings they can give us as listeners

• • • • • •

• • • •

• • • • • • • • • • •

Learning seasonal songs for celebrations, for ‘transitions’ (‘Welcome’ and ‘Good-bye’), or for performances at school (Lower School assembly) Sharing music that they listen to or sing in their home Speaking on a beat Exploring body percussion Exploring and playing along with a variety of small percussion instruments (‘hit - rub – shake’), with a focus on drum, triangle, claves, shakers Using movements and symbols to represent changes in music Singing and moving in unison to a variety of music Singing and playing echo games / echo songs Singing along to a bordun or with guitar accompaniment Singing and moving in unison to a variety of music Recognize some sounds fit well together Using movements and symbols to represent changes in music Applying the elements of music when singing, playing, and moving Preparing for assemblies, following a leader Listening to short performances Identifying musical elements and the feelings they can give us as listeners

Grade 1

Content

Skills

• •

•

• •

• • •

Music from different cultures Identify and describe musical experiences in their own lives Grid notation (letter names, boomwhacker colors, solfege syllables) Fast and slow tempi; rhythm versus beat; four beats per bar, quarter note (‘Ta’), eighth note(s) (‘titi’), quarter rest; simple rhythmic ostinato High and low sounds; unison; melodic contour; simple melodic patterns using solfege notes Single melodic line in unison (monophony) Vocal quality (e.g., speaking voice, singing voice), body percussion, sound quality of instruments (e.g., non-pitched and pitched percussion), environmental and found sounds Loud, soft; a strong sound for a note or beat (accent); smooth and detached articulation Phrase, call and response Written rhythm language (Kodály stick notation)

• • • • • •

Singing songs in unison and playing simple accompaniments for music from a wide variety of diverse cultures, styles, and historical periods Preparing for assemblies, follow a leader, accept different roles (transitions, school performances) Applying the elements of music when singing, playing, and moving Using the tools and techniques of musicianship in musical performances Demonstrating understanding that sounds can be represented by symbols Creating compositions for a specific purpose and a familiar audience Recognizing and name elements of a song (beat – rhythm – melody – lyrics)

Grade 2

Content

Skills

•

• • • • • • • •

• • • •

Music from different times and cultures Gradations in volume encountered in music (crescendo, decrescendo) articulation (legato, staccato) Instrument families Fast and slow tempi; rhythm versus beat Four beats per bar, quarter note (‘Ta’), eighth note(s) (‘titi’), quarter rest; simple rhythmic ostinato Two beat bars, half note, half rest, whole note, whole rest High and low sounds; unison; melodic contour; simple melodic patterns using solfege notes Single melodic line in unison (monophony) Vocal quality (e.g., speaking voice, singing voice), body percussion, sound quality of instruments (e.g., non-pitched and pitched percussion), environmental and found sounds Grid notation (letter names, boomwhacker colors, solfege syllables) Introduction of staff system (5 lines) Orff instrument practice Loud, soft; a strong sound for a note or beat (accent); smooth and detached articulation

•

• • • • • •

• • •

Learning seasonal songs for celebrations, for ‘transitions’ (‘Welcome’ and ‘Good-bye’), or for performances at school (LS assembly), in-class performances and ‘Morning Music’ Identifying, through performing and/ or listening, a variety of musical forms or pieces from different communities, times, and places (seasonal songs for celebrations e. g., St. Martin, Christmas, Chinese New Year, etc.) Preparing for assemblies, follow a leader, accept different roles Using the tools and techniques of musicianship in musical performances Classifying instruments into families based on their sound production (percussion, strings, woodwinds, brass) Using symbols to represent sounds and sounds to represent musical symbols Writing rhythm language (Kodály stick notation + regular notation) Singing unison songs in tune and/ or playing simple melodies and accompaniments for music from a wide variety of cultures, styles, and historical period Creating compositions for a specific purpose and a familiar audience Phrasing, calling and responding Simple melodic ostinato, melodic patterns using notes of a pentatonic scale I N S P I R E . C H A L L E N G E . S U P P O R T . 125

Skills (cont.) •

Single melodic line in unison song with simple accompaniment (homophony), bordun patterns on ‘Do’ and ‘So’

Grade 3

Content

Skills

Content

•

• • •

•

126

Grade 4

Rhythm: Rhythms with musical notation, including whole notes, half notes, quarter notes, and eighth notes. Pitch: Pitch through singing and playing instruments. Musical notation: Basics of reading and interpreting musical notation. Instruments: Different instrument families (such as strings, woodwinds, brass, and percussion) and their unique characteristics. Music appreciation: Range of musical genres, styles, and composers. Singing: Vocal development continuation. Ensemble participation: Ensemble activities, such as playing recorders, percussion instruments, or other classroom instruments in a group setting. Creative expression: Composing short melodies, improvising rhythms, or creating their own musical arrangements.

•

• • • • •

Clapping and counting rhythms and may explore simple time signatures like 4/4 and 2/4. Recognizing and reproducing pitches by ear, understanding the concept of high and low sounds, and begin to read basic musical notation on a staff. identifying and understanding music symbols such as notes, rests, bar lines, and time signatures. Playing the recorder and practising fine motor skills. Expanding their vocal range and practicing proper singing techniques. Identifying intervals by ear and understanding the dynamic markings in musical notation. Expressing their ideas and emotions through music.

• • • • •

Music Elements: Such as rhythm, melody, harmony, and form. Music from Film and Media: Role of music in film, and other media. Music Appreciation: Diverse range of music genres and styles. Vocal and Instrumental Performance: Singing skills, breath control, pitch accuracy, and vocal expression. Music Technology: Basic music technology tools and software. Music History and Context: Significant composers, musicians, and musical works from different historical periods.

Grade 5

Skills

Content

Skills

•

• • •

•

Reading and interpreting rhythmic notation, including more complex note values and time signatures. Clapping, counting, and performing rhythms accurately. Expanding pitch recognition and production abilities, refining their singing skills and working on pitch accuracy. Reading and interpreting musical notation, including staff notation for both melody and rhythm. Identifying and understanding musical symbols, dynamics, and articulation markings. Listening to and following other musicians, playing their parts in coordination with others, and developing skills in blending and balancing within an ensemble. Creating simple melodies, rhythms, or accompaniments, and experiment with improvising within a given musical context. Developing an appreciation for the historical and cultural contexts that shaped musical traditions.

•

• • • •

• •

Music Theory: Advanced notation, including key signatures, scales, and intervals. learn about chord progressions, basic harmony, musical forms. Music History and Appreciation: History of music, focusing on different time periods, composers, and musical styles. Vocal and Instrumental Performance: Breath control, dynamics, phrasing, and interpretation. Music Composition and Arrangement: Principles of music composition and arrangement. World Music: Music from different cultures and traditions around the world. Music Technology: Integration of music and technology. Digital music software, sequencing tools, and recording equipment to compose, arrange, and produce music. Ensemble Participation: Ensemble skills; participating in group performances. Music and Media: Connections between music and media.

• • • •

• • •

Reading and interpreting more complex musical notation. Structuring musical ideas and creating original compositions or adapt existing musical pieces. Developing critical listening skills and analyzing the stylistic elements and significance of various musical works. Understanding unique instruments, rhythmic patterns, melodic structures, and cultural contexts. Gaining skills in composing, arranging, and producing music using technology. exploring sound manipulation, digital instruments, and basic audio engineering concepts. Collaborating, listening attentively, and blending their playing or singing with others. Experimenting with improvisation, exploring different musical styles, and developing their own musical ideas. Analyzing how music is used to evoke emotions, enhancing storytelling, and conveying messages in different media contexts.

I N S P I R E . C H A L L E N G E . S U P P O R T . 127

Grade 6

Middle Years Programme

The arts in the MYP seek to stimulate young imaginations, challenge perceptions, and develop creative and analytical skills. Involvement in the arts encourages students to understand the arts in context and the cultural histories of artworks, thus supporting the development of an inquiring and empathetic world view. The arts challenge and enrich personal identity and build awareness of the aesthetic in a real-world context. Through development of the imagination, students can become more empathetic and compassionate, they can enrich their cultural lives and discover new ways to contribute actively both to their own communities and to the world.

Grade 7

Grade 8

Grade 9

Content

Content (cont.)

Skills

•

• • • • • • • • • • •

Basic review of pulse, rhythm beat; note names instrument families Main characteristics Notation while reading and learning 4/4; ¾; Bb, Eb, Ab, Minor scales Basic tempi Dynamics and symbols – notation Styles of playing Music markings Layering; Layer form and tempo; dynamics, style Instrument Classifications Listening Perception and Analysis (Respond and Connect – start of terminology – spoken and recognized)

• • •

Add F Major scale, F Chromatic scale; add arpeggios for the previous scales (scaffold)l; basic improvisation compound time signatures; complex rhythm – clarinets over break Build on performance Winter Break; End of Year “Collage Concert” World Music: Anecdotes, Performance Practices, Where they are from (9 and 10), Performance styles; Instrument Classifications – Ensembles across cultures; world instruments

Cut time notation and playing; more complex rhythms and syncopation; different rhythms and styles across cultures; melodies, scale degrees; circle of 5ths and warmups. By end of 8th grade through with the flat keys; adding relative minor; topic of transposing; triplets

•

128

Music in Grade 9 aims to develop three fundamental skills that help students to develop their musicianship. These skills are Performance, Composition and Music Appraisal, (also known as analysis and interpretation). Units of work aim to focus on one of these topics at a time, although on occasion, these three core skills can be studied concurrently through a single unit. The appraisal part of the course focuses on listening to, identifying features of, and writing about music. Specific key language and terminology are taught so students know how to accurately describe music from a compositional perspective. It is also important to make interpretations of how a piece of music may represent, or have been influenced by, themes that can be found in a wider global context, including culture, history and social context. Composition focuses on the study of of Melody Harmony and Rhythm, and how these elements work together. Case studies are used to support students’ understanding. Performance is developed through classroom rehearsals as well as a dedicated practice routine that has been established at home, this is sometimes supported by homework tasks.

• • •

Music appraisal, a focus upon global themes found within Music, including a historical commentary of the creation of music in its wider social, political, and economic context. Compare and contrast music using a wide variety of music terminology. Demonstrate an understanding of musical notation through performance and composition. Apply the elements of music through performing, composing, and arranging music for a clear and imaginative intention.

• • •

Through rehearsal, develop the tools and techniques of musicianship. Create musical compositions to develop musical literacy and the understanding of functional harmony Sing and/or play, in tune, music in unison and in two or more parts to develop the internal ear Understand the musical elements for appraisal and analysis.

I N S P I R E . C H A L L E N G E . S U P P O R T . 129

Grade 10

Content

•

130

Music in Grade 10 continues with the three skills that were the focus of study in Grade 9. The aim is to develop a student’s musical literacy by working on compositional ability, performance ability and descriptive appraisal skills. There is one central unit of work in Grade 10 known as the PCUP, and all practice of music appraisal up until now, is used to create a piece of coursework that receives an official IB grade. This appraisal again focuses on listening to, identifying features of, and writing about music; although now students will also implement their own compositional skills to create music that is relevant to the themes they are appraising. In this sense, the work becomes more connected to one topic in Grade 10. There is time to develop performance skills, and this is planned out by preparing for specific dates where students receive grades. The process and preparation leading up to the performance is as important as the performance itself, as it requires planning, organization, and dedication to a long-term goal. As in Grade 9, this performance area of the course is supported by classroom rehearsals as well as a dedicated practice routine that has been established at home, sometimes

Grades 11 & 12

Content (cont.) •

• • •

supported by homework tasks. Music appraisal, a focus upon global themes found within Music, including a historical commentary of the creation of music in its wider social, political, and economic context. Compare and contrast music using a wide variety of music terminology. Demonstrate an understanding of musical notation through performance and composition. Apply the elements of music through performing, composing, and arranging music for a clear and imaginative intention.

Skills • • • •

Diploma Programme

The Diploma programme Music course has been designed to prepare the 21st century music student for a world in which global musical cultures and industries are rapidly changing. The course is grounded in the knowledge, skills and processes associated with the study of music and offers a strengthened approach to student creativity through practical, informed and purposeful explorations of diverse musical forms, practices and contexts. The course also ensures a holistic approach to learning, with the roles of performer, creator and researcher afforded equal importance in all course components. Throughout the course exploration of diverse musical material is focused through the lenses of four areas of inquiry. 1. Music for sociocultural and political expression 2. Music for listening and performance, 3. Music for dramatic impact, movement and entertainment 4. Music technology in the digital age.

Content

Content (cont.)

Skills

Exploring Music in Context Students will learn how to engage with a diverse range of music that will broaden their musical horizons and provide stimuli to expand their own music making The music course gives students the opportunity to study a wide variety of music from the four areas of inquiry in personal, local and global contexts. Students will engage with creating conventions in practical ways through arranging, improvising, notating or creating music according to specific stylistic conventions.

creators and performers.

Students will be able to analyse musical structures and form of the piece of music. • Discuss the function of the identified musical elements and compositional devices in relation to the area of inquiry. • How was the melody developed? Why were these musical choices made? • How was the rhythm developed? Why was this rhythm be chosen? • How was harmony developed? Why were these musical choices made? • How was the piece produced? Why were certain production techniques applied? • Consider the artist’s intention in applying these musical elements and compositional devices. • How: Examine how the music is constructed. • Why: Discuss the original purpose of the piece. Investigate the musical choices made to achieve the original purpose, artistic intentions or specific musical conventions. • Explore how the piece has been presented and communicated.

Experimenting with Music Students connect theoretical studies to practical work and gain a deeper understanding of the music they engage with. Through this theoretical and practical work as researchers, creators and performers, students will learn to experiment with a range of musical material and stimuli from the areas of inquiry across local and global contexts. Presenting Music When presenting music, students learn to practise and prepare finished pieces that will be performed or presented to an audience. In working towards completed musical works, students expand their musical identity, demonstrate their level of musicianship, and learn to share and communicate their music as researchers,

The Contemporary Music Maker Music at higher level (HL) builds on the learning of musical competencies and challenges students to engage with the musical processes in settings of contemporary music-making. For the HL component, students plan and collaboratively create a project that draws on the competencies, skills and processes in all the musical roles of the music course, and is inspired by real-life practices of music-making.

Skills (cont.) scores and recordings using bar measure numbers and/or timings Assessment: • Assessment components build on materials collected and encountered during the course, on the experiences encountered, and on records of learning and development. Students select examples, findings and musical works from their journals to prepare their submissions. • Students must distribute their attention equally across areas of inquiry and contexts throughout the course.

Students will learn how to use: • appropriate subject-specific language, including, but not limited to, musical terminology citations and accurate location of musical information in I N S P I R E . C H A L L E N G E . S U P P O R T . 131

Grade 10

Content

•

132

Content (cont.) •

• • •

Skills • • • •

I N S P I R E . C H A L L E N G E . S U P P O R T . 133

Early Years 3

Physical Education

134

Primary Years Programme

In the Primary Years Programme (PYP), Personal, Social Education (PSE) is concerned with the individual’s well-being through building socio-emotional skills, including nurturing positive relationships, managing emotions and setting personal goals. Wellbeing is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle. The Second Step socio-emotional learning programme is a key part of how we explicitly deliver this content at the International School of Stuttgart (ISS), in addition to the inextricable everyday social learning that is a part of all we do. The curriculum is delivered on a weekly basis by the homeroom teacher as part of the regular early morning routine.

Content

Skills

• • • • •

Skills for learning Empathy Emotion Management Friendship skills and problem solving Talking about transitioning to kindergarten

• • • • • • •

Listening Focusing attention Using self-talk Being assertive Identifying one’s own and others’ feelings Taking others’ perspectives Showing care and concern for others Understanding strong feelings Identifying one’s own strong feelings Calming down strong feelings Making and keeping friends Calming down and using problem solving steps

I N S P I R E . C H A L L E N G E . S U P P O R T . 135

Early Years 4

Early Years 5

Content

Skills

Content

Skills

• • • • •

• • • •

•

Skills for learning Empathy Emotion Management Friendship skills and problem solving Talking about transitioning to kindergarten

• • • • • • •

Growth Mindset and Goal setting Emotion Management Empathy and Kindness Problem Solving

• • • • •

Demonstrating ways and reasons to pay attention. Recognizing the value of mistakes and how to encourage self and others when they make mistakes. Thinking about ways to get better at a skill. Exploring different feelings (happy/ sad/mad) Practicing asking for help and slow breathing as a way to feel calm. Learning to label one’s own feelings using behavioral and contextual clues and demonstrating ways to calm oneself. Exploring the concept of kindness (examples of kind acts, why it is important) Learning to clearly state a problem Exploring ‘feeling calm’ as a first step to problem solving. Exploring apologizing as a problemsolving strategy. Exploring sharing and taking turns as problem-solving strategies.

Grade 1

Content

Skills

• • • •

• •

Growth Mindset and Goal setting Emotion Management Empathy and Kindness Problem Solving

• • • • • • • • • •

Demonstrating how to pay attention Naming behaviors that help students pay attention Describing examples of personal skill growth Exploring helpful thoughts for selfencouragement. Identifying other’s feelings based on contextual clues. Exploring why others might feel a certain way in a specific situation (worried/calm/frustrated) Exploring the concept of kindness and how it can help others feel good. Demonstrating acts of kindness in school. Stating problems respectfully. Identifying problems caused by accidents and how to respond. Describing students’ own needs when solving a problem. Exploring ways to make amends.

Grade 2

Content

Skills

• • • •

•

Growth Mindset and Goal setting Emotion Management Empathy and Kindness Problem Solving

• • • • • • • •

• • • • • •

136

Identifying steps taken to get good at something. Exploring examples of actions that can help students to keep going when they are stuck/make mistakes. Exploring helpful and unhelpful thoughts and likely outcomes. Replacing unhelpful thoughts with helpful ones. Practicing giving advice/motivating another student who is struggling to learn a new skill. Identifying reasons to feel proud of oneself. Identifying reasons why a student might feel disappointment Practicing coming up with helpful thoughts as a strategy to regulate strong feelings. Recognizing and understanding that others might have different feelings about the same situation because of their experiences and viewpoints. Exploring the concept of empathy Connecting the concept of empathy to kind actions. Learning to state a problem without blame Generating multiple solutions to a problem Evaluating possible solutions to a problem in order to choose the best one Exploring different ways to make amends when things go wrong. I N S P I R E . C H A L L E N G E . S U P P O R T . 137

Grade 3

Content

Skills

• • • •

•

Growth Mindset and Goal setting Emotion Management Empathy and Kindness Problem Solving

• • •

• • • •

138

Understanding what happens in our brains when we learn a new skill. Understanding the relationship between practice, effort and neuroplasticity (brain changes). Identifying specific actions that help students improve the skills they want to target. Differentiating how students identify different levels of feelings (annoyed/ angry/furious/content/happy/excited) by paying attention to contextual and behavioral clues. Recognizing when and how to take a break to regulate a strong emotion. Identifying kind acts that can build and strengthen friendships. Explore different ways in which others might prefer to be shown kindness. Problem solving using the STEP process (restating the wants/needs of different people involved in a given problem, identifying whose needs are met based on possible solutions, pick a preferred solution and explain why it was chosen, independently solve a hypothetical problem using the STEP process).

Grade 4

Grade 5

Content

Skills

Content

Skills (cont.)

• • • •

•

• • • •

•

Growth Mindset and Goal setting Emotion Management Empathy and Kindness Problem Solving

• • • • • • • • •

Identifying and making an effective plan to achieve a common goal for the class Evaluating progress towards a class goal and reflection on the goal-setting process. Applying goal setting knowledge to a new group goal and reflecting on how this went. Understanding the importance of managing strong emotions. Exploring the importance of being able to rethink a situation (using specific questions) Explaining different points of view in a given situation. Learning to ask relevant questions to better understand another person’s point of view. Understanding how understanding a different point of view might change the student’s own thinking/actions. Understanding one’s own role in becoming a better problem solver. Applying the STEP process to solve a problem from another person’s point of view.

Growth Mindset and Goal setting Emotion Management Empathy and Kindness Problem Solving

•

• • • • • • •

Identifying and justifying a personal goal. Making an effective plan to reach this goal, evaluating progress to reach this goal and reflecting on their experience in doing this. Applying these skills towards a new personal goal. Identifying recurring situations that elicit strong emotions. Identifying signs/causes of stress in oneself. Identifying actions that can be taken to manage strong emotions in a recurring situation. Understanding how empathy can fuel social change. Identifying a community problem and building empathy, evaluating possible solutions and communicating findings. Revisiting the STEP process for group problem solving.

Middle Years Programme: Grades 6&8 The Middle Years programme Physical and Health Education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being. Students engaged in physical and health education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make informed decisions and promoting positive social interaction.

I N S P I R E . C H A L L E N G E . S U P P O R T . 139

Grade 6 Content

Skills (cont.)

Fitness

Games/Sports • Game basic rules • Passing and receiving • Dribbling skills • Shooting skills • Hitting • Rally • Smash

•

Games/Sports • Basketball/Badminton Gymnastics • Aesthetics Dance • Aesthetics Approaches to Learning • Social: collaboration skills • Self-management: organization skills • Thinking: transfers skill

Skills Fitness • Agility • Coordination • Flexibility • Aerobic Endurance • Strength Endurance • Absolute Strength • European standardized test comparison • Self testing and self-condition assessment • Peer condition assessment • Individual training session planning skills

140

Gymnastics • Describe the effectiveness of a plan based on the outcome • Recalls and applies a range of skills and techniques • Recalls and applies a range of strategies and movement concepts • Front, back and side roll • Cartwheel • Handstand • Headstand • Rounder • Individual balances • Pair balances • Group balances Dance • Movement composition skills • Synchronization • Esthetical notions • Use of space, time, level, force and flow • Constructs and outlines a plan for improving health or physical activity • Describe the effectiveness of a plan based on the outcome

• •

Recalls and applies a range of skills and techniques Recalls and applies a range of strategies and movement concepts Recalls and applies information to perform effectively

Approaches to Learning (ATL) • Give and receive meaningful feedback • Set SMART goals that are appropriate • Develop a plan to achieve goal • Resolve conflicts through teacher-led mediation • Work collaboratively in teams • Make fair and equitable decisions • Build consensus with teacher scaffolding of questions and charts • Negotiate ideas • Help others to succeed • Perseverance • Resiliency

Grade 7 Content

Skills

Skills (cont.)

Fitness

Fitness • Agility • Coordination • Flexibility • Aerobic Endurance • Strength Endurance • Absolute Strength • European standardized test comparison • Self testing and self-condition assessment • Peer condition assessment • Individual training session planning skills

• • • • • • • • • • •

•

Games/Sports • Game basic rules and safety • Passing • Ball control • Receiving • Driblling • Shooting • Attacking/Defending positioning

Athletics (Track and Field) • Track and Field different events related skills • Knowledge of different athletics apparatus • Experience in different events

Games/Sports • Gymnastics & Dance • Aesthetics Athletics • Track and Field Approaches to Learning (AtL) • Social – collaboration skills • Self-management – organization skills • Thinking – transfers skill

Gymnastics & Dance • Front Roll • Back Roll • Side Roll • Cartwheel • Handstand • Headstand • Rounder • Individual balances • Pair balances • Group balances

•

Straight Jump; Pike Jump; Straddle Jump; Seat Drop; Front Somersault; Squat Jump; Theme Dance Movement composition skills Synchronization Esthetical notions Notions of music tempo and connections with movement; Use of space, time, level, force and flow

Resiliency

Grade 8 Content

Skills (cont.)

Fitness

• • • •

•

Games/Sports Gymnastics & Dance • Aesthetics Athletics • Track and Field Approaches to Learning

Shooting skills Hitting Rally Smash

Recalls and applies information to perform effectively

Grade 9 Middle Years Programme: Grades 9 & 10

Physical and Health Education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being. Students engaged in physical and health education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make informed decisions and promoting positive social interaction.

Content

Contents (cont.)

Skills (cont.)

Activities offered are divided in three overarching areas: Fitness, Team Sports and Individual Sports/Aesthetic Activities. Each area includes different sport/ activities.

choose at least 1 activity of each area, to diversify their experience and set of skills as well as to even out the groups.

Fitness • Cardiovascular Endurance training • Strength training • Flexibility training • Calisthenics • CrossFit • HIIT

Skills

Give & Receive Meaningful Feedback • Set SMART goals that are appropriate. • Develop a plan to achieve goal • Work collaboratively in teams • Make fair and equitable decisions • Negotiate ideas • Help others to succeed • Perseverance • Resiliency

Team/Individual Sports • Football • Basketball • Volleyball • Handball • Hockey • Ultimate Frisbee • Omnikin • Badminton • Track and Field Aesthetic Activities • Dance • Gymnastics • Yoga • Martial Arts Students plan their year according to their individual preferences and the options provided by school. However, throughout the school year, each student needs to

Agility • Coordination • Flexibility • Aerobic Endurance • Strength Endurance • Absolute Strength • Individual training session planning skills Games Basic Rules • Passing and receiving • Driblling skills • Shooting skills notions • Attacking techniques and tactics • Defensive techniques and tactics • Different competitive organization 1x1, 3x3, 5x5 and 7x7 Individual Balances • Pair balances • Group balances • Theme dance • Movement composition skills • Synchronization • Esthetical notions • Use of space, time, level, force and flow

I N S P I R E . C H A L L E N G E . S U P P O R T . 143

Grade 10 Content

Content (cont.)

Skills (cont.)

Activities offered are divided in three overarching areas: Fitness, Team Sports and Individual Sports/Aesthetic Activities. Each area includes different sport/ activities.

choose at least 1 activity of each area, to diversify their experience and set of skills as well as to even out the groups.

Fitness • Cardiovascular Endurance • Strength • Flexibility • Calisthenics • CrossFit • HIIT

Skills

Give & Receive Meaningful Feedback • Set SMART goals that are appropriate • Develop a plan to achieve goal • Work collaboratively in teams • Make fair and equitable decisions • Negotiate ideas • Help others to succeed • Perseverance • Resiliency

I N S P I R E . C H A L L E N G E . S U P P O R T . 145

Early Years 3 Primary Years Programme

Science

In the Primary Years Programme (PYP), science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity, creativity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world. Inquiry is central to scientific investigation and understanding through transdisciplinary programme of inquiry (PoI).

Content

Skills

• • • • •

•

Animals Plants Seasons Properties and uses of materials Growth

• • • • • • • • • •

•

146

Talking about activities that occur during the day and night Comparing activities that occur during the seasons Making connections between the weather and how to protect himself or herself Identifying simple patterns in daily and seasonal cycles Observing the features of the local environment that are affected by daily and seasonal cycles. Taking responsibility for living things found in his or her environment. Using senses to describe observable properties of familiar materials (including solids, liquids, gases) Being aware of the role of plants in sustaining life (for example, providing oxygen, food) Showing responsibility when caring for plants. Recognizing that imagination contributes to scientific developments Exploring the use of imagination as a tool to solve problems (for example, particular inventions, scientific discoveries). Grouping materials on the basis of properties for the purpose of recycling

I N S P I R E . C H A L L E N G E . S U P P O R T . 147

Early years 4 Content

Skills (cont.)

Early years 5

Grade 1 Content

Skills

• • • • • • • • •

•

• • • • • • • • • •

• • • • • • •

•

Habitats Growth Animals Plants Seasons Sustainability Changes of state Properties and uses of materials Magnetism

Skills • • • • • • • • •

148

Talking about activities that occur during the day and night Comparing activities that occur during the seasons Making connections between the weather and how to protect himself or herself Identifying simple patterns in daily and seasonal cycles Observing the features of the local environment that are affected by daily and seasonal cycles. Observing the needs of living things that enable them to stay healthy Taking responsibility for living things found in his or her environment. Using senses to describe observable properties of familiar materials (including solids, liquids, gases) Describing observable changes (including changes of state) that occur in materials

• • •

• •

Being aware of the role of plants in sustaining life (for example, providing oxygen, food) Showing responsibility when caring for plants. Recognizing that imagination contributes to scientific developments Exploring the use of imagination as a tool to solve problems (for example, particular inventions, scientific discoveries). Investigating ways that familiar materials can be reused Grouping materials on the basis of properties for the purpose of recycling

Content

Properties of materials Changes we observe around us Natural environment Light Senses Animals Plants Lifecycles Seasons Sustainability

Skills • • • • • • • • • • •

Observing and gathering data Using scientific vocabulary to explain observations and experiences Identifying a problem to be explored Carrying out investigations Comparing activities that occur during the seasons Making connections between the weather and how to protect himself or herself Identifying simple patterns in daily and seasonal cycles Observing the features of the local environment that are affected by daily and seasonal cycles. Taking responsibility for living things found in his or her environment. Using senses to describe observable properties of familiar materials (including solids, liquids, gases) Describing observable changes

Skills (cont.)

• • • • • • •

• •

(including changes of state) that occur in materials Identifying the parts of plants that are used by other living things (for example, for food, shelter, tools) Being aware of the role of plants in sustaining life (for example, providing oxygen, food) Showing responsibility when caring for plants. Recognizing that living things, including humans, need certain resources for energy and growth Describing the life cycles of a variety of living things (for example, a range of animals and plants) Recognizing that imagination contributes to scientific developments Exploring the use of imagination as a tool to solve problems (for example, particular inventions, scientific discoveries). Investigating ways that familiar materials can be reused Grouping materials on the basis of properties for the purpose of recycling

Characteristics of materials Energy Forces Gravity Magnetism Healthy habits Geography and geology

• • • • • • • • • •

Using a variety of instruments and tools to measure data accurately Planning and carrying out systematic investigations, manipulating variables as necessary Taking and testing predictions Using scientific vocabulary to explain observations and experiences Observing the needs of living things that enable them to stay healthy Taking responsibility for living things found in his or her environment. Recognizing that living things, including humans, need certain resources for energy and growth. Identifying the major food groups and being aware of the role they play in human development. Describing the natural features of local and other environments (for example, underlying geology) Analyzing ways in which humans use the natural environment Reflecting on and self-assess his or her personal use of natural resources

Grade 2 Content

Skills

• • • • • •

•

Body Movements of body parts Animal classification Organisms Basic needs of living things Habitat

• • • • • • • • • •

Using scientific vocabulary to explain their observations and experience Interpreting and evaluating data gathered to draw conclusions Considering scientific models and applications of these models Describing the life cycles of a variety of living things (for example, a range of animals and plants) Investigating the responses of animals to changes in their habitats. Recognizing the contribution of scientific developments Reflecting on and self-assess his or her personal use of natural resources Assessing the impact that changes in environmental conditions can have on living things Exploring scientific and technological Developments that help people understand and respond to the changes

I N S P I R E . C H A L L E N G E . S U P P O R T . 149

Grade 3 content

Skills

• • • •

•

Brain Earth and space Reduce reuse recycle Sustainability

• • • • •

• •

150

Assessing the impact that changes in environmental conditions can have on living things Recognizing and reporting on the environmental impact of some manufacturing processes. Explaining how human activities can have positive or adverse effects on local and other environments Examining the impact of events that occur in the solar system on the Earth Analysing ways in which humans use the natural environment Identifying or generate a question or problem to be explored in relation to human impact on the local environment Reflecting on and self-assess his or her personal use of natural resources Investigating ways that familiar materials can be reused group materials on the basis of properties for the purpose of recycling Describing how a particular material is recycled Exploring the role of living things in recycling energy and matter.

Grade 4 Content

Skills

• • • • •

• •

Ecosystem Organisms Habitat Adaptation Weather patterns around the world

• • • • • • • •

Observing carefully to gather data Using scientific vocabulary to explain observations and experiences Making and testing predictions Recognizing the ways in which plants and animals have adapted over time Making links between different features of the environment and the specific needs of living things Assessing the impact that changes in environmental conditions can have on living things Describing how natural phenomena shape the planet Describing the interactions of living things within and between ecosystems Examining interactions between living things and non-living parts of the environment Analyzing the effects of changing a link in a food web

Grade 5 Content

Skills

•

• • • • • •

Renewable and non-renewable energy resources Impact of energy resources upon environment Storage of energy Energy changing from one form to another Energy sources originating from the sun (solar energy) Natural body changes in humans have both physical and emotional effects Sustainability

• • • • •

Identifying or generating a question or problem to be explored Using scientific vocabulary to explain observations and experiences Observing carefully in order to gather data Interpret and evaluate data gathered in order to draw conclusions Identifying and describing different forms of energy Demonstrating how energy can be stored and transformed from one form to another (for example, storage of fat, batteries as a store of energy) Assessing renewable and sustainable energy sources (for example, wind, solar, water)

Middle Years Programme

With inquiry at the core, Middle Years Programme Science guides students to independently and collaboratively investigate issues through research, observation and experimentation. The curriculum explores the connections between science and everyday life. As they investigate real examples of science applications, students will discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment. Scientific inquiry also fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Students learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities. (IB MYP Sciences Guide)

I N S P I R E . C H A L L E N G E . S U P P O R T . 151

Grade 6 Content

Skills

Introduction to Science • Lab safety • Using and naming lab equipment • SI units • Particle theory • how to analyze experimental data • Preparation of microscope slides • Use of a microscope

•

Physics • Kinetic theory • Energy transfers. • Conservation of energy • Benefits and limitations of different energy sources. Biology • Cell theory • Animal and plant cells • Essential components of life are defined.

152

• • • • • •

Fine motor skills and critical thinking as the scientific method Use of excel for data analysis. Finding, evaluating, and correctly referencing reliable published sources Evaluation of the benefits and limitations of main energy sources Science fair project Formal presentation skills

Grade 7 Content

Content (cont.)

Skills (cont.)

Chemistry • Organization of elements in the periodic table • Comparing elements, compounds and mixtures • Writing chemical formulae • Structure of atoms as the fundamental units of matter (protons, neutrons, electrons) • Properties of Subatomic particles • Atomic structure – dot and cross diagrams, electronic configuration • Identifying patterns in the periodic table like physical properties, melting and boiling points • Groups and periods (metals, alkali metals, halogens, noble gases)

•

Knowledge and Understanding • Applying knowledge to solve problems • Expressing scientifically-supported judgements • Considering benefits and limitations of science

•

Physics • Lights as electromagnetic waves • The electromagnetic spectrum (organizing waves by frequency, energy, wavelength • Wave features (frequency (Hz), wavelength) λ (m), period (s), amplitude, crest, trough, period) • Comparing transverse and longitudinal waves (properties) • Light interactions (reflection and refraction) • Understanding refraction (incidence and refracted rays, use of light boxes, light in different media) • Prisms (light behaviour) • Structure of the human eye

• • • • • • • • •

Defining forces (Newtons) (gravity, friction, drag, upthrust, thrust, magnetic, normal reaction, tension) How to represent force on a diagrams Resultant forces (calculations) Forces and speed (distance / time) Impacts of friction on daily life (reflection) Understanding weight – mass x gravity Understanding air resistance (terminal velocities) Buoyancy (density=mass / volume) Newton’s laws Science Fair - student choice of content, demonstrating lab skills and experiment design skills

Biology • Puberty vs. adolescence (comparing changes in humans) • Female and male reproductive system (features and functions) • Pregnancy (processes of fetal development) • Reproduction in plants (functions and plant reproductive features) • Seed dispersal and germination

Skills • • • •

Collaboration Communication Problem solving Ethical approach

Inquiring and Designing • Developing intellectual skills • Developing practical skills (experimental design) • Generating hypotheses • Writing variables • Determining appropriate control variables for experiments • Operating and understanding scientific tools and devices (periodic table, light boxes, etc.) Processing and Evaluating • Collecting reliable data • Processing and interpreting both quantitative and qualitative data • Drawing appropriate conclusions • Recognising patterns • Displaying data in tables and graphs (proficiency in Microsoft Excel) • Calculating means Reflecting • Reflecting on the impacts of science • Evaluating the implications of scientific development • Use of scientific language

•

Sourcing reliable information – appropriate documentation of other people’s work Citing and referencing research (APA format)

Grade 8 Content

Mendelian Inheritance Scientific and Technical Innovation • Change • Transformation form • Since our genes determine much of our looks, personality and level of intelligence, there are many moral and ethical considerations for genetic engineering. (Mendelian genetics, genetic engineering) Human Organ Systems (Includes IDU with PHE) Identities and Relationships • Systems • Function, transformation • The human body is one large system. We will explore the components of this system (and sub-systems) and investigate how ageing affects these system. This unit has a service component connected with how we can help older people deal with the effects of the ageing process.

Content (cont.) and converge Chemistry Mixtures and Chemical Reactions • Lock and key model of enzymes • Kinetic theory • Collision theory • Deriving rates of reaction • Separation techniques • Conservation of mass and energy • Balancing chemical equations

Physics Waves • Waves transfer energy • Wave speed equation v=fλ • Speed of light: 300,000 Km/s • Speed of sound in air: 340 m/s • Waves can be transfer or longitudinal • Ethical/social implications of medical ultrasound • Waves reflect, diffract, refract, diverge I N S P I R E . C H A L L E N G E . S U P P O R T . 153

Skills • • • •

Collaboration Communication Problem solving Ethical approach

Knowledge and Understanding • Applying knowledge to solve problems • Expressing scientifically-supported judgements • Considering benefits and limitations of science Inquiring and Designing • Developing intellectual skills • Developing practical skills (experimental design) • Generating hypotheses • Writing variables • Determining appropriate control variables for experiments • Operating and understanding scientific tools and devices (gas syringe, balance, graduated measuring cylinder, ripple tank) Processing and Evaluating • Collecting reliable data • Processing and interpreting both quantitative and qualitative data • Drawing appropriate conclusions • Recognising patterns • Displaying data in tables and graphs (proficiency in Microsoft Excel) • Calculating means and rates 154

Skills (cont.) Reflecting • Reflecting on the impacts of science • Evaluating the implications of scientific development • Use of scientific language • Sourcing reliable information – appropriate documentation of other people’s work • Citing and referencing research (APA format)

Grade 9 Content

Biology Respiration • Glycolysis • Anaerobic and aerobic respiration Photosynthesis • Light dependent and independent reactions • Action spectrum of photosynthesis • Limiting factors of photosynthesis (CO2, light intensity, temperature) Ecosystems • Energy flow through ecosystems • Food chains and food webs • Pyramids of energy • Nutrient cycles Physics Measurement, Mechanics, Thermal Physics • Speed and Velocity • Motion graphs and equations • Force mass and acceleration • Weight and gravity • Potential energy and kinetic energy • Friction and energy transformations • Transformations of kinetic energy, gravitational potential energy • Methods of heat ransfer • Conduction, Convection, Radiation • Renewable, Non-Renewable Sources • Thermal Power Stations • Renewable Sources, Energy Production • Efficiency, U-Values and Kilowatt

Content (cont.) hours Chemistry Atoms (Atomic Structure and Electron Configuration) • The atomic structure and electron configuration • Elements, compounds and mixtures Periodic Table (Trends, Periods, Groups) • Valency and trends in the periodic table Bonding (Word and Chemical Reactions and Formulas) • Conservation of mass, writing and balancing equations • Ions and Ionic bonding • Covalent bonding • Metallic bonding Fuels (Combustion, Energy Changes) • Energy changes in chemical reactions

Skills Knowledge and Understanding • Using CRAAP table • Balancing equations • Drawing dot & cross diagrams Inquiring and Designing • Manipulation of independent variables in photosynthesis measurements • Measurement of photosynthetic rate by oxygen evolution

Skills (cont.) • • • •

Random sampling Stratified random sampling - transect sampling Designing methods to collect sufficient data Identification of variables

Processing and Evaluating • Using excel to plotting of data • Using excel to complete statistical tests on data like calculation of mean • Using range of data as error bars • Use of excel for mathematical modelling and graphical analysis, motion graphs • Application of Newton’s laws of motion to datasets - transforming data sets between models • Analysis of data • Interpret data and evaluation method Reflecting • Reflecting on the impacts of science • Evaluating the implications of scientific development • Use of scientific language • Sourcing reliable information – appropriate documentation of other people’s work • Citing and referencing research (APA format)

Grade 10 Content

Content (cont.)

Biology • Living things are made up of organic and inorganic molecules • Organic molecules – monomers and polymers. • Carbohydrate structure, function and metabolism • Protein structure, function and metabolism • Lipid structure, function and metabolism • Enzyme function (active sites, lock&key, induced fit models) • Enzyme rates of reaction – measurement and environmental factors (pH, temperature, substrate concentration) • Digestion enzymes and absorption of nutrients • Assimilation of nutrients including glucose regulation

• • • • • • • •

Series & Parallel circuit sets Kirchhoff ’s Laws Electric Power and Energy Dissipation Magnets and Nature of Magnetism Current & Magnetism (Hand Rules) DC motor AC Generators Faraday’s Law and Lenz’s Law

Skills • • • • •

Using a gas syringe Application of electrostatics, circuits and electric and magnetic fields Building circuits and analyzing current pd and resistance within circuits and components Use data loggers for current and pd Visualize 3D fields, apply hand rules and build electromagnets

Chemistry • The pH scale, hydrogen ions and pH • Neutralisation • Reactions of acids • Collision Theory • Measuring rates of reaction • Dynamic equilibrium and Le Chatelier’s principle Physics • Electrostatics • Electric Fields • Electric Circuits PD, V, A, R I N S P I R E . C H A L L E N G E . S U P P O R T . 155

Diploma Programme: Biology

The study of life makes progress through not only advances in techniques, but also pattern recognition, controlled experiments and collaboration between scientists. Unifying themes provide frameworks for interpretation and help us make sense of the living world: Form and function, Unity and diversity, Continuity and change, and Interaction and interdependence are four of the themes around which this biology syllabus is constructed, although other frameworks are possible. The scale of life in biology ranges from the molecules and cells of organisms to ecosystems and the biosphere. This way of considering complex systems as simpler components-an approach known as reductionism-makes systems more manageable to study. It is the foundation of controlled experiments and has thus enabled major discoveries, but it provides an incomplete view of life. At each level of biological organization, different properties exist. Living systems are based on interactions, interdependence and integration of components between all levels of biological organization. A student of biology should gain not only a conceptual understanding of the subject, but also an awareness of how biologists construct knowledge claims and the limitations of these methods. The recommended teaching time is 150 hours to complete Standard Level (SL) courses and 240 hours to complete Higer Level (HL) courses. Of this 40 hours (SL) and 60 hours (HL) should be devoted to developing practical skills. The course is organised into four themes A: Unity and diversity; B: Form and Function; C: Interaction and Interdependence; and D: Continuity and Change which are each examined at four levels of organisation: molecules, cells, organisms and ecosystems.

156

Grades 11 & 12 Content

Content (cont.)

Skills (cont.)

Molecules • Water • Carbohydrates and lipids • Proteins • Enzymes and metabolism • Cell respiration • Photosynthesis • Nucleic acids • DNA replication • Protein synthesis • Mutations and gene editing

• • • •

Transport Muscle and motility (HL only) Integration of body systems Defence against disease

•

Ecosystems • Conservation of biodiversity • Ecological niches • Populations and communities • Transfers of energy and matter • Stability and change • Climate change • Diversity of organisms • Classification and cladistics • Evolution and speciation • Adaptation to environment • Natural selection

•

Cells • Origins of cells (HL only) • Cell structure • Viruses (HL only) • Membranes and membrane transport • Organelles and compartmentalization • Cell specialization • Chemical signalling (HL only) • Neural signalling • Cell and nuclear division • Gene expression (HL only) • Water potential Organisms • Diversity of organisms • Classification and cladistics (HL only) • Evolution and speciation • Adaptation to environment • Natural selection • Reproduction • Inheritance • Homeostasis • Gas exchange

Skills •

•

Molecular visualization software to study the association between the proteins and DNA within a nucleosome. Making temporary mounts of cells and tissues, staining, measuring sizes using an eyepiece graticule, focusing with coarse and fine adjustments, calculating actual size and magnification, producing a scale bar and taking photographs. Identify cells in light and electron micrographs as prokaryote, plant or animal. In electron micrographs,

•

• • • •

• • •

•

Draw and annotate diagrams cell structures (cell wall, plasma membrane, secretory vesicles and microvilli) shown in electron micrographs. Classify chromosomes by banding patterns, length and centromere position. Extract information about genome size for different taxonomic groups from a database to compare genome size to organism complexity. Engage with local plant or animal species to develop a dichotomous key. Make measurements to determine tidal volume, vital capacity, and inspiratory and expiratory reserves. Perform leaf casts to determine stomatal density. Distinguish arteries and veins in micrographs from the structure of a vessel wall and its thickness relative to the diameter of the lumen. Determine heart rate by feeling the carotid or radial pulse with fingertips Evaluate epidemiological data relating to the incidence of coronary heart disease. Draw plan diagrams from micrographs to identify the relative positions of vascular bundles, xylem, phloem, cortex and epidermis. Understand the sequence of events in the left side of the heart that follow the initiation of the heartbeat by the

Skills (cont.) • • •

• • • •

•

• • •

sinoatrial node (the “pacemaker”). Compare the range of motion of a joint in a number of dimensions. Use transect data to correlate the distribution of plant or animal species with an abiotic variable Examine models or digital collections of skulls to infer diet from the anatomical features. Examples may include Homo sapiens (humans), Homo floresiensis and Paranthropus robustus Determine enzyme reaction rates through experimentation and using secondary data. Make measurements allowing for the determination of the rate of cell respiration. Calculate Rf values from the results of chromatographic separation of photosynthetic pigments Determine rates of photosynthesis from data for oxygen production and carbon dioxide consumption for varying wavelengths Suggest hypotheses for the effects of limiting factors of photosynthesis and to test these through experimentation. Gather qualitative data, using diagrams to record their observations of seedlings illustrating tropic responses Use the Lincoln index to estimate population size. Interpret an oscilloscope trace in

Skills (cont.) • • •

• • • •

• •

• • •

relation to cellular events of an action potential Collect data regarding population growth. Apply chi-squared tests on the presence/absence of two species in several sampling sites Use research data from specific ecosystems to represent energy transfer and energy losses between trophic levels in food chains Identify the phases of mitosis using diagrams as well as with cells viewed with a microscope or in a micrograph. Measure changes in tissue length and mass, and analyse data to deduce isotonic solute concentration. Standard deviation and standard error for analysis of data Understand the distinction between continuous variables such as skin colour and discrete variables such as ABO blood group. Be able to apply measures of central tendency Use a box-and-whisker plot to display six aspects of data: outliers, minimum, first quartile, median, third quartile and maximum. Explore genes and their polypeptide products in databases. Interpret data from John Endler’s experiments with guppies. Use databases to search allele frequencies. Use at least one human

Skills (cont.) •

example. Calculate percentage change in the extent of deforestation

I N S P I R E . C H A L L E N G E . S U P P O R T . 157

Diploma Programme: Chemistry As one of the three natural sciences in the IB Diploma programme, chemistry is primarily concerned with identifying patterns that help to explain matter at the microscopic level. This then allows matter’s behaviour to be predicted and controlled at a macroscopic level. The subject therefore emphasizes the development of representative models and explanatory theories, both of which rely heavily on creative but rational thinking. DP chemistry enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a realworld context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond. Integral to the student experience of the DP chemistry course is the learning that takes place through scientific inquiry both in the classroom and the laboratory. Through the overarching theme of the nature of science, the course aims to enable students to: 1. develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects 2. acquire and apply a body of knowledge, methods, tools, and techniques that characterize science 3. develop the ability to analyse, evaluate and synthesize scientific information and claims 4. develop the ability to approach unfamiliar situations with creativity and resilience 5. design and model solutions to local and global problems in a scientific context 6. develop an appreciation of the possibilities and limitations of science 7. develop technology skills in a scientific context 8. develop the ability to communicate and collaborate effectively 9. develop awareness of the ethical, environmental, economic, cultural, and social impact of science. 158

Grade 11 & 12 Content

Structure 1. Models of the Particulate Nature of Matter • 1.1: Introduction to the particulate nature of matter • 1.2: The nuclear atom • 1.3: Electron configurations • 1.4: Counting particles by mass: The mole • 1.5: Ideal gases Structure 2. Models of Bonding and Structure • 2.1: The ionic model • 2.2: The covalent model • 2.3: The metallic model • 2.4: From models to materials Structure 3. Classification of Matter • 3.1: The periodic table: Classification of elements • 3.2: Functional groups: Classification of organic compounds Reactivity 1. What drives chemical reactions? • 1.1: Measuring enthalpy change • 1.2: Energy cycles in reactions. • 1.3: Energy from fuels • 1.4: Entropy and spontaneity (Additional higher level) 2. How much, how fast, and how far? • 2.1: How much? The amount of chemical change • 2.2: How fast? The rate of chemical

Grades 11 & 12

Content (cont.)

•

change 2.3: How far? The extent of chemical change

3. What are the mechanisms of chemical change? • 3.1: Proton transfer reactions • 3.2: Electron transfer reactions • 3.3: Electron sharing reactions. • 3.4: Electron-pair sharing reactions

Skills Experimental programme • Practical work • Collaborative sciences project • Scientific investigation Tool 1: Experimental techniques Tool 2: Technology Tool 3: Mathematics Inquiry process Inquiry 1: Exploring and designing Inquiry 2: Collecting and processing data Inquiry 3: Concluding and evaluating

Diploma Programme: Environmental Systems & Societies

Environmental Systems and Societies (ESS) is an interdisciplinary course that combines the methodology, techniques and knowledge associated with group 4 (sciences) with those associated with group 3 (individuals and societies). ESS is a complex course, requiring a diverse set of skills. It is firmly grounded in both a scientific exploration of environmental systems in their structure and function and in the exploration of cultural, economic, ethical, political, and social interactions of societies with the environment. As a result of studying this course, students will become equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world. The interdisciplinary nature of the course requires a broad skill set from students and includes the ability to perform research and investigations and to participate in philosophical discussion. The course requires a systems approach to environmental understanding and problem-solving, and promotes holistic thinking about environmental issues. It is recognized that to understand the environmental issues of the 21st century and suggest suitable management solutions, both the human and environmental aspects must be understood. Students should be encouraged to develop solutions from a personal to a community and to a global scale.

Content

Content (cont.)

Topic 1: Foundations of Environmental Systems and Societies • Historical events, among other influences, affect the development of environmental value systems (EVSs) and environmental movements. • There is a wide spectrum of EVSs, each with its own premises and implications. • A systems approach can help in the study of complex environmental issues. • The use of systems and models simplifies interactions but may provide a more holistic view without reducing issues to single processes. • The laws of thermodynamics govern the flow of energy in a system and the ability to do work. • Systems can exist in alternative stable states or as equilibria between which there are tipping points. • Destabilizing positive feedback mechanisms will drive systems towards these tipping points, whereas stabilizing negative feedback mechanisms will resist such changes.

•

Topic 2: Ecosystems and Ecology • A species interacts with its abiotic and biotic environments • Populations change and respond to interactions with the environment. • Any system has a carrying capacity for a given species.

•

• •

•

The interactions of species with their environment result in energy and nutrient flows. Photosynthesis and respiration play a significant role in the flow of energy in communities. The feeding relationships of species in a system can be modelled using food chains, food webs and ecological pyramids. Ecosystems are linked together by energy and matter flows. The Sun’s energy drives these flows, and humans are impacting the flows of energy and matter both locally and globally. Climate determines the type of biome in a given area, although individual ecosystems may vary due to many local abiotic and biotic factors. Succession leads to climax communities that may vary due to random events and interactions over time. This leads to a pattern of alternative stable states for a given ecosystem. Ecosystem stability, succession and biodiversity are intrinsically linked. The description and investigation of ecosystems allows for comparisons to be made between different ecosystems and for them to be monitored, modelled and evaluated over time, measuring both natural change and human impacts. I N S P I R E . C H A L L E N G E . S U P P O R T . 159

Content (cont.) •

Ecosystems can be better understood through the investigation and quantification of their components.

Topic 3: Biodiversity and Conservation • Forms of biodiversity • Natural selection, evolution, mass extinction events • Measures of biodiversity • Classification of conservation status for species • The impact of losing biodiversity drives conservation efforts. • The variety of arguments given for the conservation of biodiversity will depend on EVSs. • There are various approaches to the conservation of biodiversity, each with associated strengths and limitations. Topic 4: Water and Aquatic Food Production Systems and Societies • The hydrological cycle is a system of water flows and storages that may be disrupted by human activity. • The ocean circulatory system (ocean conveyor belt) influences the climate and global distribution of water (matter and energy). • The supplies of freshwater resources are inequitably available and unevenly distributed, which can lead to conflict and concerns over water security. • Freshwater resources can be sustainably managed using a variety of 160

Content (cont.) • •

• •

different approaches. Aquatic systems provide a source of food production. Unsustainable use of aquatic ecosystems can lead to environmental degradation and collapse of wild fisheries. Aquaculture provides potential for increased food production. Water pollution, both to groundwater and surface water, is a major global problem, the effects of which influence human and other biological systems.

Content (cont.) • •

to develop through the process of succession. Human activities may reduce soil fertility and increase soil erosion. Soil conservation strategies exist and may be used to preserve soil fertility and reduce soil erosion.

Content (cont.) • • •

systems. Photochemical smog can be reduced by decreasing human reliance on fossil fuels. Acid deposition can impact living systems and the built environment. The pollution management of acid deposition often involves crossborder issues.

I N S P I R E . C H A L L E N G E . S U P P O R T . 160

Content (cont.)

Skills

Skills (cont.)

Topic 8: Human Systems and Resource use • A variety of models and indicators are employed to quantify human population dynamics. • Human population growth rates are impacted by a complex range of changing factors. • The renewability of natural capital has implications for its sustainable use. • The status and economic value of natural capital is dynamic. • Solid domestic waste (SDW) is increasing as a result of growing human populations and consumption. • Both the production and management of SDW can have significant influence on sustainability. • Human carrying capacity is difficult to quantify. • The EF is a model that makes it possible to determine whether human populations are living within carrying capacity.

•

local and global level through: • evaluating the political, economic, and social contexts of issues • selecting and applying the appropriate research and practical skills necessary to carry out investigations. • suggesting collaborative and innovative solutions that demonstrate awareness and respect for the cultural differences and value systems of others.

• • • •

Calculation and use of Simpson’s diversity index, Lincoln index, gross and net primary productivity, gross and net secondary productivity Calculation of percentage increase Reporting investigations (ESS lab reports). Identification of feedback loops Use of systems diagrams to represent complex systems, both seen and unseen.

Demonstrate knowledge and understanding of relevant: • facts and concepts • methodologies and techniques • values and attitudes. Apply this knowledge and understanding in the analysis of: • explanations, concepts, and theories • data and models • case studies in unfamiliar contexts • arguments and value systems. Evaluate, justify, and synthesize, as appropriate: • explanations, theories, and models • arguments and proposed solutions • methods of fieldwork and investigation • cultural viewpoints and value systems.

“The scientific mind does not so much provide the right answers as asks the right questions.” - Claude Lévi-Strauss

Engage with investigations of environmental and societal issues at the 161

I N S P I R E . C H A L L E N G E . S U P P O R T . 161

Diploma Programme: Physics As one of the three natural sciences in the IB Diploma programme (DP), physics is concerned with an attempt to understand the natural world; from determining the nature of the atom to finding patterns in the structure of the universe. It is the search for answers from how the universe exploded into life to the nature of time itself. Observations are essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Besides leading to a better understanding of the natural world, physics gives us the ability to alter our environments. DP Physics enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond. Integral to the student experience of the DP physics course is the learning that takes place through scientific inquiry both in the classroom and the laboratory. Through the overarching theme of the nature of science, the course aims to enable students to: 1. develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects 2. acquire and apply a body of knowledge, methods, tools and techniques that characterize science 3. develop the ability to analyse, evaluate and synthesize information and claims 4. develop the ability to approach unfamiliar situations with creativity and resilience 5. design and model solutions to local and global problems in a scientific context 6. develop an appreciation of the possibilities and limitations of science 7. develop technology skills in a scientific context 8. develop the ability to communicate and collaborate effectively 9. develop awareness of the ethical, environmental, economic, cultural and social impact of science. 162

The DP physics course promotes concept-based teaching and learning to foster critical thinking. The DP physics course is built on: approaches to learning, nature of science, skills in the study of physics. These three pillars support a broad and balanced experimental programme. As students progress through the course, they become familiar with traditional experimentation techniques, as well as the application of technology. These opportunities help them to develop their investigative skills and evaluate the impact of error and uncertainty in scientific inquiry. The scientific investigation then places a specific emphasis on inquiry-based skills and the formal communication of scientific knowledge. Finally, the collaborative sciences project extends the development of scientific communication in a collaborative and interdisciplinary context, allowing students to work together beyond the confines of physics. A student of physics should gain not only a conceptual understanding of the subject, but also an awareness of how physicists construct knowledge claims and the limitations of these methods. The recommended teaching time is 150 hours to complete SL courses and 240 hours to complete HL courses. Of this 40 hours (SL) and 60 hours (HL) should be devoted to developing practical skills. The course is organised into five themes: A: Space, Time and Motion; B: The Particulate Nature of Matter; C: Wave Behaviour; D: Fields; and E: Nuclear and Quantum Physics.

Grades 11 & 12 Content

Content (cont.)

Space Time and Motion • Kinematics • Forces • Momentum • Work • Energy • Power • Rigid Body Mechanics (HL) • Galilean Relativity (HL only) • Special Relativity (HL only)

Nuclear and Quantum Physics • Structure of the Atom • Quantum Physics (HL only) • Radioactive Decay • Fission • Fusion and Stars

The Particulate Nature of Matter • Thermal Energy Transfers • Greenhouse Effect • Gas Laws • Thermodynamics (HL only) • Current, pd, Resistance • Circuits Wave Behaviour • Simple Harmonic Motion • Wave Model • Wave Phenomena • Standing Waves • Resonance • Doppler Effect Fields • Gravitational fields • Electric Fields • Magnetic Fields • Motion in Electromagnetic Fields • Induction (HL only)

Skills (cont.) • • •

Skills • •

• • • • • • • • •

Describing and analysing motion in terms of position, velocity and acceleration Outlining the differences between distance and displacement, speed and velocity, calculating the average and instantaneous values of velocity and acceleration Applying equations of motion to solving projectile problems Recognising impact of fluid resistance Resolving motion into appropriate components Application of Newton’s laws of motion Be able to draw free body diagrams and analyse Resultants Frictional forces and the nature & application contact forces Understand the nature and use of field forces Use momentum within interactions, collisions and explosions and apply energy considerations Circular motion and applications of

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• •

• • •

•

centripetal force Apply and calculate work, energy and power and efficiencies and energy transformations Understand the impact and application of mechanical energy conservation Connect linear motion applications from Newton’s laws to rotational rigid body dynamics and equations of motion Moment of inertia applied to rotational motion of different mass distributed objects and KE of Rotational motion Apply frames of reference and special relativity Use of Lorentz transformation equations, apply dilation and contraction, and understand spacetime diagrams Apply molecular theory, density calculations and temperature scales, thermal energy transfers and calc. Black body radiation luminosity and brightness scales including Wien’s law and Boltzmann law applications Application of conservation of energy, emissivity, albedo, solar constant calculations and understanding the connection of greenhouse gases to the emission and absorption of infrared radiation and the greenhouse effect Apply gas law data, gas behaviour

Skills (cont.)

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equations, monatomic gases and ideal gas conditions of temp, pressure ,density Laws of thermodynamics applied, entropy within systems and their net changes, apply thermodynamic processes to solving problems including heat engines and pumps Build and draw circuits, apply current, pd, power and resistance, apply Ohm’s law and dissipation of power Combination circuit problems with resistors and/or cells in series and parallel applying Ohm and Kirchhoff laws Conditions, examples and defining equations of simple harmonic motion, specific application to mass-spring systems and simple pendulum equations and energy changes within oscillations Understand types of wave motion defining variables and the nature of sound, water, light and electromagnetic Wave and particle nature of light, diffraction, reflection, refraction principles and applications of Snell’s laws, superposition of waves and interference patterns including single, double slit as well as conditions for constructive and destructive interference and applications for multiple slits Conditions for standing waves, I N S P I R E . C H A L L E N G E . S U P P O R T . 163

Skills (cont.)

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drawing them with nodes and antinodes as applicable to strings and pipes Applying different levels of damping and resonance Doppler effect sound and light, considering effect of motion of the source or an observer and extending understanding to large body motion in spectral line analysis Apply Kepler’s laws and Newton’s law of universal gravitation for large masses, gravitational field strength, lines and potentials and their equation/solution work Distinguish and calculate escape and orbital speeds Applying electric and magnetic field concepts forces field strengths, potentials and equation usage Magnetic field forces on charges/ conductor in mag. Fields Force equation uses and application to parallel wires Understanding flux and flux linkage and electromagnetic induction and its effects in different scenarios Apply nuclear notation and experiments in discovery of nucleus, relevance of emission and absorption spectra and analysis of energy transitions within atom Use Einstein’s photoelectric effect and his energy mass equivalence equations, de Broglie wavelength and

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photon scattering connecting dual nature of matter and light Understand nuclear instability and radioactive decay: alpha, two types of beta decay and gamma radiation Finding decay constant, activity, half life, decay law application, understanding discrete and continuous spectra Understanding nuclear power station components, fission reactions, fusion energy source in stars and star evolution Know the 4 axes of HertzsprungRussell diagram, star properties, stellar parallax calculations for stellar distance calculations and determining star radii

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Grades 11 & 12

Theory of Knowledge 166

Diploma Programme

The Theory of Knowledge (TOK) course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. In TOK, students reflect on the knowledge, beliefs and opinions that they have built up from their years of academic studies and their lives outside the classroom. The course is intended to be challenging and thought-provoking-as well as empowering-for students.

Content

Skills

Core Theme: Knowledge and the Knower

The aims of the TOK course are: • to encourage students to reflect on the central question, “How do we know that?”, and to recognize the value of asking that question • to expose students to ambiguity, uncertainty and questions with multiple plausible answers • to equip students to effectively navigate and make sense of the world, and help prepare them to encounter novel and complex situations • to encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and assumptions • to engage students with multiple perspectives, foster openmindedness and develop intercultural understanding • to encourage students to make connections between academic disciplines by exploring underlying concepts and by identifying similarities and differences in the methods of inquiry used in different areas of knowledge • to prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production, acquisition, application and communication of knowledge.

Optional Themes • Students are required to study two optional themes from the following five options. • Knowledge and technology • Knowledge and language • Knowledge and politics • Knowledge and religion • Knowledge and indigenous societies Areas of Knowledge • Students are required to study the following five areas of knowledge. • History • The human sciences • The natural sciences • The arts • Mathematics Assessment • Students are required to complete two assessment tasks. • TOK exhibition (internally assessed) • TOK essay on a prescribed title (externally assessed)

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Early Years 3

Visual Art 168

Primary Years Programme

Content

Skills

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Simple tools and techniques to create art Textures of familiar objects Primary colors light, dark Shapes in everyday objects Curved and straight lines Contrast: large/small Feelings and ideas about works of art Documentation of their strengths as creators of art

Tearing Cutting Gluing/connecting Drawing Painting Modelling

International School of Stuttgart (ISS) Visual Art programme is closely connected with the transdisciplinary themes of IB Primary Years programme (PYP). The students extend their learning from homeroom inquiry in the visual art class to reflect on and enhance their learning, explore various art media to express themselves visually and appreciate the work of others. The learning environment is designed to encourage student agency, which is crucial to develop student’s confidence, self-advocacy, perseverance, risk-taking, creativity, and curiosity. The students are stimulated to think and to articulate their thoughts in new ways, and through a variety of media and technologies, the creative processes taking place as the driving force in learning through inquiry. Students are exposed to a broad range of experiences that illustrate the field of visual arts, including architecture, bookmaking, ceramics, collage, costume design, drawing, graphic design, film, illustration, industrial design, installation, jewellery, land art, mask making and more.

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Early Years 4 content

skills

Early Years 5 content

skills

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Tearing Cutting Gluing/connecting Drawing Painting Modelling

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Primary colors light, dark Shapes in everyday objects Natural lines seen in everyday objects Contrast: light/dark Textures of objects Elements of design in art works to communicate feelings Composition, using principles of design to create narrative art works Two- and three-dimensional works of art that express feelings and ideas inspired by personal experiences Feelings and ideas about works of art

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Cutting Drawing/sketching: pencil, wax crayon and pastels Connecting (glue, tape, etc.) Painting Techniques with tempera and watercolours Modelling: clay and wire

Grade 1 Content

Skills

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Elements of art Browser card and name tag design with a focus on font, color and shape City landscape with a focus on value and space Fruit face collage and leaf art: art with natural materials and elements Lantern for St.Martin’s day Pinatas for Spanish festival Home and transportation craft: different types of home and/or transportation with cardboard and other materials Force in art: different types of force related art Product packing design Landscape observational drawing

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Self-organizing skills: following instruction and cleaning routine. Drawing skills: drawing with pencil/ pastel/marker. Painting skills: painting with various materials: watercolor, tempura color etc. Craftmanship: using different tools and material to create crafts. Construction skill: using various tools/ strategies to attach and construct different materials.

Grade 2 Content

Skills

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Facial proportion and Self-portrait Pop-art and its elements Abstract art Lantern for St. Matin’s day Elements of art, with a strong focus on lines, shapes, color, value and texture Ancient art: Austria aboriginal art Animal drawing Different habitat in a small space (shoe box) Science in art: special art techniques like wax resistant, glue and salt art etc.

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Drawing skills: drawing with pencil/ pastel/marker. Painting skills: painting with various materials: watercolor, tempura color etc. Planning skills: planning independently or with partner, communicate/record the plan in visual form. Craftmanship: using different tools and material to create crafts. Construction skill: using various tools/ strategies to attach and construct different materials

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Grade 3 Content

Skills

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Elements of Art Principle of Design Space/sky/galaxy with chalk pastel Poster/visual advertisement creation Ancient symbols and symbol design Stage background/props/costume creation Ancient Egyptian art Recycling and upcycling art Optical Illusion art

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Drawing skills: drawing with pencil/ pastel/marker as well as chalk pastel. Painting skills: painting with various materials: watercolor, tempura color etc. Planning skill: planning independently or with partner, communicate/record the plan in visual form. Craftmanship: using different tools and material to create handmade products such as poster cards, wall decorations etc. Construction skills: using various tools/ strategies to attach and construct different materials

Grade 4 Content

Skills

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Principle of Design Digital Art: digital comic/animated video to reflect human rights/ responsibilities Pen art: fiber pen art to capture the movement and present a natural disaster Lego self-portrait: cultural self-portrait as a Lego person Cultural art: various artistic styles from various culture 3D sketch and one-point perspective Installation art: large installation art with recycled material Migration art: poster to reflect selfmigration history

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Drawing skills: drawing with pencil/ pastel/marker. Painting skills: painting with various materials: watercolor, tempura color etc. Print making skills: using poly boards and rollers to create printing art. Planning skills: planning independently or with partner, communicate/record the plan in visual form. Craftmanship: using different tools and material to create crafts. Construction skills: using various tools/ strategies to attach and construct different materials.

Grade 5 Content

Skills

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Surrealism and various ways to express our feelings/thoughts through art Rule of mechanism, wooden models design and creation with tools and materials from maker space Two-point perspective drawing and multi view design sketch Film making: Claymation video creation with self-edited stories and self-made clay models Reflective art: artistic piece that reflects the research finding and personal action

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Drawing skills: skillfully drawing with various media with different drawing technique Painting skills: painting with various materials: watercolor, tempura color with different painting technique Planning skills: planning independently or with partner, communicate/record the plan in visual form with clear details and outcomes Shaping skill: using clay/papier Mache to shape forms and create sculptures Craftmanship: using more advanced tools and material to create crafts Construction skill: using various tools/ strategies to attach and construct different materials

Middle Years Programme The arts in the Middle Years Programme (MYP) seek to stimulate young imaginations, challenge perceptions, and develop creative and analytical skills. Involvement in the arts encourages students to understand the arts in context and the cultural histories of artworks, thus supporting the development of an inquiring and empathetic world view. The arts challenge and enrich personal identity and build awareness of the aesthetic in a real-world context. Through development of the imagination, students can become more empathetic and compassionate, they can enrich their cultural lives and discover new ways to contribute actively both to their own communities and to the world.

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Grade 6 Content

Skills

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Colour theory Artists: Hokusai, Van Gogh, Hundertwasser, Escher, Jean Tinguely Art forms: Collage, graphite rubbings, line and mark making landscapes, West-African Masks, Keywords: Foreground, middle-ground, background, bird’s eye view, dashed, curved, spikey, straight, rough, smooth, shading, highlight, stripes, parallel, horizontal, one point perspective, observation, form, texture

Drawing still life Line and mark making techniques Collagraph printing Clay modelling, glazing Patterns and Tessellation Collage Drawing Techniques Drawing from life (inside and outside)

Grade 7 Content

Skills

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Decorative maps Marine ecosystems Artists: Grayson Perry, Van Gogh, Matrakci Nasuh, Kathy Prendergast Colour theory Art forms – Collage, line and mark making maps, paper mache and wire sculpture Keywords: Form, texture, implied texture, shape, pattern, gradient, armature, primary source, secondary source, animal categories: reptile, mammal, crustacean, arthropod, fish

Drawing from life Continuous line drawing Line and mark making techniques Collage Paper mache sculpture Water-colour painting Clay modelling, glazing Patterns Drawing Techniques – line drawing, applying shadows and highlights to describe 3D form

Grade 8 Content

Skills

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Compositions of artwork – crowded/ sparse, symmetrical/asymmetrical, balanced/unbalanced, foreground/ middle ground/background, positive/ negative space Artists: Hans Holbein, Salvador Dali, Frida Kahlo, Salvador Dali, Rene Magritte

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Creating compositions with a viewfinder, reduction lino printing Drawing from life Continuous line drawing Line and mark making techniques Linear perspective – one and two point perspective Acrylic painting techniques Drawing Techniques – line drawing, applying shadows and highlights to describe 3D form

Grade 9 Content

Skills

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Collage juxtaposition Investigation into the work of artists Formal analysis of artwork using elements and principles Surrealist assemblage Artists: Salvador Dali, Rene Magritte, Joseph Cornell, Neo-Rauch, Jeremy Deller, Andy Warhol, Banksy

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Screen printing techniques: merging photos using photoshop, transforming into acetate stencils, cutting acetate stencils, flooding screen, pulling print, off-set register, proof print, textured paper Assemblage techniques including: clay/ 3D techniques Pencil and coloured pencil drawing; collage Acrylic painting techniques including: photographic composition techniques; manipulating colours on photoshop; enlarging images using a grid; identifying contour lines, mixing colours, applying paint Drawing from life Continuous line drawing Drawing techniques – line drawing, applying shadows and highlights to describe 3D form

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Grade 10 Content

Skills

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Contour Drawing- Use of line to define edge: Contour/Blind contour Use of line to create volume: cross contour Printmaking- Intaglio Engraving PCUP: content changes based on prompt

Watercolor Creating a dynamic composition Intaglio printmaking PCUP skills depend on choice of media

Grades 11 & 12 Diploma Programme The IB Diploma programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.

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Content

Skills

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Formative exercises that develop artmaking and theoretical skills A process for formal art analysis Idea development- mind maps Making connections to artists Developing informed responses to work and exhibitions students have seen and experienced. Material exploration and skill development with 2D drawing media, acrylic/oil paint and sculptural methods. Independent critical and contextual investigation explores artworks, objects and artifacts from differing cultural contexts Students experiment with diverse media and explore techniques for making art. Students develop concepts through processes that are informed by skills, techniques and media.

How to write an intention How to structure a digital portfolio Developing technical skills/executing independent pieces

Year One • Initial planning for the Comparative Study (June) Year Two • Comparative Study (first draft early October final by early December) • Second Art field experience (October to Paris) • Semester 1 critique (HL 5 pieces, SL 3 pieces) • Exhibition work (completed by mid March) • Process Portfolio (complete by mid April) • Hang exhibition (early April)

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Abbreviations AGIS

Association of German International Schools

Extended Essay

Lang & Lit

Language and Literature

PYP

Primary Years Programme

Artificial Intelligence

Early Years

Lower School

PYPC

PYP Coordinator

ASAP

After School Activity Program

GISST

German International Schools Sports Tournaments

MINT

PYPx

PYP Exhibition

ATL

Approaches to Learning

HFL

Home and Family Language

Mathematics (Mathematik), IT (Informatik), Science (Naturwissenschaften) and Technology (Technik)

Sindelfingen

Approaches to Teaching

Higher Level

Model United Nations

SiFi

ATT

MUN

Standard Level

Board of Trustees

Human Resources

Middle Years Programme

BoT

MYP

Student Led Conference

Betriebsrat

Internal Assessment

Middle Years Programme Coordinator

SLC

MYPC

Strategic Leadership Team

Creativity Action Service

International Baccalaureate

New England Association of Schools and Colleges

SLT

CAS

NEACS

Summary of Growth

Chat Generative Pre-trained Transformer

IBC

IB Council

Parent Advisory Council

SoG

ChatGPT

PAC

Science, Technology, Engineering, Arts and Math

Council of International Schools

IBEC

IB Educator Certificate

Programme Development Plan

STEAM

CIS

PDP

Transdisciplinary Themes

Collaborative Learning Protocol

IBEN

IB Educator Network

Physical Education

TDT

CLP

Theory of knowledge

Career Related Programme

IBO

International Baccalaureate Organization

Parent Group Degerloch

TOK

PGD

United Nations

Child Protection Officer

IBWS

IB World Schools

Personal Health Education

CPO

PHE

Units of Inquiry

Degerloch

IBWSM

IB World School Manager

Professional Learning Community

UoI

PLC

Upper School

Divisional Leadership Team

IBx

IB Exchange

Pedagogical Leadership Team

DLT

PLT

Diploma Programme

IEG

Individual Educational Goals

PoI

Programme of Inquiry

DPC

Diploma Programme Coordinator

IEP

Individual Education Plan

Personal Project

External Assessment

ISS

International School of Stuttgart

PRC

Programme Resource Center

EAL

English as an Additional Language

Information Technology

PS&P

Programme Standards and Practices

ECIS

Educational Collaborative of International Schools

KMK

State Ministers of Education

PSE

Personal Social Education

PTSC

Parent Teacher Student Conference

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Our mission is to actively inspire, challenge and support students and each other to positively impact our dynamic and interconnected world. Our Vision is to place learning at the core of all that we do. We define learning as being a transformative process for each learner that combines their unique predispositions and experiences with the development of disciplinary and transdisciplinary skills, knowledge and understanding, in order to nurture and develop character and intellect. We believe that learning happens when learners:

International School of Stuttgart e.V. Sigmaringer Str. 257 70597 Stuttgart Germany Tel +49 (0)711 76 96 000 iss@issev.de www.issev.de

www.facebook.com/issevde @SchoolStuttgart www.linkedin.com/company/international-school-of-stuttgart/

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