Secondary Programme Guide 2018 / 2019

SECONDARY PROGRAMME GUIDE 2018 / 2019

SECONDARY PROGRAMME GUIDE 2018 / 2019

Pechersk School International Kyiv — 7a Victora Zabily, Kyiv, Ukraine, 03039 Phone: (380 44) 377 5292 Fax: (380 44) 377 5242 communication@psi.kiev.ua — www.psi.kiev.ua

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Dear Parents and Students: Welcome to the PSI Secondary Programme Guide. We hope that the information provided here will give you a much clearer sense of all aspects of our School programme - MYP, DP, support services, graduation requirements and much more! (Please note that guidelines for student behaviour are outlined on all MyPSI homeroom sites as well as in the Parent / Student Handbook.)

You will notice that the MYP course outlines are in a chart format that helps you have a clearer understanding of the way that MYP units are organised. You’ll see that each unit has a unit name, key concept, global context and statement of inquiry. For more information about those, I encourage you to read about our Middle Years Programme, which you can find on page 10. DP course outlines follow a more traditional structure and cover both years of the programme in one outline.

In addition to this guide, we will continue to offer both individual and group meetings for parents. We also encourage you to contact teachers if you have questions about any particular class or about your child’s individual needs. We firmly believe that communication about our programme must be two-way and look forward to other opportunities to speak with you directly about the education we provide at PSI. While this document provides an overview of every course we offer, we also strongly encourage parents to visit MyPSI regularly to get more detailed information about what is happening in each course throughout the year.

In the meantime, we hope you find this guide useful as an overview of the IB programmes and our course offerings. As always, please let us know if you have any questions or want more information. We’re happy to help!

Regards,

Patricia Puia Secondary Principal

Assistant Principal MYP Coordinator

David Freeman DP Coordinator

Table of content

School overview

8

International baccalaureate middle years programme

PSI mission statement

8

Programme description

19

Overview

122

Reporting

171

IB mission statement

10

Grade 6-10 curriculum/number of 40-minute periods of instruction per week

20

Qualifying to enter the IB diploma programme

122

Awards and recognitions

174

The IB learner profile

11

Curriculum

123

Support services

175

Service & action

21 IB diploma requirements

124

At risk interventions

176

Personal project

21 IB assessment

123

Athletics, extra curricular activities and trips

177

The homeroom programme

22 Reviewing the results of IB marks

126

Assessment principles and methods

23 Expectations and consequences

126

Appendices

University entrance qualifications

127

Sample grade 6 – 8 MYP schedule

181

Grade 9 – 10 MYP sample schedule

182

Grade 11 and 12 IB diploma sample schedule

183

Overview of secondary programme Overview

12 13

Daily schedule

14

Programme organisation

14 MYP course outlines

Three roads to graduation

16

International baccalaureate diploma programme (DP)

120

Beyond the curriculum

170

180

24

15 Grade 6

26

Grade 7

44

Grade 8

62

Grade 9

80

Grade 10

100

IB diploma course outlines

128

Group 1: Studies in language and literature

130

Whole school glossary

184

Group 2: Language acquisition

134

Secondary school / middle years programme

186

Group 3: Individuals and societies

146

PSI secondary school / IB and PSI diploma programmes

188

Group 4: Experimental sciences

152

Group 5: Mathematics

158

Group 6: Art

164

Other

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

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OUR MISSION

DEFINITION

LOOKS LIKE….

Learning Community

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

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

Academically challenging programme

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

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

Studentcentered environment

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

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

Global citizens

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

–– Appreciation of local and international cultures –– Positive engagement among students within and beyond their own nationality / background –– Acceptance and understanding of their own and other cultures –– Listening to others and respecting opinions / perspectives –– Expressing opinions respectfully –– Taking positive action on issues of local, national and global importance

Personal excellence

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

–– –– –– –– –– –– –– –– –– ––

––

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

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IB Mission Statement

The IB Learner Profile

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Pechersk School International is an authorised IB world school. A driving force behind the IB is its commitment to international education. The IB learner profile runs across all three IB programmes and ‘can help individuals and groups become responsible members of local, national and global communities’ (IB Learner Profile 2013).

PSI Vision Statement We grow. We lead. We succeed.

Inquirers

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

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines.

We engage with issues and ideas that have local and global significance.

Thinkers

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

Communicators

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

Principled

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

Open-minded

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

Caring

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

Risk–takers

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

Balanced

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

Reflective

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

PSI Motto A place where we belong

PSI Kyiv is committed to the safety and wellbeing of all children and young people in our care. We support the rights of the child and will act without hesitation to ensure a child-safe environment. We also support the rights and wellbeing of our staff and volunteers and encourage their active participation in building and maintaining a secure environment for all participants.

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OVERVIEW OF SECONDARY PROGRAMME

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Overview Pechersk School International Kyiv (PSI) is a modern, comprehensive, co-educational day school serving students from approximately 40 countries between the ages of 3 and 18 years of age from Early Childhood (EC) through Grade 12. The name ‘Pechersk’ was taken from the area of Kyiv known historically as the city’s centre of learning, reflecting the discipline and integrity of the scholarship practiced at the famous Pecherska Lavra, now a UNESCO World Heritage site. Our school motto is ‘A place where we belong.’

The school was started in 1995 by a group of parents from the diplomatic and business community, and is a not-for-profit entity. Enlisting the help of embassies, companies and individuals, parents opened the school with just 47 students. Since then, the school has grown to approximately 450 students. In August 2003, PSI moved to its current location at Viktora Zabily 7a, close to the centre of Kyiv on the right bank of the Dnipro River.

Our EC – Grade 12 staff is made up of more than 60 teachers from twelve different countries with the four largest national groups representing the USA, Canada, Ukraine, and UK. All hold teaching degrees and more than 70% hold a Masters Degree; three teachers have doctorates.

Admission is determined by the age of the student, previous school reports, an admissions screening procedure, and the school’s ability to provide a suitable programme within class size limitations.

The average class size for all MYP (Grades 6 - 10) courses is 15; DP classes (Grades 11 and 12) have an average of 10 students. All classes are capped at 20, allowing for significant personal attention.

(Please note that class sizes vary based on subject area and size of year group.) An English as an Additional Language (EAL) programme is available for non-native English speaking students through Grade 10 to support their development as English language learners. The school has no special provision for children with significant learning disabilities, but does offer support to those with mild to moderate identified cognitive or learning disabilities. The Secondary School has one full time Learning Support teacher who services students Grades 6 - 12.

Facilities PSI Secondary School is contained in two of the three buildings on campus. Building A includes a fullservice cafeteria; art, music, and drama classrooms; three science labs and a science classroom; a performing arts space; and a double gymnasium with a swimming pool underneath. Building C has classrooms on all three floors, as well as a Design Technology lab, a small IT lab, a library, and office space.

There are approximately two acres of outdoor area, including a covered Astro Turf soccer pitch. A new pitch and running track will open in August 2018 at the Litsey School adjacent to PSI; these facilities will be shared by both schools.

The site is completely enclosed with a gated entrance with access through electronically controlled turnstiles. The School is under 24-hour surveillance by security guards. PSI also leases a large swimming pool, tennis courts and soccer fields off campus to extend our physical education programme.

The whole campus is equipped for wireless Internet.

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Daily Schedule

Three Roads to Graduation

Morning time

Period

Afternoon time

Period

8:25 - 8:35

Homeroom

11:25 - 12:05

Lunch

8:35 - 9:15

Period 1

12:05 - 12:45

Period 5

9:15 - 9:55

Period 2

12:45 - 13: 25

Period 6

9:55 - 10:05

Break

13:25 - 13:35

Break

10:05 - 10:45

Period 3

13:35 - 14:15

Period 7

10:45 - 11:25

Period 4

14:15 - 14:55

Period 8

High School Graduation

DP Certificates

Full IB Diploma

What it is

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

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

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

What it requires

–– –– –– –– ––

Successful completion of internal and external assessment for each selected DP course NOTE: In order to receive a full credit, students who fail the first semester of a course must successfully complete the second semester so that the overall grade is a 2.5 or higher.

A student who fails a course in the second semester will be granted no credit for the course.

–– 3 Higher Level courses –– 3 Standard Level courses –– 2 years of Theory of Knowledge –– A 4000-word Extended Essay –– Completion of Creativity, Activity and Service over an 18 month period and with required documentation

–– Students who do not need 3 Higher Level courses but who want to boost their college applications –– Students who have interests in specific subject areas

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

–– –– –– –– ––

Extra Curricular Activities begin at 3:00 or 4:00 pm, depending on the activity. Students should not arrive in the school before 8:00 am or stay after 5:00 pm unless they are part of a scheduled and supervised activity. Students are not permitted on campus on weekends unless this has been pre-arranged with school administration and includes adult supervision.

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

Programme Organisation PSI is an International Baccalaureate (IB) World School, offering all three of the IB programmes – Primary Years Programme (PYP) in EC – Grade 5, Middle Years Programme (MYP) in Grades 6-10 and Diploma Programme (DP) in Grades 11 and 12. (Both MYP and DP will be explained in depth in this guide.)

Best suited for

At High School level (Grades 9 – 12), students may follow one of three paths toward graduation.

–– All students who successfully complete our high school program receive a PSI diploma, which is accredited by the Council for International Schools (CIS) in Europe and the New England Association of Schools and Colleges (NEASC) in the United States.

–– In addition, students may opt to earn IB certificates for some classes in Grades 11 and 12.

–– Finally, highly motivated and proficient students may choose to work toward the IB Diploma, which will be explained in the DP section of this guide.

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

Regardless of which path they choose, all students must meet the PSI standards for graduation, as outlined in the chart below.

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INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME

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Programme Description Overview The International Baccalaureate Middle Years Programme (MYP) is a five-year programme for students aged 11-16 (Grades 6-10). It was started by international school teachers in response to a perceived need for a truly international curriculum. Currently, 1,209 schools in more than 95 countries worldwide are authorised to run the MYP, and many more are in the process of gaining authorisation.

The MYP helps students develop the knowledge, attitudes and skills they need to participate actively and responsibly in a changing and increasingly interrelated world. It teaches students to become independent learners who can recognise relationships between school subjects and the world outside; who can adapt to new situations; and who can combine relevant knowledge with practical and social intelligence to solve problems alone and / or in groups.

In each of the five years of the MYP, students study eight subjects: Language and Literature taught at native language level, Language Acquisition for students learning a second or additional language, Individuals & Societies, Science, Mathematics, Arts (Art, Music, or Drama), Design, and Physical & Health Education.

MYP Subject Guides identify concepts to be delivered. These concepts have an essential place in the structure of knowledge. They require students to demonstrate levels of thinking that reach beyond facts or topics. Concepts are used to formulate the understandings that students should retain in the future; they become principles and generalisations that students can use to understand the world and to succeed in further study and in life beyond school. The exploration and re-exploration of concepts lead students towards the following: –– A deeper understanding of the subject group –– appreciation of ideas that transcend disciplinary boundaries –– engagement with complex ideas, including the ability to transfer and apply ideas and skills to new situations From: MYP: From Principles into Practice (2014) Teachers organise their curriculum through Global Contexts (Identities and Relationships, Orientation in Space and Time, Personal and Cultural Expression, Scientific and Technical Innovation, Globalisation and Sustainability, and Fairness and Development), so that students learn how these contexts help to bring meaning and a ‘real world context’ to each subject area.

The IB gives the school the flexibility to organise the curriculum according to its own requirements and context. However, all MYP schools must structure their curriculum to allow their students to achieve the aims and objectives of each subject group in terms of the final achievement at the end of the programme.

Many of the programme elements and the underlying philosophy found in the MYP are consistent with those in both the IB PYP and the IB DP and builds upon the former to support student success in the latter.

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Grade 6-10 curriculum/number of 40-minute periods of instruction per week

Service & action The IB Mission Statement stresses that education extends beyond intellectual achievement. Through their engagement with service as action, MYP students should do the following: –– become more aware of their own strengths and areas for growth –– undertake challenges that develop new skills –– discuss, evaluate and plan student-initiated activities –– persevere in action –– work collaboratively with others –– develop international-mindedness through global engagement, multilingualism and intercultural understanding –– consider the ethical implications of their actions.

All students from Grade 6 to 10 participate in the Service & Action programme, predominantly through curriculum links. As a result, students develop positive attitudes and a sense of personal and social responsibility – qualities that should prove of value to them in their lives as a whole.

Subject Area: PSI Offerings

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

*Arts: Visual Arts, Music and Drama

4

4

4

4

4

Individual & Societies

5

5

5

5

5

*Language & Literature: English, Russian, French, Ukrainian

5*

5*

5*

5

5

*Language Acquisition: English, Russian, French, Spanish

5

5

5

5

5

*Mathematics, Extended Mathematics

5

5

5

5

5

Physical & Health Education

4

4

4

4

4

Science:

5

5

5

6

6

Personal project

Design:

4

4

4

4

4

Library

1

1

1

n/a

n/a

All Grade 10 students are required to complete a Personal Project, which may take the form of a research essay, an artistic production, the creation of an artefact, an investigation, or another means of expression.

Once students have decided on a goal (and Global Context) for their project, they are assigned a supervisor from the faculty, who will help them design a timeline, assist them with choices about presentation, and help with any difficulties that may arise. Process is as important as the final project, and careful record keeping and reflection are vital components of the end product.

Each student receives access to an online guide that provides a timeline for the project, gives valuable background information, and contains the assessment criteria. The student needs to become very familiar with the support materials, follow the timeline, and meet his / her supervisor regularly to ensure the successful completion of his / her Personal Project.

Examples of Personal Projects developed by our students have included: –– Researching ‘clean’ fuels and proposing changes to automobile design –– Creating a ‘claymation’ film –– Studying the impact of video games on academic achievement and motivation –– Designing and launching a website about the psychology of colour

*Additional Notes Arts –– In Grades 6, 7 and 8, students currently rotate between Drama, Visual Arts, Music, and Design. (The changeover occurs after the first semester).

–– In Grade 9, students select one subject from Art, Music, or Drama for their final two years of the programme. (Students cannot change options between Grade 9 and Grade 10.)

Language and Literature –– Not all languages are available each year in both Language & Literature and Language Acquisition.

Languages are offered based on class size and an assessment of student need.

–– In addition to English (which is always available), the school offers Language & Literature Ukrainian, French and Russian at MYP level, provided that there is sufficient enrolment in these courses.

Language Acquisition –– French, Spanish and Russian are offered from Phase 1 through Phase 5 based on teacher recommendation.

–– English language learners take English Language Acquisition. Additionally, some students in Grades 6-10 will take English as an Additional Language (EAL) instead of a second language. This may impact the student’s qualifications for MYP certification.

Whatever type of project the student chooses to do, however, all projects must include a piece of structured writing in the form of a written report. This must not be longer than 3,500 words.

It should be noted that the Personal Project is not part of any course, and is completed outside of classroom time. The role of the supervisor is to guide the student and make sure s/he is on task, not to help the student complete his / her project. Students who do not complete the Personal Project are not eligible for IB MYP Certification or the PSI Honour Roll. Failure to complete the Personal Project will be noted on report cards and official transcripts. Finally, students cannot enter into the IB Diploma Programme at PSI without completion of the Personal Project (This may be waived for students entering the school after the second semester of the Grade 10 year).

Mathematics –– Students in Grade 6 - 8 take Mathematics at the same level. In Grades 9 and 10, students are offered two levels of the subject: Mathematics and Extended Mathematics. Students are placed in their Maths groups based on the results of the placement test, work ethic, and teacher’s recommendation.

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The Homeroom Programme

Assessment Principles and Methods

Every student in Grade 6 - 10 belongs to a Homeroom class. There are two Homeroom groups at each grade level.

Homeroom is the class that ‘brings everything together’ for the students in their academic, personal and social development. Through regular contact with students and a planned Homeroom programme, the Homeroom teacher supports students in meeting the intellectual and social demands of adult life, in developing an acceptable set of personal values, and in becoming increasingly capable of making informed choices.

There are two 40-minute Homeroom periods every week. One session is titled, Personal Excellence (PEx). During these specific sessions, students learn about important issues such as personal and social development, academic guidance and further study / career planning. The goal of the PEx programme is to relate what happens in the classroom to the outside world and to support the objectives of the academic curriculum.

Assessment methods in the MYP are many and varied, and may be formal or informal. They include written, oral, group, peer, and self-assessment. In the MYP, teachers make decisions about student achievement using their professional judgment, guided by mandated criteria that are public, known in advance and precise, ensuring that assessment is transparent. Across a variety of assessment tasks (authentic performances of understanding), teachers use descriptors to identify students’ achievement levels against established assessment criteria. MYP internal (school-based) assessment uses a ‘best-fit’ approach in which teachers work together to establish common standards against which they evaluate each student’s achievement holistically. MYP: From Principles into Practice (2014)

In addition, the Homeroom programme does the following: –– Prepares students for the grade level Week Without Walls and the assembly presentation that follows –– Encourages understanding of the MYP, especially the Learner Profile –– Guides the personal and social development of students in age-appropriate ways –– Helps students to complete the Personal Project in Grade 10 –– Develops effective study skills related to research, library skills and referencing Homeroom teachers: –– Explain school rules and their implementation –– Inform students about all aspects of school life –– Promote student well-being –– Communicate with parents through all available channels –– Promote the attributes of the learner profile –– Foster effective study habits and encourage students to take greater control over their learning –– Monitor students’ social well-being and academic progress and share the results with colleagues throughout the academic year

Criterion-Referenced Assessment MYP students are assessed using a set of criteria in each subject area. This is different from the kinds of assessments students may have experienced in other schools. PSI does not use percentages or compare students to each other when assigning grades. Instead, students receive guidelines about what is expected on major assignments; they are marked based on how well they meet those standards. All of these criteria are available on the MyPSI portal.

Each subject has four criteria. Throughout the year, teachers assess students many times on each criteria. Teachers do not ‘average’ these criteria marks. Instead, they check to see what is the highest level of sustained effort of each student. At reporting periods, teachers add those highest sustained grades from each criteria and compare it to grade boundaries developed by the IB. This results in a grade based on a 1-7 scale.

There is currently no external examination in MYP. However, students in Grades 9 and 10 do take internal exams each year as one way to prepare for the IB Diploma Programme (DP).

Final MYP Certification for Year 10 Students: PSI has just begun piloting e-assessments, which will lead to successful Grade 10 students earning certification from the IB. In the meantime, the school holds an annual MYP graduation ceremony and awards certificates of completion to students who: –– Earn at least a 3 in all MYP subjects –– Earn at least a 3 for the Personal Project –– Meet the school’s expectations for service and action –– Earn a grade total of at least 36 (out of a possible 63) from the eight subject groups and the Personal Project combined.

Students who did not meet all of those criteria (e.g., students who do not complete two languages because of their EAL status) receive a certificate for participation.

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MYP COURSE OUTLINES

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COURSE NAME:

MYP Language and Literature English 6 Syllabus content:

Grade 6

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NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Language & Literature Essential Skills

Development

Scientific and Technical Innovation

Specific reading and writing processes must be developed to fully appreciate the innovation of the English Language.

Poetry and Grammar

Communication

Personal and Cultural Expression

Good grammar and clear intent are key components of effective communication.

Autobiography

Perspective

Identities and relationships

Our past is a place to look for answers about our future.

Juvenile Justice

Perspective

Orientation in space and time

Critical readers understand that historical context and authors’ perspectives affect readers’ interpretations of literary texts and of the concept of truth.

Outcomes: Upon successfully completing this course, students will be able to: –– Identify and comment upon significant aspects of texts and the creator’s choices –– Justify opinions and ideas, using examples, explanations and terminology –– Identify similarities and differences in features within and between texts –– Employ organisational structures that serve the context and intention –– Organise opinions and ideas in a logical manner –– Use referencing and formatting tools to create a presentation style suitable to the context and intention.

–– Produce texts that demonstrate thought and imagination while exploring new perspectives and ideas arising from personal engagement with the creative process –– Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of audience –– Select relevant details and examples to support ideas.

–– Use appropriate and varied vocabulary, sentence structures and forms of expression –– Write and speak in an appropriate register and style –– Use correct grammar, syntax and punctuation –– Spell (alphabetic languages), write (character languages) and pronounce with accuracy –– Use appropriate nonverbal communication techniques

Assessments: –– Writing to argue, persuade, advise –– Research Essay –– Written and spoken Poetry –– Oral presentations Resources/texts/materials: –– Sacher, L. Holes.

–– Dahl, R. Boy: Tales of Childhood –– Selection of Poetry

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COURSE NAME:

MYP Language Acquisition - English Grade 6

COURSE NAME:

MYP Language Acquisition - French Grade 6 (Phase 1)

Syllabus content: NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Allow Me to Introduce Myself

Communication

Identities and Relationships

Telling others about ourselves is a way for us to learn about ourselves and our relationships.

Getting Acquainted

Identity

Identity and Relationships

Family and friends may shape my environment and my identity.

Why So Wimpy, Kid?

Communication

Identities and Relationships

Writing a diary can help us to learn how to understand our lives and find common ground with others through exploring our feelings.

Going Out

Communication

Orientation in Space and Time

Language is a tool for sharing information on one’s circumstances and activities in our hometown or while visiting.

Think Globally, Act Locally

Culture

Globalisation and sustainability

My habits and routines have a global effect.

Ordinary and Extraordinary Days

Communities

Identity and Relationships

Community and relationships form our identity and give a purpose to your likes and dislikes.

Speeding Into the Future

Connections

Scientific and Technical Innovation

Learning about the changing face of technology affects how we live and learn.

Eating Out (French Cafe)

Communication

Personal and Cultural Expression

Common and cultivated food consumption is an important social cement that can bond people.

Outcomes: Upon successfully completing the course, students will be able to: –– Listen for specific purposes and respond to show understanding –– Interpret visual text that is presented with spoken text –– Engage with the text by supporting opinion and personal response with evidence and examples from the text –– Read for specific purposes and respond to show understanding –– Interpret visual text that is presented with written text –– Interact and communicate in various situations –– Express thoughts, feelings, ideas, opinions and information in spoken and written form –– Speak and write for specific purposes –– Organise thoughts, feelings, ideas, opinions and information in spoken and written form –– Develop accuracy when speaking and writing in the target language

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Assessments: –– Written assessments –– Oral assessments –– Visual interpretation –– Reading comprehension Resources/texts/materials: –– Internet and media resources Audio and visual materials –– Kinney, Jeff. Diary of a Wimpy Kid

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to simple, short spoken texts –– Communicate, request and provide information in a limited range of everyday situations –– Use appropriate language within a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately –– Use some aspects of register in formal and informal oral communication –– Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation / correct tone –– Identify basic messages, main ideas and supporting details in simple visual, spoken and / or written texts –– Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and written text –– Understand and respond to simple visual and written texts –– Recognise basic aspects of format and style

Assessments: –– Oral assignments: Role-plays, classroom discussions, presentations, speeches, interviews –– Written assignments: grammar / vocabulary quizzes, compositions, creative stories, informal letters, presentations –– Reading comprehension assignments –– Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc.

Resources/texts/materials: –– Oxford (2011) Tricolore Total 1. Nouvelle édition, Grammar in action –– McDougal Littell (2007). Discovering French Nouveau Bleu, student book.

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

MYP Language Acquisition - Russian Grade 6 (Phase 1)

MYP Language Acquisition Russian Grade 6 (Phase 2)

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

We are so different

Communication

Identities and Relationships

We can communicate our differences through our appearance and relationship.

Getting Acquainted

Communication

Identities and Relationship

Aspects of my life show what kind of person I am.

Food

Connections

Globalisation and Sustainability

Food is a reflection of evolution, creativity, and adaptation.

Food, shops and restaurants

Connections

Globalisation and Sustainability

Food is a reflection of evolution, creativity, and adaptation.

Daily routine

Time, place and space

Orientation in space and time

Organising daily routines, making considered and responsible choices between leisure and work is essential in having a healthy social life.

Cities and countries

Culture

Orientation in space and time

Cities are a reflection of culture; there can be similarities and differences from country to country.

Visit to the doctor

Communication

Identities and Relationship

Language is a key tool to express our needs.

Leisure time

Message, structure, patterns

Personal and cultural expression

The more you observe, the more you understand.

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to simple, short spoken texts –– Communicate, request and provide information in a limited range of everyday situations –– Use language appropriate in a limited range of interpersonal and cultural contexts, including using basic vocabulary accurately –– Use some aspects of register in formal and informal oral communication –– Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation / correct tone –– Identify basic messages, main ideas and supporting details presented in simple visual, spoken and written texts –– Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and written text –– Recognise, understand and respond to basic facts, visual conventions, formats and styles used in texts ––

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COURSE NAME:

Assessments: –– Oral communication: role-plays, classroom discussions, presentations, speeches, interviews –– Writing: grammar and vocabulary quizzes, compositions, essays, creative stories, formal or informal letters, written presentations –– Reading comprehension assignments –– Visual interpretation Resources/texts/materials: –– Хавронина «Русский язык в упражнениях» –– Короткова «Загадай желание» –– Пугачёв, Царёва «Русский язык» –– Материалы учителя

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to simple, short spoken texts –– Communicate, request and provide information in a limited range of everyday situations –– Use language appropriate to a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately –– Use some aspects of register in formal and informal oral communication –– Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation / correct tone –– Identify basic messages, main ideas and supporting details in simple visual, spoken and/or written texts –– Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and written text –– Recognise basic visual conventions used in texts –– Understand and respond to simple visual and written texts –– Recognise basic aspects of format and style –– Organise information and ideas into a structured text; use a wide range of cohesive devices

Assessments: –– Oral communication: classroom discussions, role plays, interviewing, oral presentation –– Writing: formal or informal letter, article to a newspaper, interview, creative story –– Reading comprehension and visual interpretation activities –– Grammar, vocabulary and spelling tests and quizzes Resources/texts/materials: –– Головко. Вперед!

–– Чернышов. Поехали –– Selection of folk tales

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

MYP Language Acquisition - Spanish Grade 6 (Phase 1)

COURSE NAME:

MYP Language Acquisition - Spanish Grade 6 (Phase 2) Syllabus content

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Getting Acquainted

Identity

Identity and Relationships

Family and friends may shape my environment and my identity.

Daily Life at Home and at School

Culture

Personal and Cultural Expression

School and home life are a reflection of local culture; there can be similarities and differences from country to country.

Going Out

Communication

Orientation in Space and Time

Language is a tool for sharing information on one’s circumstances and activities in our hometown or while visiting.

Shopping and Eating Out

Creativity

Personal and Cultural Expression

How we present ourselves and interact socially is a reflection of who we are.

Ordinary and Extraordinary Days

Communities

Identity and Relationships

Community and relationships form our identity and give a purpose to your likes and dislikes.

Travel and Tourism

Communication

Personal and Cultural Expression

The form and structure of a language allow us to communicate important ideas in different time periods.

Eating Out

Communication

Personal and Cultural Expression

Common and cultivated food consumption is an important social cement that can bond people.

Health and Wellbeing

Identity

Identities and Relationships

Language plays an important role in promoting a healthy lifestyle.

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to simple, short spoken texts –– Communicate, request and provide information in a limited range of everyday situations –– Use appropriate language within a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately –– Use some aspects of register in formal and informal oral communication –– Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation / correct tone –– Identify basic messages, main ideas and supporting details in simple visual, spoken and / or written texts –– Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and written text –– Understand and respond to simple visual and written texts –– Recognise basic aspects of format and style

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Assessments: –– Oral assignments: Role-plays, classroom discussions, presentations, speeches, interviews –– Written assignments: grammar / vocabulary quizzes, compositions, creative stories, informal letters, presentations –– Reading comprehension assignments –– Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc.

Resources/texts/materials: –– Listos 1 (Heinemann) –– Ventanas Uno (McDougal Littell) –– Assorted websites and reading materials

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to simple, short spoken texts –– Communicate, request and provide information in a limited range of everyday situations –– Use language appropriate to a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately –– Use some aspects of register in formal and informal oral communication –– Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation / correct tone –– Identify basic messages, main ideas and supporting details in simple visual, spoken and/or written texts –– Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and written text –– Recognise basic visual conventions used in texts –– Understand and respond to simple visual and written texts –– Recognise basic aspects of format and style

Assessments: –– Oral assignments: Role-plays, classroom discussions, presentations, speeches, interviews –– Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, written presentations –– Reading comprehension assignments –– Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc.

Resources/texts/materials: –– Listos 1 and 2 (Heinemann) –– Ventanas Uno y Dos (McDougal Littell) –– Assorted websites and reading materials

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Individuals and Societies, Grade 6

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Geography

Time, Space and Place

Orientation in Time and Space

Our world is shaped by our experiences of time, place and space.

Beginning in Numbers Number properties

Relationships

Scientific and Technical Innovations

Symbols can be developed to represent increasingly complex systems.

Culture

Global Interactions

Personal and Cultural Expression

Our world is shaped by the diversity that is present among its inhabitants. Though many in the world share common characteristics, some that do not.

Directed Numbers and the Coordinate Plane

Relationships

Orientation in Space and Time

Change in relationships can be represented in different ways.

Fractions, Percentages, and Probability

Change

Identities and Relationships

Equivalent quantities can be changed and represented in different ways.

How do we Organize History?

Time, Space and Place

Orientation in Time and Space

Our history is shaped by how we record time. What events are remembered and recorded throughout history and why?

Early Man and Early Human Communities

Change

Identities and Relationships

Our evolution of our modern technology, knowledge and culture began with the creation of early human communities.

Patterns and Algebra

Relationships

Globalisation and Sustainability

Generalising patterns helps orient us in time, place, and space.

Mesoamerica: Life as an Aztec, Inca and Mayan

Time, Space and Place

Personal and Cultural Expression

Civilizations demonstrate their unique cultures in many ways

Properties of 2D and 3D shapes

Form

Orientation in Space and Time

Any design deals with geometrical objects.

Measure and Geometry

Time, place, and space

Fairness and development

Architects and engineers must use resources responsibly when they design a new structure.

Sets

Connections

Globalisation and sustainability

There is a mathematical way to visualise nonmathematical properties.

Ukraine: Know Where You Live!

Change

Orientation in Time and Space

What is the identity of present day Ukraine - past and present?

Outcomes: Upon successfully completing the course, students will be able to: –– demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations, examples and vocabulary in context.

–– formulate / choose a clear and focused research question, explaining its relevance –– formulate and follow an action plan to investigate a research question –– use methods to collect and record relevant information –– evaluate the process and results of the investigation, with guidance.

–– communicate information and ideas in a way that is appropriate for the audience and purpose –– structure information and ideas according to the task instructions –– create a reference list and cite sources of information.

–– analyse concepts, issues, models, visual representation and/or theories –– summarise information to make valid, well-supported arguments –– analyse a range of sources/data in terms of origin and purpose, recognising values and limitations –– recognise different perspectives and explain their implications –– understand people, cultures and events in a variety of places at different times, including the world we currently live in

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MYP Mathematics Grade 6

Assessments: –– Informational brochures on topics related to various ancient civilizations –– Quarterly in-class written assessment –– Unit vocabulary –– Tasks that could utilise Powerpoint, Prezi, Podcast, iMovie, Garageband, Photoshop –– Structured debate, Socratic Seminars –– Map / Data analysis –– Historical simulations Resources/texts/materials: –– Online sources –– Teacher resources –– Oxford Student Atlas. Oxford Press (2005)

Outcomes: Upon successfully completing the course, students will be able to: –– Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations –– Solve problems correctly in a variety of contexts –– Apply mathematical problem-solving techniques to recognise patterns –– Describe patterns as relationships or general rules consistent with correct findings –– Verify whether the pattern works for other examples.

–– Use appropriate mathematical language (notation, symbols and terminology) –– Use different forms of mathematical representation to present information –– Communicate coherent mathematical lines of reasoning and organise information using a logical structure.

–– Identify relevant elements of authentic real-life situations –– Select and apply selected mathematical strategies successfully to reach a solution –– Explain the degree of accuracy of a solution –– Describe whether a solution makes sense in the context of a real-life situation

Assessments: –– Mathematical investigations –– Projects –– Presentations –– Tests and quizzes Resources/texts/materials: –– McSeveny, et al. International Mathematics for the Middle Years 1. Pearson Education 2007 –– Haese, et al. Mathematics for the International Student 6 (MYP 1) (2nd edition), Haese Mathematics 2015 –– MYP Question Bank –– Studyladder (online) –– Kahoot(online) –– Kutasoftware worksheets –– InThinking (Teach Mathematics)

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

COURSE NAME:

MYP Science Grade 6

MYP Arts: Drama Grade 6 (one semester only)

Syllabus content:

Syllabus:

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Scientific Method

Logic

Personal and Cultural Expression

The Scientific Method is a logical process, based on looking at patterns and evidence in data, that is used to make discoveries about the natural world.

Acting for the Theatre

Communication

Personal and Cultural Expression

How an actor expresses meaning through body, gesture, and vocal range communicates meaning to an audience.

Creating Theatre

Aesthetics

Identities and Relationships

Our uniquely creative approaches say a lot about who we are.

Geologic Time

Time, Place and Space

Orientation in Time and Space

Evidence shows that the Geologic Time Scale is vast, and humans are a speck in the ‘big history’ of the universe.

Rock Cycle, Plate Tectonics, Earthquakes, Volcanoes

Change

Orientation in Time and Space

The Earth’s surface changes over time as a consequence of natural processes happening inside and outside the Earth.

Our Habitable Earth

Systems

Globalisation and Sustainability

Earth is a habitable system with many conditions in the atmosphere and hydrosphere that interact to create an environment that supports life.

Astronomy

Systems

Orientation in Time and Space

Many planetary systems have similar natural processes as the Earth, and scientists can examine the environmental conditions in those systems to locate other habitable planets in the universe.

Outcomes: Upon successfully completing the course, students will be able to –– Relate some concepts of Earth Science to real world issues and technology –– Communicate science concepts effectively using a variety of communication modes –– Understand and apply some Earth Science concepts –– Process and interpret experimental data, including reading and interpreting graphs –– Work cooperatively and safely in the laboratory and use some equipment with skill –– Understand the process and principles of scientific inquiry and how it is applied to increase our –– knowledge of the world –– Understand how scientific inquiry has led us to inquire about what is ‘beyond’ our planet –– Support an informed point of view with evidence during discussion and debate

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Assessments: –– Research projects and posters –– Oral presentations –– Comparative essay –– Model making –– Laboratory investigation reports –– Unit tests and quizzes

Outcomes: After one semester, students will be able to: –– Discuss the importance of working as an ensemble –– Describe the importance of building belief in drama –– Understand the discipline required for effective drama –– Work in pairs, small groups, and the whole group –– Brainstorm and improvise –– Describe basics of stage movement –– Understand the concept of personal space and working space –– Express themselves physically with increased confidence –– Understand / perform mime,and other physical techniques –– Create, design, and perform a theatrical presentation –– Reflect, analyse and understand elements of various traditions in world theatre

Assessments: –– Journal –– Collaborative ensemble projects –– Solo performance –– Applying theatre vocabulary, diagramming and planning performance –– Research Projects –– Writing/drawing/designing –– Script writing and concept mapping Resources/texts/materials: –– Spolin. Theatre Games for the Classroom.

–– Zich. Teaching the Ensemble Technique.

–– Introduction to Mime. (DVD) –– Internet research sources, Youtube and class resource DVDs

Resources/texts/materials: –– Science Explorer Series: Student Texts and Teacher Resource Book. Prentice Hall, 2000-2012.

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

COURSE NAME:

Syllabus:

Syllabus

MYP Arts: Music Grade 6 (one semester only)

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Music Analysis

Aesthetics

Personal and Cultural Expression

In order to personally appreciate art in a meaningful way, we must understand the various individual elements and have the ability to describe them objectively.

Autobiographical Comics

Communication

Orientation in Space and Time

Comics provide a platform for communicating personal narratives

Fantastic Creatures

Creativity

Personal and Cultural Expression

Creative solutions can be developed through the use of fantasy, self expression and narrative in sculpture

The Band

Identity

Identities and Relationships

Outcomes: Upon successfully completing the course, students will be able to: –– Recognise the differences among voices / instruments in ensembles –– Talk about music in an analytical and fundamental way using music-specific vocabulary –– Understand and describe the six different elements of music –– Understand the basic mechanics behind musical instruments –– Perform as a soloist and within an ensemble

Character and personality can be portrayed through music in a very tangible and expressive way.

Assessments: –– Arts Process Journal (online blog) –– Written and / or presented analysis of music –– Written and / or presented critique of performances –– Performances of short pieces on the flute, both individually and as an ensemble –– Demonstration of technical knowledge –– Group brainstorming and classroom discussions Resources/texts/materials: –– Musical instruments –– Instrumental method books –– SHMERF vocabulary list

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MYP Arts: Visual Arts Grade 6 (one semester)

Outcomes: Upon successfully completing the course, student will be able to: –– Demonstrate an awareness of the elements and principles of design, art as a narrative, and the interpretation of art through a variety of different contexts –– Conceptualise 2D and 3D forms –– Learn and develop expressive drawing, painting and collage techniques and processes –– Communicate artistic intentions, evaluate and respond to artwork from different times and cultures, including their own –– Develop creative thinking skills

Assessments: –– Arts Process Journal –– Class discussions / oral presentations –– Written assignments and projects (ie., analysis of artworks, reflective essay, artist’s statement) –– Preparatory work for studio pieces –– In-process critiques / final critiques –– Finished artwork Resources/texts/materials: –– Selected images by a range of artists / art posters and timelines –– Battin, J., et al. Puzzles about Art: An Aesthetics Casebook.

–– Chamberlin, L. Art Insight.

–– Cumming, R. Art, Eyewitness Companions.

–– Janson, H.W. and Janson, A.F. History of Art for Young People, 5th Ed. –– Wilkins, D.G. Big Book of Art.

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

MYP Physical and Health Education, Grade 6 Syllabus content:

40

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Nutrition

Culture

Personal & Cultural Expression

A person’s diet and health are influenced by the media, culture and changes to diet.

Individual Sports Aquatics

Development

Orientation in space and time

The aesthetics of a movement can be improved through the adaptation and refinement of a technique.

Basic First Aid

Communication

Scientific and Technical Innovation

First Aid responders communicate, adapt and respond to challenges in the environment to ensure individuals’ well-being.

Team Sports Football

Change

Scientific and Technical Innovation

How do I use movements in football with space and without space to create a change in the game using the basic techniques.

Aesthetic Movement Freestyle Skills Choreography

Creativity

Personal and Cultural Expression

Students will create & refine a Freestyle Skills Choreography using personal choices and expression with music.

Team Sports Basketball

Relationships

Orientation in Space and Time

The use of different movements in basketball can lead to create space and time with the ball in relation to the defense and our own teammates.

International SA Dodgeball

Development

Orientation in Space and Time

What movements are used at what time to avoid being hit by a ball in dodgeball.

Cultural Games

Relationships

Personal and Cultural Expression

Values, beliefs and traditions of different countries have a relationship with what is played in their country, as well as the type of environment being adapted to play the traditional games in various formats.

International sports / Badminton

Development

Identities and relationships

Through refinement of specific movements, consistent development can be achieved

Team Sport Volleyball

Connection

Orientation in space and time

By understanding functions of various skills and the space on the court, we can make connections of time and space needed to succeed in volleyball games

Track and Field

Form

Scientific and Technical Innovation

Often the correct form and technique with the right amount of energy and movement produces a higher level of physical effort in track and field events.

Tennis

Development

Identities and relationships

What relationships are needed to develop interaction of tennis players in doubles games when identifying and choosing strokes and court positioning?

Physical Health Related - Fitness Testing

Change

Identities and relationships

By identifying my movement abilities in various fitness components, I can change my physical activities to create better results.

Outcomes: Upon successfully completing the course, students will be able to: –– Demonstrate personal competence in applying movement skills and principles –– Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities –– Participate regularly in a balanced programme that includes a wide variety of enjoyable physical activities that encourage lifelong participation –– Demonstrate improvement in personal and health-related physical fitness –– Use safe practices regarding the safety of themselves and others

Resources/texts/materials: –– Student resources include the PSI PHE uniform, including the following: –– PHE shirts, PHE shorts, PHE tracksuit jacket, PHE tracksuit pants and a house shirt or PSI Athletics / CEESA uniform with the PSI logo –– Water bottle –– Suitable footwear

Assessments: –– Participation in sports and activities, with demonstrations of rules and game strategies –– Individual project on composing movement sequences –– Participation and effort in class –– Sportsmanship and their interactions with others –– Written journals and quizzes –– Presentations

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

MYP Design, Grade 6 (one semester) NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Making Connections

Connections

Identities and Relationships

Designers have a role to make connections between users and products for appropriate design solutions.

The Switch Effect

Systems

Scientific and Technical Innovation

Systems that are designed to meet users’ needs can increase their ability for discovery within the world.

Outcomes: Upon successfully completing the course, students will be able to: –– Describe the main features of an existing product that inspires a solution to a problem –– Present the main findings of relevant research –– Present feasible design ideas, which can be correctly interpreted by others –– Present the chosen design –– Outline a plan that considers the use of resources and time, sufficient for peers to be able to follow to create the solution –– Demonstrate excellent technical skills when making the solution –– Follow the plan to create the solution, which functions as intended –– Present the solution as a whole

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Assessments: –– Completion of practical project –– Design project folder –– Quizzes –– Peer Assessment / Self Assessment Resources/texts/materials: –– Workshop –– Various hand tools –– Various materials, including timber, plastics, and metals –– Project booklet –– Design folder

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

MYP Language and Literature English 7 Syllabus content:

Grade 7

7 44

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Fables

Communication

Personal and Cultural Communication

Communities and individuals use storytelling to communicate cultural values and perspectives, and teach lessons about acceptable behavior.

Drama - Bardic Basics

Aesthetics

Scientific and Technical Innovation

Innovations impacting everyday life also have an impact on how stories and culture are spread.

The Hero

Culture

Personal and Cultural Expression

Heroes are a reflection of cultural ideals.

The Giver

Communities

Scientific and Technical Innovation.

Dystopian literature can help us reflect on the world around us and how it changes.

Hatchet - Coming of Age

Change

Identities and Relationships

A change in a person’s circumstances motivates a character’s evolution.

Outcomes: Upon successfully completing the course, students will be able to: –– Identify and explain the content, context, language, structure, technique and style of text(s) and the relationships among texts –– Identify and explain the effects of the creator’s choices on an audience –– Justify opinions and ideas, using examples, explanations and terminology –– Interpret similarities and differences in features within and between genres and texts –– Employ organisational structures that serve the context and intention; organise opinions and ideas in a logical manner –– Use referencing and formatting tools to create a presentation style suitable to the context and intention –– Produce texts that demonstrate thought, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process –– Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of audience –– Select relevant details and examples to develop ideas –– Use appropriate and varied vocabulary, sentence structures, grammar, syntax, punctuation and expression –– Write and speak in an appropriate register and style –– Spell, write and pronounce with accuracy –– Use appropriate nonverbal communication techniques

Assessments: –– Write and present a beast fable –– Research, memorise and present a Shakespearean monologue –– Write and present an Epic poem –– Write a dystopian story –– Write an analysis of theme in Hatchet Resources/texts/materials: –– Paulsen. Hatchet.

–– Lowry. The Giver –– Homer. The Odyssey –– Shakespeare, Selected works

–– Beowulf –– Epic of Gilgamesh

–– Ukrainian Beast Fable –– Various beast fables

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Language Acquisition English Grade 7

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Can I Persuade You?

Connections

Personal and Cultural Expression

We can use language techniques to persuade others to see our point of view

Sports and Leisure

Communication

Identities and Relationships

Language plays an important role in promoting a healthy lifestyle.

City of Ember

Communication

Identities and Relationships

Dystopian novels set us thinking about our own world and how happy / unhappy we our within our own societies.

Getting Around at Home and Abroad

Communication

Personal and Cultural Expression

Language is an important tool in communicating our needs and preferences.

Self-expression

Creativity

Personal and Cultural Expression

Self-expression is a means of getting a unique message across to people and this can be done in many different ways.

Daily Life at Home and at School

Culture

Personal and Cultural Expression

School and home life are a reflection of local culture; there can be similarities and differences from country to country.

They changed the world

Perspective

Scientific and Technical Innovation

There are many interpretations as to which people and which inventions / discoveries changed the world the most.

Vacation and Traveling

Communication

Personal and Cultural Expression

The form and structure of a language allow us to communicate important ideas in different time periods.

Outcomes: Upon successfully completing the course, students will be able to: –– Listen for specific purposes and respond to show understanding –– Interpret visual text that is presented with spoken text –– Support opinions and provide personal responses with evidence and examples from the text –– Read for specific purposes and respond to show understanding –– Interpret visual text that is presented with written text –– Interact and communicate in various situations –– Express thoughts, feelings, ideas, opinions and information in spoken and written form –– Speak and write for specific purposes.

–– Organise thoughts, feelings, ideas, opinions and information in spoken and written form –– Develop accuracy when speaking and writing in the target language

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MYP Language Acquisition French Grade 7 (Phase 1/2)

Assessments: –– Written assessments –– Oral assessments –– Visual interpretation –– Reading comprehension Resources/texts/materials: –– Headway Academic English Skills –– Online materials –– Classroom worksheets –– Collection of short stories –– Song lyrics and poems –– DuPrau, Jeanne. The City of Embers

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to a limited range of spoken, visual and written texts –– Communicate, request and provide information containing relevant ideas and some detail in familiar and unfamiliar situations –– Use language accurately –– Interact in rehearsed and unrehearsed exchanges using clear pronunciation and intonation / correct tone –– Understand main ideas and supporting details, and draw conclusions from visual texts presented with spoken and/or written text –– Understand specific information, ideas, opinions and attitudes presented in visual text with spoken and / or written text –– Understand visual convention, aspects of format and style used in texts

Assessments: –– Oral communication: classroom discussions, role play, interviewing, oral presentations –– Writing: formal letter, email, postcard, interview, creative story –– Reading comprehension: letters, advertisements, magazine articles, prose, etc –– Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, etc.

–– Homework assignments , grammar, vocabulary and spelling tests and quizzes Resources/texts/materials: –– Oxford (2011) Tricolore Total 2 –– Lecture Facile –– McDougal Littell (2007). Discovering French Blanc –– Assorted websites and reading materials

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Language Acquisition French Grade 7 (Phase 3)

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

French Speaking World

Culture

Globalisation and Sustainability

The culture of the nation of France has had an immense impact and influence over the cultures and peoples of many places around the world and that impact goes back centuries throughout history until today

Daily Life at Home and at School

Culture

Personal and Cultural Expression

School and home life are a reflection of local culture; there can be similarities and differences from country to country.

Culture

Orientation in Space and Time

By getting to know Paris, we can get to understand more about French culture.

Shopping and Eating Out

Creativity

Paris the Capital of France

Personal and Cultural Expression

How we present ourselves and interact socially is a reflection of who we are.

Travel and Tourism

Communication

Personal and Cultural Expression

The form and structure of a language allow us to communicate important ideas in different time periods.

Health and Wellbeing

Identity

Identities and Relationships

Language plays an important role in promoting a healthy lifestyle.

When I Was Young

Development

Personal and Cultural Expression

Learning from the past helps us to develop our personality and build out future.

Life in Future

Communication

Personal and Cultural Expression

The future belong to those who prepare it today.

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to a limited range of spoken, visual and written texts –– Communicate, request and provide information containing relevant ideas and some detail in familiar and unfamiliar situations –– Use appropriate language and register in a limited range of interpersonal and cultural contexts, and for a limited range of purposes and audiences in formal and informal oral and written communication –– Use language accurately –– Interact in rehearsed and unrehearsed exchanges using clear pronunciation and intonation / correct tone –– Understand main ideas and supporting details, and draw conclusions from visual texts presented with spoken and / or written text –– Understand specific information, ideas, opinions and attitudes presented in visual text with spoken and / or written text –– Understand visual convention, aspects of format and style used in texts –– Understand and use language conventions accurately

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MYP Language Acquisition Spanish Grade 7 (Phase 1/2)

Assessments: –– Oral communication: classroom discussions, role play, interviews, oral presentations –– Writing: formal letter, email, postcard, interview, creative story –– Reading comprehension: letters, advertisements, magazine articles, prose, etc.

–– Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, etc.

–– Homework assignments, grammar, vocabulary and spelling tests and quizzes Resources/texts/materials: –– Oxford (2014) Tricolore Total 2. 5e édition –– Oxford (2014) Tricolore Total 3. 5e édition –– McDougal Littell (2011). Discovering French Nouveau Blanc, Student book, Lecture pour tous –– McGraw Hill. Reprise, A Review Workbook for Grammar, Communication, and Culture

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to simple, short spoken texts –– Communicate, request and provide information in a limited range of everyday situations –– Use language appropriate to a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately –– Use some aspects of register in formal and informal oral communication –– Interact in simple and rehearsed exchanges using comprehensible pronunciation and correct tone –– Identify basic messages, main ideas and supporting details in simple visual, spoken and / or written texts –– Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and / or written text –– Recognise basic visual conventions used in texts –– Understand and respond to simple visual and written texts –– Recognise basic aspects of format and style

Assessments: –– Oral assignments: Role play, classroom discussions, presentations, speeches, interviews –– Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, written presentations –– Reading comprehension assignments –– Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc.

Resources/texts/materials: –– Listos 2 and 3 (Heinemann) –– Ventanas 2 (McDougal Littell) –– Assorted websites and reading materials

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

MYP Language Acquisition Spanish Grade 7 (Phase 3/4)

COURSE NAME:

MYP Language Acquisition Russian Grade 7 (Phase 1/2)

Syllabus content: NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Stories - Now and Then

Communication

Personal and Cultural Expression

Storytelling is a fundamental part of the human experience which brings us together.

School, jobs and ambitions

Connections

Personal and culture expression

Why education is important and how to become a well educated person

The Story of ‘Stuff’

Culture

Orientation in Space and Time

Different cultures have different attitudes towards possession and ownership.

Who are we?

Connections

Identities and relationships

Common interests connect people across the world.

Facing the Future

Connections

Globalisation and Sustainability

Global issues can be solved through the connections we make with each other and with the planet.

Visit to the doctor

Communication

Identities and Relationship

Language is a key tool to express our needs.

Media and Messages

Communication

Identities and Relationships

We use media to send and receive messages, but we must take care to evaluate both what we send and what we receive.

Clothing /Shopping /Fashion

Culture

Personal and cultural expression

A suit doesn’t make a man.

Outcomes: Upon successfully completing the course, students will be able to: –– Understand, interpret and respond to a range of spoken, visual and written texts –– Communicate, request and provide information in a range of spoken contexts –– Use language appropriate to a range of interpersonal and cultural contexts, and for a range of purposes and audiences –– Use language accurately both in writing and orally –– Engage actively in oral production, using clear pronunciation and correct intonation / tone –– Construct meaning from main ideas and supporting details, and draw conclusions from visual or written texts –– Interpret visual conventions used in texts –– Interpret specific information, ideas opinions and attitudes presented in written texts –– Interpret main ideas and supporting details, aspects of form and style and draw conclusions from written texts –– Request and provide information in a range of written contexts –– Understand and use language conventions accurately, including appropriate register for formal and informal communications

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Assessments: –– Oral: classroom discussions, speeches, oral presentations, debates, role play, interviewing –– Writing: formal or informal letter, article to a newspaper, interview, creative story –– Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, pictures, etc.

–– Reading comprehension activities –– Formative assessment: Grammar, vocabulary and spelling tests and quizzes, homework assignments Resources/texts/materials: –– Gente 2 (Difusión) –– Spanish Phases 3 - 5, MYP by concept 4 & 5 (Hodder Education) –– Basic Spanish Grammar –– Assorted websites, magazines and reading materials

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to simple, short spoken texts –– Communicate, request and provide information in a limited range of everyday situations –– Use language and basic vocabulary appropriate to a very limited range of interpersonal and cultural contexts –– Use some aspects of register in formal and informal oral communication –– Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation / correct tone –– Identify basic messages presented in simple visual and written texts –– Identify main ideas and supporting details in simple visual, spoken and / or written texts –– Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and written text –– Recognise basic visual conventions used in texts –– Understand and respond to simple visual and written texts –– Identify basic facts, aspects of format and style in simple written texts

Assessments: –– Oral communication: Role plays, classroom discussions, presentations, speeches, interviews, pair work –– Written assignments: Grammar and vocabulary quizzes, compositions, essays, creative stories, formal or informal letters, written presentations –– Reading comprehension assignments –– Visual interpretation Resources/texts/materials: –– Миллер «Жили-были» –– Короткова «загадай желание» –– Хавронина «Русский язык в упражнениях» –– Материалы учителя –– Пугачёв, Царёва «Русский язык»

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Language Acquisition Russian Grade 7 (Phase 2/3)

MYP Individuals and Societies, Grade 7

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Healthy eating

Culture

Personal and cultural expression

Understanding the importance of healthy eating, effect of eating habits on our health.

Europe: A Union

Time, Place and Space

Orientation in Space and Time

Our relationships are shaped by time, place and space.

Refugees (Inter disc with Maths)

Global Interactions

Orientation in Space and Time

Human interactions have global consequences.

Natural Disasters

Systems

Scientific and Technical Innovation

Understanding natural systems allows us to respond and adapt appropriately.

Change and Identity in ancient Rome

Change

Identities and Relationships

As societies change, so does the culture and identity of citizens.

Keeping fit and healthy

Relationships

Identity and relationships

Through the exploration of conventions the relationships between the body, mind and soul in a balanced lifestyle will be identified

In the city

Message

Orientation in time and space

We can improve communication in different places knowing a second language.

My school is PSI

Communication

Orientation in Space and Time

Investigate the connections between school environment and education process.

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to simple, short spoken texts –– Communicate, request and provide information in a limited range of everyday situations –– Use language and basic vocabulary appropriate to a very limited range of interpersonal and cultural contexts –– Use some aspects of register in formal and informal oral communication –– Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation / correct tone –– Identify basic messages, main ideas and supporting details presented in simple visual, spoken and written texts –– Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and written text –– Recognise basic visual conventions used in texts –– Understand and respond to simple visual and written texts –– Identify basic facts in simple written texts –– Recognise basic aspects of format and style

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Assessments: –– Oral communication: Role plays, classroom discussions, presentations, speeches, interviews, pair work –– Written assignments: Grammar and vocabulary quizzes, compositions, essays, creative stories, formal or informal letters, written presentations –– Reading comprehension assignments –– Visual interpretation Resources/texts/materials: –– Миллер «Жили-были» –– Пугачёв, Царёва «Русский язык» –– Хавронина «Русский язык в упражнениях» –– Короткова «загадай желание» –– Материалы учителя

Outcomes: Upon the successful completion of this course, students will be able to: –– use vocabulary in context –– demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations and examples –– formulate / choose a clear and focused research question, explaining its relevance –– formulate and follow an action plan to investigate a research question –– use methods to collect and record relevant information –– evaluate the process and results of the investigation, with guidance –– communicate information and ideas in a way that is appropriate for the audience and purpose –– structure information and ideas according to the task instructions –– create a reference list and cite sources of information –– analyse concepts, issues, models, visual representation and / or theories –– summarise information to make valid, well-supported arguments –– analyse a range of sources / data in terms of origin and purpose, recognising values and limitations –– recognise different perspectives and explain their implications.

Assessments: –– Essays, reports and case studies –– Posters or creative representations –– History, Geography and Economic tasks that utilise Powerpoint, Prezzi, Podcast, iMovie, Garageband, Photoshop –– Structured debate –– Map/Data analysis Resources/texts/materials: –– World History: People and Nations. (Holt, Rinehart, Winston) –– The Roman Empire. Interact Unit –– Oxford Student Atlas. Oxford Press (2005)

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

COURSE NAME:

MYP Mathematics 7

MYP Science Grade 7

Syllabus content:

Syllabus content:

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Ratio and Proportion

Communication

Globalisation and Sustainability

When we present information about our impact on the environment, we often use particular forms to compare quantities.

Story of Stuff

Connections

Globalisation and Sustainability

The availability of natural resources is connected to human consumption of goods, and has consequences on environmental systems.

Statistical Analysis and Display

Communication

Orientation in Time and Space

How we understand world events often depends on the information chosen and the decisions that were made on how to present it.

Energy Resources

Development

Globalisation and Sustainability

The development of renewable energy resources is essential for a sustainable future without the harmful environmental consequences of fossil fuel technologies.

Algebra: Expressions and Equations

Creativity

Personal and Cultural Expression

Describing patterns and representing relationships between quantities using expressions can help us solve problems in the real world.

Ecology

Relationships

Identities and relationships

Energy flows throughout ecosystems due to the interaction between competing organisms and the environment.

Angles and Polygons

Form

Personal and Cultural Expression

Providing many examples is never enough to prove a general statement, but even one counterexample is enough to prove something being wrong.

Evolution and Extinction

Change

Orientation in Time and Space

Evolution and extinction are consequences of changes caused by natural selection and human impacts.

Area and Perimeter (2D Figures)

Form

Personal and Cultural Expression

Understanding form and shape enhances creativity.

Proportional Representations

Perspective

Fairness and Development

Proportional thinking is vital to systems functioning.

Outcomes: Upon successfully completing the course, students will be able to: –– Understand the process of scientific inquiry and how it is applied to increase our knowledge of our world and across the topics studied –– Understand what we know about air quality, its importance and how to learn more about it –– Understand the consequences of overuse of limited resources –– Understand how biotic and abiotic factors interact in ecosystems –– Use various tools in the laboratory to measure and observe changes and processes explored in experiments –– Read and interpret graphs and identify the different types of data and graphs –– Choose the correct form of graph for a particular situation

Outcomes: Upon successfully completing the course, students will be able to: –– Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations –– Solve problems correctly in a variety of contexts.

–– Apply mathematical problem-solving techniques to recognise patterns –– Describe patterns as relationships or general rules consistent with correct findings –– Verify whether the pattern works for other examples.

–– Use appropriate mathematical language (notation, symbols and terminology) –– Use different forms of mathematical representation to present information –– Communicate coherent mathematical lines of reasoning and organise information using a logical structure –– Identify relevant elements of authentic real-life situations –– Select and apply selected mathematical strategies successfully to reach a solution –– Explain the degree of accuracy of a solution –– Describe whether a solution makes sense in the context of a real-life situation 54

Assessments: –– Investigations –– Projects –– Tests and quizzes –– Presentations

Assessments: –– Research projects and oral presentations –– Persuasive essay –– Laboratory reports –– Classroom discussion and debates –– Unit tests and quizzes Resources/texts/materials: –– Holtzclaw et al. Science Explorer: Environmental Science. Prentice Hall.

Resources/texts/materials: –– McSeveny, et al. International Mathematics for the Middle Years 2. Pearson Education 2007.

–– Haese, M., et al .Mathematics for the International Student 7 (MYP 2) (2nd edition), Haese Mathematics 2015 –– GeoGebra (online) –– MYP Question Bank –– IXL (online ) –– Studyladder (online) –– Kahoot(online) –– Kutasoftware worksheets –– InThinking (Teach Mathematics)

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

MYP Arts: Drama Grade 7 (1 Semester only)

COURSE NAME:

MYP Arts: Music Grade 7 (one semester only)

Syllabus content: NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Ritual

Culture

Orientation in Space and Time

People have used rituals to express values and meaning throughout history.

Music Theory 101

Systems

Scientific and Technical Innovation

When people create products that share similar qualities, oftentimes systems will be developed either to facilitate or analyse the process.

The Chorus

Composition

Personal and Cultural Expression

Vocal / choral techniques can effectively communicate mood / atmosphere.

Guitar: Now and Then

Perspective

Personal and Cultural Expression

Narrative

Ancient Greek theatre communicates a specific cultural identity through a unique narrative structure and character relationships.

Some human innovations are able to span social boundaries and become truly useful or popular in a variety of cultural settings.

Ancient Greek Theatre

Communication

Outcomes: Upon successfully completing the course, students will be able to: –– Improvise scenes –– Understand/perform traditional elements of Greek theatre –– Understand the concept of the Chorus and working with text –– Understand the concept of creating mood/atmosphere to convey meaning –– Apply theatre vocabulary, diagramming and planning performance –– Demonstrate artistic interpretation in design and performance –– Understand the role of feedback in the creative process

Assessments: –– Planning, Process and Performance –– Collaborative ensemble projects –– Written assignments and reflection –– Classroom discussion –– Journal –– Research Projects Resources/texts/materials: –– Greek theatre library resources –– History of theatre library resources –– Ensemble Training: Drama

Outcomes: Upon successfully completing the course, students will be able to: –– Complete a basic analysis of simple musical pieces –– Understand the theory behind music –– Compose their own theoretically correct melodies –– Perform beginner-level pieces on guitar –– Understand the fundamental connections between the guitar, keyboard, and written music –– Understand the different ways that the guitar is used in music (and overcome misconceptions)

Assessments: –– Arts Process Journal (online blog) –– Written and / or presented analysis of music –– Written and / or presented critique of performances –– Quizzes and test –– Performances of short pieces on the guitar, both individually and as an ensemble –– Demonstration of technical knowledge –– Group brainstorming and classroom discussions Resources/texts/materials: –– Musical instruments and equipment –– Musical instrument method books –– Various textbooks on music theory –– www.noteflight.com –– www.musicards.net

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

MYP Physical and Health Education Grade 7

Syllabus content:

Syllabus content:

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Printmaking: An Innovation

Connections

Scientific and Technical Innovation

The genre of printmaking requires that the artist creatively develop ideas and innovative compositions while adhering to a system of production.

Nutrition

Change

Orientation in Space and Time

Sometimes we need to change and balance our diet to adapt yourselves to different environment and culture.

Basic First Aid

Communication

Scientific and Technical Innovation

First Aid responders communicate, adapt and respond to challenges in the environment to ensure individuals’ well being.

Individual Sports Aquatics

Change

Fairness and development

Changing the swimming technique by using the correct movement can lead to better performance and be adaptable in different environment.

Team Sports Football

Communication

Orientation in Space and Time

For a team to function effectively, all team members must communicate efficiently and clearly.

Aesthetic Movement Gymnastics

Aesthetic

Personal and Cultural Expression

Creating sequences of movement can represent cultural identity.

Team Sports Basketball

Change

Fairness and Development

Team members must work together to develop court positioning.

International sports - Floor Hockey

Time, Place, Space

Scientific and Technical Innovation

Using the right time, place and space will increase opportunity for scoring.

Cultural Games

Relationships

Personal & Cultural Expression

Values, beliefs and traditions of different countries have a relationship with what is played in their country, as well as the type of environment being adapted to play the traditional games in various formats.

International sports - Badminton

Form

Scientific and Technical Innovation

Correct form and reflection will improve technique in badminton.

Team Sport Volleyball

Time, Place, Space

Scientific and Technical Innovation

Understanding functions of various skills and the space on the court, we can make connections of time and space needed to succeed in volleyball games.

Track & Field

Form

Scientific and Technical Innovation

Often the correct form and technique with the right amount of energy and movement produces a higher level of physical effort in track and field events.

Expressive Me

Identity

Identities and Relationships

The process of artistic creation can lead to self-discovery.

Outcomes: Upon successfully completing the course, student will be able to: –– Demonstrate a growing awareness of the elements and principles of design, composition, and image development strategies, and the interpretation of art through a variety of different contexts –– Understand artistic media as a form of innovation that impacts the development of society –– Develop skills and apply techniques and processes involved in painting and printmaking –– Communicate artistic intentions –– Evaluate and respond to artwork from different times and cultures, including their own –– Develop creative thinking skills

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COURSE NAME:

MYP Arts: Visual Arts Grade 7 (one semester)

Assessments: –– Arts Process Journal –– Class discussions / Oral presentations –– Written assignments and projects (i.e., analysis of artworks, reflective essay, artist’s statement) –– Tests / quizzes –– Preparatory work for studio pieces –– In-process critiques / Final critiques –– Finished artwork Resources/texts/materials: –– Selected images by a range of artists/ art posters and timelines and photographers –– Battin, M.P., et al. Puzzles about Art: An Aesthetics Casebook.

–– Chamberlin, L. Art Insight.

–– Cumming, R. Art: Eyewitness Companions.

–– Janson, H.W. and Janson, A.F. History of Art for Young People, 5th Ed. –– Wilkins, D.G. Big Book of Art.

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COURSE NAME:

MYP Design Grade 7 (one semester) Syllabus content: Tennis

Physical Health Related - Fitness Testing

Development

Change

Identities and Relationships

Identities and relationships

Specific relationships are needed to develop interaction of tennis players in doubles games when identifying and choosing strokes and court positioning.

By identifying my movement abilities in various fitness components, I can change my physical activities to create better results.

Outcomes: Upon successfully completing the course, students will be able to: –– Demonstrate personal competence in applying movement skills and principles –– Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities –– Participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation –– Demonstrate improvement in personal health-related physical fitness –– Use safe practices regarding the safety of themselves and others

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Assessments: –– Students will be assessed on their: –– Participation in sports and games using appropriate rules and strategies –– Individual projects composing movement sequence –– Participation and effort in class –– Sportsmanship and their interactions with others –– Journals, written assignments, quizzes Resources, texts and materials: –– Student resources include: –– PSI PHE uniform –– PHE shirts, PHE shorts, PHE tracksuit jacket, PHE tracksuit pants and a House shirt –– or PSI Athletics / CEESA Uniform with PSI logo –– Water bottle –– Suitable footwear

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Storytelling

Culture

Scientific and Technical Innovation

Communities can have many different ways to tell stories that influence the way those stories are communicated and new discoveries are shared.

Stitch-a-thon

Communities

Identities and Relationships

Charities can affect global communities through reliable data and targeted communication.

Outcomes: Upon successfully completing the course, students will be able to: –– Explain and justify a need for a solution to a problem –– Construct a research plan –– Analyse a group of similar products that inspire a solution to the problem –– Develop a design brief –– Develop a design specification, which outlines the success criteria for the design of a solution based on the data collected –– Present a range of feasible design ideas, which can be correctly interpreted by others –– Present the chosen design and outline the reasons for its selection –– Develop accurate planning drawings / diagrams and outline requirements for the creation of the chosen solution –– Construct a logical plan that outlines the efficient use of time and resources –– Demonstrate excellent technical skills when making the solution –– Follow the plan to create the solution, which functions as intended –– Explain changes made to the chosen design and plan when making the solution –– Present the solution as a whole –– Describe detailed and relevant testing methods, which generate accurate data, to measure the success of the solution –– Evaluate the success of the solution against the design specification, including how the solution can be improved –– Describe the impact of the solution on the client/target audience

Assessments: –– Completion of practical project –– Design project folder –– Quizzes –– Peer Assessment / Self Assessment Resources/texts/materials: –– Workshop, including various hand and power tools, and materials including timber, plastic and metals –– Project booklet and design folder

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

MYP Language and Literature English Grade 8 Syllabus content:

Grade 8

8 62

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Novel Study - The Outsiders

Communities

Identities and Relationships

We and the characters we study fit into our / their communities.

Novel Study Nothing But the Truth

Perspectives

Scientific and Technical Innovation

Truth, honesty, beliefs, bias, and perspective are created and manipulated through texts.

Short Stories

Culture

Personal and Cultural Expression

Authors create short stories that provide snapshots of different cultures.

Drama - Romeo & Juliet

Development

Orientation in Space and Time

Inexperience and overconfidence can lead to disaster.

Poetry - Refugee Boy

Connections

Globalisation and Sustainability

Literature connects the reader to world events on a human level.

Outcomes: Upon successfully completing the course, students will be able to: –– Identify and explain the content, context, language, structure, technique and style of text(s) and the relationships among texts –– Identify and explain the effects of the creator’s choices on an audience –– Justify opinions and ideas, using examples, explanations and terminology –– Interpret similarities and differences in features within and between genres and texts –– Employ organisational structures that serve the context and intention; organise opinions and ideas in a logical manner –– Use referencing and formatting tools to create a presentation style suitable to the context and intention –– Produce texts that demonstrate thought, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process –– Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience –– Select relevant details and examples to develop ideas.

–– Use appropriate and varied vocabulary, sentence structures, grammar, syntax, punctuation and forms of expression –– Write and speak in an appropriate register and style, while spelling, writing and pronouncing with accuracy –– Use appropriate nonverbal communication techniques

Assessments: –– Editorial based on societal problems in The Outsiders –– Comparing the novel and the film The Outsiders –– Podcast based on Nothing But the Truth –– Character Testimonial of Romeo and Juliet –– Multimedia Presentation for Refugee Boy Resources/texts/materials: –– Avi. Nothing But the Truth –– Hinton. The Outsiders –– Zephaniah. Refugee Boy –– Shakespeare. Romeo and Juliet

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Language Acquisition English Grade 8

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

English Around the World

Culture

Orientation in Space and Time

A shared language does not always mean a shared culture.

Sports and Leisure

Communication

Identities and Relationships

Language plays an important role in promoting a healthy lifestyle.

Clash of Cultures

Culture

Identities and Relationships

Wherever we go, we bring our culture with us and have to learn to adapt to new cultures.

Getting Around at Home and Abroad

Communication

Personal and Cultural Expression

Language is an important tool in communicating our needs and preferences.

Wonder

Connections

Personal and Cultural Expression

When given the choice between being right and being kind, we should choose being kind.

Daily Life at Home and at School

Culture

Personal and Cultural Expression

School and home life are a reflection of local culture; there can be similarities and differences from country to country.

Reality Check

Communication

Identities and Relationships

Reality television is increasingly becoming an accurate reflection of real life.

Vacation and Traveling

Communication

Personal and Cultural Expression

The form and structure of a language allow us to communicate important ideas in different time periods.

Outcomes: Upon successfully completing the course, students will be able to: –– Listen for specific purposes and respond to show understanding –– Interpret visual text that is presented with spoken text –– Engage with the text by supporting opinion and personal response with evidence and examples from the text –– Read for specific purposes and respond to show understanding –– Interpret visual text that is presented with written text –– Interact and communicate in various situations –– Express thoughts, feelings, ideas, opinions and information in spoken and written form –– Speak and write for specific purposes.

–– Organise thoughts, feelings, ideas, opinions and information in spoken and written form –– Develop accuracy when speaking and writing in the target language

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MYP Language Acquisition French Grade 8 (Phase 1/2)

Assessments: –– Written assignments –– Oral assessments –– Visual interpretation –– Reading comprehension Resources/texts/materials: –– Headway Academic English Skills –– Different video and audio recordings –– Collections of short stories –– Song lyrics and poems –– Palacio, J. Wonder

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to simple, short spoken texts –– Communicate, request and provide information in a limited range of everyday situations –– Use language appropriately within a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately –– Use some aspects of register in formal and informal oral communication –– Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation / correct tone –– Identify basic messages, main ideas and supporting details in simple visual, spoken and / or written texts –– Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and written text –– Understand and respond to simple visual and written texts –– Recognise basic aspects of format and style

Assessments: –– Oral assignments: Role-plays, classroom discussions, presentations, speeches, interviews –– Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, written presentations –– Reading comprehension assignments –– Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc.

Resources/texts/materials: –– Oxford (2011) Tricolore Total 2. Nouvelle édition, Grammar in action –– McDougal Littell (2007). Discovering French Nouveau Bleu, student book.

–– Assorted websites and reading materials

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COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Language Acquisition French Grade 8 (Phase 3)

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

French Speaking World

Culture

Globalisation and Sustainability

The culture of the nation of France has had an immense impact and influence over the cultures and peoples of many places around the world and that impact goes back centuries throughout history until today.

Daily Life at Home and at School

Culture

Personal and Cultural Expression

School and home life are a reflection of local culture; there can be similarities and differences from country to country.

Culture

Orientation in Space and Time

By getting to know Paris, we can get to understand more about French culture.

Shopping and Eating Out

Creativity

Paris the Capital of France

Personal and Cultural Expression

How we present ourselves and interact socially is a reflection of who we are.

Travel and Tourism

Communication

Personal and Cultural Expression

The form and structure of a language allow us to communicate important ideas in different time periods.

Health and Wellbeing

Identity

Identities and Relationships

Language plays an important role in promoting a healthy lifestyle.

When I Was Young

Development

Personal and Cultural Expression

Learning from the past helps us to develop our personality and build out future.

Life in Future

Communication

Personal and Cultural Expression

The future belong to those who prepare for it today.

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to a limited range of spoken, visual and written texts –– Communicate, request and provide information containing relevant ideas and some detail in familiar and unfamiliar situations –– Use appropriate language and register in a limited range of interpersonal and cultural contexts, and for a limited range of purposes and audiences in formal and informal oral and written communication –– Use language accurately –– Interact in rehearsed and unrehearsed exchanges using clear pronunciation and intonation / correct tone –– Understand main ideas and supporting details, and draw conclusions from visual texts presented with spoken and / or written text –– Understand specific information, ideas, opinions and attitudes presented in visual text with spoken and / or written text –– Understand visual convention, aspects of format and style used in texts –– Understand and use language conventions accurately

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MYP Language Acquisition Spanish Grade 8 (Phase 1/2)

Assessments: –– Oral communication: classroom discussions, role play, interviews, oral presentations –– Writing: formal letter, email, postcard, interview, creative story –– Reading comprehension: letters, advertisements, magazine articles, prose, etc.

–– Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, etc.

–– Homework assignments, grammar, vocabulary and spelling tests and quizzes Resources/texts/materials: –– Oxford (2014) Tricolore Total 2. 5e édition Oxford (2014) Tricolore Total 3. 5e édition –– McDougal Littell (2011). Discovering French Nouveau Blanc, Student book, Lecture pour tous –– McGraw Hill. Reprise, A Review Workbook for Grammar, Communication, and Culture

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to simple, short spoken texts –– Communicate, request and provide information in a limited range of everyday situations –– Use language appropriate to a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately –– Use some aspects of register in formal and informal oral communication –– Interact in simple and rehearsed exchanges using comprehensible pronunciation and correct tone –– Identify basic messages, main ideas and supporting details in simple visual, spoken and / or written texts –– Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and / or written text –– Recognise basic visual conventions used in texts –– Understand and respond to simple visual and written texts –– Recognise basic aspects of format and style

Assessments: –– Oral assignments: Role play, classroom discussions, presentations, speeches, interviews –– Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, written presentations –– Reading comprehension assignments –– Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc.

Resources/texts/materials: –– Listos 2 and 3 (Heinemann) –– Ventanas 2 (McDougal Littell) –– Assorted websites and reading materials

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COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Language Acquisition Spanish Grade 8 (Phase 3/4)

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Stories - Now and Then

Communication

Personal and Cultural Expression

Storytelling is a fundamental part of the human experience which brings us together.

School, jobs and ambitions

Connections

Personal and culture expression

Education is important, so we should all know how to become well educated people.

The Story of ‘Stuff’

Culture

Orientation in Space and Time

Different cultures have different attitudes towards possession and ownership.

Who are we?

Connections

Identities and relationships

Common interests connect people across the world.

Facing the Future

Connections

Globalisation and Sustainability

Global issues can be solved through the connections we make with each other and with the planet.

Visit to the doctor

Communication

Identities and Relationship

Language is a key tool to express our needs.

Media and Messages

Communication

Identities and Relationships

We use media to send and receive messages, but we must take care to evaluate both what we send and what we receive.

Clothing / Shopping / Fashion

Culture

Personal and cultural expression

A suit doesn’t make a man.

Outcomes: Upon successfully completing the course, students will be able to: –– Understand, interpret and respond to a range of spoken, visual and written texts –– Communicate, request and provide information in a range of spoken contexts –– Use language appropriate to a range of interpersonal and cultural contexts, and for a range of purposes and audiences –– Use language accurately both in writing and orally –– Engage actively in oral production, using clear pronunciation and correct intonation / tone –– Construct meaning from main ideas and supporting details, and draw conclusions from visual or written texts –– Interpret visual conventions used in texts –– Interpret specific information, ideas opinions and attitudes presented in written texts –– Interpret main ideas and supporting details, aspects of form and style and draw conclusions from written texts –– Request and provide information in a range of written contexts –– Understand and use language conventions accurately, including appropriate register for formal and informal communications

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MYP Language Acquisition Russian Grade 8 (Phase 1/2)

Assessments: –– Oral: classroom discussions, speeches, oral presentations, debates, role play, interviewing –– Writing: formal or informal letter, article to a newspaper, interview, creative story –– Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, pictures, etc.

–– Reading comprehension activities –– Formative assessment: Grammar, vocabulary and spelling tests and quizzes, homework assignments Resources/texts/materials: –– Gente 2 (Difusión) –– Spanish Phases 3 - 5, MYP by concept 4 & 5 (Hodder Education) –– Basic Spanish Grammar

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to simple, short spoken texts –– Communicate information in a limited range of everyday situations –– Request and provide information in a limited range of everyday situation –– Use some aspects of register in formal and informal oral communication –– Use basic vocabulary accurately –– Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation / correct tone –– Identify basic messages presented in simple visual and written texts –– Identify main ideas and supporting details in simple visual, spoken and/or written texts –– Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and written text –– Recognise basic visual conventions used in texts –– Identify basic facts in simple written texts –– Recognise basic aspects of format and style

Assessments: –– Oral: Role plays, classroom discussions, presentations, speeches, interviews, pair work –– Written: Grammar and vocabulary quizzes, compositions, essays, creative stories, formal or informal letters, written presentations –– Reading: Comprehension assignments –– Visual interpretation Resources/texts/materials: –– Миллер «Жили-были» –– Пугачёв, Царёва «Русский язык» –– Хавронина «Русский язык в упражнениях» –– Короткова «Загадай желание» –– Материалы учителя

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COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Language Acquisition Russian Grade 8 (Phase 2/3)

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Healthy eating

Culture

Personal and cultural expression

Healthy eating is important, so we should understand the effect of eating habits on our health.

World religions

Systems

Identities and Relationships

Social systems shape our culture and identities.

Identity and relationships

Through the exploration of conventions, we can identify the relationships between the body, mind and soul in a balanced lifestyle.

Fairness and Development

Cooperation can promote fairness and development.

Relationships

Human Rights (a Service-Learning unit)

Global Interactions

Keeping fit and healthy

Ocean Systems

Systems

Message

Orientation in time and space

We can improve communication in different places by knowing a second language.

Globalisation and Sustainability

Human and natural systems are interdependent.

In the city

Revolutions

Change

Orientation in Space and Time

Individuals and communities attempt revolutionary change for specific reasons and achieve different levels of success

World Issues

Time, Place and Space

Fairness and Development

With understanding comes responsibility.

My school is PSI

Community

Identity and relationships

Outcomes: Upon successfully completing the course, students will be able to: –– Understand information, main ideas and supporting details, and draw conclusions in familiar and some unfamiliar situations –– Construct meaning and conclusions from information, main ideas and supporting details in social and some academic situations –– Understand basic conventions including aspects of format and style, and author’s purpose for writing –– Identify ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions –– Construct meaning by identifying stated and implied information, main ideas and supporting details, and draw conclusions –– Analyse ideas / opinions / attitudes and make a response to the text based on personal experience / opinion from a global perspective –– Interact in rehearsed and unrehearsed exchanges on a limited variety of ways in familiar and some unfamiliar situations –– Express ideas and feelings, and communicate information in familiar and some unfamiliar situations –– Communicate with a sense of audience and purpose, using language to suit the context –– Write / speak using appropriate vocabulary, grammar and conventions; when speaking, use clear pronunciation and intonation –– Organise information and ideas into a structured text; use a wide range of cohesive devices

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MYP Individuals and Societies Grade 8

Multicultural PSI community and environment shape our identity and raise global citizens.

Assessments: –– Oral: Classroom discussions, speeches, oral presentations, debates, role play, interviewing –– Writing: formal or informal letter, article to a newspaper, interview, creative story –– Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, etc.

–– Reading comprehension activities –– Formative assessment: Grammar, vocabulary and spelling tests and quizzes, homework assignments Resources/texts/materials: –– Solovyov. Word About Russia –– Golovko. Вперед –– Skorohodov. Window to Russia –– Volkova. Let’s Improve Our Russian

Outcomes: Upon the successful completion of this course, students will be able to: –– use vocabulary in context –– demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations and examples –– formulate / choose a clear and focused research question, explaining its relevance –– formulate and follow an action plan to investigate a research question –– use methods to collect and record relevant information –– evaluate the process and results of the investigation, with guidance –– communicate information and ideas in a way that is appropriate for the audience and purpose –– structure information and ideas according to task instructions –– create a reference list and cite sources of information –– analyse concepts, issues, models, visual representation and / or theories –– summarise information to make valid, well-supported arguments –– analyse a range of sources / data in terms of origin and purpose, recognising values and limitations –– recognise different perspectives and explain their implications

Assessments: –– Comparison of world religions –– Presentations –– In-class written assessment –– Weekly vocabulary –– Formal letter –– Structured debate –– Tasks that utilise Powerpoint, Prezi, Podcast, iMovie, Garageband, Photoshop –– Independent investigation Resources/texts/materials: –– Waugh. A New Wider World.

–– Holt, Rinehart and Winston, eds. World History: People and Nations.

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COURSE NAME:

COURSE NAME:

MYP Mathematics 8

MYP Science Grade 8

Syllabus content:

Syllabus content:

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Linear relationships

Form

Orientation in Space and Time

Models can show patterns of change in space and time.

Velocity and Acceleration

Relationships

Mathematical principles determine relationships in movement.

Scaling and Ratio

Change

Identities and Relationships

Proportional change is frequently used in many real life situations.

Scientific and Technical Innovation Mathematical Principles

The Pythagorean Theorem

Form

Identities and Relationships

Relationships can be measured to help us understand and justify what is fair.

Newton’s Laws

Systems

Forces change the motion of objects.

Expressions and Exponents

Logic

Personal and Cultural expression

We can extend our creativity by applying logic to simplify and generalize complex problems.

Scientific and Technical Innovation - Systems and Models

Probability

Relationships

Globalisation and Sustainability

Knowing the probability of an occurrence can help one to make good choices.

Properties of Matter and the Periodic Table

Relationships

Properties of matter follow predictable patterns.

Surface Area and Volume

Form

Scientific and Technical Innovation

We are not able to build perfect objects, but we can use perfect models to describe non-perfect real objects.

Scientific and Technical Innovation -Systems and Models

Organization of Life

Systems

Relationships

Identities and Relationships

Perspective of two quantities can be found through the use of patterns, representations, and systems.

Scientific and Technical Innovation Adaptation

Systems adapt in form and function.

Linear Inequalities and Applications

Outcomes: Upon successfully completing the course, students will be able to: –– Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations –– Solve problems correctly in a variety of contexts –– Select and apply mathematical problem-solving techniques to discover complex patterns –– Describe patterns as relationships and/or general rules consistent with findings –– Verify and justify relationships and/or general rules –– Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations –– Use different forms of mathematical representation to present information and move them –– Communicate complete and coherent mathematical lines of reasoning –– Organise information using a logical structure.

–– Identify relevant elements of authentic real-life situations –– Select and apply appropriate mathematical strategies when solving authentic real-life situations –– Explain the degree of accuracy of a solution –– Explain whether a solution makes sense in the context of an authentic real-life situation 72

Assessments: –– Investigations –– Projects –– Tests and quizzes –– Presentation Resources/texts/materials: –– McSeveny, et al. International Mathematics for the Middle Years 3. Pearson Education 2007.

–– Haese, M., et al .Mathematics for the International Student 8 (MYP 3) (2nd edition), Haese Mathematics 2015 –– GeoGebra (online) –– MYP Question Bank IXL (online ) –– Studyladder (online) –– Kahoot(online) –– Kutasoftware worksheets –– InThinking (Teach Mathematics)

Outcomes: Upon successfully completing the course, students will be able to: –– Relate some concepts of science to real world issues and technology –– Communicate science concepts effectively using a variety of communication modes –– Understand and apply some science concepts –– Demonstrate understanding of the principles of the scientific method –– Process and interpret experimental data –– Work cooperatively and safely in the laboratory and use equipment with skill –– Understand the process of scientific inquiry and how it is applied to increase our knowledge of our world and across the topics studied –– Reflect upon science

Assessments: –– Research projects and presentations –– Laboratory reports –– Comparative essays –– Classroom discussion –– Unit tests and quizzes Resources/texts/materials: –– Jones. Science Explorer: Motion, Forces and Energy. Prentice Hall.

–– Frank, Little and Miller. Science Explorer: Chemical Building Blocks. Prentice Hall.

–– Frank, Little and Miller. Science Explorer: Chemical Interactions. Prentice Hall.

–– Cronkite. Science Explorer: Cells and Heredity.

Prentice Hall.

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COURSE NAME:

MYP Arts: Drama Grade 8 (1 Semester only)

COURSE NAME:

MYP Art: Music Grade 8 (one semester only)

Syllabus content: NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

The Ensemble

Systems

Identities and Relationships

Relationships between different creative roles in a collective system creates structures of ensemble for collaborative work.

Intro to Ethno(musicology)

Culture

Personal and Cultural Expression

Art is influenced and shaped by the cultural environment in which it is created; thus, every community has its own idea of what art should be.

The Audience

Relationships

Personal and Cultural Expression

Practitioners must consider how every creative decision they make relates to their audience.

Opera Was (Is!) Cool

Development

Orientation in Space and Time

The time period and place in which art is produced informs its development.

Outcomes: Upon successfully completing the course, students will be able to: –– Improvise scenes –– Understand the importance of energy / synergy in ensemble work –– Identify specific goals and pursue their successful completion –– Understand the role of the audience in theatre –– Create, design, and perform in a theatrical presentation –– Reflect, analyse and understand elements of different practitioners of world theatre

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Assessments: –– Planning, Process and Performance –– Written assignments –– Oral presentations –– Classroom discussion –– Journal Resources/texts/materials: –– Reinstating the Ensemble (DVD) –– Ensemble Training: Drama –– Theatre Sports and Improvisation –– Various Internet resources, including YouTube and Improv Encyclopedia

Outcomes: Upon successfully completing the course, students will be able to: –– Understand the fundamentals of Western music theory –– Understand the fundamental approach of analysing non-Western music –– Research and accurately describe a researched culture of music –– Compose music using basic and intermediate techniques –– Perform and record personal compositions –– Talk about opera as a popular art form and understand its main components –– Discuss the ways opera has changed over four centuries

Assessments: –– Arts Process Journal (online blog) –– Written and / or presented analysis of music –– Written and / or presented critique of performances –– Performances of short pieces vocally, both individually and as an ensemble –– Demonstration of technical knowledge –– Group brainstorming and classroom discussions Resources/texts/materials: –– Musical instruments –– Recordings of operas –– Various music theory textbooks –– www.noteflight.com –– Various textbooks on music history and ethnic music

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COURSE NAME:

MYP Arts: Visual Arts Grade 8 (one semester)

COURSE NAME:

MYP Physical and Health Education Grade 8

Syllabus content:

Syllabus content:

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Get Up, Stand Up

Change

Fairness and Development

Art can be a vehicle for communicating beliefs and promoting social change and greater understanding.

Nutrition

Connections

Identities and relationships

Awareness of healthy diet and food labels can change our everyday choices about the way we eat.

Genre Painting

Connections

Identities and Relationships

The process of artistic creation can lead to a greater understanding of the world and oneself.

Basic First Aid

Communication

Scientific and Technical Innovation

First Aid responders communicate, adapt and respond to challenges in the environment to ensure individuals’ well being.

Team Sports Football

Relationships

Identities and relationships

Identifying what defensive principles in football are used when and how in relationship to the attacking team tactics and being able to adapt and balance our team.

Individual Sport Aquatics

Form

Identities and relationships

Refine swimming movements and forms can lead us to better performance and with the knowledge of all styles we will be able to identify our prefered stroke.

Outcomes: Upon successfully completing the course, student will be able to: –– Demonstrate a growing awareness of the elements and principles of design, composition, and image development strategies –– Demonstrate an understanding of how to interpret art through a variety of different contexts and the connection between art and society –– Develop skills and apply techniques and processes involved in drawing, photography, painting and graphic design –– Communicate artistic intentions, evaluate and respond to artwork from different times and cultures including their own –– Develop creative thinking skills

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Assessments: –– Arts Process Journal –– Class discussions/ Oral presentations –– Written assignments and projects (ie. analysis of artworks, reflective essay, artist’s statement) –– Preparatory work for studio pieces –– In-process critiques / Final critiques –– Finished artwork Resources/texts/materials: –– Selected images by a range of artists / art posters and timelines and photographers.

–– Battin, M.P., et al. J. Puzzles About Art: An Aesthetics Casebook.

–– Chamberlin, L. Art Insight.

–– Cumming, R. Art. Eyewitness Companions.

–– Janson, H.W. and Janson, A.F. History of Art for Young People, 5th Ed. –– Wilkins, D.G. Big Book of Art.

‘Fly like a butterfly; sting like a bee.’

Aesthetic Movement - Dance

Aesthetics

Personal and Cultural Expressions

Aesthetics in dance can be presented in many different forms: movements, facial expression, emotions and choices.

Team Sports Basketball

Connections

Orientation in Space and Time

Developing different offensive systems allows players to create and adapt to change the outcome of the game.

International Sports - Touch Rugby

Relationships

Globalisation and sustainability

By transferring and adapting individual skills and team strategies from other invasion sports, you will be able to outplay your opponent.

Cultural Games

Relationships

Personal and Cultural Expressions

Values, beliefs and traditions of different countries have a relationship with what is played in their country, as well as the type of environment being adapted to play the traditional games in various formats.

Badminton

Identity

Orientation in Space and Time

With different stroke selection, we can determine our playing style and the game plan that we use during a game of badminton.

Team Sport Volleyball -

Connections

Orientation in Space and Time

Understanding functions of various skills and the space on the court, we can make connections of time and space needed to succeed in volleyball games.

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COURSE NAME:

MYP Design, Grade 8 (one semester) Syllabus content: NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Track & Field

Form

Scientific and Technical Innovation

Using the correct form and technique with the right amount of energy produces a high level of performance in track and field events.

Green Design

Creativity

Globalisation and Sustainability

Creative design can incorporate global sustainability for future generations.

Automations

Communication

Personal and cultural expression

Timely interaction with clients using appropriate communication techniques drives design decisions.

Tennis

Change

Orientation in Space and Time

Changes in circumstances require adaptive thinking and choice-making that recognises both constraints and opportunities.

Physical Health Related - Fitness Testing

Change

Identities and Relationships

By identifying my movement abilities in various fitness components, I can change my physical activities to create better results.

Outcomes: Upon successfully completing the course, students will be able to: –– Demonstrate personal competence in applying movement skills and principles –– Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities –– Participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation –– Demonstrate improvement in personal health-related physical fitness –– Use safe practices regarding the safety of themselves and others

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Assessments: –– Participation in sports and activities applying appropriate rules and game strategies –– Movement sequence project –– Participation and effort in class –– Sportsmanship and interactions with others Resources, texts and materials: –– Student resources include: –– PHE shirts, PHE shorts, PHE tracksuit jacket, PHE tracksuit pants and a House shirt –– or PSI Athletics / CEESA Uniform with PSI logo –– Water bottle –– Suitable footwear

Outcomes: Upon successfully completing the course, students will be able to: –– Explain and justify a need for a solution to a problem –– Construct a research plan –– Analyse a group of similar products that inspire a solution to the problem –– Develop a design brief and design specification, outlining the criteria for the design of a solution based on the data collected –– Present a range of feasible design ideas, which can be correctly interpreted by others –– Present the chosen design and outline the reasons for its selection –– Develop accurate planning drawings / diagrams and outline requirements for the creation of the chosen solution –– Construct a logical plan outlining the efficient use of time and resources, sufficient for peers to be able to follow it –– Demonstrate appropriate technical skills when making the solution –– Follow the plan to create the solution, which functions as intended –– Explain changes made to the chosen design and plan when making the solution –– Present the solution as a whole –– Describe detailed and relevant testing methods, which generate accurate data, to measure the success of the solution –– Evaluate the success of the solution against the Design Specification, and/or how the solution can be improved –– Describe the impact of the solution on the client / target audience

Assessments: –– Completion of practical project –– Design project folder –– Quizzes –– Peer Assessment / Self Assessment Resources/texts/materials: –– Various hand and power tools, and materials including timber, plastic and metals –– Project booklet –– Design folder

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COURSE NAME:

MYP Language A: Language & Literature English 9 Syllabus content:

Grade 9

9 80

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Short Stories

Connections

Orientation in Space and Time

Analysing short stories using various literary techniques is a way of understanding the human condition.

Animal Farm and Author Studies

Communication

Personal and Cultural Expression

Language can be manipulated and used for control.

Catcher in the Rye and Transcendentalism

Identity

Identities and Relationships

Defining who we are requires the courage to look at ourselves honestly and a sensitivity to how we impact others with our actions.

To Kill a Mockingbird & Poetry

Perspective

Fairness and Development

Critical readers understand that the poet’s creative choices regarding the speaker, occasion and purpose affect interpretations of a poem’s overall effect.

Mimesis in Drama

Perspective

Scientific and Technical Innovation

By examining the interaction between human life, the innovation of art, and the artist’s perspective, we can better develop self-expression in our own art.

Outcomes: Upon successfully completing the course, students will be able to: –– Analyse the content, context, language, structure, technique and style of text(s) and the relationships among texts –– Analyse the effects of the creator’s choices on an audience –– Justify opinions and ideas, using examples, explanations and terminology –– Evaluate similarities and differences by connecting features across and within genres and texts –– Employ organisational structures that serve the context and intention –– Organise opinions and ideas in a sustained, coherent and logical manner –– Use referencing and formatting tools to create a presentation style suitable to the context and intention –– Produce texts that demonstrate insight, imagination and sensitivity –– Make stylistic choices in terms of linguistic, literary and visual devices; demonstrate awareness of impact on an audience –– Select relevant details and examples to develop ideas –– Use appropriate and varied vocabulary, sentence structures and forms of expression –– Write and speak in a register and style that serve the context and intention –– Use correct grammar, syntax, punctuation, and spelling in writing and pronounce with accuracy when speaking –– Use appropriate nonverbal communication techniques

Assessments: –– Writing of Poetry, Prose and Research papers –– Commentary presentation on poems –– Speeches/oral presentations –– Classroom discussions –– Literary analysis Resources/texts/materials: –– Orwell, G. Animal Farm –– Salinger, J.D. Catcher in the Rye –– Lee, H. To Kill a Mockingbird –– Selected poetry and short stories –– Selected non-fiction writings

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COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Language Acquisition English Grade 9

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Is a Picture Worth More Than 1,000 Words?

Communication

Personal and Cultural Expression

Pictures are said to be worth more than words; graphic novels combine words with pictures to make a more complete story.

Sports and Leisure

Communication

Identities and Relationships

Language plays an important role in promoting a healthy lifestyle.

Getting Around at Home and Abroad

Communication

Personal and Cultural Expression

Language is an important tool in communicating our needs and preferences.

Daily Life at Home and at School

Culture

Personal and Cultural Expression

School and home life are a reflection of local culture; there can be similarities and differences from country to country.

Vacation and Traveling

Communication

Personal and Cultural Expression

The form and structure of a language allow us to communicate important ideas in different time periods.

Utopia or Dystopia?

Who Knows What the Future Holds?

Myths & Legends

Communication

Connections

Connections

Identities and Relationships

Orientation in Space and Time

Identities and Relationships

Making career choices shows how communication can build identity and relationships in the context of the world of work.

It is said that one quick second can change your life forever. We will use film as well as text to explore this theme.

Myths, legends and folktales connect people across the world, using universal themes that express traditions, beliefs and values.

Outcomes: Upon successfully completing the course, students will be able to: –– Listen for specific purposes and respond to show understanding –– Interpret visual text that is presented with spoken text –– Engage with the text by supporting opinion and personal response with evidence and examples from the text –– Read for specific purposes and respond to show understanding –– Interpret visual text that is presented with written text –– Interact and communicate in various situations –– Express thoughts, feelings, ideas, opinions and information in spoken and written form –– Speak and write for specific purposes.

–– Organise thoughts, feelings, ideas, opinions and information in spoken and written form –– Develop accuracy when speaking and writing in the target language

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MYP Language Acquisition French Grade 9 (Phase 1/2)

Assessments: –– Written assignments –– Oral assessments –– Visual interpretation –– Reading comprehension Resources/texts/materials: –– Various texts and online resources –– Films: Run Lola Run –– In Time –– Novels: Sis, Peter. The Wall –– Lowry, Lois The Giver –– Jackson, Shirley The Lottery (short story)

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to simple, short spoken texts –– Communicate, request and provide information in a limited range of everyday situations –– Use language appropriate within a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately –– Use some aspects of register in formal and informal oral communication –– Interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation / correct tone –– Identify basic messages, main ideas and supporting details in simple visual, spoken and / or written texts –– Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and written text –– Understand and respond to simple visual and written texts –– Recognise basic aspects of format and style

Assessments: –– Oral assignments: Role-plays, classroom discussions, presentations, speeches, interviews –– Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, written presentations –– Reading comprehension assignments –– Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc.

Resources/texts/materials: –– Oxford (2011) Tricolore Total 2. Nouvelle édition, Grammar in action –– McDougal Littell (2007). Discovering French Nouveau Bleu, student book –– Cle Internationale Grammaire Progressive –– Various texts and online resources

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COURSE NAME:

MYP Language Acquisition French Grade 9 (Phase 3/4)

MYP Language Acquisition Spanish Grade 9 (Phase 1/2) Syllabus content:

Syllabus content: NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Look. Beauty.

Impressionism

Creativity

Personal and Cultural Expression

‘Beauty is not in the face; beauty is a light in the heart.’

Kahlil Gibran

The World of Sound

Culture

Personal and Cultural Expression

Songs are forms of creative expression that reflect personal, social and cultural experience over time.

Aspects of Daily Life in France / Stereotypes

Culture

Communication and Media

Communication

Identity and Relationships

Fairness and Development

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Daily Life at Home and at School

Culture

Personal and Cultural Expression

School and home life are a reflection of local culture; there can be similarities and differences from country to country.

Shopping and Eating Out

Creativity

Personal and Cultural Expression

How we present ourselves and interact socially is a reflection of who we are.

Travel and Tourism

Communication

Personal and Cultural Expression

The form and structure of a language allow us to communicate important ideas in different time periods.

Health and Wellbeing

Identity

Identities and Relationships

Language plays an important role in promoting a healthy lifestyle.

Educating and informing ourselves can help prevent discrimination and stereotyping.

Written and visual texts can be used to inform, express opinions and change minds.

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to a limited range of spoken, visual and written texts –– Communicate, request and provide information containing relevant ideas and some detail in familiar and some unfamiliar situations –– Use language appropriate to a limited range of interpersonal and cultural contexts, and for a limited range of purposes and audiences in formal and informal oral and written communication –– Use appropriate register in formal and informal oral and written communication –– Interact in rehearsed / unrehearsed exchanges using comprehensible pronunciation and intonation / correct tone –– Understand main ideas and supporting details, and draw conclusions from visual texts presented with spoken and / or written text –– Understand specific information, ideas, opinions and attitudes presented in visual text with spoken and / or written text and in written texts –– Understand visual conventions used in text –– Understand aspects of format and style in texts –– Understand and use language conventions accurately

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NAME OF UNIT

Assessment: –– Oral communication: presentations with question and answer sessions, interviews, pair work, role plays, classroom discussions, debates.

–– Writing: advertisements, essays, creative stories, grammar and vocabulary quizzes, formal and informal letters –– Reading comprehension: letters, advertisements, magazine and newspaper articles, prose, etc.

–– Visual comprehension: various visual resources such as videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, graphs, materials from websites, newspaper and magazine articles, etc.

Resources/texts/materials: –– Oxford (2014) Tricolore Total 4. 5e édition Oxford (2008) Elan 1 and Elan 2 –– McDougal Littell (2011). Discovering French Nouveau Blanc, Student book.

–– McGraw Hill. Reprise, A Review Workbook for Grammar, Communication, and Culture.

–– Cle Internationale Grammaire Progressive COURSE NAME:

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to simple, short spoken texts –– Communicate, request and provide information in a limited range of everyday situations –– Use language appropriate to a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately –– Use some aspects of register in formal and informal oral communication –– Interact in simple and rehearsed exchanges using comprehensible pronunciation and correct tone –– Identify basic messages, main ideas and supporting details in simple visual, spoken and / or written texts –– Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and / or written text –– Recognise basic visual conventions used in texts –– Understand and respond to simple visual and written texts –– Recognise basic aspects of format and style

Assessments: –– Oral assignments: Role play, classroom discussions, presentations, speeches, interviews –– Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, written presentations –– Reading comprehension assignments –– Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc.

Resources/texts/materials: –– Listos 2 and 3 (Heinemann) –– Ventanas 2 (McDougal Littell) –– Assorted websites and reading materials

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COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Language Acquisition Spanish Grade 9 (Phase 3/4)

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Stories - Now and Then

Communication

Personal and Cultural Expression

Storytelling is a fundamental part of the human experience which brings us together.

Why do we like to travel?

Communication

Orientation in time and space

Traveling gives us the opportunity to navigate in this world and understand other cultures.

The Story of ‘Stuff’

Culture

Orientation in Space and Time

Different cultures have different attitudes towards possession and ownership.

Traditions and celebrations

Identity

Identity and relationships

National holidays and traditions reflect the culture as a whole.

Globalisation and Sustainability

Global issues can be solved through the connections we make with each other and with the planet.

Interests and hobbies

Culture

Personal and Cultural Expression

Our hobbies and leisure time reflect our personality and culture.

Identities and Relationships

We use media to send and receive messages, but we must take care to evaluate both what we send and what we receive.

Keeping fit and healthy

Relationships

Identity and relationships

Through the exploration of conventions the relationships between the body, we can identify when the mind and soul are part of a balanced lifestyle.

Facing the Future

Media and Messages

Connections

Communication

Outcomes: Upon successfully completing the course, students will be able to: –– Understand, interpret and respond to a range of spoken, visual and written texts –– Communicate, request and provide information in a range of spoken contexts –– Use language appropriate to a range of interpersonal and cultural contexts, and for a range of purposes and audiences –– Use language accurately both in writing and orally –– Engage actively in oral production, using clear pronunciation and correct intonation / tone –– Construct meaning from main ideas and supporting details, and draw conclusions from visual or written texts –– Interpret visual conventions used in texts –– Interpret specific information, ideas opinions and attitudes presented in written texts –– Interpret main ideas and supporting details, aspects of form and style and draw conclusions from written texts –– Request and provide information in a range of written contexts –– Understand and use language conventions accurately, including appropriate register for formal and informal communications

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MYP Language Acquisition Russian Grade 9 (Phase 1/2)

Assessments: –– Oral: classroom discussions, speeches, oral presentations, debates, role play, interviewing –– Writing: formal or informal letter, article to a newspaper, interview, creative story –– Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, pictures, etc.

–– Reading comprehension activities –– Formative assessment: Grammar, vocabulary and spelling tests and quizzes, homework assignments Resources/texts/materials: –– Gente 2 (Difusión) –– Spanish Phases 3 - 5, MYP by concept 4 & 5 (Hodder Education) –– Basic Spanish Grammar

Outcomes: Upon successfully completing the course, students will be able to: –– Identify basic facts, messages, main ideas and supporting details in everyday situations –– Identify ideas, opinions and attitudes and make a personal response to the text –– Identify basic facts, messages, main ideas and supporting details, and draw conclusions in familiar situations –– Recognise basic aspects of conventions, format, style, and author’s purpose for writing –– Engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text –– Respond and appropriately use simple short phrases to communicate ideas, feelings and information on a variety of topics –– Interact in simple and rehearsed exchanges, using verbal and nonverbal language –– Communicate with a sense of audience, using language that suits the context –– Respond appropriately to spoken, written and visual texts in a limited range of familiar situations –– Interact in basic structured exchanges on a limited variety of aspects in familiar situations –– Write / speak using a basic range of vocabulary, grammar and conventions; when speaking, use clear pronunciation and intonation –– Organise basic information and ideas and use a range of basic cohesive devices

Assessments: –– Oral communication: oral tests and presentations, interview, role plays –– Writing: formal letter writing, newspaper article, poster design, research –– Reading comprehension and visual interpretation assessments –– Quizzes, tests, homework assignments, grammar exercises Resources/texts/materials: –– Хавронина. Русский язык в упражнениях Чернышов. Поехали –– Russian in an Easy Way –– Л.Л. Вохмина, И.А. Осипова Учебник русского языка. Начальный уровень –– Приглашение в Россию. Часть II. Базовый практический курс русского языка. Учебник. Изд. 2-е

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COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Language Acquisition Russian Grade 9 (Phase 3/4)

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

The Elder Son by Alexander Vampilov

Culture

Personal and Cultural Expression

Through drama, people can explore personal and cultural identity.

The Berlin Wall

Change

Orientation in Space and Time

Ideological conflict can change the perspective of a nation’s identity and culture.

Mass Media

Communication

Fairness and Development

Written and visual texts can be used to inform, express opinions and change minds..

Global Marketing and Advertising

Systems

Globalisation and Sustainability

The whole is greater than the sum of its parts.

The Middle East

Time, Place & Space

Identities and Relationships

Our identities and relationships are shaped by our experiences of time, place and space.

Economic Development

Global Interactions

Fairness and Development

Globalisation has consequences for human and economic development

Current Events

Time, Place & Space

Orientation in Space and Time

Events of today are turning points of tomorrow.

National and Religious Festivals in Russia and Ukraine

Culture

Education

Connections

Personal and Cultural Expression

Identities and relationships

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to a limited range of spoken, visual and written texts –– Communicate, request and provide information containing relevant ideas and some detail in familiar and some unfamiliar situations –– Use language appropriate to a limited range of interpersonal and cultural contexts, and for a limited range of purposes and audiences in formal and informal oral and written communication –– Use appropriate register in formal and informal oral and written communication –– Understand and use language conventions accurately –– Interact in rehearsed and unrehearsed exchanges using comprehensible pronunciation and intonation / correct tone –– Understand main ideas and supporting details, and draw conclusions from visual and / or written texts –– Understand specific information, ideas, opinions and attitudes presented in visual, spoken and / or written text –– Understand visual convention used in text –– Understand aspects of format and style in texts

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MYP Individuals and Societies Grade 9

Celebrations are part of individual and national identity and reflect culture and heritage in the community.

Education is important, so we should understand how to become well educated people.

Assessments: –– Oral communication: classroom discussions, speeches, oral presentations, debates, role plays, interviewing –– Writing: formal or informal letter, article to a newspaper, interview, creative story –– Reading comprehension activities –– Visual interpretation –– Homework assignments and in-class quizzes and tests on grammar, vocabulary and spelling Resources/texts/materials: –– Родимкина «Россия: день сегодняшний» –– Пугачёв, Царёва «Русский язык» –– Короткова «Загадай желание» –– Материалы учителя

Outcomes: Upon the successful completion of this course, students will be able to: –– use vocabulary in context –– demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations and examples.

–– formulate / choose a clear and focused research question, explaining its relevance –– formulate and follow an action plan to investigate a research question –– use methods to collect and record relevant information –– evaluate the process and results of the investigation, with guidance.

–– communicate information and ideas in a way that is appropriate for the audience and purpose –– structure information and ideas according to the task instructions –– create a reference list and cite sources of information –– analyse concepts, issues, models, visual representation and / or theories –– summarize information to make valid, well-supported arguments –– analyse a range of sources / data in terms of origin and purpose, recognising values and limitations –– recognise different perspectives and explain their implications.

Assessments: –– The Berlin Wall scrapbook looking at perspectives from both sides of the wall.

–– Global Marketing - the Apprentice branding and a marketing campaign –– The Middle East - Conflict resolution proposal –– Economic Development - Infographic, essay and data response exercise –– Current Events - Simulation based on current events –– All topics - exam Resources/texts/materials: –– Waugh. A New Wider World.

–– Counsell and Steer. Industrial Britain –– UN Data Explorer –– CIA World Factbook –– BBC resources including BBC Bitesize –– ABC News resources –– You Tube videos

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COURSE NAME:

Syllabus content:

Syllabus content:

MYP Standard Mathematics 9

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MYP Extended Mathematics 9

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Surface Area and Volume

Form

Orientation in Space and Time

Architects and engineers must use finite resources responsibly when they design new structures.

Surface Area and Volume

Form

Globalisation and Sustainability

Efficient use of resources should be a key part of the design process.

Sets, Venn Diagrams and Probability

Relationships

Fairness and Development

Decisions reached through logic may not always reflect beliefs and values.

Set Theory and Probability

Relationships

Scientific and Technical Innovation

A good game has a mix of surprise and understanding and gives players opportunities to identify and manage risk.

Geometry and Straight Lines

Relationships and Systems

Identities and Relationships

Coordinate geometry is a powerful technique that allows algebraic methods to be used in the solution of geometrical problems.

Coordinate Geometry

Time, Place and Space

Orientation in time and space

To know where something is we need to be able to accurately describe its location.

Exploring Quadratic Expressions

Relationships and Systems

Identities and Relationships

Decision making can be improved by using a model to represent relationships.

Quadratic Equations and Graphs

Relationships

Scientific and technical innovation

Using a model to represent a relationship can improve decision making

Right Triangles and Trigonometry

Form

Orientation in Space and Time

Trigonometric ratios can be used to find lengths when direct measuring is impossible.

Right Triangles and Trigonometry

Form

Orientation in Space and Time

Understanding relationships allows us to make better informed decisions.

Geometric Transformations

Relationships

Orientation in Space and Time

Establishing and designing patterns can help in understanding relationships.

Statistics

Relationships Systems

Establishing patterns in the natural world can help in understanding relationships.

Statistics: Continuous data

Relationships and Systems

Scientific and Technical Innovation

Establishing patterns in the natural world can help in understanding relationships.

Scientific and Technical Innovation

Outcomes: Upon successfully completing the course, students will be able to : –– Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations –– Solve problems correctly in a variety of contexts –– Select and apply mathematical problem-solving techniques to discover complex patterns –– Describe patterns as relationships and / or general rules consistent with findings –– Verify and justify relationships and / or general rules –– Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations –– Use different forms of mathematical representation to present information and move them –– Communicate complete and coherent mathematical lines of reasoning –– Organise information using a logical structure –– Identify relevant elements of authentic real-life situations –– Select and apply appropriate mathematical strategies when solving authentic real-life problems –– Explain the degree of accuracy of a solution –– Explain whether a solution makes sense in the context of the authentic real-life situation

Assessments: –– Investigations –– Projects –– Tests and quizzes –– Presentations Resources/texts/materials: –– McSeveny, et al. International Mathematics for the Middle Years 4. Pearson Education 2007 .

–– Haese, M., et al .Mathematics for the International Student 9 (MYP 4) (2nd edition), Haese Mathematics 2015 –– Geometry and straight line –– GeoGebra (online) –– MYP Question Bank –– IXL (online ) –– Studyladder (online) –– Kahoot(online) –– Kutasoftware worksheets –– InThinking (Teach Mathematics)

Outcomes: Upon successfully completing the course, students will be able to : –– Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations –– Solve problems correctly in a variety of contexts –– Select and apply mathematical problem-solving techniques to discover complex patterns –– Describe patterns as relationships and / or general rules consistent with findings –– Verify and justify relationships and / or general rules –– Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations –– Use different forms of mathematical representation to present information and move them –– Communicate complete and coherent mathematical lines of reasoning –– Organise information using a logical structure –– Identify relevant elements of authentic real-life situations –– Select and apply appropriate mathematical strategies when solving authentic real-life problems –– Explain the degree of accuracy of a solution –– Explain whether a solution makes sense in the context of the authentic real-life situation

Assessments: –– Investigations –– Projects –– Tests and quizzes –– Presentation Resources/texts/materials: –– McSeveny, et al. International Mathematics for the Middle Years 4. Pearson Education 2007 .

–– Haese, M., et al .Mathematics for the International Student 9 (MYP 4) (2nd edition), Haese Mathematics 2015 –– GeoGebra (online) –– MYP Question Bank –– IXL (online ) –– Studyladder (online) –– Kahoot(online) –– Kutasoftware worksheets –– InThinking (Teach Mathematics)

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COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Science Grade 9

MYP Arts: Drama Grade 9

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Forensics

Connections

Fairness and Development

Physical evidence can be used to establish connections in forensic cases, allowing for fair justice systems.

Physical Theatre

Communication

Personal and Cultural Expression

Physicality is just as important as words in communicating meaning and expressing feelings.

Reproduction and Inheritance

Relationships

Identities and Relationships

Models can represent structural and functional relationships throughout the human life cycle.

Verbatim Theatre

Change

Fairness and Development

The arts have the potential to be a vehicle for change.

Biochemistry of Food

Change

Identities and Relationships

A person’s health is influenced by cultural and conditional changes to diet.

Musical Theatre

Perspective

Identities and Relationships

Understanding the structure of musical theatre allows us to appreciate how various composers can develop their own style within the genre.

Health and Sports Science

Systems

Scientific and Technical Innovation

Energy is transformed within body systems through movement and chemical reactions.

Creativity

Personal and Cultural Expression

The spontaneous release of the imagination can be a powerful creative force for personal and cultural expression.

IDU with Music

Outcomes: Upon successfully completing the course, students will be able to: –– Research the implications of scientific discovery and write scientific essays using correct documentation –– Support an informed point of view with evidence during discussions –– Communicate knowledge using scientific vocabulary, diagrams and terminology –– Design and perform controlled laboratory investigations –– Analyse data, draw relevant conclusions and evaluate the experiment

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Assessments: –– Scientific Essays –– Laboratory Investigations –– Modeling Scientific Processes –– Tests and quizzes –– Case Study reports Resources/texts/materials: –– Miller, K and Levine, J (2010). Biology. New Jersey: Prentice Hall.

–– Various Applets and websites

Improvisation

Outcomes: At the completion of this course, students will be able to: –– Demonstrate questioning skills in role –– Write and dramatise an original piece of collaborative work –– Learn and apply design skills –– Engage in independent research on a study of an historical period in theatre –– Use appropriate technology in a multimedia presentation –– Perform monologues, dialogues and scenes –– Demonstrate voice work on text – especially stress, tone and volume –– Demonstrate an understanding of characterisation –– Use appropriate theatrical vocabulary in script analysis –– Demonstrate understanding of movement theories (Meyerhold / Laban) –– Freely release the imagination in both physical and verbal form.

Assessments: –– Ensemble work and exploration of world theatre styles/forms –– Collaborative ensemble projects and performances –– Devising a theatre piece with social connections –– Creating and performing a 3-5 minute scene and monologue –– Performance: both individual and group –– Script analysis –– Journal Resources/texts/materials: –– Zich. Teaching the Ensemble Technique.

–– Neelands. Structuring Drama Work.

–– Biomechanics DVD –– PBS. Broadway: The American Musical –– Viola Spolin: Theatre Games for the classroom Keith Johnstone: Impro –– Andrew Kushnir, Playwright and Social Activist –– Verbatim Theatre Unit of Study: Teacher’s Material (Ontario Min. of Education)

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COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Arts: Music Grade 9

MYP Arts: Visual Arts Grade 9

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Music and Identity

Identity

Identities and Relationships

The knowledge of why we relate to and connect with something is often more telling of our personal identity then the choice to associate with it in the first place.

Identity

Identity

Identities and Relationships

Identity is constructed through the relationship between the individual and society, culture, and environments.

Cultural Connections

Culture

Personal and Cultural Expression

Artists utilise cultural traditions and techniques in order to communicate contemporary contexts and personal connections.

Past and Present

Global Interactions

Orientation in Space and Time

Artists use past events as a lens through which to engage with current issues.

Music and Innovation (Including History and Tech)

Systems

Scientific and Technical Innovation

Music and Theater

Perspective

Identities and Relationships

Understanding the structure of musical theatre allows us to appreciate how various composers can develop their own style within the genre.

Communication

Personal and Cultural Expression

Emotions and mood can be effected in many ways by many elements, which use specific devices for manipulation.

(IDU with Drama) Music and Film

As humans create and develop systems and technologies over time, it is only natural that those systems affect our art.

Outcomes: Upon successfully completing the course, students will be able to: –– Understand how music and identity are related –– Develop and implement their understanding of Western music theory and composition –– Compose music using intermediate level techniques within period styles –– Recognise and analyse music from different genres and periods –– Demonstrate awareness of how music has changed over time –– Compare and contrast musical theatre with other theatre styles –– Compose music for an externally written script / book –– Provide musical accompaniment / perform in a musical production –– Use various software to create music –– Combine music and film in order to create an appropriate emotional response

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Assessments: –– Arts Process Journal (online blog) –– Written and / or presented analysis of music and critiques of performances –– Performances of short pieces on individual instrument –– Compositions –– Demonstration of technical knowledge –– Proposals/presentations in music industry

Outcomes: Upon successfully completing the course, student will be able to: –– Demonstrate knowledge and understanding of the elements and principles of design, various image development strategies, and a range of artistic devices –– Develop ideas or themes to a point of realisation to express their artistic intentions –– Apply skills, techniques and processes in mixed media, textiles, sculpture / assemblage, drawing, painting, and digital media to create art –– Reflect critically on their own artistic development and processes at different stages of their work; evaluate their work and use feedback to inform their own artistic development and processes –– Respond to art from a variety of different times and cultures including their own –– Develop creative and critical thinking skills

Assessments: –– Arts Process Journal –– Class discussions/ Oral presentations –– Written assignments and projects (i.e., analysis of artworks, proposals, reflective essay, artist’s statement) –– Preparatory work for studio pieces –– In-process critiques / final critiques –– Finished artwork Resources/texts/materials: –– Selected images by a range of artists / art posters and timelines –– Battin, M.P. et al. Puzzles about Art: An Aesthetics Casebook.

–– The History of Western Art [DVD] –– BBC. How Art Made the World. [DVD]

Resources/texts/materials –– www.noteflight.com –– Musical instruments and equipment –– Various music theory textbooks –– Various other music texts and internet resources

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COURSE NAME:

MYP Physical and Health Education Grade 9 Syllabus content:

96

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Nutrition

Relationships

Identities and relationships

The use of a meal plan can be useful to establish a balance of meals to ensure that the body and mind can function effectively.

Track & Field

Form

Scientific and Technical Innovation

Often the correct form and technique with the right amount of energy and movement produce a higher level of physical effort in track and field events.

Basic First Aid

Communication

Scientific and Technical Innovation

First Aid responders communicate, adapt and respond to challenges in the environment to ensure individuals’ well being.

Adventure Games

Relationships

Fairness and Development

Applying fairness and respect and making choices, allows individuals to understand their function in a group or a team to develop their relationships with others and also to develop their own personal identity.

Individual Sports Aquatics

Change

Identities and relationships

Changing the swimming technique by using the correct movement can lead to better performance and be adaptable in different environments

Physical Health Related - Fitness Testing

Change

Identities and Relationships

By identifying my movement abilities in various fitness components, I can change my physical activities to create better results.

Team Sports Football

Creativity

Fairness and development

Different attacking principles drive players to creativity and adaptation to successfully change the outcome of the game.

Aesthetic Movement - Yoga

Creativity

Personal and Cultural Expression

The use of balanced movements in Yoga allows individuals to create personal expression and to develop cultural understanding.

Team Sports Basketball

Systems

Orientation in Space and Time

Different attacking and defensive drive players to create and adapt their play to successfully change the outcome of the game.

International SA Handball

Perspective

Identities and relationships

The relationships and understanding of individuals and the team may relate to the choices and systems used by individuals / teams when playing handball.

Cultural Games

Relationships

Personal and Cultural Expression

Values, beliefs and traditions of different countries have a relationship with what is played in their country, as well as the type of environment being adapted to play the traditional games in various formats.

International SA Badminton

Creativity

Personal and Cultural Expression

Exploring the way personal and cultural habits of an individual prepares them for a game can affect the creativity and choices made in attacking and defending in the game.

Team Sport Volleyball

Connections

Orientation in Space and Time

By understanding functions of various skills and the space on the court, we can make connections of time and space needed to succeed in volleyball games.

Outcomes: Upon successfully completing the course, students will be able to: –– Demonstrate personal competence in applying movement skills and principles –– Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities –– Participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation –– Demonstrate improvement in personal health-related physical fitness –– Use safe practices regarding the safety of themselves and others

Assessments: –– Participation in sports and activities demonstrating use of sport rules and game strategies –– Composed movement sequences –– Participation and effort in class –– Sportsmanship and their interactions with others –– Written assignments, tests and quizzes –– Resources, texts and materials: –– Student resources include –– The PSI PHE uniform –– PHE shirts, PHE shorts, PHE tracksuit jacket, PHE tracksuit pants and a House Shirt –– or PSI Athletics / CEESA Uniform with PSI logo –– Water bottle –– Suitable footwear

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

MYP Design Grade 9 Syllabus content: NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Commercial Design

Creativity

Personal and Cultural Expression

A commercial design can be promoted in market through successful and targeted communication.

Structures

Connections

Fairness and Development

Systems that are designed to make strong connections can increase their ability to meet functional requirements.

Smart Stand

Form

Identities and Relationships

Designers adapt the form of products in order to make it appealing and useful to the end-user.

Outcomes: Upon successfully completing the course, students will be able to: –– Explain and justify the need for a solution to a problem for a specified client / target audience –– Identify and prioritise the primary and secondary research needed to develop a solution to the problem –– Analyse a range of existing products that inspire a solution to the problem –– Develop a detailed design brief, which summarises the analysis of relevant research –– Develop a design specification, which clearly states the success criteria for the design of a solution –– Develop a range of feasible design ideas that can be correctly interpreted by others –– Present the chosen design and justify its selection –– Develop accurate and detailed planning drawings / diagrams and outline the requirements for creating the solution –– Construct a logical plan that describes the efficient use of time and resources, sufficient for peers to be able to follow it –– Demonstrate excellent technical skills when making the solution –– Follow the plan to create the solution, which functions as intended –– Fully justify changes made to the chosen design and plan when making the solution –– Present the solution as a whole –– Design detailed and relevant testing methods, which generate data, to measure the success of the solution –– Critically evaluate the success of the solution against the design specification and explain how the solution could be improved –– Explain the impact of the solution on the client/target audience

98

Assessments: –– Completion of practical project Design project folder –– Quizzes –– Peer Assessment / Self Assessment Resources/texts/materials: –– Various hand and power tools, and various materials, including timber, plastics and metals –– 3D Printer –– Google Sketch - Up –– Manufacturing Processes –– Project booklet –– Design folder

99

P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

MYP Language and Literature English 10 Syllabus content:

Grade 10

10 100

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Memoir

Relationships

Personal and Cultural Expression

Memoirs are essential to preserve collective memory, protect communities and identities, and ensure that atrocities and genocide do not repeat.

Elizabethan Drama

Systems

Orientation in Space and Time

Culturally defined systems of political power and authority are maintained through individual relationships and trust.

Poetry

Conflict

Identity and Relationships

Within the extremes of destruction / conflict, there can be incredible creativity and beauty.

Media

Communication

Scientific and Technical Innovation

Language is manipulated in order to manipulate.

Film

Communication

Personal and Cultural Expression

Film is a text that can be analysed to help determine how the world is perceived.

Outcomes: Upon successfully completing the course, students will be able to –– Analyse the content, context, language, structure, technique and style of text(s) and the relationships among texts –– Analyse the effects of the creator’s choices on an audience –– Justify opinions and ideas, using examples, explanations and terminology –– Evaluate similarities and differences by connecting features across and within genres and texts.

–– Employ organisational structures that serve the context and intention in a sustained, coherent and logical manner –– Use referencing and formatting tools to create a presentation style suitable to the context and intention –– Produce texts that demonstrate insight, imagination and sensitivity –– Make stylistic choices in terms of linguistic, literary and visual devices; demonstrate awareness of impact on an audience –– Select relevant details and examples to develop ideas –– Use appropriate and varied vocabulary, sentence structures, registers, styles and forms of expression –– Use correct grammar, syntax, punctuation in writing spelling, and accurate pronunciation in speaking –– Use appropriate nonverbal communication techniques

Assessments: –– Memoirs –– Comparative essays based on poems –– Original Poetry –– Literary analysis –– Exploration of Themes –– Speeches/oral presentations –– Classroom discussion Resources/texts/materials: –– Weisel, E. Night –– Selected poetry and advertisements –– Selected Elizabethan plays including, but not limited to: Shakespeare, Marlowe, and Johnson

101

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S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

MYP Language Acquisition English Grade 10

COURSE NAME:

MYP Language Acquisition French Grade 10 (Phase 1/2)

Syllabus content:

Syllabus content:

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Identity

Connections

Personal and Cultural Expression

We have different identities that define who we are.

Sports and Leisure

Communication

Identities and Relationships

Language plays an important role in promoting a healthy lifestyle.

The Curious Incident of the Dog in the Nighttime

Perspective, Culture

Identities and Relationships

Our understanding of the world very much depends on who is doing the looking.

Getting Around at Home and Abroad

Communication

Personal and Cultural Expression

Language is an important tool in communicating our needs and preferences.

Communication

Personal and Cultural Expression

Different media have an effect on how we form opinions and see life.

Daily Life at Home and at School

Culture

The Medium is the Message

Personal and Cultural Expression

School and home life are a reflection of local culture; there can be similarities and differences from country to country.

The Book Thief

Connections

Identities and Relationships

Art can be a vehicle for expressing alternative personal / cultural perspectives on moments in a person’s history.

Vacation and Traveling

Communication

Personal and Cultural Expression

The form and structure of a language allow us to communicate important ideas in different time periods.

World of Work

Communication

Personal and Cultural Expression

Making career choices shows how communication can build identity and relationships in the context of the world of work

Outcomes: Upon successfully completing the course, students will be able to: –– Listen for specific purposes and respond to show understanding –– Interpret visual text that is presented with spoken text –– Engage with the text by supporting opinion and personal response with evidence and examples from the text –– Read for specific purposes and respond to show understanding –– Interpret visual text that is presented with written text –– Interact and communicate in various situations –– Express thoughts, feelings, ideas, opinions and information in spoken and written form –– Speak and write for specific purposes –– Organise thoughts, feelings, ideas, opinions and information in spoken and written form –– Develop accuracy when speaking and writing in the target language

102

Assessments: –– Written assignments –– Oral assessments –– Visual interpretation –– Reading comprehension Resources/texts/materials: –– A variety of print, media and online resources –– Haddon , Mark The Curious Incident of the Dog in the Nighttime –– Zusak, Markus. The Book Thief

Outcomes: Upon successfully completing the course, student will be able to: –– Understand and respond to simple spoken texts –– Communicate, request and provide information containing relevant ideas and some details in a limited range of familiar situations both in writing and orally –– Use language appropriately in a limited range of interpersonal and cultural contexts both in writing and orally –– Use some aspects of register in formal and informal oral and written communication –– Understand and use basic language conventions accurately in writing and orally –– Interact in basic rehearsed and some unrehearsed exchanges using comprehensible pronunciation and intonation / correct tone –– Understand messages presented in visual texts and basic facts in written texts –– Understand main ideas, specific information and supporting details in visual or written texts –– Recognise visual convention used in texts and basic aspects of format and style –– Understand and respond to simple visual and written texts

Assessments: –– Oral: presentations with question and answer sessions, speeches, interviews, pair work, role plays, classroom discussions, debates –– Writing: advertisements, essays, creative stories, grammar and vocabulary quizzes, compositions, letters –– Reading comprehension: letters, advertisements, magazine and newspaper articles, prose, etc.

–– Visual interpretation: various visual resources such as videos, presentations, cartoons, movie excerpts, pictures, etc.

Resources/texts/materials: –– Oxford (2014) Tricolore Total 2. 5e édition –– Cle Internationale Grammaire Progressive –– McDougal Littell (2011). Discovering French Nouveau Blanc, Student book.

–– McGraw Hill. Reprise, A Review Workbook for Grammar, Communication, and Culture

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COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Language Acquisition French Grade 10 (Phase 3/4)

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Look. Beauty.

Impressionism

Creativity

Personal and Cultural Expression

‘Beauty is not in the face; beauty is a light in the heart.’

Kahlil Gibran

Daily Life at Home and at School

Culture

Personal and Cultural Expression

School and home life are a reflection of local culture; there can be similarities and differences from country to country.

The World of Sound

Culture

Personal and Cultural Expression

Songs are forms of creative expression that reflect personal, social and cultural experience over time.

Shopping and Eating Out

Creativity

Personal and Cultural Expression

How we present ourselves and interact socially is a reflection of who we are.

Identity and Relationships

Educating and informing ourselves can help prevent discrimination and stereotyping.

Travel and Tourism

Communication

Personal and Cultural Expression

The form and structure of a language allow us to communicate important ideas in different time periods.

Fairness and Development

Written and visual texts can be used to inform, express opinions and change minds.

Health and Wellbeing

Identity

Identities and Relationships

Language plays an important role in promoting a healthy lifestyle.

Aspects of Daily Life in France / Stereotypes

Culture

Communication and Media

Communication

Outcomes: Upon successfully completing the course, students will be able to: –– Understand, interpret and respond to a range of spoken, visual and written texts –– Communicate, request and provide information in a range of spoken contexts –– Use language appropriate to a range of spoken interpersonal and cultural contexts, and for a range of purposes and audiences –– Use language accurately both in writing and orally –– Engage actively in oral production using clear pronunciation and correct intonation/tone –– Construct meaning from main ideas and supporting details, and draw conclusions from visual or written texts –– Interpret visual conventions used in texts –– Interpret specific information, ideas, opinions and attitudes presented in written texts –– Interpret main ideas and supporting details, aspects of form and style and draw conclusions from written texts –– Request and provide information in a range of written contexts –– Understand and use language conventions accurately, including appropriate register for formal and informal communications

104

MYP Language Acquisition Spanish Grade 10 (Phase 1/2)

Assessments: –– Oral: classroom discussions, speeches, oral presentations, debates, role play, interviewing –– Writing: formal or informal letter, article to a newspaper, interview, creative story –– Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, pictures, etc.

–– Reading comprehension activities –– Formative assessment: Grammar, vocabulary and spelling tests and quizzes, homework assignments Resources/texts/materials: –– Oxford (2014) Tricolore Total 4. 5e édition, Student book, Grammar in action –– Oxford (2011) Elan1, Elan 2 –– McDougal Littell (2011). Discovering French Nouveau Rouge, Student book.

–– Cle Internationale Grammaire Progressive and Grammaire en Dialogues

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to simple, short spoken texts –– Communicate, request and provide information in a limited range of everyday situations –– Use language appropriate to a very limited range of interpersonal and cultural contexts, including using basic vocabulary accurately –– Use some aspects of register in formal and informal oral communication –– Interact in simple and rehearsed exchanges using comprehensible pronunciation and correct tone –– Identify basic messages, main ideas and supporting details in simple visual, spoken and / or written texts –– Identify specific information, ideas, opinions and attitudes presented in simple visual, spoken and / or written text –– Recognise basic visual conventions used in texts –– Understand and respond to simple visual and written texts –– Recognise basic aspects of format and style

Assessments: –– Oral assignments: Role play, classroom discussions, presentations, speeches, interviews –– Written assignments: grammar and vocabulary quizzes, compositions, creative stories, informal letters, written presentations –– Reading comprehension assignments –– Visual comprehension assignments from videos, presentations, cartoons, movie excerpts, extracts from books, pictures, diagrams, etc.

Resources/texts/materials: –– Listos 2 and 3 (Heinemann) –– Ventanas 2 (McDougal Littell) –– Assorted websites and reading materials

105

P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Language Acquisition Spanish Grade 10 (Phase 3/4)

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Stories - Now and Then

Communication

Personal and Cultural Expression

Storytelling is a fundamental part of the human experience which brings us together.

Why do we like to travel?

Communication

Orientation in time and space

Traveling gives us the opportunity to navigate in this world and understand other cultures.

The Story of ‘Stuff’

Culture

Orientation in Space and Time

Different cultures have different attitudes towards possession and ownership.

Traditions and celebrations

Identity

Identity and relationships

National holidays and traditions reflect the culture as a whole.

Globalisation and Sustainability

Global issues can be solved through the connections we make with each other and with the planet.

Interests and hobbies

Culture

Personal and Cultural Expression

Our hobbies and leisure time reflect our personality and culture.

Identities and Relationships

We use media to send and receive messages, but we must take care to evaluate both what we send and what we receive.

Keeping fit and healthy

Relationships

Identity and relationships

Through the exploration of conventions the relationships between the body, mind and soul in a balanced lifestyle will be identified.

Facing the Future

Media and Messages

Connections

Communication

Outcomes: Upon successfully completing the course, students will be able to: –– Understand, interpret and respond to a range of spoken, visual and written texts –– Communicate, request and provide information in a range of spoken contexts –– Use language appropriate to a range of interpersonal and cultural contexts, and for a range of purposes and audiences –– Use language accurately both in writing and orally –– Engage actively in oral production, using clear pronunciation and correct intonation / tone –– Construct meaning from main ideas and supporting details, and draw conclusions from visual or written texts –– Interpret visual conventions used in texts –– Interpret specific information, ideas opinions and attitudes presented in written texts –– Interpret main ideas and supporting details, aspects of form and style and draw conclusions from written texts –– Request and provide information in a range of written contexts –– Understand and use language conventions accurately, including appropriate register for formal and informal communications

106

MYP Language Acquisition Russian Grade 10 (Phase 1/2)

Assessments: –– Oral: classroom discussions, speeches, oral presentations, debates, role play, interviewing –– Writing: formal or informal letter, article to a newspaper, interview, creative story –– Visual interpretation assignments: various visual resources such as videos, presentations, cartoons, movie excerpts, pictures, etc.

–– Reading comprehension activities –– Formative assessment: Grammar, vocabulary and spelling tests and quizzes, homework assignments Resources/texts/materials: –– Gente 2 (Difusión) –– Spanish Phases 3 - 5, MYP by concept 4 & 5 (Hodder Education) –– Basic Spanish Grammar –– Assorted websites, magazines and reading materials

Outcomes: Upon successfully completing the course, students will be able to: –– Identify basic facts, messages, main ideas and supporting details in everyday situations –– Identify ideas, opinions and attitudes and make a personal response to the text –– Identify basic facts, messages, main ideas and supporting details, and draw conclusions in familiar situations –– Recognise basic aspects of conventions, format, style, and author’s purpose for writing –– Engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text –– Respond and appropriately use simple short phrases to communicate ideas, feelings and information on a variety of topics –– Interact in simple and rehearsed exchanges, using verbal and nonverbal language –– Communicate with a sense of audience, using language that suits the context –– Respond appropriately to spoken, written and visual texts in a limited range of familiar situations –– Interact in basic structured exchanges on a limited variety of aspects in familiar situations –– Write / speak using a basic range of vocabulary, grammar and conventions; when speaking, use clear pronunciation and intonation –– Organise basic information and ideas and use a range of basic cohesive devices

Assessments: –– Oral communication: oral tests and presentations, interview, role plays –– Writing: formal letter writing, newspaper article, poster design, research –– Reading comprehension and visual interpretation assessments –– Quizzes, tests, homework assignments, grammar exercises Resources/texts/materials: –– Хавронина. Русский язык в упражнениях –– Чернышов. Поехали –– Russian in an Easy Way –– Л.Л. Вохмина, И.А. Осипова Учебник русского языка. Начальный уровень –– Приглашение в Россию Часть 2

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

S E CO N DA RY P R O G R A M M E G U I D E

COURSE NAME:

Individuals and Societies Grade 10

Syllabus content:

Syllabus content:

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

The Elder Son by Alexander Vampilov

Culture

Personal and Cultural Expression

Through drama, people can explore personal and cultural identity.

Auschwitz and the Final Solution

Time, Place and Space

Identities and Relationships

Our identity defines our experience of time, space and place.

Mass Media

Communication

Fairness and Development

Written and visual texts can be used to inform, express opinions and change minds..

Gender Equality

Change

Orientation in Space and Time

Stereotypes can create and discourage change.

Tourism

Global Interactions

National and Religious Festivals in Russia and Ukraine

Culture

Personal and Cultural Expression

Celebrations are part of individual and national identity and reflect culture and heritage in the community.

Globalisation and Sustainability

Change has consequences for human, environmental and economic development.

Ukraine and Crimea

Global Interactions

Identities and Relationships

Group identities can evolve and have political consequences.

Education

Connections

Introduction to Economics

Systems

Globalisation and Sustainability

The globalisation of systems leads to shared consequences.

Identities and relationships

Education is important, so we should understand how to become well educated people.

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and respond to a limited range of spoken, visual and written texts –– Communicate, request and provide information containing relevant ideas and some detail in familiar and some unfamiliar situations –– Use language appropriate to a limited range of interpersonal and cultural contexts, and for a limited range of purposes and audiences in formal and informal oral and written communication –– Use appropriate register in formal and informal oral and written communication –– Understand and use language conventions accurately –– Interact in rehearsed and unrehearsed exchanges using comprehensible pronunciation and intonation / correct tone –– Understand main ideas and supporting details, and draw conclusions from visual and / or written texts –– Understand specific information, ideas, opinions and attitudes presented in visual, spoken and / or written text –– Understand visual convention used in text –– Understand aspects of format and style in texts

108

COURSE NAME:

MYP Language Acquisition Russian Grade 10 (Phase 3/4)

Assessments: –– Oral communication: classroom discussions, speeches, oral presentations, debates, role plays, interviewing –– Writing: formal or informal letter, article to a newspaper, interview, creative story –– Reading comprehension activities –– Visual interpretation –– Homework assignments and in-class quizzes and tests on grammar, vocabulary and spelling Resources/texts/materials: –– Родимкина «Россия: день сегодняшний» –– Пугачёв, Царёва «Русский язык» –– Короткова «Загадай желание» –– Материалы учителя

Outcomes: Upon the successful completion of this course, students will be able to: –– use vocabulary in context –– demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations and examples –– formulate / choose a clear and focused research question, explaining its relevance –– formulate and follow an action plan to investigate a research question –– use methods to collect and record relevant information –– evaluate the process and results of the investigation, with guidance –– communicate information and ideas in a way that is appropriate for the audience and purpose –– structure information and ideas according to task instructions –– create a reference list and cite sources of information –– analyse concepts, issues, models, visual representation and / or theories –– summarise information to make valid, well-supported arguments –– analyse a range of sources / data in terms of origin and purpose, recognising values and limitations –– recognize different perspectives and explain their implications –– Demonstrate intercultural awareness and a desire to be proactive as a responsible global citizen –– Understand some of the key ideas leading to DP Economics, Geography, Global Politics and History

Assessments: –– Auschwitz - Detailed timeline of events; analysis of an image from their visit to Auschwitz during the Week Without Walls –– Gender Equality - a full investigation into a topic of the student’s choice related to this topic –– Tourism - Analysis of a tourist destination; essay on the impact of terrorism on two different tourist destinations –– Crimea - Visual on Crimean History; essay analysing causes of the annexation of Crimea.

–– Economics - Presentation analysing the impact of the 2008 financial crisis on the economy of a selected country Resources/texts/materials –– Waugh. Geography: An Integrated Approach.

–– Lowe. Modern World History, 4th Edition.

–– Holt, Rinehart and Winston, eds. World History: People and Nations.

–– Waugh and Bushell. New Interactions –– Morris and Murphy. Europe: 1870 – 1991.

–– Howard and Lewis. The Oxford History of the Twentieth Century.

–– BBC Bitesize –– The Economist –– The Big Short –– You Tube videos –– Week without Walls 109

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COURSE NAME:

MYP Standard Mathematics Grade 10 Syllabus content: NAME OF UNIT

110

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Algebra Exponential Growth / Decay Logarithms

Relationships

Globalization and Sustainability

Modеls can be used to demonstrate relationships in order to encourage informed decision making.

Quadratic Function

Relationships

Identities and Relationships/ Science and Technology

Quadratic functions can be used to model an observed world, helping to advance science, technology and exploration.

Functions and Transformation of Graphs

Relationships

Identities and Relationships

Modeling relationships allow us to describe patterns in behaviour.

Sequences and Series

Relationships

Globalisation and Sustainability

Patterns in sequences and series are important in describing our daily lives and behaviour.

Trigonometry - Right Angled Triangle

Form

Identities and Relationships

Students will understand relationships involving lengths and angles of triangles and how these relationships help determine unmeasurable distances.

Trigonometry Non-Right Angled Triangle

Form

Orientation in Space and Time

Trigonometry is used throughout design and has laid the foundation for many advancements in architecture and engineering.

Statistics Bivariate DataCorrelation and Regression

Relationships & Systems

Scientific and Technical Innovation

Establishing patterns can help in understanding relationships, culture, nature, and many other aspects of our world.

Outcomes: Upon successfully completing the course, students will be able to: –– Select appropriate mathematics when solving problems in both familiar and unfamiliar situations –– Apply the selected mathematics successfully and solve problems correctly in a variety of contexts –– Select and apply mathematical problem-solving techniques to discover complex patterns –– Describe patterns as general rules consistent with findings –– Prove / Verify and justify general rules and the accuracy of a solution –– Use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations –– Use appropriate forms of mathematical representation to present information –– Move between different forms of mathematical representation –– Communicate complete, coherent and concise mathematical lines of reasoning –– Identify relevant elements of authentic real-life situations –– Select and apply appropriate mathematical strategies when solving authentic real-life situations –– Justify whether a solution makes sense in the context of the authentic real-life situation

Assessments: –– Investigations –– Projects –– Tests and quizzes –– Presentation Resources/texts/materials: –– McSeveny, et al. International Mathematics for the Middle Years 5. Pearson Education 2007 .

–– Haese, M., et al .Mathematics for the International Student 10 (MYP 5) (2nd edition), Haese Mathematics 2015 –– GeoGebra (online) –– MYP Question Bank –– IXL (online ) –– Studyladder (online) –– Kahoot(online) –– Kutasoftware worksheets –– InThinking (Teach Mathematics) –– Graphic Calculators TI 83, TI 8

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COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Extended Mathematics Grade 10

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Laws of Exponents and Exponential Functions

Change

Scientific and Technical Innovation

When we understand how things change we can make more informed decisions.

Science of Sustainability

Change

Globalisation and Sustainability

Present day climate change is a consequence of globalisation and unbalanced sustainability.

The Science of Architecture

Form

Scientific and Technical Innovation

Successful function is a result of structure or form.

The Science of Perception

Communication

Personal and Cultural Expression

Energy transfer is the basis of all perceptions.

The Science of War

Global Interactions

Globalisation and Sustainability

Scientific developments can be used in ways that have negative consequences for our global interactions.

Inverse Functions and Logarithms

Relationships

Sequences and Series

Modeling

Trigonometry

Relationships

Vectors

Form,

Statistics, Correlation and Regression

Relationships

Scientific and Technical Innovation

Patterns in human behaviour when represented as relationships allow us to analyze our behaviour and reflect on our limitations.

Identities and Relationships

Students will understand patterns of numbers are key to understanding how the world functions.

Scientific and technical innovation

Using relationships between sides and angles, systems of triangles can be created to locate points and measure distances when surveying areas

Orientation in Space and Time

Using different forms of representation can help to make more successful journeys.

Scientific and technical innovation

Understanding patterns in data allows us to better understand the quality of relationships and make supported generalisations.

Outcomes: Upon successfully completing the course, students will be able to: –– Select and apply appropriate mathematics when solving problems in both familiar and unfamiliar situations –– Select and apply mathematical problem-solving techniques to discover complex patterns –– Describe patterns as general rules consistent with findings –– Prove / Verify and justify general rules.

–– Use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations –– Use appropriate forms of mathematical representation to present information –– Move between different forms of mathematical representation –– Communicate complete, coherent and concise mathematical lines of reasoning –– Identify relevant elements of authentic real-life situations –– Select and apply appropriate mathematical strategies when solving authentic real-life problems –– Justify the degree of accuracy of a solution and whether it makes sense in the context of a real-life situation 112

MYP Science Grade 10

Assessments: –– Investigations –– Projects –– Tests and quizzes –– Presentation Resources/texts/materials: –– McSeveny, et al. International Mathematics for the Middle Years 5. Pearson Education 2007 .

–– Haese, M., et al .Mathematics for the International Student 10 (MYP 4) (2nd edition), Haese Mathematics 2015 –– GeoGebra (online) –– MYP Question Bank –– IXL (online ) –– Studyladder (online) –– Kahoot(online) –– Kutasoftware worksheets –– InThinking (Teach Mathematics) –– Graphic Calculators TI 83, TI 84

Outcomes: Upon successfully completing the course, students will be able to: –– Research the implications of scientific discovery and write a reflective scientific essay dealing with the an issue –– Support an informed point of view with evidence during discussions –– Communicate knowledge using scientific vocabulary, diagrams and terminology –– Design and perform laboratory investigations –– Analyse data, draw relevant conclusions and evaluate their experiment –– Perform mathematical calculations and support their calculations by explaining trends, patterns or relationships in the data.

Assessments: –– Scientific Essays –– Laboratory Investigations –– Classroom Discussion –– Tests and Quizzes Resources / texts materials –– Armstrong. MYP Integrated Science, Cengage Learning 2013 –– Miller, K and Levine, J (2010). Biology. New Jersey: Prentice Hall.

–– Campbell, Reece, Mitchel. Biology, 5th edition.

Available: http://www1.whsd.net/courses/ H0058/Interactive_Study_Partner/activity/ activity.htm.

–– BIOZONE (2009). Senior Biology 1 and 2. Australia –– Various applets and websites

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COURSE NAME:

COURSE NAME:

Syllabus content:

Syllabus content:

MYP Arts: Drama Grade 10

MYP Arts: Music Grade 10

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Stanislavski and Realism

Change

Identities and Relationships

Realistic theatre draws heavily on an understanding of psychological motivation.

Identity

Identities and Relationships

Music can be a powerful motivator for revolution, and can cause people to change their behaviour and actions.

Commedia dell’Arte

Identity

Globalisation and Sustainability

Commedia was known as a ‘Theatre for the People’ because of its ability to address cultural issues and social status, and because of its accessibility to all members of society.

Music and Change (Music as a Revolutionary Force) Music and Culture (Popular Music)

Time, Space, Place

Orientation in Space and Time

Popular music has a specific function within a culture, but as the music represents a collective identity of the time, popular music has changed and developed throughout history.

Music and the Human Race (Music as Cultural Connection)

Communities

Identities and Relationships

Some elements of music are shared across all cultures, and therefore, some pieces of music can serve to connect between all humans.

At the Intersection of Music and Maths and Music and Science

Aesthetics, Audience

Scientific and Technical Innovation

Our sense perception can affect and inspire the creative process.

Shakespeare

Culture

Orientation in Space and Time

Historical theatre holds a dynamic and relevant place in contemporary culture.

Sense Perception in the Arts Interdisciplinary unit with Visual Art & Music

Aesthetics, Audience

Scientific and Technical Innovation

Our sense perception can affect and inspire the creative process.

Outcomes: Upon successfully completing the course, students will be able to: –– Improvise scenes –– Understand / perform in Stanislavski method –– Understand / perform elements of basic Commedia Dell’Arte –– Research and demonstrate understanding of Elizabethan drama –– Use a variety of techniques to write and perform an original piece –– Reflect, analyse and understand elements of different practitioners and world theatre styles –– Consider the role of theatre in the world through different eras and cultures –– Consider intention, impact, and the role of the audience

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Assessments: –– Assessed ensemble work and exploration of world theatre styles / forms –– Collaborative ensemble projects and performances –– Written assignments –– Oral presentations –– Classroom discussion –– Theatre critiques –– Journal Resources/texts/materials: –– Stanislavski Method (DVD) –– Ensemble Training: Drama –– Commedia Dell’Arte by Fava (DVD) –– Commedia Dell’Arte (National Theatre videos online) –– Youtube Shakespeare videos and various Internet resources

IDU with Arts/ Science

Outcomes: Upon successfully completing the course, students will be able to: –– Understand how feelings can be expressed through music –– Understand how music can be a motivator for change –– Understand what elements make up popular music and how that is a direct influence of culture –– Understand the complete and various stages required in becoming a popular musician –– Compose in the style of contemporary popular music –– Perform with others as an ensemble in front of an audience –– Find connections between artists and genres throughout time –– Understand the relationship between the arts and science, and how art can be used to manipulate the senses

Assessments: –– Arts Process Journal (online blog) –– Written and / or presented analysis of music and critique of performances –– Performances of short pieces on individual instrument (practical application of skills) –– Compositions and their integration into the medium of film –– Demonstration of technical knowledge –– Proposals / presentations on the music industry Resources/texts/materials: –– www.noteflight.com –– Musical instruments / equipment –– Various music theory texts, Internet resources and software

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COURSE NAME:

MYP Physical and Health Education Grade 10

Syllabus content:

Syllabus content:

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Nutrition

Creativity

Orientation in Space and Time

Having a balance of food groups with exercise is important to the creativity of a healthy eating habit and ensuring that others can identify the benefits.

Basic First Aid

Communication

Scientific and Technical Innovation

First Aid responders communicate, adapt and respond to challenges in the environment to ensure individuals’ well being.

Team Sports Football

Development

Globalisation and Sustainability

Different choices of tactics and formations can develop performance of individuals and the outcomes of games.

Individual Sports Aquatics

Form

Identities and Relationships

Refine swimming movements and forms can lead us to better performance and with the knowledge of all styles we will be able to identify our prefered stroke.

Aesthetic Movement Aerobics Workout

Creativity

Personal and Cultural Expression

Students will create through their own personal fitness workout routine and refine it to enhance the outcome through practical sessions

Basketball

Communications

Identities and Relationships

For a tournament to function well, there are different formats to use. Students need to communicate and have different functioning identities while interacting to create systems for the tournaments to be successful.

International Games - Touchkball

Perspective

Identities and Relationships

The relationships and understanding of individuals and the team may relate to the choices and systems used by individuals / teams when playing tchoukball.

Cultural Games

Relationships

Personal and Cultural Expression

Values, beliefs and traditions of different countries have a relationship with what is played in their country, as well as the type of environment being adapted to play the traditional games in various formats.

International SA Badminton

Creativity

Personal and Cultural Expression

The variety of different strokes and tactics can increase one’s success in badminton.

Team Sport Volleyball

Connections

Orientation in Space and Time

By understanding functions of various skills and the space on the court, we can make connections of time and space needed to succeed in volleyball games.

MYP Arts: Visual Arts Grade 10

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Art Is a Process

Creativity

Personal and Cultural Expression

The process of artistic creation creates meaning.

Monuments and Memories

Time, Place, and Space

Fairness and Development

Commemorative art impacts the creation of collective memory and the perception of events and people throughout time.

When does inspiration strike?

Development

Personal and Cultural Expression

Artists use guiding concepts or themes to help direct and inspire a series of work.

Sense Perception in the Arts Interdisciplinary with Music, Drama, and Science

Communication

Scientific and Technical Innovation

Our sense perception can affect and inspire the creative process.

Outcomes: Upon successfully completing the course, student will be able to: –– Demonstrate knowledge and understanding of the elements and principles of design, various image development strategies, and a range of artistic devices –– Develop ideas or themes to a point of realisation expressing their artistic intentions –– Apply skills, techniques and processes in mixed media, sculpture / assemblage, printmaking, drawing and painting to create art –– Reflect critically on their own artistic development and processes at different stages of their work; evaluate their work and use feedback to inform their own artistic development and processes

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Assessments: –– Journal entries –– Class discussions / Oral presentations Preparatory work for studio pieces In-process critiques / final critiques Finished artwork –– Written assignments and projects (i.e., analysis of artworks, proposals, reflective essay, artist’s statement) Resources/texts/materials: –– Selected images by a range of artists / art posters and timelines –– The Visual Experience [Digital textbook] –– Battin, M.P.,et al. Puzzles about Art: An Aesthetics Casebook –– The Evolution of Art [DVD] –– The History of Western Art [DVD] –– BBC. How Art Made the World [DVD] –– Mock, F.L. Maya Lin: A Strong Clear Vision [DVD] –– Art21 Series [DVD] COURSE NAME:

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MYP Design Grade 10 Syllabus content:

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

NAME OF UNIT

KEY CONCEPT

GLOBAL CONTEXT

STATEMENT OF INQUIRY

Track & Field / Training Methods

Form

Scientific and Technical Innovation

Often the correct form and technique with the right amount of energy and movement produce a higher level of physical effort in track and field events.

Design for the Disadvantaged

Communities

Fairness and Development

Systems and products that are designed to meet an individual’s disadvantages can increase their ability to function within the world.

Adventure Games / Training Principles

Relationships

Fairness and Development

Applying fairness and respect and making choices, allows individuals to understand their function in a group or a team to develop their relationships with others and also to develop their own personal identity.

Store it

Systems

Orientation in Space and Time

Organisational systems that are designed to meet an individual’s requirements can increase order and efficiency within the world.

Interactive reading

Communication

Personal and Cultural Expression

Interaction with clients using appropriate communication techniques drives design decisions.

Technology of war

Time, Place, and Space

Scientific and Technical Innovation

Designers adapt the form in which a product functions in order to make it accessible in use.

Physical Health Related - Fitness Testing

Change

Identities and relationships

By identifying my movement abilities in various fitness components, I can change my physical activities to create better results.

Outcomes: Upon successfully completing the course, students will be able to: –– Demonstrate personal competence in applying movement skills and principles –– Demonstrate knowledge of guidelines and strategies that enhance participation in recreation and sport activities –– Participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation –– Demonstrate improvement in personal, health-related physical fitness –– Use safe practices regarding the safety of themselves and others

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Assessments: –– Participation in sports and activities that demonstrates an understanding of rules and strategies –– Movement sequence composition –– Participation and effort in class –– Sportsmanship and their interactions with others –– Written papers, journals, tests and quizzes Resources, texts and materials: –– Student resources include: –– PSI PHE uniform –– PHE shirts, PHE shorts, PHE tracksuit jacket, PHE tracksuit pants and a House Shirt –– or PSI Athletics / CEESA Uniform with PSI logo –– Water bottle –– Suitable footwear

Outcomes: Upon successfully completing the course, students will be able to; –– Explain and justify the need for a solution to a problem for a specified client / target audience –– Identify and prioritise the primary and secondary research needed to develop a solution to the problem –– Analyse a range of existing products that inspire a solution to the problem –– Develop a detailed design brief, which summarises the analysis of relevant research –– Develop a design specification, which clearly states the success criteria for the design of a solution –– Develop a range of feasible design ideas, which can be correctly interpreted by others –– Present the chosen design and justify its selection –– Develop accurate and detailed planning drawings / diagrams and outline the requirements for product creation –– Construct a logical plan that describes the efficient use of time and resources, sufficient for peers to follow it –– Demonstrate excellent technical skills when making the solution –– Follow the plan to create the solution, which functions as intended –– Fully justify changes made to the chosen design and plan when making the solution –– Present the solution as a whole –– Design detailed and relevant testing methods, which generate data, to measure the success of the solution –– Critically evaluate the success of the solution against the design speci-

fication and explain how the solution could be improved –– Explain the impact of the solution on the client/ target audience Assessments: –– Completion of practical project Design project folder –– Quizzes –– Peer Assessment / Self Assessment Resources/texts/materials: –– 3D Printer –– Google Sketch - Up –– Project booklet –– Design folder –– Various hand and power tools, and materials including timber, plastics and metals

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INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (DP)

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Overview

Curriculum

The International Baccalaureate (IB) Diploma programme is a challenging two-year curriculum, designed for students in Grades 11 and 12 (aged 16 – 19). It leads to a qualification widely recognised by the world’s leading universities. Students learn more than a collection of facts. The DP prepares students for university and encourages them to ask challenging questions, to learn how to learn, to develop a strong sense of their own identity and culture, and to communicate with and understand people from other countries and cultures. Those who complete this programme enjoy a competitive edge in admission to colleges and universities around the world because: –– The IB Diploma curriculum is an integrated, comprehensive, and balanced mix of sciences, maths, humanities and arts.

–– The IB Diploma Programme provides an opportunity to study some subjects in-depth while covering others more broadly.

–– Students are evaluated according to the highest international standards of assessment over a twoyear period.

–– Students receive explicit instruction in critical thinking and learn the interrelationship of academic subjects.

–– Students develop a respect for cultural diversity and gain a broader world view.

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

Qualifying to Enter the IB Diploma Programme Students in Grade 10 must meet the following criteria for entry into the DP: –– At least 26 points in the six subject groups outlined below –– At least 15 points (with a minimum of 5 points per subject) in the three subjects of their choice for HL classes –– Successful completion of the MYP Personal Project (This may be waived for students coming into Grade 11 from a non-MYP school; letters of reference from the sending school will indicate the student’s ability to work independently.)

Students who do not meet these criteria by June of their Grade 10 year will be registered for either the PSI Diploma or the PSI Diploma plus DP Certificates. Some students may be allowed to enter the full DP on a probationary basis, with the approval of the Secondary principal and the DP coordinator. Those students will either be removed from probation at the end of their first semester in the DP or will be removed from the full DP.

DP CURRICULUM GROUP

PSI COURSE OFFERINGS

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

English, Russian, or Self-Taught A1 in the student’s language of choice*+

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

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

Individuals and Societies

History, Geography, Economics, Global Politics, Psychology#, Business Management#

Experimental Sciences

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

Mathematics

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

Arts**

Visual Arts, Theatre

Other DP Requirements

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

*These courses offered at Standard Level only. +For Self Taught courses, the School will pay the tutor but may seek help from the parents in locating an appropriate person. The school will maintain contact with the tutor to ensure that s/he is following the programme. **Students may opt to take a course from Groups 1 - 4 instead of an Arts offering. #Psychology and Business Management are offered through an IB-recognised online programme. Only students with a demonstrated ability to work independently may apply. Those students are monitored by the IB coordinator.

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IB Diploma Requirements

IB Diploma Assessment

As outlined on page 8, students may choose one of three tracks in Grades 11 and 12: The PSI High School Diploma, the PSI Diploma plus DP Courses or the PSI Diploma plus the IB Diploma. The information that follows focuses only on the third track and outlines requirements for completing the IB Diploma.

The IB assesses all objectives for each subject through a range of tasks that pay attention to the higher order thinking skills of synthesis, reflection, evaluation and critical thinking, as well as the more fundamental skills of knowledge, understanding and application.

Higher Level (HL) and Standard Level (SL) Students who wish to achieve the full IB Diploma must take one course offering from each of the groups indicated on the chart above. Three of those must be at Standard Level (SL) and three must be at Higher Level (HL).

SL courses meet the equivalent of four 40-minute periods per week over the two years. HL courses meet the equivalent of six 40-minute periods per week. In general, PSI offers HL and SL courses in the same class; teachers dismiss SL students as needed. Those students use that time as a study period. (The exception is Mathematics, where the course outlines for HL and SL are vastly different. Maths SL, HL, and Studies are offered as individual courses.)

Each subject group has different requirements for HL students. In some cases, HL courses offer additional units and more topics. In other subject areas, HL students study the same units as SL candidates, but do so at greater depth. HL students also complete additional assessment and exam papers.

Types of Assessments IB Diploma and DP Course candidates are assessed in three ways: Internally, externally, and by exam.

Internal assessments are set and marked by classroom teachers in accordance with IB guidelines. An external IB moderator then reviews a sample set of internal assessments and provides the school with feedback that ensures that work set by teachers is appropriately challenging and correctly assessing students.

External assessments are set and corrected by the IB. Subject examiners mark these papers and projects and assign a grade based on the international standards of the IB. Exams are held for Grade 12 students each May in each of the first five subject areas. These exams may use a variety of techniques, including essays, short answer questions and multiple-choice objective tests. (Students who take Visual Arts or Theatre submit samples of work that are internally and externally viewed and assessed.) Exams are prepared and standardised by examining panels responsible for each subject. External examiners use an agreed-upon mark scheme for all students worldwide who take that exam.

Other Requirement In addition to coursework, candidates for the full IB Diploma take a course called Theory of Knowledge (TOK), where they learn to analyse the methods and biases of the various disciplines of study. TOK helps students to understand more about the nature of knowledge itself and the strengths and weaknesses of knowledge claims made in each of the subject areas. TOK gives students an insight into their programme of study that inevitably strengthens their ability to specialise at college or university in an informed way.

Students also complete a TOK essay that is submitted for external marking.

Second, IB Diploma candidates complete an Extended Essay, an original research paper of approximately 4,000 words. Although every student works with a teacher-mentor who helps guide his / her work, the Extended Essay is designed to be an independent project and is excellent preparation for future studies at university level. The Extended Essay is also externally marked by the IB. Finally, Diploma candidates participate in CAS (Creativity, Activity, Service). Throughout Grades 11 and 12, students complete a wide variety of projects in each of the three areas of this programme. Through their involvement in non�academic activities, students develop important life skills, and demonstrate how well-rounded and interesting they are. These are attributes that university admissions officers seek in applicants. Students must document their work, write reflections and submit a portfolio, which is sent to the IB for external assessment.

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Earning the IB Diploma Performance on exams is added to work on internal and external assessments. The IB then awards a grade from 1-7 for each subject.

Diploma candidates can earn up to 45-points overall: 7 points for each of their six subjects, plus 3 additional points for achievement in TOK and Extended Essay. Although students do not receive points for their CAS work, students cannot receive their IB Diploma unless they submit their CAS portfolio to the school’s CAS coordinator.

In general, students must earn 24 or more points overall in order to receive the IB Diploma. An additional stipulation is that students must score a minimum of 12 points overall from their three Higher Level classes. In order to ensure that students are ready for the full exam schedule, PSI asks that all DP students maintain an overall grade of 26 points for their course work. Students who fall below that are placed on probation by the school and may be at risk of not being enrolled as full Diploma students.

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Reviewing the Results of IB Marks IB Examination Results IB Diploma and Certificate students access their IB examination results in July through the IB website, using a PIN code provided by the school’s DP coordinator. The IB does not release results to students or their families by other means. All communication concerning results must be made through the DP coordinator at PSI. Enquiry Upon Results (EUR) A student who feels that his / her result does not reflect his / her performance may appeal through a process known as Enquiry Upon Results (EUR). This can include a clerical check of the marking procedure or a reassessment of the exam by another examiner. Students who wish to apply for the EUR must first consult the school’s DP coordinator and pay any additional fees before the 15th September deadline.

Retaking Examinations If an IB Diploma or Certificate track student wishes to improve upon one or more subject grades, s/he may retake the subject exam(s) in the following November or May exam session. The deadline to enrol for the November retake is usually 29th July. No requests after the deadline will be accepted by the IB.

Expectations and Consequences In addition to academic requirements, both IB and PSI expect that students will behave in ethical and respectful ways. Students must realise that their personal behaviour determines the quality of their environment at PSI. They must be familiar with the guidelines for student conduct laid out in the PSI Parent and Student Handbook so that they are aware of the School’s expectations and of any consequences for misbehaviour.

Students should also be aware that their performance throughout their four years of high school (Grades 9 - 12) is the key to university admission. Universities look not only for grades but also for evidence of maturity and responsibility. It is not to a student’s advantage to have a student record with instances of inappropriate behaviour and subsequent consequences (e.g., suspensions, letters concerning academic malpractice, etc.).

Attendance Attendance is vital for success in the DP. It is each student’s responsibility to be present in class and to inform teachers when s/he will be away. It is also the student’s responsibility to make up missed work. A DP Diploma or Course candidate will be asked to make up time on a Saturday for every five missed days so that the School can ensure that s/he has met the minimum time requirement set by IB. In addition, the PSI attendance policy states that any student who misses more than 20 school days in an academic year may put his / her graduation at risk.

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Academic Honesty All PSI students are required to act in a responsible and ethical manner. In particular, DP candidates must avoid any form of academic malpractice. The IB defines this as behaviour that results in the candidate or any other candidate gaining an unfair advantage in one or more assessment components. Malpractice includes: a. Plagiarism: Representing the ideas or work of another person as the student’s own b. Collusion: Supporting malpractice by another student, as in allowing one’s work to be copied or submitted for assessment by another c. Duplication of work: The presentation of the same work for different assessment components and / or Diploma requirements d. Any other behaviour that gains an unfair advantage for a student or that affects the results of another candidate (for example, taking unauthorised material into an exam room, misconduct during an exam, falsifying a CAS record, disclosure or receipt of confidential information about exams).

The IB does not award grades in subjects where malpractice has occurred. The IB will not award a Diploma to the candidate, but will award Certificates in other subjects where no malpractice has occurred. Students who engage in academic malpractice at PSI receive no grade for the work in question. A second incident in any class will result in students being withdrawn from the IB Diploma Programme as a full candidate.

Further incidents may also result in failure of the course, suspension or expulsion. A record of malpractice can jeopardise university admission.

The PSI Parent and Student Handbook on MyPSI has a full outline of the supports and sanctions for academic malpractice

University Entrance Qualifications IB qualifications are accepted worldwide for admission to university or college. Applications from students who graduate from IB World Schools are recognised as candidates who have undergone a rigorous and challenging curriculum. In many countries, the IB Diploma can replace the national entry qualifications for entry into university. In fact, many American universities grant the IB Diploma holder waivers or credits for courses based on the student’s final IB grades. In the United Kingdom, the IB Diploma is recognised as an entry qualification for all universities. In both countries, there are a number of scholarships and bursaries available specifically for university and college students who are IB Diploma graduates. In addition, Australia, Canada, Germany, the Netherlands, Spain and South Korea, to name a few, all recognise and appreciate the rigorous coursework and excellent education provided by the IB Diploma Programme. Each university and country has specific entry requirements for their programmes. Rest assured that earning the IB Diploma will ease PSI graduates’ entry into universities around the world.

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

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COURSE NAME:

English Language and Literature Course content:

Group 1: Studies in Language and Literature

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Year

Unit

Focus

Year 1

Part 1: Language in Cultural Context

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

Year 2

Part 2: Language and Mass Communication

Popular Culture: The Language of Social Media,, Advertisement and the Presentation of Death in the Mass Media

Year 2

Part 3: Literature- Texts and Contexts

Antigone, A Doll’s House, Streetcar Named Desire (SL/HL) Three Sisters (HL),

Year 1

Part 4: Literature: Critical Study

Othello, 1984, Carol Ann Duffy Poems (HL) Their Eyes Were Watching God, The Great Gatsby (SL)

Outcomes: Upon successfully completing the course, all students will be able to: –– Engage in independent literary criticism in a manner that reveals a personal response to literature –– Express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication –– Demonstrate command of the language appropriate for the study of literature and discriminating appreciation of the need for an effective choice of register and style in both written and oral communication –– Demonstrate a sound approach to literature through consideration of the works studied –– Demonstrate a thorough knowledge both of the individual works studied and the relationships between groups of works studied –– Appreciate the similarities and differences between literary works from different ages and \ or cultures –– Engage in independent textual commentary on both familiar and unfamiliar pieces of writing –– Demonstrate a wide-ranging appreciation of structure, technique and style of authors, and of their effects on the reader Resources/texts/material –– Various media advertisements –– Various non-fiction text types –– Political Speeches –– Children’s Literature –– Religious Texts

Assessments: Standard Level 70% External Assessment 25% Paper One: one and a half hours

Written exam – end of second year 25% Paper Two: one and a half hours

Written exam – end of second year; 1 essay 20% Written Tasks: 1 task submitted for external

assessment 30% Internal Assessment 15% Individual Oral 15% Interactive oral activity Higher Level 70% External Assessment 25% Paper One: two hours

Written exam – end of second year 25% Paper Two: two hours

Written exam – end of second year; 1 essay 20% Written Tasks: 2 tasks submitted for external

assessment 30% Internal Assessment 15% Individual Oral 15% Interactive oral activity

–– –– –– –– –– ––

Chekhov, A. Three Sisters (HL) Duffy, Carol Ann. Selected Poems.

Ibsen, H. A Doll’s House Shakespeare, W. Othello Sophocles. Antigone Williams, T. A Streetcar Named Desire 131

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COURSE NAME:

DP Russian Literature (Not on offer in 2018-2019) Course content: Part 1: World Literature Bronte, C. Jane Eyre. de Balzac, H. Eugenie Grandet.

Ibsen, H. Hedda Gabler. (HL only)

Part 2: Works in Detail Pushkin, A. Evgeniy Onegin.

Chekhov, A. The Cherry Orchard.

Dostoevsky, F. The Poor People. (HL only) Part 3: Groups of Works.

Bunin, I.A. Antonovski Apples.

Gorky, M. Staruha Izergil.

Joyce, J. The Dubliners.

Solzhenitsin, A. Matrena’s Yard. (HL only) Part 4: School’s Free Choice Turgenev, I. Fathers and Sons. deVega, L. The Gardener’s Dog. Lermontov, M. Hero of Our Time.

Outcomes: Upon successfully completing the course, all students will be able to: –– Engage in independent literary criticism in a manner that reveals a personal response to literature –– Express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication –– Demonstrate command of the language appropriate for the study of literature and discriminating appreciation of the need for an effective choice of register and style in both written and oral communication –– Demonstrate sound approach to literature through consideration of the works studied –– Demonstrate a thorough knowledge both of the individual works studied and the relationships between groups of works studied –– Appreciate the similarities and differences between literary works from different ages and \ or cultures –– Engage in independent textual commentary on both familiar and unfamiliar pieces of writing –– Demonstrate a wide-ranging appreciation of structure, technique and style of authors, and of their effects on the reader

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Assessments: Standard Level 70% External Assessment 20% Paper One: one and a half hours

Written exam – end of second year 25% Paper Two: one and a half hours

Written exam – end of second year; 1

essay 25% Written Assessment: analysis writing

submitted for external assessment 30% Internal Assessment 15% Individual Oral Commentary 15% Individual Presentation Higher Level 70% External Assessment 20% Paper One: two hours

Written exam – end of second year 25% Paper Two: two hours

Written exam – end of second year; 1

essay 25% Written Assessment: analysis of writing submitted for external assessment 30% Internal Assessment 15% Individual Oral Commentary 15% Individual Presentation Resources/texts/materials: –– See texts listed above.

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DP English Language Acquisition

Group 2: Language Acquisition

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Syllabus content: (Standard and Higher Level) Unit 1: Social Relationships - Multilingualism and Linguistic Dominance Unit 2: Science and Technology - Entertainment and Ethics and Technology Unit 3: Media and Communication - Bias, Censorship, and Sensationalism in the Media Unit 4: Cultural Diversity - Subcultures and Cultural Transmission Unit 5: Global Issues - Poverty and Migration Unit 6: Leisure - Games and Social Interaction Through Leisure Unit 7: Social Relationships - Nationalism, Patriotism, and Fanaticism; Social Behaviors and Stances Outcomes: Upon successfully completing the course, students will be able to: –– Communicate clearly and effectively in a range of situations –– Understand and accurately use oral and written forms of English in a range of styles and situations –– Understand and use a wide range of vocabulary –– Select an appropriate register and style for varying situations –– Express ideas with general clarity and fluency –– Structure arguments in a clear, coherent and convincing way –– Understand and analyse moderately complex written and spoken material –– Assess subtleties of the English language in a wide range of forms, styles and registers –– Show an awareness of, and sensitivity to, the cultures where English is spoken Assessments: –– Creative story, brochure, set of instructions, article to a newspaper, formal or informal letter –– Debates, speeches, oral presentations –– Classroom discussion –– Essays based on literature Resources/texts/materials: –– Bradbury, R: Fahrenheit 451 –– Cisneros, Sandra: House on Mango Street –– Steinbeck, John: Of Mice and Men –– Various Newspapers and Journals

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COURSE NAME:

COURSE NAME:

Syllabus content (Standard and Higher Level): Unit 1: Identities (Lifestyles, health and well-being, language and cultural identity or self identity) Unit 2: Experiences (Leisure activities, life stories, rites of passage, customs and traditions, migration) Unit 3: Human ingenuity (Entertainment, artistic expressions, communication and media, technology, scientific innovation) Unit 4: Higher level only: Camus, A. Etranger and Nothomb, A. Antechrista

Syllabus content: Unit 1: Communication and Media (radio and television, telephone, press, mail, Internet, advertising; censorship, bias and sensationalism in media, etc.)

Unit 2: Global Issues (drugs, global warming, natural disasters, the effect of man on nature, globalisation, racism, prejudice, discrimination etc.)

Unit 3 Customs and Traditions (celebrations, social, religious and historical events, the arts, fashion, food, etc.)

DP French Language Acquisition SL and HL, Grade 11 (New syllabus, with first examination in 2020)

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and use a range of vocabulary and grammar constructions –– Communicate clearly and effectively in a range of situations, both in written and oral form –– Write in formal and informal styles –– Understand and respond appropriately to written and spoken material –– Select a register that is generally appropriate to the situation Assessments: –– Write a formal or informal letter, article to a newspaper, interview, brochure, set of instructions, creative story –– Speeches / oral presentations –– Describe and react to a visual stimulus –– Classroom discussions / debates –– Reading comprehension –– Tests and quizzes –– Essays based on literature work (Higher level) –– Final assessments: Internal assessments: Individual oral activity (25%) External assessment: Paper 1 - Written productive skills (25%) Paper 2 - Receptive skills (50%) Resources/texts/materials: –– Abrioux, A. Le monde en français –– Abrioux, A. French B for the IB Diploma, IB skills and practice –– Armstrong, E. Au Point –– Gregoire, M. Grammaire progressive –– Hirsch, B. Moments littéraires –– Maun, I. Bien lire, bien écrire –– Miquel, C. Grammaire en dialogue –– Ollerenshaw, J. Facettes de la France contemporaine –– Trumper, C., Israel, J. French B Course Companion –– Selected poetry, short stories, magazines and newspapers

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DP French Language Acquisition SL Grade 12

Outcomes: Upon successfully completing the course, students will be able to: –– Take part in formal and informal exchanges related to social, cultural and international issues –– Understand and use a wide range of vocabulary and grammar constructions –– Support an informed point of view with evidence during discussion and debate –– Select a register and style that are appropriate to the situation –– Understand and analyse moderately complex written and spoken material Assessments: –– Write a business letter, job application, report of a situation or event, speech, interview, review of a book, film or play –– Debate –– Speeches / oral presentations –– Classroom discussion –– Tests and quizzes –– Essays based on literature work (Higher level) Final assessments: Internal assessments: Individual oral and interactive oral activity (30%) External assessment: Paper 1 - Receptive skills (25%), Paper 2 - Written productive skills (25%), Written assignment: ( Receptive and written productive skill) - Creative writing based on literature work HL, Inter-textual reading followed by written assignment SL (20%) Resources/texts/materials: –– Abrioux, A. Le monde en français –– Abrioux, A. French B for the IB Diploma, IB skills and practice –– Armstrong, E. Au Point –– Gregoire, M. Grammaire progressive –– Hirsch, B. Moments littéraires –– Maun, I. Bien lire, bien écrire –– Miquel, C. Grammaire en dialogue –– Ollerenshaw, J. Facettes de la France contemporaine –– Trumper, C. Israel, J. French B Course Companion

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COURSE NAME:

COURSE NAME:

Syllabus content (Standard and Higher Level): Unit 1: Identities (Lifestyles, health and well-being, language and cultural identity or self identity) Unit 2: Experiences (Leisure activities, life stories, rites of passage, customs and traditions, migration) Unit 3: Human ingenuity (Entertainment, artistic expressions, communication and media, technology, scientific innovation)

Syllabus content: Unit 1: Communication and Media (radio and television, telephone, press, mail, Internet, advertising; censorship, bias and sensationalism in media, etc.)

Unit 2: Global Issues (drugs, global warming, natural disasters, the effect of man on nature, globalisation, racism, prejudice, discrimination etc.)

Unit 3 Customs and Traditions (celebrations, social, religious and historical events, the arts, fashion, food, etc.)

DP Spanish Language Acquisition SL, Grade 11 (New syllabus, first examination in 2020)

Outcomes: Upon successfully completing the course, students will be able to: –– Understand and use a range of vocabulary and grammar constructions –– Communicate clearly and effectively in a range of situations, both in written and oral form –– Write in formal and informal styles –– Understand and respond appropriately to written and spoken material –– Select a register that is generally appropriate to the situation Assessments: –– Write a formal or informal letter, article to a newspaper, interview, brochure, set of instructions, creative story –– Speeches / oral presentations –– Describe and react to a visual stimulus –– Classroom discussions / debates –– Reading comprehension –– Tests and quizzes –– Essays based on literature work (Higher level) Final assessments: Internal assessments: Individual oral activity (25%) External assessment: Paper 1 - Written productive skills (25%) Paper 2 - Receptive skills (50%) Resources/texts/materials: –– Gente 1, 2, 3 –– Aula Internacional 1, 2 –– Spanish B Course Companion –– Basic Spanish Grammar –– Diverse videos –– Articles (newspapers, magazines, blogs) –– Letters, emails, posters, notes, journal entries –– Past papers –– Varied internet resources

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DP Spanish Language Acquisition SL Grade 12

Outcomes: Upon successfully completing the course, students will be able to: –– Take part in formal and informal exchanges related to social, cultural and international issues –– Understand and use a wide range of vocabulary and grammar constructions –– Support an informed point of view with evidence during discussion and debate –– Select a register and style that are appropriate to the situation –– Understand and analyse moderately complex written and spoken material Assessments: –– Write a business letter, job application, report of a situation or event, speech, interview, review of a book, film or play –– Debate –– Speeches / oral presentations –– Classroom discussion –– Tests and quizzes –– Essays based on literature work (Higher level) Final assessments: Internal assessments: Individual oral and interactive oral activity (30%) External assessment: Paper 1 - Receptive skills (25%), Paper 2 - Written productive skills (25%), Written assignment: ( Receptive and written productive skill) - Creative writing based on literature work HL, Inter-textual reading followed by written assignment SL (20%) Resources/texts/materials: –– Gente 1, 2, 3 –– Aula Internacional 2 –– Spanish B Course Companion –– Basic Spanish Grammar –– Diverse videos –– Articles (newspapers, magazines, blogs) –– Letters, emails, posters, notes, journal entries –– Past papers –– Varied Internet resources

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DP Russian Language Acquisition SL and HL Grade 11 (New course, first examination in 2020) Syllabus content: Unit 1: Identities (Lifestyles, health and well-being, language and cultural identity or self identity) Unit 2: Experiences (Leisure activities, life stories, rites of passage, customs and traditions, migration) Unit 3: Human ingenuity (Entertainment, artistic expressions, communication and media, technology, scientific innovation) Unit 4: Higher Level only. Literature: Lermontov’s The Hero of Our Time and Gorkiy’s Staruha Izergil Outcomes: Upon successfully completing the course, students will be able to: –– Understand and use a range of vocabulary and grammar constructions –– Communicate clearly and effectively in a range of situations, both in written and oral form –– Write in formal and informal styles –– Understand and respond appropriately to written and spoken material –– Select a register that is generally appropriate to the situation Assessments: –– Write a formal or informal letter, article to a newspaper, interview, brochure, set of instructions, creative story –– Speeches / oral presentations –– Describe and react to a visual stimulus –– Classroom discussions / debates –– Reading comprehension –– Tests and quizzes –– Essays based on literature work (Higher level) Final assessments: Internal assessments: Individual oral activity (25%) External assessment: Paper 1 - Written productive skills (25%) Paper 2 - Receptive skills (50%) Resources/texts/materials: –– We Live and Study in Russia –– Bogomolov, V. News from Russia - 2009 –– Golovko, A. Вперед –– Gorkiy, M. The Old Izergil –– Lermontov, M. The Hero of Our Time –– Skorohodov, G. Window to Russia –– Volkova, Y. Let’s Improve Our Russian –– Articles from magazines and newspapers –– Selected short stories

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COURSE NAME:

DP Russian Language Acquisition Grade 12 Syllabus content (Standard Level and Higher Level): Unit 1: Communication and Media (radio and television, telephone, press, mail, Internet, advertising; censorship, bias and sensationalism in media, etc.)

Unit 2: Leisure (exhibitions and shows, sport, hobbies, travelling, recreation, social interaction through leisure) Unit 3: Social Relationships (friendship, family, language and culture identity, or self-identity, multilingualism, social and/or political structures) Unit 4: Customs and Traditions (fashion) -8 weeks Unit 5: Higher Level only. Literature: Poetry, selection of stories and novel (see list below) Outcomes: Upon successfully completing the course, student will be able to: –– Understand and use a range of vocabulary and grammar constructions –– Communicate clearly and effectively in a range of situations, both in writing and oral –– Write in formal and informal styles –– Understand and respond appropriately to written and spoken material –– Select a register which is generally appropriate to the situation Assessments: –– Write a formal or informal letter, article to a newspaper, interview, brochure, set of instructions creative story, essay, speech –– Speeches/ oral presentation, classroom discussions, debate –– Reading comprehension –– Tests and quizzes Final assessments: Internal assessments: Individual oral and interactive oral activity (30%) External assessment: Paper 1 - Receptive skills (25%) Paper 2 - Written productive skills (25%), Written assignment: (Receptive and written productive skill) - Creative writing based on literature work HL, Inter-textual reading followed by written assignment SL (20%) Resources/texts/materials: –– We Live and Study in Russia –– Bulgakov, M. Heart of a Dog –– Golovko, A. Вперед –– Volkova, Y. Let’s Improve our Russian –– Selected short stories (A.Chekhov, A.Kuprin, M.Bulgakov) –– Selected poetry (A. Pushkin, E. Asadov, V. Vysotskiy etc)

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DP Spanish or DP Russian Ab initio Grade 11 and Grade 12 (New syllabus, first examination in 2020) Syllabus content: Unit 1: Identities (personal attributes, personal relationship, eating and drinking, physical well being) Unit 2: Experiences (daily routine, leisure, holidays, festivals and traditions) Unit 3: Human ingenuity (transport, entertainment, media, technology) Unit 4: Social organization (neighbourhood, education, the workplace, social issues) Unit 5: Sharing the planet (climate, physical geography, the environment, global issues) Outcomes: Upon successfully completing the course, students will be able to: –– Communicate clearly and effectively in a range of contexts and for a variety of purposes –– Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audience –– Understand and use language to express and respond to a range of ideas with fluency and accuracy –– Identify, organize and present ideas on a range of topics –– Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts

Assessments: Class-Specific Assessments Quizzes and tests Blog (creative writing and past papers) Debates based on visual, listening, written, and / or oral stimuli Oral presentations, role plays Design posters, brochures, websites, menus, etc.

Classroom discussions

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IB Assessment Requirements External Assessment: Paper 1: Productive Skills (writing): 25% Paper 2: Receptive Skills (listening and reading comprehension): 50% Internal Assessment: Individual Oral: 25%

Spanish resources/texts/materials: Aula Internacional 1 and 2 Gente 1, 2 and 3 Español Ab Initio Basic Spanish Grammar Diverse videos Articles (newspapers, magazines, blogs) Letters, emails, posters, notes, journal entries Past papers Varied internet resources

Russian resources/texts/materials: Russian in an Easy Way Мои друзья падежи А. Куцарева-Жаме ‘Спасибо’ Л. Вохмина ‘Русский класс’ В. Ермаченкова ‘Слово’ С. Чернышов ‘Поехали’ , ч. 1-2

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DP Spanish or DP Russian Ab initio Grade 12 Syllabus content: Unit 1: The Individual and Society –– Daily Routines –– Education –– Food and Drink –– Personal Details, Appearance and Character –– Physical Health –– Relationships –– Shopping Unit 2: Leisure and Work –– Employment –– Entertainment –– Holidays –– Media –– Sports –– Technology –– Transport Unit 3: Urban and Rural Environment –– Environment Concerns –– Global Issues –– Neighborhood –– Physical Geography –– Town and Services –– Weather

S E CO N DA RY P R O G R A M M E G U I D E

IB Assessment Requirements External Assessment: Written Component: 75% Two written papers externally set and assessed: –– Paper 1: Receptive Skills: 30% –– Paper 2: Productive Skills: 25% One piece of writing carried out in class: –– Written Assignment: 20% Internal Assessment: Oral Component: 25% –– One oral activity internally assessed by the teacher and externally moderated by the IB: –– Individual Oral: 25%

Spanish resources/texts/materials: Aula Internacional 1 and 2 Gente 1, 2 and 3 Español Ab Initio Basic Spanish Grammar Diverse videos Articles (newspapers, magazines, blogs) Letters, emails, posters, notes, journal entries Past papers Varied internet resources

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

Outcomes: Upon successfully completing the course, students will be able to: –– Communicate information and basic ideas clearly and effectively –– Understand and use accurately the essential spoken and written forms of Spanish/Russian –– Understand and use the vocabulary related to the syllabus units –– Use a register that is appropriate to a situation (i.e., formal / informal) –– Show awareness of the Hispanic/Russian culture Assessments: –– Class-Specific Assessments –– Quizzes and tests –– Blog (creative writing and past papers) –– Debates based on visual, listening, written, and / or oral stimuli –– Oral presentations, role plays –– Design posters, brochures, websites, menus, etc.

–– Classroom discussions

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DP Economics SL and HL

Syllabus content: Unit 1: Microeconomics (45 hours SL / 70 hours HL) Unit 2: Macroeconomics (40 hours SL / 45 hours HL) Unit 3: International Economics (30 hours SL / 35 hours HL) Unit 4: Development Economics (35 hours)

Group 3: Individuals and Societies

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Outcomes: Upon successfully completing the course, students will be able to: –– Understand and work with a core knowledge of economics –– Think critically about economic theory and its application –– Recognise the importance of internationalism in economics –– Recognise their own tendencies for bias –– Apply economic theory to real world situations –– Look beyond the superficial to build a deeper understanding of issues Assessments: 1. Three external examination papers: –– Extended response paper –– Data Response paper –– Extension paper (HL only) 2. Internal Assessment (20 hours): –– Three 750 word commentaries on a current article dealing with an economics issue Resources/texts/materials: –– Past examination papers and mark schemes when available –– Blink, J. and Dorton, I. Economics Course Companion –– Tragakes, E. IB Economics in a Nutshell –– Ziogas, C. Economics IB Study Guide –– Ziogas, C. Economics for the IB Diploma –– Welkers Wikinomics –– Tutor2U –– ACDC leadership –– EconPlus Videos –– The Economist –– The World Bank

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COURSE NAME:

COURSE NAME:

DP Geography SL and HL Syllabus content: Paper 1: Optional Themes 3. Extreme Environments (30 hours) 4. Hazards and Disasters (30 hours) 5. Urban Environments (30 hours) Paper 2: Core Themes (70 hours) Unit 1: Changing Population Unit 2: Global Climate Unit 3: Global Resource (consumption and security) Paper 3: HL Extension (60 hours) Unit 1: Power, places, and networks Unit 2: Human development and diversity Unit 3: Global risk and resilience Part 4: Fieldwork – SL and HL (20 hours) Outcomes: At the end of this course, students will be able to: –– Understand the interrelationships between people, places, spaces and the environment –– Show concern for human welfare and the quality of the environment –– Understand the need for planning and sustainable management –– Appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change

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DP Global Politics Assessments: SL: External assessment (2 hours 50 minutes) 75% –– Paper 1 (1 hour 30 minutes): Core theme (60 marks) 40% –– Paper 2 (1 hour 20 minutes): Two optional themes (40 marks) 35% Internal assessment (20 hours) –– Written report based on fieldwork. Maximum 2,500 words (30 marks) 25% HL: External assessment (4 hours 30 minutes) 80% –– Paper 1 (1 hour 30 minutes): Core themes (60 marks) 25% –– Paper 2 (2 hours): Three optional themes (60 marks) 35% –– Paper 3 (1 hour): Higher level extension (25 marks) 20% Internal assessment (20 hours): Any topic from the syllabus –– Written report based on fieldwork. Maximum 2,500 words (30 marks) 20% Resources/texts/materials: –– Chrispin, J. and Jegede, F. Population, Resources and Development.

–– Coddrington, S. Planet Geography.

–– Cooke, B. and Nagle, G. Geography Course Companion –– Cooke, B. and Nagle, G. Geography Study Guide –– Waugh, Dv. Geography: An Integrated Approach –– BBC –– UN

Syllabus content: Unit 1: Power, Sovereignty and Interdependence Unit 2: Human Rights Unit 3: Development Unit 4: Peace and Conflict Engagement activity Higher Level Syllabus Content (as above, plus): Global political challenges case study (oral presentation) Learning outcomes: Unit 1: –– Nature of power –– Operation of state power in global politics –– Function and impact of international organisations and nonstate actors in global politics –– Nature and extent of interactions in global politics Unit 2: –– 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 Unit 3: –– Contested meanings of development –– Factors that may promote or inhibit development –– Pathways towards development –– Debates surrounding development: challenges of globalisation, inequality and sustainability Unit 4: –– Contested meanings of peace, conflict and violence –– Causes and parties to conflict –– Evolution of conflict –– Conflict resolution and post-conflict transformation

Assessments: SL: External assessment (75%) –– Paper 1 (1 hour 15 minutes): Source based responses (25 marks) 30% –– Paper 2 (1 hour 45 minutes): Two essays (50 marks) 45% Internal assessment (20 hours) –– Engagement Activity. Maximum 2,500 words (30 marks) 25% HL: External assessment (60%) –– Paper 1 (1 hour 15 minutes): Source based responses (25 marks) 20% –– Paper 2 (2 hours 45 minutes): Three optional themes (60 marks) 40%

Internal assessment (20 hours): (40%) –– Global political challenge presentation (6 topics) 20% –– Engagement Activity. Maximum 2,500 words (30 marks) 20% Resources/texts/materials –– PSI Library catalogue (IB recommended reading list) –– Internet resources (UN, BBC, The Guardian, CFR, Foreign Affairs, The Economist, Aljazzera, Podcasts, other news outlets, Youtube) –– Oxford IBDP Global Politics Course Companion –– Pearson Baccalaureate Global Politics –– Global Politics, Andrew Heywood –– Prisoners of Geography, Tim Marshall

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COURSE NAME:

DP History

Course content: Prescribed Subject (Paper 1) –– Conflict and Intervention (Genocide in Rwanda and Kosovo) History Topics (Paper 2) –– Authoritarian States. Europe: Germany—Hitler; USSR—Stalin, Mao (Asia), Nasser (Africa) –– Cold War. Stalin USSR and Western Europe; Nasser and Suez Crisis; Mao and the Chinese off-shore islands.

History of Europe ( Paper 3) HL –– 12. Imperial Russia, revolution and the establishment of the Soviet Union (1855–1924) –– 16. The Soviet Union and post-Soviet Russia (1924–2000) –– 18. Post-war central and eastern Europe (1945-2000) Assessment: Paper 1 (1 hour) HL and SL Conflict and Intervention This prescribed subject focuses on genocide in the late twentieth century. Two case studies are prescribed, from different regions of the world, and both of these case studies must be studied. The first case study explores the causes and consequences of the Rwandan Genocide of 1994. The second cases study examines the events in Kosovo in 1999.

Source-based paper based on the prescribed subject. Students answer four structured questions.

Paper 2 (1 hour 30 minutes) HL and SL Essay paper based on the 12 world history topics. Answer two essay questions on two different topics from: Authoritarian states (20th century) The Cold War: Superpower tensions and rivalries (20th century) Historical Investigation (Internal Assessment in History) Students are required to complete a historical investigation on a topic of their choice.

(25% of final grade for SL and 20% for HL).

Paper 3 (2 hours 30 minutes) The History of Europe, HL only Students answer three essay questions on European History topics: Imperial Russia, revolution and the establishment of the Soviet Union (1855–1924) The Soviet Union and post-Soviet Russia (1924–2000) Post-war central and eastern Europe (1945–2000) Resources/texts/materials –– Individuals and Societies History Library –– Individuals and Societies Video Library –– Teacher generated resources –– Internet resources

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DP Biology SL and HL

Group 4: Experimental Sciences

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Syllabus content: Topic 1: Cell Biology (15 hours) Topic 2: Molecular Biology (21 hours) Topic 3: Genetics (15 hours) Topic 4: Ecology (12 hours) Topic 5: Evolution and Biodiversity (12 hours) Topic 6: Human Physiology (20 hours) HL only Topic 7: Nucleic acids (9 hours) Topic 8: Metabolism, cell respiration and photosynthesis (14 hours) Topic 9: Plant biology (13 hours) Topic 10: Genetics and evolution (8 hours) Topic 11: Animal physiology (16 hours) Options: Neurobiology and Behavior, Biotechnology, Ecology, or Human Physiology (SL 15 hours / HL 25 hours) Lab hours: SL students must perform 40 hours and HL students 60 hours Outcomes: Upon successfully completing the course, students will be able to: –– Communicate knowledge using scientific terminology and vocabulary and detailed diagrams –– Support an informed point of view with evidence during discussions –– Design and perform laboratory investigations –– Analyse data, draw relevant conclusions and evaluate experiments –– Demonstrate personal skills of cooperation, perseverance and responsibility –– Demonstrate the manipulative skills necessary to carry out scientific investigations with precision and safety

Assessments: –– Tests and quizzes –– Modeling Biological Processes –– Laboratory investigations –– Mock Exam IB Standard Level Assessment Paper 1 = 20% Paper 2 = 40% Paper 3 = 20% Internal Assessment = 20% IB Higher Level Assessment Paper 1 = 20% Paper 2 = 36% Paper 3 = 24% Internal Assessment = 20% Resources/texts/materials: –– Allott, A. (2014). Biology: IB Study Guide 2014 Edition SL and HL. Oxford: Oxford Press.

–– Allott, A. (2014). IB Biology Course Book: 2014 Edition SL and HL. Oxford: Oxford Press. Print and electronic.

–– Clegg, C.J. (2007). Biology for the IB Diploma.

London: Hodder Education

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COURSE NAME:

DP Chemistry SL and HL

DP Design and Technology SL and HL

Syllabus content: Core (SL) 95 hours Topic 1: Stoichiometric relationships 13.5 Topic 2: Atomic structure 6 Topic 3: Periodicity 6 Topic 4: Chemical bonding and structure 13.5 Topic 5: Energetics/thermochemistry 9 Topic 6: Chemical kinetics 7 Topic 7: Equilibrium 4.5 Topic 8: Acids and bases 6.5 Topic 9: Redox processes 8 Topic 10: Organic chemistry 11 Topic 11: Measurement and data processing 10 Additional higher level (AHL) 60 hours Topic 12: Atomic structure 2 Topic 13: The periodic table—the transition metals 4 Topic 14: Chemical bonding and structure 7 Topic 15: Energetics/thermochemistry 7 Topic 16: Chemical kinetics 6 Topic 17: Equilibrium 4 Topic 18: Acids and bases 10 Topic 19: Redox processes 6 Topic 20: Organic chemistry 12 Topic 21: Measurement and analysis 2 Options 15 hours (SL)/25 hours (HL) A: Materials B: Biochemistry C: Energy D: Medicinal chemistry

001 Outcomes: Upon successfully completing the course, student will be able to: –– Understand, apply and use chemical facts, concepts, techniques and terminology –– Construct, analyse and evaluate chemical hypotheses, research questions and predictions –– Demonstrate personal skills of cooperation, perseverance and responsibility –– Demonstrate the manipulative skills necessary to carry out scientific investigations with precision and safety Assessments: –– Tests and quizzes –– Assignments –– Laboratory investigations –– Mock Exam IB Standard Level Assessment Paper 1 = 20% Paper 2 = 40% Paper 3 = 20% Internal Assessment = 20% IB Higher Level Assessment Paper 1 = 20% Paper 2 = 36% Paper 3 = 24% Internal Assessment = 20% Resources/texts/materials: –– Oxford University Press. Chemistry Course Companion –– Oxford University Press. IB Study Guide: Chemistry

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Course syllabus content: Standard Level 1. Human factors and ergonomics (12 hours) 2. Resource management and sustainable production (22 hours) 3. Modelling (12 hours) 4. Raw material to final product (23 hours) 5. Innovation and design (13 hours) 6. Classic design (8 hours) Higher Level 7. User-centred design (UCD) (12 hours) 8. Sustainability (14 hours) 9. Innovation and markets (13 hours) 10. Commercial production (15 hours) 002 Outcomes: Upon successfully completing this course, all students will be able to: 1. Demonstrate knowledge and understanding of: a. facts, concepts, principles and terminology b. design methodology and technology c. methods of communicating and presenting technological information.

2. Apply and use: a. facts, concepts, principles and terminology b. design methodology and technology c. methods of communicating and presenting technological information

Assessments: Standard Level Exam Paper 1: 30% Exam Paper 2: 30% Design Project: 40% Higher Level Exam Paper 1: 20% Exam Paper 2: 20% Exam Paper 3: 20% Design Project: 40% In class Past papers Quizzes Oral individual / group presentations Practical teacher directed activities, in preparation for the Design Project Resources/texts/materials: –– Metcalfe, P. and Metcalfe, R. Design & Technology –– Smith, R. and Alder, S. (Aug 22, 2011). IB Design Technology Standard & Higher Level (OSC IB Revision Guides for the International Baccalaureate Diploma –– Students are also provided with a list of useful external websites.

3. Construct, analyse and evaluate: a. design briefs, problems, specifications and plans b. methods, techniques and products c. data, information and technological explanations 4. Demonstrate the appropriate research, experimentation, modelling and personal skills necessary to carry out innovative, insightful, ethical and effective designing.

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COURSE NAME:

Syllabus content: Topic 1 — Foundations of Environmental Systems and Societies (16 hours) Topic 2 — Ecosystems and Ecology (25 hours) Topic 3 — Biodiversity and Conservation (13 hours) Topic 4 — Water and Aquatic Food Production Systems and Societies (15 hours) Topic 5 — Soil Systems and Terrestrial Food Production Systems and Societies (12 hours) Topic 6 — Atmospheric Systems and Societies (10 hours) Topic 7 — Climate Change and Energy Production (13 hours) Topic 8 — Human Systems and Resource Use (16 hours)

Syllabus content (SL & HL): Unit 1: Measurements and Uncertainties (5 hours) Unit 2: Mechanics (22 hours) Unit 3: Thermal Physics (11 hours) Unit 4: Waves (15 hours) Unit 5: Electricity and Magnetism (15 hours) Unit 6: Circular Motion and Gravitation (5 hours) Unit 7: Atomic, Nuclear and Particle Physics (14 hours) Unit 8: Energy Production (8 hours) Unit 9: (HL only) Wave Phenomena (17 hours) Unit 10: (HL only) Fields (11 hours) Unit 11: (HL only) Electromagnetic Induction (16 hours) Unit 12: (HL only) Quantum and Nuclear Physics (16 hours) Option D: Astrophysics (15 hours at SL, 22 hours at HL)

DP Environmental Systems and Societies – SL Only

Outcomes: Upon successfully completing the course, students will be able to: –– Communicate knowledge using scientific terminology, vocabulary and detailed diagrams –– Analyse case studies by identifying the appropriate information and applying past knowledge –– Support an informed point of view with evidence during discussions –– Design and perform laboratory investigations –– Analyse data, draw relevant conclusions and evaluate experiments –– Demonstrate personal skills of cooperation, perseverance and responsibility –– Demonstrate the manipulative skills necessary to carry out scientific investigations with precision and safety Assessments: –– Tests and quizzes –– Assignments –– Laboratory investigations –– Mock exam IB Standard Level Assessment Paper 1 = 25% Paper 2 = 50% Internal Assessment = 25%

DP Physics SL and HL

Outcomes: Upon successfully completing the course, students will be able to: –– Demonstrate an understanding of, apply and use: –– Scientific facts and concepts –– Scientific methods and techniques –– Scientific terminology –– Methods of presenting scientific information –– Construct, analyse and evaluate: –– Hypotheses, research questions and predictions –– Scientific methods and techniques –– Scientific explanations –– Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for effective scientific investigation and problem solving –– Demonstrate the manipulative skills necessary to carry out scientific investigations with precision and safety

Assessments: Tests and assignments, from DP past papers Laboratory investigations Group 4 Project Mock Exam IB Standard Level Assessment Paper 1 = 20% Paper 2 = 40% Paper 3 = 20% Internal Assessment = 20% IB Higher Level Assessment Paper 1 = 20% Paper 2 = 36% Paper 3 = 24% Internal Assessment = 20% Resources/texts/materials: –– Homer and Bowen-Jones Physics Course Companion. Oxford University Press, 2014 –– Kirk. IB Study Guides Physics. Oxford: Oxford University Press, 2007 –– Various websites

Resources/texts/materials: –– Davis, A and Garrett, N (2015). Environmental Systems and Societies. Essex: Pearson Baccalaureate –– Greenwood, T. et al. (2007) Environmental Science. 2nd ed. Hamilton: Biozone International Ltd. –– Palmer, A (2010). IB Environmental Systems and Societies Revision Guide. Oxford: Oxford Study Course –– Rutherford, J and Williams, G (2015). Environmental Systems and Societies. Oxford: Oxford –– Students are also provided with a list of useful external websites.

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DP Mathematical Studies (SL)

Group 5: Mathematics

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Syllabus content: –– Unit 1: Number and Algebra (number sets, approximation, scientific notation, units of measurement) –– Unit 2: Descriptive Statistics (classification of data, frequency histograms and cumulative frequency curves, measures of central tendency and measures of dispersion) –– Unit 3: Geometry and Trigonometry (equation of a line in two dimension; use of sine, cosine, and tangent ratios in right-angled triangles; use of sine and cosine rules, geometry of three-dimensional solids) –– Unit 4: Mathematical Models (concept of a function; linear, quadratic, and exponential models, using polynomials of higher degree, reading and interpreting graphs) –– Unit 5: Statistical Applications (the normal distribution; bivariate data, scatter diagrams, line of best fit; the Chi-squared test for independence and Pearson’s correlation coefficient) –– Unit 6: Introduction to Differential Calculus (concept of derivative as a rate of change, the derivative of polynomial and rational functions, equations of the tangent and normal lines, increasing and decreasing functions, optimisation problems) –– Unit 7: Sequences and Series (arithmetic and geometric sequences, financial mathematics - simple and compound interest) –– Unit 8: Set Theory (basic concepts of set theory, Venn diagrams and simple applications) –– Unit 9: Probability (sample space; probability of simple and combined events; use of tree diagrams, Venn diagrams, sample space diagrams, and tables; conditional probability.)

–– Unit 10: Logic (symbolic notation of propositions, compound statements, truth tables; testing the validity of a simple argument) Outcomes: Upon successfully completing the course, students will be able to –– Read, interpret, and solve a given problem using appropriate mathematical terms, strategies and techniques –– Organise and present information and data in tabular and / or diagrammatic form appropriate for further analysis –– Formulate a mathematical argument clearly –– Recognise patterns and structures in a variety of situations, and make generalisations –– Use appropriate technological devices as mathematical tools –– Understand the practical applications of mathematics and demonstrate appropriate use of mathematical modeling –– Demonstrate an understanding of both the significance and the reasonableness of results Assessments: –– Mathematical investigations –– Tests and quizzes –– Internal Assessment: –– Project - 25 hours of class time, 20% of the final grade.

–– An individual piece of work involving collection of information, its analysis, and evaluation.

–– External assessment : –– Examination Paper 1 - 1 hour 30 minutes, 40% of the final grade.

–– Examination Paper 2 - 1 hour 30 minutes, 40% of the final grade.

Resources/texts/materials: Blythe, P., et al. Mathematical Studies Standard Level. Course Companion. Oxford University Press, 2012.

Bedding, S., et al. Mathematical Studies. Course Companion. Oxford University Press 2007 Coad M., et al. Mathematics for the International Student: Mathematical Studies SL. Haese & Harris Publications 2004 159

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COURSE NAME:

COURSE NAME:

Syllabus content: –– Unit 1: Algebra (Sequences and series, exponents and logarithms, binomial theorem) –– Unit 2: Functions and Equations (Composite and inverse functions; transformation of graphs; quadratic, exponential, logarithmic and polynomial functions) –– Unit 3: Circular Functions and Trigonometry (The circle, trigonometric functions, their properties and transformations; inverse trigonometric functions; trigonometric equations; solutions of triangles. ) –– Unit 4: Vectors (Operations with vectors; scalar, product and its applications; equations of lines) –– Unit 5: Statistics and Probability (Population; sample; data analysis; measures of central tendency and spread; Pearson’s product-moment; regression lines; random events; use of Venn diagrams, tree diagrams and tables of outcomes; probability laws: addition and multiplication laws; conditional probability; independent events; probability distributions; normal and binomial distribution) –– Unit 6: Calculus - Differential Calculus(Rate of change; definition of the derivative; derivatives of composite functions; implicit differentiation; application of differential calculus; second derivative; points of inflexion; optimisation) Integral Calculus (integration, definite integrals, areas between the curves, volumes of revolution)

Outcomes: Upon successfully completing the course, students will be able to –– Read, interpret and solve a given problem using appropriate mathematical terms –– Organise and present information and data in tabular, graphical and / or diagrammatic forms –– Know and use appropriate notation and terminology –– Formulate a mathematical argument and communicate it clearly –– Select and use appropriate mathematical strategies and techniques –– Demonstrate an understanding of both the significance and the reasonableness of results –– Recognise patterns and structures in a variety of situations, and make generalisations –– Recognise and demonstrate an understanding of the practical applications of mathematics –– Use appropriate technological devices as mathematical tools –– Demonstrate an understanding of and the appropriate use of mathematical modeling.

Syllabus content: –– Unit 1: Algebra: Sequences and series, exponents and logarithms, binomial theorem, mathematical induction, complex numbers, modulus-argument (polar) form, deMoivre’s theorem, conjugate roots of polynomial equations.

–– Unit 2: Functions and Equations: Composite, odd, even, identity and inverse functions; transformation of graphs; rational functions and their graphs; polynomial, quadratic, exponential, logarithmic and polynomial functions and their applications; inequalities.

–– Unit 3: Circular Functions and Trigonometry: The unit circle; trigonometric ratios; trigonometric functions, their properties and transformations; inverse trigonometric functions; trigonometric equations and identities; solutions of triangles, cosine and sine rules, area of a triangle.

–– Unit 4: Vectors: Concept of a vector; scalar and vector products; equations of a lines in two and three dimensions; applications to kinematics; equation of a plane; intersections of a line with a plane; angles and distances between a line and a plane and between two lines.

–– Unit 5: Statistics and Probability: Population, sample, data analysis, measures of central tendency and spread; random events; addition and multiplication laws; conditional probability; independent events; Bayes Theorem; probability distributions; normal, binomial and poisson distributions.

–– Unit 6: Calculus: Rate of change; definition of the derivative; derivatives of composite functions; implicit differentiation; second derivative; application of the differential calculus: extrema, points of inflexion; optimisation; indefinite and definite integrals; areas between the curves; volumes of revolution; kinematic problems involving displacement, velocity and acceleration; integration by parts and by substitution; solving differential equations.

–– Unit 7: Option 9: Calculus: Infinite sequences and their convergence or divergence; continuity and differentiability of a function at a point; Rolle’s theorem; mean value theorem;a definite integral as a limit of a sum; fundamental theorem of calculus; improper integrals; first-order differential equations; geometric interpretation; Euler’s method; number, power, Maclaurin and Taylor series; the Lagrange form of the error term; Taylor series developed from differential equations; evaluation of limits using l’Hopital’s rule or the Taylor series.

DP Mathematics SL

Assessments: –– Mathematical investigations –– Tests and quizzes –– Internal Assessment: Mathematical Exploration 20% of the Final grade –– This is a piece of written work that involves investigating an area of mathematics.

–– External assessment: 3 hrs Exam 80% of the Final Grade (Paper 1- 1 hr 30, Paper 2 - 1 hrs 30 min) Resources/texts/materials: –– Fannon, P., Kadelburg, V., Woolley, B., and Ward, S. Mathematics Standard Level for the IB Diploma, 2012 –– LaRondie, P., Fensom, J., Stevens, J. IB Course Companion: Mathematics Standard Level, 2012.

–– Martin, D., et al. Mathematics for the International Student: Mathematics SL SA, Australia: Haese Mathematics, 2012.

–– Smedly R., Wiseman G. Mathematics Standard Level for the IB Diploma, 2005

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DP Mathematics HL

Outcomes: Upon successfully completing the course, students will be able to: –– Read, interpret and solve a given problem using appropriate mathematical terms –– Organise and present information and data in tabular, graphical and/ or diagrammatic forms –– Know and use appropriate notation and terminology

–– Formulate a mathematical argument and communicate it clearly –– Select and use appropriate mathematical strategies and techniques –– Demonstrate an understanding of both the significance and the reasonableness of results –– Recognise patterns and structures in a variety of situations and make generalisations –– Recognise and demonstrate an understanding of the practical applications of mathematics –– Use appropriate technological devices as mathematical tools –– Demonstrate an understanding of and the appropriate use of mathematical modeling Assessments: –– Mathematical investigations –– Tests and quizzes –– Exam and Mock Exams –– Internal Assessment: Mathematical Exploration – 20% of the final grade. This is a piece of written work that involves investigating an area of mathematics.

–– External Assessment: Exams – 80% of the final grade Paper 1 – 2 hours; 30% Paper 2 – 2 hours; 30% Paper 3 – 1 hour; 20% Resources/texts/materials: –– Blythe, P. et al. Mathematics for the International Student: Mathematics HL, Options 2004.

–– Garry, T., Wazir, I. HL Mathematics for the IB Diploma, 2012.

–– Martin, D., et al. Mathematics for the International Student: Mathematics HL SA, Australia: Haese Mathematics, 2012.

–– Neill, H., and Quadling, D. Mathematics HL for the IB Diploma: Higher Level 1, 2008.

–– Urban, E. et al. Mathematics for the International Student: Mathematics HL Core, 2004.

–– Inthinking –– IB Questionbank –– YouTube videos

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COURSE NAME:

PSI Mathematics Syllabus content: –– Unit 1: Number and Algebra (number sets, approximation, units of measurement) –– Unit 2: Linear and Exponential Algebra (Linear equations, simultaneous equations and exponent laws) –– Unit 3: Geometry (Cartesian plane, Pythagorean Theorem, perimeter and area of basic shapes, geometry of 3D shapes) –– Unit 4: Function notation and Quadratic functions (concept of a function; linear, quadratic, and exponential models, reading and interpreting graphs, solving quadratic equations by factoring) –– Unit 5: Descriptive Statistics (Classifying data as discrete or continuous, ways to display data, measures of central tendency) –– Unit 6: Sequences and Consumer Maths (arithmetic sequences,percentage, discounts, loans, salary wages, simple and compound interest) –– Unit 7: Set Theory (basic concepts of set theory, Venn diagrams and simple applications) –– Unit 8: Probability (sample space; probability of simple events; use of tree diagrams, Venn diagrams, sample space diagrams, and tables.)

Outcomes: Upon successfully completing the course, students will be able to –– Read, interpret, and solve a given problem using appropriate mathematical terms, strategies and techniques –– Organise and present information and data in tabular and / or diagrammatic form appropriate for further analysis –– Recognise patterns and structures in a variety of situations, and make generalisations –– Use appropriate technological devices as mathematical tools –– Understand the practical applications of mathematics and demonstrate appropriate use of mathematical modeling –– Demonstrate an understanding of both the significance and the reasonableness of results Assessments: –– Mathematical investigations –– Tests and quizzes Resources/texts/materials: –– Bedding, S., et al. Mathematical Studies. Course Companion. Oxford University Press 2007 –– Blythe, P., et al. Mathematical Studies Standard Level. Course Companion. Oxford University Press, 2012.

–– Coad, M., et al. Mathematics for the International Student: Mathematical Studies SL. Haese & Harris Press 2012

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COURSE NAME:

DP Theatre SL and HL

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Syllabus content: Each of the four assessment tasks asks the students to: –– Theatre in Context: Examine the personal, theoretical and cultural contexts that inform theatre-making –– Theatre Processes: Explore the skills, techniques and processes involved in theatre-making –– Presenting Theatre: Consider the staging and presentation of theatre with respect to intention and audience impact Outcomes: Upon successfully completing the course, students will be able to: –– Demonstrate knowledge and understanding of the relationship between theatre and its contexts –– Demonstrate appropriate skills and techniques of different specialist roles: creator, director, designer, performer –– Demonstrate an understanding of production elements and theatre practices –– Evaluate critically a range of diverse performances –– Engage practically in creating and presenting performances, including a basic level of technical proficiency –– Reflect on their own development in theatre through continual self-evaluation and recording –– Acquire appropriate research skills and apply them –– Demonstrate an ability to interpret play texts and other types of performance texts analytically and imaginatively –– Demonstrate initiative and perseverance in both individual and group projects –– Evaluate the relevance of selected research sources to personal practice Assessments: Task 1: Solo Theatre Piece (HL ONLY - 35%) Students research a theatre theorist, identify an aspect of their theory, and create a fully produced solo piece of theatre. Each student submits for assessment: –– A report (3000 words) –– A video recording of their entire solo theatre piece (4-8 minutes) Task 2: Director’s Notebook (SL - 35%, HL - 20%) Students research a published play and develop a director’s vision presenting their directorial and design intention. They also describe how they would direct two moments from the play. Each student submits for assessment: –– A Director’s Notebook (20 page maximum) Task 3: Research Presentation (SL - 30%, HL - 20%) Students research and present the cultural and theoretical context of a world theatre tradition and identify one performance convention from that tradition to explore through a presentation of that convention in a moment of theatre. Each student submits for assessment: –– A video recording of the entire presentation (15 minutes maximum) Task 4: Collaborative Project (SL - 35%, HL - 25%) Students collaboratively create, design, and present an original piece of theatre while document the process through a process portfolio. Each student submits for assessment: –– A process portfolio (15 pages maximum) –– A video recording as evidence of their specific contributions (4 minutes maximum) This task is assessed internally.

Resources: These vary based on the research projects and productions selected each year.

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DP Visual Arts SL and HL Syllabus content: Topic 1: Interpretation of an Artwork (in connection with a museum visit ) (introducing all DP VA components: Comparative Study, Process Portfolio and Exhibition) Topic 2: Narrative (2D, non-digital) Topic 3: Power (Sculpture or Textile) Topic 4: Comparative Study of artworks by artists from different cultural contexts Topic 5: Transformation (Digital or Lens-based) Topic 6: Individual studio work and documenting all processes in visual art journal in preparation for final assessments Outcomes: Upon successfully completing the course, students will be able to: –– Develop the skills and techniques of investigation – both visual and written –– Relate art to its cultural, historical, and theoretical contexts –– Explore art concepts and art elements –– Develop and use the processes of art criticism and analysis –– Develop confidence and expertise in the use of various media –– Extend their knowledge of design –– Share their work with an audience through displays and exhibitions including their final exhibit –– Extend individual investigation to inform practical work –– Make connections between ideas and practice – both their own and others Assessments: Component 1: A Comparative Study (Externally Assessed 20%) Compare and contrast analysis of at least two artists, three artworks, techniques for making art and the theory behind the work SL/HL: 10-15 screens For HL students this will include 3-5 reflective slides on how this relates to their own work Component 2: A Process Portfolio (Externally Assessed 40%) Demonstration and engagement with a variety of different techniques, process, and concepts within an art journal Documentation of the creation of an individual body of work SL: 9-18 screens HL: 13-25 screens Component 3: An exhibition with written rationale (Internally Assessed 40%) Creation of a body of work for exhibition Students reflect on the decisions made during the creation process and the rationale for the selection of certain pieces for exhibition SL: 4-7 pieces with 2 reflective commentaries HL: 8-11 pieces with 4 reflective commentaries Resources/texts/materials: –– Art21 [DVD] –– Wide range of museum sites and resources depending on students’ individual needs

COURSE NAME:

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Theory of Knowledge (TOK)

Syllabus content: The TOK course is self-consciously inter-disciplinary and holistic, so the following units represent shifts in focus rather than exclusive content.

Other

Unit 1: The nature of “truth” and “knowledge” Unit 2: Cultural perspectives and differences in knowledge Unit 3. Overview of the ways of knowing (WOKs): reason, perception, language and emotion.

Unit 4: Natural Sciences as an area of knowledge (AOK) Unit 5: Human Sciences as an AOK. Unit 6: Ethics as an AOK. Unit 7: Art as an AOK Unit 8: History as an AOK Unit 9: Mathematics as an AOK. Unit 10: The oral presentation Unit 11: The essay on a prescribed title.

Discussion of “knowledge questions” and formative work on the assessments, will be distributed throughout the course.

Outcomes: Upon successfully completing the course, students will be able to: –– critically analyze knowledge claims, their underlying assumptions and their implications –– generate questions, explanations, conjectures, alternative ideas and possible solutions to knowledge issues raised within AOKs, WOKs and their own experience as learners –– demonstrate an understanding of different perspectives on knowledge issues –– make effective connections and comparisons between different approaches to knowledge that come from different AOKs, WOKs, theoretical positions and cultural values –– demonstrate an ability to give a personal, self-aware response to a knowledge issue –– formulate and communicate ideas clearly with due regard for accuracy and academic honesty.

Assessment: Part 1. Internal assessment (10 points) The oral presentation (approximately 10 minutes per student).

Students make one presentation to their class organized around one or more knowledge questions and using the analytical approach learned in the course.

Part 2. External assessment (20 points) Students will write an essay on a “prescribed title” (1,600 words) They will choose from a list of six titles prescribed by the IBO for each examination session.

Resources/texts/materials: –– Bastion, S. Theory of Knowledge –– Reuben, A. Man the Measure.

–– Van de Lagemaat, R. Theory of Knowledge –– Woolman, M. Ways of Knowing –– IB Diploma Coursebook: Theory of Knowledge –– Internet resources –– Individuals and Societies departmental video library

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Reporting

BEYOND THE CURRICULUM

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Report Cards Report cards are distributed four times a year. Progress reports are distributed at the halfway point of each semester, approximately in November and April. Semester-end reports are distributed at the end of each semester, approximately in January and in June.

Quarter report cards provide an interim set of comments and provisional results on achievement.

These marks are not put on any transcript. They are designed to indicate the current level of achievement of each student. Students in the MYP do not receive an overall grade for their courses in the first quarter; they are marked on criteria only; this is because not all criteria have been assessed that early in the year.

DP students receive a summative grade each quarter.

Semester-end report card marks are entered onto transcripts in Grades 9-12.

In addition to these formal reports, we encourage parents and students to speak frequently to teachers regarding student progress. Parents and students can also check student progress on MyPSI. We expect teachers to contact parents and administration regarding students who are at risk of failing any course.

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1-7 Scale Students are assessed on a scale of 1-7 in alignment with IB assessment protocols. In both MYP and DP, teachers use specific criteria to assess student progress. In MYP particularly, rubrics for each subject area describe student achievement. The descriptors offered below should be taken as a general guide.

Students and parents should speak directly to teachers for more specific information about grading procedures and criteria.

Excellent 7

The student shows a thorough understanding of the required knowledge and skills. Work thus far has been of a high standard. The student sustains originality and insight at most times.

Very Good 6

The student has a very good level of understanding of the required knowledge and skills thus far and work of a high quality is usually produced. The student generally demonstrates originality and insight.

Good 5

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

Satisfactory 4

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

Limited 3

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

Very limited 2

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

Minimal 1

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

0

The student has produced work that fails to meet any of the criterion levels or has not turned in sufficient work to be assessed on a given criterion.

No Grade (NG) Incomplete (I)

The student has not produced sufficient work to receive one of the above descriptors. This mark is reserved for students who have special circumstances (e.g., late arrival into the programme or extended excused absences). The expectation is that the work will be completed and a grade assigned at a later date.

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Application and Attitude Grades The aim of the IB is to inspire the ‘spirit of the life-long learner.’ At PSI, we believe that an important first step in that process is having the student take greater control over assessment in order to maximise success. We encourage students to: –– Understand the expectations of each teacher and course –– Understand their own learning style –– Engage actively in learning and assessment –– Develop subject-based skills –– See ‘getting stuck’ as a positive opportunity to advance learning –– Take intellectual risks –– Reflect on what they have learnt The Application and Attitude grades reflect the students’ effort and engagement with classroom learning as active and responsible learners. These marks are based on: –– Completing tasks punctually: The student completes homework, assessments and group projects on time. Students who are absent submit the work by e-mail or contact the teacher ahead of time to discuss any difficulties they have meeting the deadline.

–– Working independently and taking personal responsibility: The student is organised, comes prepared for class, completes homework, manages time effectively and shows initiative when appropriate. The student is reflective about his or her actions and tries to learn from mistakes.

–– Demonstrating commitment and a positive attitude: The student makes positive contributions in class, works diligently at all times, shows motivation, and enthusiasm towards his/her studies. The student also shows perseverance in the face of difficulty.

–– Demonstrating respect for self: The student has good attendance and punctuality to school and to each class. S/he takes responsibility for his/her actions, behaves in a responsible and mature manner, and demonstrates integrity in his/her work.

–– Working respectfully and productively in whole and small groups: The student is courteous, works collaboratively, and shows respect for the learning environment and everyone’s right to learn.

To achieve the highest grades, students should be conscientious in all of the above areas on a consistent basis.

Report Card Descriptors for Application and Attitude Grades A (Excellent): The student is consistently conscientious, demonstrating an excellent attitude towards his/ her studies B (Good): The student demonstrates a good attitude and level of application most of the time C (Satisfactory): The student applies himself / herself to a satisfactory degree D (Limited): The student needs to demonstrate greater application and engagement towards his / her studies E (Very Limited): The student does not meet the basic requirements of the tasks set

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Awards and Recognitions Each semester, the Secondary School holds an Honours Assembly to acknowledge outstanding work by students. At both assemblies, we recognise Honours and High Honours students, as well as Application and Attitude recipients. At the June assembly, we also recognise individual student achievement in each of the areas of the learner profile and award several school-wide awards for outstanding effort and achievement.

All school-wide awards are awarded by teacher vote.

Honour Role Students receive Honour Roll recognition if they achieve the following: –– Grades of 5, 6 or 7 in every course –– An A or B in TOK for Grade 11 and 12 –– A satisfactory or above in ungraded courses (e.g., EAL) –– Satisfactory completion of CAS / Service Learning requirements –– Satisfactory for works in progress and A or B on Extended Essay; a 5, 6 or 7 on Personal Project upon completion of those projects –– No Attitude and Application grade below a B –– For DP only: As above plus a minimum of 30 points overall High Honour Roll Students receive High Honour Roll recognition if they achieve the following: –– Grades of 6 or 7 in every course –– An A or B in TOK for Grade 11 and 12 –– A satisfactory or above in ungraded courses (e.g., EAL) –– Satisfactory completion of CAS/C&S requirements –– Satisfactory for works in progress and A or B on Extended Essay; a , 6 or 7 on Personal Project upon completion of those projects –– No Attitude and Application grade below a B –– For DP only: As above except a 5, 6 or 7 in every course plus a minimum of 36 points overall NOTE: In the first quarter of a student’s move from Standard to Extended Maths or up a phase in MYP Language Acquisition, the School accepts a 4 in that subject for Honours and a 5 in that subject for High Honours. However, the attitude grade still counts towards the honours certificate.

Application and Attitude Grade Awards At the end of each semester, students who do not make the honour roll but achieve only A and B marks in this category receive a certificate that recognises sustained commitment and a positive attitude regardless of the student’s natural flair or ability.

Students with 20 or more unexcused absences cannot earn above a C overall in Application and Attitude and are therefore ineligible for Honours or High Honours awards.

Attendance Awards PSI recognises students who have a combined record of three or fewer absences and five or fewer times late to school. Students must meet both criteria to receive an Attendance Award. School-related absences (e.g., CEESA tournaments, MUN, etc.) are not counted in determining attendance records.

Learner Profile Awards Each month, the Secondary School focuses on a different learner profile trait. Students and staff can nominate students who exemplify that trait and can provide examples of why that is so. Awards are given out at the monthly assemblies.

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Departmental Awards Each department nominates one student each for Grades 6 - 8, 9 - 10 and 11 - 12. These are not necessarily the highest achieving students in classes but the ones who most consistently demonstrate one or more learner profile traits. Awards are given at the end-of-year assembly.

Roman Jacobi Award Named for one of the School’s founders, this award is presented to a Grade 6 – 10 male student who has demonstrated outstanding effort and achievement in the IB Middle Years Programme.

Lady Claire Asquith Award Named for one of the School’s founders, this award is presented to a Grade 6 – 10 female student who has demonstrated outstanding effort and achievement in the IB Middle Years Programme.

Rowland Jepson Award Named for the School’s first IB Diploma coordinator, this award is presented to a student of either gender in Grade 11 or 12 for outstanding effort and achievement in the IB Diploma Programme.

Luis and Alexandra Baqueriza Award Named for two of the School’s founders, this award is given to a student of any grade level (6-12) or gender for outstanding commitment to community service.

ECIS International Student Award The European Council of International Schools (ECIS) asks schools to nominate a student who has demonstrated a clear commitment to sustained interaction with students of other nationalities, languages or ethnic backgrounds in a spirit of international understanding and cooperation. There are no limitations in respect to the age, nationality, class or level of academic performance of the student.

Support Services In addition to recognising and rewarding excellence, PSI provides on-going support for students of all abilities.

Learning Support (LS) PSI employs a full time LS teacher and two teaching assistants for Grades 6 - 12 to assist students with mild to moderate learning disabilities. She also acts as a Resource Teacher for students who exhibit learning or behavioural problems and works with the classroom teacher to modify and adapt assignments, develop behaviour plans, and model teaching strategies. On occasion, students requiring extra assistance may be pulled out of class to receive additional support as needed. The level of intervention will be determined by the student’s need as identified through formal and informal assessments, classroom observations, and feedback from parents and staff.

English as an Additional Language (EAL) Students with limited English receive support through the EAL programme. Instead of taking French, Russian, Spanish or Ukrainian, EAL students receive five additional periods of English per week. These classes focus on helping the student develop his / her academic English. In addition, the EAL teachers work with classroom teachers and sometimes attend other classes to provide additional support.

Students are placed in this programme based on a combination of teacher recommendation, samples of work and testing.

School Counsellor The Secondary School counsellor works with students in a variety of ways. She provides assistance with

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college applications and placement (including some college testing). She works with Homeroom teachers in developing a curriculum for pastoral issues ranging from substance abuse to bullying, from study skills to social skills. In addition, she is available for small group or individual personal counselling. These sessions are confidential.

Athletics, Extracurricular Activities and Trips

At Risk Interventions

The Athletic Director posts sign up lists in the gym for students before each season begins. Middle School (MS) teams train and compete on Tuesdays and Thursdays, while High School (HS) teams train and compete on Mondays, Wednesdays and Fridays. Students are asked to commit to all practices, games and tournaments when signing up/trying out for a team.

At each reporting period, PSI identifies students who are receiving a 0, 1, 2 or no grade in any classes. (A grade of 3 is a passing grade; any grade below 3 is a failing grade.) Individual teachers contact parents to discuss plans to support that child. For students failing two or more classes, the principal sends letters to parents asking to meet and set up a contract.

Transcript Reviews Students in Grades 9-12 are particularly at risk if they fail courses, as this may impact their ability to graduate. High school transcripts are reviewed every semester. The school contacts parents of any student who does not have the appropriate number of credits toward graduation. These students are also put on a contract that is reviewed regularly.

Daily or Weekly Check-Ins Students who are struggling academically or behaviourally may be closely monitored for a limited period of time. Students on a daily check in system identify up to four goals for themselves. They must have teachers sign off on those goals each day. That report is submitted to an administrator or the counsellor who scans it and sends it to parents. Students on a weekly check in receive a comment each week from each teacher. This Google document form is sent home to parents and to the student. Students who do not improve as a result of these supports may be placed on an academic or behavioural contract.

Academic Contracts Students who are failing or missing grades for two or more classes in a marking period are placed on an Academic Contract. The principal meets with the parents and the student, outlines what areas need focus, and works with them to draw up a plan for student progress. Parents, students and the school are all assigned roles to support the student, and progress is checked at least monthly. Students are generally placed on academic contracts for only one year. Students who fail to make progress beyond that period are reviewed by the administration to determine if further support is possible or if exit from the school is a better option for the student.

Behavioural Contracts Students who engage in repeated acts of misconduct are placed on a Behavioural Contract. As with the Academic Contract, the principal meets with the student and the parents to draw up the specific guidelines for behaviour and assigns roles to parents, students and the school for supporting the student. Students are generally placed on behavioural contracts for one year, after which time the administration reviews their overall record to determine if students can continue at PSI and under what circumstances.

Attendance Contracts Students who have 20 or more absences and / or 20 or more tardies - either excused or unexcused - may be placed on an Attendance Contract. As with other contracts, this is an agreement among administration, students and parents. The contract lasts for one calendar year, after which the contract may be ended or extended, or the student can be held back a year or asked not to return for the following school year.

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Athletics: Home of the Panthers!

PSI is a proud member of the Central and Eastern European Schools Association (CEESA) as well as a league of Kyiv International Schools. Teams compete both locally and throughout the CEESA region

For CEESA tournaments, the cost of the flight is borne by the parents. As per CEESA regulations, students are housed with families from the host school for the duration of the tournament, which allows great friendships to be made.

Students must be in good academic and behavioural standing before they are allowed to participate in games or tournaments. Students may be pulled from the roster at any time, including for tournament participation, if they are not meeting the academic standards set for them.

Season 1 (August – November)

Season 2 (December-March)

Season 3 (March-May)

MS Boys and Girls Tennis

MS Boys and Girls Basketball

MS Boys and Girls Volleyball

MS Boys and Girls Soccer

HS Boys and Girls Basketball

HS Boys and Girls Volleyball

HS Boys and Girls Soccer

MS Boys and Girls Badminton

HS Boys and Girls Tennis

MS/HS Boys and Girls Cross Country Running

MS/HS Boys and Girls Track & Field

Please note that the availability of these sports is based on numbers of students participating.

Extra Curricular Activities (ECAs) The ECA coordinator organises three seasons of the ECA programme each year. All activities are included in the school fees. As a member of CEESA, students may participate in a range of activities and may also attend tournaments at schools around our region.

Activities with traveling teams: CEESA Knowledge Bowl (MS / HS) Robotics (MS / HS) HS)

ISTA Drama Festival (MS / HS) Math Counts (MS / HS)

Destination Imagination (MS) Model United Nations (MS /

In addition, students may choose activities from a wide range of choices that change each year. Past activities have included: Maths Club Mother Tongue Language Lessons Ceramics Pens of PSI Plays/Musicals Chess Stock Market Club Yearbook Pysanki

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We encourage parents to join in activities that support the educational and extracurricular goals of PSI. Any parent who has special skills to offer and would be willing to organise an after-school activity can contact the Activities Coordinator.

Before each season begins, students can access (from the ECA website) a list of available activities. They select which ones they want to do, and complete an on-line registration. Students who join the school mid-season may be able to join some activities with the permission of the ECA coordinator and the teacher leading that activity.

If any of the activities are cancelled due to weather conditions or other school events, parents are informed by telephone or by e-mail. It is important to arrange a pick-up point to meet your child immediately after the activity is over. If a student is absent from school for any reason, s/he may not attend after-school activities on that day.

Field and Day Trips Throughout the year, students may leave campus with their teachers to engage in off-site activities related to the curriculum or to community and service projects. We consider these trips to be an important part of our overall school programme, as they extend learning, provide real-life applications, and develop in students a greater appreciation of their host country and host city. Teachers notify parents when such trips are taken, and require parent written permission for students to participate.

Week Without Walls Each September, all students in Grades 6-12 leave Kyiv for one week to engage in the annual Week Without Walls. These trips are considered a mandatory part of the school programme. They are an important part of the school’s curriculum and include assessments that are part of the first quarter reports. Students engage in a range of activities that promote social relationships, leadership, and have specific ties to parts of their grade level curriculum. Upon return, each grade level prepares a presentation for a Week Without Walls assembly.

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Sample Grade 6 – 8 MYP Schedule

APPENDICES

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PERIOD

SCHEDULE

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

HR

8:25 – 8:35

Homeroom

Homeroom

Homeroom

Homeroom

Homeroom

1

8:35 – 9:15

Language Acquisition Russian/ French/EAL

Individual & Societies

Design / Music

PHE

Science

2

9:15 – 9:55

Language Acquisition Russian/ French/EAL

Individual & Societies

Design / Music

PHE

Science

Break

9:55 – 10:05

BREAK

BREAK

BREAK

BREAK

BREAK

3

10:05 – 10:45

Art/Drama

PHE

Math

Language & Literature English

Individual & Societies

4

10:45 – 11:25

Art/Drama

PHE

Math

Design / Music Language & Literature English

Individual & Societies

LUNCH

11:25 – 12:05

LUNCH

LUNCH

LUNCH

LUNCH

LUNCH

5

12:05 – 12:45

Homeroom

Art/Drama

English

Homeroom

Language Acquisition Russian/ French/EAL

6

12:45 – 13:25

Science

Science

English

Design / Music

Language Acquisition Russian/ French/EAL

BREAK

13:25 – 13:35

BREAK

BREAK

BREAK

BREAK

BREAK

7

13:35 – 14:15

Math

Science

Language Acquisition Russian/ French/EAL

Individuals & Societies

Language & Literature English

8

14:15 – 14:55

Math

Math

Art/Drama

Individuals & Societies

Language & Literature English

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Grade 9-10 MYP Sample Schedule

Grade 11 and 12 IB Diploma Sample Schedule

PERIOD

SCHEDULE

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

PERIOD

SCHEDULE

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

HR

8:25 – 8:35

Homeroom

Homeroom

Homeroom

Homeroom

Homeroom

HR

8:25 – 8:35

Homeroom

Homeroom

Homeroom

Homeroom

Homeroom

1

8:35 – 9:15

Language Acquisition Russian/ French/EAL

Individual & Societies

Design

PHE

Science

1

8:35 – 9:15

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

Individuals and Societies

Arts

Science

Language and Literature (English, French, Russian)

2

9:15 – 9;55

Language Acquisition Russian/ French/EAL

Individual & Societies

Design

PHE

Science 2

9:15 – 9:55

Language Acquisition

Individuals and Societies

Arts

Science

Language and Literature

Break

9:55 – 10:05

BREAK

BREAK

BREAK

BREAK

BREAK

3

10:05 – 10:45

Theory of Knowledge**

Language and Literature

Language Acquisition

Math

Language Acquisition

4

10:45 – 11:25

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

Language and Literature

Language Acquisition

TOK

Language Acquisition

LUNCH

11:25 – 12:05

LUNCH

LUNCH

LUNCH

LUNCH

LUNCH

5

12:05 – 12:45

Individuals and Societies: History, Geography, Global Politics or Economics*

Math

Math

TOK

Math

6

12:45 – 13:25

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

Science

Math

Arts

Individuals and Societies

BREAK

13:25 – 13:35

BREAK

BREAK

BREAK

BREAK

BREAK

7

13:35 – 14:15

Language and Literature*

Science

Science

Arts

Individuals and Societies

8

14:15 – 14:55

Arts: Art or Drama

Arts: Art or Drama*

Individuals and Societies

Language and Literature

TOK

Break

9:55 – 10:05

BREAK

BREAK

BREAK

BREAK

BREAK

3

10:05 – 10:45

Art/Drama/ Music*

Language Acquisition Russian/ French/EAL*

Maths

Homeroom

Individual & Societies

Language Acquisition Russian/ French/EAL

English

4

10:45 – 11:25

Art/Drama/ Music

Homeroom

Individual & Societies

LUNCH

11:25 – 12:05

LUNCH

LUNCH

LUNCH

LUNCH

LUNCH

5

12:05 – 12:45

English

Art/Drama/ Music

English

Design

Maths

6

12:45 – 13:25

Science

Science

English

Design

PHE

BREAK

BREAK

BREAK

BREAK

BREAK

BREAK

BREAK

7

13:25 – 14:15

Science

Science

Language Acquisition Russian/ French/EAL

English

PHE

Art/Drama/ Music

Individuals & Societies

8

14:15 – 14:55

Maths

Maths

English

*Students select one

3:00 – 3:40

CAS

*Students select one 182

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

A –– –– –– –– –– –– –– –– –– ––

–– –– ––

Student Guide to Success in the PSI Programme Set good habits from the start.

Use a planner to record homework and dates assignments are due.

Maintain a high level of quality in your assignments.

Keep up with your work and hand in all assignments.

Ask your teachers for assistance if you do not understand the work being covered.

Ask the teacher to explain why you did not do as well as you expected on an assignment/ test.

Set yourself clearly defined targets.

Establish credibility with your teachers by being a reliable, mature and honest student.

Speak to the teacher before the work is due if you are having a problem with an out-of-class assignment.

Advise your teacher at least a week in advance if you will miss class for a short or extended time. This allows the teacher time to prepare plans for you. Do not expect the teacher to assign work with only a day or two of warning.

Maintain a good attendance record. Missing classes will lead to fragmentation of course content and mediocre or, more likely, poor academic performance.

Remember it is not the teacher’s job to re-teach a lesson because you missed it; it is your job to locate class notes, etc.

Maintain your personal discipline and establish a reputation for maturity, responsibility and reliability.

These are skills that will bring you success at every grade level, including university, and will prepare you for your life beyond school.

Whole School Glossary Term

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Definition

IB

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

ISA

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

IT

Information Technology

LS

Learning support for students with, and without identified and diagnosed learning disabilities.

LST

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

MAP

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

Mother tongue

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

NEASC

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

OCC

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

OPI

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

PA

Professional Assistants, who support the two Principals and the Director

PSI

Pechersk School International

SEN

Special Educational Needs: Support for students with identified and diagnosed learning disabilities

ACER

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

TA

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

AGM

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

TS

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

CIS

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

Differentiation

Planning for different levels of ability

EAL

English as an Additional Language

HOD

Head of Department

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Secondary School / Middle Years Programme (From MYP Principles Into Practice, 2014)

Term

Definition

Term

Definition

Achievement Level

The mark given to indicate that the student’s work matches the corresponding descriptor.

Horizontal planning / articulation

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

Alignment

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

IB MYP certificate

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

Approaches to Learning are concerned with the development of thinking skills, strategies and attitudes and the ability to reflect on one’s own learning

IB MYP course results

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

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

Interdisciplinary

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

Internal assessment

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

Internal standardisation

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

MYP

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

Objective

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

Personal Project (PP)

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

Personal Project Supervisor

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

Service & Action

Through responsible action, tightly connected with sustained inquiry and critical reflection, young people and adults can develop the kinds of attributes described by the learner profile that are essential for success in future academic pursuits and for adult life.

SWW

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

Unit

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

Vertical planning/ vertical articulation

The goal of vertical planning is to sequence learning (in terms of subject‑group objectives and ATL) to ensure continuity and progression from year 1 to year 5.

ATL

Articulation

Assessment criteria

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

Assessment rubric

A grid that contains levels and descriptors

Assessment strategy

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

Assessment task Assessment tool

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

Criterion-related assessment

An assessment process based on determining achievement levels against previously agreed criteria.

MYP assessment is criterion-related

Curriculum framework

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

Descriptors

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

E-Assessment

On-line testing and assessment that will lead to MYP Certification. This process should begin at the end of the 2019-20 school year for Grade 10 students only.

Formative assessment

Global engagement Grade boundary

186

The activities that students do and that teachers evaluate

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

Inquiring, acting and reflecting on global challenges in local, national and international dimensions The lowest and highest criterion levels totals corresponding to a particular holistic grade.

For more information on the MYP in general, please visit the IB MYP website. For more information about the MYP at PSI, please visit the PSI MYP website page.

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PSI Secondary School / IB and PSI Diploma Programmes Term

Definition

CAS

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

Certificates

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

DP

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

EE

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

HL

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

IB Diploma

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

Internal Assessment

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

PSI Courses

Students not taking courses at DP level can earn credit toward graduation from PSI by taking courses designed, taught and assessed by PSI. These are based on the DP courses above, but provided modified course content and / or assessments as appropriate.

PSI Diploma

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

SL

Standard level course (150 hours of instruction time. Students on the full IB Diploma take three SLs.

TOK

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

Transcripts

A record of all semester grades earned from Grades 9-12. This document is usually requested by North American universities as part of the admissions process.

For more information about the IB Diploma Programme in general, please visit the IB Diploma Programme website. For more information about the DP at PSI, please visit the PSI DP website page.

Reference List IB Learner Profile 2013 (http://occ.ibo.org/ibis/occ/Utils/getFile2.cfm?source=/ibis/occ/home/ subjectHomeMYP.cfm&filename=dSpace%2Fen%2Fg_0_iboxx_amo_1702_1_e%2Epdf) MYP: From principles into practice (2014) (https://ibpublishing.ibo.org/server2/rest/app/tsm. xql?doc=m_0_mypxx_guu_1409_2_e&part=1&chapter=1)

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