International Baccalaureate Middle years programme Parent ... · • Rubrics are used to increase...

International Baccalaureate Middle years programme

Parent handbook

2016-2017

MYP Parent Handbook | 2016-17

School Vision

Oakridge, a centre of excellence in

education, believes that every child

has a treasure within.

The school kindles in children intellectual,

emotional, physical and spiritual development.

It aims to produce successful, responsible,

creative, global citizens striving for

excellence and committed to nature and

progress of society.

It envisions a stimulating

learning environment

by providing highly motivated facilitators,

innovative educational methods and

quality infrastructure that will help to

discover, nurture and bring to fruition

the treasure

within.

School Mission

Oakridge International School will be a centre for excellence in education. In keeping with the

rich heritage of India, it will stress the simultaneous development of the Spirit, the Mind and the

Body and endeavor to send out compassionate, responsible and innovative students committed

to change and progress in the development of India and the global environment.

2

MYP Parent Handbook | 2016-17 From the Coordinator Dear MYP students and parents/guardians, This booklet introduces the International Baccalaureate Middle Years Programme (IB MYP), as it will be

offered at Oakridge International School. It explains the philosophy behind the MYP, the components of the

programme, and the information on the course available at Oakridge.

The MYP has been specifically designed to meet the unique needs of students in grades 6 through 10. A

high-quality, challenging, relevant, internationally-minded, and engaging programme, it equips students to

be well-balanced life-long learners and active members of their local and global communities. Using an

integrated approach to learning, students are encouraged to explore the links between and within subjects

and to develop an understanding of how knowledge is connected to a greater whole.

At OIS, Newton it is our aim to develop holistic learners who are well educated and motivated to learn. In

this age of rapid technological development it is more vital than ever to teach students to be life-long

learners who are adaptable and willing to accept change. As Socrates realised over 2000 years ago, “wisdom matters more that knowledge”. Today more so than at any time before, we must face the reality

that there is valuable knowledge that we were taught at school that is worth knowing. The MYP is unique

from all other curriculum models because it equips our students with not only the ability to find this

knowledge, interpret and process it; but also the skills necessary to then use it effectively.

As you peruse this handbook you will gain a clear understanding of the MYP curriculum. The information

provided in this booklet will also help you understand our classroom practice which is also guided by the

MYP philosophies and practices including the Learner profile, Global contexts, criterion related assessment

and ATL skills etc.

Together we shall strive to make the coming year a great success.

Sincerely, Baljeet Oberoi

3

CONTENTS

Topic Page

What is the IB MYP? 5

IB Middle Years Programme Model 6

Approaches to Learning 7

IB MYP Curriculum at Oakridge 9

Subject Overview

1 Mathematics 9

2 Language and Literature 14

3 Sciences Physics, Biology and Chemistry 19

4 Individuals and Societies (Humanities) History, Civics, Geography 25

and Economics

5 Language Acquisition Spanish, French, Hindi 30

6 Physical and Health Education 34

7 Arts Visual Arts and Performing Arts 39

8 Design Web Design, Interactive Media Design, Fashion Design, Food Design, 44

Robotics, Graphic Product Design

Glossary of MYP Terms 50

4


What is the IB MYP?

The Middle Years Program (MYP) is a curriculum

that covers the age range 11 to 15 (Years 6-10).

The MYP is an international curriculum, aiming to

combine academic rigour while equipping students

with skills and attitudes appropriate to the

challenges and opportunities of contemporary

society. The MYP curriculum provides for ease of

movement between the Primary Years Program

(Grades 1 to 5) and the Diploma Program (Grades

11 and 12), as well as providing students with the

opportunities to gain internationally recognised

Records of Achievement and the MYP Certificate

at the age of 15.

At Oakridge International School, the MYP also provides a natural progression from the IB Primary Years

Program that covers the age range 4-11 in the primary school, as well as providing an excellent

preparation for the IB Diploma, Grades 11 and 12, providing a rigorous foundation for college admissions. The programme:

• encourages international-mindedness in IB students, starting with a foundation in their own language

and culture • encourages a positive attitude toward learning by challenging students to solve problems, show

creativity and resourcefulness, and participate actively in their communities

• reflects real life by providing a framework that allows students to see the connections among the

subjects themselves, and between the subjects and real issues

• supports the development of communication skills to encourage inquiry, understanding, language

acquisition, and to allow student reflection and expression

• emphasizes, through the learner profile, the development of the whole student—physically,

intellectually, emotionally, and ethically

• At its heart, IB MYP reflects the collaborative effort of our students, parents, teachers, and school

leaders who will participate in its implementation and development over the years.

5


IB Middle Years Programme Model

At Oakridge International School students will study:

IB provides a framework on which the MYP curriculum is constructed. This is mapped to the

National program ensuring that all topics relevant to the age and grade levels are covered to enable

the students to meet the National Curriculum standards on the knowledge front.

The MYP, by its very nature and driving principles, makes a concerted effort in the

development of interdisciplinary activities and projects within and across subjects.

Teachers, through the MYP, are especially responsible for helping students to develop skills with which they

can see the world from a range of cultural perspectives. Teachers are provided excellent professional

development training both in-house and by the IB organization to equip them to facilitate learning in an MYP

classroom. Eight subject areas are studied throughout the five years of the program at Oakridge International

School and allow students to gain a broad foundation of knowledge, within the global contexts.

1 Arts Visual arts and Performing arts 2 Individuals and Societies (Humanities) History, Civics, Geography and Economics

3 Language and Literature

4 Language acquisition Spanish, French, Hindi

5 Mathematics

6 Sciences Physics, Biology and Chemistry

7 Physical and Health Education

8 Design Web design, Interactive Media Design, Fashion Design, Food Design, Robotics, Graphic Product Design

6


Approaches To Learning

Approaches to learning (ATL) have relevance across the curriculum and help students ‘learn how to

learn’. Through the ATL, teachers provide students with the tools to enable them to take

responsibility for their own learning thereby developing an awareness of how they learn best.

Using the vocabulary of learning theory, ATL skills of the 21st century can be described as: • Cognitive - learner-initiated use and practice of active information-processing and retrieval strategies • Affective (social and emotional) - self-management of mood, motivation, interpersonal relationships

and attitudes toward learning • Metacognitive - awareness, understanding and control of personal learning processes.

Assessments in each IB MYP subject could take the form of the particular tasks listed here.

Note: the form of the assessment is defined, but the topic, content, implementation, and delivery of

the assessment is the purview of the school and the teacher.

IB MYP Subject Assessment Tasks

• Response to literature

Language A • Creative writing

• Extended writing

• Speaking

Language B • Reading

• Writing

• Extended writing

Humanities • Classwork/homework

• Unit exam (not multiple choice)

• Written work

Physical Education • Performance/composition

• Demonstration

• Extended writing connecting science topic

Sciences to global issues

• Independent laboratory

• Unit exam (not multiple choice)

• Reasoned piece of work

Mathematics • Unit exam (not multiple choice)

• Investigation

Arts • Final piece of work

• Developmental art book

Technology • Design cycle

7


Assessment of student achievement in the IB MYP is different from typical assessment practices and

includes several distinct components. The intention of IB MYP assessment is to use criterion-based

rubrics each year of the programme that prepare students for 10th grade assessment activities.

General assessment practices:

• The use of formative (during learning) and summative (after learning) assessments. Assessment is

seen as an integrated part of learning. • Rubrics are used to increase student awareness of, and achievement toward, the specific learning

goals of the teaching unit. • Students are required to complete a community project in MYP 3 (grade 8) and a Personal

Project in MYP 5 (grade 10).

Year-End Assessments:

• All assessment tasks are designed by Oakridge International School teachers and evaluate

student achievement on the regular course goals. These tasks are validated through monitoring

by the IB to ensure they meet an international standard for rigour. • The next chapter offers an optional e-assessment for grade 10 that will have disciplinary

and interdisciplinary components. • The innovative electronic assessment in grade 10 will build upon conceptual understanding, giving

students an opportunity to demonstrate international-mindedness. The summative assessment will

not only measure knowledge, but also problem-solving skills, critical thinking, analysis and the

ability to use knowledge in unfamiliar situations.

The personal project is a major part of the five years of the MYP in the school. It should be an example of

the students’ best work, showing achievement and understanding and the application of skills and

attitudes they have developed through the global contexts. The topic and type of the personal project is

each student’s personal choice. To help the students and guide them in the right direction, each student

is appointed an academic supervisor from within the teaching staff who will help him/her to complete the

personal project successfully. The Personal Project is the culminating activity for the IB MYP. At Oakridge International School, all students in

the 10th grade (MYP 5) are encouraged to complete the Personal Project leading to an IB MYP Certificate.

8


1 Mathematics

THE NATURE OF MATHEMATICS: Neglect of mathematics works injury to all knowledge, since he who is ignorant of it cannot know the other sciences or the things of the world.

The study of mathematics is a fundamental part of a

balanced education. It promotes a powerful universal language, analytical reasoning and problem-

solving skills that contribute to the development of logical, abstract and critical thinking. Mathematics

can help make sense of the world and allows phenomena to be described in precise terms.

Studying mathematics, however, should be more than simply learning formulae or rules. Students should

not have the impression that all of the answers to mathematics can be found in a book but, rather, that

they can be active participants in the search for concepts and relationships. In that light, mathematics

becomes a subject that is alive with the thrill of exploration and the rewards of discovery. MYP mathematics promotes both - inquiry and application, helping students to develop problem-

solving techniques that transcend the discipline and that are useful in the world outside school. The Nature of Mathematics:

MYP mathematics courses help specifically to prepare students for the study of group 5 courses in the

IB Diploma Programme (DP). As students’ progress from the MYP to the DP, the emphasis on

understanding increases as students work towards developing a strong mathematical knowledge base

that will allow them to study a wide range of topics. Through this process they also work on

communicating their ideas in ways that allow others to understand their thinking. The MYP

mathematics objectives and criteria have been developed with both the internal and external

assessment requirements of the DP in mind. The use of technology, which is required in DP

mathematics, is also emphasized in the MYP as a tool for learning, applying and communicating

mathematics. Where students in the MYP may select either standard or extended mathematics, the

diploma mathematics programme offers four courses: mathematical studies standard level (SL),

mathematics SL, mathematics higher level (HL) and further mathematics HL. MYP students enrolled in

extended mathematics generally elect to take one of the HL mathematics courses in the Diploma

Programme.

Diploma Programme Mathematics Mathematics

Mathematics Further

(Studies SL) SL HL Mathematics HL

Mathematics Course Outline Mathematics Mathematics

(Standard) (Standard)

Middle Year Programme Mathematics

9

-Roger Bacon (1214–1294)


Aims:

The aims of all MYP subjects state what a teacher may expect to teach and what a student may

expect to experience and learn. These aims suggest how the student may be changed by the

learning experience.

The aims of MYP mathematics are to encourage and enable students to: • enjoy mathematics, develop curiosity and begin to appreciate its elegance and power • develop an understanding of the principles and nature of mathematics • communicate clearly and confidently in a variety of contexts • develop logical, critical and creative thinking • develop confidence, perseverance, and independence in mathematical thinking and problem solving • develop powers of generalization and abstraction • apply and transfer skills to a wide range of real life situations, other areas of knowledge and

future developments • appreciate how developments in technology and mathematics have influenced each other • appreciate the moral, social and ethical implications arising from the work of mathematicians and

the applications of mathematics • appreciate the international dimension in mathematics through an awareness of the

universality of mathematics and its multicultural and historical perspectives • appreciate the contribution of mathematics to other areas of knowledge • develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics • develop the ability to reflect critically upon their own work and the work of others. Objectives:

The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject.

Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the

learning expectation.

Together these objectives reflect the knowledge, skills and attitudes that students need in order to use

mathematics in a variety of contexts (including real-life situations), perform investigations and

communicate mathematics clearly.

A. Knowing and understanding

This objective requires students to demonstrate knowledge and understanding of the concepts and

skills of the four branches in the prescribed framework (number, algebra, geometry and trigonometry,

statistics and probability).

10


In order to reach the aims of mathematics, students should be able to:

• select appropriate mathematics when solving problems

• apply the selected mathematics successfully when solving problems

• solve problems correctly in both familiar and unfamiliar situations in a variety of contexts.

B. Investigating patterns Investigating patterns allows students to experience the excitement and satisfaction of mathematical

discovery. Working through investigations encourages students to become risk-takers, inquirers and

critical thinkers. The ability to inquire is invaluable in the MYP and contributes to lifelong learning.

In order to reach the aims of mathematics, students should be able to: • select and apply mathematical problem-solving techniques to discover complex patterns

• describe patterns as general rules consistent with findings

• prove, or verify and justify, general rules.

C. Communicating Mathematics provides a powerful and universal language. Students are expected to use

appropriate mathematical language and different forms of representation when communicating

mathematical ideas, reasoning and findings, both orally and in writing.

In order to reach the aims of mathematics, students should be able to: • use appropriate mathematical language (notation, symbols and terminology) in both oral and

written explanations • use appropriate forms of mathematical representation to present information

• move between different forms of mathematical representation

• communicate complete, coherent and concise mathematical lines of reasoning

• organize information using a logical structure.

D. Applying mathematics in real-life contexts MYP mathematics encourages students to see mathematics as a tool for solving problems in an

authentic real-life context. Students are expected to transfer theoretical mathematical knowledge

into real-world situations and apply appropriate problem-solving strategies, draw valid conclusions

and reflect upon their results.

In order to reach the aims of mathematics, students should be able to:

• identify relevant elements of authentic real-life situations

• select appropriate mathematical strategies when solving authentic real-life situations

• apply the selected mathematical strategies successfully to reach a solution

• justify the degree of accuracy of a solution

• justify whether a solution makes sense in the context of the authentic real-life situation. 11

MYP Parent Handbook | 2016-17 Mathematica Curriculum Content: The Curriculum Content for MYP Mathematics outlines four branches of Mathematical Study. These are: • Number • Algebra • Geometry and Trigonometry • Statistics & Probability

Myp branches Grade 6 Grade 7 Grade 8

Number system UNIT 1 NUMBER SYSTEM UNIT 1 INTEGERS; UNIT 1 RATIONAL

Rounding and Estimation- RATIONAL NUMBERS NUMBERS;

Comparing with actual value ; AND PERCENTAGES PERCENTAGES AND

Introduction to Integers; Properties of Integers; COMPOUND INTEREST -

Properties; Basic operations; Introduction of Rational Introduction of Calculators

BODMAS, Exponents- laws, Unit numbers( positive and Rational numbers between

Conversions, Four Basic negative rational any two Rational Numbers;

operations; Terminating and Non- numbers);Standard form of Advanced percentage

terminating , DMAS; Conversions Rational numbers and their problem solving; (Discount

; Application problems ( including comparison, Unit of and VAT)Increase and

percentage of gain and loss, measurements- Metric and Decrease in percentage,

simple interest) Imperial systems, Basic profit and Loss per cent,

operation of fractional overhead expenses,

numbers- BODMAS; Introduction to Compound

Finding Increase and Interest, Interest

Decrease in percentage as compounded annually ,

problem solving (Discounts period as fraction, Interest

and VAT). not compounded annually,

EXPONENTS AND ROOTS Application of compound

Interest formula.

Powers and Roots- Square EXPONENTS AND ROOTS

patterns, finding Squares by

expanding method, Square Negative Integral Exponents

roots ( prime factorisation and application of laws of

method) , Facts of Square exponents on the same;

roots, Introducing Square root by division

Pythagoras Theorem and method, Finding square roots

Pythagorean Triplets, finding using calculators, Cube

square root using prime numbers of natural numbers,

factorisation method, long Properties of cube numbers,

division method and Finding Cube roots of

calculators ; Laws of Rational numbers and

Exponents; Significant negative numbers which are

figures; Conversions cubes of another number

between Scientific / using prime factorisation

Standard notations and method and using calculators

Numerical form (Units of Estimating the cube root of a

measurement as problem perfect cube.

solving) . DIRECT AND INDIRECT

RATIO AND PROPORTIONS

PROPORTIONS - DIRECT Direct Proportions and

AND INDIRECT Indirect Proportions - Time

PROPORTIONS and Work, Pipes and Cistern

Advanced Ratio and problems.

proportions with more than

two terms; Introduction to

Direct and Inverse

Variations - ( including maps

-Scale and Distances) -

Scale drawings

12

ALGEBRAIC EXPRESSIONS UNIT 2 BASICS OF UNIT 2 ALGEBRAIC

Introduction to Linear ALGEBRA EXPRESSIONS

expressions; Formation of an Term to term Rule; Position Simplifying Linear and

algebraic Linear expressions with to term rule; Sequences; Quadratic Expressions using

one variable ; substitution into Formation of an Algebraic Identities or by expanding

algebraic Linear expressions expressions with more than expression; Problem solving

(more than one variable); one variable; Introduction to on Linear equations.

simplifying algebraic degree of the term and FACTORISATION

expressions(more than one degree of a polynomial.

variable) - adding and subtracting ALGEBRAIC

Factorisation of Linear

like terms; adding and subtracting expressions, algebraic

Linear expressions using vertical EXPRESSIONS fractions including binomials;

and horizontal methods; Substitution into algebraic Cancelling binomial factors in

Multiplying and dividing expressions; simplifying algebraic fractions.

Monomials; Expanding a algebraic expressions(more LINEAR EQUATIONS AND

monomial and polynomial. than one variable) - adding

Algebra LINEAR EQUATIONS and subtracting like terms; LINEAR FUNCTIONS

adding and subtracting Solving Simultaneous and

Equations and Solving equations Linear expressions using Quadratic Expressions by

using elimination and vertical and horizontal using substitution method

transposition methods. methods; Factorising and and Elimination method,

expanding algebraic Problem solving on the

expression; Division of same;

polynomials, Introduction to Gradient Formula, Analysing

Quadratic Expressions. the lines through the origin,

LINEAR EQUATIONS lines at various X intercepts

and Y Intercepts, Slope -

Solving Linear equations. Intercept form of a lines;

Interpret and use graphs in

practical situations including

travel graphs and conversion

graphs. Draw graphs from

given data. Introduction to

Simple linear Inequalities.

13

UNIT 3 GEOMETRY AND UNIT 3 GEOMETRY UNIT 3 GEOMETRY

TRIGONOMETRY Transversal and pair of Polygons - Classification of

BASIC GEOMETRICAL SHAPES; angles; Application of Convex and Concave

THEIR PROPERTIES; property of pair of angles Polygons, Equilateral and

CONSTRUCTIONS under the concept of Non-Equilateral Polygons,

Recognising and classifying 2d transversal using algebraic Equiangular and Non-

shapes (Triangles and expressions and equations; Equiangular Polygons,

Quadrilaterals); Identifying Introduction to Pythagoras Regular and Non Regular

components of circle ; Relation Theorem, Congruency of Polygons, ; Elements of a

between radius and diameter of a Triangles, Angle sum quadrilateral, Angle Sum

circle; Classification of pair of property of Quadrilaterals property of Interior and

angles- Complementary and and polygons ( Interior and exterior angles of a

Supplementary angles ; Adjacent Exterior Angle Property) ; Quadrilateral and a polygon,

angles; Vertically opposite angles; Identifying and Finding Unknown Angle in

Angle sum properties at a point, Understanding the given polygon using

on a straight Line( including Quadrilaterals using their different properties.

Linear pair), of triangle, properties; Constructions of Parallelogram and to prove

Construction of circles, Angles parallel line to a given line, a) Opposite sides of a

and triangles, perpendiculars on a bisectors , perpendiculars Parallelogram are Equal

line, perpendicular bisectors , and quadrilaterals when b) Opposite angles of a

angle bisectors and parallel lines basic parameters are given; Parallelogram are Equal

using set square. Introduction of Introduction to Cartesian c) Adjacent angles of a

Transversal and classification of plane, Concept of Gradient Parallelogram are

pair of angles and their properties or Slope; Drawing linear Supplementary

if lines are parallel. Naming and graphs, Transformations- d) Diagonals of

Recognise 3d Shapes according Reflection, Rotation. parallelogram bisects each

to spatial properties and UNIT 4 MENSURATION

other.

Identifying nets for prisms, Advanced Construction of

pyramids, cubes and cones and Area of Square, Rectangle, Special types of

building them. Triangle, Circle, Compound Quadrilaterals-

Geometry and UNIT 4 MENSURATION

Shapes, mid Paths and Parallelogram, Rectangle,

trigonometry surrounded paths in square Square, Rhombus,

AREA -Area of Square, ,rectangular and Trapezium, Construction of in

Rectangle, Triangle, Circle, circular(rings) figures; centre, orthocentre, circum

Compound Shapes, Paths Problem solving on the centre, centroid.

surrounded paths and cross roads same Translation - Introduction of

in square and rectangular and Perimeter of Square, vector notation or

circular figures; remaining area. Rectangle, Triangle, Circle, representation (basics)and

PERIMETER / Compound Shapes; ProblemEnlargement( If centre as

CIRCUMFERENCE Perimeter of solving to investigate the origin)

Square, Rectangle, Triangle, change in area and UNIT 4 MENSURATION

Circle, Compound Shapes; perimeter with the change of Area of Triangle if 3 sides of

Problem solving to investigate the shape. the triangle are known(

change in area and perimeter with Introduction to the general Heron's Formula),

the change of shape. formula of volume. Finding Introduction to area of

VOLUME -Introduction to the volume of prisms, cylinder, Trapezium, parallelogram,

formula of Volume of Cube and cone and sphere. Rhombus, general

Cuboid; application problems on Quadrilaterals and Polygons;

capacity, Using cubic meter and Lateral and Total surface

cubic centimetre to measure the areas of Cube, Cuboids,

volume; Connection between cylinders ,other prisms,

cubic meter /cubic centimetre and spheres, cone.

litres. Advanced level of application

of Volume of Cube, Cuboids,

cylinders other prisms,

spheres, cone and

Hemisphere; Also

combination of Shapes

Isometric Figures: Views of

3d shapes, Combined Solids,

nets, Isometric Drawing,

Plans and elevations.

14

UNIT 5 STATISTICS AND UNIT 5 STATISTICS UNIT 5 STATISTICS

PROBABILITY &PROBABILITY &PROBABILITY

Organising ungrouped data using Range, Mode, Median and Cumulative frequency tables,

Tally Marks, Representing data Mean from frequency finding median and range

using Double bar graphs, Pie tables; Grouping data; from cumulative frequency,

charts, Line graphs, Introduction to Frequency distribution table; Scatter diagrams; stem and

Central Tendency Terms- Mean, Frequency histograms and leaf diagrams, Mean, median

Median, Mode and Range. polygons; Relative and mode from stem and leaf

PROBABILITY: Probability of Frequency; diagrams .

Probability of simple events;

Simple events- Types of Probability of pair of events Give appropriate upper and

Statistics and probability, Experiments and their like rolling a pair of dice; lower bounds for data given

probability outcomes Random Experiments; to a specified accuracy.

Equally and not equally Obtain appropriate upper

likely outcomes, events; and lower bounds to

solutions of simple problems

given data to a specified

accuracy.

use of Tree diagrams

( basics); Mutually exclusive

and independent events

15

MYP Parent Handbook | 2016-17 Mathematics Assessment Criteria: The assessment will be done based on the following, below mentioned Criterion. Under each criterion,

certain tasks will be executed to have the comprehensive assessment of the student’s learning.

Criterion A (Knowing and Understanding): Typical Assessment Tasks undertaken in this criterion will be: • Classroom Tests • Examinations • Assignments that includes both familiar and unfamiliar situations. Criterion B (Investigative Patterns): Mathematical Investigation of some Complexity that allows students, • To choose their own mathematical techniques • To reason from specific to general. These are designed to enhance independent Mathematical Thinking. Criterion C (Communicating): Investigations and real life problems Students will be asked to prepares reports that, • Contains Logical Structure • Contains multiple forms of representation to present the information. Criterion D (Applying Mathematics In Real Life Contexts): • Considering simple real life situation and applying the mathematical concepts to achieve simple tasks.

Mathematics can be used to model many situations, for example, Painting a room, Analysing

Mobile Telephony Tariff Plans, Triangulations, Diet Plans etc. Assessment Criteria in Mathematics:

Criteria A Knowledge and Understanding Maximum 8

Criteria B Investigating Patterns Maximum 8

Criteria C Communicating Maximum 8

Criteria D Applying Mathematics In Real-life contexts Maximum 8

Reference Books: Grade VI: • International Maths I – Course Book & CD | Pearson | ISBN # 9780733985027 • Mathematics For International Students 6 | Haese & Harris | ISBN # 9781921972430 Grade VII: • International Maths II – Course Book & CD | Pearson | ISBN # 9780733983887 • Mathematics For International Students 7 | Haese & Harris | ISBN # 9781921972454

16


2 Language and Literature

THE NATURE OF LANGUAGE AND LITERATURE Literature is the art of discovering something extraordinary about ordinary people, and saying with ordinary

words something extraordinary.. -Boris Pasternak

Language A is either a student’s mother tongue or one in which he/she has near-native proficiency. It

is an academically rigorous study of both language and literature which aims to equip students with

linguistic, analytical and communicative skills.

Language and Literature Across the IB Continuum

An MYP language and literature course starts with the skills that students have mastered during the

PYP. It will include: • The approaches to learning (ATL) skills, at increasing levels of complexity, throughout the

programme • The MYP command terms those are relevant to language development.

The course will be inquiry-driven and the teaching strategies and learning experiences (both disciplinary and

interdisciplinary) will build upon the units students may have experienced in their primary education. Students continuing on to the DP will have grounding in at least one language that will enable them to

undertake the DP course options, particularly those in studies in language and literature, but also in the

core and other academic areas. They will also have developed an inquiring, reflective approach to the

study of language and literature. If students have become proficient in two (or more) languages in the MYP, they may be eligible for a bilingual diploma in the DP.

Studies in language and literature

Diploma Programme Language A: literature Language A: Language and literature Literature and performance

Middle Year Programme Language acquisition Language and literature

Phase 5 or Phase 6

Primary Years Programme Language

17


Aims: The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to

experience and learn. These aims suggest how the student may be changed by the learning experience. The aims of MYP language and literature are to encourage and enable students to:

• use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and

social interaction • develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a

variety of contexts • develop critical, creative and personal approaches to studying and analysing literary and nonliterary texts • engage with text from different historical periods and a variety of cultures • explore and analyse aspects of personal, host and other cultures through literary and non-literary texts • explore language through a variety of media and modes • develop a lifelong interest in reading • apply linguistic and literary concepts and skills in a variety of authentic contexts

Objectives:

The objectives of any MYP subject state the specific targets that are set for learning in the subject.

They define what the student will be able to accomplish as a result of studying the subject. Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the

learning expectation.

Objective A: Analysing In order to reach the aims of studying language and literature, students should 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. Objective B: Organizing In order to reach the aims of studying language and literature, students should be able to: • employ organizational structures that serve the context and intention • organize opinions and ideas in a sustained, coherent and logical manner • use referencing and formatting tools to create a presentation style suitable to the context and intention.

18


Objective C: Producing text In order to reach the aims of studying language and literature, students should be able to: • produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting

critically on new perspectives and ideas arising from personal engagement with the creative process

• make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of

impact on an audience • Select relevant details and examples to develop ideas. Objective D: Using language In order to reach the aims of studying language and literature, students should be able to:

• use appropriate and varied vocabulary, sentence structures and forms of expression • write and speak in a register and style that serve the context and intention • use correct grammar, syntax and punctuation • spell (alphabetic languages), write (character languages) and pronounce with accuracy • use appropriate non-verbal communication techniques.

English Curriculum Content:

MYP BRANCHES GRADE 6 Grade 7 Grade 8

Unit: Tracing Our Roots Unit : Troubadours Unit: Far from the

Govinda's Disciple - Highwayman -Alfred Madding Crowd

Rabindranath Tagore Noyes Tyger, Lamb - William

Bangle Sellers - Sarojini Naidu Lochinvar - Sir Walter

Blake

On killing a Tree - Gieve Patel Scott

Sita - Toru Dutt Sir Pertab Singh - Henry Solitary Reaper - William

Punishment in Kindergarten - Newbolt Wordsworth

Poetry Kamala Das The Lady of the Shalott -

Ode to Nightingale -

Frog and the Nightingale - Alfred Lord Tennyson

Vikram Seth John Keats

The Rime of Ancient

Mariner - Samuel

Taylor Coleridge

The Inchcape Rock -

Robert Southey

19


Prose

Unit : Friends Forever Unit : Judgments and Unit : It was the best

Perceptions – A Multi- of times It was the

Where the Red Fern Grows - Cultural Fiction worst of times

Wilson Rawls Unit: Refugee boy -

A Tale of Two Cities -

Charles Dickens

Benjamin Zephaniah

Drama

Unit : Magic & Mayhem Unit : Twin Trouble Unit : Power Play

A Midsummer Night's Dream - The Comedy of Errors -

Julius Caesar - William

Shakespeare

William Shakespeare William Shakespeare

Unit : Pen Is Mightier

Than Sword

Summary, Journal Entry,

Article Writing, Descriptive

Writing, Formal Letter

Speaking and Recitation, Speech, Role-Play Recitation, Speech, Recitation, Speech,

Listening Debate, Role-Play Debate, Extempore, Role-

Play

World Literature Ramayana Mahabharata Iliad comparison with

Mahabharata

Assessment Task: Oral Communication Oral communication encompasses all aspects of listening and speaking: skills that are essential for

language development. • Debates, role plays • Socratic seminars, speeches • interviews, simulations, poetry recitals

Dramatic as well as oral interpretations of literature are all examples of tasks students engage with to develop

their oral communication skills both as speakers and listeners.

20

MYP Parent Handbook | 2016-17 Written Communication

Written communication encompasses all aspects of reading and writing. The process of reading is interactive and

involves the reader’s purpose for reading, the reader’s prior knowledge and experience, as well as the author’s

techniques and effects. In grades 6& 7, students create texts choosing content, language, and a clear and logical text

structure to meet the requirements of the curriculum task; for example writing personal narratives, poems,

arguments, feature articles, character profiles, research reports, essays, responses to literature, and short answers. Visual Communication

Visual communication encompasses all aspects of viewing and presenting. Engaging with visual texts gives

students the opportunity to understand the ways in which images and language interact to convey ideas, values

and beliefs. Advertisements, works of art, performance art, dramatic interpretations, postcards, graphic novels,

animations, cartoons, comics, films, music videos, video clips, newspapers and magazines, graphs, tables,

diagrams, leaflets, posters and television programmes are all examples of visual text types students may engage

with in order to develop their visual communication skills, both as viewers and presenters.

Assessment Criteria Overview: Assessment for language and literature in all years of the programme is criterion-related, based on four

equally weighted assessment criteria:

Criteria A Analysing Maximum 8

Criteria B Organizing Maximum 8

Criteria C Producing text Maximum 8

Criteria D Using language Maximum 8

Resources: • Text Building Skills in English 11-14 Student Book 1 • Text: Building Skills in English 11-14 Student Book 2 • Black beauty- Anna Sewell • Merchant of Venice, Publication –Morning Star, Xavier pinto • Room on the Roof- Ruskin Bond • Bretevski Street by Lin Coghlan • Tales from Shakespeare by Mary and Charles Lamb • An anthology of poems and short stories

21


3 Sciences

THE NATURE OF SCIENCES The scientific mind does not so much provide the right answers as asks the right questions.

-Claude Levi-Straus

MYP science offers a way of learning through inquiry and academic risk taking. The course

provides students with opportunities to investigate issues independently and collaboratively through

research, observation and experimentation. Science and its methods of investigation foster critical

and creative thinking about research and design. Learning science involves more than simply learning technical terminology. MYP sciences aim for

students to become competent and confident when accessing, using and communicating scientific

information. Students are expected to use scientific language correctly and select appropriate

communication formats for oral and written communication.

Sciences Across the IB Continuum: Science within the IB Programmes encourages inquiry, curiosity and ingenuity. MYP science curriculum builds on experiences in science learning that students have gained during their time in the IB Primary Years Programme and other student- centred programmes of primary education. The main approach to teaching and learning sciences in the PYP is through structured inquiry in the context of trans-disciplinary units of inquiry. The main approach to teaching and learning sciences is through structured inquiry in the context of

interdisciplinary units. It enable students to develop a way of thinking and a set of skills and processes

that, while allowing themto acquire knowledge and understanding, equips them with the capabilities to

tackle with confidence the internal assessment component of Diploma Programme group 4 subjects. Moreover, the MYP sciences objectives and assessment criteria A-D are aligned with the DP

sciences objectives and internal assessment criteria, supporting the smooth transition from the

MYP to the DP. All IB programmes share common beliefs and values about teaching and learning science like

international dimension, aesthetic dimension, ethical dimension, learning through investigation

and collaboration. The knowledge, skills and attitudes that students develop in sciences courses provide a meaningful

foundation for further study and help to prepare students for careers in academic and corporate

research and in scientific consultancy, in teaching, in field work and Journalism.

Biology Chemistry Physics Diploma Programme

Middle Year Programme Sciences

Primary Years Programme Science

22


Pathway to Diploma Programme subjects-biology, chemistry and physics

Aims: The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to

experience and learn. These aims suggest how the student may be changed by the learning experience. The aims of MYP sciences are to encourage and enable students to:

• Understand and appreciate science and its implications.

• Consider science as a human endeavor with benefits and limitations.

• Cultivate analytical, inquiring and flexible minds that pose questions, solve

problems, construct explanations and judge arguments. • Develop skills to design and perform investigations, evaluate evidence and reach conclusions.

• Build an awareness of the need to effectively collaborate and communicate

• Apply language skills and knowledge in a variety of real-life contexts

• Reflect on learning experiences and make informed choices.

Objectives:

The objectives of any MYP subject state that the specific targets that are set for learning in the subject.

They define what the student will be able to accomplish as a result of studying the subject. These objectives reflect the holistic nature of science and the real world work of scientists. They enable

students to engage with all aspects of science, either through individual objectives or connected

processes. • Understand and appreciate science and its implications.

Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and

apply it to solve problems and express scientifically supported judgments. • Inquiring and Designing:

Intellectual and practical skills are developed through designing, analysing AND PERFORMING

scientific investigations. Although the scientific method involves a wide variety of approaches, the

MYP emphasizes experimental work and scientific inquiry. • Processing and Evaluating

Students collect process and interpret qualitative and /or quantitative data, and explain conclusions that

have been appropriately reached. MYP sciences help students to develop analytical thinking, which

they can use to evaluate the method and discuss possible improvements or extensions. • Reflecting on the Impact of Science

Students gain global understanding of science by evaluating the scientific developments and their

applications to a specific problem or issue. A variety communication modes will be applied in order to

demonstrate understanding .Students are expected to become aware of the importance of documenting

the work of others when communicating in science. Students must reflect on the implications of using science, interacting with one of the following

factors: moral, ethical, social, economic, political, cultural or environmental, as appropriate to the

task.

23

Sciences Curriculum Content: MYP Parent Handbook | 2016-17

MYP BRANCHES GRADE 6 Grade 7 Grade 8

(If any)

Integrated science Chemistry Chemistry Chemistry

Introduction to science Elements, compounds Material Properties

• Introduction to Scientific and mixtures •Atomic structure

method • Introducing atoms, •Discovering the

• Hypothesis and elements and symbols nucleus

experimenting • Metal an d non-metal •Protons, electron and

• Variables(independent, elements the periodic table

dependent and controlled • Metal alloys •The group 1 elements

variables) •Material properties •The group 2 elements

• Measurement •Explaining difference •The group 7 elements

• Laboratory safety between metals and •Periodic trends

non – metals Chemistry

•Compounds: naming

Chemistry and writing formulae Chemical reactions

Matter and material •Chemical reactions •Energy changes in

•The particle theory of matter and writing word chemical reactions

•Boiling, evaporating and equations •The reactivity series

condensing •Oxides, hydroxides, •The reaction of metals

•Melting, freezing and sulphates and with oxygen

subliming carbonates •The reaction of metals

•Using particle theory to •Mixtures with water

explain dissolving •Separating mixtures- •The reaction of metals

•Properties of metals and evaporation, with acids

non-metals. distillation, fractional •The reactivity series

•Alloy distillation, •Metal displacement

•Polymers chromatography reactions

Chemistry

•Using reactivity series

to extract metals from

Acids, bases and salts ores

•Acids and alkalis • Making salts-acids

•pH scale and and metals

indicators •Making acids and

•Neutralisation carbonates

•Making salts(acids •Rates of reaction

and metals, acids and •Concentration and

carbonates reaction rate

•Temperature and

reaction rate

•Surface area and

reaction rate

•Catalysts and reaction

rate.

24


Physics Physics Physics

Forces and motion: Light and sound Forces

•Types of forces •What is Light? •Pressure

•Force in relation to motion •Speed of light •The effect of pressure

•Effect of force •Properties of light •Pressure in liquids

•Measuring force •Reflection •Using pressure in liquids

•Drawing and reading graphs •Refraction •Density

•Types of Friction •Dispersion •Explaining density

•Reducing friction •Colours •Lever

•Non-contact forces •Lasers •Calculating moments

Speed: •Sound, vibrations and

•Measuring speed energy transfer

•Distance-time graph •Loudness, amplitude

•Velocity and oscilloscopes

•Pitch and frequency

•Echoes

Physics Physics Physics Energy How things work Energy •What is energy (Electricity and •Transfer of energy •Energy from the sun Magnetism) Conduction, convention •Energy types •Sources of electrical and radiation •Energy transfer power •Cooling by evaporation •Conservation of energy •Electric circuits •The world’s energy •Gravitational potential energy •Electric Current and its needs and kinetic energy effects •Fossil fuels

•Elastic potential energy •Electrical safety •Renewable sources of •Light energy •Types of magnets energy - •Electrical energy •Properties of magnets •and non-renewable •Magnetic fields sources of energy •Using electro magnets •Electricity, generating

electricity

Biology Biology Biology It’s all about you Organisation in living Living things and their •Characteristics of living things things interaction with •Functions of organ systems •Cellular organization in environment for survival •Digestive system living things •Plants •Respiratory system • Cell organelles and their •Photosynthesis •Excretory system functions •Plant growth •Skeletal system •Introduction to different •Flowers seed dispersal •Endocrine system types of cells and •Adaptations and survival

tissues in plants and •Adaptations

animals •Extreme adaptations 25


• Circulatory system • Functions of Major • Studying the natural

• Food chain and food web Organ systems in •

world

detail. Energy Flow

• Digestive system • Food webs

( include food - A • Energy flow

balanced diet, • Changing populations

nutrients, deficiency • Facing extinction

•

diseases)

Circulatory system

• Respiratory system

• Excretory system

Biology Biology Biology

Classification of organisms People and the planet Variation and

• Variation • Air pollution classification

• Causes of variation • Water pollution • Introduction to

classification

• Species • Saving forests

• Micro organisms

• Classification of plants and • Greenhouse effect and

• Using keys to distinguish

animals global warming

species from rest

• Ozone depletion

• Reasons for variations

• Selective breeding

• Darwin’s theory of

evolution

Assessment tasks: Assessment is the systematic gatherings of information about what students know, are able to do, and

are working toward. Assessment strategies may include: Assessment Criteria:

Assessment for Sciences in all years of the programme is criterion-related, based on four equally

weighted assessment criteria:

Criteria A Knowing and understanding Maximum 8

Criteria B Inquiring and designing Maximum 8

Criteria C Processing and evaluating Maximum 8

Criteria D Reflecting on the impacts of science Maximum 8

Resources: • Complete chemistry for Cambridge secondary 1, Philippa Gardom Hulme, Oxford • Complete Biology for Cambridge secondary 1, Palm Large, Oxford • Complete Physics for Cambridge secondary 1, Helen Reynolds, Oxford • Pearson science series • Exploring science: How science works series, Pearson, Longman • Chemistry, Physics and Biology (11 -14),Longman • Science in everyday life, Vaishali Gupta, Supriya D. Seshadri, shalini Bajaj, Oxford

26

Individuals and Societies (Humanities) : MY MYP Parent Handbook | 2016-17

THE NATURE OF INDIVIDUALS AND SOCIETIES:

MYP individuals and societies encourages learners to respect and understand the world around them

and equips them with the necessary skills to inquire into historical, contemporary, geographical, political,

social, economic, religious, technological and cultural factors that have an impact on individuals, societies

and environments. It encourages learners, both students and teachers, to consider local and global

contexts. MYP individuals and societies incorporates disciplines traditionally studied under the general term

“the humanities” (such as history and philosophy), as well as disciplines in the social sciences (such

as Economics, business management, geography, sociology and political science). In this subject group, students can engage with exciting, stimulating and personally relevant topics and

issues. Many sensitive and personally challenging topics require careful consideration in the context of a

safe and responsible learning environment characterized by respect and open-mindedness. The study of

individuals and societies helps students to appreciate critically the diversity of human culture, attitudes

and beliefs. Courses in this subject group are important for helping students to recognize that content

and methodology can be debatable and controversial, and for practising the tolerance of uncertainty. Individuals and Societies Across the IB Continuum:

The IB continuum of international education provides a progression of learning for students aged

3 to19. MYP individuals and societies aims to build on what students learn and do in the PYP

and other student-centred programmes of primary education, especially students’ engagement

with social studies. However, there is no prior formal learning required for undertaking the MYP.

MYP individuals and societies courses help specifically to prepare students for the study of

Diploma Programme (DP) courses in the individuals and societies group. Furthermore, MYP

students are required to undertake rigorous investigations that constitute an important foundation

for DP internal assessments. IB continuum pathway to Diploma Programme group 3: Individuals and societies

Diploma Programme

Middle Years

Group3-Individuals and societies: Business management, economics, geography, global politics, history, information technology in a global

society, philosophy, psychology, social and cultural

anthropology, world religions, environmental systems

and societies

Individuals and societies: History, geography, integrated humanities other such as anthropology, business management, civics, economics, philosophy, political science, psychology, sociology, world religions

Primary Years Programme Social studies

27


Aims: The aims of MYP individuals and societies are to encourage and enable students to: • appreciate human and environmental commonalities and diversity • understand the interactions and interdependence of individuals, societies and the environment • understand how both environmental and human systems operate and evolve • identify and develop concern for the well-being of human communities and the natural environment • act as responsible citizens of local and global communities • develop inquiry skills that lead towards conceptual understandings of the relationships between

individuals, societies and the environments in which they live. Objectives: The objectives of any MYP subject state the specific targets that are set for learning in that subject. They

define what the student will be able to accomplish as a result of studying the subject.

Together these objectives reflect the knowledge, skills and attitudes that students need in order to encourage the

development of different domains of learning; they represent essential aspects of individuals and societies courses. A. Knowing and understanding In order to reach the aims of individuals and societies, students should be able to: • use terminology in context • demonstrate knowledge and understanding of subject-specific content and concepts through descriptions,

explanations and examples. B. Investigating In order to reach the aims of individuals and societies, students should be able to: • formulate a clear and focused research question and justify its relevance • formulate and follow an action plan to investigate a research question • use research methods to collect and record relevant information • evaluate the process and results of the investigation.

C. Communicating In order to reach the aims of individuals and societies, students should be able to: • communicate information and ideas using an appropriate style for the audience and purpose • structure information and ideas in a way that is appropriate to the specified format • document sources of information using a recognized convention. D. Thinking critically Students use critical thinking skills to develop and apply their understanding of individuals and

societies and the process of investigation.

In order to reach the aims of individuals and societies, students should be able to: • discuss concepts, issues, models, visual representation and theories • synthesize information to make valid arguments

• analyse and evaluate a range of sources/data in terms of origin and purpose, examining values and limitations • interpret different perspectives and their implications.

28

Individual and Societies Curriculum Content:

MYP BRANCHES Grade 6 Grade 7 Grade 8

HISTORY Unit I:Ancient civilizations Unit I: Renaissance & Unit I: Decolonisation:

Historiography: origin and decline. Reformation: case study – Indian

Ancient Egypt Causes and Impact national movement - From

Ancient Mesopotamia Art, Culture & Science; trade to territory; Impact of

Indus Valley Civilization Political thought in British rule; The Sepoy

Unit II: Classical Antiquity Renaissance Europe; Martin mutiny of 1857 leading to

Luther and Protestantism; change of

Greece & Rome ; Art, architecture Consequences of the government; Formation of

and religion; Polity; Society and Protestant Reformation. the Indian national congress

economy; Major debates : Unit II : Industrialisation : in 1885 :

Athenian democracy, Roman Industry and Labour : significance; Demand for

republic vs Empire, legacies Industrial Revolution, ‘Swaraj’ / self–

Christianity Emergence of Colonial rule; Gandhian era

Unit-IIICitizenship and

Period : UNIT II :Rights and Social

Causes, Impact on Trade

Fundamental Rights and Exchange leading to Protest : Case Study : The

Definition of citizenship colonization (India), USA

Types of citizenship migration of population from Causes for segregation in

Citizenship and Human Rights rural to urban communities, the USA, Protests , Changes

History of Human/ fundamental Growth of commercial towns in laws due to the protests.

rights and cities Unit III : Trade ,Aid and

Case study (India)

• The preamble Unit I: Federalism: The Exchange.

• Fundamental Rights and Indian Experience. Case Study : Mumbai

Duties Definition of Federalism. Growth of the city of Mumbai

• Directive principle as a colonial trade centre,

Case Study (United States) Growth of industries,

Migration to the city,

Settlement issues, Growth of

the city of Mumbai as the

financial capital of India.

GEOGRAPHY Unit I: Who am I? Where am I? Unit I: Dynamics of Unit I: Dynamic Earth

Understanding of Maps: Elements Weather and Climate. Continental Drift and Plate

of a map; Connecting countries; Weather and climate- Tectonics, Mountain Building

understanding the important concept and difference. , Volcanoes and

imaginary lines; marking the water Elements of weather: Earthquakes

bodies on the map. Temperature, rainfall,

humidity, atmospheric Unit II: Disaster

Unit II: Major Land forms-

pressure and wind. Management and

Resources

Landforms made by Rivers, Unit II: Major Biomes and Natural Hazard-Categories-

Glaciers, wind and Sea caves. Oceanic Circulation: Geological and weather

Natural vegetation and associated hazards.

wildlife; Ocean currents, Disaster

waves and tides. Role of Government and

Map Marking-India and NGOs in preparedness,

world mitigation and

rehabilitation(Case Studies)

29


Assessment Task in Individuals and Societies:

Assessment tasks for MYP individuals and societies courses often involve tests or examinations, investigations or

research that leads to an extended piece of writing, and a variety of other oral, written and multimedia assignments. Assessing Objective B: Investigating Tasks that allow students to develop investigative skills include, but are not limited to: essays or research

papers, fieldwork, web quests, problem-based learning scenarios, and role plays. Assessing Objective C: Communicating Response formats to communicate learning include, but are not limited to: written reports, oral presentations,

cartoons, storyboards, maps, diagrams, flow charts, slide show presentations, podcasts, animations, websites,

databases, multimedia, and videos. Visuals refer to maps, diagrams, charts, timelines and tables. Assessment Criteria in Individuals and Societies:


Criteria B Investigating Maximum 8

Criteria C Thinking critically Maximum 8

Criteria D Communicating Maximum 8

Resources: • Clifford, N, Holloway, S, Rice, S and Valentine, G, (eds). 2009. Key Concepts in Geography. (Second Edition).

London, UK. SAGE Publications Ltd. • Donovan, MS and Bransford, JD, (eds). 2005. How Students Learn: History, Mathematics, and Science in the

Classroom. (Authoring organizations: Committee on How People Learn: A Targeted Report for Teachers; Center for

Studies on Behavior and Development; National Research Council). • Washington DC, USA. The National Academies Press.

• Geographical Association. 2010. Curriculum Making with Geography: A Professional Glossary.

• http://www.geography.org.uk/cpdevents/curriculummaking/glossary /(accessed 10 June 2013.

• Geographical Association. 2009. A Different View: A Manifesto from the Geographical Association.

• http://www.geography.org.uk/adifferentview (accessed 18 May 2011).

• Giddens, A. 1984. The Constitution of Society: Outline of the Theory of Structuration. Cambridge, UK. Polity Press.

• Lambert, D and Morgan, J. 2010. Teaching Geography 11–18: A Conceptual Approach. Maidenhead, UK. Open

University Press. • Mazlish, B. 2006. The New Global History. New York, New York, USA. Routledge.

• Morin, E. 1999. Seven Complex Lessons in Education for the Future. Paris, France. UNESCO.

• National Council for the Social Studies (NCSS). 2010. “Chapter 2—The Themes of Social Studies” in National

Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment. http://www.

socialstudies.org/standards/strands (accessed 18 May 2011). 30

http://www.geography.org.uk/cpdevents/curriculummaking/glossary

http://www.geography.org.uk/adifferentview

• Oxfam. 2006. Education for Global Citizenship: A Guide for Schools.

• http://www.oxfam.org.uk/education/gc/ (accessed 18 May 2011).

• Programme de formation de l’école québécoise. 2007. Domaine de l’univers social: Monde contemporain.

Quebéc, Canada. Ministère de l’Éducation, du Loisir et du Sport. • http://www.mels.gouv.qc.ca/sections/programmeformation/secondaire2/index.asp?page=social (accessed 18 May 2011).

• Radford, C., 1966. “Knowledge—By Examples”. Analysis. Vol 27. Pp 1–11.

• Tosh, J. 2010. The Pursuit of History: Aims, Methods and New Directions in the Study of Modern History. (Fifth

Edition). Harlow, UK. Pearson Education Limited. • Wineburg, S. 2001. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past.

Philadelphia, Pennsylvania, USA. Temple University Press.

31

http://www.oxfam.org.uk/education/gc/

http://www.mels.gouv.qc.ca/sections/programmeformation/secondaire2/index.asp


5 Language Acquisition

NATURE OF LANGUAGE ACQUISITION: Learning to speak another’s language means taking one’s place in the human community. It means reaching out to others

across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most important link

to the world around us. Language is culture in motion. It is people interacting with people.

-Savignon (1983) The ability to communicate in a variety of modes in more than one language is essential to the concept of an

international education that promotes multilingualism and intercultural understanding, both of which are central to

the IB’s mission.

The study of additional languages in the MYP provides students with the opportunity to develop insights into

the features, processes and craft of language and the concept of culture, and to realize that there are diverse

ways of living, behaving and viewing the world.

Language Acquisition across the IB continuum:

Language acquisition in the MYP aims to develop a respect for, and understanding of, other languages and

cultures, and is equally designed to equip the student with a skills base to facilitate further language learning. In all IB programmes, language learning is recognized as a developmental process in which students

have opportunities to build on prior knowledge and skills in order to help them progress to the next phase

of language development.

The MYP structures additional language learning in phases so that the complexity and range of language profiles

that student bring to their MYP classroom is acknowledged and fostered. Students beginning their MYP studies

may have exited from any of the five phases of PYP language or may have no prior knowledge or experience of

the language to be studied in the MYP.

MYP students continuing on to the DP will have developed not only an inquiring and reflective approach to language

learning but also multi-literacy skills that they will be able to apply and extend in their DP language courses.

Aims: The aims of the teaching and learning of MYP language acquisition are to: • gain proficiency in an additional language while supporting maintenance of their mother tongue and

cultural heritage

• develop a respect for, and understanding of, diverse linguistic and cultural heritages • develop the student’s communication skills necessary for further language learning, and for study, work and

leisure in a range of authentic contexts and for a variety of audiences and purposes • enable the student to develop multi-literacy skills through the use of a range of learning tools, such as

multimedia, in the various modes of communication • enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop

critical and creative techniques for comprehension and construction of meaning • enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and

learning in other subjects, and as a tool for enhancing literacy 32

• MYP Parent Handbook | 2016-17 •

• enable the student to understand the nature of language and the process of language learning, which

comprises the integration of linguistic, cultural and social components

• offer insight into the cultural characteristics of the communities where the language is spoken • encourage an awareness and understanding of the perspectives of people from own and other cultures,

leading to involvement and action in own and other communities

• foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

Objectives

The language acquisition subject group objectives represent some of the essential processes of language and

have been organized under the same four communicative processes for each of the six phases in order to

assist teachers with planning, teaching and assessing. They are as follows. A Comprehending spoken and visual text

Comprehending spoken and visual text encompasses aspects of listening and viewing, and involves the student in

interpreting and constructing meaning from spoken and visual text to understand how images presented with oral text

interplay to convey ideas, values and attitudes. As appropriate to the phase, the student is expected to 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.

B Comprehending written and visual text

Comprehending written and visual text encompasses aspects of reading and viewing, and involves the student in

constructing meaning and interpreting written and visual text to understand how images presented with written text

interplay to convey ideas, values and attitudes. As appropriate to the phase, the student is expected to be able to: • read for specific purposes and respond to show understanding • interpret visual text that is presented with written text • engage with the text by supporting opinion and personal response with evidence and examples from the text.

C. Communicating in response to spoken, written and visual text In the language acquisition classroom, students will have opportunities to develop their communication skills by

interacting on a range of topics of personal, local and global interest and significance, and responding to

spoken, written and visual text in the target language.

As appropriate to the phase, the student is expected to be able to: • interact and communicate in various situations • express thoughts, feelings, ideas, opinions and information in spoken and written form • speak and write for specific purposes. D Using language in spoken and written form This objective relates to the correct and appropriate use of the spoken and written target language. It involves recognizing and using language suitable to the audience and purpose, for example, the language used at home, the

33


language of the classroom, formal and informal exchanges, social and academic language. When speaking and

writing in the target language, students apply their understanding of linguistic and literary concepts to develop a

variety of structures, strategies (spelling, grammar, plot, character, punctuation, voice) and techniques with

increasing skill and effectiveness. As appropriate to the phase, the student is expected to be able to: • organize thoughts, feelings, ideas, opinions and information in spoken and written form • develop accuracy when speaking and writing in the target language LANGUAGE ACQUISITION CONTENT

Grade 6 (Phase Grade 6 (Phase Grade 7 (Phase

Grade 7 (Phase

Grade 8 (Phase

Grade 8 (Phase

1- )1 2- ) 3

1)

2) 5

2)

3) 6

Grade 6 (Phase

Grade 7 (Phase

2- ) 2

2) 4

Basic grammar Self/Family/ Self & Family , Travel & tourism Travel & tourism Communication &

(Words, Friends friends Places in the city, Places in the city, media Electronic

vocabulary etc.) (Introducing Reading maps, Booking Tickets. media/print

oneself and Making travelling Places one can media/ TV/Radio/

others. (Age) plans, Booking visit Phone

Tickets. Places

one can visit

Numbers, Time, Differences School Higher education Higher education Environment

Calendar between schools Objects in the and Career option and Career option How to protect

and schools classroom, Applying for your world

around the world. Subjects, jobs/ admission,

Objects in the Activities of Interview

classroom, school

Subjects,

Activities of

school

Nationality & Festivals & Free time World culture World culture Cultural diversity

origin celebrations (Vacation/Festival) (cultural diversity) (cultural diversity) & its implications

Description Related to the (Negative &

of the festival, world cultures positive aspects)

significance, and the variety

National festivals and changes

in the various

cultures.

Self Healthy food Food & recipes Health awareness Health Health &

vocabulary alternative

related to food medicine/Food

and health habits

34


Assessment Tasks Table below gives suggested task types and guidelines for designing assessment tasks to assess progress

and achievement of the four objectives in language acquisition

Task Type Objective

Phase 1 Phase 2

A comprehension task Can be used to assess All questions and answers All questions and answers

comprising spoken and objective A may be in mother tongue, may be in mother tongue,

visual text in the target language of instruction or language of instruction or

language with questions the target language. the target language.

relating to both

A comprehension task Can be used to assess Text length must be Text length must be

comprising written and objective B between 200 and 300 between 400 and 500

visual text in the target words. words.

language with questions All questions and answers All questions and answers

relating to both may be in mother tongue, may be in mother tongue,

language of instruction or language of instruction or

the target language. the target language.

An interactive oral task (the Can be used to assess 1½–2 minutes 2–3 minutes

number of minutes objectives C and D

indicates expected student

speaking time)

A writing task Can be used to assess Writing piece must be Writing piece must be

objectives C and D between 100 and 150 between 100 and 150

words. words.

Assessment Criteria

Assessment for language acquisition in all years of the programme is criterion-related, based on four equally

weighted assessment criteria.

Criteria A Comprehending spoken and visual text Maximum 8

Criteria B Comprehending written and visual text Maximum 8

Criteria C Communicating in response to spoken, written

Maximum 8

and visual text

Criteria D Using language in spoken and written form Maximum 8

Resources • MYP FRENCH VISAGES 3 • CORDOVA Learning series- pragati & Udaan Hindi Pathmala 6 • CORDOVA Learning series- pragati & UdaanHindi Pathmala 6

35


6 Physical and Health Education

NATURE OF PHYSICAL AND HEALTH EDUCATION Physical fitness is not only one of the most important keys to a healthy body; it is the basis of dynamic and

creative intellectual activity.

-John F Kennedy MYP physical and health education aims to empower students to understand and appreciate the value of being

physically active and develop the motivation for making healthy life choices. To this end, physical and health education

courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and

healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the

holistic nature of well-being. Students engaged in physical and health education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make

informed decisions and promoting positive social interaction.

Physical and health education focuses on both learning about and learning through physical activity. Both

dimensions help student to develop approaches to learning (ATL) skills across the curriculum. Physical and

health education contributes a unique perspective to the development of the attributes of the IB learner

profile, promoting the health of individuals and communities. Physical and health education across the IB continuum

The IB continuum of international education provides a progression of learning for students’ ages 3–19. MYP

physical and health education aims to build on what students ages (11-16) learn and do in the PYP and other

student-centred programmes of primary education. There are no prior formal learning requirements.

MYP physical and health education courses, in combination with MYP sciences, help specifically to prepare students

for the study of sports, exercise and health science in the IB Diploma Programme (DP). This rigorous course

enables students to inquire into systems of the human body and explore how and why these systems work together.

In their study of sports, exercise and health science, students learn how to apply their knowledge and understanding

by critically analysing human performance and through planning and conducting laboratory investigations. Figure 2 shows the IB continuum pathways to DP sports, exercise and health science.

Sports exercise

Diploma Programme and health science

Middle Year Programme Physical and

Sciences

health education

Personal, social

Primary Years Programme and physical Science education

36

MYP Parent Handbook | 2016-17 MYP physical and health education also helps to prepare students for overall success in the DP, and connects directly

with their participation in creativity, action, service (CAS). CAS complements students’ demanding academic

preparation with a requirement for physical exertion that can contribute to a healthy lifestyle. In CAS, students continue

to develop skills in reflection that they use to undertake new challenges and plan activities—including competitive

sports, personal athletic programmes and endurance events, and physically active service learning projects.

The knowledge, skills and attitudes that students develop in physical and health education courses provide a

meaningful foundation for further study and help to prepare students for careers in education, recreation and

leisure industries, health sciences, sports and exercise science, performance, coaching, and fitness and

community health management. Aims:

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to

experience and learn. These aims suggest how the student may be changed by the learning experience. The aims of MYP physical and health education are to encourage and enable students to: • use inquiry to explore physical and health education concepts • participate effectively in a variety of contexts • understand the value of physical activity • achieve and maintain a healthy lifestyle • collaborate and communicate effectively • build positive relationships and demonstrate social responsibility • reflect on their learning experiences.

Objectives

The objectives of any MYP subject state the specific targets that are set for learning in the subject. They

define what the student will be able to accomplish as a result of studying the subject.

Together these objectives reflect the knowledge, skills and attitudes that students need in order to develop an

active and healthy life; they represent essential aspects of physical, personal and social development. A. Knowing and understanding

Students develop knowledge and understanding about health and physical activity in order to identify

and solve problems. In order to reach the aims of physical and health education, students should be able to: • Explain physical health education factual, procedural and conceptual knowledge • Apply physical and health education knowledge to analyse issues and solve problems set in familiar and

unfamiliar situations

• Apply physical and health terminology effectively to communicate understanding.

37


B. Planning for performance

Students through inquiry design, analyse, evaluate and perform a plan in order to improve performance in physical

and health education. In order to reach the aims of physical and health education, students should be able to: • Design, explain and justify plans to improve physical performance and health • Analyse and evaluate the effectiveness of a plan based on the outcome. C. Applying and performing Students develop and apply practical skills, techniques, strategies and movement concepts through their

participation in a variety of physical activities. In order to reach the aims of physical and health education, students should be able to: • Demonstrates and apply a range of skills and techniques effectively • Demonstrate and apply a range of strategies and movement concepts • Analyse and apply information to perform effectively. D. Reflecting and improving performance Students enhance their personal and social development, set goals, take responsible action and reflect on

their performance and the performance of others. In order to reach the aims of physical and health education, students should be able to: • Explain and demonstrate strategies that enhance interpersonal skills • Develop goals and apply strategies to enhance performance • Analyse and evaluate performance. Assessment Criteria

Topics GRADE 6 GRADE 7 GRADE 8

Introduction of Physical & Sports Awareness Sports Injuries

Health Education • Olympic Moment • Common sports injuries

• Definition of • Morden Olympic • Sprain

Physical Education and • Role of IOC • Fractures

Health Education

Human Body • Causes, Prevention and

• Importance of PHE •

Phases of Growth and Treatment

• Goal of PHE Development First Aid

• •

Human Body

Effect of Exercise on Meaning, definition, Principles

Human System • First aid in drowning, snake bite,

• Clarification about •

Obesity burns, electric shock

Growth & Development Component of Fitness

• Difference Between

Strength,

Growth and development Speed

• Types and function Endurance

of bone Flexibility

Component of Fitness

Coordinative ability

• Importance of Fitness

• Health related component for

component Performance

• Skill related

component

• Benefits of exercise

38

Posture and Nutrition Postures and Nutrition Fitness

• Define posture • Types of Postural components of physical fitness

• Importance of Deformities 1.types of Strength:

posture • Significance of

Dynamic strength, Static strength

2.types of Speed:

• Balance diet Balance Diet

• Elements of diet Fast Twitch fibers ,Slow Twitch fibres

• Classification of

3.types of endurance:

Martial Art Nutrient Short term endurance,

• Aim & Objectives Yoga Science Long term endurance,

• Yoga Definition

4.types of Flexibility:

• Basic movement

• Benefits of Yoga Passive flexibility, Active flexibility

and patterns

• Surya Namaskar 5. types of Coordinative ability:

Stance

and Benefits Balance, Rhythm, Adaptation, Reaction

Punches

Effect of Pranaya

Blocks Nutrition

Strikes • Meaning and Functions

Kicks • Balanced Diet

• Energy Fuel

• Daily Energy Requirements

• Carbohydrate, Fats, Proteins, Vitamins,

Minerals and Water

Coaching and Officiating

• How the matches are officiated

• International Federations

• Governing bodies of the Games

Modern Olympic Games

Revival, charter, aim, objectives, spirit,

motto, torch, flag, opening and closing

Ceremonies

Development of Techniques and

Tactics of Team Games and Individual

Games

• Psychological preparation of team and

individual sports.

• Learn a range of vocabulary

appropriate to the needs of the game,

and use words precisely on and off the

field.

• For Clearing the doubts also children

would be able to use the proper games

terminology.

• Basics of Lawn Tennis, Soccer,

Basketball, Badminton, Cricket,

Swimming.

Indian Dance

• Knowledge of different Indian classical

and folk dance forms (Garba, Dandiya,

Kathak and Bhangra)

• Different steps of chosen dance form

• Appropriate music for a particular

dance form

• Generating and incorporating novel

ideas to create a dance sequence

• Knowledge of linking steps and use

transitions.

(Specialist dance teacher will be called

for a few lessons to teach basic steps

of different Indian dance

Forms)

39


GAMES OFFERED ARE: Lawn Tennis, Soccer, Lawn Tennis, Soccer, Lawn Tennis, Soccer, Basketball, Table Tennis, Basketball, Table Tennis, Basketball, Table Tennis, Throw ball, Cricket, Throw ball, Cricket, Throw ball, Cricket,

Swimming. Swimming. Swimming. Assessment Tasks At the end of each unit students will be assessed on their progress. Students will not only be assessed in how

they perform in each sport, but rather in how they address each aspect of the sport; • How often they participate in the classes • How they increase the level of their basic skills, • How they interact with other members in the group • How they analyze their own performances • And how they apply the skills that they learn in class into a match situation • How they prepare themselves and their resources for each class

40

MYP Parent Handbook 2016-17

Assessment Criteria

Assessment for physical and health education courses in all years programme is criterion-related based on

four equally weighted assessment criteria:


Criteria B Planning for performance Maximum 8

Criteria C Applying and performing Maximum 8

Criteria D Reflecting and improving performance Maximum 8

Resources

www.Ibo.org; http://en.wikipedia.org/wiki/Physical_education http://en.wikipedia.org/wiki/Category:Sports_technology

http://en.wikipedia.org/wiki/Fifa http://en.wikipedia.org/wiki/Women%27s_Tennis_Association http://en.wikipedia.org/

wiki/Association_of_Tennis_Professionals http://en.wikipedia.org/wiki/Athletic_trainer

http://en.wikipedia.org/wiki/All_India_Tennis_Association http://en.wikipedia.org/wiki/Sports_psychologys

41

http://www.ibo.org/

http://en.wikipedia.org/wiki/Physical_education

http://en.wikipedia.org/wiki/Fifa

http://en.wikipedia.org/wiki/Fifa

http://en.wikipedia.org/wiki/Women%27s_Tennis_Association

http://en.wikipedia.org/

http://en.wikipedia.org/

http://en.wikipedia.org/wiki/All_India_Tennis_Association

http://en.wikipedia.org/wiki/All_India_Tennis_Association

http://en.wikipedia.org/wiki/Sports_psychologys


7 ARTS

NATURE OF THE ARTS

The arts are a universal form of human expression and a unique way of knowing that engage us in effective,

imaginative and productive activities. In MYP arts students have opportunities to function as artists, as well as

learners of the arts. Artists have to be curious. By developing curiosity about themselves, others and the

world, students become effective learners, inquirers and creative problem-solvers. It encourages our sense of belonging and community through the recognition of identities.

Arts across the IB Continuum

MYP arts aims to build on what students learn and do in the PYP and other student-centred programmes of

primary education. MYP arts further an inquiry-based approach through similar objectives that encourage

students to continue their artistic development and learning. There are no prior formal learning requirements.

MYP arts courses help specifically to prepare students for the study of visual arts, music, theatre, dance, film

and literature and performance in the IB Diploma Programme (DP) at either higher or standard levels.

Visual arts Music Theatre

Diploma Programme

Film

Dance Literature and

Performance

Middle Year Programme

Art

Primary Years Programme

Art

42


Aims: The aims of MYP arts are to encourage and enable students to: • create and present art • develop skills specific to the discipline • engage in a process of creative exploration and (self-) discovery • make purposeful connections between investigation and practice • understand the relationship between art and its contexts • respond to and reflect on art • deepen their understanding of the world.

Objectives

The objectives of any MYP subject group state the specific targets that are set for learning in the subject.

They define what the student will be able to accomplish as a result of studying the subject.

A. Knowing and understanding

Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are

able to analyse and communicate in specialized language. Using explicit and tacit knowledge alongside an

understanding of the role of the arts in a global context, students inform their work and artistic perspectives. In order to reach the aims of arts, students should be able to:

• demonstrate knowledge and understanding of the art form studied, including concepts, processes and the

use of subject-specific terminology

• demonstrate an understanding of the role of the art form in original or displaced contexts • use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork. B. Developing skills

The acquisition and development of skills provide the opportunity for active participation in the art form and in the

process of creating art. Skill application allows students to develop their artistic ideas to a point of realization. The

point of realization could take many forms. However, it is recognized as the moment when the student makes a final

commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product. In order to reach the aims of arts, students should be able to: • demonstrate the acquisition and development of the skills and techniques of the art form studied • demonstrate the application of skills and techniques to create, perform and/or present art. C. Thinking creatively The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. In order to reach the aims of arts, students should be able to: • develop a feasible, clear, imaginative and coherent artistic intention • demonstrate a range and depth of creative-thinking behaviours • demonstrate the exploration of ideas to shape artistic intention through to a point of realization.

43


D. Responding Students should have the opportunity to respond to their world, to their own art and to the art of others. In order to reach the aims of arts, students should be able to: • construct meaning and transfer learning to new settings • create an artistic response which intends to reflect or impact on the world around them • critique the artwork of self and others.

Demonstrate

understanding of the

hole of the art form

Knowing and

understanding

Developing skills Responding

Thinking Creativity

Demonstrate

Demonstrate a explanation of ideas

to a point of

range and depth of realization

creative thinking

behaviours

44


Assessment Tasks

MYP BRANCHES Grade 6 Grade 7 Grade 8

MUSIC INSTRUMENTAL: INSTRUMENTAL : INSTRUMENTAL:

• INSTRUMENTAL (MYP Objectives- A & D) (MYP Objectives- A & D) MYP Objectives A & D

• Introduction of staff • Introduction of G major and • Ostinatos

• THEORY • Rudiments of music F major scales • Da capo and Fine reminders

• Time signatures • Introduction of compound • key signatures MYP

(MYP Objectives- B & C) time signatures Objectives B & C

(MYP Objectives- B & C) • Introduction to Duets

• Repeats • An Introduction to the

• Sight reading conducting

• Introduction of quaver note • • dotted notes and ties • Articulation

Introduction of entire scale of THEORY: THEORY:

“C” major

THEORY: MYP Objectives A MYP Objectives A & D

MYP Objectives A & C • • Terminology of music • Note values

• Keys – C major • Rest values

Writing notes on the staff • Tonic triads in key of C, F • Time signatures

• Recognizing the lines and and G • Ledger lines

spaces

MYP Objectives B & D • one- octave arpeggios

• Terminology of music • First inversions of major

• Beats and the rests • Key signatures and minor tonic triads

MYP Objectives B & D • Intervals • Key signatures

• Circle of fifths MYP Objectives A & D

• Time signatures • Arpeggios

• Construction of major • Grouping notes and • Metronome markings

scales beaming quavers • Minor tonic triad and

• Terminology of music • Grouping rests •

labelling

MYP Objectives D Intervals

• Circle of 5ths relating to

• Answering a given rhythm •

the keys above

• Ostinato Broken chords

• Analysis

THEATER THEORY AND THEORY AND THEORY AND

PRACTICALS: PRACTICALS: PRACTICALS:

The role play course will The mime course will include: The short play course will

include: Character building

• Body and Movement: to include: Children’s theatre:

• support theatrical •

• Realistic acting expression • Acting:

• Voice: Tempo & Pitch • Rhythm: muscular theatre • Characterization:

• Role performance

and efficiency

• Realistic acting:

Prop and Costume

• Spatial awareness: to

• Exploring the

maintain the illusion context:

Characterization: to perform • Performance

the role and performing in

detail

45

VISUAL ARTS The elements and Fundamentals of art & Landscape study

principles of art Design (MYP Objectives-A &B)

(MYP Objectives-A &B) (MYP Objectives-A &B) Observation drawing

The knowledge of Fundamentals of art Learning various elements

appearances perception Expression of nature

and feelings with line, Visual composition. Research Landscape with

texture and space; Introduction to the guidelines of History

Doodle arts. fundamentals of Design of arts.

Still life Developing Line power Landscape experimenting

Creative still life with Understanding form and with various medium and

perspective composition techniques

MYP Objectives- C&D)

(MYP Objectives- C&D)

Application of skills (MYP Objectives- C&D)

Colour theory

Artistic manner of using the Composition with colour Portrait

colours and artistic theory. Portrait drawing

representation with colour Visual arts in society Research portrait with the

and shapes; (MYP Objectives- A, B, guidelines of History of

Colour wheel C&D) arts

Shape Composition with Art styles in history and MYP Objectives- A&B)

Colour Mixing technique today (Modern to Post- Learning various elements

Creative modern era) of Still life

composition(2d/3d) with Exploring the styles of Research Still life with

Pointillism/Expressionism various artists from various the guidelines of History

Arts in society countries of arts.

MYP Objectives- A&B) (MYP Objectives- C&D)

•Introduction to art Still life experimenting

history (Medieval to with various medium and

Renaissance) techniques

(MYP Objectives- C&D)

Folk art

Indian Tribal and Folk art

46

MYP Parent Handbook | 2016-17 Assessment Tasks Students must prove their learning or understanding exactly what the “skills and techniques of the art form

studied” means in a given assessment task. This might be in the form of: Criterion A: Knowing and understanding: Demonstrate awareness of the art form studied, including the use of appropriate language, the relationship between the

art form and its context, the links between the knowledge acquired and artwork created. As “Class observation, Group

discussion, Peer review, Spontaneous response, Journal entries, Model production, Presentation, Questionnaire and Essay” Criterion B: Developing skills: Students should be able to: Demonstrate the acquisition and development of the skills and techniques of the art form

studied and the application of skills and techniques to create, perform and/or present art; through “Journal, Presentation, Investigations and Research projects” Criterion C: Thinking creatively: Students should be able to: Demonstrate the acquisition and development of the skills and techniques of the art form studied, the application of skills and techniques to create, perform and/or present art. As “Class observation,

Peer review, Diagrams, Drawings, Inventories, Essay, Model production, Research project and Presentation” Criterion D: Responding: At the end of year, students should be able to: Identify connections between art forms, art and context, or art and prior

learning, recognize that the world contains inspiration or influence for art and evaluate certain elements or principles

of artwork. As “Group discussion, Inventories, Class observation, Spontaneous response, Essay and Presentation” Assessment Criteria Assessment for Arts in all years of the programme is criterion-related, based on four equally weighted

assessment criteria:

Criteria A Knowing and understanding

Maximum 8

Criteria B Developing skills Maximum 8

Criteria C Thinking Creatively

Maximum 8

Criteria D Responding

Maximum 8

Resources • History of the Theatre (Hardcover) by Oscar G. Brockett (Author), Franklin J. Hildy (Author) (Addison-Wesley), ISBN:

- 13:9780205511860 • George W Brandt; Peter Weiss. , Modern theories of drama: a selection of writings on drama and theatre

1850-1990 Author (Clarendon Press) ISBN: - 0-19-8711409 • Bharat Gupt, THE NATYASHASTRA OF BHARTAMUNI (D.K. Printworld (P) Ltd) ISBN: -8170301343 • DRAMATIC CONCEPTS – GREEK AND INDIAN BY BHARAT GUPT (D.K. Printworld (P) Ltd), ISBN: - 81224600252

47


7 Design

NATURE OF DESIGN

Design, and the resultant development of new technologies, has given rise to profound changes in society:

transforming how we access and process information; how we adapt our environment; how we communicate

with others; how we are able to solve problems; how we work and live.

Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints

associated with products or systems, allowing them to redefine and manage the generation of further thought

through prototyping, experimentation and adaptation. It is human-centered and focuses on the needs, wants and

limitations of the end user.

MYP design challenges all students to apply practical and creative thinking skills to solve design problems;

encourages students to explore the role of design in both historical and contemporary contexts; and raises

students’ awareness of their responsibilities when making design decisions and taking action.

Inquiry and problem-solving are at the heart of the subject group. MYP design requires the use of the design

cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the

development of feasible solutions, the creation of solutions, and the testing and evaluation of the solution. In

MYP design, a solution can be defined as a model, prototype, product or system that students have developed

and created independently.

A well-planned design programme enables students to develop not only practical skills but also strategies for

creative and critical thinking.

The MYP expects all students to become actively involved in, and to focus on, the whole design process

rather than on the final product/solution.

Design across the IB continuum MYP design courses help specifically to prepare students for the study of computer science, design technology and

Diploma Programme Computer Design ITGS

science

Music

technology

Middle Year Programme Design

Primary Years Programme Arts ICT Science

48

MYP Parent Handbook | 2016-17 information technology in a global society (ITGS) in the Diploma Programme (DP).

The knowledge, skills and attitudes that students develop in design courses provide a meaningful foundation

for further study and help to prepare students for:

• careers in fashion, food, graphic, industrial, instructional, multimedia, product, publications, video game and

web design

• architecture • education

• roles in engineering, manufacturing, advertising and media industries

• project management among others.

Aims: The aims of MYP design are to encourage and enable students to:

• enjoy the design process; develop an appreciation of its elegance and power

• develop knowledge, understanding and skills from different disciplines to design and create solutions to

problems using the design cycle • use and apply technology effectively as a means to access, process and communicate information, model

and create solutions, and to solve problems

• develop an appreciation of the impact of design innovations for life, global society and environments

• appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts

• develop respect for others’ viewpoints and appreciate alternative solutions to problems

• act with integrity and honesty, and take responsibility for their own actions developing effective working practices.

Objectives

The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define

what the student will be able to accomplish as a result of studying the subject.

Together these objectives reflect the knowledge, skills and attitudes that students need in order to engage with

and solve complex, real-life problems in both familiar and unfamiliar contexts; they represent essential aspects

of design methodology. A Inquiring and analysing

Students are presented with a design situation, from which they identify a problem that needs to be solved.

They analyse the need for a solution and conduct an inquiry into the nature of the problem. In order to reach the aims of design, students should be able to:

• explain and justify the need for a solution to a problem for a specified client/target audience

• identify and prioritize the primary and secondary research needed to develop a solution to the problem

• analyse a range of existing products that inspire a solution to the problem

• develop a detailed design brief which summarizes the analysis of relevant research

49


B Developing ideas Students write a detailed specification, which drives the development of a solution. They present the solution. In order to reach the aims of design, students should be able to: • develop a design specification which clearly states the success criteria for the design of a solution • develop a range of feasible design ideas which can be correctly interpreted by others • present the final chosen design and justify its selection • develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of

the chosen solution. C Creating the solution Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for

testing and evaluation. In order to reach the aims of design, students should be able to: • construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be

able to follow to create the solution

• demonstrate excellent technical skills when making the solution • follow the plan to create the solution, which functions as intended • fully justify changes made to the chosen design and plan when making the solution • present the solution as a whole, either:

a. in electronic form, or

b. through photographs of the solution from different angles, showing details. D Evaluating Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success.

Students identify areas where the solution could be improved and explain how their solution will impact on the

client or target audience. In order to reach the aims of design, students should be able to: • 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 • explain how the solution could be improved • explain the impact of the solution on the client/target audience.

50

ook | 2015-16

51

The MYP design cycle

It is important to note that, while the design cycle includes several successive stages,

the design cycle is an iterative and cyclical process. When using the design cycle,

students will often need to revisit a previous stage before they can complete the stage

they are currently working on. Solving design problems is not always a linear process.

GRADE 6 GRADE 7 GRADE 8

Digital Digital Design Digital Design Digital Design

1. Design Animation

1. Google Sketch Up

1. MS Access

Design

2. Adobe Flash Player 2. MS Excel 2. App Inventor

Product

Product Design

Product Design Product Design

Design

1. Introduction of robots & 1. Introduction of robots & 1. Introduction of

robotics robotics robots & robotics

2. Basic building 2. Dexterity with circuits 2. Basic laws of

3. Proto-typing with 3. Trending Technology science

electronics System Construction 3. Electro vision

My first robot Digital fabrication

Fashion Design

Unit 1 Fibre to Fabric-

•Introduction to Textiles

•Fabric Construction

•Fabric properties

•Fabric testing Unit 2

Printing and Dyeing

•Tie and Dye

•Stencilling

•Block

•Spray

Unit 3 All sewn up-

• Different type of sewing

machine

• Parts of sewing machine

• Hand Stitching

• Fabric attachment

52


MYP Assessment criteria:

Criteria A Inquiring and analysing Maximum 8

Criteria B Developing ideas Maximum 8

Criteria C Creating the solution Maximum 8

Criteria D Evaluating Maximum 8

Assessment for design courses in all years programme is criterion-related, based on four equally weighted

assessment criteria:

Assessment Tasks Criterion A • When developing the design brief, students should concisely summarize only the useful and relevant

information they have found through their research. They will present this information in their own words.

Students should not copy and paste information from sources without analysis or indicating relevance.

Criterion B • In MYP design, a feasible idea is one that the student can create within the allocated time with the tools

and facilities available to them. • Examples of “planning drawings/diagrams” for digital design solutions include website navigation maps,

interface layout—aesthetic considerations (websites), detailed sketches (graphic design), detailed

storyboards (video editing and animations), and so on. • Examples of “planning drawings/diagrams” for product design solutions include scale drawing with measurements

(orthographic), part and assembly drawings, exploded drawings, recipes, cutting plans, and so on.

Criterion C • When changes have been made to the solution, students must describe and justify each change. If there

are no changes to the plan, students are not required to describe or justify any changes. • Technical skills: A student’s level of technical skill can be determined using the following two factors:

– the complexity of skill demonstrated

– the level of guidance needed from the teacher to complete the task. The teacher should determine an age-appropriate level of technical skill demonstrated by the student using a

“best-fit” approach. A clarification is detailed below. Criterion D • Product testing: This is a stage in the design process where versions of products (for example,

prototypes) are tested against the design need (specification), applied to the context and presented to the

end-user or target audience. These tests may include the collection and analysis of data. Types of testing

include user trial and observation: (usability and intuitiveness), field/performance test: (functionality and

performance), expert appraisal: (beta testing, consumer testing) • Authentic tests: The tests are relevant to the project and are completed by appropriate testers to gain high-

quality quantitative and qualitative feedback. Resources • http://www.chalkface.com/products/DesignTechnology/DMTE/ • http://www.chalkface.com/products/ICT/DILS/ • http://www.chalkface.com/products/ICT/UITL/

53

http://www.chalkface.com/products/DesignTechnology/DMTE/

http://www.chalkface.com/products/ICT/DILS/

http://www.chalkface.com/products/ICT/UITL/

Community Project:

The Community Project is a major activity for students to complete in year three (8th grade) of the MYP program.

The community project focuses on community and service and gives students an opportunity to develop awareness

of needs in various communities and address those needs through service learning. As a consolidation of learning,

the community project engages in a sustained, in-depth inquiry leading to service as action in the community.

Interdisciplinary unit:

In the MYP, interdisciplinary learning is the process by which students come to understand bodies of knowledge and

ways of knowing from two or more disciplines or subject groups and integrate them to create new understanding. Students demonstrate interdisciplinary understanding when they can bring together concepts, methods, or forms of

communication from two or more disciplines or established areas of expertise to explain a phenomenon, solve a problem,

create a product, or raise a new question in ways that would have been unlikely through a single discipline.

Aims of the teaching and study of MYP interdisciplinary units are to encourage students to: • develop a deeper understanding of learning skills and apply them in meaningful contexts • integrate conceptual learning, ways of knowing, and methods of inquiring from multiple disciplines • inquire into challenging issues, ideas and challenges by creating products or explaining phenomena • reflect on and communicate understanding of the interdisciplinary learning process • experience the excitement of intellectual discovery—including insights into how disciplines complement

and challenge one another. Students will have one interdisciplinary unit in a academic year and will be assessed based on the

following objectives:

A. Disciplinary grounding B. Synthesizing C. Communicating D. Reflecting

54


Glossary of MYP Terms:

Achievement level

The level given when the student work reflects the corresponding descriptor.

Achievement levels are shown in the left-hand column of the assessment criteria.

An aim states, in a general way, what the teacher may expect to teach or do, what

Aim

the student may expect to experience or learn and how the student may be changed

by the learning experience.

Agreement in principle and practice between shared values and aspirations for

Alignment

learning (written curriculum), how teachers actually work (taught curriculum)

and what students actually learn (assessed curriculum).

Approaches to learning (ATL)

Concerned with the development of thinking skills, strategies and attitudes

and the ability to reflect on one’s own learning.

Criteria against which a student’s performance is measured as evidenced by work

Assessment criteria

produced. Subject-group guides provide assessment criteria to be used for final

assessment for each subject group and for 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

The activity or series of activities with which students engage in order for assessment

to take place.

Assessment tool

The device teachers use to measure and record assessment information and data

collected, for example, anectodal records.

Community service

Students serve the community by understanding and acting with mutual

responsibility to meet their own needs and the needs of others.

Criterion-related assessment

An assessment process based on determining levels of achievement against

previously agreed criteria. MYP assessment is criterion-related.

Achievement level descriptors describe the differences in student accomplishment for

Descriptors

each assessment criterion and correspond to the achievement level that should be

awarded.

55

Differentiation Planning for different levels of ability.

Final assessment The summative assessment of student work at the end of the fifth year of the MYP.

Formative assessment Ongoing assessment aimed at providing information to guide teaching and improve

student performance.

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

dimensions.

IB MYP certificate IB-issued certificate that signifies the successful completion of requirements for the

programme; accompanied by MYP results.

Official IB document that provides a record of successful examination and/or

IB MYP course results ePortfolio grades for MYP eAssessment candidates who do not attain the IB MYP

certificate.

An interdisciplinary approach to curriculum planning in which two or more disciplines

within an MYP subject group are integrated into a single course. The IB provides

Integrated learning external assessment services for MYP courses in integrated humanities and

integrated sciences. Schools can also organize integrated approaches to teaching

and learning in design and arts that can be externally moderated by the IB.

www.oakridge.in /OakridgeInternationalSchools /oakridge.in/blog/

[email protected] | Call: 1800-200-8171

56

mailto:[email protected]

International Baccalaureate Middle years programme Parent ... · • Rubrics are used to increase...

Documents

Transcript of International Baccalaureate Middle years programme Parent ... · • Rubrics are used to increase...