MYP 2 - Copenhagen International School

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Contents The Middle Years Programme page 3 Homework in MYP 1 – 3 page 7 The Subject Groups Language A page 9 Humanities page 15 Technology page 17 Mathematics page 19 Arts page 21 Science page 27 Physical Education page 32 Language B page 34 Student Life at CIS page 43
2 The Middle Years Programme at Copenhagen International School The Middle Years Programme (MYP), designed for students aged 11–16, has been offered by the International Baccalaureate Organization (IBO) since 1994 and at C.I.S. since 1995. MYP students are at an important age of transition, of personal, social, physical and intellectual development, of uncertainty and questioning, of searching for relevance and meaning. Emerging adolescents, influenced by their years of primary schooling, are entering a phase where their social and cultural experiences in and outside school have a determining impact on their perception of themselves, their self­esteem, their sense of identity and their capacity to relate to others. The programme is devised to help students develop the knowledge, attitudes and skills they need to participate actively and responsibly in a changing and increasingly interrelated world. This implies a “living curriculum” (Beane, 1990), one which calls for more than “knowing”: it involves reflective thinking, both critical and creative, about ideas and behaviours. It includes problem solving and analysis, clarification and discussion of personal beliefs and standards on which decisions are made. It also leads to critical thinking and action 1 . Fundamental Concepts The Middle Years Programme is based upon three fundamental concepts that are intended to provide for diversity and balance throughout the programme. Holistic Learning is an approach emphasized by the programme that includes and extends traditional school subjects such that students realize that most real­world problems require insight gained from a variety of disciplines in order for a sustainable solution to be found. Intercultural Awareness is concerned with developing students’ attitudes, knowledge and skills as they learn about their own and others’ social and national cultures. It not only fosters tolerance and respect, but also leads to empathy and understanding. Communication stresses the importance of verbal and non­verbal modes of communication as vehicles for realizing the aims of the programme given that language acquisition is fundamental to cognitive growth, cultural identity, personal development and intercultural awareness. Curriculum Model 1 The Middle Years Programme : A Basis for Practice. IBO
3 The curriculum model is student­centered and defines the relationship between the individual student, their ways of understanding and their entry points to the formal curriculum.
4 Areas of Interaction The five areas of interaction give the MYP its distinctive core. They are implicit in the teaching of the subject disciplines and provide the basis for transdisciplinary teaching and learning that ultimately deliver the student success in the Personal Project which is the culminating experience of the MYP in a student’s final year. The five areas are: Approaches to Learning (ATL) ­ collecting over time the habits, routines, skills, knowledge and insights of a successful learner Community & Service ­ giving without expecting to receive Health & Social Education ­ making informed choices and decisions for yourself and for others Human Ingenuity ­ understanding the processes of creativity and ingenuity Environment ­ being responsible for the impact of humankind on the places in which we live Learner Profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in­depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
5 Open­minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk­takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well­being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. The IB learner profile © International Baccalaureate Organization 2006 IB learner profile booklet Teaching and Assessment The learning outcomes of each of the subject disciplines are skills­based and broad enough to allow for a variety of teaching and learning approaches, thereby facilitating a broad and balanced criterion­ referenced assessment protocol where teachers are expected to use their professional skill and subsequent judgments in designing assessment items that allow them to best place the student against published levels of performance corresponding to the subject disciplines learning outcomes. Teaching and assessment of the aims and learning outcomes address all aspects of learning including knowledge, understanding, skills and attitudes.
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Knowledge in the subject.
The facts that the student should be able to recall to ensure competence ·
Understanding subject.
How the student will be able to interpret, apply or predict aspects of the ·
Skills situations.
How the student will be able to apply what has been learned in new ·
Attitudes How the student is changed by the learning experience.
6 Homework in MYP 1 ­ 3 ATL is all about study skills and especially the art of time management. As educators, we need to help our students to utilize their time more efficiently. By so doing we create a learning environment for our students that will be less stressful and more conducive to better acquisition of knowledge and skills. In order to ensure effective time management, the Middle School has a Homework Policy as follows;
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The subjects of Language A, Maths, Science, Humanities, and Language B need to give daily or close to daily homework assignments. From Monday to Thursday, for each 40 minute period that they teach, the teachers will organize homework in no more than fifteen to twenty­minute blocks for MYP 1 – 3. There will be no ‘banking’ of time; teachers may not give an hour of homework in one evening because they have not assigned any for the prior week. To assist you with the management of longer assignments or projects, it is expected that teachers will provide a plan of steps to accomplish the task within the given.
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In order to provide a life outside of school that includes family and friends, it is expected that no homework will be assigned on weekends and over the holidays unless it is imperative for the completion of long­term projects that have been planned well in advance.
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For subjects such as Physical Education, Design Tech, Computer Tech, Art, Drama and music, the giving of homework is more irregular. Hence, you will be required to manage the homework for other subjects and these subjects at the same time. In these periods, you must learn to deal with the workload by using your agendas to plan ahead. These subjects may also give homework over the weekends.
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All teachers, irrespective of subject, must enter tests, essays and other long­term projects on the grade level calendars. This is not to include daily homework assignments. Students must be given at least one week’s notice regarding the due dates for tests, essays and other long­ term projects. On any given day, students may not be required to hand­in/sit more than two assignments/tests. Two essays and a test due on the same day will not be allowed.
7 If students do not complete a task in the time given they should take it back to the teacher and discuss the work and the time it has taken and come to an agreement about future homework. The teachers use a homework calendar to record all major homework assignments. This allows us to monitor and manage the homework load such that students do not have an overwhelming amount of work at any one time. These assignments are generally the ones which are given and then completed over a defined length of time. For assignments such as these, the teachers will scaffold the work: this means that they will provide the students with mini­deadlines within the overall deadline so that the students learn to spread the task over the time that is available, thus avoiding leaving the assignment to the last moment. The No Zero Zero Policy Once deadlines are fixed students will only be allowed to hand in work late for legitimate reasons, such as sickness. Students need to understand the meaning of a deadline if they are to be successful and it is our responsibility to teach them to work to deadlines. Shifting deadlines gives the wrong signal to students who have worked hard to meet them. Work handed in late will always be marked. However, if there has not been agreement between the teacher and the student about submitting a late piece of work, the work will not be given a grade. When a student regularly fails to hand in work, or hands it in late, thus receiving no grade, the parents will be informed. When a student fails to keep up with the steps of a longer­term scaffolded assignment parents will be informed in time to give the student the chance to complete the work by the deadline. As stated, longer­term assignments are always scaffolded. Thus, on the due date, a student will always have completed a portion of the work that has been assigned. Students will be expected to hand in this work whether complete or not, on the due date, unless they have an agreement with their teacher. If assignments are scaffolded students should not get a zero as they will have done some work on which they can be graded.
8 Language A Language A Department Philosophy Statement Language is fundamental to all human learning. Language skills are the basis for effective communication and life­long learning in our multi­cultural world. Aesthetic appreciation of language means that language and literature can transect culture and time, allowing us to recognise our shared humanity whilst acknowledging our individual and cultural diversities. At CIS language arts students explore, critically and creatively, the multi­facetted richness of language and genres through which ideas are expressed. Through the study of literature and universal themes, as well as through their own writing, oral expression, and experience, our students participate in a meaningful, critical and reciprocal discourse about human experience and communication. The student´s personal voice and his/her appreciation of multiple textual perspectives are crucial factors in the development of language skills and literary appreciation. In the four areas of language development (reading, writing, listening and speaking), our students are offered rich opportunities to experience, appreciate, and explore diverse texts reflecting diversity of expression, experience and viewpoint. Through learning about the systems of language, our students acquire the tools necessary to communicate their ideas in the appropriate context in the appropriate register in a structured and meaningful way. During the first three years of the MYP programme, all the written and oral skills, processes, investigations and expressions are deepened and developed via reading, discussion, oral presentations, written productions and projects both within the Language A classroom and in cross­ curricular activities. The Areas of Interaction are natural and ongoing parts of the programme. The student is central to the process of learning and his/her engagement is imperative – joyful and enquiry­based learning is at the heart of language development and expression. In these three years the student learns to work both collaboratively and independently. Students are introduced to the MYP Language A criteria in MYP 1 ­ 3. By MYP 4­5 students are expected to have a full and practical understanding and usage of the criteria. Expectations of IB MYP 1­3 students 1. Teacher­student and student­student relations are governed by reciprocal respect, courtesy and patience. Basic courtesy enhances our learning environment. 2. Students are expected to be engaged and diligent, and to read regularly. Students come prepared to class with the basic tools of learning (notebook, pen, pencil, erasers) and whatever text is being worked on. It is recommended that a good dictionary and a Thesaurus are available at home. Students maintain books, binders, folders, etc. in neat and organised order. 3. Students participate in the class. They actively listen, diligently taking notes and participating politely in class discussions. 4. Students complete assignments neatly with due attention paid to writing/word processing. There are guidelines for manuscript writing in the student agenda. Additionally, an organized notebook is be kept by students and it is periodically checked and assessed.
9 English Course overview MYP 2 continues to develop the necessary skills for successful communication and learning within spoken and written English. This includes teaching/learning the mechanics of the English language and reinforcing vocabulary development and an explicit grammatical/linguistic awareness of language. Literary and critical understanding of different types of texts is a central goal of the course. Students learn more about how theme is achieved through important techniques such as character development, point of view, symbolism and irony. Students develop their analytical skills through the exploration of their texts, other media and discussion. Through creative and expository writing, and through speaking tasks/discussions, students continue to develop important skills within the creative, critical and analytical use of English. In accordance with the principles of the IB MYP, the curriculum provides students with opportunities to recognize and utilize appropriately the Areas of Interaction, the cornerstone of the MYP. Approaches to Learning is a key developmental area as it provides students with basic organizational tools and thinking approaches. Links with Human Ingenuity, Health and Social Education, Community and Service and Environment are explored through our studies of fiction, non­fiction, poetry and drama. As the demands of the curriculum increase in MYP 2 so too must the students’ ATL skills in order that they may achieve success in the classroom. Planning, organizing, and the pacing and revising of their work are core skills that students must continue to develop throughout the course. The main objectives in relation to writing, speaking and listening are as follows:
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Improvement of student ability to listen actively
Development of student competence in discussion
Development of student reading skills
Development of student written and spoken skills in paraphrasing, analysis and evaluation
Development of study skills i.e. note taking, revision, pacing, previewing, etc.
Development and support of students in teamwork/collaborative learning
Broadening of student experience of texts, including poetry, drama and prose
Enhancement of vocabulary
Enhancement of independent thinking and writing Core texts/resources: Prentice Hall Literature: Bronze; The Midwife’s Apprentice by Karen Cushman; The Outsiders by S. E. Hinton; and The Diary of Adrian Mole, by Sue Townsend. The course includes the study of short stories, ballads and poems by writers such as Rudyard Kipling, Ray Bradbury, Nikki Giovanni and Carl Sandburg. Other media are included. N.B. Texts may be subject to change in accordance with class needs. Likewise, there may be additions to the reading list.
10 Assessment guidelines Assessment in MYP1 follows the 1­7 grading scale and is assessed on the following criteria: 1. Content: Understanding and awareness of how language functions. Critical understanding and awareness of the works studied and writing techniques. Creative use of language, including modeling of writing techniques. 2. Organization: Clarity and coherence of expression. Structure, linkage and logic of idea and paragraphing. Technical correctness e.g. relevant use of quotations, sourcing and footnoting. 3. Language and Style: Appropriateness of style and register, including grammatical correctness, appropriate and diverse vocabulary, appropriate usage of punctuation, and ability to generate varied sentence structures. Assessment assignments Throughout the year, assessments will be generated from tests, quizzes, project work, creative and analytical writing, including a self­directed reading project, short story writing, character analysis, and ballad writing. Participation and attitude are included in assessment. In class and home assignments are expected. To encourage independent thinking and evaluation processes, students are periodically involved in creating rubrics for assignments and writing self­assessments of their own work. N.B. Independent Reading Program In addition to course work, students are required to read 8 books, 6 of which must be in English and outside the curriculum of the academic school year. The other 2 must have been originally written in the student´s mother tongue. These books may be fiction or non­fiction, poetry or prose. Each text must comprise a minimum of 100 pages. Students keep a record of their reading and parents sign off that the reading has been completed. The record is turned in at the end of the school year
11 Modified English A The CIS mission is the development of the potential of each individual student. The purpose of Modified Language A English is to provide a programme for students who would benefit from a course more tailored to their individual needs. Course Overview The programme is designed to help students attain the level of achievement that matches their potential and aims to provide a base to allow a choice of future options beyond MYP 5 level. The course
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Follows the MYP Language A English programme guide
Enables students to exit into mainstream when appropriate
Is student focused and individually targeted
Contains content that matches the profile of the particular small group
Supports students using appropriately selected materials.
Equips students who successfully complete MYP 5 and fulfill IB Diploma entry requirements for enrolment into an appropriate IB Diploma Language A English course The course is progressive, building on the previous year’s work whilst continuing to develop the linguistic tools necessary for successful communication and learning in both written and spoken expression. It focuses on the mechanics of the English language, including grammar and syntax, an ongoing expansion of vocabulary, an understanding of register and genre, and the development of written and spoken literary, critical and creative insight and expression. Central to the course, therefore, is the development of understanding how meaning and effect are achieved e.g. lexical choice and devices, structure of ideas, register, point of view, tone, mood, symbolism, irony, character development, etc. Students are offered the opportunity to explore a range of texts and genres, including translated, cross­cultural ones. Cross – curricular writing skills are likewise developed, explored and reinforced. The MYP Areas of Interaction are a natural and ongoing part of textual study, exploration and expression within the course. Assessment Guidelines Assessment in MYP 2­5 will follow the 1­7 grading scale and will be assessed on the following criteria. 1. Content 2. Organisation 3. Language and Style Throughout the year students are given a variety of texts to study, concentrating not only on content but also on the language devices utilized by the writers. It is here that they will be taught explicitly about grammar.
12 It is important that EAL (English as Additional Language) students bring a pocket mother tongue/English language dictionary to classes. Independent Reading Program In addition to course work, students are required to read eight books in the academic school year in MYP 2 and 3. Such books may include fiction, non­fiction, short stories, poems, drama, etc. It is recommended that students explore a variety of genres. Students must keep a record of their reading, and parents must sign off that the reading has been completed. At the end of the year students who show they are keen, inquisitive and wide­ranging readers are acknowledged in the graduation ceremonies.
13 MYP 2 Dansk Kursusbeskrivelse: Undervisningens formål er at styrke elevernes færdigheder i det danske sprog.
· Det talte sprog
· Det skrevne sprog Vi veksler mellem mange forskellige arbejdsformer, og processen er lige så vigtig som produktet. Der lægges vægt på elevens aktive deltagelse i klassediskussioner, notetagning, forberedelse hjemme, overholdelse af deadlines, evne og vilje til at indgå som samarbejdspartner i gruppearbejde. Afhængig af det overordnede emne vil undervisningen veksle mellem den mere lærestyrede form, elevfremlæggelse, gruppearbejde, osv. Det talte sprog Der arbejdes med fortsat udvikling af elevernes begrebsdannelse og færdighed i mundtlig fremstilling. Dialogen i klassen og i mindre grupper er vigtig og kravene til struktur, disponering og argumentation bliver stadig større. Både fortælling og forberedt mundlig fremstilling står centralt i undervisningen. Der arbejdes med længere selvstændig mundtlig fremstilling. Det skrevne sprog: Skrivning Eleverne udvikler deres skriftlige udtryksfærdighed på grundlag af sammenhængen mellem mundtlighed, skriftligt udtryk og læsning. Der lægges vægt på samspillet mellem sprog, teksttype, indhold, disponering og situation. Indholdet i skrivearbejdet hentes fra elevernes egne og fælles ideer, erfaringer og viden. Der arbejdes med forskellige skriftformer. Det skrevne sprog: Læsning Der arbejdes med udvikling og konsolidering af elevernes læsefærdigheder. Læselyst, læsevaner, læseformål, læsehastighed og læsemåder er vigtige begreber i læsearbejdet. Både kvantiteten og kvaliteten af læsestof spiller en central rolle i den daglige undervisning. Der arbejdes med 4 emner
· Mennesker omkring os.
· Elsker, elsker ikke, elsker...?
· Fem nordiske forfattere
· Er der mere mellem himmel og jord...? Evaluering Eleverne bliver bedømt på følgende kriterier både skriftligt og mundtligt. 1. Indhold 2. Disponering 3. Sprog N.B. Dette følger de samme regler som for Language A. Grundbøger: Dansk i syvende(+ arbejdsbog); Stavetræning 4 Evalueringsopgaver Eleverne skal aflevere 4 længere skriftlige opgaver på et år, derudover almindeligt hjemmearbejde samt småopgaver. Vi skal læse 2 til 3 romaner.
14 Humanities Humanities Department Philosophy statement Humanities, as the study of the human condition through time, includes a diversity of academic disciplines that have as their core endeavor the understanding of human thought and behavior. While this may embrace such studies as Psychology, Anthropology, Economics, or Sociology, it is History and Geography that are the areas of focus for content­area knowledge at CIS. Instruction aims to teach students how to understand and appreciate the richness and multivalency of our human experience within the contexts of these two disciplines. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural. Development of skills – learning how to acquire knowledge, critically analyze it, generate meanings from it, and transform knowledge into action, are equally valued and emphasized in the course. Students engage in question­formulation, research projects, discursive exercises, close reading, and critical writing tasks, as well as speech and debate activities designed to refine their abilities to communicate and share their knowledge with others. Humanities Course Overview The Humanities program is designed to integrate a range of historical and geographical concepts that promote depth of thought, critical analysis and communication skills. The aim is to empower students to make informed, knowledgeable decisions and become responsible global citizens. Students are immersed in issues that encourage cultural and environmental understanding and confidence within the international community. Assessments are designed to provoke thought, action and reflection. Quarter 1 Quarter 2 Quarter 3 Topic Skills Criteria assessed Marine Environments ­Cooperative group A/B/C/D ­ introduces the students to the work Marine importance of coastal management Reserve and usage. group debate The Medieval World ­Core skills A/B/C/D Presentatio n A/B/C/D Research portfolio Lubeck Trip A combined Humanities/Maths/Language trip. ­Use of thinking (December) strategies such as PMI, Fat questions, mind maps. The Crusades A/B/C/D Unit quiz Modern Day Religion Students will look at the importance Formal and impact of Modern Day Religions. Religion Essay
15 Quarter 4 Mini Mapping Unit A/B/C/D Current Affairs Focus Phantasmagorical Project ­ choice of 8 historical, environmental and social topics Project We will be assessing students in accordance with the MYP Assessment criteria for Humanities: Criterion A: Knowledge Criterion B: Concepts Criterion C: Skills Criterion D: Organization and Presentation Total Mark: Out of 38 possible points (converted to grade out of 7)
16 Technology The CIS Technology Department strives to equip all CIS students with diverse high level tools, project planning methods, and academic understanding which prepares CIS students for a wide range of future challenges, projects and other areas of study including computer science. We strongly believe in holistic and contextual teaching and learning. Starting with inquiry based learning in the PYP, technology learning/instruction is later driven by the Design Cycle in the MYP Design Technology and Computer Technology Coursework. We are committed to delivering these various programs in the best possible spirit of the IBO philosophy and guidelines. The method used at CIS in the MYP for teaching concepts of technology and design are the ones outlined by the IBMYP and are relevant to both Design Technology and Computer Technology. Although these disciplines might appear to be very different, the methods of instruction follow the same pedagogical framework. In both Computer Technology and Design Technology, basic skills are taught, yet the focus on skill­based learning is temporary, and is focused upon primarily in order to give the students enough “tools” to follow the Design Cycle, which is our primary “vehicle” of instruction. The Design Cycle Diagram: When guided through these steps, students increase their knowledge in order to tackle a problem or challenge given to them. After completing this investigation, they use this new knowledge to create a design specification. The students then design possible solutions to the challenge presented to them. The students then create a plan explaining what they plan to do in order create their final product or solution. Finally the student and teacher evaluate the final product.
17 Assessment of the student’s work focuses primarily on the level of engagement of the PROCESS of the design cycle. This is to say that sometimes the outcome of a project will not always reflect the learning that has transpired, and therefore, the product is not weighted exclusively as the most critical criterion for judging the success of the learning experience. This emphasis on process is a critical part of the IBMYP Technology Program and means that students will be asked to maintain records of their progress as they work on projects. These “process records” (know as Design Folders) will be used by the teacher to gauge the level of fulfilment of the grading criteria. The grading criteria for a project are precisely the same as the steps of the design cycle. Here is list of the grading criteria and the total points possible for each criterion: Investigation 6 points possible Plan 6 points possible Design 6 points possible Build 6 points possible Evaluation 6 points possible Personal Engagement 6 points possible A copy of the Technology Grading Criteria is available to both students and parents, via the school website. Within the “Staff/Staffing” section of the website, you can view photos of all staff members. Click on the photo of any of the CIS technology teachers to view/print the criterion in its official original format.
18 MYP 2 Mathematics
Philosophy:
Mathematics, as a foundation of science, engineering and technology, is increasingly
important to future citizens. Providing learners an opportunity to develop abstract,
systematic and logical thinking, problem solving skills and analytical reasoning, the
study of mathematics provides students with a universal language that can be applied
to the world they live in.
Through the Areas of Interaction, MYP mathematics focuses on the real life
applications of the mathematics that they learn in class through the development in
the skills needed to communicate and think mathematically in class exercises, tests
and mathematical investigations. CIS uses a spiralling integrated curriculum ensuring
that all students see various branches of mathematics every year.
Materials:
It is expected that each student brings the following to each lesson:
· Middle Years Binder / Maths Text/ Maths Exercise Book
· Pencil / Red Pen / Eraser / Ruler
· Protractor / Pair of Compasses (when required)
· Scientific Calculator
Year Outline:
Integers
Real Numbers
Algebraic Expressions and Number Patterns
Equations and Inequalities*
Linear Algebraic Expressions
Graphs of Linear Functions*
Statistics
Polygons*
Area and Perimeter
Volume and Surface Area
Rate, Ratio
Introduction to Geometry
Percentages
*= Extension Units, may be covered by any class, time permitting
Texts & instructional Materials:
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Mathematics Matters 1, Marshall Cavendish Education
Other different materials, as appropriate for each application and level.
Assessment:
Assessment will be both formative and summative assessments which could take the
form of quizzes, examinations, in-class investigations and class activities.
As an IBO world school, we use criteria based assessment work handed in to formulate
the academic grades that students receive. The assessment criteria students will be
graded against are the following;
Criterion A
Knowledge and understanding
Maximum 8
Criterion B
Investigating patterns
Maximum 8
Criterion C
Communication in mathematics
Maximum 6
Criterion D
Reflection in mathematics
Maximum 6
Class Structure and Organisation:
As mathematics is timetabled against science in MYPY1
The mathematics department streams students in MYPY1-5 as a differentiation
technique to target the individual instructional and support needs of students. This
allows us to give more individualised attention to students with a greater need for it, as
class numbers are smaller in classes structured to give more support.
As a result of this, staff may decide that a student should move to another class based
on pre-assessments, assessments or in-class performance at any time during the
school year.
Teachers across grade levels meet weekly to discuss individual students and to ensure
that teaching content is coordinated and standardised. Mathematics teachers work
together closely to make sure that any student changing classes does so with
minimum interruption. Parents will always be informed of changes of classes before
they occur.
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Arts Arts Department Philosophy Statement The arts are a form of human expression through activity. They contribute to a school curriculum by offering a distinctive way of learning where seeing, feeling, hearing, thinking and creating are combined in a powerful form of visual, aural and tactile affective communication. Through the arts, students working both cooperatively and individually have opportunities to research, identify and discuss issues; to provide insights, opinions, solutions and resolutions; and to reflect on, appreciate and evaluate artwork. The arts are a powerful medium for the exploration of the human condition, our society and our world. In this respect they are a powerful educational tool for the exploration of different areas of the curriculum, the MYP areas of interaction and of different cultures. At CIS students start the MYP with three years of a yearly trimester rotation system that allows students to study each of the three subjects (Drama, Music and Visual). This holistic approach prepares the students for, at the end of MYP3, choosing one on the Arts to study in MYP4 and 5, leading into continuing in the Diploma programme. Drama Course Overview and Assessment Course Duration: 1 quarter 7 periods per fortnight) The Ensemble Approach Drama in the first three years of the MYP at CIS focuses on developing skills and knowledge of Theatre Arts through the Ensemble approach. It is essential that students lean about Drama and themselves in an environment of teamwork and trust. The courage to explore ones own creativity and expression comes only from a sense of common goal, and an agreement by the whole group to work as a unit. Curriculum The curriculum consists of six units, each concentrating on different aspects of drama and theatre arts, and on the acquisition and development of a variety of skills. All the units are covered each year at varying depth, depending on the needs of the class and the time available. A project may address several units the same time. Unit 1 – Drama for Understanding, Using drama to examine concepts and ideas Unit 2 – Social Awareness Drama, Using Drama to examine issues Unit 3 – The Cultural Perspective, Drama in a Historical/Cultural context Unit 4 – Page to Stage, exploring texts with the purpose of performance
21 Unit 5 – Performance and the Art Form, Focusing on theatrical skills (voice, body etc.) Unit 6 – Personal Development, working as an ensemble, confidence building etc. Developmental Workbook, a journal and record of the student’s development, ideas and progress Objectives/Assessment Criteria Criterion A: Knowledge and Understanding Criterion B: Application Maximum Achievement Level of 8 10 Criterion C: Reflection and Evaluation (Developmental Workbook) 8 Criterion D: Personal Engagement 8 Based on these, students will be given a grade on scale between 1 (Very Poor) and 7 (Excellent)
22 Music and Assessment Curriculum Overview Organisation The music programme for MYP 2 comprises 7 timetabled lessons over a two­week period. Each class has music for one quarter Aims
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To develop an environment where students identify and discuss musical features of a range of works across styles, time and cultures
To understand how music reflects, and is reflected in, peoples lives
To develop the student’s ability to reflect and evaluate his/her understanding and progress.
To improve skills and abilities in practical music making and performance
To develop performance skills in solo and group settings
To listen to, appraise and create music Curriculum MYP 2 Music classes have a practical focus. Students learn about music through experiencing, creating and performing. Each lesson aims to have a balance of composing, performing and listening activities. Music history, theory and aural studies compliment and support the practical activities. Students have the opportunity to perform inside as well as outside the classroom in, for example, the Winter/Spring concerts, in assemblies and at other events. Assessment Criteria Criterion A Criterion B Criterion C Criterion D Maximum level of Achievement Knowledge and Understanding of Music Application: Composing and Performing Reflection and Evaluation: Developmental Workbook Artistic Awareness/Personal Engagement Topic World Music ­ Australian Aboriginal music World Music ­ African music Assessment Item Performance Activity – Chant from Wirrkul Girl (voice and perc.) Performance Activity – Perform rhythmic ostinati 8 10 8 8 Due Date Criteria assessed October B October B
23 which creates polyrhythms when played together World Music ­ Composition & November Indonesian Performance music Activity – Create your own gamelan compositions World Music ­ Composition – November Andean music setting words to rhythms World Music ­ Composition – December Caribbean simple melody music writing Aural and Notation, ongoing Ongoing Theory Skills Aural and Theory Quizzes Participation in Individual/ Group Ongoing class work Developmental Evaluation and Ongoing Workbook Reflection. Collaborative Quarter 4 Arts Project NB: The above outline is subject to change B & C B & C B & C A C & D C & D The Developmental Workbook in Music Create (compose) Recreate (perform) Appreciate (reflect) In your Developmental Workbook, you should write about:
Your DW shows
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how you are
What you do in music
thinking, how you
What you learn
solve problems,
Working with others
and how your
creative ideas
Your use of time
develop
Ideas for composing and for performance
How your skills are developing
How well a performance has gone
Performances you do
The music you are listening to and how it influences you
Any ideas about music that you want to share
Any interesting musical experiences you have had. Write before,
during and after
class. Jot down
your bright
ideas
24 Criterion C: Reflection and Evaluation To achieve top marks in this criterion you should explain:
·
·
·
All the reasons behind what, how and why
Your creative process and problem solving
How successful the final result is
·
The improvements you would make next time and why Your opinions and personal responses should be stated in depth Visual Arts Visual Arts Curriculum overview and Assessment: Duration: 1 Quarter (7 timetabled lessons over a two­week period). Course Overview: Our program in MYP2 is designed to further develop Students’ skills and fundamental visual arts techniques. The course includes a wide variety of exercises practising the principles and elements of Art with specific emphasis on Painting and Composition, and encourages Students to express themselves creatively. Students will work on/with a personal Developmental Workbook and they will extend their knowledge and understanding of the Creative Cycle, which are used extensively throughout all grade levels of the Middle Years Program. The art of Andy Goldsworthy is also researched and studied in further preparation for the MYP 2 activity week. During this week students will be working in nature producing three­dimensional nature sculptures after Andy Goldsworthy. Detailed Objectives: Students will document all research, notes and preparatory drawings in their Developmental Workbooks. Students will use a variety of graphite pencils and produce a series of portrait drawings, based upon their own photographic images.
25 Students will work in small groups and produce an imaginative photomontage from digital photographs of their own images. Students will be revise the Creative Cycle and will prepare and execute a unit of inquiry utilising all phases of the cycle. Students will be introduced to Acrylic painting technique and will execute an original still life. Students will revise the importance of Composition and explore its possibilities. NB: The above outline is subject to change Assessment Criteria: A grade based on 1­7 scale will be awarded based upon evaluation with regard to the following: Developmental Workbooks. “Criterion A, B, C & D” Completion of all tasks culminating in the production of original artwork. “Criterion A & B” Knowledge and Understanding of the project; and the ability to follow directions. “Crit. A” Production of quality work. “Criterion A & B” Attitude (perseverance/cooperation/concentration.) “Criterion D” Reflection/Self Assessment. “Criterion C” Criterion A Criterion B Criterion C Criterion D Knowledge and Understanding Application Reflection & Evaluation Artistic Awareness & Personal Engagement Max.8 Max. 10 Max. 8 Max. 8
26 Science Science Department Philosophy Statement The sciences and their methods of investigation offer a way of learning through inquiry that can contribute to the development of an analytical and critical way of thinking. MYP science emphasizes the role of inquiry and encourages the development of not only scientific inquiry skills but also transferable thinking skills. MYP sciences encourages the development of a scientific way of knowing that enables students to investigate, understand and explain the world they live in. This scientific way of knowing encompasses two types of understanding: conceptual understanding and procedural understanding. Conceptual understanding is concerned with the development of scientific knowledge and an in­depth understanding of the main scientific ideas and concepts of science. Procedural understanding is concerned with the skills and processes that students need to develop to understand how science and scientists work and to evaluate scientific evidence. Conceptual understanding and procedural understanding cannot be developed independently. Students’ understanding of the skills and processes used in science enables them to construct their understanding of concepts, and this insight provides the driving force for the development of further scientific inquiries. MYP sciences aim to help students develop personal attitudes. Students should be aware of wider world issues and have a sense of their responsibilities as individuals, towards others and towards the natural and man­made environment. It is expected that students’ engagement, interest and enjoyment in science will foster a positive response to science and contribute to the development of opinion­forming, decision­making as well as ethical­reasoning skills.
27 28
MYP 1 – 3 SCIENCE Science education through MYP 1 – 3 aspires to the Aims and Objectives as prescribed by the International Baccalaureate Organisation (I.B.O.). Objectives The objectives reflect those parts of the aims which will be assessed. It is convenient to classify them under three broad headings, which correspond to the assessment criteria. A Minds­On Science B Hands­On Science C Views­On Science Assessed Objectives Minds­On Science Hands­On Science Views­On Science Students can ü recall and scientific facts ü ü ü ü Students can Students can interpret ü generate or recognise a ü compare and contrast testable question beneficial and problematic uses of find patterns in data and ü select variables to control science in and by society between data sets and and vary systematically describe relationships ü describe where science ü select or describe solves a specific problem generate predictions measurement procedures to allow judgement of the ü describe where science expalin and apply dependant variable poses a specific problem scientific information to solve problems in familiar ü follow written and verbal ü work effectively as and unfamiliar situations instructions members of a team, collaborating, discuss and evaluate ü read information from, acknowledging and scientific information from and represent as, tables, supporting others as well different sources and charts, line graphs and as ensuring a safe assess its credibility schematic diagrams working environment
ü generate a description of a pattern, regularity or relationship and use it to make a prediction ü use apparatus to perform tasks and to read scales accordingly ü evaluate the method and suggest improvements 29 The I.B.O. stipulates a framework in which to deliver the MYP Sciences. This allows schools to maintain a global identity whilst remaining relevant to local constraints and/or opportunities. The prescribed framework is organized into three domains that correspond to the Assessed Objectives. Skills and Processes (procedural understanding) Concepts of Science (conceptual understanding) Personal, social and global awareness (attitudes and beliefs) All three domains will be addressed by all students in each of the five years of the programme. Assessment Formative assessment is an integral part of the learning experience and should not be an artificial “add­on”. The objectives addressed by specific assessment tasks should be shared with students, with feedback taking place as soon as possible. Summative assessment is the judgment made by the teacher of the standard of achievement reached by each student at the end of each stage of the programme. Assessment tasks should reflect the objectives and assessment criteria of the programme. They must be carefully chosen to measure the achievement level expected for the relevant age group. The forms of assessment and reporting to parents and students will vary from one school to another. Formative and summative assessment should: • allow both the student and teacher to assess what the student can do, and how he/she can use knowledge, concepts and skills • measure the application of knowledge, concepts and skills rather than the mere recall of facts • reflect achievement against the criteria for the subject • involve student participation and reflection; for example, students should know the assessment criteria for a given task and, on occasion, help devise an assessment grid (rubric) to measure various aspects of their performance • provide students with an opportunity to analyse their own learning and to recognize what areas need improvement • be based on agreed standards of performance for a particular year group, with expectations set by teams of classroom teachers and clearly communicated to students and parents • be informative for students, parents and teachers, and provide direction for future instruction • provide equal opportunities for all students regardless of gender, culture and special needs. © International Baccalaureate Organization 2005
30 Assessment tasks There is emphasis on the use of a wide range of assessment tasks that reflect and measure the various ways in which students learn. Students will be assessed in science using assessment tasks such as; laboratory reports, practicals, unit tests, quizzes, homework questions, essays, presentations, model making, group work, projects, field work, role plays, Q&A, class discussion. MYP 1 – 3 Units Assessment tasks There is emphasis on the use of a wide range of assessment tasks that reflect and measure the various ways in which students learn. Students will be assessed in science using assessment tasks such as; laboratory reports, practicals, unit tests, quizzes, homework questions, essays, presentations, model making, group work, projects, field work, role plays, Q&A, class discussion. MYP 1 – 3 Units Semester 1 Week Monday 6 7 8 1A Aug 18 MYP Stuff MYP Stuff MYP Stuff 2B Aug 25 Safety & Science Skills 3A Sep 1 4B Sep 8 Variation and 5A Sep 15 Classification 6B Sep 22 (vertebrates) 7A Sep 29 8B Oct 6 9A Oct 20 10B Oct 27 11A Nov 3 12B Nov 10 13A Nov 17 14B Nov 25 15A Dec 1 16B Dec 8 17A Dec 15 Genes and Inheritance Salts of the Earth Intro to Sci Inquiry Science Fair Space and Forces Solids, Liquids & Gases Atoms and Elements
31 Semester 2
Week Monday 18B Jan 5 19A Jan 12 20B Jan 19 21A Jan 26 22B Feb2 23A Feb 16 24B Feb 23 25A Mar 2 26B Mar 9 27A Mar 16 28B Mar 23 29A Mar 30 30B Apr 13 31A Apr 20 32B Apr 27 33A May 4 34B May 11 35A May 18 36B May 25 37A Jun1 38B Jun 8 39A Jun 15 40B Jun 22 6 7 8 Forces and their Effects Compounds & Mixtures Environment (ecology) CW CW CW Cells Heating and Cooling Energy & Electricity Reproduction Light Acids & Alkalis Variation and Classification (Invertebrates) Fit and Healthy AW AW AW Food & Digestion Environment (plants) Science Symposium 32 Physical Education Physical Education Department Philosophy Statement Physical education in the MYP aims to work in connection with other subjects to educate, encourage and enable the students to make informed choices leading to healthy living. The students will be able to establish links between subjects, cultures and different areas of experience. These links will be used to create plans for warm­up, training and healthy living as well as raise intercultural awareness. Students will be encouraged to use their own experiences, both within and outside of sports, to support and teach others. Throughout the programme the students will be introduced to a range of sports and physical activities so that they can develop a wide variety of skills and knowledge. The overall philosophy of the Physical Education Programme at CIS is to create a learning environment that emphasizes physical, intellectual, social and emotional wellbeing. We encourage students to be physically active with the aim of developing lifelong healthy lifestyles. Course Outline Welcome back to the start of a new academic year. We would like to take this opportunity to inform you of a few issues concerning Physical Education here at CIS. Firstly for hygiene reasons, all students need to change clothes for PE classes. PE Kit: Shorts/track pants Tee­shirt (respectable) Clean indoor trainers (non­scuffing) Students will be having the following lessons per ten day cycle: MYP 1­3: Three double and one single lesson. MYP 4: One triple and two double lessons. MYP 5: One triple lesson. The double and triple lessons will take part mostly in the gym. Some of these lessons will be conducted off campus at local community sporting venues. The single lessons will be in a classroom, where we focus on the theory of physical education and health and safety issues, as well as working on journals and record keeping. Students will need to shower after a double lesson so it is important to bring a towel and appropriate toiletries on these days. NO spray­on deodorants are permitted. For safety reasons it is essential that jewellery is removed for PE lessons. We require students to store ALL items of value in their lockers, which are located in the main building. Items of value are not to be brought to PE lessons. This will ensure that valuables are not damaged or misplaced. This rule also removes temptation from others. A ‘valuable’s box’ will be available in class, where students can place items on the rare occasion they have forgotten to place them in their locker. Please do not leave valuables in the changing rooms. If there is a medical reason your son/daughter is unable to actively participate in a lesson we would ask for a written correspondence from home. Please note that we may still ask for the student to participate in a less active role where appropriate. We are looking forward to an enjoyable year of PE and welcome your support.
33 ASSESSMENT OUTLINE 2009/10 Topic Assessment Item Cycling Danish ‘cykleprøve’ theory and practical Week 38 skills test. Skills circuit and game Week 43 Criteria A, B & D Health & Fitness Or Nutrition? Gymnastics Q&A of effects on the body of exercise Nutrition quiz? Week 39 Criteria A Performance of a sequence of movements Week 47 Criteria B, C & D Nutrition Written assessment Week 49 Criteria A Rugby Observation of communication skills and Week 51 ability to work together cooperatively in a game Criteria C & D Dance Performance of a sequence of movements Week 5 Criteria B, C & D Track & Field Q&A of safety rules and techniques. Practical assessment as well? Week 12 Criteria A,C & D Cricket Observation of ability to bowl, keep wicket, Week 17 field and bat in a paired cricket game. Basketball Anatomy Physiology & Written assessment Due Date / Week 23 Observation of skills and understanding and week 24 ability to use this in a game Soccer Criteria assessed Criteria C & D Criteria C & D Criteria Criteria C & D Assessment Criterion
·
·
·
·
Criteria A Criteria B Criteria C Criteria D Use of Knowledge
Movement Composition
Performance
Social Skills and Personal Engagement.
34 Language B Language B Department Philosophy Statement The aim of the CIS language B programme is to help the students to gain competence in a language other than their mother tongue/s­or English­ with the long term goal of multi­lingualism. At CIS we believe that our programme contributes in an enjoyable and active way to the holistic development of the student by improving personal skills and fostering an attitude of openness, respect and understanding in a complex and multicultural world. All level 1 – 3 Language B courses are assessed against the Foundation Assessment Criteria as follows: MYP Language B Assessment Criteria Criterion A Oral communication ­ message and interaction 8 Criterion B Oral communication ­ language 8 Criterion C Writing ­ message and interaction 8 Criterion D Writing ­ language 8 Criterion E Reading comprehension 8 (x2)
35 French B Level 2 Title / Topic Mini pre‑ unit Aller au zoo Unit 1 Mode ado Unit 2 En forme! Unit 3 On se relaxe! Unit 4 Tous les jours Unit 5 Voyages et vacances Wild animals Clothes and fashion Health and fitness Cinema and television; going out Daily routine, leisure activities Transport and holidays Area of Interaction Focus ATL ENV
· How can I apply my French knowledge in a new context?
· How can I understand authentic French texts?
· What are the natural characteristics and habitats of the animals we see at the zoo? · What do my clothes tell about my personality? HSE
HSE
CS
HSE CS
HI CS
· Do I have a healthy lifestyle?
· What can I do to improve my lifestyle? · What is the role of television and cinema in our social life?
· How can we reach agreement through negotiation and compromise? · What is my contribution to daily life in my family?
· What is a good balance between work and leisure?
· How does my life compare with other children around the world · Is French a world language?
· Does travel broaden our minds? Assessment Reading comprehension (E) Writing: Article on animals for a children’s magazine (C, D) Linguistic test (formative) Reading comprehension (E) Writing: Magazine article on fashion (C, D) Speaking: Conversation about tastes in clothes (A,B) Linguistic test (formative) Reading comprehension (E) Writing: “Mission Santé” (C, D) Speaking: Interview about my “mission santé” (A,B) Linguistic test (formative) Reading comprehension (E) Writing: Arranging to go out (C,D) Speaking: Role‑play – Making a date (A,B) Linguistic test (formative) Reading comprehension (E) Writing: Blog – a typical day in my life (C,D) Speaking: Interview – my daily routines (A,B) Linguistic test (formative) Writing: Illustrated report on Activity Week (C,D)
36 *Each of the above criteria has descriptors which describe the level of achievement attained **The final year grade for the subject will be on a scale of 1­7. Students will be assessed continually throughout the year on ATL skills, homework, grammar and vocabulary tests, pronunciation and listening comprehension but these do not form part of the formal MYP assessment (in other words, they don’t count directly towards the grade on reports) Text Book / Resources: Daniel Bourdais, Sue Finney & Anne Lisa Gordon – Équipe nouvelle 2 – Student’s book & Workbook (Oxford University Press, 2005) plus supplementary materials. This course is aimed at students who have studied French as a foreign language for one year (approximately 100 hours). The level 2 course builds upon and extends the knowledge gained in the first two years of French studies. All four language areas ­ speaking, listening, reading and writing ­ are practised, and as far as possible the language is placed within a cultural context, so students learn something of France, the French and the Francophone world. Most instruction now is in the target language and the main objective for the students is to further develop their oral skills. Vocabulary is increased through text study and there is revision and extension of grammar topics met in the level 1 course as well as a steady stream of new structures. At the end of the French Level 2 course, in addition to those skills learned during the level 1 course, students should be able to do the following: Speaking & Listening (Criteria A & B)
· talk about clothes and what they wear for different occasions
· describe how they feel and what they (can) do to live healthy lives
· talk about films and TV programmes
· make a phone call in French and arrange to go out; make excuses
· talk about their daily routines and about household chores
· talk about means of transport and describe their holidays and visits to other places
· talk about places to go in town and give and understand directions
· express and give reasons for their opinions and preferences (relating to the above topics); express agreement/disagreement
· begin to vary level of formality of language to suit context and audience (e.g. using tu/vous, giving tactful opinions, learning simple polite phrases
· develop more independence in speaking (e.g. through more open­ended role­play)
· speak with good pronunciation and intonation Writing (Criteria C & D)
· write with adequate accuracy about the topics studied
· compose a written piece of at least 125 words on the topics, following a given format (eg. informal and more formal letter, interview, article, essay)
· use varied sentence structures and different tenses (present & perfect) Reading Comprehension (Criterion E)
· read and understand longer passages and texts (up to 400 words) relating to the topics
· understand both fictional (short stories, poems) and factual (magazine article) texts on the topics studied
· read and understand a level 1 easy reader (reading for pleasure)
· draw conclusions and identify attitudes Grammar (Criteria B & D)
37 understand and apply the following grammatical structures:
· adjectives: irregular adjectives and adjectives that go before the noun; demonstratives (ce/cet/cette/ces); comparatives (plus + adjective)
· verbs: the imperative, including negatives; the futur proche (aller + infinitive); perfect tense with avoir and être, including negatives; reflexive verbs, including negatives, more –ir and –re verbs; verb + infinitive (aimer); modal verbs vouloir/pouvoir/devoir + infinitive; il faut + infinitive; pour + infinitive; c’etait / j’etais + adjective
· relative pronoun qui
· structural features: prepositions of place (including preposition + de e.g. à côté/en face/près du/de l’/de la/des) ; complex sentences with mais/parce que ; more negative forms (ne… plus/jamais/rien) ; more adverbs of time / time phrases; more quantifiers
· ordinal numbers, numbers above 100 Culture
· understand some references to French TV channels and programmes and films
· understand some reference to French football
· understand the concept of “la Francophonie”; name some Francophone countries
· know something about holiday destinations in France, in particular Paris
38 German B
Title / Topic
Unit 1
Unit 2
Unit 3
Tiere
(Animals)
(Connects with science
and math Zoo unit/trip)
Mit Musik geht alles
leichter
Romea und Julian (ein
Hörspiel)
(a radio play)
Guten Appetit
Area of Interaction Focus
ATL HF
ATL HF ­How can I apply my German knowledge in a new context? ­How can I use/learn from authentic German reference materials? ­what music groups are popular in German­ speaking countries today? ­how does music/listening help one learn a foreign language? ­what role does music play in our lives? ­ what is the culture surrounding food and restaurants in Germany? (Food and Restaurants)
Unit 4
Das Mittelalter
(The Middle Ages)
(Connects with
Humanities)
Unit 5
HF
(ATL) Was ist ein Zuhause?
CS
ENV Unit 6
Österreich
(Austria)
Easy Reader:
Donauwalzer
ENV
HF ­ what foods are served at Christmastime in Germany? ­ what was life like in Germany in the Middle Ages? ­ explore literature from the German Middle Ages (Till Eulenspiegel) ­how do we express events in the past? ­where is my home? ­what constitutes a home? ­how do houses reflect the environment in which they are situated? ­how do I help around the house? ­what has Austria contributed to the world in terms of culture? ­geographical and demographic features of Austria Grammatical structures introduced
REVIEW
ü Modal verb: können
ü Subject Pronouns
ü sondern
ü Accusative Case
ü Modal verbs dürfen, sollen,
müssen, wollen, möchten
ü schmecken (Dative verb)
ü accusative pronouns
ü comparatives & superlatives
ü Perfect tense
ü Reflexive verbs
ü Wechselpräpositionen (Dativ)
ü dass, weil
Summative Assessment
·Writing: information plaque about a zoo animal (for a German tourist) (C, D)
·Conversation: Mein Lieblingstier (A, B) ·Role Play (Romea und Julian) (A, B)
·Reading Comprehension: Ein Text über Musik
·Creative Writing: an encounter with your favorite music star (C,D) ·Order food in a restaurant in Lübeck and carry on dinner conversation (A, B)
·Read. Comp. : A German menu(E)
·Writing: A restaurant review (C,D) ·Reading Comprehension (Till Eulenspiegel) (E)
·Skit: A story in the spirit of Till Eulenspiegel (A, B)
·Writing: A Day in the Life of a Knight (C, D) ·Read. Comp.: Was ist ein Zuhause? (E)
·Article: Wie junge Leute leben (C, D)
·Discussion: zu Hause helfen (A, B) ·Newspaper article (C, D)
·Reading Comprehension (from Donauwalzer) (E)
39 German B Level 2: Student Expected Learning Outcomes: At the end of the German Intermediate course, students should be able to Speaking & Listening (Criteria A & B: Foundation Level) ­ talk about family duties, animals / pets, music, celebrations, their homes, food and past events ­ understand and conduct interviews ­ order food and beverages in a restaurant or purchase them in a shop ­ explain how to prepare food ­ understand and express rules ­ ask for permission ­ issue, accept and refuse invitations ­ express their opinions and preferences (relating to the topics) ­ give reasons for their preferences/actions ­ give and understand descriptions of people and places ­ relay things, which other people have said ­ understand a short radio play ­ narrate a more complex story ­ speak with good pronunciation Writing (Criteria C & D: Foundation Level) ­ write with adequate accuracy about the topics studied ­ compose a written piece of at least 150 words on the topics, following a given format (e.g. letter, interview, article, essay) ­ use varied sentence structures and different tenses (present & perfect) Reading Comprehension (Criterion E: Foundation Level) ­ read and understand longer passages and texts (up to 600 words) relating to the topics, in which not all the language may be familiar ­ understand both fictional (short stories, poems) and factual (magazine articles, menus) texts on the topics studied and the areas of interaction ­ read and understand a level 2 reader Grammar (Criteria B & D: Foundation Level) (in addition to level 1 grammar) ­ understand and apply the following grammatical structures: personal pronouns (accusative) verbs: present tense, modal verbs dürfen, müssen, können, wollen, sollen, past participle, perfect tense (regular and irregular), past tense of sein and haben, verbs with dative (gehören, schmecken), reflexive verbs local prepositions with dative (wo?) conjunctions: wenn, weil, dass, zwar…aber syntax: position of the main verb at the end, indirect speech Culture: ­ understand references to German bands, song writers, composers ­ recognise and name different types of typical houses in German speaking countries ­ recognize German food and restaurant customs ­ understand life in medieval Germany and the literary persona of Till Eulenspiegel ­ become familiar with major cities, rivers, mountains and other geographical features in Austria as well as Austrian contributions to world culture
40 DANISH B level 1 Prerequisite: None Length of course: 1 year Periods in ten­day cycle: 7 periods Text Book / Resources: Lars Holm & Per Pinholt: Dansk for hele verden Overview This course is a beginner’s course in Danish based on the student's situation, where the international student is staying in Denmark for a couple of years, and thus needs to acquire skills in both spoken and written Danish. Emphasis is put on the acquiring of vocabulary and pronunciation. Through work with the textbooks, picture dictionaries, cross words, different games with a linguistic content, field trips and visits to museums and public service areas close to the school like shops, train station, post office, etc., the students should reach a basic level of skills in order to help them express themselves and get on in the different situations of everyday life. As residents of Denmark they should also become familiar with the Danish country, its culture, history and geography. Through the experience of living in Denmark the student has an excellent possibility to develop an awareness of differences in background and cultures. Expected learning outcomes. At the end of the Danish Level 1 course, students should be able to do the following: Speaking & Listening (Criteria A & B) ­ Ask and answer questions ­ Participate in simple conversation and dialogues ­ Express likes and dislikes ­ Express opinions ­ Express wishes and needs ­ Make inquiries (e.g. time, addresses, phone numbers) ­ Narrate and report on people and events (e.g. family, school, hobbies, music) ­ Understand simple phrases, dialogues and questions on topics of this level ­ Identify main idea in short talks and interviews on Level 1 topics ­ Be able to respond to directions and instructions given in the classroom ­ Recognise and reproduce Danish sounds Writing (Criteria C & D) ­ Complete dialogues, write and answer questions ­ Describe people (family and friends) and every day events (school, hobbies) [short paragraph around 75 words] ­ Write creatively (letters, posters, poems, brochures) ­ Describe pictures ­ Use basic linguistic structures taught at Level 1 with adequate and increasing degree of accuracy
41 Reading (Criterion E) ­ Understand short texts with illustrations on Level 1 topics ­ Understand simple directions ­ Understand school timetable ­ Understand simple descriptions of people and situations Grammar (Criteria B & D) Nouns: ­ Gender (en/et words) ­ Indefinite and definite forms ­ Singular and plural ­ Declension Verbs: ­ Infinitive ­ Present tense ­ Past tense (selected words) ­ Modal verbs Adjectives: ­ Forms and endings Pronouns: ­ Personal ­ Demonstrative ­ Interrogative ­ Possessive Numbers: ­ Cardinals ­ Ordinals Adverbs: ­ Simple forms Other skills: ­ Be able to work with grammar outlines ­ Have memory skills: learning vocabulary ­ Work with different types of language exercises e.g. clause exercise and be able to work with contextual clues
42 Danish B Intermediate Prerequisite: 1­2 years of Danish B .The goal of the Danish B Intermediate course is to develop the students´ speaking, reading and writing skills. The course aims at strengthening the students’ understanding of the Danish language, society and culture as well as developing their appreciation of differences in languages and cultures. Danish B Intermediate Expected Learning Outcomes. At the end of the Danish Intermediate course, students should be able to do the following: Speaking & Listening (Criteria A & B) ­ Ask and answer definite questions ­ Participate in dialogues, conversations and discussions ­ Express likes, dislikes and opinions ­ Give directions ­ Express wishes ­ Inquiring and reasoning ­ Be able to narrate a sequence of events ­Understand directions and instructions ­ Understand questions, interviews and conversations ­ Identify main points from authentic sources ­ Make presentations on given and self chosen topics ­ Speak with near­standard pronunciation and intonation and an increasing degree of fluency Writing (Criteria C & D) ­ Argue for and against a statement ­ Summarise a text ­ Narrate a sequence of events ­ Write creatively in different genres ­ Write a picture story ­ Show an adequate command of vocabulary and use an adequate degree of accuracy in spelling, grammar and syntax Reading (Criterion E) ­ Understand simplified texts, fiction and non fiction ­ Draw relevant information from texts and authentic sources ­ Read independently and grasp the gist of the texts ­ Be able to summarise a text Grammar (Criteria B & D) Reinforcment of levels 1 and 2 Nouns ­ Plural endings
43 Verbs: ­ Imperative ­ Irregular ­ Reflexive ­ Modal Adjectives: ­ Endings ­ Comparison Prepositions: ­ Directions Pronouns: ­ Reflexive ­ Relative Syntax: ­ Inversion ­ Main sentences ­ Subordinate sentences Other skills: ­ Use Danish reference books ­ Use a dictionary efficiently *Material and Learning Outcomes are progressive from grades 6­7. Outcomes are based on MYP Language B Foundation Criteria.
44 Student Life at CIS Advisor Programme The Advisory Programme runs through MYP years 1 – 5 and is designed to meet the personal, emotional and social challenges a teenager encounters throughout this time of change. The philosophy of the programme is to equip students with knowledge and skills to enable them to make informed decisions that are in the best interests of themselves and of others. The Advisory programme at CIS aims: To provide each individual student with an understanding advocate To support through the school and curriculum the personal, social, physical, emotional and cognitive development of each individual child in an appropriate context To respond to the needs of groups or individual students as and when they arise To foster a sense of belonging and community where relationships are based upon respect, tolerance and trust Many of the affective issues of self­management are approached through the Advisor Programme as stated. Academically, students are required to maintain a homework diary/ student agenda in which they are required at the end of each class to write in any homework that has been set. Accompanying this is both a set of guidelines on the amount of homework that can be set, and guidelines on applying for extensions if necessary. Additionally students are provided with a folder which they are expected to use to organize and maintain the work, books and papers that they need on a day­to­day basis. The use of lockers and files at home are encouraged for longer­ term organization of work, books and papers. The MYP 2 advisor programme has been designed to encourage positive and responsible citizenship through self reflection, critical thinking skills and cooperative group work. The advisor time will be used as both an environment of encouragement, reflection and as safe place to discuss issues pertinent to this age group. The MYP 2 programme aims specifically to promote the development of life skills through a variety of methods including cooperative problem solving, creative thinking, modelling and effective team strategies. Specifically the programme consists of three major ongoing units throughout the year. These are the Bicycle Proficiency programme, the Grade 2 Buddy programme and the Life Skills programme.
45 Additionally time will be spent on preparation for the Social Overnight, the Lübeck trip and Activity Week. Holistic Learning What we know is that learning is an individual, developmental process and as such there are as many ways to learn as there are students in a school. As teachers and administrators we have a responsibility to ensure that we strive to deliver the curriculum in a variety of ways so that it is accessible to all our students. No easy task, but nonetheless necessary if we are to fulfill our mission statement. One approach to delivering the curriculum is to collapse a period of time and allow students to investigate a particular concept or skill in greater depth than would be possible during ‘normal’ school time. On occasion the MYP collapses the normal timetable and merges the disciplines into transdisciplinary projects that run from one day, UN Day for example, to longer periods of time, Collapsed week and Activity week being examples of this. On UN Day students study topical global issues through various activities, propose solutions and test out how viable they are with the help of teachers and outside experts. Through MYP 1 to 5 the sophistication of the inquiry grows, moving from a question of personal responsibility and action to one of governmental and non­governmental responsibility and action. Collapsed Week allows students to investigate a particular concept in greater depth than would be possible during ‘normal’ school time. At CIS we traditionally collapse a whole week for MYP Years 1 ­ 3 in February where students step out of the normal timetable and immerse themselves in an area of interest. Students and teachers alike collaborate in small groups to set goals, plan strategies to achieve these goals, to manage time and resources and to meet a performance deadline. Much more responsibility and accountability is placed upon the student and our experience is that whilst it is new and challenging, most thrive on it. The new approach to learning presented to them in this week allows them to explore new skills and dispositions not necessarily used in more traditional learning settings and the work produced is consistently of very high quality. Educational Trips Enriching learning in real­world contexts is integral to the interpretation of the MYP here at CIS. Social Overnight and Activity week are requirements for all students in MYP years 1 – 5 and are seen as opportunities for disciplines to conduct field work. Each year group travels and stays together at particular destinations where they take the knowledge and skills taught in the classroom environment and attempt to apply them in real world situations. It is also the start and culmination of much of the Advisory Programme in that the emphasis on peer to peer relationships, communication, conflict resolution, teamwork, collective responsibility and self­reliance are essential for the week to be a success.
46 . The first day of the year is devoted to community building activities around a topical or “burning issue” and culminates in a collaborative product or action. This year, for example, all students in the secondary school collaborated on creating art work response to issues of climate change of the UN Climate Conference Throughout the year there are numerous extra­curricular trips to venues around the world. Included in this are NECIS, the after­school sports programme, ISTA for members of the after­school Drama clubs, Destination Imagination and Team Peru. There are also a number of curricular trips ranging from a whole week, Activity Week as mentioned, to a few days, Lübeck for MYP 1 and 2 in December, to a whole host of one day field trips to the Zoo, the Experimentarium, to the city’s museums among many others. Community and Service The Community and Service Programme is intended to develop and nurture altruism in students. This ranges from an extensive extra­curricular programme of sports and arts to clubs such as the Yearbook, Horizon, Roots and Shoots, Destination Imagination to Service projects such as The Squad and Team Peru. The philosophy of the Community and Service programme is to establish and reinforce a sense of community both within and outside of the school. Through the curriculum learners are given opportunities to develop awareness of different communities and their needs. Through raising awareness learners are encouraged to take active involvement and service that ultimately manifests itself as responsible, autonomous action. For example, the Celebration of Humanity in MYP year 3 and the Team Peru project in MYP years 3­5 effectively merge the outcomes of the Community and Service Programme with those of the subject groups for MYP 3. In all cases, reflection is an essential part of community and service. It encourages better awareness of needs as well as the quality of response. It encourages students to develop positive attitudes and to become aware of strengths and difficulties with the action they undertake.
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