中學六至十年級國際文憑中學項目課程手冊secondary school
TRANSCRIPT
中學六至十年級
國際文憑中學項目課程手冊
Secondary School Grade 6-10 Curriculum Handbook
The International Baccalaureate Middle Years Programme
2021-22
Table of Contents 目錄
Foreword .................................................................................................................................. 4
前言 .......................................................................................................................................... 6
Our Vision ................................................................................................................................ 7
Our Mission .............................................................................................................................. 7
我們的願景 ............................................................................................................................... 7
我們的使命 ............................................................................................................................... 7
The IB Learner Profile .............................................................................................................. 9
國際文憑學習者培養目標 ....................................................................................................... 10
The IB and the Middle Years Programme ............................................................................. 12
國際文憑和中學項目 .............................................................................................................. 12
IB MYP Subjects .................................................................................................................... 21
國際文憑中學項目科目 ........................................................................................................... 21
Arts ......................................................................................................................................... 22
Drama ................................................................................................................................. 26
Music .................................................................................................................................. 27
Visual Arts .......................................................................................................................... 29
Design .................................................................................................................................... 32
Individuals and Societies ....................................................................................................... 37
語言習得：中文 ...................................................................................................................... 43
Language Acquisition: English .............................................................................................. 47
語言和文學：中文 .................................................................................................................. 53
Language and Literature: English .......................................................................................... 57
Mathematics ........................................................................................................................... 62
Physical and Health Education .............................................................................................. 68
Sciences ................................................................................................................................ 75
School-based Courses ........................................................................................................... 82
校本課程 ................................................................................................................................. 82
中國人文 ................................................................................................................................. 83
Experiential Learning ............................................................................................................. 86
Experiential Learning Program 1 (ELP1) ........................................................................... 86
Experiential Learning Program 2 (ELP2) ........................................................................... 87
體驗學習 ................................................................................................................................. 90
體驗學習課程（一） ........................................................................................................... 90
體驗學習課程（二） ........................................................................................................... 90
Learning Diversity Program ................................................................................................... 94
「樂育全才」項目 .................................................................................................................. 95
Information and Communication Technologies ...................................................................... 96
Hao Xue ................................................................................................................................. 97
「好學」 ................................................................................................................................. 98
Physical and Health Education .............................................................................................. 99
Grade 6-12 Tutoring Program ............................................................................................. 101
Social and Emotional Learning (SEL) .................................................................................. 102
Shuyuan「書院裡的書院」 .................................................................................................. 107
Shuyuan Classics Program「書院」古代經典課程 ......................................................... 107
中國古代經典課程 ......................................................................................................... 108
「書院」中國古典文學課程 .......................................................................................... 108
Comparative Classics 比較經典 ................................................................................... 108
Latin and Ancient Greek ................................................................................................... 109
Latin I and II .................................................................................................................. 109
Latin IGCSE .................................................................................................................. 110
Ancient Greek I, II and III .............................................................................................. 110
Western Classics Courses ........................................................................................... 110
Comparative Politics 比較政治 ......................................................................................... 111
Environmental Studies ..................................................................................................... 112
Science and Discovery..................................................................................................... 112
Computer Science ........................................................................................................ 113
Land-based Robotics .................................................................................................... 113
Mathematics for Engineering ........................................................................................ 113
Underwater Robotics .................................................................................................... 114
University Guidance and Careers Program ......................................................................... 115
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Foreword The journey from Grade 6 to Grade 10 covers the critical years of student development in which individual character and values are established and consolidated. It is the time in which intellectual curiosity and social experimentation emerge as major forces in shaping who we will become and how we will behave in our adult years. The curriculum therefore must exhibit wide-ranging breadth in its content and challenging depth in the demands it places on learners.
The purpose of this handbook is to provide the reader with detailed information about the structure, content, and underlying educational philosophies of the courses on offer to Grade 6-10 students at The ISF Academy. There are two components to the curriculum framework for these grade levels: the International Baccalaureate (IB) Middle Years Programme (MYP) and school-based courses, including electives from the ISF’s unique Shuyuan program and the new Hao Xue program.
The MYP curriculum framework reflects the best educational practices from around the world for students aged between 11 and 16, with a strong focus on the integration of learning across traditional discrete learning areas. The Chinese-language subjects reflect our approach to learning language as an objective in itself and learning through language to gain a broader and deeper appreciation of Chinese culture and society.
The ISF Shuyuan Program is a unique set of learning experiences with a focus on challenging philosophical, moral, and scientific questions offered to selected students at The ISF Academy. Shuyuan is an approach to learning, founded on the ethos of the Eight Virtues + One, in which educational excellence and personal virtue are pursued through the rigorous examination of the classical civilizations of China and the West expressed in the philosophies, sciences, and literature of the Ancients and their modern contemporaries.
Shuyuan programs focus on the key questions of human philosophy and science, exploring the nature of reality, knowledge, morality, and the metaphysical. Course offerings include, for example, Classics, Latin, Ancient Greek, Global Politics, and Science and Discovery. The Classics examines Western and Chinese classical literature through readings, oral presentations, interactive discussions, and debates. Global Politics examines the complex world of international politics from multilingual, multilateral perspectives. The Shuyuan Science and Discovery courses take science and mathematics into real-world applications. Supervised by a professional scientist, students explore scientific research methodology and issues, including presentations at international scientific symposia and research at world-class tertiary institutions.
Hao Xue is a new program that aims to develop a passion for learning and the desire to learn from others. A further development of the Shuyuan concept, Hao Xue is a unique set of electives that draws its inspiration from Confucian thought expressed through the caption: “Agile Mind, Learning Heart, Humble Spirit (敏而好學，不恥下問). The Hao Xue program seeks to both nurture learner “creativity, critical thinking and a lifelong love of learning” and strengthen their mental, physical and social health and wellbeing. The program is open to all Grade 6 - 9 students.
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The educational values and aspirations embodied in these secondary courses are a strong reflection of our own core value system, the Eight Virtues + One. Students studying IB programmes worldwide aspire to demonstrate global perspectives and embody the ten attributes of the IB Learner Profile through their studies and the lives they lead beyond the classroom. ISF students explore their world from a bicultural perspective, constructing and applying knowledge and attitudes that reflect a truly global orientation. The ISF Academy Secondary School curriculum is based on the understanding that knowledge and wisdom must be underpinned by principles built on virtue and responsibility. Caring and compassion are balanced against risk-taking and inquiry, knowledge is accompanied by reflection and thinking has its partner in communication.
In summary, The ISF Academy sets high standards for its students and itself. It offers an internationally accredited education, including a fully certificated IB Middle Years Programme. It is also one of a small number of schools globally that have achieved International Certification through the Council of International Schools. Our core values lie at the heart of all learning at The ISF Academy. ISF learners are globally aware, environmentally conscious, and practice care and concern for all members of the community as they continue to strive for excellence in their journey towards adult global citizenship.
Dr. Malcolm Pritchard Head of School
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前言
六至十年級的學生正處於一個成長中的關鍵階段。這是他們的個人性格和價值觀形成和鞏固的一個階段。在這段時間裏，學生對事物的好奇心和社交方面的體驗，都會對他們日後個性的塑造和行為方式，產生決定性的深遠影響。因此，我們的課程在內容方面必須廣闊，而在深度方面一定要給學生們提供足夠的挑戰。
本手冊的目的是為讀者提供有關弘立書院六至十年級學生課程的架構、內容及背後的教育理念等資料。這些年級的課程包含兩個部份：國際文憑組織中學項目(MYP)和校本課程，包括弘立獨特的「書院」和新增的「好學」選修課程。
對 11 至 16 歲的學生來說，中學項目課程架構是一個 佳的教育途徑。中學項目強調綜合性學習，使學生能領略各學科之間的關係。中文課程反映出我們以語言學習作為學習目標的方針，通過語言學習使學生對中國文化及社會有更廣泛而深刻的理解。
「書院裏的書院」課程是一個獨特的學習經驗，讓獲選學生有機會專注研究哲學、道德、科學等領域內具挑戰性的問題。「書院」提供了一個學習方法，本著我校「八德一智」的精神，通過研究古今哲學、科學和文學的成果，審視中國與西方傳統文化。
「書院裏的書院」課程著重人類在哲學與科學領域裏的核心問題，探討現實、知識、道德以及形而上學等各方面的本質。課程包括例如古代經典研究、拉丁文、古希臘文、全球政治和科學與探索。古代經典研究課程通過閱讀、演講、互動討論及辯論來探討西方和中國古典文學中的課題。全球政治課程則從多語言及多角度研究複雜的國際政治問題。至於科學與探索則以科學的實際應用為基礎，課程由一位專業科學人員監督，讓學生有機會探察科學研究方法和有關課題。
「好學」是一個新項目，目的在於培養學生對學習的熱忱和向他人學習的渴望。「好學」是「書院」概念的進一步延伸，是一套獨特的選修課，靈感汲取自儒家思想中的一句「敏而好學，不恥下問」。「好學」項目旨在培育學生的「創意，批判性思維以及終身熱愛學習」，並加強他們的心靈、身體及社交健康與福祉。此項目歡迎所有六至九年級學生參加。
這些中學課程所蘊含的教育價值充分反映了弘立書院的「八德一智」的核心價值。各國修讀國際文憑課程的學生都期望通過學習和在教室以外的活動，體現出國際文憑「學習者培養目標」的十項特質。而在弘立書院，我們的學生從雙文化的角度來探索世界，以真正全球化的視野來建構和運用知識以及兼容的態度。我們的中學課程建基於知識和智慧必須以德行和責任感為根基這一共識上，在關愛和同情心與敢於冒險和探索之間取得平衡，知識與反思相隨，而思考也以溝通為伴。
總的來說，弘立書院為學生和學校本身都設定了高水平的標準。作為一間獲得國際認證的 學 府 ， 弘 立 在 提 供 國 際 文 憑 中 學 項 目 的 同 時 ， 亦 是 全 球 少 數 獲 得 國 際 學 校 委 員 會(CIS)晉級認證的學校之一。弘立的核心價值融入於教學當中的點點滴滴。弘立的學習者放眼世界、具環保意識、關懷身邊的每一個人，在邁向成為成熟世界公民的路上繼續追求卓越。
查永茂博士
總校長
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Our Vision The ISF is a community of learners, independent in thought and action, deeply rooted in Chinese culture, global in understanding and experience, and excellent in all endeavors.
Our Mission The Mission of the ISF is to promote education that is:
Independent: Nurturing creativity, critical thinking, and a lifelong love of learning for academic, personal, and social development;
Chinese: Educating learners in a uniquely Chinese-English bilingual and East-West bicultural environment rooted in timeless Chinese values embodied in the Eight Virtues + One; and
Global: Building life skills through experiential learning, inspiring learners to act as empowered and resilient global stewards.
我們的願景 弘立是一個由學習者組成的社群，思想、行動具有獨立性，根植於中華文化，擁有對全球的理解和體驗，永遠追求卓越。
我們的使命 弘立的使命為推廣具備下列特質的教育：
獨立性：培養創造力、批判性思維以及終身對學習的熱愛，包括在學術、個人和社交發展上的學習；
中華︰在獨特的中英雙語、東西雙文化環境中教育學生，該環境根植於由「八德一智」體現的恆久中華價值觀；
全球︰通過體驗學習發展生活技能，啟發學生成為性格堅毅、具國際視野的地球護育者。
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All members of The ISF Academy follow the Eight Virtues + One, showing this in the following ways:
所有弘立書院的成員都遵守「八德一智」的理念，並體現在以下各方面：
忠 Zhong Loyalty &
Commitment
I am diligent and responsible for those things to which I have fully committed myself. I am true to others and myself. I strive to realize the ISF ideal. 竭盡全力對承諾的每一件事都認真負責。忠於他人和自己，全心全意努力實現「弘立」的理想。
孝 Xiao Respect & Obligation
I am respectful to others. I respect parents, teachers and cultural heritage. I build on past knowledge and experience as I learn and create new things.力行尊敬與尊重。孝順父母，尊敬師長，尊重文化傳統，注入新的創意， 繼往開來。
仁 Ren Compassion & Kindness
I am kind and compassionate to others and help without thought of reward. I care for the environment, peace and future. 有同理心，會敞開心懷，不計得失地接納並幫助他人。關愛我們共同生存 的地球、和平和未來。
愛 Ai Love & Passion
I am passionate about learning and life. I am full of curiosity about our world. I am made complete through compassionate self-sacrifice. 熱愛學習，熱愛生命，對世界充滿好奇。追求大愛，犧牲小我，成就大我。
禮 Li Etiquette & Ceremony
I am polite and respectful to others. I am disciplined and think before I act. I embody the cultured and exemplary behavior of the true “Lady” or “Gentlemen”. 對他人以禮相待，尊重他人，自我約束，三思而後行。體現「君子淑女」的教養和風範。
義 Yi Principles &
Justice
I am principled, pursue justice, and stand up for my beliefs. I am confident and take risks. I am trustworthy. 講求原則、堅持公義，勇敢捍衛自己的信念。有自信並可承擔他人的信任 與托付。
和 He Harmony & Tolerance
I value and pursue harmony with others. I rejoice in multicultural immersion. 重視並追求與他人的和諧，並以歡欣的心接受多元文化的洗禮。
平 Ping Balance & Equality
I pursue balance and maintain a healthy mind and body. All people are equal and treated fairly. 追求平衡發展，保持身心健康。堅持公平原則，人人享有平等。
智 Zhi Intelligence & Wisdom
The Eight Virtues + One are the living principles of The ISF community, where intelligence and wisdom are built on the foundation of the Eight Virtues, and which guide us to exercise judgment and make the right choices in our life’s journey. 「八德一智」是「弘立人」生活的準則，聰明與智慧建立在「八德」的基礎上，指引我們在人生的道路上做出正確的判斷和抉擇。
The IB 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. During classes and on each formal report, using the table below, MYP students at the Academy identify the characteristics they have demonstrated and set goals for achieving others.
IB learners strive to be:
Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Thinkers We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Balanced We understand the importance of balancing different aspects of our lives – intellectual, physical, spiritual, and emotional – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
The IB Learner Profile represents ten attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.
This section, “The IB Middle Years Programme”, draws on IBO publications along with details specific to the MYP at The ISF Academy.
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國際文憑學習者培養目標
所有國際文憑教育項目的目標都是培養具有國際情懷的人，他們承認人類共有的博愛精神，分擔守護地球的責任，幫助開創一個更美好、更和平的世界。
作為國際文憑學習者，我們要努力做到：
積極探究 我們培養自己的好奇心，逐步掌握開展探索和研究的技能。我們知道如何獨自或與他人一起開展學習。我們對學習充滿熱情，並終身保持對學習的熱愛。
胸襟開闊 我們以批判的態度欣賞我們自己的文化和個人的歷史，以及他人的價值觀和傳統。我們尋求和評價一系列廣泛的觀點，並願意通過體驗來豐富自己。
知識淵博 我們發展並利用對概念的理解，跨越一系列學科探索知識。我們對各種具有當地和全球重要性的問題和思想觀點進行探討。
懂得關愛 我們表現出同理心、同情心和尊重。我們努力開展服務，通過我們的行動使他人的生活和我們周圍的世界發生積極的變化。
勤於思考 我們運用批判性和創造性思考技能，對複雜的問題進行分析並採取負責任的行動。我們積極主動地做出理由充分、合乎倫理的決定。
勇於嘗試 我們深謀遠慮和堅決果斷地應對變化不定的事物，我們獨立地或通過合作探索新的思想觀點和新穎的策略。面對挑戰和變化，我們表現得足智多謀和靈活機敏。
善於交流 我們使用一種以上的語言，以多種方式充滿信心和富有創意地進行自我表達。我們有效地開展協作，注意傾聽他人以及其他群體的觀點。
全面發展 我們理解在生活中做到智力、身體、精神和情感均衡發展的重要性，這樣才能使我們自己和他人幸福康樂。我們認識到自己與他人以及我們所處世界的相互依存關係。
堅持原則 我們處事正直、誠實，有強烈的公平和正義感，尊重世界各地人民的尊嚴和權力。我們對自己的行動及其後果承擔責任。
及時反思 我們對世界和自己的思想觀點和經驗做出深刻縝密的思考。為了支持我們的學習和個人發展，我們努力瞭解自己的長處和弱點。
國際文憑學習者培養目標闡述了國際文憑世界學校所重視的十種特質。我們相信這些特質，以及與它們相似的其他特質，能夠幫助人們成為當地、國家和全球社區中負責任的成員。
此部分涉及到國際文憑中學項目的內容根據國際文憑組織出版文件及弘立書院的具體應用而設。
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The IB Middle Years Programme
國際文憑中學項目
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The IB and the Middle Years Programme
IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
國際文憑和中學項目
國際文憑組織使命宣言
國際文憑組織的目標是培養勤學好問、知識淵博、富有愛心的年輕人，他們通過對多元文化的理解和尊重，為開創更美好、更和平的世界貢獻力量。
為了實現這個目標，國際文憑組織與眾多的學校、政府以及其他國際組織進行合作，開發出一系列具有挑戰性的國際教育項目和嚴格的評估制度。
這些項目鼓勵世界各地的學生成長為既積極進取又富有同情心的終身學習者，他們理解儘管人與人之間存在著差異，但他人的意見也可能是正確的。
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What is the MYP?
The IB Middle Years Programme is a curriculum framework for students aged 11 to 16 that develops independent, creative and international-minded learners ready to meet life’s challenges. At The ISF Academy, the Secondary school offers a five-year MYP in Grade 6 to 10.
Why the MYP?
In today’s fast-paced, interconnected world, students need a sophisticated combination of knowledge, skills and personal attributes to prepare for success, achieve personal growth and lead lives with meaning.
Introduced in 1994, the Middle Years Programme (MYP) is part of an educational continuum that emphasizes concepts, ideas and issues that cross disciplinary, cultural, national and geographical boundaries. Within a coherent, comprehensive curriculum framework, the MYP provides academic challenge and encourages development of life skills on which students rely throughout the course of independent, purpose-driven lives.
甚麼是國際文憑中學項目（MYP）？
國際文憑中學項目是為十一至十六歲的中學生而設，旨在訓練他們的獨立性、創意和國際視 野，以面對人生中的各種挑戰。弘立書院為六至十年級的學生提供五年制中學項目課程。
為何採納國際文憑中學項目？
在現今節奏急速且環環相扣的世界裡，學生們必須充分掌握各樣知識、技能及個人素質，為日後的成功作好準備，實現個人成長，並且生活得更有意義。 始於 1994 年推出的中學項目是一個延續性的教育統一體系，當中所強調的概念、構想和議題橫跨各學科、文化、國界和地域的界限。在一個連貫而全面的課程架構裡，中學項目為學生提供學術方面的挑戰，並鼓勵他們在獨立自主、以目標為本的人生歷程中發展生活技能。
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MYP Curriculum Model
IB programme models highlight important shared features of an IB education.
• Developing the attributes of the learner profile • Approaches to teaching and approaches to learning • Age-appropriate culminating experiences • An organized and aligned structure of subject groups or disciplines • Development of international-mindedness as a primary aim and context for learning
In the programme model for the MYP, the first ring around the student at the centre describes the features of the programme that help students develop disciplinary (and interdisciplinary) understanding.
• Approaches to learning (ATL) — demonstrating a commitment to approaches to learning as a key component of the MYP for developing skills for learning.
• Approaches to teaching — emphasizing MYP pedagogy, including collaborative learning through inquiry.
• Concepts — highlighting a concept-driven curriculum. • Global contexts — showing how learning best takes place in context.
The second ring describes some important outcomes of the programme.
• Inquiry-based learning may result in student-initiated action, which may involve service within the community.
• The MYP culminates in the personal project (for students in MYP Year 5) or the community project (for students in MYP Year 3 or 4).
The third ring describes the MYP’s broad and balanced curriculum.
• The MYP organizes teaching and learning through eight subject groups: Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, Arts, Physical and Health Education, and Design.
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中學項目課程模式
國際文憑課程模式反映了國際文憑教育的特質：
發展學習者培養目標的品質 教學方法與學習方法 與年齡相符的具挑戰性的學習體驗 精心設計的、互相關聯的學科組架構 以發展學生的國際情懷為主要目標及學習情境
在中學項目課程模式的中心位置，即第一個環形以內，是學生。這意味著項目的核心是幫助學生發展學科內及學科間的理解：
• 學習方法（ATL）── 學習方法是國際文憑中學項目旨在發展學生學科內及學科間的理解
• 教學方法 ── 關注教學法，包括通過探究來學習 • 概念 ── 強調是以概念驅動的課程 • 國際情境 ── 展示如何通過情境設定使學習更上一層
該課程圖的第二個環形描述了中學項目的一些重要成果：
• 以探究為基礎的學習會引發學生自主的行動，或許會讓學生有機會在社區內進行服務。 • 中學項目個人設計（中學項目五年級的學生）或社區項目（中學項目三或四年級的學
生）。
該課程圖的第三個環形描述了中學項目是一個廣泛而平衡的課程：
• 中學項目通過八個學科組來實施教學：語言與文學、語言習得、個人與社會、科學、數學、藝術、體育與健康教育、設計。
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Interdisciplinary Learning
Interdisciplinary learning in the MYP involves combining perspectives from different disciplines in a purposeful and integrative way to create interdisciplinary understanding. In interdisciplinary units, students are required to demonstrate a grounding in factual, conceptual and procedural knowledge from two or more disciplines and to synthesize this knowledge in such a way as to create new meaning and understanding. Students are further required to communicate this in an effective and well-structured way and to reflect upon the limits and benefits of using interdisciplinary knowledge in specific situations. Assessment in interdisciplinary units involves students tackling problems, creating solutions and demonstrating understanding of phenomena that cannot be understood from one discipline alone.
跨學科學習
中學項目的跨學科學習是指將多個不同學科有明確目的地整合在一起，從而達至跨越單學科本身的理解。在跨學科單元中，學生需要掌握兩個或以上學科的知識與概念，並將這些學科的知識進行整合，從而為探究相關的想法、問題和任務提供信息。學生之後還需要有效、清楚地描述和解釋他們的探究成果，並對各學科的角色進行反思和評價，權衡它們的相對貢獻及長處、局限。跨學科學習的評估包括分析問題、提供解決方案，並展現跨學科理解。
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MYP Certification
The MYP Certificate requires participation in the final year of the Programme, with recommended participation for two years, and successful results from:
• five onscreen examinations (one from each of four required subject groups, plus an interdisciplinary assessment) and one ePortfolio from a course of study in Language Acquisition, or;
• six onscreen examinations (two Language and Literature examinations, one from each of the remaining three required subject groups, plus an interdisciplinary assessment);
• one ePortfolio from a course of study in Language Acquisition; • one ePortfolio from a course in Physical and Health Education, Arts or Design; • the Personal Project; and • meet the school’s expectations for community service.
The MYP Bilingual Certificate additionally requires successful results from onscreen examinations for one of the following:
• a second Language and Literature course (instead of a course in Language Acquisition);
• one (or more) Sciences, Individuals and Societies, or interdisciplinary examination(s) in a language other than the student’s chosen Language and Literature course.
中學項目畢業證書
中學項目畢業證書要求學生至少參加中學項目一年（ 好兩年）的學習，並在如下項目中獲得成功：
• 五個電子考試（四個必修學科組各一個，以及一個跨學科評估）和一個語言習得課程的電子學習檔案，或
• 六個電子考試（兩個語言與文學考試，餘下三個必修學科組各一個，以及一個跨學科評估）
• 語言習得的電子成長檔 • 體育與健康教育、藝術、設計：一門學科的電子成長檔 • 個人設計 • 達到學校對社區服務的要求
中學項目雙語文憑需要學生再達到如下任何一個要求：
• 第二門語言與文學課程（代替語言習得項目） • 一門或多門科學、個人與社會、綜合學科科目，而該（些）科目的教學語言須與語言
與文學課程的教學語言不同
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Primary to MYP Transition (Grade 5 to Grade 6)
To assist students in the transition from Grade 5 to Grade 6 during their first year of the IB MYP, both students themselves and parents participate in a series of events designed to inform and educate about the MYP. These events include:
• parent information sessions with the Primary and Secondary leadership, MYP/DP Coordinators, Grade Level Leader and the Grade 5/6 level teaching teams;
• student information sessions with MYP Coordinator and relevant Grade level leader and assistant Grade Level Leader;
• student visits to Grade 6 classes; and • Grade 6 units designed to introduce the key aspects of MYP
In parallel with the events above, subject teachers in Grade 5 and 6 meet to review student achievement so that appropriate levels of assessment are employed when students enter the programme.
On entering Grade 6, students are allocated to classes with full consideration of their social, emotional and academic needs. It should be noted that the MYP does not offer courses at different levels with the exception of language courses (from January of Grade 6) and Mathematics (in Grade 9 and 10 only). For all other subjects, therefore, it should be expected that classes contain students with a range of abilities.
從小學（五年級）到國際文憑中學項目（六年級）
為了協助學生從五年級過渡到六年級，弘立書院的學生和家長會參加一系列介紹中學項目的活動。這些活動包括：
• 家長講座：與小學和中學行政人員、中學項目協調員、年級主任和五、六年級學科老師團隊會面
• 學生與中學項目協調員及年級主任會面 • 學生到六年級觀課 • 適應階段課程，提供語言輔導並加強對中學項目的了解
除此之外，五年級及六年級的學科老師會進行會面，一起審查學生成績及進行程度評估，以安排學生入讀合適其程度的班別。
六年級學生分班的決定取決於他們的社交、情緒及學術需要。注意，中學項目只在語文和數學科（九、十年級）提供不同程度的分班課程。因此，在其他科目的班內，會有不同能力的學生。
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Subject Choice in MYP Year 4 and 5 (Grade 9 and 10)
Students intending to continue their IB education in the Diploma Programme (DP) after the MYP must be counselled by the school concerning their subject choices in Year 4 and 5 in order to ensure appropriate preparation. MYP subject groups form an important common foundation for all students undertaking the MYP globally and provide strong alignment points for students progressing into the DP, allowing them to acquire the necessary skills, knowledge and attitudes to be successful.
Schools preparing students for entry into the DP have a responsibility to ensure that the content of the curriculum, aligned under each subject group’s final objectives, provides for continuity and progression from Year 5 of the MYP into the two-year DP. In developing the curriculum content for each subject, MYP schools should consult the relevant DP subject guides and MYP teacher support materials.
Articulation of ATL across the programmes also offers a powerful strategy for increasing students’ readiness for the DP and their success in further study.
從初中（八年級）到高中（九年級）
有意在完成中學項目後升讀大學預科項目的學生，必須在學校輔助下於中學項目第四及第五年的選修科目上做好準備。國際文憑中學項目各學科組別為全球修讀中學項目的學生提供了一個重要的基礎平台，讓學生從中獲得必需具備的技能、知識和正面的學習態度，為他們升讀大學預科項目提供了銜接，協助學生在大學預科項目中取得成功。
提供大學預科項目的學校，有責任確保課程內容配合每學科組別的 終目標，並在中學項目第五年，確保學生在升讀大學預科項目（兩年制）後得到連續和相應的發展。提供中學項目的學校在設定每門學科的課程內容時，應先參考相關大學預科項目的科目指引及中學項目老師的教材，確保準備升讀大學預科項目的學生獲得 好的準備。
連結各個項目的學習方式策略也會有助學生做好升讀大學預科項目的準備，協助他們在學習上取得成功。
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MYP to DP Transition (Grade 10 to Grade 11)
To assist students in the transition from Grade 10 to Grade 11 during their first year of the IB DP at the Academy, both students themselves and parents participate in a series of events designed to inform and educate about the DP. These events include:
• parent information sessions with the secondary leadership, DP Coordinators, grade level leader, and the DP subject team;
• subject/family information and counseling sessions with DP Coordinators and grade level leader; and
• visits from university admissions personnel.
Students are encouraged to begin the process of transition by reflecting on personal interests, skills and achievements and by gathering information on university courses as early as possible in order to make well informed decisions about course choices for the DP.
The process of course selection for the DP in Grade 11 begins midway through Grade 10 and is completed before the summer vacation.
從國際文憑中學項目（十年級）到大學預科項目（十一年級）
為了協助學生從十年級過渡到十一年級，弘立書院的學生和家長會參加一系列介紹大學預科項目的活動。這些活動包括：
• 家長講座：與中學管理團隊、大學預科項目協調員、社長和大學預科項目老師團隊會面
• 學生及其家人與大學預科項目協調員和社長見面 • 大學招生人員來訪
弘立書院鼓勵學生按個人的興趣、技能和成就，通過收集大學課程資料，儘早對大學預科項目選科做出決定。大學預科項目十一年級的選科程序會在十年級學期中段開始，並在暑假之前結束
IB MYP Subjects
國際文憑中學項目科目
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Arts Overview
MYP Arts aims to build on what students learn and do in primary education. It furthers an inquiry-based approach through similar objectives that encourage students to continue their artistic development and learning.
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. Students develop through creating, performing and presenting arts in ways that engage and convey feelings, experiences and ideas. It is through this practice that students acquire new skills and master those skills developed in prior learning.
Arts in the MYP stimulate young imaginations, challenge perceptions and develop creative and analytical skills. Involvement in the Arts encourages students to understand the Arts in context and the cultural histories of artworks, thus supporting the development of an inquiring and empathetic world view. Our school curriculum for the Arts incorporates best practices and resources from a global perspective. Units of work are guided by a broad and balanced curriculum driven by the statements of inquiry.
The Arts aims to challenge and enrich personal identity and build awareness of the aesthetic in a real-world context using key and related concepts. To this end, interdisciplinary understanding occurs with history, geography, literature, sociology and psychology.
Creativity is an MYP key concept, defined as the capacity to generate new ideas and consider existing ideas from new perspectives, as well as the ability to recognize the value of an idea in order to solve problems or innovate. The Arts aims to develop this ability, as a transferable skill to embrace innovative practice in Science and the Environment, Design Technology, pure Mathematics and industry.
The subject-specific terminology and specialized language of the Arts enables students to communicate and articulate aesthetic, abstract concepts. This helps students to expand their vocabulary in a practical sense.
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; and • deepen their understanding of the world.
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Progression to DP
IB continuum in the study of the arts
Key Concepts
The key concepts contributed by the study of Arts are aesthetics, change, communication and identity.
Course Outline
Grade Drama Music Visual Arts
6 The Islands (Process Drama) Key concept – Communication
Video Killed the Radio Star – Melodrama (Radio Drama) Key concept – Change
Ordered Sound (The Elements of Music) Key concept – Change
Going Loopy (GarageBand and Computer-based Music) Key concept – Communication
Public Art Key concept – Communication
Art Can Change the World Key concept – Change
IDU between between Arts and Chinese – It’s all about Love
7 Under Pressure (Theatre in Education) Key concept – Identity
Enter the Dragon (Chinese Opera) Key concept – Aesthetics
Feeling Blue (The Blues) Key concept – Communication
It’s a Small World Key concept – Identity
Synesthesia Key concept – Communication
Global and Local Issues through Art (I&S IDU) Key concept – Change
Photography and Digital Manipulation Key concept – communication
Sustainability through Sculpture Key concept - Aesthetics
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Grade Drama Music Visual Arts
8 Stock, Status, Slapstick (Commedia dell’arte) Key concept – Aesthetics
Page to Stage (Sparkleshark) Key concept – Communication
Bach to the Future Key concept – Aesthetics
Under Cover Key concept – Change
Animate Me! Key concept – identity
Surrealist Collage Key concept – Aesthetics
9 Devising Theatre Based on a Theme (War) Key concept – Change
Naturalism and Developing Character (Monologues) Key concept – Communication
Comedy and Politics (Textual Analysis) Key concept – Identity
Let’s Get Physical (Physical Theatre) Key concept – Aesthetics
Harmonius Beginnings Key concept – Aesthetics
Popcorn Key concept – Communication
All That Jazz Key concept – Identity
By Special Arrangement Key concept – Change
Portraiture Key concepts – Aesthetics and Communication
Art Distorts, Abstracts and Blends Space and Time Key concept – Change
10 Storytelling with Brecht Key concept – Change
ePortfolio
Play Study and Performance Key concept – Identity
Story-telling Key concept – Aesthetics
ePortfolio
The Future of Music Key concept – Change
Storytelling Key concept – Change
ePortfolio
Cross-Genres Key concept – Identity
Course Description
IDU – Chinese and Arts
G6 Arts and Chinese
It’s all about Love
Through this exploration of what it means to express Love as a student, family member and
The goal is to show an understanding of how knowledge in Chinese and Arts can be synthesized to discover, understand and express love; explore the ways in which we enjoy our creativity; our appreciation of aesthetics.
How we understand and interpret love makes huge impact on our understanding of relationships and others. Living in a Chinese society, we must develop a personal understanding of how love is expressed culturally.
本項學習活動的目標是：學生通過整合中文和藝術兩個學科的知識，探索、理解並詮釋「愛」；探索、享受創造的樂趣；並欣賞藝術之美。
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我們對愛的理解和詮釋對人與人的關係和我們的生活有巨大的影響。生活在一個充滿中華文化的社會之中，我們必須對「愛」在文化中的意義用自己的理解表達出來。
Through this unit the students will;
Create an Artistic Response to express ‘Love’ inspired by what you have learned in Chinese lessons. It must contain influence from Chinese language or culture.
MUSIC: compose or adapt a love song
DRAMA: write or adapt and perform a Monologue
VISUAL ART: create or adapt a painting
Create a Process Video for the audience to discuss and reflect on your artwork (3-5 minutes)
PART 1 INTRODUCTION (in Chinese): articulate your personal and Chinese cultural understanding of love, and explain how this inspires your artistic intention.
PART 2 SYNTHESIZING CHINESE & ARTS IN YOUR ARTISTIC RESPONSE (in English): State your intention for your artwork, demonstrate your process, justify how knowledge from Chinese class influenced your artwork and show how you explored multiple ways of expressing this.
PART 3 COMMUNICATION & REFLECTION (in Chinese): communicate your interdisciplinary understanding of Chinese and Arts; and reflect on the strengths and limitations of the learning process.
You will choose a form of expression in advance (visual art, music, drama). There are two half-days for you to create your artistic response and the iMovie video.
創作一件藝術品：通過學習中華語言文化，綜合中文課上的所學用，以藝術形式表達自己對中華文化中「愛」的理解
音樂：創作表達愛的歌曲
戲劇：表演一段內心獨白
視覺藝術：繪製一幅畫
錄製一段記錄視頻並討論、反思自己的藝術作品（三至五分鐘）
第一部分 介紹：說一說你如何通過個人經歷和中華文化理解「愛」這一主題，並用中文解釋這種理解對自己藝術作品所帶來的靈感和啟發。（中文完成）
第二部分 綜合利用中文和藝術知識創作藝術作品：呈現、解釋並證明自己如何綜合中文和藝術學科所學來完成藝術創作的。（英文完成）
第三部分 交流與反思：交流自己對於中文和藝術跨學科知識理解；並對學習過程中的優勢和侷限進行反思。（中文完成）
你有機會提前選擇一個藝術學科中的表現形式──視覺藝術、音樂或戲劇。同時，你有兩個半天的時間創作完成你的藝術品和記錄視頻。
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Drama
Grade 6
This course engages students in an active relationship with theatre and encourages autonomous learning and exploration through Process Drama. It encourages the growth of creative, reflective communication skills through learning and exploration of practical work. Emphasis is placed on the artistic process and the students’ understanding of this process as an essential component to their artistic development through continuous investigation, planning, goal setting, rehearsing, performing, reflection and evaluation.
Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able to analyze and communicate in the specialized language. This is the first criterion, Knowing and Understanding. The acquisition and development of skills provide the opportunity for active participation in the art form and this is assessed as Criterion B, Developing skills. Thinking creatively and Responding are the final two criteria.
Building skills using non-verbal communication, improvisation, physical theatre and mime are combined with exploration of dramatic elements in poetry, script analysis and improvisation in the foundation units.
Grade 7
Students explore theatre from a variety of performance practices, genres, movements or styles, while exploring the language of drama, the production elements, and how they interplay in developing and communicating ideas and feelings. They develop skills in various planning processes and methods of structuring the actual ‘making of drama’ such as brainstorms, storyboards, scripts, rehearsal schedules and techniques. The extension for creative thinking is provided by improvising scenarios and creating collaborative drama, while responding is addressed by reviewing theatrical performances and production elements encountered.
Students demonstrate an understanding of the role of the art form in original or displaced contexts. In an ensemble they creatively produce a performance focusing on a world-theatre tradition or style taken from a culture other than their own (Chinese Opera). The exploration across two units involves a context investigation into the unfamiliar tradition and onto a theme (Social Pressures) revealed through creating a theatrical response focused towards a specific audience (Theatre in Education). The exposition requires dramatic reading, context investigation and culturally significant research. The arts process journal details the research and creative process.
Grade 8
In Drama, students demonstrate an understanding of the role of the art form - Commedia dell’Arte - in original or displaced contexts. In an ensemble they creatively produce one performance using improvisational masked comedy and another performance focusing how to analyze and adapt a published play text. This is developed with a series of workshops based around the skills of Drama such as voice, movement and characterization, building on
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the skills that they had developed in Grade 6 and 7. Their Knowing and Understanding task helps the students to understand the role that Drama can have in therapy and self-knowledge. This culminates in a public performance. In the second unit the students examine the skills needed to be an effective improviser whilst studying a genre of theatre from outside of their own culture (Commedia dell’arte), exploring historical context as well as exaggerated movement and voice.
Grade 9
Building on past skills and understanding, students explore the production elements to translate ideas into dramatic form, for example, dramatic writing, direction, costume, lighting, scenery, use of masks and sound. Creative writing, character design and creating alternative endings to performances are explored in a range of drama workshops. The twelve elements of drama are explored (focus, tension, timing, rhythm, contrast, mood, space, language, sound, symbol, conflict and climax) in the creative process of developing characterization. Devised ensembles and solo performances are used to explore text in order to address a particular purpose for a scheduled performance.
Grade 10
In the 5th and culminating year of the MYP Arts - Drama programme students explore the impacts of theatre practitioners and theatrical styles on audiences through research, detailed proposals, devised work and reflection。
The E-portfolio is a major focus of this year. Students complete an ePortfolio in which they demonstrate their achievement of the Arts objectives;
Music
Grade 6
This course gives students access to musical experiences that allow for the development of thinking skills, intuitive skills, practical abilities, communication and the ability to relate to others. In considering what makes ‘music’ different from ‘sound’ or ‘noise’, students explore the elements of rhythm, pitch, dynamics, texture, tempo, structure and timbre through a range of listening, performance and composition tasks. They also learn the basics of music notation and consider the impact of computer technology developments on contemporary music making. Through experimentation of arranging, composing, audio editing and sampling tasks, students explore the GarageBand educational music studio software and establish familiarity in a range of techniques and skills that will be further developed and enhanced in the curriculum.
Grade 7
In investigating music from different cultural backgrounds and roots, students learn about the features and characteristics of Blues music. They discover how historical, geographical and
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social issues gave rise to a hugely influential musical style that adapted and evolved into a wide range of diverse musical genres and subgenres throughout the 20th century and beyond. In addition to developing research and presentation skills, students learn how to sing, play, rehearse and compose Blues music. They also develop crucial collaborative skills and have the opportunity to improve communication and leadership skills. In another unit, students delve into the characteristics of African music, which was itself a major source for Blues music. In further developing ensemble playing and rhythmic awareness, students participate in African drumming, singing and instrumental music activities. In addressing Global Contexts, the focus then shifts to a research and presentation of Chinese Music and a consideration of whether there are any connections or common features between music from very different cultures. Exploration of these ideas allows students to think about the extent to which all music is a global form of communication that can be inherently understood by everyone.
Grade 8
The initial focus of the curriculum is contextual issues of musical development through time. The first unit takes students on a journey from the highly ornamental, exciting music of 17th century Europe, through the elegance and balance of the Classical period and the depth and extravagant excesses of the 19th century to the colorful, experimental art music of the last century. Students develop an understanding of how music has developed and evolved, as well as enhance their listening, analysis, composition and performance skills through a range of tasks and activities. The second unit focuses on the key concept of Change. In analyzing and investigating contemporary popular songs, students learn what a ‘cover version’ is and work on a student-led problem-solving collaborative task in which they devise, rehearse and perform a unique interpretation of a song of their own choice. This has proved to be a very popular, exciting challenge for students as they draw upon many of the skills and techniques already explored in previous units to develop confidence, communication, collaboration, rehearsal techniques, reflection, listening and performance.
Grade 9
To support progression to the IB Diploma and higher-level music-making, this course explores composition, aspects of music theory and harmony, arrangement and improvisation in more detail. There is also an emphasis on exposure to a wider range of new and unfamiliar styles as students explore how cinematic compositional techniques enhance emotional experience, as well as how a journey into the vast world of jazz develops listening, analytical, group performing skills and musical expression. Finally, a look into the role of a Music Arranger allows students to combine composition, theoretical understanding and creativity essential to the conclusion of the MYP Music course.
Grade 10
This course allows the students to explore the ways in which music has been and can be used to tell a story. This involves development of research, analysis, composing and
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reflection skills and will prepare students for the rigour of the ePortfolio unit that follows. This ePortfolio project marks the end of the MYP Music journey and is intended to challenge all concepts and skills developed through the entire MYP curriculum. It is also carefully structured to prepare students who intend to study music at the Diploma level and beyond. The remaining unit following the ePortfolio looks at the technological progression of music in history and the innovative directions in which the art form is moving. Students will also have the opportunity to work on class ensemble rehearsals for performances at the end of the academic year.
Visual Arts
Grade 6
Visual Arts in Grade 6 builds on students' experience of working with ceramics, where students learn fundamental clay construction skills as well as the firing and glazing process. This unit is informed by an inquiry into art as a form of communication and an exploration of How art can change the world.
The second Unit introduces students to the concept of sustained exploration through an inquiry into Public Art. Students investigate Public Art in Hong Kong and respond by creating a mural design. To enhance their fine motor skills, they learn One and Two-Point Perspective drawing, tonal shading techniques and how to safely and accurately use a craft knife by designing and drawing their mural in perspective on a building and on their own model tram. Students extend their skills and make use of the MakerSpace tools to extend their art-making, and gain insight into the statement of inquiry: Media and context can influence the meaning and purpose of art.
Contextual and critical studies will link to local and international artists. Students will use their Visual Arts process journal to record, reflect and review their art-making throughout the course. Students are encouraged to visit art exhibitions on a regular basis as a means of informing and extending their knowledge of curatorial practice and the art world.
Grade 7
The IDU between Visual Arts and I&S will allow students to explore the area of photo-journalism and the statement of inquiry: Art can help us explore and express global and local issues. Students will begin by researching a global or local issue and discover how that issue has been reported in the media. They’ll then contrast that with their own lives and life in Hong Kong. Building on the photography and digital editing skills previously learned in Visual Arts and topics they have previously covered in I&S, students will be challenged to merge/ splice two images (one from the media and one that they have taken themselves) influenced by the style of Turkish artist artist Uğur Gallenkuş.
Grade 7 continues to build on students’ creative thinking and art-making skills developed from the previous year while reinforcing foundational techniques and theories. The first unit focuses on developing students’ painting skills and understanding of composition (elements of art & principles and design), expression, and color theory. A study of Wassily Kandinsky
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and his approach to abstract composition equips students with the necessary tools to create their own abstract piece. Through an exploration of Synesthesia, students create an abstract painting in response to a piece of music of their own choosing.
The second unit focuses on the conventions of abstract sculpture. Led by an inquiry into art and sustainability, students collaborate to collect objects and create a sculpture that reflects their chosen environmental concern.
The third unit focuses on photography and developing a narrative through pictures. Fundamentals of photography techniques and compositional theories are explored early on followed by an artist study of Fan Ho and his body of work. Throughout the unit, students are tasked with taking their own photographs to consolidate their learning in addition to exploring the purposeful digital manipulation of their photos. The unit culminates with the students’ own narrative photo series showcasing their photography and digital editing skills.
Contextual and critical studies will link to local and international artists. Students will use their Visual Arts process journal to record, reflect and review their art-making throughout the course. Students are encouraged to visit art exhibitions on a regular basis as a means of informing and extending their knowledge of curatorial practice and the art world.
Grade 8
As outcomes become more open-ended and students begin to work independently, Grade 8 students extend their skills to explore the traditions of animation and develop techniques using traditional and digital methods. Students will inquire into how animation has developed over time and ways animation can be a vehicle for creative expression as well as the communication of a narrative. Unit 2 develops students’ creative thinking skills in the exploration of surrealist collage techniques. Students will manipulate images from the media and develop their original thinking that will then form the basis for a larger painting.
Contextual and critical studies throughout the year link to both local and international artists. Students will use their Visual Arts Process Journal to record, reflect and review their art-making throughout the course. Students are also encouraged to visit art exhibitions on a regular basis as a means of informing and extending their knowledge of curatorial practice and the art world.
Grade 9
The fundamental principles of Visual Arts form the basis of learning in Grade 9 in the lead-up to the Diploma course. Students begin the year by engaging in formal, teacher-led workshops based upon developing and extending their skills and techniques with two and three-dimensional materials. They learn to organize their Process Journal, annotate and document their artmaking. This then develops into a unit exploring the theme of Portraiture in both traditional and digital media.
As part of the Artist-in-Residence program, students have the opportunity to participate in specific workshops with a practicing artist before embarking on their own art making activities that develop and extend their own ideas.
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In the final unit, students take ownership of their learning and consolidate their understanding of two-dimensional materials introduced throughout the year by exploring sculpture and installation based on the statement of inquiry: art distorts, abstracts and blends space and time. This prepares students for ePortfolio and DP Approaches to Learning. Students are given opportunities to visit local art exhibitions as a means of informing and extending their knowledge of curatorial practice and the contemporary art world.
Grade 10
MYP Year 5 signals the consolidation of the understanding of Visual Arts in all forms, artistic intention and acquisition of language to further enable students to prepare for ePortfolio. Students start the year by exploring the statement of inquiry: personal and cultural identity is expressed through stories, exploring the key concepts of aesthetics and interpretation. Students explore their ideas through printmaking in addition to their preferred choice of media in order to prepare and build their confidence for the upcoming ePortfolio.
As part of the Artist-in-Residence program, students then continue this theme working with a practicing artist in a specific medium. The resulting artworks will be included in a formal exhibit alongside the work of the artist-in-residence as a means of enhancing students’ understanding of curatorial practice.
Students then turn their focus to the creation of an ePortfolio. As they develop artistic independence, they explore a broad theme selected by the IB and choose their preferred medium, as well as work through the creative process of planning, experimenting and constructing a final outcome. They are expected to make strong connections to artists and document their journey as part of their ePortfolio.
Assessment Criteria
A. Knowing and understanding
B. Developing skills
C. Thinking creatively
D. Responding
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Design
Overview
Our MYP Design program seeks to establish fun and creative inquiry-based, student-led investigations. 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.
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; and • act with integrity and honesty, and take responsibility for their own actions developing
effective working practices.
Progression to DP
IB continuum pathway to design-related Diploma Program Courses
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Key Concepts
The key concepts contributed by the study of Design are communication, communities, development and systems.
Course Outline
Grade Unit Title Discipline Key Concept
6 Passive Amplifier Materials Design Systems
Cultural Radiance Systems & Electronic Design Systems
7 Under the Sea Materials Design Communication
Urban Planning Systems & Planning Systems
8 The World at Your Fingertips Systems & Design Development
House Spirit Fashion Design Development
9 Raise Awareness Fashion Design Communication
Let The Good Times Roll Materials Design Development
10 Saving Space
Materials Design / Fashion Design Communities ePortfolio Product Design
Course Description
Grade 6
In this course, students engage in two projects focusing on two disciplines: Materials Design, and Systems and Robotics Design. The project sequence is reversed for each class to permit full use of resources and facilities.
In Passive Amplifier, students use two-dimensional designs to help plan and design an amplification product for mobile phones. They work with their customer to create a design that will appeal to the end-user. Students choose materials and shapes based on their acoustic properties. They grasp the place of fragile systems in nature using open and closed loop diagrams for the practical testing of sustainable scenarios such as sustainable forestry. Research ties are made for United Nations Sustainable Development Goals (UNSDGs). In this unit we explore #12 – Responsible Consumption and Production.
In Cultural Radiance, there are many ties with Sciences as it deals with the laws of electricity and components used in circuitry; but as always in Design, we apply this theory to the development and production of a student-made product, in this case a ‘Mood Light’ product. Students understand that communication can be a visual medium such that it can alter people’s mood from a distance simply through the effects of changing light and color. They learn that the language of color and aesthetics is a universal language that transcends all
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cultures and communities. From a global perspective students consider UNSDG #9 – Industry, Innovation, and Infrastructure.
Grade 7
In this course, students engage in two projects focusing on two disciplines: Materials Design, and Systems. The project sequence is reversed for each class to permit full use of resources and facilities.
In Under the Sea, students research different local marine life and biomes to find which species have been named endangered or at risk of habitat destruction. Students work with a local charity – Conservation Sew Mates - to raise awareness about this issue and create a plushie toy from textiles. The ultimate goal is to address the United Nations Sustainable Development Goal (UNSDGs) #14 – Life below water.
In Urban Planning, students investigate systems and components of sustainable city planning. As designers, students use and apply sustainablility and creativity in the development new residential and commercial districts. Students work in teams with a major focus of the unit on communication and collaboration. Woodworking and 3D printing are the primary machining processes in the development of The aim is to address UNSDG #8 – Decent Work and Economic Growth, & #11 – Sustainable Cities and Communities
Grade 8
In this course, students engage in two projects focusing on two disciplines: Fashion Design, and Systems Design. The project sequence is reversed for each class to permit full use of resources and facilities.
In House Spirit, students investigate in-school issues such as current social and emotional contexts, and then examine resources available in their own environment. They use the information to design, plan, and create their textile product for one of the five Houses of the Academy. Students do not just look at developing ideas to provide feasible solutions but also revisit and revise elements of design, for example how we could widen the market by adding ‘beyond usability’ values. United Nations SDG #3 – Good Health and Well-being is explored as a related topic.
In The World at Your Fingertips, students work with the MicroBit, a pocket-sized computer. By following the design cycle students continue to explore the fundamentals of coding and the engineering process while learning to use industry-leading CAD software. Students will make a final product that incorporates the Microbit and a sensor. They explore ways in which coding and computers are incorporated into products using resistant materials, textiles, and robotics. A major focus during the testing phase is data collation. Ties are made to UNSDG #12 – Responsible Consumption and Production
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Grade 9
In this course, students engage in two projects focusing on two disciplines: Materials Design and Fashion Design. The project sequence is reversed for each class to permit full use of resources and facilities.
In Let the Good Times Roll, students look at the history of man-powered vehicles and establish an understanding of the developments in this area over time. This investigation helps inspire ideas for their own ‘Let the good times roll’ project. Students test materials and machines for suitability at various stages of the process, which creates a foundation for the project and guides the students’ learning. Students look beyond developing ideas to provide feasible solutions through integration, revisiting and revising elements of design. Students look at product life cycles and incremental design strategies. Human powered vehicles are further explored in relation to UNSDG #13 – Climate Action.
In Raise Awareness, students explore the importance of creation through investigation, design and reflection. They examine the life cycle of various clothing and the effect of textiles on the environment and society. Students design, create, and evaluate their solution to produce a textiles-based garment for the MYP Design internal assessment. During this project, students correspond with clients regularly and practice strategies such as ‘analogy’ and design iteration, which creates a foundation for the project and guides the students’ learning. Links to the UNSDGs are #10 – Reduced Inequalities and #12 – Responsible Consumption and Production
Grade 10
In this course, students engage in two projects focusing on a variety of disciplines: Fashion Design for the first Raise Awareness project, and a choice of design materials for the final unit, the ePortfolio.
In Saving Space, students use a wide variety of software and technologies as well as the complete design cycle to produce an accurate and functional storage product for a client, allowing consideration for Human Factors design. To make this product successful, students research a variety of needs and scenarios. Students look at their own community through a Design lens and try to understand how some design solutions may be problematic or inappropriate in some cultures while successful in others. Students also look at appropriate technology and design strategies. As students explore these concepts a major focus of the investigation is UNSDG #1 – No Poverty.
In the final ePortfolio the IB presents us with a unique unit in which students can explore a variety of options to solve a problem through product or fashion design. They investigate, design, create, and evaluate their solution for the MYP Design ePortfolio assessment. As with previous projects, in this final unit students reflect on all skills learned to progress through this project. Students correspond with clients regularly and practice strategies such as ‘analogy’ and design iteration, which demonstrates a solid understanding of the project and forms the basis of their final MYP grade in the subject. Students select their own problem and solution to pursue and in turn pick one of the UNSDGs that best fit their chosen scenario.
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Assessment Criteria
A. Inquiring and analyzing
B. Developing ideas
C. Creating the solution
D. Evaluating
In these courses, MYP Criteria A-D are assessed using a variety of methods, each appropriate for different stages of the design cycle.
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Individuals and Societies
Overview
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, geography, 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.
The IB’s approach to Individuals and Societies includes a strong focus on inquiry and investigation. Students collect, describe and analyze data used in studies of societies; test hypotheses; and learn how to interpret increasingly complex information, including original source material. This focus on real-world examples, research and analysis is an essential aspect of the subject group.
The study of Individuals and Societies helps students to develop their identities as individuals and as responsible members of local and global communities. These explorations of our common humanity are intrinsically interesting, and disciplines in this subject group are filled with potential for creating in students a lifelong fascination with ‘the human story’ as it continues to evolve in an era of rapid change and increasing interconnectedness. Studies in Individuals and Societies are essential for developing empathy and international-mindedness, including the idea that ‘other people, with their differences, can also be right’ (see IB mission statement).
Aims
The aims of MYP Individuals and Societies are to encourage and enable students to:
• appreciate human and environmental commonalities and diversity; • understand the interaction and independence 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; and
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• develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and the environments in which they live.
Progression to DP
IB continuum pathways in the study of individuals and societies
Key Concepts
The key concepts contributed by the study of Individuals and Societies are change, global interactions, systems and time, place and space.
Course Outline
Grade Unit Key Concept
6 1. Civilizations Time, place and space
2. Natural Environments Systems 3. Climate Change IDU Systems 4. Beliefs Systems
5. Tourism Systems
7 1. Globalization Change
2. Settlement Time, place and space
3. Exploration Global interactions
4. Technology Global interactions
8 1. Political Revolutions Change
2. Public Health IDU Change
3. Natural Disasters Systems
4. Current Affairs Systems
9 1. Management of Natural Environments Systems
2. World War II Change
3. Introduction to Economics Systems
4. An Introduction to Psychology Time, Place & Space
5. Sustainable Resource Management Change
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Grade Unit Key Concept
10 1. The Cold War Global interaction
2. Inequity Systems
3. Civil Rights Change
4. Resource and Sustainable Management Systems
5. Geographical Data IDU Relationships / Systems
6. Urban Systems and Environments Systems
Course Description
Grade 6
In ‘Civilizations’, students start by focusing on the achievements and legacies left by the ancient Greeks, Romans and Egyptians, learning about their ideas and systems of government. They move from the ancient world to the contemporary world of Geography. They focus on ‘Natural Environments’ which evolves into an interdisciplinary unit with Science, where students are introduced to the skill of synthesizing information between two different disciplines. In the ‘Beliefs’ unit, students will look at how religion impacts on the way that people live their live. The final unit of ‘Tourism’ allows students to focus on the social and economic consequences of tourism in developing countries.
Grade 7
The course starts with an investigation into global integration where students consider the impact of globalization on economics and society and the role of globalization in resolving conflicts before moving on to investigate why people live where they live, examining the key factors in determining where humans settle and how those settlements develop. This is followed by pondering the motivations and impact for exploration and then a unit on ‘Technology’ in which students integrate their knowledge of all of the humanities disciplines and think about how technological innovations are impacting on our personal identities and relationships with others.
Young historians focus on a variety of historical sources including art, documents and records from the Age of Exploration. Young geographers meet a different set of sources including graphs, statistical data, charts and maps concerned with settlements, industry, resources and trade. Students work on developing skills including reading texts, research and referencing skills, vocabulary development, working with sources, beginning essay writing, note taking, project work, and completing oral and written presentations. Assessed work comprises both individual and group investigations. Students are expected to actively participate in class discussions, debates and related class trips, and to complete regularly-assigned home learning tasks. Throughout the course, the emphasis and expectation is on rigorous academic honesty.
In addressing the MYP Approaches to Learning, students begin to develop time management skills, and expand their collaboration and communication skills. Students expand their information literacy skills and their inquiry and problem-solving skills. As students complete a
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variety of summative assessments, they develop the ability to reflect and critically evaluate different stages of the learning process in order to become increasingly responsible for their studies. As students move through the MYP, they are encouraged to make cross-curricular links between the humanities subjects and other disciplines.
Grade 8
This course explores the theme of change in Geography, History and, within these disciplines, elements of Economics. The course begins with students examining the topic of ‘Political Revolutions’ with a focus on Iran and France, as a vehicle for gaining insight into the concept of change. The theme of change continues with an exploration of Medicine through time and the ‘Public Health’ IDU with Science. Students then focus on the geographical topic of ‘Natural Disasters’ and examine the extent to which LEDC and MEDC countries can reduce the impact of natural disasters through innovative systems. Finally, students will gain insight into a key issue in the news in the ‘Current Affairs’ unit.
Young historians continue to develop their work with historical sources including documentary evidence, written contemporary accounts and graphic sources such as paintings and cartoons. Young geographers focus on sources including statistical data, comparative studies, surveys, photographic material, charts, graphs and maps for the ‘Natural Disasters’ research project. Students work on developing skills including reading texts, research and referencing skills, vocabulary development, working with sources, beginning essay writing, note taking, project work, and completing oral and written presentations. Assessed work comprises both individual and group investigations. Students are expected to actively participate in class discussions, debates and related class trips, and to complete regularly-assigned home learning tasks. Throughout the course, the emphasis and expectation is on rigorous academic honesty.
In addressing the MYP Approaches to Learning, students begin to develop time management skills, and expand their collaboration and communication skills. Students expand their information literacy skills and their inquiry and problem-solving skills. As students complete a variety of summative assessments, they develop their ability to reflect and critically evaluate different stages of the learning process in order to become increasingly responsible for their studies.
Grade 9
This course gives students the opportunity to study each of the disciplines offered by Individuals and Societies at IB Diploma level. In Psychology, students will explore the impact of biological, cognitive and social factors on human behavior. In Geography, students will complete a study of population and migration within and between countries. In History, students will complete an examination of the roles of the ‘robber barons’ in the development and industrialization of the USA in 1870-1900. In Economics, students will gain an understanding of the fundamentals of demand and supply before moving onto compare and contrast market, mixed and command economies. The Business Management unit is project based and assessed with a major focus on marketing and the 4Ps, i.e., product, price, place and promotion.
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Students will have the opportunity to develop skills specific to the particular Individuals and Societies disciplines on offer including reading texts, research and referencing skills, vocabulary development, working with sources, essay writing, note taking, project work, drawing diagrams, setting up experiments and completing oral and written presentations. Assessed work comprises both individual and group investigations. Students are expected to actively participate in class discussions, debates and related class trips, and to complete regularly-assigned home learning tasks. Throughout the course, the emphasis and expectation is on rigorous academic honesty.
In addressing the MYP Approaches to Learning, students begin to develop time management skills, and expand their collaboration and communication skills. Students expand their information literacy skills and their inquiry and problem-solving skills. As students complete a variety of summative assessments, they develop their ability to reflect and critically evaluate different stages of the learning process in order to become increasingly responsible for their studies.
Grade 10
This course is divided between the disciplines of History, Geography and Economics. The course begins an investigation into how the recurrent crises of the Cold War period impacted leaders and the populace in the East and West. Students then study the unit of ‘Inequity’, which examines why inequality exists in-between and within economies, and the causes of poverty and inequality in Hong Kong. Returning to History, students investigate the Civil Rights movement in post-war America before moving on to consider the wider impact of protest on society. Moving to a Geography theme, students examine Resource Management with a focus on sustainable systems. Continuing with the Geography discipline, students then investigate how humans impact on our natural environments by completing an interdisciplinary unit with Mathematics on ‘Geographical Data’. They then complete the course with a unit on ‘Urban Systems’, which connects back to knowledge gained in the Grade 7 ‘Settlement’ unit.
Grade 10 historians continue to expand their assessment of historical sources including documentary evidence, written and oral contemporary accounts and graphic sources such as film, photographs and cartoons. Grade 10 geographers focus on sources including Google Earth, diagrams and models, statistical data, photographic material, charts, graphs and maps. Students work on developing skills including reading texts, research and referencing skills, vocabulary development, working with sources, beginning essay writing, note taking, project work, and completing oral and written presentations. Assessed work comprises both individual and group investigations. Students are expected to actively participate in class discussions, debates and related class trips, and to complete regularly-assigned home learning tasks. Throughout the course, the emphasis and expectation is on rigorous academic honesty.
In addressing the MYP Approaches to Learning, students begin to develop time management skills, and expand their collaboration and communication skills. Students expand their information literacy skills and their inquiry and problem-solving skills. As students complete a variety of summative assessments, they develop their ability to reflect and critically evaluate different stages of the learning process in order to become increasingly responsible for their
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studies. As students move through the MYP, they are encouraged to make cross-curricular links between History, Geography, Economics and other subjects.
Assessment Criteria
A. Knowing and understanding
B. Investigating
C. Communicating
D. Thinking critically
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語言習得：中文
課程概覽
鑒於弘立書院雙語沉浸式學習的特色，學生會根據自己語言的水平，開始中學項目的「語言和文學」或「語言習得」課程的學習。「語言習得」課程幫學生了解語言的形成、發展和特色，並理解相關的文化，進而瞭解人類生活、行為以及認知方式的多樣性。本課程旨在發展學生對於其他語言及文化的理解和尊重，同時也為學生今後長遠的語言學習做好技能儲備。
課程目標
中學項目語言習得課程的總目的是培養學生成為具有批判性思維的有效的溝通者。同時：
在保持母語水平和自身文化特色的前提下提高使用另一門語言的熟練程度； 培養對世界上多樣性的語言及文化特色的理解和尊重； 在各種不同和真實的情景中培養學生掌握學習、工作和休閒生活所需要的交流技能，
並能夠根據各種受眾和目的運用它們； 通過利用各種學習工具，例如多媒體，使學生在各種交流形式中逐步掌握多重讀寫技
能； 培養學生對各種文學和非文學材料的欣賞能力，並培養他們掌握以批判和創造的方式
進行領悟和建構意義的技巧； 培養學生認識到語言是思想、反思、自我表達以及在其他學科中開展學習的載體，也
是提高讀寫能力的工具，並據此應用語言； 培養學生理解語言的本質和語言學習的過程，其中整合了各種語言、文化和社會元素； 培養學生深入瞭解使用所學語言的社區的文化特徵； 鼓勵學生認識到並理解本民族以及其他文化背景的人們的觀點，從而投身到自身社區
和其他社區當中並採取行動； 在語言學習中培養學生的好奇心、探究精神以及終生興趣和愛好。
銜接的大學預科項目
年級 中學項目 大學預科項目
第一階段 初級課程
第二階段 初級課程（個別情況） 語言 B（普通課程）
第三階段 語言 B（普通課程）
第四階段 語言 B（普通課程/高級課程）
第五階段 語言 B（普通課程/高級課程）
第五階段 建議學生在開始學習這些大學預科課程之前，至少已經學習中學項目語言與文學課程一個學期。
語言 A：文學（普通課程） 語言 A：語言與文學（普通課程） 文學與藝術表演（普通課程）
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年級 中學項目 大學預科項目
第六階段 語言 A：文學（普通課程/高級課程） 語言 A：語言與文學（普通課程/高級課程） 文學與藝術表演（普通課程）
重大概念
有助於語言習得學習的重大概念是交流、連繫、創造和文化。
課程大綱
年級 學習單元 重大概念
六 社交與友情 交流
傳統與發展 文化
健康生活 文化
個人與社區 交流
「以書為本」教學 /
七 家庭生活 交流
假日與旅遊 文化
社區與服務 連繫
休閒與娛樂 文化
「以書為本」教學 /
八 學習歷程 文化
遊學生活 交流
身心健康 連繫
科技與生活 創造
「以書為本」教學 /
九、十 人類與自然 創造
民族與社會 文化
科技與生活 創造
文學與藝術 交流
人際關係 連繫
生活方式 文化
飲食與健康 創造
文化與宗教 文化
「以書為本」教學 /
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課程簡介
六年級
在六年級語言習得課程的學習中，教師將會教導學生如何理解文章和視覺材料，學習相關的語文知識和技能，尤其注重詞彙、語法的積累，它們的實際運用以及閱讀和視看的理解、口語表達的訓練。學習中將以視覺詮釋、詞語檢測、書面寫作、讀書報告、朗誦訓練、綜合評估等作為學生的主要活動，以便全面促進學生聽、說、讀、寫和視看能力的提高。為了提高學生的文學素養，六年級語言習得課程還將融入「以書為本」的感受式閱讀教學，根據學生中文水平，分別使用《黃鼠狼毛毛的二十四節氣》與《風過柳林》兩本材料。本課程的主要評估項目有：聽──對結合口語的視看材料的理解；讀──對結合視看的書面材料的理解；說──對視看、書面、口語材料的口頭回應；寫──在指定情境、題材下的寫作。
七年級
在七年級語言習得的學習過程中，教師將會引導學生學習相關的語文知識和技能，尤其注重詞彙變化、語言組織和運用以及閱讀和視看理解、口語表達的訓練，並引導學生理解文章和視覺材料的創作手法，欣賞作品的美。在學習過程中，我們將以詞語檢測、書面寫作、讀書報告、視覺詮釋、朗誦訓練、綜合評估等作為學生的主要活動，以便全面提高學生聽、說、讀、寫和視看能力。為了提高學生的文學素養，七年級語言習得課程還將融入「以書為本」的感受式閱讀教學，根據學生中文水平，分別使用《黃鼠狼毛毛的消失的河》與《俄羅斯娃娃的秘密》兩本材料。本課程的主要評估項目有：聽──對結合口語的視看材料的理解；讀──對結合視看的書面材料的理解；說──對視看、書面、口語材料的口頭回應；寫──在指定情境、題材下的寫作。
八年級
在八年級語言習得的學習過程中，教師將會引導學生學習相關的語文知識和技能，尤其注重詞彙、語法的準確運用以及閱讀理解和口語表達的訓練，並引導學生詮釋作品的創作手法，分析作品的美。在學習過程中，我們將以詞語檢測、書面寫作、視覺詮釋、訪談演講、朗誦訓練、綜合評估等作為學生的主要活動，以便全面提高學生聽、說、讀、寫和視看能力。為了提高學生的文學素養，八年級語言習得課程還將融入「以書為本」的感受、理解式閱讀教學，根據學生中文水平，使用《導盲犬炭實》作為材料。本課程的主要評估項目有：聽──對結合口語的視看材料的理解；讀──對結合視看的書面材料的理解；說──對視看、書面、口語材料的口頭回應；寫──在指定情境、題材下的寫作。
九年級
九年級語言習得課程的內容著眼於了解古今中國社會諸多方面的話題，並著力培養學生對文化理解以及他們在真實語境下使用中文進行口頭、書面交流和詮釋材料的能力。學生在課堂上會經常通過情境對話來探討不同文化及觀點的異同。教師會兼顧對學生聽、說、讀、寫以及視看能力的訓練，同時培養他們的反思能力與批判性思維，並不斷幫助學生拓寬他們的視野。為了提高學生的文學素養，九年級語言習得課程還將融入「以書為本」的理解、分析式閱讀教學，根據學生中文水平，使用《遠方的另一個我》作為基本材料。本課程的主要評估項目有：聽──對結合口語的視看材料的理解；讀──對結合視看的書面材料的理解；說──對視看、書面、口語材料的口頭回應；寫──在指定情境、題材下的寫作。
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十年級
十年級語言習得課程的內容著眼於了解古今中國社會諸多方面的話題，並著力培養學生對文化理解以及他們在真實語境下使用中文進行交流的能力。學生會通過「個人電子檔案」的練習過程來深化在課堂上習得的情境交流、材料分析能力。教師會兼顧對學生聽、說、讀、寫以及視看能力的訓練，同時繼續培養他們的反思能力與批判性思維，並不斷幫助學生拓寬他們的文化視野。為了提高學生的文學素養，十年級語言習得課程還將融入「以書為本」的理解、分析式閱讀教學，根據學生中文水平，使用《親愛的安德烈》作為基本材料。本課程的主要評估項目有：聽──對結合口語的視看材料的理解；讀──對結合視看的書面材料的理解；說──對視看、書面、口語材料的口頭回應；寫──在指定情境、題材下的寫作。
學生在學年末將通過「電子化評估」來展現其中學項目的學習成果。
教學資源
年級 教材 以書為本單元閱讀材料
六 《輕鬆學中文 5》北京語言大學出版社 《黃鼠狼毛毛的二十四節氣》 楊熾
《風過柳林》肯尼斯.格雷厄姆（英）
七 《輕鬆學中文 6》北京語言大學出版社 《黄鼠狼毛毛與消失的河》楊熾
《俄羅斯套娃的秘密》程瑋
八 《輕鬆學中文 7》北京語言大學出版社 《導盲犬炭實》高正旭
九 《輕鬆學中文 7/8》北京語言大學出版社
及 《加油 1/2》北京师范大学出版社
《遠方的另一個我》程瑋
十 《輕鬆學中文 7/8》北京語言大學出版社
及 《加油 1/2》北京师范大学出版社
《親愛的安德烈》龍應台
評估標準
A. 聽
B. 讀
C. 說
D. 寫
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Language Acquisition: English
Overview
Language Acquisition: English gives students the opportunity to reach a high degree of proficiency in the English language and to explore aspects of Anglophone cultures through a range of written, visual and spoken texts. In addition to novels, poetry, film, short films, and short stories, students of this course read a wide range of non-fiction in order to master the conventions of different text types and registers of writing, an essential skill for both English A and English B courses at Diploma level. Additionally, this course focuses on visual literacy and critical analysis of media and its messages.
Put simply, the key skills assessed are visual literacy, listening and reading comprehension, the ability to understand and respond to a wide range of texts in different ways, and, finally, the mechanics and fluency of language used by students in both writing and speaking. The key difference between this course and Language and Literature is not in the nature of the learning or the texts used for that purpose, but rather the manner of assessment. Students in all phases of Language Acquisition are exposed to a wide range of literature, poetry and non-fiction, but their assessments focus on their articulation of their understanding and the fluency and accuracy of their speaking and writing, with an emphasis on analysis beginning only in Phase 4.
Aims
What is expected in each phase?
• Phase 3: This is the phase that takes the longest to master for most students. This is because Phase 3 focuses on mastering grammatical rules and syntax, establishing a foundation in English vocabulary, and gaining a basic understanding of different registers and text types. By the end of Phase 3, students are expected to show understanding of a variety of different texts and topics.
• Phase 4: This phase is a major jump upwards from Phase 3. It is in this phase that students are expected to begin analyzing texts and reading between the lines for implied meaning. Rather than simply showing that they understand what they have read, heard or seen, they are now expected to explain significance, make connections with other texts, and understand nuance. In this phase it is expected that students will still be building their vocabulary and mastering grammar, but that their writing and speaking should always make sense, even when errors are present.
• Phase 5: Once students have proven competence in understanding implied meaning, reading longer and more complex texts required for Phase 4, and begun to write competently using different structures and registers, they will be ready for Phase 5. In this phase, students are polishing their grammar, ironing out the last of their common errors, exploring a wider range of text types and global issues, and significantly expanding their vocabulary and reading range in preparation for a transition to Language and Literature. In this phase, text lengths for assessment are longer, and students are expected to show basic understanding of texts with minimal teacher input. Here, the focus is on higher-level analysis, independent reading, and
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mastery of essay structure, descriptive and narrative writing, and public speaking. Students deemed ready for a transition should enter their new English Language and Literature course equipped with all the skills expected of a native speaker.
Progression to DP
Grade MYP DP
Phase 1 Ab initio
Phase 2 Ab initio (in rare cases) Language B SL
Phase 3 Language B SL
Phase 4 Language B SL/HL
Phase 5 Language B SL/HL
Phase 5 It is recommended the student has at least one term in MYP language and literature before starting these DP courses.
Language A: literature SL Language A: language and literature SL Literature and performance SL
Phase 6 It is recommended the student has at least one term in MYP language and literature before starting these DP courses.
Language A: literature SL/HL Language A: language and literature SL/HL Literature and performance SL
IB continuum pathways
Please note that the IB recommends that students should spend at least 6 months in Phase 5 of their MYP Language Acquisition course before entering either of the Language A options at Diploma level.
Key Concepts
The key concepts contributed by the study of language acquisition are communication, connections, creativity and culture.
Course Outline
Grade Unit Key Concept
6 I am an MYP Student Communication
Off the Beaten Path Culture
Myth Unit Connections
I Love Public Speaking Communication
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Grade Unit Key Concept
7 Living Language Connections
I am a Young Entrepreneur Communication
IDU – Hidden Hong Kong Change
Shakespeare Is Everywhere Connections
8 Ignorance is Bliss? Communication
Super Size Me Culture
Ad Unit Communication
Words of War Creativity
9 Voices of the Human Spirit Creativity
Media Messages Culture
Fashion Cents Connections
Crossing Borders Connections
10 Communicating Your Culture Connections
Global Guardianship Creativity
ePortfolio (Not applicable)
Power Tends to Corrupt Communication
The sequence of the units in each grade level may vary.
Course Description
Grade 6
In Grade 6, our major focus is on the transition into Secondary, familiarizing students with the IB Learner Profile, and introducing them to MYP assessment styles. The course is scaffolded at all phases to ensure that students are taught the required skills for assessment explicitly before applying them in an examination setting. All summative assessments are preceded by a variety of formative tasks to scaffold students towards the summative. This ensures that students know what to expect and are knowledgeable about the assessment criteria and how they are applied before they come to a summative task that will appear on their report. In terms of topics, the focus is on age-appropriate, fun and interesting texts, which will keep students engaged and challenged. An example includes the summer reading text, Wonder, which focuses on the experience of students aged 11 and 12 as they make the transition into secondary school. Students also explore a variety of new text types, such as travel writing, mythology, and public speaking. The final unit of the year focuses heavily on effective communication and building student confidence for delivering public speeches.
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Grade 7
In Grade 7, students cover a range of topics that allow them to begin exploring the influence of language and how it is used to inspire, persuade, manipulate or entertain in a variety of contexts. They learn about the impact their own thoughts and beliefs can have when articulated well in different text types, and targeted at different audiences. They look at how aspects of the modern world have come to be, and what role they can play within it; several units include a call to action, most notably the later units on entrepreneurship and social issues. Though some of the material is serious in nature, students are given chances to be creative, original and innovative using real-life role models as their guide. Some examples include the young businessmen and women they learn about in the unit on ‘I am a Young Entrepreneur’. Lastly, the Grade 7 course offers a unique opportunity to create cross-curricular links with Visual Arts, during their interdisciplinary unit entitled ‘Hidden Hong Kong’.
Grade 8
Building on the skills, habits, general knowledge and communication styles learned in Grade 6 and 7, Grade 8 students branch out further by studying current and historical world events, their impact on literature and their daily lives, and even the ways in which life and art overlap. The importance of the media and its ubiquitous influence is explored through a variety of sources and text types, including war propaganda, the novel The Giver, advertising, and documentaries. Grade 8 students also do historical research and non-fiction reading to broaden their knowledge base before exploring hard-hitting fiction set within the sphere of actual historical events. On a lighter note, they can express their understanding of the world issues they have explored up to this point through the study of poetry. They examine how poems can reflect real-life social issues; the crucial outcome of all units should be the students’ realization that they have a personal stake in what happens in the wider world. Throughout this course, students are also expected to write formal, structured pieces often, both to show their understanding of the course content, and to emulate the text types studied.
Grade 9
In the penultimate year of their MYP journey, students in this course begin to build on their solid foundation in language use and general knowledge to begin preparing for the IB Diploma. In this year, students look at their unit-specific texts and concepts in greater depth. The bridging towards both Group 1 and Group 2 options begins by embedding more complex literary analysis tasks into the units taught. The assessment focus in Grade 9 becomes much more rigorous and higher in frequency, honing students’ ability to identify and use the conventions of different text types, speak and write fluently, and analyze and interpret the meaning and significance of different texts. Personal responsibility is a recurring theme throughout this course, and there is an expectation that students will finish Grade 9 with a more developed social conscience and awareness of the impact of culture and circumstance on language, as well as an understanding of the role they can play in improving the world in which they live.
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Grade 10
The final year of the MYP in English Language Acquisition provides an excellent level of preparation for all English options at Diploma level. Students are given the opportunity to explore concepts, literature and non-fiction that require Diploma-level discussion and analysis. Preparation for the thematic topics and study of text types in Language B is achieved through the use of a variety of source texts, including newspapers, tabloid journalism, literature, non-fiction writing on psychology, factual and opinion-based articles and traditional news writing. By examining how language is used differently across each of these text types, and learning the terminology that applies to each of them, students are equally prepared for the language component of the Language and Literature course. Finally, the in-depth study of literature, as well as the unit still to be announced by the IBO in November, will give students the practice they require to skillfully analyze literature in preparation for either of the Language A options in the IB Diploma. They will focus on plot, setting, characterization, themes, motifs, symbolism, vocabulary, and a variety of other language-based literary techniques. The IB recommends that students studying at Phase 3 or 4 choose the Language B course at Diploma level, while students in Phase 5 are recommended to choose any of the available English options.
Resources
In addition to a wide variety of age-appropriate non-fiction, poetry, short stories, short films, new reporting and motion pictures, the Language Acquisition course incorporates required reading of longer texts to enhance comprehension, fluency, vocabulary, and students’ understanding of different genres, registers and grammatical constructions. In Grade 9 and 10, there is a stronger focus on classic literature as well as ‘modern classics’, which require more sophisticated analysis and discussion in preparation for the IB Diploma. A list of some required and recommended texts by year group can be found below.
Grade 6 Wonder by R.J. Palacio World Folktales, Pearson English Readers Grade 7 Mrs Frisby and the Rats of NIMH by Robert C. O’Brien A Midsummer Night’s Dream by William Shakespeare Gweilo by Martin Booth The Making Of A Young Entrepreneur: A Kid’s Guide To Developing The Mind-Set For Success by Gabrielle Jordan Williams 1984 by George Orwell, Pearson English Readers Grade 8 The Giver by Lois Lowry Interactive Poetry by David Kitchen and Imelda Pilgrim Stories of Ourselves by The University of Cambridge International Examinations Anthology of Stories in English
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Grade 9 The Boy in the Striped Pajamas by John Boyne Who’s Irish by Gish Jen Grade 10 Lord of the Flies by William Golding Men Without Women by Haruki Murakami
Assessment Criteria
A. Listening
B. Reading
C. Speaking
D. Writing
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語言和文學：中文
課程概覽
鑒於弘立書院雙語沉浸式學習的特點，學生會根據自己語言的水平，開始中學項目的「語言和文學」或「語言習得」課程的學習。「語言和文學」課程旨在通過語言和文學的學習，發展閱讀、寫作、聆聽、說話、視看和演示等基本技能，學會欣賞語言和文學的力量和優美，並能通過激勵學生進行文學創作，提升想像力和創造力。
課程目標
中學項目語言和文學的教學目的是鼓勵學生，並使他們能夠：
• 把語言用作思考、創造、反思、學習、自我表達和社交互動的手段； • 提高在不同情境中的聽、說、讀、寫、視看和演示的技能； • 發展批判、創造和個人獨特的方法來學習和分析文學和非文學作品； • 學習和欣賞出自不同文化和代表不同歷史時期的文學作品； • 通過文學和非文學作品，探索和分析自身文化、居住國文化以及其它文化的各個方
面； • 運用信息和通訊技術對語言進行探索； • 發展對廣泛閱讀的終身興趣； • 在各種各樣的實際生活情境中運用語言和文學技能和知識。
銜接的大學預科項目
通向國際文憑大學預科項目語言與文學研究課程連續統一的途徑
重大概念
語言與文學的學習所注重的重大概念包括交流、連繫、創造和觀點。
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課程大綱
年級 學習單元 文本類型 重大概念
六 小說《花豹母女》 小說 交流
生活點滴 記敘文 創造
說明與思考 說明文 觀點
小說《戰火下的小花》 小說 交流
七 人物風采 記敘文、小說、古詩 交流
小說《黑森林》 小說 創造
走近自然 說明文、散文 連繫
小說《牧羊少年奇幻之旅》 小說 創造
八 小說《遠方的另一個我》 小說 觀點
妙筆生花 記敘文、散文、古詩詞 創造
言之有理 議論文 觀點
小說《動物農莊》 小說 連繫
九 描寫的藝術 小說、戲劇 創造
小說《許三觀賣血記》 小說 觀點
說理的智慧 議論文 觀點
小說《科學怪人》 小說 創造
十 戲劇《雷雨》 戲劇 連繫
百味人生 詩歌、散文 交流
文本創作及比較分析 文學、非文學 創造
小說《拾香紀》 小說 觀點
課程簡介
六年級
本課程包括「小說《花豹母女》」、「生活點滴」、「說明與思考」和「小說《戰火下的小花》」四個單元，引導學生進一步認識小說、詩歌、散文及劇本等文體特點，通過各個單元的核心問題，幫助學生初步瞭解中學項目交流、連繫、創造、觀點四個重大概念。本課程評估項目包括基礎知識、閱讀理解、聆聽、當堂書面寫作、當堂口頭作文、課外作文、讀詩誦經等，結合課外閱讀、課堂討論、小組探究、朗讀劇場、詩歌創作等研習活動，提高學生聽、說、讀、寫、視看和演示六大技能。
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七年級
本課程包括「人物風采」、「小說《黑森林》」、「走近自然」和「小說《牧羊少年奇幻之旅》」四個單元的學習，重點學習人物傳記、記敘文、抒情文、描寫文、說明文等文體。學生通過學習詩歌欣賞的基本技巧及不同文體的寫作手法等，表達自己對生活的觀察和感受。通過朗誦比賽、故事演繹、文章創作、角色扮演、詞語游戲等活動，提高學生聽、說、讀、寫、視看和演示六大技能。本課程主要評估項目包括：圍繞單元核心問題的個人表述；不同文體的創作，如記敘文、描寫文、說明文、詩歌創作等；多種形式的口頭展示，如故事會、課本劇表演、角色扮演及電子製作等，以及針對語言基礎知識和閱讀理解能力的詞語聽寫、詩歌誦讀以及單元評估、學期總評估。本學年關注交流、連繫、創造和觀點四個重大概念。
八年級
本課程的設定為幫助學生進一步理解四個重大概念──交流、連繫、創造、觀點。課程內容包括小說《遠方的另一個我》」、「妙筆生花」、「言之有理」和「小說《動物農莊》」四個單元，旨在教導學生理解文學作品，學習相關的語文知識和技能。通過閱讀指導、寫作訓練、視看交流等活動，提高學生的聽、說、讀、寫、視看和演示六大技能，並以「語言和文學」的評估標準對學生的各項作業進行評估。本課程主要的評估項目包括：不同文體的創作，如描寫文、抒情文、議論文等；多種形式的口頭展示，如散文朗誦、演講、時事評論及電子製作等，以及針對聆聽能力、語文基礎知識和閱讀理解能力的單元評估及學期總評估。
九年級
本課程的設定為幫助學生進一步理解四個重大概念──交流、連繫、創造、觀點。課程內容包括「描寫的藝術」、「小說《許三觀賣血記》」、「說理的智慧」和「小說《科學怪人》」，旨在引導學生鞏固文法知識，進一步瞭解不同體裁的寫作特點，教導學生從不同角度理解作品的主題，提高學生的聽、說、讀、寫、視看和演示六大技能，並以「語言和文學」的評估標準對學生的各項作業進行評估。本課程主要的評估項目包括：常規課堂活動，如口語練習，小組討論與分享，個人創意寫作等；針對提高文學鑒賞能力的活動，如作品朗誦、朗讀劇場、內心獨白、仿寫及電子製作等；以及針對語文基礎知識和閱讀理解能力的單元評估及學期總評估。
十年級
本課程的設定為幫助學生進一步理解四個重大概念—交流、連繫、創造、觀點。課程內容共分為兩大部分：第一部分圍繞戲劇、詩歌和小說組織教學，學生通過學習「戲劇《雷雨》」、「百味人生」、「文本創作及比較分析」和「小說《拾香紀》」四個單元，瞭解不同文學體裁的特徵，能夠初步熟悉並運用文學基本的概念和術語，嘗試欣賞分析戲劇、詩歌和小說的作品，提高分析、綜合表達等文學素養；第二部分通過學習「文本比較分析」和「文本創作」，進一步掌握創作的技巧、文本比較分析的基本方法，從而為大學預科項目的學習做好知識和技能的準備。
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教學資源
• 自編教材 • 《雷雨》 • 《許三觀賣血記》 • 《動物農莊》 • 《黑森林》 • 《牡羊少年的奇幻之旅》 • 《科學怪人》
• 《戰火下的小花》 • 《給孩子的詩》 • 《給孩子的散文》 • 《花豹母女》 • 《遠方的另一個我》 • 《拾香紀》
評估標準
A. 分析
B. 組織
C. 創作文本/材料
D. 運用語言
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Language and Literature: English
Overview
Students need to develop an appreciation of the nature of Language and Literature, of the many influences on Language and Literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, Language and Literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.
The six skill areas in the MYP Language and Literature subject group – listening, speaking, reading, writing, viewing and presenting – develop as both independent and interdependent skills. They are centred within an inquiry-based learning environment. Inquiry is at the heart of MYP language learning, and aims to support students’ understanding by providing them with opportunities to independently and collaboratively investigate, take action and reflect.
As well as being academically rigorous, MYP Language and Literature equips students with linguistic, analytical and communicative skills that can also be used to develop interdisciplinary understanding across all other subject groups. Students’ interaction with chosen texts can generate insight into moral, social, economic, political, cultural and environmental factors and so contributes to the development of opinion- forming, decision-making and ethical-reasoning skills, and further develops the attributes of an IB learner.
Aims
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 analyzing literary and non-literary texts;
• engage with text from different historical periods and a variety of cultures; • explore and analyze 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; and • apply linguistic and literary concepts and skills in a variety of authentic contexts.
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Progression to DP
IB contimuum pathway to Diploma Programme studies in language and literature
Key Concepts
The key concepts contributed by the study of Language and Literature are communication, connections, creativity and perspective.
Course Outline
Grade Unit Prescribed Text Key Concept
6 The Hero’s Journey Percy Jackson and the Lightning Thief by Rick Riordan
Development
Poetry: Language on a Spree
ISF Anthology on Childhood
Creativity
Frankenstein Frankenstein Play Version by
Mary Shelley Identity
Brilliant Biographies ISF Anthology Connections
Advertising Apple (No prescribe text) Communication
7 The Happiness Factory Exploring advertising (No prescribe text)
Change
Rites of Passage
See You in the Cosmos by Jack Cheng
Connections
Ekphrasis Poetry study. ISF anthology Aesthetics
‘Lord, what fools these mortals be!’
A Midsummer Night’s Dream by William Shakespeare
Relationships
Forgotten Hong Kong Gweilo by Martin Booth Change
8 Facinating Food (No prescribe text) Perspective
Power
Lord of the Flies by William Golding
Perspective
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Grade Unit Prescribed Text Key Concept
Man Bites Dog: News and News Values
(No prescribe text) Communication
Plays: Retelling Time and Place
Pygmalion by George Bernard Shaw
Connections
9 Crossing Borders into the Unknown
Persepolis by Marjane Satrapi Perspective
Shakespeare: from page to stage to screen
Macbeth by William Shakespeare
Connections
Poetry of Protest ISF Anthology Communication
Science Fiction IDU Exhalation byTed Chiang Perspective /
Connections / Relationships
10 Memory and Place Poetry of Sarah Howe and Grace Nichols
Communication
Secrets and Lies Cat on a Hot Tin Roof by Tennessee Williams
Creativity
Fathers and Sons Romulus, My Father a Memoir by Raimond Gaita
Communication
Hong Kong Horror Edgar Allen Poe’s Short Stories Culture
The sequence of the units in each grade level may vary.
Course Description
Grade 6
This course focuses on building the foundational skills and concepts the students require to complete the MYP and beyond. These skills include analyzing literature (media, novel, poetry, play and non-fiction), structuring complex ideas in paragraphs and essays, and producing a variety of texts for various purposes and audiences, individual and group presentations. Students begin the year with a study in myths: The Hero’s Journey. The statement of enquiry is: world myths and their shared structures help us understand our development as individuals. They play with words to evoke emotions in others. They consider how myths teach important lessons about our world, and how some are told from a perspective that limits that representation of others even within a culture. Students participate in the Accelerated Reading program in the library once a fortnight.
Grade 7
Students build explicitly on the skills taught in the Grade 6 course, which include analyzing literature and structuring complex ideas in paragraphs and essays including the comparative essay. Students produce texts that require students to apply their understandings in a variety
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of text types, oral presentations and group activities. Similar to Grade 6, students study the five units in media, novel, poetry, play and non-fiction. Significant concepts explored include how values and beliefs underpin how we see the world, the impact of tragedy on individuals and communities, connections between disciplines to create synergy, the changing face of Hong Kong and Mainland China, how world literature simultaneously entertains and reveals the human condition. Students continue to participate in the Accelerated Reading program in the library once a fortnight.
Grade 8
Students branch out further by studying a variety of text types including media, novel, poetry, play and non-fiction. Inequality is a key theme for analysis in Lord of the Flies. This unit also requires students to conduct historical research and non-fiction reading to broaden their knowledge base before exploring hard-hitting fiction set within the sphere of actual historical events. On a lighter note, students explore the features and impact of advertising and apply their understandings in the creation of their own advertisements for Global Issues. Throughout this course, students are also expected to write formal, structured pieces of writing as well as creative responses to show their understanding of the course content and emulate the literary genres explored.
Grade 9
Students will be provided with rigorous and enriching opportunities to extend their skills in comprehending spoken, written and visual text, communicating and responding to a variety of text-type stimuli, and enhance their abilities to produce language in both written and spoken forms to the highest levels. Close studies will be made of such exemplary texts as Marjane Satrapi’s Persepoli, Shakespeare’s Macbeth, a range of short stories Azimov, Chiang and Herbert and poetry. In Grade 9 students are engaged in a Science Fiction IDU.
Grade 10
Students branch out further by studying a range of literary texts in preparation for the demands of the IBDP. These texts include the poetry of Sarah Howe who explores her Chinese identity through a series of evocative poems, Tennessee Williams’s Cat on a Hot Tin Roof, exploring the Gothic in the short stories of Edgar Alan Poe and reading the memoir Romulus, My Father. During the academic year and in preparation for the eAssessment examination, students attempt practices for each of the three tasks. The year ends in taster classes that prepare students for a smooth transition to the DP. Throughout this course, students are expected to write both formal, structured pieces and creative work to show their understanding of the course content and emulate the literary genres explored.
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Assessment Criteria
A. Analyzing
B. Organizing
C. Producing text
D. Using language
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Mathematics
Overview
Throughout the five years of the MYP Mathematics program, students cover concepts and terminology within four major units of investigation linked to the following core branches of Mathematics: Number, Algebra, Geometry and Trigonometry, and Statistics and Probability. Students are asked to select and apply mathematics to solve problems in both familiar and unfamiliar situations in a variety of contexts. Working through investigations encourages students to become risk-takers, inquirers and critical thinkers. 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. 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 Grade 6 to 8 Mathematics classes are not leveled. Students in Grade 9 are grouped according to their MYP Mathematics assessment level in Standard Level Mathematics or Extended Mathematics. The decision on which level to register each student for Mathematics is based on the student’s demonstrated ability, as well as their Commitment to Learning and aspirations with regard to DP and university education.
Unless the teacher, in consultation with the family, feels that a change is necessary, students in Grade 10 are grouped in Mathematics according to their Grade 9 Mathematics assignment. Students being assessed at MYP Extended Mathematics level are expected to be able to apply their knowledge to challenging Mathematics problems and to have an in-depth knowledge of concepts not assessed in MYP Mathematics.
Aims
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;
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• 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; and • develop the ability to reflect critically upon their own work and the work of others.
Progression to DP
Pathway to Diploma Programme subjects – Mathematics: applications and interpretation (HL/SL), Mathematics analysis and approaches (HL/SL)
Key Concepts
The key concepts contributed by the study of mathematics are form, logic and relationships.
Course Outline
Grade Unit Key Concept
6 Ancient and modern number systems – Number Form
Building civilizations – Integers Relationships
Taking a trip – Decimals and Fractions Form
Our community – Sets and Statistics Form
All about water! – Percentages and Probability Relationships
Visual patterns – Algebra Relationships
Leisure time – Geometry (Angle) Logic
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Grade Unit Key Concept
7 Patterns in nature – Number Form
Nutrition – Percent, Ratio, Rates and Proportions Form
Travelling in other countries – Algebra Form
Track and field – Geometry (Area and Volume) Relationships
Civil engineering – Geometry (Angles, Constructions and Transformations)
Logic
Environmental statistics – Probability and Statistics Relationships
8 Size matters – Number Form
Money Money Money – Ratio, Proportion and Percentage Form
Puzzling equation – Algebra Relationships
Architectural design – Trigonometry Relationships
Sports – Coordinate Geometry Relationships
Urban planning – Geometry and Angle Relationships Logic
Global trends – Statistics Relationships
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One small step for… – Indices and radicals Form
X marks the spot – Linear systems and inequalities Relationships
Optimising resources – Coordinate Geometry Form
Projectiles – Quadratic functions Relationships
Do we look the same or just similar? – Geometry (Similarity and Congruence)
Logic
Measuring the inaccessible – Trigonometry Relationships
Our environment – Statistics and Probability Form
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Compound interest is the 8th wonder of the world – Algebra and sequences
Logic
A sequence of doing and undoing – Functions and Quadratics Relationships
Climb up to the moon with a piece of paper – Exponentials (Logarithms for extended students)
Relationships
The ferris wheel – Trigonometry Logic
How to stand out from the crowd – Statistics and Probability Relationships
Circle geometry – Geometry Logic
Introduction to calculus – Algebra (optional, for extended students only)
Relationships
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Course Description
Grade 6
The course begins with a unit on the history of numbers. Students consider different base systems and their impact on place value. The unit includes an investigation into the various algorithms for multiplication and an activity that investigates the introduction of the concept of ‘zero’ in Mayan mathematics as a base-20 system and the binary system. The second unit continues the study of Numbers by focusing specifically on positive and negative integers and this leads into the third Number unit, which involves a review of fractions and decimals. Students complete their study of Number in Unit 4 where they address the importance of having a common point of reference as they study percentages and probability. The focus of this unit is the World Water Investigation. In Unit 5, students will study Sets, Venn Diagrams and Statistics, with an emphasis on data display. In Algebra, students consider the use of symbols as they investigate patterns, and solve multi-step linear equations. The final unit of the course is Geometry, and students will study triangulation, angle relationships formed by parallel lines and other geometric concepts. In this unit, students gain familiarity with terminology and spatial properties of 2D and 3D shapes as they investigate the concept of space and time – where and when – are constructed in terms of measurement, orientation and form.
Grade 7
The course begins with a review of problem-solving strategies, scientific notation and time, including the design of a personal calendar. The study of Number continues into Unit 2, with a review of ratio, proportion and percentage. Students investigate the golden ratio, as well as scale-drawing. The Nutrition and World Hunger Investigation is the centerpiece of this unit, tying the mathematical concepts to a global issue. Unit 3 focuses on the properties of numbers and the use of one- and two-variable equations to solve problems and make predictions. The concept of ‘gradient’ is introduced. Unit 4 and 5 focus on geometrical concepts, 2D and 3D figures and their properties, symmetry, transformations and constructions. Students gain familiarity with geometrical terms and reasoning skills and explore different spatial characteristics. The course ends with a unit on Probability and Statistics. Unit 6 focuses on Probability and Statistics, with an emphasis on environmental statistics and the Healthy Living project allows students to use these mathematical tools to investigate a real-life issue. Students are also introduced to the concepts of combinatorics and permutations in this unit, a prelude to further study in these areas in later MYP years.
Grade 8
Students extend their knowledge and understanding of numbers by analyzing or generating patterns, solving unfamiliar problems, and translating the language of Mathematics into English. In developing number skills, students investigate rational and irrational numbers, significant figures and rules for exponents. Unit 1 continues the study of combinatorics in Grade 7. Unit 2 completes the study of Number with a comprehensive review of Ratio, Proportion and Percentages, extending these concepts to the level of analysis. Unit 3 extends
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the students’ knowledge of Algebra by presenting compound inequalities, and the expansion of quadratic expressions. In Unit 4, students are introduced to Trigonometry, investigating the special right triangles and the three basic trigonometric ratios, and solving the related real-life applications in combination of the Pythagorean Theorem. Unit 5, Coordinate Geometry, bridges the study of algebra with that of geometry. Students investigate concepts of coordinate planes such as gradient of a straight line, and solve systems of simultaneous equations using graphical method. Students also learn how to write the equations of straight lines when presented with key information. Unit 6 continues the Geometry theme, with a focus on the measurement of polygons, 3D solids and the concept of locus. The course ends with Unit 7, Statistics, with special attention given to the concept of outliers and the measure of spread. Students extend the skills they acquired in the Grade 7 by investigating other real-life issues using descriptive statistics.
Grade 9
In the first unit, students extend their knowledge and understanding of numbers by analyzing / generating patterns in indices and solving non-routine combinatorics problems. In Unit 2, students continue their study of Algebra with long division and synthetic division of polynomials in preparation for the conceptual understanding of rational functions in the Diploma Programme. In Unit 3, students extend their problem- solving skills in linear equations with Coordinate Geometry, writing the equations for lines that are perpendicular or parallel to given lines. Students solve simultaneous equations by graphical, substitution and elimination methods. Linear Programming is introduced as an application of inequalities to solve real-world problems. In Unit 4, the study of Algebra is extended to quadratic factorization and solving equations, with a greater use of the graphical calculator to interpret the geometrical meaning of the solutions. All students use quadratic modeling to solve real-world problems and to relate the solutions to a quadratic equation to the graph of that equation, including its axis of symmetry and vertex. In Unit 5, students investigate Triangle Similarity and Congruence. All students use Geometry to solve real-world problems, investigate the principles of Logic and use deductive reasoning to write mathematical proofs. In Unit 6, students continue their study of Trigonometry on non-right-angled triangles using Sine and Cosine Rules, and solve related real-life applications. Additionally, Extended Mathematics students perform 2D-vector operations and solve real-world problems involved vectors, angle bearing and navigation. The course ends with the unit of Statistics and Probability, with an emphasis on using Tree Diagrams and Venn Diagrams and related to our environment.
In Statistics, students extend their understanding to the concept of correlation and use line of best fit to determine the correlation between two variables. Extended Level students will also use Pearson’s correlation ‘r’ and the Coefficient of Determination r2 to establish the direction and strength of a correlation.
Grade 10
To further extend the conceptual understanding of the number system, students investigate and perform operations on imaginary numbers. In preparation to the Diploma Programme,
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they also investigate the rules for arithmetic and geometric sequences and series, and their applications in real life such as compound interest, inflation and depreciation. In addition, Extended Mathematics students derive the formula for infinite geometric series. In Unit 2, students extend their understanding of Algebra to distinguish between relations and functions and to determine the domain and range from given equations and graphs. Students transform and compose functions, and determine the inverse of a function. Extended Mathematics students will also identify and interpret asymptotes of simple rational functions. All students solve quadratic equations using factorization, completing square method, the quadratic formula and graphical method. They use the discriminant to determine the number of solutions to a quadratic equation. In Unit 3, students continue their study of Algebra by investigating the properties of exponential and logarithmic functions, converting one form of the equation to the other and solving exponential and logarithmic equations. All students will apply these skills to solve growth and decay problems. Extended Mathematics students will also investigate more complex applications of exponential and logarithmic functions. In Unit 4, Trigonometry, the geometrical meaning of sine, cosine and tangent are introduced and defined on the unit circle with an extension to the concept of periodic functions. Students also learn to operate with radian measure and other trigonometric identities. They investigate sinusoidal graphs, their transformation and mathematical modelling. All students investigate base and position vectors. Extended Mathematics students also study the properties of parallel vectors, scalar product with an extension to visualization of 3D vectors. Unit 5 involves a comprehensive review of Statistics and Probability in preparation for further study in these topics during the Diploma Programme. Students further develop their deductive reasoning skills in Unit 6, Circle Geometry, which begins with the concepts of some basic properties of circles. Students investigate different circle theorems involving the geometrical relationships among chords, tangents and relevant angles. All students apply logical reasoning to determine the measure of an angle. Extended Mathematics students also learn to prove the circle theorems. Calculus is an optional unit to be completed at the end of the academic year if time permitted. The concept of infinity and limit is introduced. Students investigate the gradient of tangent line to a given curve, which leads to the discussion of the First Principle of Derivatives. Students learn basic differentiation rule – Power Rule. These skills are applied to solve real-world problems such as optimization and kinematics.
Assessment Criteria
A. Knowing and understanding
B. Investigating patterns
C. Communicating
D. Applying mathematics in real-life contexts
Throughout the year, summative assessments of units and comprehensive testing, written reports on mathematical investigations, individual and group inquiry-type problem-solving projects, oral presentations, and reflections on improvements in mathematical fluency are used to assess achievement against MYP criteria.
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Physical and Health Education
Overview
MYP Physical and Health Education (PHE) 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. 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 students 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.
Through Physical and Health Education, students can learn to appreciate and respect the ideas of others, and develop effective collaboration and communication skills. This subject area also offers many opportunities to build positive interpersonal relationships that can help students to develop a sense of social responsibility. At their best, Physical and Health Education courses develop the enjoyment, engagement and confidence in physical activity that students need in order to achieve and maintain a balanced, healthy life.
Physical activity and health are of central importance to human identity and global communities. They create meaningful connections among people, nations, cultures and the natural world, and they offer a range of opportunities to build intercultural understanding and greater appreciation for our common humanity.
Aims
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; and • reflect on their learning experiences.
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Progression to DP
IB continuum pathway to Diploma Programme sports, exercise and health science
Key Concepts
The key concepts contributed by the study of physical and health education are change, communication, development and relationships.
Course Outline
Grade Unit Curriculum Area Key Concepts
6 Key Skills and Rules of Squash Net/Wall Games Communication
Communication Through Movement
Aesthetic Movement Communication
FUNdamental Skills Invasion Games Development
Making Healthy Choices Health and Fitness Change
Water Survival and Personal Safety
Aquatics Relationships
Communication is Key in Volleyball Leadership and Communication
Communication
7 Attacking in Net/Wall Games Net/Wall Games Relationships
Healthy Mind, Healthy Body Health and Well-Being Change
Technique in Batting and Fielding Striking and Fielding Communication
Creating Space in Team Games Invasion Games Relationships
Netball and Team Cheer Sport Education Model and Aesthetic Movement
Change
Swim Competence through Water Polo
Aquatics Change
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Grade Unit Key Concepts Curriculum Area
8 How to control pace in a game Relationships Net/Wall Game
Wushu Group Routine Relationships Aesthetic Movement
Diet and Nutrition Change Health Education
Analysis of Game Play in Basketball and Touch
Relationships Invasion Game
Developing Team Performance in Volleyball
Change Sport Education Model
Lifesaving Communication Aquatics
9 Improving Personal Fitness Relationships Health and Fitness
Synchronized Swimming Change Aesthetic Movement
Shot Selection in Net/Wall Games Communication Net/Wall Game
Attacking and Defending as Team Relationship Invasion Game
Team Development in Basketball Communication Sport Education Model
10 Create a HIIT workout Change Health and Fitness
Group Movement Composition Communication Aesthetic Movement
Officiating in Netball and Basketball
Relationships Invasion Game
Tactics and Strategies in Net/Wall Games
Communication Net/Wall Game
Purposeful Movement in the Water Relationships Aquatics
Course Description
Grade 6
The Grade 6 PHE course is deigned to develop and refine student’s fundamental skills, which they can use as building blocks for further participation in lifelong sport.
Student will gain experience across six key areas:
- Aquatics - Movement Composition - Health Education - Net/Wall Games - Invasion Games - Leadership and Coaching
Within the Aquatics unit, students will be introduced to personal safety and water survival. This unit focus on boosting confidence in key swim strokes. Students will learn how to safely enter and exit different water-based environments, how to float, both aided and unaided, and decision making under pressure.
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The Movement Composition Unit, enables students to explore different forms of movement and how they can be used in order to communicate themes, cultures or ideas. Students will develop awareness of their own body and seek to create sequences and routines that would be considered as ‘aesthetically pleasing.’
The Heath Education unit raises awareness of the importance of healthy, balanced lifestyle choices. Students will look at their own lives and seek to identify changes that can be made in order to achieve a healthier and more balanced lifestyle.
Net Wall Games will allow students to focus primarily on Squash. They will be introduced to key skills and movement concepts in order to develop their hand-eye-coordination and movement around the court.
Invasion Games is based on the fundamental skills that form the basis of many sports – passing and receiving. Students will use Handball as a key focus on reinforce they catching and passing skills in order to allow for smooth transitions within gameplay.
The Leadership unit introduces students to the importance of effective communication as the basic starting point of being a good leader. Students will gain experience within Volleyball in this unit and they will be equipped to gain confidence to take the lead in group activities.
Grade 7
Grade 7 students will experience units within the following areas:
- Aquatics - Healthy Mind Healthy Body - Striking and Fielding - Net/Wall Games - Invasion Games - Sport Education and Aesthetic Movement
Within the Aquatics unit, students will refine their key strokes and movement through the water within the setting of mini Water Polo games.
The Healthy Mind, Healthy Body unit, will allow students to raise awareness of Well-Being and Mindfulness. They will experience different types of activities that are considered as good for both mind and body, ranging from Yoga to Tai Chi. They will be given the opportunity to create and lead their own well-being activities in order to promote mindfulness amongst their peers.
Students will gain knowledge and understanding to apply to Striking and Fielding games. They will use this knowledge to comment and further their own technique and other’s technique.
Within the Net/Wall unit students will refine their key skills and focus on attacking shots and their application to both practice and competitive situations.
The Invasion Games unit is centered around the importance and impact of creating space. Students will develop team practices and drills in order to promote the ideas of movement and space creation.
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Sport Education and Aesthetic Movement Unit will allow students to take on different roles within a netball team in order to plan for improved team performance. They will also work together in order to create a team cheer routine, that successfully introduces their team, encapsulating their group identity.
Grade 8
In Grade 8 students will continue on their MYP PHE journey and take part in the following areas:
- Wushu - Diet and Nutrition - Invasion Games - Net/Wall Games - Sport Education - Aquatics
In order to build upon their expertise in Wushu, students will create and perform a full group performance. They will be able to decide what apparatus their group uses and will be given a choice between sticks, swords, tai chi soft ball or no apparatus.
Diet and Nutrition will allow students to gain the knowledge of how sustainable changes in our daily lives can lead to us achieving a more balanced lifestyle, positively impacting health and wellbeing.
The Invasion Games unit will focus on building student’s confidence in competitive team in order to create attacking options and goal scoring opportunities in basketball and touch rugby.
In the Net/Wall Games unit, students will focus on developing their ability to control the pace of a game. They will refine their key skills in order to then apply them at appropriate times.
The Sport Education unit will continue to build upon student’s leadership and teamwork skills as well as their skill-set in Volleyball.
Within their Aquatics unit, students will be taught key lifesaving skills ranging from entries into the water, tows and surface dives.
Grade 9
In Grade 9, students who select to continue with their MYP PHE journey will focus on the following key areas:
- Personal Fitness - Invasion Games - Net/Wall Games - Sport Education - Aquatics Movement Composition
Within the Fitness focused unit, students will develop their knowledge and understanding of components of fitness. They will test their current levels of a selected component and develop a personal fitness programme centered around improving that component.
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For Invasion Games, students engage in Handball and Ultimate Frisbee. Students are expected to plan and implement strategies and tactics in the game situations. Fundamental skills are taught and refined during lessons and advance skills are introduced. Different formations for attack and defense are consolidated.
In the Net/Wall Games unit, students will develop their decision making under pressure. They will focus on the importance of shot selection and sequences in order to successfully outwit their opponents.
In the Sport Education Model, students work on team dynamics and strategies to improve performance both as individuals and as a team. They will focus on the game of Basketball, as well as set and fulfill the goals for their specific role in the team. Students are expected to reflect on and evaluate their performance as well as discuss the development of their communication and interpersonal skills.
In Composition of Aesthetic Movement routines, students work in groups to compose an Aqua Dance sequence that aims to show their teamwork and swimming skills. Their performance will be recorded. Students are expected to reflect on and evaluate their plan in this unit.
Grade 10
This course covers the topics of Sports (Net/Wall Game and Invasion Game), Composition of Aesthetic Movement routines (Creative Movement), Fitness (Athletics and Training Program) and Water Sports (Kayaking and Swimming).
For Net/Wall Game, students engage in Badminton. Students are expected to be able to refine and adapt existing skills they have learned in previous years and demonstrate consistent control of them. They are expected to apply rules and conventions for the doubles games.
The Invasion Games unit, students will be able to utilize and develop their rules-based knowledge by taking on the role of Official during games.
In Composition of Aesthetic Movement routines, students work to compose a creative movement that focuses on cultural expression. Cultural dance will be introduced in this unit and student performance sequences will be recorded. On top of their work in previous years, students are expected to reflect on and evaluate how the cultural style is expressed through movement patterns and techniques.
In the Aquatics unit students will have the opportunity to take part in under water hockey, testing their skills and confidence in the water.
Students will have the opportunity to develop their fitness experience through different types of training methods. Culminating in them creating and leading a High-Intensity Interval Training (HIIT) session.
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Assessment Criteria
A. Knowing and understanding
B. Planning for performance
C. Applying and performance
D. Reflecting and improving performance
MYP Assessment Criteria A-D are evaluated using classroom and performance observation, video recording, oral and written tests, projects, reflections and composition plans, as well as peer assessment.
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Sciences
Overview
With inquiry at the core, the MYP Sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. The MYP Sciences curriculum must explore the connections between science and everyday life. As they investigate real examples of science applications, students will discover tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment.
Aims
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; • develop sensitivity towards the living and non-living environments; and • reflect on learning experiences and make informed choices.
Progression to DP
IB continuum pathway to Diploma Programme subjects—biology, chemistry and physics
Key Concepts
The key concepts contributed by the study of sciences are change, relationships and systems.
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Course Outline
Grade Unit Key Concept
6 CSI (Lab skills) Relationships
What’s the Matter? (Matter/ Energy) Relationships
Climate Change (IDU with I&S) Change
Electromancer (Electromagnetism) Relationships
All Systems Go! (Cells) Systems
7 Species at War (Ecology) Relationships
Change your Energy (Energy) Change
Up and Atom (The Periodic Table) Change
Live and Kicking (Body Systems) Systems
8 Cells Strike Back (IDU with I&S) Change
Chemical Reaction Change
Forces Relationships
Water Systems
9 Science Fiction (IDU with English) Relationships
Physics Change
Biology Systems
Chemistry Change
Human Impacts I Relationships
10 Human Impacts II Relationships
Biology Systems
Physics Relationships
Chemistry Systems
DP Preparation (Not applicable)
Course Description
Grade 6
Grade 6 introduces the Big Scientific Ideas through the units of CSI (Lab Skills), What’s the Matter? (Matter & Energy), Climate Change (IDU), Electromancer (Electromagnetism), and All Systems Go! (Cells). These units introduce the content and skills required to understand the key concepts. Some content and skills are in constant use across the units, while others are further developed in Grade 7 onwards to prepare the students for the IB Diploma.
In Crazy Science Investigations (CSI) the students take on the role of a trainee scientist, learning techniques for solving scientific problems. The subject concepts focus on practical laboratory skills and safety, and their application in Science. Using the context of being a scientist, this unit raises the students’ awareness of what a real scientist does, and students
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gain an overview of key processes of scientific investigations: observation, making hypotheses, testing their ideas, and justifying data using scientific evidence. The aim is for students to master laboratory investigation techniques.
In What’s the Matter?, the students develop understanding of the particle theory and how energy can affect the behaviour of matter. During this unit students will use their scientific knowledge to be able to produce an effective heat insulation device.
In the Climate Change unit, students will explore the myriad factors that affect the Earth’s climate in an interdisciplinary unit (IDU) with Individuals and Societies. The aim of this unit is for students to create an action plan that they themselves can implement to help reduce their impact on the planet’s climate. Students will reflect on the benefits and limitations of using knowledge from both Science and Individuals & Societies in the development of their final plan.
The unit Electromancer, introduces the concept of transfer of energy using the context of electricity. This unit begins by introducing the students to how electricity is made and its uses in society, Student’s will also consider alternative ways to make electricity and the benefits and limitations this has on society. The unit concludes with a laboratory on making a working electromagnet.
In the unit All Systems Go!, students start to develop a deeper understanding of systems in the context of living things. The aim of this unit is to see how systems are made of smaller components which work together to make a working entity. The focus of the unit will be on cells and how technology has enhanced our understanding how the organelles within the cell work together to produce a functioning whole.
Grade 6 develops students’ approaches to learning skills in the skill categories of communication, social, self-management, research and thinking.
Grade 7
Grade 7 continues to introduce Scientific Concepts through the units of Live and Kicking (body systems), Change Your Energy (energy), Up and Atom (matter and atoms) and Species at War (ecology). These units introduce the content and skills required to understand the key concepts.
In Live and Kicking students take on the role of sports scientists in training. The key concept is systems, with a focus on life processes. Using the context of sports and physical fitness, students work to optimize diet and training for athletes. The aim is for students to propose and evaluate a plan to enhance sports performance. Students also reflect on the impact of lifestyle choices on one’s health and career.
In the unit, Change Your Energy, students focus on transformation, transport and transfer, and uses of energy. This unit raises the students’ awareness of the effects of modern lifestyles and energy use to changing global temperatures. The aim is for them to investigate factors that affect energy transfer and efficiency. Students reflect on our efficiency in using alternative sources of energy for energy storage, and how energy storage is essential to production of renewable energy.
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In the unit Up and Atom the students will be studying the patterns in the Periodic Table. The key concept is relationships, with a focus on the chemical structure of matter, using the context of periodicity and chemical reactivity. The aim is to investigate factors that affect chemical reactions. They use the key processes of science: observation, making hypotheses, testing, and using evidence.
In Species at War, the students work towards the end goal of writing a scientific paper. The key concept is relationships, with a focus on ecological relationships. The aim is to discuss mechanisms to solve the problems of endangered species and/or invasive species.
Grade 7 develops students’ approaches to learning skills in the skill clusters of reflection, organization, critical thinking, communication, and transfer.
Grade 8
Students will be challenged to understand key concepts through the units: Cells Strike Back (IDU), Chemical Reactions, Forces and Water. Each unit focuses on developing a different global context that will challenge students to raise their awareness and reflect on their learning.
The unit Cells Strike Back focuses on the immune system and how treatment methods for diseases have changed over time. Through the key concept of change, students complete an interdisciplinary unit on the historical development of life-saving medical practices in response to infectious diseases. Broadly, the unit also studies concepts revolving around the cell theory.
The unit on Chemical Reactions focuses on the states of matter and the physical and chemical changes they undergo. This unit raises the students’ awareness of what happens to particles in chemical reactions. The aim is for students to enhance their knowledge of the use of elements in everyday technologies by exploring their properties.
In the unit Forces, the key concepts of forces will be taught through the context of amusement park rides. Through the context of Newton’s Laws of Motion, students will investigate how manipulating an object’s force changes motion.
In the Water unit, students will be challenged to understand how chemical properties of water are important to sustain life and balance within different environments. It aims to raise the students’ awareness regarding the scarcity and quality of freshwater for all communities across the globe, and allows students to understand their local water systems. Students will explore chemical analysis techniques to test water quality. These activities will lead students to their final project: analyzing samples of Hong Kong water. Through this activity, students reflect on and discuss the extent to which our personal responsibilities and ethical decisions impact upon the environment.
Grade 8 develops students’ approaches to learning skills in the skill categories of communication, social, self-management, research and thinking.
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Grade 9
Students will be challenged to understand key concepts through the two Interdisciplinary units as well as specialized units in Biology, Chemistry and Physics. The final topic focuses on energy and environmental issues. Each unit focuses on developing a specific global context that will challenge students to develop their conceptual understanding, and awareness of the interconnectedness of science in societies.
The Science Fiction IDU pairs Science and English. Students will explore the genre known as science fiction or sometimes as speculative fiction, which is a popular literary and film genre. The texts that belong to this genre seek to explore our shared humanity through the examination of challenges posed at the edge of scientific possibility. The Natural Sciences have, since the Renaissance, raised questions at the intersection of what we are able to do and what we ought to do. Students will understand that some genres explore our identity as human beings through examination of the unintended consequences of scientific progress.
In Biology, the subject concepts focus on homeostasis in the human body. Students explore the human body and understand how it is able to adapt and respond in order to maintain balance during the various situations it may encounter. The unit provides an in-depth understanding of the respiratory and digestive system and their interconnected relationship, as well as an introduction to feedback loops, hormones and specialized cells.
In the Physics unit, the subject concepts focus on understanding charge, and its application to electric circuits and electromagnetism. Students explore practical applications of electrostatics, electric circuits and electromagnetism. This unit raises student awareness of everyday electrical energy usage; how it is used, how it can be transferred, and most importantly how it can be created. Students develop ideas about how the use of electricity and electrostatics can help solve some of societies current economic and environmental issues.
By understanding how electrical energy is produced, students are being asked to recognize how their everyday actions can affect future energy security, and also reflect on, and discuss, the importance of energy security in our society, and suggest improvements to the existing policies governing energy security.
In the Chemistry unit, the subject concepts focus on the relationship between matter and energy, specifically looking at both ionic and metallic substances. Students will explore the practical applications of the behaviour and properties of these two types of substances, and how they can be used in the furthering of scientific industrialization. Examples of this will include electrolysis and batteries, as well as metal extraction and metal plating. The aim at the end of this unit is to raise students’ awareness of the consequences of these processes, investigating ways they could be made more environmentally friendly.
In the final unit, students focus on how humans impact the environments with which they interact. This unit raises the students’ awareness of community service by examining how their choices and actions affect their shared environments. The aim is for students to understand the major environmental challenges we face and how these are both local and global. Students develop their understanding of the ways that innovations in energy generation and consumption may improve life on Earth. They reflect on and evaluate the
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efficiency of existing systems as well as the ethical implications of their personal behaviors. Note that this unit continues into Grade 10.
Grade 9 develops students’ approaches to learning skills in the skill categories of communication, social, self-management, research and thinking.
Grade 10
Students will be challenged to understand key concepts through an Integrated Sciences unit as well as Biology, Chemistry, and Physics units. Each unit focuses on developing scientific understanding within a different global context that will challenge students to consider the implications of scientific knowledge in context.
The Integrated Sciences unit is a continuation of the unit started in Grade 9 exploring how humans impact their shared environments. However, this section of the unit focuses on possible solutions to such environmental challenges. Each solution also has a strong connection with the subsequent Biology, Chemistry, and Physics units. The aim is for students to develop skills such as data analysis, within the context of the sustainability initiatives we offer at The ISF Academy. These are managed by Shuyuan and include composting, air pollution monitoring, and the use of solar power. This unit exposes students to the idea of ‘big data’ and allows them to practice simplifying and extracting relevant patterns to inform their own practices.
In the Biology unit, students explore the amazing underworld of the cell, the intricacies involved in reproduction, and energy in living systems. The first section develops understanding of cell differentiation and gene expression concepts resulting in specialized cells. The second section explores the processes involved in growth and reproduction: mitosis and meiosis. The last section emphasises on the conceptual understanding of energy transfer and matters cycle. The aim is for students to create awareness of the intricate processes that happen in our bodies and the ecosystem and striking the right balance is a key to long-term sustainability.
In the Physics unit, students have a joint focus on both Newtonian and Nuclear physics. The first section, Newtonian physics, develops understanding of the application of Newtons force law’s and how they can be applied to everyday situations, culminating in a focus on momentum and energy as applied to vehicles and vehicle safety. The second section, Nuclear physics introduces; isotopes and how they can be created by transmutation, how energy can be released from atoms. This section leads into the understanding of fission and fusion reactions, and nuclear reactors as a viable energy source, and how the tools of scientific discovery have developed and changed over time to meet human needs.
The Physics unit hopes to raise students’ awareness of the social responsibility of both Newtonian and Nuclear physics, and as informed community members they can both; be a voice for ethical management of our environment create, and apply innovative solutions that will help shape a progressive society.
In the Chemistry unit, the subject concepts focus on how matter and energy can be changed and manipulated in certain substances, specifically looking at covalent compounds and organic molecules. Students will explore the practical applications of the behaviour and
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properties of these substances, and how they can be used in the furthering to scientific industrialization. Examples of this will include semi-conductors and graphene technology, alternative fuels and organic techniques including esterification and saponification. The aim at the end of this unit is to raise students’ awareness of the consequences of these processes, investigating ways they could be made more environmentally friendly.
Grade 10 develops students’ approaches to learning skills in the skill categories of communication, social, self-management, research and thinking.
Assessment Criteria
A. Knowing and understanding
B. Inquiring and designing
C. Processing and evaluating
D. Reflecting on the impacts of science
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School-based Courses
校本課程
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中國人文
課程概覽
中國人文課程的教學設計借鑑國際文憑中學項目的重要概念、跨學科學習和單元主題的思路。整合後的課程融中國地理、歷史、文化藝術三位一體。六年級著重提升學生的人文學習興趣，掌握學習方法，引導學生探索學校、社區、香港、中國內地的地理環境及面貌，初步瞭解中國歷史的基本常識。七至九年級按年代順序，突出中國地理、歷史和文化中的重要時空、人物、事件、概念等系統性知識。十年級以專題研習為主，研習內容注重與大學預科課程的銜接。本課程啟發學生以中國文化為中心，對現當代中國社會中的重大事件進行廣泛深入的反思和學習。課程以本校制定的人文學科評估標準，對學生進行評估。
課程目標
• 引導學生掌握中國從遠古到今天重要的歷史、地理和文化基礎知識， 激發學生對中國人文學習及探究問題的興趣。
• 引導學生在充分掌握文史數據和廣泛信息的基礎上，運用歷史和文化思維對社會現象及國際問題進行獨立分析和判斷，提高人文學習的能力和素養。
• 引導學生建立起歷史、地理和文化研究之間的聯繫。 • 引導學生掌握恰當的學科交流方式和展示技能。語言簡明有效，掌握資料註解的正確
使用方法。 • 引導學生認識中國文化精神，加深對國情，尤其是對香港社會的瞭解，培養公民意
識。 課程大綱
年級 學習單元內容
六 香港地理
中國地理概況
中國歷史初探
七 早期中華文明
中央集權國家的建立、繁榮和衰亡：秦漢
割據政權並立與民族融合：三國
歷史想像力和批判思維能力的依據
八 繁榮與開放的社會：隋唐
民族政權並立的時代：宋元
傳統社會的頂峰及發展瓶頸：明清
歷史想像力和批判思維能力的依據
九 清中後期的內憂外患及社會變革
近代中國與世界的聯繫，新思潮的影響
現代化道路的艱辛與選擇
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年級 學習單元內容
十 中華人民共和國建立後的社會運動
當代中國內地、香港及台灣
我們身邊的歷史專題探究
中國哲學思想在現代社會
課程簡介
六年級
本課程學習「香港地理」、「中國地理概況」、「中國歷史初探」三個單元。地理部分涉及香港地理常識、中國的疆域、行政區劃、地勢地形、區域文化等，旨在幫助學生形成基本的人文地理空間概念，瞭解中國的地理環境。歷史部分著重引導學生對歷史學習方法產生初步的認識，並對中國歷史朝代脈絡及基本常識有初步的了解。本課程以本校制定的人文學科評估標準對學生進行評估。學生的評估內容包括單元評估、當堂練習和項目探究研習等。
七年級
本課程學習「早期中華文明」、「中央集權國家的建立、繁榮和衰亡：秦漢」和「割據政權並立與民族融合：三國」三個單元。通過課堂講授、小組討論、專題研習等教學活動，引導學生瞭解遠古人類至三國時期的中國歷史，通過對重要歷史現象、人物、重大事件、文化現象的瞭解與探究，幫助學生形成豐富的歷史想像力和初步的批判性思維能力，並逐步培養他們合作交流、分析、調查研究的技能。本課程以本校制定的人文學科評估標準對學生的各項作業進行評估，主要包括單元評估、人物評論、專題探究研習等。
八年級
本課程學習宋元至清初的中國歷史，分為「繁榮與開放的社會：隋唐」、「民族政權並立的時代：宋元」和「傳統社會的頂峰及發展瓶頸：明清」三個單元。圍繞探究問題，通過課堂講授、小組討論、專題研習等教學活動，引導學生瞭解隋唐至清初中國社會發展的基本概況，並學習如何對重要人物、事件和經濟文化現象進行分析與評價。本課程以本校制定的人文學科評估標準對學生的各項作業進行評估，主要包括單元評估、人物評論、專題探究研習等。
九年級
本課程學習「清中後期的內憂外患及社會變革」、「革命運動與新思潮」、「現代化道路的選擇」三個單元，通過探究問題引導學生初步探究清中後期至中華人民共和國成立的歷史，旨在培養學生獨立思考、分析、判斷的能力。本課程幫助學生學會如何對近代史中的重要人物、事件和社會變革進行分析與評價。本課程以本校制定的人文學科評估標準對學生的各項作業進行評估，主要包括單元評估、小論文、專題探究研習、口頭展示等。
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十年級
本課程學習「中共建國後的社會運動」、「當代中國內地、香港及台灣」、「我們身邊的歷史專題探究」、「中國哲學思想在現代社會」四個單元，引導學生更深入地理解兩岸的當代歷史發展脈絡，並通過學習「當代香港」及探究身邊的歷史專題以培養學生獨立學習與綜合研究的能力。此外，透過了解和分析古代哲學思想，思考其對現代生活和制度的影響。本課程以中港台出版書籍為輔助材料，通過閱讀中國內地及海外報刊上的新聞、短評等等，幫助學生將個人生活與當代社會進行聯繫，並以客觀的角度看待問題。本課程以本校制定的人文學科評估標準對學生的各項作業進行評估，主要包括單元評估、小論文、專題探究研習、口頭展示等。
評估標準
A. 知識
B. 理解與分析
C. 語言與表達
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Experiential Learning
Overview
Experiential Learning is a vital cornerstone of learning at The ISF Academy. All students in Grade 6 to Grade 11 participate in this carefully sequenced experiential learning program that promotes 21st century learning skills in critical thinking, problem-solving, leadership, collaboration, global citizenship, service and communication. Our students gain real-world experience that is connected to and directly supports academic studies and is also an essential component of the IB Learner Profile, The ISF Academy’s Eight Virtues + One and the IB’s Approaches to Learning.
Programs
Experiential learning relies on immersion in unfamiliar settings and participation in novel activities that support personal development. Each year, students undertake two Experiential Learning Programs (ELP1 and ELP2) as a part of their core studies at The ISF Academy. The Experiential Learning curriculum offers a progressive pathway for students to enhance their life skills outside of the classroom.
Experiential Learning Program 1 (ELP1)
Grade 6 to 9: Outdoor Adventure
ELP1 is designed to develop and test skills in teamwork, communication, decision-making, initiative, motivation and reliability. ELP1 activities promote student self-awareness and motivation to undertake new challenges beyond the range of previous experience. Students are introduced to a wide variety of adventure-based activities, such as map reading, orienteering, hiking, gorge walking, rock climbing, abseiling, kayaking, rafting and camping.
Grade 10: Service Learning
Usually the Grade 10 ELP1 Service Learning program is organized by house in a vertical structure that also involves Grade 11 students. This year, however, special arrangements have been made in light of the COVID-19 pandemic and all ELP1 programs will be based in Hong Kong and students can register in programs that are of interest to them. The programs are designed to encourage a greater commitment to service learning while developing a deeper self-awareness and empathy for others. Students are guided and mentored by Tutors and facilitators in how to take action as socially responsible global citizens. The Grade 11 students act as peer mentors, as they have participated in the Service Learning program in the previous year. Their previous experience and guided practice provide support and encouragement for the Grade 10 students. This experience lays the foundations for our students to become caring and experienced global citizens, activists and volunteers with a view to becoming tomorrow’s civic leaders.
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Experiential Learning Program 2 (ELP2)
The ISF Academy closely monitors COVID-19 developments through our external risk assessor - International SOS (iSOS). Amendments to ELP2 may be made in light of their expert independent advice.
Grade 6 to 8: Chinese Humanities
The destinations for each grade are closely linked to The ISF Academy’s school-based Chinese Humanities curriculum. ELP2 programs are designed to provide enhanced learning opportunities for students outside of the classroom.
Grade 9 and 10: Service Learning
The Grade 9 ELP2 Service Learning program is organized by house in a vertical structure and also involves Grade 10 students. The Service Learning program is designed to encourage a greater commitment to service learning while developing a deeper self-awareness and empathy for others. Students are guided and mentored by Tutors and facilitators in acting as socially responsible global citizens. The Grade 10 students act as peer mentors, as they have participated in service learning in the previous year. Their previous experience and guided practice provide support and encouragement for the Grade 9 students. This experience lays the foundations for our students to be caring and experienced global citizens, activists and volunteers with a view to becoming tomorrow’s civic leaders.
Mode of Delivery
Experiential Learning provides developmentally appropriate and sequential learning opportunities that promote physical, social, emotional and spiritual well-being. Vital parts of the programs are: valuing diversity; respect for self, others and the environment; ability to take well-considered risks; a commitment to social justice; and service to the community.
The following summarizes ELPs:
• ELP1 is normally held in October or November each year with Grade 6 to Grade 9 focusing on Outdoor Adventure, based in Hong Kong. The program will run over five days and four nights.
• ELP1 in Grade 10 focuses on Service Learning, normally based in South East Asia and running over six days and five nights, this year due to COVID-19, all service learning programs will be based in Hong Kong and will run over five days and four nights where Grade 10 students work alongside Grade 11 students.
• Focusing on Chinese Humanities, ELP2 for Grade 6 to Grade 8, is normally held in May each year, based in China and running over six days and five nights.
• Focusing on Service Learning, the Grade 9 ELP2 is normally held in May each year, based in South East Asia and running over six days and five nights; Grade 9 students work alongside Grade 10 students during ELP2.
• Outdoor Exploration Society (OES) is held throughout the year and provides opportunities for students in Grade 6 to Grade 9 to participate in theme-based experiential learning activities on a weekly basis.
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• OES field trips are organized for students and parents and occur one Saturday each month.
Course Outline
Experiential Learning at The ISF Academy is guided by the framework established by Kolb. Students:
1. Experience an activity performed under expert guidance;
2. Share their experience with classmates describing the activity, their actions and feelings;
3. Reflect on what were the most important components of the experience to determine common themes; and
4. Generalize the experience and relate it back to daily situations in their own lives.
In following this framework, a student both experiences and processes the situation and then constructs new meanings and understandings through reflecting on the activity. Each step contributes to their learning.
ELP1 Outdoor Adventure (Grade 6 to 9) and Service Learning (Grade 10)
Grade 6 • Team building and team participation • Develop greater self-awareness, acceptance of group and personal
responsibility • Face both physical and social challenges with an open mind • Develop confidence and competency in kayak management • Develop skills for safely planning single or multi-day kayak expeditions
Grade 7 • Team building and team participation • Develop greater self-awareness, acceptance of group and personal
responsibility • Face both physical and social challenges with an open mind • Develop skills for safely planning rock climbing and gorge trekking
expeditions
Grade 8 • Develop perseverance strong willpower, and an adventuresome spirit through experiencing adverse circumstances
• Through understanding the biodiversity and inter-connectedness of marine ecosystem, recognize the preciousness of life and treasure the joy of living
• Strengthen the power to overcome difficulties and readiness to take initiative through teamwork and communication
• Develop skills for safely planning multi-day kayak expeditions
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ELP1 Outdoor Adventure (Grade 6 to 9) and Service Learning (Grade 10)
Grade 9 Develop personal and team elements through activities • Leadership: Zhi • Community: Team work / Zhong and Xiao • Independence: Personal breakthrough • Balance: Ping • Wisdom: Zhi
Grade 10 The Service Learning ELP1 is anchored on Eight Virtues + One and the IB Learner Profile. Students nurture empathy, develop critical thinking, promote international mindedness and build life skills through authentic experiential learning. Students are empowered to solve complex, real-world problems in a creative and caring manner.
ELP2 Chinese Humanities (Grade 6 to 8) and Service Learning (Grade 9 and 10)
Grade 6 • Culture: Chinese customs and rituals along Yellow River basin • Geography: Physical and cultural landscapes of different regions of
China • History: Regions and cities with rich cultural background
Grade 7 • Culture: Chinese custom and rituals in different historical periods • History: From prehistoric civilization to late Eastern Han Dynasty
Grade 8 • Cultural: Feudalism in China/civic life/ancient Chinese literature • History: Sui and Tang Dynasty to early Qing Dynasty
Grade 9 and 10
The Service Learning ELP2 is founded on the principles of the Eight Virtues + One and the IB Learner Profile. Students nurture empathy, develop critical thinking, promote international mindedness and build life skills through authentic experiential learning. Students are empowered to solve complex, real-world problems in a creative and caring manner.
Assessment
Students write daily program-end reflections on their experiences and link these experiences back to the Eight Virtues + One and the IB Learner Profile. Student reflections are documented in their report.
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體驗學習
簡介
體驗學習是學生在弘立書院學習生活中一塊重要的基石。所有六至十一年級的學生都會參加這個精心設計的體驗學習課程，以提昇他們在批判性思考、解難能力、領導才能、團隊協作、世界公民意識、服務及溝通等方面的二十一世紀的學習技能。學生通過真實經驗，把弘立書院「八德一智」和國際文憑學習者培養目標的內容結合起來，相互促進。這也是國際文憑學習的重要組成部份。
課程
體驗學習讓學生在不熟悉的環境裏，參與新穎的活動，以達至個人成長。每年，學生會參與兩個體驗學習課程 (一和二)，乃弘立書院核心學習的一部份。體驗學習的課程內容因應不同年級的學生能力而調整，為學生提供一個漸進式的學習途徑，讓他們掌握課堂之外的生活技能。
體驗學習課程（一）
六年級至九年級：戶外歷險
體驗學習課程（一）的目的是發展和測試學生在團隊合作、溝通、決策、主動性、積極性和可靠性等方面的技能。課程鼓勵學生提昇自我認知和內在驅動力，勇於面對超出以往經驗範圍的新挑戰。學生會參與各種培訓，如閱讀地圖、越野定向、遠足、峽谷徒步、攀岩、沿繩下降、划艇、漂流和露營等。
十年級：服務學習
一般的十年級體驗學習課程（一）是以社為單位，垂直整合供十一年級的學生一同參與。但因應新型冠狀病毒大流行（COVID-19），今年的體驗學習課程（一）出現了特殊安排並所有課程活動都將設在香港，學生可以按需要註冊自己感興趣的課程。這些課程旨在鼓勵學生更投入服務學習，同時加深對自己的認知，以及學習關心他人。學生在輔導員和輔導員的指導下，學習如何作為對社會負責的全球公民。 十一年級的學生由於去年已參與過服務學習，因此他們會擔任同輩導師，利用他們的經驗支持和鼓勵十年級的同學。這些寶貴的經驗將為學生作為明日領袖奠定良好的基礎。
體驗學習課程（二）
透過我們的獨立風險評估提供商國際 SOS（ISOS），弘立書院密切留意新型冠狀病毒（COVID-19）的發展。體驗學習課程（二）可以根據專家的建議進行修訂。
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六年級至八年級：中國人文
每個年級體驗課程（二）的學習地點都跟弘立書院的中國人文校本課程有密切聯繫，目的是讓學生透過遊歷這些地點以加深課堂所學，鞏固學習成效。
九年級至十年級：服務學習
此課程以社屋為單位，讓九年級跟十年級的學生一同參與。課程的目的是讓學生投入服務學習，同時加深對自己的認知和培養同理心。學生由社屋的導師指引，引導他們成為對社會負責的世界公民。十年級的學生由於去年已參與過服務學習，因此他們會擔任同輩導師，利用經驗支持和鼓勵十年級的同學。這些寶貴的經驗將為他們作為明日領袖奠定良好的基礎。
教學方式
體驗學習課程為學生提供循序漸進的學習機會，促進學生身體、社交、情緒和精神的健康。課程包括以下重點：重視多元化，尊重自我、他人及環境，懂得如何應對風險，維護社會公義和為社會服務。
以下是體驗學習課程的概述：
• 體驗學習課程（一）通常於每年十月或十一月舉行。六至九年級的課程重點是於香港進行戶外歷險。本課程將為期五天四夜。
• 十年級的體驗學習課程（一）重點是服務學習，學生通常在東南亞度過六天五夜。今年因 2019 冠狀病毒病，所有服務學習課程將在香港進行，為期五天四夜。十年級將會與十一年級同學合作。
• 六至八年級的體驗學習課程（二）重點是中國人文，於每年五月在中國進行，一般為期六天五夜。
• 九年級的體驗學習課程（二）的重點是服務學習，於每年五月在東南亞進行，為期六天五夜。九年級學生將會跟十年級的同學合作。
• 戶外活動會（OES）為六至九年級學生全年舉辦的，每週不同主題的戶外體驗學習貫穿全年。
• 戶外活動會（OES）於每月的一個星期六為學生及家長安排一次郊遊活動。
課程大綱
弘立書院的體驗學習框架建基於美國著名教育家 Kolb 的理念：
• 在專家指導下進行體驗活動 • 與同學分享活動的體驗、感受及想法 • 反思活動中各種 重要的體驗，找出共同特點 • 歸納經驗，並與他們自己的日常生活的情況聯繫起來
在以下框架裏，學生不僅體驗和學習應對不同的情況，並且通過對活動的反思建構新的意義和理解。每個步驟都有助於他們的學習。
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體驗學習課程（一） 戶外歷險（六至九年級）和服務學習（十年級）
六年級
• 團隊建立及團隊參與 • 發展更強的自我認知，承擔對個人及團隊的責任 • 以開放的心態應對體力及社交方面的挑戰 • 建立控制划艇的能力和自信 • 培養策劃一日或多日安全划艇探險活動的能力
七年級
• 團隊建立及團隊參與 • 加深對自我的認知,承擔對個人及團隊的責任 • 以開放的心態應對體力及社交方面的挑戰 • 培養策劃一日或多日攀岩及攀爬石澗的探險活動的能力
八年級
• 學習如何面對逆境，培養毅力、堅強意志和冒險精神 • 透過了解海洋生物的多樣性及相互依賴的特質，認識到生命的可
貴，珍惜及享受生活 • 透過溝通及團隊合作，改善克服困難的能力 • 培養策劃多日安全划艇探險活動的能力
九年級
• 通過以下活動發展自身及團隊要素： • 領導能力：智 • 社會服務：團隊合作/忠和孝 • 獨立：個人突破 • 平衡：平 • 知識淵博：智
十年級
服務學習根據弘立「八德一智」及國際文憑學習者培養目標而設計。旨在培養學生的同理心、批判性思考和國際情懷，並通過體驗課程學習生活技能，讓學生有機會以創意和關懷的方式去解決現實生活的難題。
體驗學習課程（二） 中國人文（六至八年級），服務學習（九和十年級）
六年級 • 文化：黃河流域的生活習俗和風情 • 地理：中國不同地域的地理風貌 • 歷史：擁有豐富文化背景的地區和城市
七年級 • 文化：不同歷史時期的風俗文化 • 歷史：從史前文明到東漢末年
八年級 • 文化：封建主義/百姓生活/中國古典文學 • 歷史：隋唐到清初
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體驗學習課程（二） 中國人文（六至八年級），服務學習（九和十年級）
九和十年級
體驗學習課程（二）的服務學習根據「八德一智」及國際文憑學習者培養目標設計。「八德一智」及國際文憑學習者培養目標設計。旨在培養學生的同理心、批判性思考和國際情懷，並通過真實的體驗課程學習生活技能，讓學生有機會以創意和關懷的方式去解決現實生活中的難題。
評估
學生在行程當中撰寫反思日記，以及在行程結束時，歸納他們獲得的經驗，並將這些經驗與「八德一智」和國際文憑學習者培養目標聯繫起來，記錄在學術報告裏。
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Learning Diversity Program
Overview
The vision of Learning Diversity Program at the Academy aligns with the International Baccalaureate (IB) philosophy of supporting students with learning diversity.
The Academy has continued developing a Gifted and Talented (G&T) register based on the Higher Ability Selection Test (Australian Council of Educational Research) (2011-2018) and most recently, the introduction of the Cognitive Abilities Test: Fourth Edition (CAT4) as well as other data points, including prior student attainment, and teacher and parent nomination, to steer towards a more whole school, holistic and inclusive approach. Concurrently, we continue to work with teachers to implement a range of strategies that are pedagogically appropriate for the provision of gifted students. In 2021-22, the Learning Diversity Program continues to focus on the professional learning of staff in best-practice differentiated strategies, as well as the provision of appropriate opportunities for students to extend and enrich their learning. In addition, a Student Support Profile for all identified students on the Learning Diversity register has been developed to support differentiated teaching and learning, as well as to guide an appropriate fit between the student and co-curricular and curricular programs for the gifted and talented. Cumulatively, the above data points are used to encourage students to enter various programs for more able students such as the South East Asian Mathematics Competition, Physics Olympiad and the Hong Kong Budding Poet’s Competition, Tournament of the Minds Competition (catering to Grade 6 to 8), Enriching the Hearts and Minds CCA, as well as the Academy’s Shuyuan Program, with appropriate supervision whenever possible.
To meet the needs of individual students, the school has already established relationships with educational organizations such as The Hong Kong Academy for Gifted Education, Johns Hopkins Center for Talented Youth, and The University of Hong Kong’s Academy for the Talented.
In addition to supporting students, the Learning Diversity Program will continue to reach out to parents of gifted children through a support group, providing strategies for communicating and supporting children at home, thus providing a more comprehensive trifocal model to target all areas for students with diverse learning needs and styles.
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「樂育全才」項目
課程概覽
弘立書院的「樂育全才」項目願景跟國際文憑教育的支援多樣化學習者的理念相連。
弘立書院繼續發展一個資優登記制度，這個制度建基於澳洲教育研究局的高能力選拔考試，和 新採納的模擬認知能力測試以及其他數據包括學生的過往成績及家長與老師的推薦去建立一個全校丶全人和融合的教育模式。
與此同時，我們會繼續和老師們緊密合作運用一系列適合學習多樣化學生的教學策略。在2021-22 學年「樂育全才」項目會繼續集中培訓有關教學人員因材施教的 佳策略去針對學生不同的學習模式，並且讓學生擴展和豐富他們的學習。此外，所有在學習多樣化名冊上的學生都已有一個學生支援檔案去改善教學方向，和協調學生在校內和校外所參予的課程。綜合所述，以上數據將會用於鼓勵學生參與各種供較強能力學生參與的項目，例如東南亞數學比賽、物理奧林匹克、香港新進詩人比賽、校際創意思維比賽（給六至八年級的同學），「樂學善思」增潤課程聯課活動等，以及本校的書院項目，校方也會盡可能提供適當的監督。
為了滿足個別學生的需要，校方已經與一些教育機構建立了良好關係，例如香港資優教育學苑丶約翰 霍普金斯大學資優教育中心及香港大學資優學院等。
此外，「樂育全才」項目將會繼續舉辦為資優學生的家長而設的家長支援小組，旨在分享更多資優教育方面的資訊，同時為家長提供更多支援資優孩子及與他們溝通的策略，令學習多樣化的學生在個人、家庭及學校層面都得到全面和適切的支援。
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Information and Communication Technologies
Course Outline
Grade 6 Information and Communication Technologies (ICT) studies how electronic and digital tools are utilized and applied to real-world problems, how these tools are used in everyday life, and how to be a good digital citizen. ICT skills are developed through class exercises designed to improve students’ comfort with a variety of applications and tools. The goal is to prepare students to work, live and contribute to the social and civic fabric of their respective communities using ICT tools appropriately. Course topics and activities are taught in either the students’ ICT class, meeting once per 10-day cycle, or as an integrated part of their core subjects. Topics and activities vary but include personal organization, data management, audio and video editing, digital and multimedia content creation, research, cyber-safety, and digital citizenship.
The course uses the International Society for Technology in Education (ISTE) standards and curriculum from Common Sense Media. ISTE and Common Sense Media are well-known international organizations dedicated to supporting best practices in ICT curriculum.
ISTE Standards
Empowered Learner – students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.
Digital Citizen – students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.
Knowledge Constructor – students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.
Innovative Designer – students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.
Computational Thinker – students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
Creative Communicator – students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.
Global Collaborator – students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
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Hao Xue
Overview
Hao Xue is a program that seeks to instill in students a lifelong love of learning by cultivating in each learner an agile mind, learning heart and humble spirit. All students in Grade 6 to Grade 9 participate in this propgram, which provides a time and space devoted to innovation and learner wellbeing, where students can dedicate themselves to their passions and to learning how to bring their ideas and aspirations to life.
Programs
Hao Xue runs every Wednesday during Block 4 and 5. A range of courses are offered and students are able to select from these according to their interests. Some courses run for the whole year whereas others run for half a year with students then having the opportunity to experience a second course. Grade 6 to 8 students are engaged in Hao Xue courses during Blocks 4 and 5. Grade 9 students have one block of Hao Xue and one block of independent study time.
Courses
Around 70 courses are on offer, some offered to specific grade levels, others open to students from any grade level involved in the program. The courses on offer may change from year to year but fall under the below categories:
Applied life skills; Creative Arts; Empowering global stewardship; Exploring history, language and culture; Nurturing health and resilience; and Science, Technology, Rngineering, and Mathematics (STEM)
Mode of Delivery
Hao Xue courses are delivered by Secondary teachers and members of our Shuyuan and Co-Curricular Activities (CCA) teams. Teachers offer courses that reflect their own passions and expertise, sharing their love of learning with the students.
Assessment
Hao Xue courses are not graded. Instead, students will be asked to reflect on the knowledge and skills they have gained and how these have influenced their aspirations as lifelong learners.
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「好學」
簡介
「好學」項目旨在培養每個學習者的敏銳思維、學習決心及謙遜精神，向學生灌輸終身熱愛學習的態度。此項目供所有六至九年級的學生參加，提供專注於創新和學習者福祉的時間及空間，讓學生們全情投入於自己的志趣之上，並學習如何在生活中實踐他們的想法和抱負。
項目
「好學」項目在每個星期三的第四、五節課進行。學生可根據自己的興趣，選擇各式各樣的課程。部份課程為期一整年，而有些課程則為期半年，讓學生有機會參與多一個課程。六至八年級學生會於第四、五節課參加「好學」課程；九年級學生則有一節「好學」課堂以及一節自習時間。
課程
大約有 70 項課程可供選擇，部份課程只供特定年級參加，另有一些課程則開放予參加項目的任何年級學生。所提供課程每年可能有所變動，但大致上分為以下類別：
應用生活技能； 創意藝術； 培育成為地球護育者； 探索歷史、語言及文化； 促進健康和應變能力；及 科學、技術、工程和數學（STEM）
授課模式
「好學」課程由中學教師、「書院」成員及聯課活動團隊教授。教師們致力把自己的熱忱與專業知識傾注於課程中，與學生們分享對學習的熱愛。
評估
「好學」課程不予評分。取而代之的是，學生將需要展示自己所獲得的知識與技能，以及這些知識與技能如何影響他們作為終身學習者的抱負。
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Physical and Health Education
Overview
The school-based Physical and Health Education (PHE) program’s main focus is lifelong participation in sport. Students will take part in a variety of different sporting activities and seek to build upon key transferable skills, leadership and communication.
This program is heavily focused practical sport, engaging students to enjoy physical activity in a variety of forms.
Program Outline
Students will be given the opportunity to take part in a number of different units within the areas below:
Teaching Area ATL Information
Team Sports / Activities
Social Students to focus on what makes an effective team and what their role is producing positive team performance
Individual Sports Self Management
Students to focus on how they can focus on and develop their own performance in a variety of individual sports. Being accountable for decisions and actions
Performance Analysis
Thinking Students to use methods of performance analysis to develop areas of performance to refine and apply key skills and techniques
Coaching and Leadership
Communication Students to develop leadership and coaching skills through planning and leading activities and sessions
All units will focus on skill refinement with competitive elements. Students will seek to take on different roles within key areas of focus. These roles include performer, coach, choreographer and official.
Assessment
Assessment within school-based PHE will be centered around the ATLs which are imbedded within the MYP curriculum. Each of the units will have a key ATL skill focus and students will work in order to demonstrate their level of competence within that ATL skill.
Teachers will indicate using the key progress indicators below, how a student has worked within each of the units. The assessment will also focus on self-assessment by all students.
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Progress Indicator
Explanation PHE Specific
Novice Students are Introduced to the skill and observe others performing the skill.
I am new to the activity or skill I focus on simple skills and individual movements I benefit from guidance, prompting and support
Learner Students can copy others who use the skill and can demonstrate the skill with scaffolding and guidance
I require some prompting from my teacher and peers I build upon my simple skill-set with more purpose and confidence
Practitioner Students can demonstrate the skill confidently, effectively and independently
I do not require prompting from my teacher or peers I show consistency, confidence in the skills I apply I can begin to take the lead and act as a role model
Expert Students can show others how to use the skill and accurately assess how effectively the skill is used by oneself and others
I am the person who prompts and supports my peers My skills are purposeful, confident and consistent I take initiative and a lead role in tasks and activities
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Grade 6-12 Tutoring Program
Overview
Student development and well-being is a priority at The ISF Academy. Specific programs around student development and well-being include Student Leadership , House-based activities, Community and Service, Sport, Co-Curricular Activities (CCA) and Experiential Learning Programs (ELP). We strive to ensure that students’ development and well-being underpins all activities that occur at The ISF Academy. Student well-being develops when a student has a positive sense of identity, builds a range of supportive relationships with others and has a sense of belonging.
The Secondary School provides opportunities for students to develop as independent, resilient and responsible individuals as part of the journey through MYP and DP through to higher education. All students in Grade 6 to 12 are arranged horizontally in grade level tutor groups with a Tutor who in turn is guided by a Grade Level Leader. Generally from Grade 7, the Grade Level Leader and Tutors travel with their students as they move up through the Secondary school.
Well-being Program
The student development and well-being programs in Secondary School aim to ensure students are equipped with the skills, knowledge, values and attitudes essential to actively participate in the global community of the 21st century. The Academy’s Eight Virtues + One are embedded into the culture of the community along with the IB Learner Profile and the Approaches to Learning (ATL) skills. This is evaluated regularly to ensure that developmentally appropriate and sequential learning occurs which promotes students physical, social, emotional and spiritual well-being.
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Social and Emotional Learning (SEL)
Overview
Social and Emotional Learning (SEL) encompasses a variety of programs and learning opportunities on personal, social, emotional, health and moral education in the Secondary School. Guided by our Eight Virtues + One as well as the IB Learner Profile, the Social and Emotional Learning (SEL) curriculum is introduced as a whole-school approach to enhance students’ learning and well-being. SEL is one of the key programs under the Wellbeing for Learning initiative (2018-2023). The overall emphasis of SEL for 2021-22 will be resilience building, emotion learning and student agency. By embedding SEL in pastoral programs as well as teaching and learning process, students will be encouraged to practice coping strategies, emotional regulation skills and resilient mindset when dealing with uncertainties. In addition, a wide range of learning opportunites and SEL resources will be provided for parents to support the social and emotional development of students.
The SEL curriculum is designed with reference to evidence-based SEL programs and resources that are recognized by local and global curriculum standards. Specifically, our SEL standards and competencies are adopted from The Collaborative for Academic, Social and Emotional Learning (CASEL) and informed by current research on growth mindset, mindfulness and positive psychology. In accordance with the new accreditation standards from the Council of International Schools, child safeguarding and protection forms a foundational part of the formal learning program under our SEL curriculum framework.
SEL is the process through which students acquire holistic development in the areas of resilience, self-efficacy, emotional regulation, social communication, positive behaviors and school connectedness that has been found to boost overall wellbeing and academic performance. In a school-wide context, the SEL curriculum framework also informs how adults and students relate with each other, creating a safe, welcoming and caring learning environment. The five core SEL competencies are: self-awareness, self-management, social awareness, relationship skills and responsible decision-making. Learning goals are tailored to align the appropriate developmental stage by grade level. The overall aim is to develop our students into healthy, compassionate and balanced individuals who can make responsible decisions and navigate the world effectively.
SEL Approaches
Successful SEL is not a stand-alone or add-on program. It is central to how school communities and families support and value the social and emotional development of all students in addition to academic achievement. Effective SEL approaches include (CASEL):
infusing SEL in teaching practices to create a learning environment supportive of SEL;
infusing SEL instruction into an academic curriculum; creating policies and organizational structures that support students’ social and
emotional development; directly teaching SEL skills in free-standing lessons.
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At the Secondary level, we are working on embedding an overarching positive schools approach with a SEL curriculum that emphasizes students’ health and prevention, personal management and responsibilities, cultural awareness, relationships and global citizenship. It instills a positive attitude in our students so to raise their overall resilience in face of challenging life events. The Secondary SEL program will be delivered through curriculum lessons in Tutor Time and Extended Tutor Time, as well as school-wide events and activities such as mental health awareness campaign or student-led wellbeing events. These may be jointly presented through Grade Level or House activities. SEL is also integrated into various subjects to strengthen our students’ social and emotional development. An enabling learning environment is cultivated through other preventative programs, such as The ISF Therapy Dog Program, Student Wellbeing Ambassadar (SWA) and self-care workshops for parents and faculty staff, which promote the wellbeing of all members of the ISF community.
Course Outline The SEL curriculum and its fit with the ISF Eight Virtues + One are outlined in the table below:
Character Strengths and
ISF Eight Virtues + One
Zhi 智 Zhi is the integration of the ISF core values; In SEL, this is about embracing all the essential social and emotional competencies that are fundamental to success in all
dimensions of life.
Zhong & Xiao 忠、孝
Ren & Ai 仁、愛
Li & Yi 禮、義
He & Ping 和、平
Self-awareness Self-motivation Perseverance
Courage Sense of belonging
Kindness Emotional intelligence
Compassion Love
Curiosity
Self-regulation Justice
Trustworthy Open-mindedness
Humility
Fairness Forgiveness
Balance Social intelligence
Spirituality
Social and Emotional
Competencies
Building self-confidence
Establishing and working towards a goal
Striving to improve strengths and do our personal best
Adopting a growth mindset in learning
Overcoming challenges and setbacks
Showing respect for others
Understanding and managing the inner worlds of our emotions and moods
Being kind to ourselves and others
Recognising different emotions in others and showing empathetic understanding
Knowing when and how to seek help and support from others
Communicating effectively with others
Understanding behavioral norms and interacting positively with others
Being courteous and culturally responsive
Showing care for what is right and wrong and being careful for any bias or prejudice
Resisting negative social pressure
Thinking about others and not only about ourselves; Being humble by learning from others
Listening to others and showing genuine understanding of other perspectives
Collaborating with others towards shared goals
Forming and sustaining healthy relationships with different people
Valuing and appreciating diversity
Responding effectively to feedback and criticism
Seeking solutions to resolve conflicts
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Self-Awareness Self-Management
SocialAwareness
Relationship Skills
Responsible Decision-making
SEL Guiding
Questions
• Who am I? What are my strengths and my core values that I truly believe in?
• What are character strengths that best describe me and why?
• How can we turn mistake into a learning opportunity?
• How do we solve problems and what are some effective strategies when facing challenges in personal and social life?
• Why recognizing our emotions is important and how can we be more aware of our own emotional state?
• How do we set goals for ourselves? How do we go after our goals with the best of our abilities?
• Why is it important to control our impulses? What are some effective ways to regulate our emotions?
• How do we find balance in life?
• How can we show that we respect ourselves as learners?
• What does it look like when we prioritize our wellbeing ?
• Why social learning is important for us?
• What does it mean to understand another perspective?
• How can we show our kindness in our daily life?
• What can we do to connect with others and be ready to support others?
• How can we demonstrate appreciation for diversity?
• Why is it important for us to be compassionate for others who are underprivileged?
• How does humour improve people’s wellbeing?
• How can we collaborate and work as a team to accomplish a shared goal?
• Why is reciprocity important in relationships?
• What does appropriate boundary in real-life and virtual friendship look like?
• How do we resolve conflicts with others and find common ground?
• How to be an up-stander and express what we believe it’s right?
• What is my support network?
• How do the choices we make affect ourselves and others?
• What are the key considerations before we come to a big decision?
• How can we enhance our resilience in difficult time?
• How do we demonstrate personal integrity in all that we do?
• What are the healthy choices we can make for our body, mind, spirit?
Grade 6 Students will learn the science behind emotions, understand their own positive values and building their ‘treasure chest’, and the emotional changes common for puberty.
Students learn about perseverance in achieving goals, and how to manage stress.
Students learn to use their interests and skills to serve others, and understanding our role within the grade community.
Students learn the art of effective listening, helpful cooperation, dealing with intimidation and identifying bullying situations.
Students understand about choice and consequences, examine the pressures to use harmful substances, and making responsible and healthy choices.
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Self-Awareness Self-Management
SocialAwareness
Relationship Skills
Responsible Decision-making
Grade 7 Students learn guideposts for living, the three pillars of self-confidence, and understanding themselves in different situations. They also explore gender issues and respect for others.
Students explore emotions (anger), emotional roller coasters, stigmas of mental health and effective stress management.
Students explore the needs of the school and family and how they can serve, and different messages we give.
Students learn the do’s and don’ts of listening, how to build up respect, pathways to peace in friendships, and standing up against bullying.
Students identify positive and negative influences, the value of information in making healthy choices, and learn how to handle social pressures.
Grade 8 Students explore how to stand up for positive values and understand negative thinking patterns, role models, and planning for success. They will also learn more about sexuality and diversity, and how to maintain healthy relationships.
Students learn to recognise and how to de-escalate emotions, helpful ways to regulate themselves, and expressing our needs constructively, as well as intrinsic and extrinsic motivators.
Students learn to take leadership within society using their interests and talents, and learning the difference between intent and impact.
Students understand the benefits of effective listening, maintaining healthy relationships, resolving conflicts, and standing up for self.
Students learn to target their decisions, how to stand up to pressures to use harmful substances, and make healthy choices.
Grade 9 Students identify their strengths through Myers- Briggs, begin to develop a growth plan, understand realistic vs unrealistic expectations on their bodies, and what a healthy body is.
Students identify their stress triggers and use healthy coping mechanisms to respond, as well as assess and upskill their strategies for self- regulation.
Students demonstrate empathy with peers and within the community, and practice engaging respectfully with those of differing thoughts. They also understand the difference between individual and collective roles within the school, home and societal settings.
Students learn to communicate their needs, and giving and receiving feedback. They continue to build on conflict resolution and assertiveness skills.
Students identify cause and effect, make decisions that support their goals, and demonstrate responsible internet use and personal choices.
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Self-Awareness Self-Management
SocialAwareness
Relationship Skills
Responsible Decision-making
Grade 10 Students assess their growth and development, identify new strengths, and re-evaluate setbacks to develop a more resilient mindset. They also learn healthy vs unhealthy coping mechanisms and to respect their bodies.
Students learn to plan and implement self-care strategies.
Students approach diversity with self- education and open-mindedness, and learn ways to advocate for others. They also identify overlapping/ contradictory roles in their various settings and explore the role of cultural influence around them.
Students understand the importance of feedback, interviewing skills, and listening with empathy.
Students make decisions that support their goals, practice managing time and stress, and demonstrate responsible internet use and personal choices.
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Shuyuan「書院裡的書院」
Overview 課程概覽
The ISF Academy Shuyuan is based on the classical Chinese learning sanctuary and the Platonic Academy, the goal of which is independent study and enquiry under the guidance of a master. Set in the 21st century, the courses offered by the Shuyuan program aim to promote deep and thoughtful scholarship in a multi-disciplinary environment, allowing selected students to pursue challenging branches of knowledge beyond the regular taught curriculum. These courses require long-term dedication, as the skills being developed are cumulative, building the foundation for rigorous, life-long learning. Our ultimate goals are the development of sound scholarship, intellectual curiosity, and practical wisdom.
弘立「書院裡的書院」的理念根植於中國古代的書院傳統和西方柏拉圖的學院設置。學生在一個鼓勵獨立學習的學術機構裏，跟隨資深的學者，對經典和傳統文化進行深入的研習和探究。在二十一世紀的今天，弘立創建「書院裡的書院」的目的，就是讓學生能夠在一個跨學科的環境裏，對傳統文化進行有系統、融會貫通的學習，在比較和實驗的方法下，培養學生深層次的思維，讓一些合資格並有志於學的同學能夠接觸一些課程以外具挑戰性的知識內容。參與「書院」課程的同學應有長期投入學習的準備，因為學習的技巧需要長時間的積累，伴隨終生的良好學習態度也需要一點一滴地加以培養。我們的 終目的是讓學生對學術有良好的掌握，對事物保持高度的好奇，並且有智慧地處理日常事務。「書院」的精髓，概括說來，就是：「博學、慎思、明理、立言」。
Shuyuan Classics Program「書院」古代經典課程
The Shuyuan Classics Program offers a wide range of opportunities for our students to connect with the foundations of Chinese and Western culture through the study of classical artifacts, texts, and languages. The ultimate aim of the program is to give students the opportunity to create intellectual, moral, and cultural frameworks within which to function effectively as bilingual and bicultural citizens in a globalizing world. Chinese works are studied in the original (Chinese Classics), while Greek and Latin works are studied in translation (Western Classics). In addition, we offer language courses in Latin and Ancient Greek, as well as a Comparative Classics course.
Apart from the obvious curricular links to the language and humanities subjects offered by the regular curriculum, the content and methodology of the program encourages deep, thoughtful, and rigorous scholarship. As the program of study becomes more advanced, students will increasingly bring additional knowledge and skills concerning classical languages, literature and culture into their other subjects.
「書院」古代經典課程讓同學們通過研讀古代典籍中的藝術、文字和語言，對中國和西方文化的淵源進行了解。這個課程的目的是希望參與者可以藉此在知識、品行、和文化上有所增益，並能夠在全球化和雙語、雙文化的社會裏，成為有知識底蘊的世界公民。學生們在研究中國古代經典的時候接觸的是中文原文（中國古代經典），而在學習希臘和拉丁文典籍的時
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候則用英文譯本進行研讀（西方經典）。此外，拉丁文、古希臘文以及比較經典也是修習範圍之內。
在研讀古代典籍作品的的時候，學生會發現這些作品與他們正在修讀的語言和文學科有這樣或那樣的關係，但這個課程鼓勵同學們能夠在更完整和深入的層面思考問題，對學問進行扎實的獲取和對結論進行嚴謹的論證。我們期望隨著課程不斷發展，同學們可將研習所得的古代語言、文學、文化等增潤知識，融入其他學科中。
中國古代經典課程
「中國古代經典」課程根據學生不同的年齡和語文背景，分階段、系統性地引導學生學習一系列深奧的中國古代經典作品。課程由學術底蘊深厚的博士級導師執教，深入淺出，日積月累。課程共分為五個階段：啟蒙、初級、中級、進階一級和二級，每年修讀一級。每個等級的課程都包含詩歌、散文等不同文體，每單元專注學習某種文體中的經典選篇，並有機會深入研讀一兩位重點作家的作品。課程使用由弘立書院教師親自編撰的教材，切合不同學生的語文能力和理解程度。
啟蒙課程主要學習《山海經》、《論語》、《詩經》；初級課程主要學習《道德經》、《莊子》、樂府民歌以及《世說新語》、《搜神記》和民謠；中級課程主要學習古代短篇小說，陶淵明、王維、李白的詩歌；高級課程主要學習杜甫詩、《史記》選、陶淵明、李白、張岱等人的經典文章。
為期四年的課程由若干獨立的教學單元組成，同時又是一個融為一體的學術旅程。因此，修畢整個課程將會達致 佳的學習效果，讓學生應能夠具備良好的文言文閱讀能力，陶冶情操，並透過熟讀大量經典名篇對中國文化精髓有深入理解。
「書院」中國古典文學課程
在本課程中，學生會系統地學習中國古代各種體裁的文學作品，包括小說、詩歌、詞以及散文。課程包括九年級、十年級兩個學年，每個學年的課程分四個單元，每個單元都會聚焦於某一特定體裁的經典文學作品，引導學生對這些作品進行細讀與分析。同時，這些作品也以時間順序編排的，同學不但能掌握某一文學體裁的文體特徵，提高細讀、鑑賞古典文本的能力，他們也可以掌握文學史的發展脈絡。課程使用兩冊自編教材，教材內容為古詩文原文，詳情可參閱列表。對學生的評估包括文學分析方面的練習和論文，每個學期會根據「書院」標準進行評分，這些標準與大學預科項目中文 A：文學課程的評分標準也有關聯。修讀本課程可以使學生對中國古代文學中的經典以及文學史發展有整體性的瞭解，提高細讀、鑑賞、分析各體文學的能力，在文學經典的涵養中增進對世界的感受、想象與思考，為大學預科項目中文課程中的文學學習做好準備。
Comparative Classics 比較經典
This elective is offered to Grade 9 students as a two-year course in which they learn about the cultures and literary works of ancient Greece, Rome and China. Through the study of various texts, students will develop an understanding and appreciation of the differences and similarities between these civilizations and gain insights into their outstanding legacy and
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valuable contribution to our world today. Units to be covered during the course include Ancient History and Art and Archaeology in Grade 9, then Ancient Poetry and Ancient Philosophy in Grade 10. Classical texts studied will include the epic poems of Homer and Virgil, as well as The Book of Songs; the famous battles and generals of the ancient world as related by histories of Herodotus, Suetonius and Zuo Zhuan; and the philosophies of Plato, Aristotle and Confucius. Students will also examine ancient art and architecture in the form of statues, temples and other artifacts. Through studying these literary and visual sources, students will explore the intricacies and relationships between culture, literature and thought in the ancient western and eastern worlds. Students are assessed through analytical tasks at the end of each term, culminating in a comparative project in the final term of each grade, written in either English or Chinese. The final projects will draw together what the students have learned over the various units and will be internally assessed.
此項為期兩年的課程為九年級學生而設，課程旨在融會希臘、羅馬及中國的古代文化和文學作品。學生會透過研習各類文本，可以從課程中認識和欣賞這些古代文明的異同，更能深入了解這些古代文明如何對現今世界有著彌足輕重的影響。課程單元涵蓋九年級的古代史學、藝術和考古學，以及十年級的古代詩歌和古代哲學。經典文獻包括荷馬史詩和維吉爾史詩，以及《詩經》；有關古代著名戰役和將領有希羅多德、蘇頓尼斯和左傳的歷史；以及柏拉圖、亞裡士多德和孔子的哲學。學生還可以通過雕像、寺廟和其他形式的文物，研究古代藝術與建築。藉著研習這些文獻與視覺材料，學生將游走於古代西方和東方世界之間，探索當中文化、文學與思想的複雜關係。每個學期末會以作業分析的形式作評估，累積至年級尾聲時，以英語或中文進行中西方比較經典的專題研究。課程結業的專題研究將歸納學生在各單元中學到的知識，並進行內部評估。
Latin and Ancient Greek
The study of Latin and Ancient Greek has been a mainstay in western public schools and sine qua non (an essential part) of a well-rounded education. While many think that Latin and Ancient Greek are ‘dead’ languages, they are in fact immortal and live all around us, not only in the languages we speak, but also within a variety of professions and disciplines. The true value of studying these languages lies in the various skills that they hone, such as attention to detail, improved linguistic ability and a greatly expanded vocabulary. Furthermore, these subjects also provide a deep insight into the English language and western culture in general, and enable students to eventually read timeless works of literature in their original language.
Latin I and II
Latin I is a year-long course for beginners, while Latin II is the continuation intermediate course, wherein students learn about the language, culture and legacy of the Romans. Students develop an appreciation for the contributions of the Romans to the modern world and expand their English vocabulary through derivation work, while improving their understanding of English grammar. Students use the Cambridge Latin Course as their core textbook, as well as a selection of supplementary materials developed by The ISF Academy. They are given weekly vocabulary tests and termly written assessments throughout the course, and also sit the annual American National Latin Examination in March.
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Students can continue their study of Latin in Grade 9 and 10 on timetable, working towards sitting the Cambridge IGCSE Latin examination. Subsequently, students can continue to take Latin as part of their IB Diploma Programme in Grade 11 and 12.
Latin IGCSE
This Grade 9 and 10 course aims to build on students’ knowledge of and interest in Latin from studying the subject as a CCA in Grade 7 and 8. The study of Latin at this level helps students develop a range of linguistic and analytical skills, broadens their understanding of English vocabulary and grammar and gives them insight into historical, political and social Roman issues to compare and contrast to the modern day.
Students continue to learn about the language and aspects of Roman civilization using the reputable Cambridge Latin Course. In addition, students are now in a position to engage with the works of notable Roman authors, such as Virgil and Cicero, in the original language. Students examine not only the content of the texts but also consider the authors’ styles and the social, political and historical context within which the works were composed. Students emerge from this course as confident and accomplished Latinists, experienced in tackling both language and literature and replete with an impressive bank of Latin vocabulary.
Students are assessed via translation and comprehension question assessments each term and regular vocabulary tests, culminating in students sitting the American National Latin Examination in March of Grade 9 and the Cambridge IGCSE Latin examination at the end of Grade 10.
Ancient Greek I, II and III
Ancient Greek I is a year-long course for beginners, which can subsequently be continued to intermediate level (Ancient Greek II), followed by advanced level (Ancient Greek III). During each course, students learn about the grammatical structures and vocabulary of the Ancient Greek language, as well as covering a selection of topics related to Greek history and daily life. They develop an appreciation for the contributions of the Ancient Greeks to the modern world and expand their English vocabulary via derivation work, whilst improving their understanding of English grammar. Students use editions of Greek to GCSE as their core textbook, as well as a selection of supplementary materials developed by The ISF Academy. Students are given regular vocabulary tests and termly written assessments throughout the year, and also sit the annual American National Greek Examination in February at various levels, depending on their progress in Greek.
Western Classics
A ‘classic’ is a work of the human imagination that has not only stood the test of time, but has been judged by successive generations to be worthy of preservation because of its intrinsic merits. The study of the Greco-Roman writers has been considered the mark of the educated person for over twenty-five centuries and it is only very recently that they have ceased to be the foundation of a western liberal education. The Greco-Roman literary tradition forms the
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heart of western civilization. It is through the study of these classics that students can connect with the very fountainhead from which so much thought and creativity has sprung and become truly culturally literate.
Western Classics courses are offered to Grade 6 students as a weekly CCA and to Grade 7 and 8 students as part of the Hao Xue programme. These courses aim to delve into the cultures and works of the great civilizations of the ancient Greeks and Romans in English translation. Students study a range of topics from Greek and Roman daily life in an engaging, collaborative and interactive way. In Grade 6, students cover topics such as Greek mythology and the legacy of the Romans. In Grade 7 and 8, students study various aspects of Greek and Roman civilization in greater depth. As a result, students will develop an understanding and appreciation not only of how the ancient Greeks and Romans lived, but also of the differences and similarities between these ancient civilizations and their own. In addition, students will gain an insight into the outstanding legacies and valuable contributions of the ancient Greeks and Romans to our world today.
Comparative Politics 比較政治
This is a two-year course focusing on questions of power, sovereignty, legitimacy, and human rights. Student study these concepts through a bilingual and bicultural learning model with half of the classes delivered in Putonghua and half in English. Students are encouraged to develop and defend their own viewpoints, think deeply, question and debate, and to consider these fundamental concepts from different perspectives.
Students will explore questions like ‘What are the different types of power?’, ‘How do governments gain legitimacy?’, ‘What is “state sovereignty” and what are the challenges to it?’, ‘Are human rights inalienable?’, and ‘What do we mean by “peace”, “conflict” and “violence”?’.
This course would suit a student who enjoys thinking about and discussing questions of right and wrong, and who is interested in the world around them. It touches on the aspects of history, geography, economics and philosophy, centering on the relationship of individuals with those who govern them.
As well as helping students prepare for the related IB DP subjects, Comparative Politics will also be of benefit to students who are considering studying history or social science at university.
為期兩年的全球政治課程主要探討權力、主權、合法性和人權等議題。課程以雙語及雙文化的教學模式進行。一半以普通話教授，一半以英語教授。課程鼓勵學生建立自己的觀點，培養深入思考、發問與辯論，以及從多角度探討基本概念的能力。
學生將會探討「權力分哪幾種？」、「政府如何才能得到其合法性？」、「何謂『國家主權』？它正面對甚麼的挑戰？」、「人權是否不可剝奪？」以及「和平、衝突與暴力對我們的意義為何？」等議題。
這個課程適合有興趣思考和討論對與錯，以及關心國際事務的學生報讀。此課程涉獵多個範疇，涵蓋歷史、地理、經濟和哲學，集中探討個人與管治者之間的關係。
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全球政治課程除了為學生就國際文憑大學預科項目的相關學科做好準備，同時亦為有意在大學修讀歷史或社會科學的學生們打下穩固的基礎。
Environmental Studies
The Shuyuan Environmental Studies course is a two-year course that allows students to engage with environmental issues from a variety of perspectives. This course covers topics that are not covered in the MYP curriculum, and emphasizes the importance of an interdisciplinary approach for environmental understanding. Environmental Studies expands the scope of traditional environmental science by asking students to engage with the larger theoretical framework of how humans understand their relationship to the environment, and the way in which this shapes science, policy, and culture. The aims of the course are to:
Build a conceptual understanding of the environment and contemporary environmental issues from local and global perspectives
Transfer learned skills and knowledge across different disciplines and fields of study in the context of the environment
Gain the confidence to ask challenging questions and think creatively Develop a rich historical, cultural, and scientific and understanding of
environmentalism
Build upon key environmental science research and communication skills Articulate ideas coherently and effectively in oral and written work
Topics studied in this course include environmental history, environmental politics, resource management, climate science, environmental ethics, and environmental justice. Students will engage with these topics through a number of cross disciplinary modules and project based learning opportunities that combine research, communication, and presentation skills. The Environmental Studies course will also equip students with Geographic Information Systems technology skills as a way to engage with environmental issues through spatial data analysis. The course will culminate in a long-term interdisciplinary or GIS-based research paper or project. By the end of this course, students will be grounded in the theory of environmental studies, and equipped with the scientific and communication tools needed to address the conceptual and practical environmental issues of today.
Science and Discovery
The word ‘science’ comes from the Latin word scio (I know) and scientia (knowledge). It is the human impulse for knowledge that has driven scientific enquiry throughout the ages. Some of the best scientists were Renaissance men and women who did not see artificial divisions between subject areas, but rather appreciated how skills and insights are transferable and synthesized to achieve groundbreaking insights and discoveries. It is this humanistic approach to doing science that lies at the heart of the Shuyuan Science and Discovery Program. We are entering an age in which our technologies are surpassing our ability to control them, thus requiring a more thoughtful and ethical approach. The ISF Academy’s mission and core values stress thoughtful scholarship, critical thinking, and the building of life skills through experiential learning, all of which inform all activities. As the 21st
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century progresses, a strong foundation in the sciences and thoughtful scientific exploration is becoming increasingly necessary to solve problems that defy a simple solution or traditional scientific thinking.
The two signature programs are for students to conduct individual research in one of two dedicated science laboratories: Molecular Biology and Physics/Nanotechnology.
Students are also able to work in the Shuyuan Makerspace on designs and projects that go beyond their MYP course work.
Computer Science
This two-year course for Grade 9 and 10 is a school-based course providing hands-on experiences with computation. By exploring fields from computational art to data science to computer systems, students will learn the computational concepts that are foundational to the discipline of computer science. Throughout the explorations, students will gain confidence in the practices of computational thinking and programming by creating personally meaningful projects. Python will be used as the primary programming language though students will also experience reading and writing code in an assembly language. Further, students will learn to use tools that are central to the practical world of computer science like git, GitHub, and Jupyter notebooks. By engaging with real-world applications of computer science, students will engage with the ethical issues surrounding technological development like surveillance, automation, and algorithmic bias.
This course will allow students to integrate computational thinking into their lives by utilizing programming to create projects and solve problems both in and out of school. Additionally, this course will prepare students to enter higher-level computer science courses at the secondary and tertiary level.
Land-based Robotics
The Land-based Robotics course at The ISF Academy teaches students the fundamentals of mechanical and electronic systems which are essential to robot design and construction. In this course, students will be learning not only robotics mechanics but also other skills like programming and sensor control functions which allow for a variety of complex operations.
Mathematics for Engineering
This is a two-year course focusing on learning applied mathematics for engineering. The course covers calculus, vector analysis, matrices, applied data science, and their application on mechanics, electronics, and other engineering fundamentals. There are many branches in engineering and students have the opportunity to work on an engineering application of their choosing in the second year of the course.
There are several possible engineering projects that will allow for long-term study. The ISF Academy also works closely with several local universities and students will be introduced to relevant programs throughout the course.
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This course also allows students to explore topics that can be used for MYP Personal Projects and/or DP Extended Essays.
Underwater Robotics
The Underwater Robotics course is offered after school. Working in teams, students build underwater robots and test them in our dedicated water tank. Students will be learning how to design, build and control a robot in an underwater environment, and to learn the mechanical, electrical controls and sensor functions to perform the required tasks under water. Once the basic frame of the robot is built, students will be testing their robots to perform simple tasks. Our goal is to use our own robots to conduct scientific research in Hong Kong waters.
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University Guidance and Careers Program
Overview
The University Guidance and Careers (UGC) team starts preparing students from Grade 9 for their post-secondary school plans on an individual basis using reviews of personal academic aptitude and personal interests. This is complemented by UGC lessons, one-to-one guidance and exploration of higher education options and future careers, different university application systems, and educational talks in relation to students’ options and post-secondary plans. Students use the online career exploration platform, Unifrog to build up a personal profile to facilitate their identification of ‘best-fit’ choice in terms of future pathways.
Course Outline
UGC organizes opportunities for all students to attend university fairs, talks and taster lectures in school and for parents of all grades to participate in forums, dedicated parents’ evenings and special events like on how to prepare for summer enrichment programs. It also publicizes to the school community higher education events in and outside of the school through a weekly newsletter and events calendar on the UGC website which contains multiple electronic resources. In addition, students and parents are welcome to reach out to the UGC team for individual advice.
A pivotal point in the UGC curriculum is in the first term of Grade 10 when the students select their IB Diploma subject options at either Higher or Standard Level. UGC starts by evaluating reports generated from the personality, educational and career assessments completed on Ciaflo, an online university research platform platform which provides online tools for comprehensive career and college counselling. Triangulating the school’s internal reporting processes, the student’s PSAT test score together with their Cialfo results enables the UGC Counselors to give highly personalized guidance that matches the student’s abilities with their chosen academic areas of interest.
Another critical point during Grade 11 is when UGC begins guidance on researching universities, admissions procedures and requirements. All Grade 11 students are offered at least two individual meetings with their UGC Counselor to discuss university, gap year and future career options. Parents are welcome to join these meetings by invitation. The UGC Counselor’s recommendations are shared with the Grade Level Leader, the student and their parents. This, together with the UGC team’s (and parents’) monitoring of university research on the Cialfo platform ensures all stakeholders involved with helping the student find their ‘best-fit’ university choice can play a full and informed supporting role.
Work on C.V. college essay and personal statement writing reach a high point in the third term when students are expected to have at least one completed draft ready for use in their actual application. Further support in the form of Counselor-run weekend writing boot-camps
In the first term of Grade 12 , UGC’s focus is on supporting students to submit their completed university applications well ahead of external deadlines. Meetings with students and their parents are frequent as university choices are being finalized. Furthermore, every application is checked by a UGC Counselor with the student. In addition, interview practice sessions with
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UGC team members and teaching faculty are offered to students who are invited to attend university admissions interviews.
For Grade 12 students, in terms two and three, students receive their university decisions and the focus of UGC teaching switches from making applications to transitioning well into university studies and living independently. This final part of the UGC curriculum is student-directed, allowing the Grade 12s to select topics they want to explore during the remaining UGC lessons. The UGC Counselors will continue to provide support and guidance in navigating the decisions that need to be made once students have reviewed their university offers. All Students are assisted in making informed decisions based on the approach of ‘best-fit’, family preferences, and considerations such as scholarships or financial assistance.