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Australian International Academy of Education

IB Middle Years Programme

2011 Curriculum Information & Assessment

Handbook

AIA - Melbourne Senior Campus

AIA MSC – Middle School Curriculum Information & Assessment Handbook 2011

2

Table of Contents Introduction 3

AIA Profile 4

AIA Vision & Vision Objectives 4

The IB Learner Profile 5

Bell Times 6

Staff Contact List 6

Curriculum Areas of Study 7

Advanced Learning Programme 7

Subject Time Allocation 8

Uniform Policy 11

Homework Policy 12

Student Attendance & Punctuality 12

Student Supervision 12

Student Promotion Policy 13

Student Awards Policy 13

Student Welfare 13

Communication between Home and School 14

Assessment & Reporting 14

MYP Assessment 15

Islamic Studies 16

Language A 20

Language B Foundation 24

Language B Standard 27

Language B Advanced 30

Humanities 35

Mathematics 38

Arts 43

Sciences 48

Physical Education 52

Technology 57

Grade Boundaries and Final Grades 60

General Grade Descriptors 61

Glossary of MYP Terms 62

Information contained in this handbook is sourced from: © International Baccalaureate Organization & the MYP Coordinator’s Handbook -

2009 Compiled by: Gafiah Dickinson - 2009

http://xmltwo.ibo.org/publications/migrated/production-app.ibo.org/publication/124/copyright.html


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Introduction

Dear Parents and Students,

The curriculum for AIA is provided by the International Baccalaureate Organisation (IBO). The Middle Years Programme (MYP) was adopted in 2000 as the curriculum framework for students Years 6 to Year 10 at AIA. It is undertaken by all students in the Middle School. At the end of Year 10, students who meet all the requirements of the MYP will be awarded an MYP completion certificate by AIA and/or also a completion certificate by the IBO.

The International Baccalaureate Middle Years Programme Curriculum Guidelines (Years 6-10) is designed to give you an overview of the curriculum and learning opportunities that are available at AIA over the five years of the

programme.

The MYP provides a common framework that is consistent across all levels and areas of study. It is a student centred programme based on the unique needs and characteristics of adolescents. The programme engages and motivates students to reach their highest potential and helps shape their character. It is a programme that provides discipline, challenging standards, skills development, creativity and flexibility to help students become self reliant and responsible world citizens.

The MYP curriculum model places the student at the centre and has a philosophy that promotes the education of the whole person and the ―connectedness‖ of learning.

The MYP places a strong emphasis on the individual areas of study and the links between these through

thinking, both critical and creative, about ideas and behaviours. It includes problem solving and analysis,

clarification and discussion of personal beliefs and standards on which decisions are made. It also leads to

critical thinking and action.

Please contact one of the following staff members if you have any questions about the MYP curriculum.

Gafiah Dickinson Serpil Hotin

Head of Middle School & MYP Coordinator Assistant MYP Coordinator Telephone: 03 9350-4533


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The Australian International Academy Profile

The Australian International Academy (AIA) is an equal opportunity educational institution dedicated to the

provision of high quality education for students from Kindergarten to Year 12 matriculation in Australia and

internationally. The head office of the AIA is in Melbourne, Australia.

The AIA grew out of the establishment of the first school in Australia tailored to the needs of Muslim students in

Coburg, Melbourne in 1983. Since its initial buildings in Coburg (a suburb about 10km north of Melbourne CBD

had been purchased in 1982 through a donation from the late King Khalid of Saudi Arabia., it was named the

King Khalid Islamic College of Victoria. The secondary component of the school started in 1991 at the Coburg

site, and in 1995 a second campus was opened in the nearby suburb of Merlynston (about 12km north of

Melbourne). The first Year 12VCE (Victorian Certificate of Education) class graduated in 1995, and the first Year

12IB (International Baccalaureate) Diploma class in 1996.

In 2006 the name of the school was changed to the Australian International Academy. In that same year the AIA

opened a new campus, the Australian School of Abu Dhabi in the United Arab Emirates, and also took over the

Noor al Houda School in Sydney, which is now known as the AIA – Sydney Campus.

The Academy’s population is made of students from a wide range of ethnic and cultural backgrounds including

Arab, Turkish, Indian, Pakistani, Bangladeshi, Indonesian, Malaysian, Somali British, European, South African

and others. Overseas students are accepted as well as local residents. The Academy staff is likewise composed of

a rich international mixture which includes Muslim and non Muslim staff.

The Academy Vision

The Academy Vision is to have graduates who are well prepared and self motivated to advance and to participate effectively as world citizens with Muslim values.

Having such a vision in mind, the Academy is offering a broader and well balanced curriculum with global perspectives to students in junior, secondary and post compulsory levels. In a Muslim environment, Islamic Education and extracurricular components complement the general education programme to produce a comprehensive contemporary curriculum that satisfies students’ needs and realises the vision.

Vision Objectives

To realise this Vision, the Academy is working towards the following nine objectives:

- To develop the curriculum to cater for the growing needs of all students - To widen the focus and the scope of all programmes to go beyond the local or the regional aims

to global perspectives. - To develop extracurricular programmes that complements the general curriculum and encourages

creativity, innovation, involvement in service for the community, participation in sports, and concern for the environment.

- To develop and maintain a school environment where every student has the opportunity to learn to his/her fullest potential and to enjoy his/her school days without discrimination or undue pressure.

- To develop appropriate teaching practices and promote contemporary approaches to learning that encourage students to build self confidence and develop their talents and inner personal skills.

- To build in students the proper character that exemplifies desirable Values and shows respect and tolerance to other opinions and appreciation to differing cultures and religions.

- To develop and optimize educational opportunities, resources, and facilities to cope with all challenges brought about by the technology age.

- To improve and optimize working conditions for the Academy employees and develop effective recruitment and selection procedures to attract and appoint good quality candidates, and

- To develop and improve its administrative and financial systems to deliver services efficiently and

effectively and to achieve optimum results.


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The IB Learner Profile

IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and

social growth through all domains of knowledge. By focusing on the dynamic combination of knowledge, skills,

independent critical and creative thought and international-mindedness, the IBO espouses the principle of

educating the whole person for a life of active, responsible citizenship. Underlying the three programmes is the

concept of education of the whole person as a lifelong process. The learner profile is a profile of the whole person

as a lifelong learner.

The aim of all IB programmes is to develop internationally minded people who, recognizing their common

humanity and shared guardianship of the planet help to create a better and more peaceful world.

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and

research and show independence in learning. They actively enjoy learning and this love of

learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing,

they acquire in-depth knowledge and develop understanding across a broad and balanced

range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and

approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more

than one language and in a variety of modes of communication. They work effectively and

willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the

dignity of the individual, groups and communities. They take responsibility for their own

actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the

perspectives, values and traditions of other individuals and communities. They are accustomed

to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They

have a personal commitment to service, and act to make a positive difference to the lives of

others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have

the independence of spirit to explore new roles, ideas and strategies. They are brave and

articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve

personal wellbeing for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to

assess and understand their strengths and limitations in order to support their learning and

personal development.


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Bell Times

8.33 am Locker bell

8.40 – 8.46 Form assembly 6 mins

8.46 – 9.30 Period 1 43 mins

9.30 – 10.14 Period 2 44 mins

10.14 – 10.58 Period 3 44 mins

10.58 – 11.18 Recess 20 mins

1.59 – 2.42 Period 4 43 mins

12.08 – 12.51 Period 5 43 mins

12.51 – 1.51 Lunch/ Prayer 60 mins

1.59 – 2.42 Period 6 43 mins

2.42 – 3.25 Period 7 43 mins

Thursday no period 7

3.25 – 3.30 Form assembly 5 mins

Staff Contact List

School Telephone 9350-4533

Head of Middle School & MYP Coordinator Gafiah Dickinson

Assistant Head of Middle School & MYP Coordinator Ron Mitrovski

Student Counsellors & Welfare Belal Assaad & Sandra Hill

Special Needs & ESL Coordinator Mujgan Gocmen

Year 6 Coordinator Serin Sezer

Year 7 Coordinator Irene Kakoulis

Year 8 Coordinator Mahmoud Sammak

Year 9 Coordinator Walid Bamirny

School Nurse Anisa Olivier


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Curriculum Areas of Study

At AIA there are nine areas of learning

Language A English (our language of instruction)

Language B French ,Arabic, Turkish French

Humanities History ,Geography, Civics and Citizenship

Islamic Studies

Mathematics

Arts Visual Arts (Art & Design), Performing Arts Elective(Music), Materials Technology, Food Technology

Sciences General Science, Physics, Chemistry and Biology

Physical Education and Extra Curricular Sports

Inter School Sports Competitions Galway Schools Competitions Community Active Sports

Technology ICT

Advanced Learning Programme for Years 7, 8 AND 9

The Advanced learning programme is directed towards developing in young people those skills, competencies,

understandings, and attributes which equip them to be innovative, and to identify, create, initiate, and successfully manage personal, community, and further opportunities, including working for themselves. The purpose of Advanced Learning at AIA is to support students to develop broad personal and lifelong skills that will equip them for the challenges that school, work and life present.

Aims of the Enterprise Program: • To provide a challenging program for academically able students and to support the development of skills

which allows them to work with like-minded individuals

• To create a stimulating learning environment that engages and inspires students in their learning and to

promote independent and responsible study habits

• To give able students the opportunity to develop to their full potential in all their capabilities by promoting

active engagement that will produce high standard outcomes

Advanced Learning Skills

IB Learner Profile Attributes

• Using initiative and drive Risk takers • Being creative and innovative Inquirers, Thinkers, Knowledgeable • Planning and organising

• Being positive and flexible Open-minded • Making decisions and solving problems Thinkers , Principled • Communicating and negating Communicators • Managing resources and people Caring • Working cooperatively Balanced • Reviewing and assessing Reflective


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Subject Time Allocation

Year 6 Area of Study Subject Lessons

Language A English 7

Language B Arabic/Turkish/French 4

Humanities History/Geography/Civics & Citizenship 3

Islamic Studies 4

Mathematics Mathematics 7

Arts Visual Arts/Design/2D&3D Art/Mixed Media Performing Arts - Drama

2

Sciences General Science 2

Physical Education& Sports Physical Education/Health/Sports 2

Technology Technology 2

Personal Development Health & Well being 1





Islamic Studies 4


Arts Visual Arts/ Design/2D&3D Art/Mixed Media Performing Arts - Drama

2



Technology Computer Technology 2






Islamic Studies 4


Arts Visual Arts/Music(Islamic Nasheed)/Design/2D&3D

Art/Mixed Media

2






9





Islamic Studies 4


Arts Visual Arts/Music(Islamic Nasheed)/Design/2D&3D Art/Mixed Media

2

Sciences Science 4


and

Career Development


Students studying in Year 9 at AIA must gain a minimum of 19 Credit Points by the end of the year in order

to be considered for promotion to Year 10 at the Academy.

CORE SUBJECTS CREDIT POINTS

English 2

Mathematics 2

Islamic Studies & Quran 2

Sciences 2

Humanities 2

Language B (French /Arabic, or

Turkish)

2

Physical Education 2

Total Credit Points 14

CREDIT POINTS PER

SEMESTER

SEMESTER 1 SEMESTER 2

Core Subjects 7 7

Options Component 2 2

Project Component 1 1

Community and Service

Component

1 1

Extra Curricular Activities

Component

1 1

Total Credit Points 12 12

Options Component In addition to the above mentioned core units, students must do additional units (options) from a wide range of

subjects such as the following (Debating, Drama, Home Economics, Ceramics, Woodwork, Film & Media,

Graphics, Visual Communication & Design, Information & Technology. Students complete 2 options/subjects

each semester. – one option/subject = 1 Credit Points.


10





Islamic Studies 4


Arts Visual Arts/Music(Islamic Nasheed)/Design/2D&3D Art/Mixed Media

2

Sciences Science 4

VCE Sample Units Legal Studies, Business Management, International Politics

4

and

Career Development


Students studying in Year 10 at AIA must gain a minimum of 19 Credit Points by the end of the year in

order to be considered for promotion to Year 11 at the Academy.

CORE SUBJECTS CREDIT POINTS

English 2

Mathematics 2

Islamic Studies 2

Sciences 2

Humanities 2

Language B (French /Arabic, or

Turkish)

2

Arts 1

Technology 1

Total Credit Points 14

CREDIT POINTS PER

SEMESTER

SEMESTER 1 SEMESTER 2

Core Subjects 7 7

Options Component 1 1

Personal Project Component 1(progress) 1(completed)

Community and Service

Component

1 1

Extra Curricular Activities

Component

1 1

Work Experience 0 1

Total Credit Points 11 12

Options Component In addition to the above mentioned core units, students must select additional units/options from the following

areas: (Business Management 1, Legal Studies 1, International Politics 1 or Maths Extension. Students complete

1subjects each semester. – one subject = 1 Credit Points.


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Uniform Policy

1. All students are required to wear the Academy uniform whilst at, and travelling to and from the Academy. 2. Full school uniform including the blazer must be worn at after-school detention. 3. Uniforms must be kept neat, clean and in good condition at all times. 4. The uniform is to be properly presented and worn correctly at all times.

Shirts must always be kept tucked in.

Jumpers are not to be worn around the waist.

Singlets, T-shirts, etc., should not be seen below sleeves of shirts or at neck level of shirts.

The uniform is not permitted to be worn with `non-uniform’ clothing.

5. Each student should own the Academy blazer for use throughout the year, including summer. The blazer must be worn for all official Academy functions, whether on or off campus. This arrangement may only be varied by an official announcement.

6. The blazer must be worn to school and kept on until the end of assemblies every morning. The blazer must also be worn home in the afternoon. This arrangement may only be varied by an official announcement.

7. The Academy jumper is not acceptable as an outer garment off campus. 8. Blue scarves and gloves may be worn during the winter months. 9. Shoes must be black leather lace-up. Girls are not permitted to have heels higher than 3 cm. Runners,

boots and shoes with buckles are not regulation school shoes. 10. Boys must wear long grey school trousers.

11. The Academy tie is to be worn at all times unless varied by an official announcement. The collar button on the shirt should be done up and the tie should cover the top button.

12. The P.E. uniform must not be worn to school and may only be worn home with special permission. Students may only change between school uniform and P.E. uniform at the times designated.

13. Jewellery other than a watch is not permitted. Items that cannot be removed must be covered. 14. Make-up and nail polish are not permitted. 15. Extreme hairstyles are not permitted, e.g. undercuts or long hair on boys. Boys' hair should be of an

acceptable length and kept clean and tidy. Hair should be kept in its natural colour and be free of all hair product. The ultimate judgement on the appropriate hairstyle must rest with the Academy Senior Administration and nobody else.

A student who attends school without full, correct uniform must report immediately to their Year Level Coordinator.

Breach of uniform policy:

1. A written note in the student’s planner and signed by a parent is required on the day that the student is out of uniform.

2. Students who breach the Academy uniform policy will: a. be issued with a uniform pass for the first breach providing they have an acceptable reason. b. be issued with an after-school detention for the second breach.

3. If a student regularly breaches the uniform policy, the school will contact the parents and ask that the student be collected from the campus or bring the correct item of clothing to the school. The student will not be permitted to go into class until they are in full and correct uniform.

It is Academy policy that all students must attend school in their full school uniforms. Parents are advised to have a change of uniform so that one may be worn while the other is being cleaned. A complete list of the

uniform requirements is also outlined in the Student Planner.


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Homework Policy

Every student is expected to do homework each night, whether it is written work, revision of the day’s lessons, memorisation of Quran, wider reading, research, or private study. Students are expected to write their homework in their school diaries and parents are asked to check and sign these regularly. Parents are also urged to encourage regular habits of homework and support their children in developing a sensible routine. Providing the right conditions for home study is important and if possible students should have:

A room to him/herself or at least an area away from distractions such as TV

A desk or table

Good lighting

A comfortable chair (not too comfortable)

It is important that all students appreciate the need to submit their work on time and that work submitted is neat and presentable. The following are guidelines for home study: Years 6 - 7 1 to 1.5 hours every day, at least 5 sessions per week Years 8 - 9 1.5 to 2 hours every day, at least 5 sessions per week

Student Attendance and Punctuality Student Absences:

Students are required to supply a written note signed by a parent explaining any absence from school immediately upon return. In addition we would appreciate a phone call concerning any absence longer than two days. Overseas Travel: Students intending to travel overseas during the academic year must seek approval from the Academy. Overseas students are required to be at the Academy for the academic year. All Years 9 to 11 students, including overseas students, who are promoted to the following levels, must attend the Induction Program at the end of the year.

Early Dismissals:

In cases where a student is to be dismissed before the official end of day assembly, a written note signed by a

parent must be provided to the Year Level Coordinator. Then, they are to report to the office and sign out before leaving the college grounds. If a student is to be collected from school, the parent is to report to the office.

Lateness:

Students are expected to be at the Academy by 8:30am. Students arriving late during form assembly are required to report to the Year Level Coordinator first and obtain a late pass. Students arriving after form assembly must report to the office and have their Planners stamped with the time of

arrival. This needs to be shown to the class teacher before being admitted to class.

Where a valid reason exists for a student not being able to attend school at the required time, the parent should

inform the Year Level Coordinator via a signed note or telephone call.

Students who breach the punctuality policy will:

Be issued a warning for the first offence.

Be issued an after-school detention for the second offence.

Frequent breaches of the punctuality / attendance policies will require a parent interview.

Student Supervision Formal supervision of the school ground is carried out by staff members on school days from 8:30 am to 4.00 pm (Secondary). Students playing in the school ground outside supervised times do so without permission from parents and senior staff. Students are not permitted to remain in classrooms during recesses, lunchtimes, before or after school, unless supervised by a teacher.


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Student Promotion Policy

Students are not promoted automatically at AIA. The Academy reserves the right not to promote a student if such an action is not in the best interest of the student and the Academy. For students to be promoted they have to demonstrate the following:

Satisfactory progress.

Completion of all work requirements.

A pass in all subjects.

A willingness to work to full potential.

Positive attitude and behaviour towards staff and peers.

An appropriate level of maturity.

In certain cases where a student's behaviour and/or level of commitment to study have caused serious concern, the Academy may grant provisional promotion with certain conditions to be met by parents and the student.

Student Awards Policy Certificates and prizes are presented to students at all year levels during a special General Assembly and/or

Level Assembly at both mid-year and end-of-year.

Awards and prizes are presented to students in a number of categories e.g. academic achievements, contribution

to sport, involvement in community and service, participation in co-curricular activities and exemplary display of

Islamic character.

To be eligible for an award and/or prize, students must satisfy a set of criteria for each award category. The

school’s Awards Committee will consider all nominations and put its recommendations to the Campus Head,

whose decision is final.

The presentation of awards gives the whole school community an opportunity to celebrate the many outstanding

achievements of its students and create an environment in which students realize that their efforts and special

contributions will be acknowledged and rewarded by the Academy.

The following are some of the Award Categories: • Most Improved Student Award

• Quran Kareem Awards • Islamic Excellence Award • Academic Achievement Award • Sports Award • Community & Service Award • Good Conduct Award • Special Achievement Award

• Certificate of Merit • Subject Studies Prizes

Student Welfare The Student Welfare Office looks after the well being of the students from Years 6 to 12. We have counsellors in the school who are available to assist students with any problems they may have with regards to study skills, communicating with peers, teachers and family. Parents are welcome to contact the Year Level Coordinator to arrange a meeting with school

counsellors if they have concerns about their children. The Student Counsellor also has a number of specialist therapists who students can be referred to in consultation with parents. The Student Welfare Office also runs Social Skills Training Groups for students who need assistance with getting the most out of their education both socially and academically.


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Communication between Home and School

Parents form a partnership with the school in the educational development of children. The AIA maintains close contacts with parents with the aim of keeping them closely informed on the progress of their children. This is done in a number of formal and informal ways, including: Student Reports: Reports on student progress are issued to parents four times each year. Major Reports follow formal assessment in Terms 2 and 4 and Interim reports are issued in Terms 1 and 3. Parent Interviews: All parents are encouraged to meet with each of their children's teachers at the end of Terms 1 and 3. Student Interviews: Students are requested to attend interviews with Coordinators and senior staff whenever necessary. Furthermore students are interviewed with parents at the end of Term 2 and 4 if any problems are evident in reports. Coordinator Contact: Coordinators request interviews if any problem arises Information Sessions: are arranged at all year levels early in the year, and when consideration has to be given about specific programmes. Newsletters & Bulletins: these are sent home every month with notification of dates and information Academy Magazine: All families receive a copy of the annual magazine which contains a great deal of information about the year’s activities & programmes. Student Planners: Student Planners are used as a means of communication as well as a record of work.

Assessment and Reporting

All students will be expected to complete a range of assignments, reports, projects and portfolios, to meet specified deadlines within each study. Students will be given a handout on all the dates and deadlines for each study. In addition, tests and semester examinations will be used in some studies to assess a variety of skills and knowledge. Student progress is constantly monitored throughout the year and the following reports to parents are prepared for each student:

End of Term 1: Interim Report - Single report covering progress in all subjects for term 1.

These reports must be collected personally by a parent or guardian of the student on Reporting Day. All teachers will be available for interviews from 9:00 am until 5:00 pm on Reporting Day. Midyear: Semester 1 Report – Comprehensive individual reports for each subject with written comments by the classroom teacher. These reports must be collected from the school personally by a parent or guardian of the student on the last day of term 2. End of Term 3: Interim Report - Single report covering progress in all subjects for term 1. These reports must be collected personally by a parent or guardian of the student on Reporting Day. All teachers will be available for interviews from 9:00 am until 5:00 pm on Reporting Day. End of year: Semester 2 Report – Comprehensive individual reports for each subject with written comments by the classroom teacher. These reports must be collected from the school personally by a parent or guardian of the student on the last week of term 4. In addition, Mid-term Cyclic Profiles on the progress of each student are submitted for reviewing by the Director, School Heads, and Year Level Coordinators in the middle of each term. Where there are concerns about academic progress or work attitude, parents may be contacted in relation to these Student Profiles.

Dates and Deadlines

Dates and deadlines for Work Requirements are published by the subject teachers and students are informed.

It is the responsibility of all students to observe and meet all the deadlines in all subjects. Subject teachers

will not accept any work or assessment tasks after the set date.

Extension of Time

If students have a genuine reason for an extension of time they must report to the coordinator to lodge an application of extension of time. At least 24 hours notice is required before the due date.

Moderation The task of moderation rests with each faculty. Faculties plan exercises with assurance that these will be implemented appropriately and that students and staff are confident that the results provided are valid and reliable, according to the MYP criteria. The process will generally involve a number of teachers reviewing a sample of students’ marked work to determine whether the marking was consistent with the assessment criteria and undertaken at the appropriate standard. A moderation interval takes place at least once or twice each year.


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MYP Assessment

Teaching methodologies and assessment employed at AIA have evolved to reflect both lBO requirements and excellence in middle schooling since the introduction of the MYP at AIA since 2000.

The emphasis on assessment in the Middle Years is on utilizing assessment as a tool to objectively and

constructively give students information on their performance against a set of criteria peculiar to the

task/subject. The levels of achievement in each criterion provide a means of monitoring the student

against internationally recognized standards and providing students with a scaffold on which to further

develop their skills.

The MYP Curriculum

The MYP curriculum model is one based on a thorough involvement in each of the eight subject areas identified in the model below including the study of a second language. The model is unique in that it encourages interdisciplinary interaction by means of the 'Areas of Interaction'. The Areas of Interaction (Health & Social Education, Human Ingenuity, Community and Service, Approaches to Learning and Environments) form the basis for interdisciplinary teaching and give a special focus for the subjects throughout the MYP.

Students in their final year of the MYP (Year 10 at AIA) complete a major self-directed project called the Personal Project; which is researched and developed in conjunction with a staff member acting as a mentor. The

Personal Project carries the same weight as a full subject.

Criteria and Achievement Levels

Each of the nine subject areas detailed on the following pages has a number of criteria

specific to the subject, which form the basis of assessment in the subject. Each of these

criteria has associated with it levels of achievement and associated descriptors by which

the student's work is assessed.

Teachers will set tasks to address one or more criteria and will assess students against the pertinent criteria by matching the student's performance against the descriptor that best

reflects the performance of the student.

Most criteria identify two levels against each descriptor to discriminate between higher and

lower levels of attainment in each level.

The student's final grade (1-7) is established by totalling the levels for each subject and applying

the IB grade boundaries (pages 27 and 28). This grade is then cross-referenced with the general

grade descriptor (page 28) to ensure it is an appropriate reflection of the student's achievement.

The descriptors and criteria published in this guide have not been changed AIA and represent the

international standard that all MYP schools adhere to.

COMPUTER TECHNOLOGY ARTS & DESIGN

TECHNOLOGY

HISTORY &

GEOGRAPHY

ENGLISH

ARABIC TURKISH FRENCH

PHYSICAL EDUCATION SPORTS HEALTH & WELL-BEING

BIOLOGY CHEMISTRY

VISUAL ARTS DRAMA


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Islamic Studies & Quran Islamic education seeks to transmit the revealed & acquired knowledge to our young generation of Australian Muslims, and to inculcate in them Islamic values that will guide them & lead them into a healthy, well adjusted life whereby they contribute to the growth of the society in which they live.

AIMS The need to cater for the education of Australian Muslim children is of utmost importance and by doing so we seek to:

Preserve our Islamic culture and identity.

To prepare the student for life with a clear consciousness of his/her role

To instill a deep sense of belonging to Islam

Provide an Islamic environment where students are comfortable and free to practice Islam and

enhance their faith and Islamic knowledge.

Teach Islamic civilization, history and Islamic achievements.

Develop tolerance and ability to participate effectively in society.

Develop good Australian Muslim citizens.

Assessment Criteria Criterion A: Knowledge (Maximum 10)

Knowledge is fundamental to Islamic Studies, and forms the base from which to explore concepts and develop skills. Knowledge and understanding can be assessed through a wide variety of tasks that involve factual recall or description, and explanation. Tasks may include tests, examinations, written assignments, oral interviews and presentations, extended writing, projects and exhibits.

Achievement

Level

Level Descriptor

0 The student does not reach a standard described by any of the descriptors given below.

1-2 The use of terminology is inconsistent or incorrect. Facts and examples are either absent, or those used are irrelevant or do not show understanding. The student provides descriptions that are inaccurate or that have insufficient detail; explanations are absent or superficial.

3-4 The use of terminology is mostly accurate and usually appropriate, though some errors remain. Facts and examples used are mostly relevant, and usually show understanding. The student provides basic

descriptions that may need more detail; explanations are usually adequate but sometimes superficial.

5-6 Terminology is used accurately and appropriately. Relevant facts and examples are used to show

understanding. The student provides accurate descriptions; explanations are adequate but not well developed

7-8 A range of terminology is used accurately and appropriately. A range of relevant facts and examples are used

to show understanding. The student provides accurate and detailed descriptions; explanations are developed.

9-10 The student shows an excellent command of a wide range of terminology, and uses it appropriately. An

extensive range of relevant facts and examples are used to show understanding. Descriptions are accurate and detailed and explanations are fully developed.


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Criterion B: Concepts (Maximum 10)

Concepts are powerful ideas that have relevance within and across the MYP, and students must explore and re-explore these in order to develop understanding. Students develop their understanding of a concept to increasing levels of sophistication by applying acquired knowledge and skills. Assessment tasks should allow students to demonstrate and apply the full extent of their understanding of the concepts specified within, or across, disciplines. It is not intended that any one piece of work will assess all of the humanities concepts (time, place and space, change, systems, and global awareness). Suggested tasks for assessment include extended writing, oral presentations, research projects, case studies, essays and tests, and must give students the opportunity to demonstrate the requirements of the highest level descriptor.

Criterion C: Skills (Maximum10) The development of skills in humanities is critical in enabling the student to undertake research and demonstrate an understanding of knowledge and concepts. Developments in the student’s technical, analytical, decision-making and investigative skills will be invaluable in transferring these skills to other subject groups in the MYP, and for lifelong learning. Assessment tasks may give the student the opportunity to demonstrate one or more of the skills described in the objectives. Tasks for assessment may include fieldwork, data analysis, and map analysis, evaluation of sources and/or evidence, a research paper or similar piece of extended writing, case studies, and oral

presentations/interviews.

Achievement

Level

Level Descriptor


1-2 Application of concepts is inappropriate. The student may demonstrate some conceptual awareness and understanding by recognizing basic connections to the subject matter.

3-4 Application of concepts is not always appropriate. The student demonstrates conceptual awareness and understanding by describing basic connections to the subject matter.

5-6 Application of concepts is appropriate but superficial. The student demonstrates conceptual awareness and understanding by describing connections to the subject matter. The student attempts to apply concepts to other situations but is not always successful.

7-8 Application of concepts is appropriate and shows some depth. The student demonstrates conceptual awareness and understanding by explaining connections to the subject matter. The student applies

concepts to other situations.

9-10 Application of concepts is appropriate and sophisticated. The student demonstrates conceptual awareness and understanding by explaining in detail connections to the subject matter. The student applies concepts

effectively to other situations.

Achievement Level

Level Descriptor


1-2 The student can select and use some relevant information. The student displays minimal analytical

skills. The student’s arguments, decisions or judgments are not always relevant, or may be absent. The student attempts to carry out investigations, demonstrating few skills.

3-4 The student selects and uses mostly relevant information. The student’s work lacks the required depth in

analysis. The student makes some relevant arguments, decisions or judgments though these are unsupported. The student demonstrates basic investigative skills.

5-6 The student selects and uses relevant information. Work shows satisfactory evidence of analysis.

Arguments, decisions and judgments are supported and balanced but superficial. The student demonstrates adequate investigative skills.

7-8 The student selects and uses a range of relevant information. Work shows a good level of critical analysis. Arguments, decisions and judgments are well supported and balanced. The student

demonstrates effective investigative skills.

9-10 The student selects and uses a wide range of relevant information. Work shows a high level of critical analysis. Arguments, decisions and judgments are fully supported and well balanced. The student

demonstrates sophisticated investigative skills.


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Criterion D: Organization and Presentation (Maximum 8)

Students need to develop the ability to organize and present information and ideas in order to be able to demonstrate their grasp of humanities knowledge, concepts and skills. Criterion D is more suited to assessing extended pieces of work, for example, fieldwork, research projects or essays. Teachers should use only the relevant elements of the descriptors when assessing organization and

presentation.

Schools must ensure that there is a set of recognized conventions for students to adhere to when documenting sources.

Achievement

Level

Level Descriptor


1-2 The student communicates information that may not always be relevant. The student attempts to structure the work, but it may be unclear and/or inappropriate to the format required. Presentation and expression are unclear and imprecise. There may be some evidence of documentation.

3-4 The student communicates information that is mostly relevant. The student attempts to structure and sequence the work but is not always successful. Presentation and expression are occasionally unclear. Sources of information are documented, though there may be omissions or consistent errors in adhering to conventions.

5-6 The student communicates information that is relevant. The student uses a structure appropriate to the task and sequences the content logically. Presentation and expression are clear; attention is paid to the audience and purpose in terms of appropriate language, style and visual representation. Sources of

information are documented, with occasional errors in adhering to conventions.

7-8 The student communicates information that is always relevant. The student organizes information into a well-developed and logical

sequence, appropriate to the format required. Presentation and expression are clear, concise and effective, and the language, style and visual representation used are always appropriate to the audience and purpose. All sources of information are documented according to a recognized convention.


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Islamic Studies Curriculum Overview Year 6 Term 1 Term 2 Term 3 Term 4 Unit Allah’s creation Purification and salaat Lives of the companions Significant Concept(s)

Belief in one God brings about peace and happiness. The Attributes of Allah SWT helps guide human beings to perfect their character. Positive practice is based on strong faith.

Physical and spiritual purifications. Preservation of a health community.

Positive interaction of the early Muslims with their environment.

Year 7 Term 1 Term 2 Term 3 Term 4 Unit Belief in Angles & Books

of Allah (swt) Worship, Fasting Akhlaq (Conduct and

Character) & manners. Akhlaq (Conduct & Character) & Manners

Significant Concept(s)

Belief in the unseen allows for greater vision.

Revelations are a positive force in human development & guidance.

Fasting as a form of worship can bring us close to Allah and extends its benefits to the community.

Our manner & values determine who we are and create a better environment.

Our manner & values determine who we are and create a better environment.

Unit The biography of prophet Muhammad (pbuh)


Human Ingenuity and its ability to galvanise humanity behind revelations.

Year 8 Term 1 Term 2 Term 3 Term 4 Unit Title The Environment The biography of Prophet

Mohammed (pbuh) (Sirah) Lives of the companions


Human guidance throughout the ages Role Model for human development Human beings develop along a continuum of divine messages and Prophets. Ability to inspire enhances human development.

Developing a community and The bonds of brotherhood.

The advancement of society through the companions.

Year 9 Term 1 Term 2 Term 3 Term 4 Unit The sixth article of Faith:

Belief in The Hereafter The Pillars of Islam: Hajj Akhlaq (Conduct &

Character) & Manners The companions: Biographies


Awareness of consequences influences our choices. The result of an individual’s future well-being is a reflection of their own choice of pathway.

That all people are equal human beings. That community togetherness is better than division.

Having high manners & conduct ensures a successful future for me and makes me happier among people.

Identifying historical examples helps me understand my changing environment.

Year 10 Term 1 Term 2 Term 3 Term 4 Unit Destiny Law and Justice in Islam The existence of God Religious Quest


Freedom carries responsibility

Sources moral authority The concept of unity. Pathways to success.


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Language A (English) Language is central to everyday life and plays a vital role in enabling people to find fulfillment in work, in personal relationships, in creative pursuits and in learning. A major aim of our Academy programme is to promote language competence‖ that is, the ability to use language effectively, accurately and creatively with a wide range of audiences and for a wide range of purposes. This is achieved by providing students with opportunities to think, speak, listen, read and write about significant areas

of interest and concern, for real purposes, which are important to them and others.

Aims The aims of the teaching and study of MYP language A are to encourage and enable students to:

• use language as a vehicle for thought, creativity, reflection, learning, self- expression and social interaction develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts • develop critical, creative and personal approaches to studying and analysing literary and non-literary works • engage in literature from a variety of cultures and representing different historical periods • explore and analyse aspects of personal, host and other cultures through literary and non- literary works • engage with information and communication technology in order to explore language

• develop a lifelong interest in reading widely • apply Language A skills and knowledge in a variety of real-life contexts.


How well can the student: understand and analyse language, content, structure, meaning and significance • of both familiar and

previously unseen oral, written and visual texts? compare and contrast works, and connect themes across and within genres? analyse the effects of the author’s choices on an audience? express an informed and independent response to literary and non-literary texts? compose pieces that apply appropriate literary and/or non-literary features to serve the context and

intention? apply language A terminology in context?

Notes • The quality and explanation of supporting material is assessed against criterion A, while the structure, ordering and integration of supporting material are assessed under criterion B.

• The task being assessed against criterion A may involve more than one work or more than one author. • Students should be working with both familiar and previously unseen texts, in order to practise, develop and demonstrate their Language A

skills. • Responses to literature must reflect a meaningful personal interaction with the text that shows genuine understanding and analysis.

• This criterion can be applied to oral, written and visual work.

Achievement Level

Level Descriptor


1-2 The student demonstrates very limited understanding of the text and topic, and little or no awareness of the author’s choices. There is little or no detail, development or support. In creative work, pieces show very limited imagination or sensitivity; the student rarely employs literary features, or employs literary and/or non-literary features that do not serve the context or intention.

The use of terminology is missing, inconsistent and/or incorrect.

3-4 The student demonstrates limited understanding of the text and topic, and sometimes shows an awareness of the author’s choices, although detail, development and/or support are insufficient.

In creative work, pieces show limited imagination or sensitivity; the student attempts to employ literary and/or non-literary features; these sometimes serve the context and intention. The use of terminology is sometimes accurate and appropriate.

5-6 The student demonstrates a sufficient understanding of the text and topic, and an awareness of the author’s choices, using adequate detail, development and support. In creative work, pieces reflect some imagination and sensitivity; the student generally employs literary and/or non-literary features that serve the context and intention.

Terminology is usually accurate and appropriate.

7-8 The student demonstrates a good understanding of the text, topic and the author’s choices, using substantial detail, development and support. In creative work, pieces reflect imagination and sensitivity; the student employs literary and/or non-literary

features that serve the context and intention. Relevant terminology is used accurately and appropriately.

9-10 The student demonstrates a perceptive understanding of the text, topic and the author’s choices,

consistently using illustrative detail, development and support. In creative work, pieces reflect a lot of imagination and sensitivity; the student employs literary and/or non-literary features effectively that serve the context and intention. The student shows a sophisticated command of relevant terminology, and uses it appropriately.


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Criterion B: Organisation (Maximum 10)

How well can the student: create work that employs organizational structures and language-specific conventions throughout a

variety of text types? organize ideas and arguments in a sustained, coherent and logical manner? employ appropriate critical apparatus?

Notes • Organizational structures and language-specific conventions include the systems used in a language A, for example, paragraphs and transitions. What is considered as appropriate structure or convention will be dependent on the language. • Examples of ―critical apparatus‖ include quotations, citations, references, footnotes, bibliographies, table of contents, outlines, appendices, tables, graphs, labels, headings, italicizing, underlining, superscripting, subscripting. • The quality and explanation of supporting material is assessed against criterion A, while the structure, ordering and integration of supporting material are assessed under criterion B. • This criterion can be applied to oral, written or visual work.

Achievement Level

Level Descriptor


1-2 The student rarely employs organizational structures and/or language specific conventions, or uses those that do not serve the context and intention. The work is generally disorganized, unclear and/or incoherent. The student employs critical apparatus inappropriately or not at all.

3-4 The student sometimes employs organizational structures and/or language-specific conventions that serve the context and intention. The work shows the beginnings of organization but lacks coherence.

The student employs critical apparatus with limited success.

5-6 The student usually employs organizational structures and language specific conventions that serve the context and intention.

The work is generally organized, clear and coherent. The student generally employs critical apparatus correctly.

7-8 The student consistently employs organizational structures and language specific conventions that serve

the context and intention. The work is usually well-organized, clear and coherent and the ideas being expressed build on each other. The student employs critical apparatus correctly.

9-10 The student consistently employs sophisticated organizational structures and language-specific conventions that serve the context and intention. The work is consistently well-organized, clear and coherent and the ideas being expressed build on each other in a sophisticated manner.

The student integrates critical apparatus correctly and effectively.


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Criterion C: Style and language mechanics (Maximum10)

How well can the student: use appropriate and varied register, vocabulary and idiom? use correct grammar and syntax? use appropriate and varied sentence structure use correct spelling/writing? use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express

feelings? use language accurately?

Notes ―Spelling‖ applies to alphabetic languages, whereas ―writing‖ applies to character languages. This

criterion deals with issues of accuracy of spelling/writing and not the aesthetics of handwriting. Spelling/writing: students should consistently use a standard form of the language being studied,

appropriate to the task. The same recurring error should be treated as a single error. ―Oratory technique‖ refers to a combination of pronunciation, intonation, tone, pitch, inflection, pace,

pausing, voice control, volume, projection, body language, gesture, eye contact, as applicable to the language being studied.

Pronunciation: clarity must be considered here, rather than issues of accent. This criterion can be applied to oral, written and visual work. Please note that the punctuation and

spelling aspect will not apply to oral work, and the oratory technique aspect will not apply to written work. For visual work, these aspects will depend on the task and the teacher must clarify for students

how they apply.

Achievement Level

Level Descriptor


1-2 The student employs a very limited range of appropriate vocabulary, idiom and sentence structure. There are very frequent errors in grammar and syntax, which persistently hinder communication. There is little or no evidence of a register and style that serve the context and intention.

There are very frequent errors in punctuation and spelling/writing, which persistently hinder communication. In oral/presentation work there is little or no competence in oratory technique.

3-4 The student employs a limited range of appropriate vocabulary, idiom and sentence structure. There are

frequent errors in grammar and syntax, which hinder communication. There is some evidence of a register and style that serve the context and intention. There are frequent errors in punctuation and spelling/writing, which hinder communication. In oral/presentation work there is some competence in oratory technique.

5-6 The student generally employs a range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are generally accurate; occasional errors sometimes hinder communication. The student often uses a register and style that serve the context and intention. Punctuation and spelling/writing are generally accurate; occasional errors sometimes hinder

communication. In oral/presentation work there is adequate competence in oratory technique.

7-8 The student employs a range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are accurate; occasional errors rarely hinder communication.

The student consistently uses a register and style that serve the context and intention. Punctuation and spelling/writing are accurate; occasional errors rarely hinder communication. In oral/presentation work there is a good level of competence in oratory technique.

9-10 The student employs a wide and effective range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are accurate; very infrequent errors do not hinder communication. The student demonstrates mastery of a register and style that serve the context and intention. Punctuation and spelling/writing are accurate; very infrequent errors do not hinder communication. In

oral/presentation work there is a high level of competence in oratory technique.


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Language ‘A’ Curriculum Overview

Year 6 Term 1 Term 2 Term 3 Term 4 Course Overview

In Semester One students study the novel 'Amelia Dee and the Peacock Lamp'. The study of this novel explores the theme of 'Where do we belong?' Complementary literacy activities including writing and poetry have been undertaken to examine relationships and connections to past lives and events.

Within the context of the themes, 'Relationships', 'Conflict', and 'Grief', students make a detailed study of the novel, 'Bridge to Terabithia'. In addition, students will develop their skills in a number of writing genres such as narrative, description, discussion, procedure, explanation and information reporting. At the same time careful attention is given to enhancing student competence in the basic written language skills of grammar, punctuation and sentence structure.

Unit Making Memories Making Memories Making Memories Significant Concept(s)

What are the big ideas? What do we want our students to retain for years into the future? Family and friends – past, present and future.

What are the big ideas? What do we want our students to retain for years in the future? Family and friends-past, present and future.

What are the big ideas? What do we want our students to retain for years into the future? Family and friends-past, present and future.

Year 7 Term 1 Term 2 Term 3 Term 4 Students have read and discussed the novel "Mahtab's

Story" as part of their literary tasks. A variety of writing genres were studied in detail, including; personal reflections, narratives and informative writing. Students have written in these genres with increased complexity of language and structure in the course of the semester. Language as a basic tool of communication and socialisation was studied through the appraisal of stories and media articles.

This course aims to use language as a basic tool of communication and socialisation through the presentation of short stories, poems, media articles and role plays. Students have read and discussed the novel 'Hatchet' as part of their literary tasks within the context of the theme 'Survival'. A variety of writing genres were studied in detail, including reflective writing, newspaper articles and research reports. Students have written in these genres with increased mastery of language and structure in the course of the semester. Students have also produced oral reviews and other critical and creative responses to books read as part of the class program.

Unit REFUGEES Refugees and Fitting in Survival Survival


The struggle for survival strengthens identity

Accepting change leads to adaptation.

Survival Requires human ingenuity.

Life events can challenge and shape our character.

Year 8 Term 1 Term 2 Term 3 Term 4

Course Overview

Students study the use of language in a variety of texts in order to develop deeper understanding of meaning and recognise how language works within them. Students build knowledge and understanding of the structures and features of language and learn to apply their knowledge in their reading, writing, viewing, speaking and listening. Students are provided with opportunities to use language effectively in a range of contexts from informal to formal. Students participate in the 'Premier's Reading Challenge' to extend their exposure to literature.

This course aims to combine language and literature. Language and comprehension skills were developed and revised through regular tasks and exercises from the text 'Private Peaceful' by Michael Morpurgo. Two important themes explored were courage and cowardice. Writing tasks in a variety of genres were set and oral presentations in different modes were also undertaken. A number of short literary and media texts were read and discussed. Students also completed 'The Premier's Reading Challenge'.

Unit Friends SELF IN TIME English 2010- Unit Three Significant Concept(s)

MATES/FRIENDS. Friendship is a significant part of community and of individuality.

Relationships. Previous generations. How our history can be observed through past generations.

Courage & Cowardice – Ordinary people in extraordinary circumstances.

MATES/FRIENDS. Friendship is a significant part of community and of individuality.


Students study the use of language in a variety of texts in order to develop a deeper understanding of meaning and recognise how language works within them. Students build knowledge and understanding of the structures and features of language and learn to apply their knowledge in writing, viewing, speaking and listening. Students are provided with opportunities to use language effectively in a range of contexts from formal to informal. Students participate in the Premier's Reading Challenge to extend their exposure to the world of books.

This course aims to assist students’ literacy acquisition by a combination of a literature study and a range of writing, speaking and reading activities. The novel study was 'Bad Blood' a modern Australia story which introduced students to the problem of racism and the challenges young people encounter as they grow up. Students participated in a wide variety of class activities to improve their expression skills.

Unit Human Relationships Growing up Human Relationships Human Relationships Significant Concept(s)

Relationships within and between families. The significance of human relationships on youth.

The challenges faced by adolescents. Confronting Crime.

Relationships within and between families. The significance of human relationships on youth. The impact of racial prejudice.

Relationships within and between families. The significance of human relationships on youth. The impact of racial prejudice


The course involves a broad development of the skills required for successful communication. Writing is extended by a focus on style and vocabulary development, issue tasks and experience in a variety of writing genres. Students make detailed studies of the novels ' Of Mice and Men' and 'Classic Short Stories', which will improve their reading comprehension skills and increase their appreciation of quality literature. The course also encourages the development of film appreciation competence and oral contributions which are designed to improve speaking and listening skills.

The three texts studied include the autobiography 'Mao's Last Dancer', 'Classic Short Stories' and 'Into English', a study of writing genres, styles and contexts. The text study is designed to improve the student's appreciation of imaginative writing and ability to write adroitly about themes, narrative and characterisation. Another part of the course involved issues work, with a focus on the analysis of both arguments and language used persuasively. Essay writing, including the production of a major research essay, to express a point of view, was also undertaken.

Unit Friends: English Oppression Motivation Significant Concept(s)

DISAPPOINTMENT. Friendship is a significant part of community and of individuality.

Oppression – Oppression of the marginalised

Motivation Being motivated, having goals is vital to happiness and a sense of rich life.


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Language ‘B’ – Arabic, French, Turkish, Indonesian At AIA students study Language B in one of the following levels:

• Language B Advanced • Language B Standard • Language B Foundation

The ability to use language other than English and move between cultures is important for full participation in the modern world, especially in the context of increasing globalizations and Australia’s cultural diversity.

Aims The aims of the teaching and study of modern foreign languages are to:

• enable the student to use language(s) effectively as a means of practical communication, providing a

• sound base of communication skills necessary for future study, work and leisure

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

• which comprises the integration of linguistic, cultural and social components

• enable the student to develop an appreciation of a variety of literary and non-literary texts

• offer insight into the cultural characteristics of the communities where the language(s) is (are)

spoken

• encourage an awareness and understanding of the perspectives of people from other cultures

• promote involvement with different communities, where relevant

• provide access to varied sources of information

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

Language ‘B’ Foundation

Assessment Criteria Criterion A: Oral Communication – Message and Interaction (Maximum 8) To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?

To what extent can the student: request and/or provide information as appropriate to the task understand and respond to questions and statements present his or her ideas, giving details where appropriate demonstrate the ability to maintain a coherent and flowing conversation?

Tasks used to assess criteria A and B often include role plays, discussions, pair work, interviews, presentations with question and answer sessions, and so on. These tasks give students the maximum opportunity to

demonstrate genuine, spontaneous interaction.

Notes Reading from prepared texts or the use of memorized speeches does not constitute • real interaction according to language B

objectives. • Teachers should bear in mind the different cultural norms and acceptable practices of the target language when engaged in conversation.

Achievement Level Level Descriptor


1-2 The student communicates information some of the time, on a limited variety of aspects within common/everyday topics.

The student’s responses show difficulty in understanding most of the questions or comments even when rephrased; responses are often inappropriate.

The student’s ideas are not always relevant; little or no detail is given. Frequent prompting and/or rephrasing and/or hesitation consistently affect the flow of ideas.

3-4 The student communicates information most of the time, on a limited variety of aspects within common/everyday topics.

The student’s responses show difficulty in understanding some of the questions or comments; some of the responses are inappropriate.

The student’s ideas are relevant though they contain limited detail.

Prompting and/or rephrasing and/or hesitation sometimes affect the flow of ideas.

5-6 The student communicates information most of the time, on a variety of aspects within common/everyday topics. The student’s responses show understanding of most questions/ comments and are usually appropriate.

The student’s ideas are relevant and contain some detail where appropriate. The student needs some prompting and/or rephrasing, but this does not affect the flow of ideas.

7-8 The student consistently communicates information, on a variety of aspects within common/everyday topics.

The student’s responses show understanding of most questions/ comments and are almost always appropriate. The student’s ideas are relevant and detailed where appropriate. The student rarely needs prompting and/or rephrasing and actively contributes to the flow of ideas. Any pauses are

natural.


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Criterion B: Speaking – Language (Maximum 8) To what extent does the student show the ability to use the language effectively and accurately? To what extent can the student:

• use clear pronunciation and/or intonation • correctly use a range of vocabulary • correctly use a range of grammatical structures? Tasks used to assess criteria A and B often include role plays, discussions, pair work, interviews, presentations with question and answer sessions, and so on. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Note Pronunciation/intonation: clarity must be considered here, rather than issues of accent.

Criterion C: Writing – message and organisation (Maximum 8)

To what extent does the student show the ability to communicate, organize and support relevant ideas? To what extent can the student:

provide information and ideas

develop ideas use a format and structure appropriate to the task to organize the work?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, and so on. These tasks give students the maximum opportunity to demonstrate their ability to communicate ideas.

Notes Structure: this refers to the format or pattern of the piece of writing. For example, this may involve an

introduction, development and conclusion as in some types of formal essay. Cohesive devices: this refers to the grammatical and/or lexical items that link the different elements of a

text. Teachers should make sure that students are aware of the different writing norms and practices of the

target language when setting writing tasks.



1-2 The student’s pronunciation and intonation have many errors and make understanding difficult throughout the exchange.

The student uses a limited vocabulary, and has difficulty in finding words. The student makes frequent errors when using basic grammatical structures.

3-4 The student’s pronunciation and intonation have some errors, some of which make understanding difficult.

The student uses a basic range of vocabulary, though there is some inappropriate word choice. The student uses basic grammatical structures, though with some errors.

5-6 The student’s pronunciation and intonation have some errors, though these don’t interfere with

comprehensibility.

The student makes good use of a basic range of vocabulary. The student uses basic grammatical structures, generally accurately.

There are some attempts at more complex structures.

7-8 The student’s pronunciation and intonation are clear and make communication easy.

The student makes excellent use of a basic range of vocabulary. The student uses basic and more complex grammatical structures, generally accurately.



1-2 The student communicates information some of the time, on a limited variety of aspects within common/everyday topics.

The student’s ideas are basic and/or repetitive; they are not always relevant and little or no detail is given. There is little or no formal structure, making the information/ideas difficult to follow.

3-4 The student communicates information most of the time, on a limited variety of aspects within common/everyday

topics. The student’s ideas are usually relevant, though they contain limited detail and/or support.

The presentation shows a good attempt at structure, though there are some lapses. The student uses few cohesive devices.

5-6 The student communicates information most of the time, on a variety of aspects within common/everyday topics. The student’s ideas are relevant and contain some detail and/or support where appropriate.

The presentation follows a logical structure. The student uses a basic range of cohesive devices.

7-8 The student always communicates information, on a variety of aspects within common/everyday topics. The student’s ideas are relevant and detailed and/or supported where appropriate.

The presentation follows a logical structure. The student uses cohesive devices that add clarity to the message.


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Writing - Language

To what extent does the student show the ability to use the language effectively and accurately? To what extent can the student:

correctly use a range of vocabulary correctly use a range of grammatical structures show accuracy in spelling or writing of characters?

Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, and so on. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Note The importance attached to the assessment of spelling and/or writing will vary from language to

language. For example, the techniques of writing will be particularly important in languages such as Chinese or Japanese, whereas spelling will take on greater importance in English or Russian.

Criterion E: Reading Comprehension (Maximum 8) To what extent does the student show the ability to comprehend a piece of writing in the target language? To what extent can the student:

identify specific factual information identify main ideas and supporting details draw conclusions?

Tasks used to assess criterion E often include letters, advertisements, magazine and newspaper articles, prose, and so on. The questions must address each level descriptor so that students have the opportunity to achieve all levels.

Notes Please note that the final level for criterion E should be multiplied by two in order to give equal

weighting to comprehension and expressive skills overall. However, this should only be done when determining the final grade (see the ―Determining the final grade‖ section for further information).

Teachers must choose texts and set tasks that will allow the students to reach the highest levels for the criterion: questions must pertain to the descriptors.

If students respond in the target language, they should not be penalized for language errors



1-2 The student uses a limited range of vocabulary and grammatical structures; there are frequent errors that interfere

with communication. Spelling/writing often impede communication.

3-4 The student uses a basic range of vocabulary and grammatical structures; there are some errors that interfere with

communication. There are some errors in spelling/writing that sometimes interfere with communication.

5-6 The student makes good use of a basic range of vocabulary and grammatical structures. Vocabulary and grammar

are generally accurate.

There are some attempts at more complex structures. There are some errors in spelling/writing, but these do not interfere with communication.

7-8 The student makes excellent use of a basic range of vocabulary and grammatical structures, and uses some more

complex structures. Vocabulary and grammar are accurate. There may be occasional errors in spelling/writing, but these do not interfere with communication.



1-2 The student identifies basic facts in texts with familiar language.

The student shows a limited understanding of the text(s) overall.

3-4 The student identifies basic and more complex facts in texts with familiar language, and identifies the main idea. The student shows an understanding of some parts of the text(s).

5-6 The student identifies basic and more complex facts in texts with familiar and unfamiliar language, and identifies

the main idea and supporting details. The student shows an understanding of most parts of the text(s).

7-8 The student identifies basic and more complex facts in texts with familiar and unfamiliar language, identifies the main idea and supporting details, and draws conclusions.

The student shows good understanding of the text(s) overall.


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Language ‘B’ Standard

Assessment Criteria

Criterion A: Oral communication—message and interaction (Maximum 8)

To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?

To what extent can the student:

communicate information, ideas and opinions

respond and react to questions and ideas (familiar and spontaneous situations)

contribute to the conversation and engage actively

maintain a flow of ideas and a logical continuity in the conversation?

Tasks used to assess criteria A and B often include role plays, discussions, pair work, interviews, presentations with question and answer sessions, and so on. These tasks give students the maximum opportunity to demonstrate genuine, spontaneous interaction

Achievement level Level descriptor


1-2 The student’s communication of information is incoherent; ideas are generally irrelevant and/or repetitive; opinions

are unsupported. The student has difficulty in responding, even in familiar situations.

The student often needs prompting to encourage a response; conversation/dialogue does not flow.

3-4 The student has some difficulty in communicating information; ideas are sometimes irrelevant and/or repetitive;

some opinions are supported. The student shows understanding through responding correctly in familiar situations.

The student needs occasional prompting to encourage a response, and this contributes to some lapses in the flow of conversation.

5-6 The student communicates information clearly, though there is some difficulty with more complex ideas. The student’s ideas are relevant but not always developed; opinions are usually justified.

The student shows understanding through responding correctly in familiar and some spontaneous situations. The student can maintain the flow of conversation, and may show some active and/or spontaneous engagement.

The student needs occasional prompting but this does not disturb the flow of conversation.

7-8 The student communicates information clearly and effectively; both simple and complex ideas are relevant and developed; opinions are justified. The student shows understanding through responding correctly in familiar and spontaneous situations.

The student contributes to the coherent flow of conversation; and is actively and spontaneously engaged. Any prompting is natural and does not disturb the flow.

Notes

Reading from prepared texts or the use of memorized speeches does not constitute real interaction according to language B objectives.

Teachers should bear in mind the different cultural norms and acceptable practices of the target language when engaged in conversation.

Spontaneous engagement in the conversation needs to be appropriate to the conversation and to the

cultural context.


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Criterion B: Oral Communication – Language (Maximum 8)

To what extent does the student show the ability to use the language effectively and accurately? To what extent can the student:

use clear pronunciation and/or intonation

correctly use a range of vocabulary

correctly use a range of grammatical structures? Tasks used to assess criteria A and B often include role plays, discussions, pair work, interviews, presentations with question and answer sessions, and so on. These tasks give students the maximum opportunity to demonstrate their ability to use the language.



1–2 The student’s pronunciation and/or intonation are inaccurate and consistently interfere with comprehensibility. The student’s range of vocabulary and structures is limited and/or is used inappropriately or incorrectly. Errors

interfere frequently.

3–4 The student’s pronunciation and/or intonation have mistakes that sometimes interfere with comprehensibility.

The student uses a basic range of vocabulary and structures, with occasional mistakes. Errors sometimes interfere.

5–6 The student’s pronunciation and/or intonation have occasional mistakes but these rarely interfere with

comprehensibility. The student uses a range of vocabulary and structures appropriately; and attempts to use idiom and register

appropriate to the context. Errors rarely interfere.

7–8 The student’s pronunciation and/or intonation have occasional mistakes, but these do not interfere with

comprehensibility. The student uses a wide range of vocabulary and varied structures appropriately, including idiom and register

appropriate to context. Errors do not interfere.

Notes

Pronunciation/intonation: clarity must be considered here, rather than issues of accent.

Register: this refers to tone, vocabulary, grammar and sentence structure, and their appropriateness

for the situation.

Criterion C: Writing – Message and Organisation (Maximum 8) To what extent does the student show the ability to communicate, organize and support relevant ideas? To what extent can the student:


develop ideas

use a format and structure appropriate to the task to organize the work? Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, and so on. These tasks give students the maximum opportunity to demonstrate their ability to communicate ideas.



1–2 The student’s communication of information is incoherent; ideas are generally irrelevant and/or repetitive; opinions are unsupported.

The lack of structure contributes to the poor clarity of the message.

3–4 The student has some difficulty in communicating information; ideas are sometimes irrelevant and/or repetitive; opinions are often unsupported. The student makes an attempt at structuring the work, and uses some basic cohesive devices.

5–6 The student communicates information clearly, though there is some difficulty with more complex ideas. The

student’s ideas are relevant but not always supported; opinions are sometimes justified. The student structures the work appropriately, which adds to the clarity of the message; there is an appropriate use

of cohesive devices.

7–8 The student communicates information clearly and effectively; both simple and complex ideas are relevant and supported; opinions are justified.

The student structures the work clearly and effectively, which adds to the clarity and coherence of the message; there is effective use of cohesive devices.

Notes

Structure: this refers to the format or pattern of the piece of writing. For example, this may involve an

introduction, development and conclusion as in some types of formal essay.

Cohesive devices: this refers to the grammatical and/or lexical items that link the different elements

of a text.

Teachers should make sure that students are aware of the different writing norms and practices of the target language when setting writing tasks.


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Criterion D: Writing—language (Maximum 8) To what extent does the student show the ability to use the language effectively and accurately? To what extent can the student:


correctly use a range of grammatical structures

show accuracy in spelling or writing of characters

write with a particular audience in mind? Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, and so on. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Achievement

level

Level descriptor


1–2 The student uses a limited range of vocabulary and structures; these may be used inappropriately or incorrectly. Errors interfere frequently.

Spelling/writing are inaccurate and interfere with communication. The writing does not reflect a sense of audience.

3–4 The student uses a basic range of vocabulary and structures, with occasional mistakes. Errors sometimes interfere.

There are occasional mistakes in spelling/writing that sometimes interfere with communication.

There is an attempt to use appropriate register, which shows some evidence of a sense of audience.

5–6 The student uses a range of vocabulary and structures appropriately; and attempts to use idiom appropriate to the context. Errors rarely interfere.

There are occasional mistakes in spelling/writing but these do not interfere with communication. The student shows a sense of audience, though there may be some lapses in using the appropriate register.

7–8 The student uses a wide range of vocabulary and varied structures appropriately and uses idiom appropriate to the context. Errors do not interfere.

The student shows a good command of spelling/writing. The student shows a clear sense of audience by consistently using an appropriate register.

Notes

The importance attached to the assessment of spelling and/or writing will vary from language to language. For example, the

techniques of writing will be particularly important in languages such as Chinese or Japanese, whereas spelling will take on greater

importance in English or Russian.

―Sense of audience‖ is linked to ―register‖: this refers to tone, vocabulary, grammar and sentence structure, and their

appropriateness for the situation.

Criterion E: Reading comprehension (Maximum 8)

To what extent does the student show the ability to comprehend a piece of writing in the target language?


identify both stated and implied information

identify main ideas and supporting details

draw conclusions and recognize implied opinions and attitudes

identify aspects of format and style?

Tasks used to assess criterion E often include letters, advertisements, magazine and newspaper articles, prose, and so on. The questions must address each level descriptor so that students have the opportunity to achieve all levels.



1–2 The student identifies basic information stated in texts with familiar language.

The student shows a limited understanding of the text(s) overall.

3–4 The student identifies stated information, main ideas and some supporting details in texts with familiar language.

The student shows an understanding of some parts of the text(s).

5–6 The student identifies stated and implied information, main ideas and supporting details in texts with familiar and

unfamiliar language and/or complex ideas. The student draws conclusions.

The student shows an understanding of most parts of the text(s).

7–8 The student identifies stated and implied information, main ideas and supporting details in texts with familiar and

unfamiliar language and/or complex ideas. The student draws conclusions and recognizes opinions and attitudes implied within the text. The student

identifies some aspects of format and style where appropriate. The student shows a good understanding of the text(s) overall.

Notes

Please note that the final level for criterion E should be multiplied by two in order to give equal weighting to comprehension and expressive skills overall. However, this should only be done when determining the final grade (see the ―Determining the final grade‖

section for further information).


Although multiple-choice questions may be appropriate in addressing the lower levels of criterion E, they are not recommended for addressing the higher levels: open-ended questions are more effective in allowing students to demonstrate all the skills listed in the higher levels. When students respond in the target language, they should not be penalized for language errors.


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Language ‘B’ Advanced

Assessment Criteria

Criterion A: Oral communication—message and interaction (Maximum 8) To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the

conversation? To what extent can the student:

communicate information, ideas and opinions

respond and react in a sophisticated manner to questions and ideas (familiar and spontaneous situations)

contribute to the conversation and engage actively

maintain a flow of ideas and a logical continuity in the conversation? Tasks used to assess criteria A and B often include discussions, debates, pair work, interviews, presentations with question and answer sessions, and so on. These tasks give students the maximum opportunity to demonstrate genuine, spontaneous interaction. Achievement

level Level descriptor


1–2 The student communicates information at a superficial level; ideas may be irrelevant and/or frequently repetitive; ideas

and opinions have little or no relevant support. The student shows little or no understanding of the topic through their responses and reactions.

The student needs prompting to engage in conversation. There are lapses in coherence of ideas and these interfere with the flow of the message and interaction.

3–4 The student communicates basic information easily but has difficulty with more complex information; ideas are not always relevant; ideas and opinions are insufficiently supported.

The student shows some understanding of the topic through their responses and reactions, though some of the discussion remains superficial.

The student engages in conversation, but needs prompting at times. There are some lapses in coherence of ideas but these do not interfere with the flow of the message and interaction.

5–6 The student communicates most information with ease, though there may be some difficulty with more complex information; ideas and opinions are relevant and generally supported.

The student shows a good understanding of the topic through their responses and reactions. The student actively engages in conversation.

The message and interaction generally flow coherently.

7–8 The student communicates basic and complex information with ease; ideas and opinions are relevant, focused and

supported by examples and illustrations. The student shows a complete and sophisticated understanding of the topic through their responses and reactions.

The student is actively engaged and contributes much to the conversation. The student’s coherent structuring of ideas enables the flow of the message and interaction.

Notes

Reading from prepared texts or the use of memorized speeches does not constitute real interaction according to language B objectives.

Teachers should bear in mind the different cultural norms and acceptable practices of the target language when engaged in conversation.

Spontaneous engagement in the conversation needs to be appropriate to the conversation and to the cultural context.


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Criterion B: Oral communication—style and language use (Maximum 8) To what extent does the student show the ability to use the language effectively and accurately? To what extent can the student:

use clear pronunciation and/or intonation


correctly use a range of grammatical structures

show the ability to adapt register and style of language to the situation? Tasks used to assess criteria A and B often include discussions, pair work, interviews, presentations with question and answer sessions, and so on. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Notes

Intonation: clarity must be considered here, rather than issues of accent.

Fluency: this refers to the student’s ability to maintain a flow in linking words and phrases, similar to that of a

native speaker.

Register: this refers to tone, vocabulary, grammar and sentence structure, and their appropriateness for the situation.

Criterion C: Writing—message and organization (Maximum 8)

To what extent does the student show the ability to communicate, organize and support relevant ideas?



respond to the topic in a sophisticated manner and develop ideas

use a format and structure appropriate to the task to organize the work?

Tasks used to assess criteria C and D often include letter writing, critical reviews, news articles, editorials, essays, creative writing, and so on. These tasks give students the maximum opportunity to demonstrate their ability to communicate ideas.



1–2 The student communicates information at a superficial level; ideas may be irrelevant and/or frequently repetitive; opinions

have little or no relevant support. The student shows little depth in understanding of the topic.

There are lapses in structure and these interfere with the development of ideas.

3–4 The student communicates basic information easily but has difficulty with more complex information; ideas are not always relevant and/or opinions are insufficiently supported. The student shows some depth in understanding of the topic, though some of the message remains superficial.

The structure is mostly appropriate: there are some lapses but these do not interfere with the development of ideas.

5–6 The student communicates most information with ease, though there may be some difficulty with complex information; ideas and opinions are relevant and generally supported.

The student shows satisfactory depth in understanding of the topic. There is an appropriate structure and the student makes good use of cohesive devices.

7–8 The student communicates complex information; ideas and opinions are relevant, focused and supported by examples and illustrations where appropriate.

The student shows a sophisticated, in-depth understanding of the topic. The structure is clear and effective and adds to the message being conveyed; cohesive devices enhance the development of

ideas.

Notes

Structure: this refers to the format or pattern of the piece of writing. For example, this may involve an introduction, development and conclusion as in some types of formal essay.

Cohesive devices: this refers to the grammatical and/or lexical items that link the different elements of a text.

Teachers should make sure that students are aware of the different writing norms and practices of the target language when setting writing tasks.



1–2 The student uses inaccurate intonation and/or frequently hesitates, which interferes with comprehensibility.

The student shows little variety in vocabulary and idiom; grammar is often inaccurate or inappropriate. There is little sense of register or style.

3–4 The student makes some errors in intonation and/or shows some lapses in fluency, which sometimes interferes with comprehensibility.

The student’s vocabulary is varied though sometimes inappropriate for the context; some errors occur in basic and complex grammar.

Register and style are apparent but are inconsistent and/or inappropriate.

5–6 The student makes some errors in intonation and/or shows some lapses in fluency, but this does not interfere with

communication. The student’s vocabulary is varied and generally correct, with some idiomatic expressions; basic grammar is accurate,

though some errors occur with complex grammar. Register and style are generally appropriate to the task.

7–8 The student’s intonation and fluency contribute effectively to communication. The student’s vocabulary is varied, appropriate and idiomatic. The student uses basic and complex grammar with a good

degree of accuracy. Register and style are effective and appropriate to the task.


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Criterion D: Writing—style and language use (Maximum 8) To what extent does the student show the ability to use the language effectively and accurately? To what extent can the student:

correctly use a range of vocabulary and idiom

correctly use a range of grammatical structures and syntax

show accuracy in spelling or writing of characters

write with a particular audience in mind?

Tasks used to assess criteria C and D often include letter writing, critical reviews, news articles, editorials,

essays, creative writing, and so on. These tasks give students the maximum opportunity to demonstrate their ability to use the language.

Achievement level

Level descriptor


1–2 The student shows little variety in vocabulary and idiom; grammar is often inaccurate or inappropriate, though this does

not affect comprehensibility.

There are some errors in spelling/writing that occasionally interfere with communication.

There is an attempt at addressing audience. However, register and/or style are often inconsistent and/or inappropriate.

3–4 The student’s choice of vocabulary is varied though sometimes inappropriate for the context; some errors occur in basic

and complex grammar, though these do not affect comprehensibility. There are occasional errors in spelling/writing, but these do not interfere with communication.

There is a good attempt at addressing audience. However, register and/or style are sometimes inconsistent and/or inappropriate.

5–6 The student’s choice of vocabulary is varied and appropriate with some idiomatic expressions. Basic grammar is accurate; although some errors occur in complex grammar, these do not affect comprehensibility.

Spelling/writing contributes to the quality of the work. There is a clear sense of audience; register and style are appropriate to the task.

7–8 The student’s choice of vocabulary is varied, sophisticated and idiomatic. The student uses complex grammar that adds to the style of the text; he/she shows the ability to manipulate the language.

Spelling/writing contributes to the quality of the work. There is a clear sense of audience; register and style are effective. The student may be creative with the language, or

show humour or irony when appropriate to the task.

Notes

The importance attached to the assessment of spelling and/or writing will vary from language to language. For example, the techniques of writing will be particularly important in languages such as Chinese or Japanese, whereas spelling will take on greater importance in English or Russian.

―Sense of audience‖ is linked to ―register‖: this refers to tone, vocabulary, grammar and sentence structure, and their appropriateness for the situation.

Criterion E: Text interpretation (Maximum 8) To what extent does the student show the ability to comprehend a piece of writing in the target language? To what extent can the student:

identify both stated and implied information

identify main ideas and supporting details

draw conclusions, infer information and recognize implied opinions and attitudes

interpret aspects of style? Tasks used to assess criterion E often include letters, advertisements, magazine and newspaper articles, short stories, extracts from literary texts, poetry, and so on. The questions must address each level descriptor so that students have the opportunity to achieve all levels.

Achievement



1–2 The student shows understanding of basic information stated in texts with familiar and unfamiliar language. The student

identifies main ideas but has some difficulty in understanding supporting details. The student makes simple inferences that are rarely supported.

The student shows a superficial understanding of the text(s) overall.

3–4 The student shows understanding of stated and implied information, main ideas and some supporting details in texts with

familiar and unfamiliar language and/or complex ideas. The student makes inferences that are insufficiently supported and shows difficulty in identifying aspects of style.

The student shows general understanding of the text(s).

5–6 The student shows understanding of stated and implied information, main ideas and supporting details in texts with

familiar and unfamiliar language and/or complex ideas. The student makes inferences that are supported with details from the text and can identify some aspects of style.

The student shows a good understanding of most of the text(s).

7–8 The student shows understanding of stated and implied information, main ideas and supporting details in texts with

familiar and unfamiliar language, and/or complex ideas and subtleties. The student makes inferences that are convincingly supported with details from the text and can interpret aspects of

style. The student shows a perceptive understanding of the text(s) overall.


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Notes

Please note that the final level for criterion E should be multiplied by two in order to give equal weighting to comprehension and expressive skills overall. However, this should only be done when determining the final grade (see the ―Determining the final grade‖ section for further information).


Although multiple-choice questions may be appropriate in addressing the lower levels of criterion E, they are not recommended for addressing the higher levels: open-ended questions are more effective in allowing students to demonstrate all the skills listed in the higher bands.

Student responses in the target language should not be penalized for language errors

Language B Curriculum Overview


The course is designed to enable students to communicate effectively in the target language. It adopts a communicative approach to language and engages students in a variety of stimulating topics and related exercises. Through these, the course provides a sound basis for the development of the four macro skills of speaking, listening, reading and writing. Students completed a variety of language exercises in "Textbook 1" and "Workbook 1", an oral presentation, a project on animals and journal entries.

This course aims to develop communication skills. It adopts a communicative approach to language learning and engages students in a variety of topics and related exercises which provide a sound basis for the development of the four macro skills of speaking, listening, reading and writing. Students study topics on family or home environment, seasons and weather. Students completed a variety of language exercises in "Workbook 2", role-plays, journal entries and produce written dialogues.

Unit The Individual The Animals The individual/ at school WEATHER AND SEASONS Significant Concept(s)

Recognise the effort and work of the individuals within our society.

Recognise the different types of animals found in different environments

Students to recognize the importance of their learning process through interacting positively with others in the school environment.

Students to recognize the environmental changes during different seasons.

Year 7 Term 1 Term 2 Term 3 Term 4 This course is designed to enable students to

communicate effectively in the target language. It adopts a communicative approach to language learning and engages students in a variety of stimulating topics and related exercises. Through these, the course provides a sound basis for the development of the four macro skills of speaking, listening, reading and writing. Students study topics on meeting and greeting people, seasons and times and months They also complete language exercises in "Textbook 2" and "Workbook 2", role-plays, journal entries and produce written dialogue.

This course aims to develop communication skills. It adopts a communicative approach to language learning and engages students in a variety of topics and related exercises which provide a sound basis for the development of the four macro skills of speaking, listening, reading and writing. Students study topics on celebrations, vacations and leisure. Students completed language exercises in "Workbook 2", a role play, journal entries and produce written dialogue.

Unit Family and Friends Going Places Celebrations / Festivals Time and Notion


Recognise the importance of being a member of a family and the importance of friendship.

Students should appreciate the role which different places contribute to the community and individuals.

Understand and communicate using the special language structures related to celebrations and festivals which play a big role in our life as individuals and communities.

Time is important in different cultures and languages.


This course is designed to enable students to communicate effectively in the target language. It adopts a communicative approach to language learning and engages students in a variety of stimulating topics and related exercises. Through these, the course provides a sound basis for the development of the four macro skills of speaking, listening, reading and writing. Students study topics on hobbies, leisure time, human body and the five senses this semester. They also complete a variety of language exercises and comprehension tasks on texts related to the theme.

This course aims to develop communication skills. It adopts a communicative approach to language learning and engages students in a variety of topics and related exercises which provide a sound basis for the development of the four macro skills of speaking, listening, reading and writing. Students study topics on community services and communication this semester. They also complete a variety of language exercises and comprehension tasks on texts related to the theme.

Unit

Hobbies and leisure time

Community needs and services

Community Needs and Services

Communication and Transports


How can I use time efficiently, prioritising? For a well balanced and successful life.

The concept of body parts and the five senses.

The concept of community, the needs of the individual to share responsibilities between members.

Communication and transportation make life easy


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This course is designed to enable students to communicate effectively in the target language. It adopts a communicative approach to language learning and engages students in a variety of stimulating topics and related exercises. Through these, the course provides a sound basis for the development of the four macro skills of speaking, listening, reading and writing. Students study topics on environment and media this semester. They also complete a variety of language exercises and comprehension tasks on texts related to the theme.

This course aims to develop communication skills. It adopts a communicative approach to language learning and engages students in a variety of topics and related exercises which provide a sound basis for the development of the four macro skills of speaking, listening, reading and writing. Students study topics on customs, celebrations and types of sports this semester. They also complete a variety of language exercises and comprehension tasks on texts related to the theme.

Unit Our Environment / Taking Care of It

MEDIA Celebrations / Customs and Traditions

Sports


Solutions to environmental problems

What are the different types of media?

Understand traditions and customs In origin country and Australia.

Understand the importance of sports in our lifestyles


This course is designed to enable students to communicate effectively in the target language. It adopts a communicative approach to language learning and engages students in a variety of stimulating topics and related exercises. Through these, the course provides a sound basis for the development of the four macro skills of speaking, listening, reading and writing. Students study topics on youth issues, culture and traditions. They are required to converse in the target language, engaging in a wide range of topics, and producing various types of writing: personal, imaginative, informative, persuasive and evaluative.

This course is designed to extend students' knowledge and skills in understanding, speaking and in writing in the target language. The study health issues and community services. Students are also required to converse and engage in a wide range of topics, and producing various types of writing: personal, imaginative, informative, persuasive and evaluative. During Semester Two, students have studied topics

Unit The Individual Impact of immigration Health, Food, Nutrients and physical hygiene.

Communities


Recognise the effort and work of the individuals within our society.

Community services: Migration is a process that may or may not affect a person’s culture and tradition.

Achieving a healthy life style is concerned with physical, social and emotional health; there are key issues that lead to a complete and balanced lifestyle.

The role and responsibilities of Australian Muslim in serving and maintaining the community in which they live.


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Humanities MYP humanities consist of both Geography and History. At AIA, students also undertake Civics and Citizenship as individual topics integrated across other curriculum units.

The aims of the teaching and study of humanities are to encourage and enable the student to develop: • an inquiring mind • the skills necessary for the effective study of humanities

• a sense of time and place • respect for and understanding of others’ perspectives, values and attitudes • awareness and understanding of people, cultures and events in a variety of places at different times • an understanding of the interactions and interdependence of individuals, societies, and their environments • an understanding of the causes and consequences of change through physical and human actions and processes • an understanding of contemporary humanities issues • a sense of internationalism and a desire to be proactive as a responsible global citizen • an awareness of the connections with other subjects • a lifelong interest in and enjoyment of humanities.


Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts and develop skills. Knowledge and understanding can be assessed through a wide variety of tasks that involve factual recall or description, and explanation. Tasks may include tests, examinations, written assignments, oral interviews and presentations, extended writing, projects and exhibits.

Criterion B: Concepts (Maximum 10)

Concepts are powerful ideas that have relevance within and across the MYP, and students must explore and re-explore these in order to develop understanding. Students develop their understanding of a concept to increasing levels of sophistication by applying acquired knowledge and skills. Assessment tasks should allow students to demonstrate and apply the full extent of their understanding of the concepts specified within, or across, disciplines. It is not intended that any one piece of work will assess all of the humanities concepts (time, place and space, change, systems, and global awareness). Suggested tasks for assessment include extended writing, oral presentations, research projects, case studies, essays and tests, and must give students the opportunity to demonstrate the requirements of the highest level descriptor.

Achievement Level

Level Descriptor


1-2 The use of terminology is inconsistent or incorrect. Facts and examples are either absent, or those used are irrelevant or do not show understanding. The student provides descriptions that are inaccurate or that have insufficient detail; explanations

are absent or superficial.

3-4 The use of terminology is mostly accurate and usually appropriate, though some errors remain. Facts and examples used are mostly relevant, and usually show understanding. The student provides basic descriptions that may need more detail;

explanations are usually adequate but sometimes superficial.

5-6 Terminology is used accurately and appropriately. Relevant facts and examples are used to show understanding. The

student provides accurate descriptions; explanations are adequate but not well developed

7-8 A range of terminology is used accurately and appropriately. A range of relevant facts and examples are used to show

understanding. The student provides accurate and detailed descriptions; explanations are developed.

9-10 The student shows an excellent command of a wide range of terminology, and uses it appropriately. An extensive range of

relevant facts and examples are used to show understanding. Descriptions are accurate and detailed and explanations are fully developed.

Achievement

Level

Level Descriptor


1-2 Application of concepts is inappropriate. The student may demonstrate some conceptual awareness and understanding by recognizing basic connections to the subject matter.

3-4 Application of concepts is not always appropriate. The student demonstrates conceptual awareness and understanding by

describing basic connections to the subject matter.

5-6 Application of concepts is appropriate but superficial. The student demonstrates conceptual awareness and understanding by describing connections to the subject matter. The student attempts to apply concepts to other situations but is not always

successful.

7-8 Application of concepts is appropriate and shows some depth. The student demonstrates conceptual awareness and

understanding by explaining connections to the subject matter. The student applies concepts to other situations.

9-10 Application of concepts is appropriate and sophisticated. The student demonstrates conceptual awareness and understanding by explaining in detail connections to the subject matter. The student applies concepts effectively to other situations.


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Criterion C: Skills (Maximum 10) The development of skills in humanities is critical in enabling the student to undertake research and demonstrate an understanding of knowledge and concepts. Developments in the student’s technical, analytical, decision-making and investigative skills will be invaluable in transferring these skills to other subject groups in the MYP, and for lifelong learning. Assessment tasks may give the student the opportunity to demonstrate one or more of the skills described in the objectives. Tasks for assessment may include fieldwork, data analysis, and map analysis, evaluation of sources and/or evidence, a research paper or similar piece of extended writing, case studies, and oral presentations/interviews.

Criterion D: Organization and Presentation (Maximum 8)

Students need to develop the ability to organize and present information and ideas in order to be able to demonstrate their grasp of humanities knowledge, concepts and skills. Criterion D is more suited to assessing extended pieces of work, for example, fieldwork, research projects or essays. Teachers should use only the relevant elements of the descriptors when assessing organization and presentation. Schools must ensure that there is a set of recognized conventions for students to adhere to when documenting sources.

Achievement

Level

Level Descriptor


1-2 The student can select and use some relevant information. The student displays minimal analytical skills. The student’s arguments,

decisions or judgments are not always relevant, or may be absent. The student attempts to carry out investigations, demonstrating few skills.

3-4 The student selects and uses mostly relevant information. The student’s work lacks the required depth in analysis. The student

makes some relevant arguments, decisions or judgments though these are unsupported. The student demonstrates basic

investigative skills.

5-6 The student selects and uses relevant information. Work shows satisfactory evidence of analysis. Arguments, decisions and

judgments are supported and balanced but superficial. The student demonstrates adequate investigative skills.

7-8 The student selects and uses a range of relevant information. Work shows a good level of critical analysis. Arguments, decisions

and judgments are well supported and balanced. The student demonstrates effective investigative skills.

9-10 The student selects and uses a wide range of relevant information. Work shows a high level of critical analysis. Arguments, decisions and judgments are fully supported and well balanced. The student demonstrates sophisticated investigative skills.

Achievement Level

Level Descriptor


1-2 The student communicates information that may not always be relevant. The student attempts to structure the work, but it may be

unclear and/or inappropriate to the format required. Presentation and expression are unclear and imprecise. There may be some evidence of documentation.

3-4 The student communicates information that is mostly relevant. The student attempts to structure and sequence the work but is not always successful. Presentation and expression are occasionally unclear. Sources of information are documented, though there may be omissions or consistent errors in adhering to conventions.

5-6 The student communicates information that is relevant. The student uses a structure appropriate to the task and sequences the

content logically. Presentation and expression are clear; attention is paid to the audience and purpose in terms of appropriate language, style and visual representation. Sources of information are documented, with occasional errors in adhering to conventions.

7-8 The student communicates information that is always relevant. The student organizes information into a well-developed and logical sequence, appropriate to the format required. Presentation and expression are clear, concise and effective, and the language, style

and visual representation used are always appropriate to the audience and purpose. All sources of information are documented according to a recognized convention.


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Humanities Curriculum Overview


During Semester One, students studied 'Marvellous Melbourne' in which they looked at the history and development of Melbourne. The students had the opportunity to explore Melbourne's early days as an illegal settlement right through to the Gold Rush, the boom of the 1880's to the powered city full of contrast that is Melbourne today.

During Semester Two, as part of 'Government in Action', students identified the different levels of government in Australia, discussed the electoral process and examined the way laws are made by parliament. Students experienced firsthand how the voting process works by holding an election on their own.

Unit Marvellous Melbourne Democracy in action 2010


Melbourne: Was it Marvellous – identify the links between past and present.

My rights and responsibilities as a citizen of Australia.


In Semester One students studied different types of natural environments and how they change over time with a major focus on rainforests and the Antarctica. They explored how humans are very dependent on their environment and how humans impact on environments through the study of environmental issues. Students studied the effects of weather, as well as analysing the weather and climate in a variety of geographical locations. Students further investigated extreme weather conditions.

During Term Three, students completed a unit of work in Global

Connections, which emphasised how Australia connects with the world. In

Term Three and Four, students developed and consolidated their mapping

skills - including sketching and reading different types of maps. They were

introduced to new geographical concepts of the importance of reliability

and accuracy in map making as well as how modern technology has

enhanced maps.

Unit The environment. The Weather Global connections Maps and mapping


Humans interact with, affect and are affected by environments.

Human activities and the weather affect each other.

Australia aims to strengthen its global ties with other countries

Mapping and its importance in our daily lives.


This semester, students studied Australian history from the arrival of the first Aboriginal groups at least 40,000 years ago to the granting of Federation in 1901. Topics included aspects of early Aboriginal culture, early European exploration, why the British government decided to colonise Australia, early difficulties of settlement in and around Sydney, how the convict system operated, the founding of the five other colonies outside New South Wales, the gold rushes of the 1850s and 1860s, the development of nationalism and the granting of Federation in 1901.

In term three, students completed units on Federation and World War One.

Students examined arguments for and against federation, prominent

historical figures who promoted federation and the development of a

strong national identity as a result of federation. In WWI unit, students

explored the reasons for the Great War, the conditions on the battlefields,

the consequences of WWI and the ANZAC spirit. In term four, students

completed units on the Great Depression and World War II.

Unit Australian history- early

settlement

Australian History – Gold

rush and Bushrangers

Australian History: FEDERATION OF AUSTRALIA- world war 1

Australian history- WW 1 –WW2


Human activity impacts upon the environment.

Human activity impact upon environment.

Human activity impacts upon the environment.

History presents significant events that shape the social, political and cultural developments of a nation.


In Term One, students investigated the differences between developed and developing countries and mastered the skills in interpreting data based on developmental indicators. In Term Two, students examined aspects of cities especially the problems associated with rapid urbanisation in the 20th century. By the end of Term Two, students had to complete a major task in designing an "Ideal City".

This course in Semester Two, as part of their studies in Physical Geography, students completed three units: tectonics, coastlines and rivers. The tectonics unit focused on the Earth's structure, plate movements, earthquakes and volcanoes; the other units dealt with the features, formations and uses of rivers and coastlines. All three units asked students to consider how to effectively manage natural resources and plan for and deliver relief when natural disasters strike.

Unit Development Cities Plate tectonics and coasts River systems


Understand the impact of social, physical, political, economic and cultural factors on development.

Issues with change and development.

Causes of plate movement and the effects on the environments and people.

Use and management of fresh water

Year 10 Term 1 Term 2 Term 3 Term 4

Course Overview

During Semester One, students studied Global Perspectives as part of the Humanities subject. This topic examines the characteristics of global phenomena and their impact on people and places. (Global phenomena are major natural and human events and processes that possess the capacity to affect the globe or significant parts of it.) This subject attempted to stimulate and develop the student's interest in the wider world and their relationship to it. It also sought to foster within the student an appreciation and empathy for the lived experiences of diverse communities around the world.

In Term Three, students studied the Muslim conquest of Spain and how that dramatically changed the southern two-thirds of the country (called Al-Andalus by the Arabs). Students considered such things as Muslim government, trade, architecture, town planning, literature and education. In Term Four, students looked at how Spain proved fertile ground for the continuation of Islamic scholarship, and how this learning was passed from there to the rest of Europe

Unit Global perspectives Global perspectives Islamic History - Islamic Spain


Understand the impact of social,

physical, political, economic and

cultural factors on development.

Understand the impact of social, physical, political, economic and cultural factors on development.

Rise and fall of empires. Religion

and history.


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Mathematics

Aims The aims of teaching and learning mathematics are to encourage and enable students to:

• recognize that mathematics permeates the world around us

• appreciate the usefulness, power and beauty of mathematics

• enjoy mathematics and develop patience and persistence when solving problems

• understand and be able to use the language, symbols and notation of mathematics

• develop mathematical curiosity and use inductive and deductive reasoning when solving problems

• become confident in using mathematics to analyse and solve problems both in school and in real-life situations

• develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics

• develop abstract, logical and critical thinking and the ability to reflect critically upon their work and the work of

others

• develop a critical appreciation of the use of information and communication technology in

Mathematics • appreciate the international dimension of mathematics and its multicultural and historical perspectives.

Assessment Criteria Criterion A: Knowledge and understanding (Maximum 8) Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This criterion expects students to use their knowledge and to demonstrate their understanding of the concepts and skills of the prescribed framework in order to make deductions and solve problems in different situations, including those in real-life contexts. This criterion examines to what extent the student is able to:

know and demonstrate understanding of the concepts from the five branches of mathematics (number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics)

use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts

select and apply general rules correctly to solve problems, including those in real-life contexts. Assessment tasks for this criterion are likely to be class tests, examinations, real-life problems and investigations that may have a variety of solutions. Achievement

level

Level descriptor


1–2 The student attempts to make deductions when solving simple problems in familiar contexts.

3–4 The student sometimes makes appropriate deductions when solving simple and more-complex problems in familiar contexts.

5–6 The student generally makes appropriate deductions when solving challenging problems in a variety of familiar contexts.

7–8 The student consistently makes appropriate deductions when solving challenging problems in a variety of contexts including unfamiliar situations.

Notes

1. Context: the situation and the parameters given to a problem.

2. Unfamiliar situation: challenging questions or instructions set in a new context in which students are required to apply knowledge and/or skills they have been taught.

3. Deduction: reasoning from the general to the particular/specific.


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Criterion B: Investigating patterns (Maximum 8) Students are expected to investigate a problem by applying mathematical problem-solving techniques, to find patterns, and to describe these mathematically as relationships or general rules and justify or prove them. This criterion examines to what extent the student is able to:

select and apply appropriate inquiry and mathematical problem-solving techniques

recognize patterns

describe patterns as relationships or general rules

draw conclusions consistent with findings

justify or prove mathematical relationships and general rules.

Assessment tasks for this criterion should be mathematical investigations of some complexity, as appropriate to the level of MYP mathematics. Tasks should allow students to choose their own mathematical techniques to investigate problems, and to reason from the specific to the general. Assessment tasks could have a variety of solutions and may be set in real-life contexts. Teachers should clearly state whether the student has to provide a justification or proof. Teachers should include a good balance between tasks done under test conditions and tasks done at home in order to ensure the development of independent mathematical thinking. Achievement

level

Level descriptor


1–2 The student applies, with some guidance, mathematical problem-solving techniques to recognize simple patterns.

3–4 The student selects and applies mathematical problem-solving techniques to recognize patterns, and suggests relationships or

general rules.

5–6 The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as

relationships or general rules, and draws conclusions consistent with findings.

7–8 The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, draws conclusions consistent with findings, and provides justifications or proofs.

Notes

1. Pattern: the underlining order, regularity or predictability between the elements of a mathematical system. To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as relationships or generalized rules.

2. Justification: a clear and logical mathematical explanation of why the rule works.

3. Proof: a mathematical demonstration of the truth of a given proposition.

Criterion C: Communication in mathematics (Maximum 6) Students are expected to use mathematical language when communicating mathematical ideas, reasoning and findings—both orally and in writing. This criterion examines to what extent the student is able to:

use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations

use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models)

communicate a complete and coherent mathematical line of reasoning using different forms of

representation when investigating complex problems. Students are encouraged to choose and use appropriate ICT tools such as graphic display calculators, screenshots, graphing, spreadsheets, databases, drawing and word-processing software, as appropriate, to enhance communication. Assessment tasks for this criterion are likely to be real-life problems, tests, examinations and investigations. Tests and examinations that are to be assessed against criterion C must be designed to allow students to show complete lines of reasoning using mathematical language. Achievement



1–2 The student shows basic use of mathematical language and/or forms of mathematical representation. The lines of reasoning are difficult to follow.

3–4 The student shows sufficient use of mathematical language and forms of mathematical representation. The lines of reasoning are clear though not always logical or complete.

The student moves between different forms of representation with some success.

5–6 The student shows good use of mathematical language and forms of mathematical representation. The lines of reasoning are

concise, logical and complete. The student moves effectively between different forms of representation.

Notes

1. Mathematical language: the use of notation, symbols, terminology and verbal explanations. 2. Forms of mathematical representation: refers to formulae, diagrams, tables, charts, graphs and models, used to

represent mathematical information.


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Criterion D: Reflection in mathematics (Maximum 6) Reflection allows students to reflect upon their methods and findings. This criterion examines to what extent the student is able to:

explain whether his or her results make sense in the context of the problem

explain the importance of his or her findings in connection to real life

justify the degree of accuracy of his or her results where appropriate

suggest improvements to the method when necessary.

Assessment tasks are most likely to be investigations and real-life problems. Generally these types of tasks will provide students with opportunities to use mathematical concepts and skills to solve problems in real-life contexts.

Achievement



1–2 The student attempts to explain whether his or her results make sense in the context of the problem. The

student attempts to describe the importance of his or her findings in connection to real life.

3–4 The student correctly but briefly explains whether his or her results make sense in the context of the

problem and describes the importance of his or her findings in connection to real life. The student attempts to justify the degree of accuracy of his or her results where appropriate.

5–6 The student critically explains whether his or her results make sense in the context of the problem and provides a detailed explanation of the importance of his or her findings in connection to real life.

The student justifies the degree of accuracy of his or her results where appropriate. The student suggests improvements to the method when necessary.

Notes

1. Describe: present an account without providing reasons or explanations. 2. Explain: give a detailed account including reasons, causes or justifications. Explanations should answer the

questions ―why‖ and ―how‖.


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Mathematics Curriculum Overview Year 6 Term 1 Term 2 Term 3 Term 4 Unit Applying Addition Applying Division Using Algebra Interpreting Graphs and

Charts Significant Concept(s)

You use addition to find the sum of two or more addends.

You use division to find a quotient.

You use algebra when you find patterns.

You use graphs and charts to show information.

Unit Building Number Sense Applying Subtraction Working with Measurements Using Geometry Significant Concept(s)

You use number sense when you think about the place value of each numeral in a number. You also use number sense to recognise whether a number is even or odd.

You use subtraction to find the difference between two numbers.

You use measurement to find the size of something.

You use geometry when you work with figures.

Unit Using Estimation Applying Multiplication Converting Time & Money Determining Probability and Averages


You use estimation to find a number that is close to another number. You also use estimation to check if a sum of numbers makes sense.

You use multiplication to find the product of two factors.

You use a clock to tell the time and to tell how much time has gone by.

You use probability find what the chance is that a certain event will happen.

Year 7 Term 1 Term 2 Term 3 Term 4 Unit Whole Numbers Algebra Equations Decimals


Systems change and develop in response to challenges and demands placed upon them.

Patterns that are predictable are generated by formulating mathematical rules. These patterns are used to model and solve problems in real life situations.

The process of simplifying or solving a complex problem is often to unravel the process or trace back the steps taken to get to that stage. Such a process is explored in this chapter where algebraic equations are solved by using backtracking and flowcharts to trace (and retract) the process.

Decimals are used in business transactions, in designing scales to study the force of natural disasters such as earthquakes and to measure all kinds of magnitudes

Unit Measurement Angles Fractions Chance & Data Significant Concept(s)

The Metric system provided mathematicians and scientists with the means to measure accurate the different dimensions and properties of objects and thereby led to revolutionary progress in the fields of science and technology and the understanding of the laws of the universe.

Patterns that are predictable are generated by formulating mathematical rules. These patterns are used to model and solve problems in real life situations

Different endeavours such as cooking, manufacturing, and governance require allocation of available resources. Mathematical tools have to be evolved to do this process according to requirements in an efficient manner.

The mathematics of chance enables people to work out the probability of the occurrence of events before hand and to predict possible outcomes. It also enables them to make sense of large data groups.

Unit Number Patterns Polygons Significant Concept(s)

A mathematical system such as our base 10 system has unique patterns that would be different if we used a base 2 system. Mathematicians study these patterns and communicate their understanding in a language with its own conventions.

Shapes are all around us and man has used geometric shapes to create designs and affect his environment. These shapes have geometric properties that enable them to be classified, measured and created using their inherent geometric properties.

Year 8 Term 1 Term 2 Term 3 Term 4 Unit DIRECTED NUMBERS ALGEBRA PERCENTAGES GEOMETRY Significant Concept(s)

Direction is critical to solving problems.

Explaining relationships. Percentages as a means of comparing different sized quantities

Shapes and angles in everyday life.

Unit MEASUREMENT CHANCE AND DATA EQAUTIONS NUMBER TECHNIQUES Significant Concept(s)

Measurement shapes the world.

Making connections life through data.

Modelling and solving problems using equations.

Basics of numbers in understanding higher order problems.

Unit RATIO CARTESIAN GRAPHS Significant Concept(s)

Ratio as a tool for decision making /persuasion

Representing relationships using Cartesian graphs.


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Year 9 Term 1 Term 2 Term 3 Term 4 Unit EXPANDING &

FACTORISING Pythagoras Theorem Linear Relationships Probability


Algebra Use mathematical modeling to solve 2D and 3D problems from real life using the Pythagoras Theorem.

Use problem solving strategies to recognize a pattern, develop an algebraic model and provide a solution to the problem.

Use problem solving strategies to recognise a pattern, develop a model and provide a solution to the problem.

Unit MATHEMATICAL TECHNIQUES

Trigonometry Quadratics


Number Use problem solving strategies to recognise a pattern, develop an algebraic model and provide a solution to the problem.

Use problem solving strategies to recognise a pattern, develop an algebraic model and provide a solution to the problem.

Year 10 Term 1 Term 2 Term 3 Term 4 Unit EXPANDING &

FACTORISING Surds and Exponentials RELATIONSHIPS &

VARIATIONS Probability


Algebra Rational and irrational numbers

Equations Mathematics can help us make predictions about what will happen. Probability calculations. Sequence and series calculations. Idea of convergence or limit.

Unit TRIGONOMETRY Linear Relationships STATISTICS Significant Concept(s)

Shapes The billing of services is often a linear function. Create and use linear functions to model situations.

Data


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Arts The arts are a universal form of human expression and a unique way of knowing that engage us in affective, imaginative and productive activity. Learning through the arts helps us to explore, shape and communicate our sense of identity and understanding of the world, while providing opportunities to develop self-confidence, resilience and adaptability. In the MYP, the arts should challenge students to consider authentic issues and develop their skills beyond superficiality and imitation. Students are provided with opportunities to function as artists, as well as learners of the arts. To be an artist one has to be curious, and by developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem solvers. In the MYP, students are guided to create, perform and present art in ways that engage and convey their own feelings, experiences and ideas. MYP arts value the process of creating artwork as much as the finished product; the two elements combined tell us what students have experienced, learned and attempted to convey. In this way, the educational value of any artwork is seen by placing it within the context of its creation.

Aims The aims of the teaching and study of MYP arts are for students to: • understand how the arts play a role in developing and expressing personal and cultural identities

• appreciate how the arts innovate and communicate across time and culture • become informed and reflective practitioners of the arts • experience the process of making art in a variety of situations • explore, express and communicate ideas • become more effective learners, inquirers and thinkers • develop self-confidence and self-awareness through art experiences

• appreciate lifelong learning in and enjoyment of the arts.

Assessment Criteria Criterion A: Knowledge and understanding (Maximum 8) Students should be able to:

demonstrate knowledge and understanding of the art form studied in relation to societal, cultural, historical and personal contexts

demonstrate knowledge and understanding of the elements of the art form studied, including

specialized language, concepts and processes

communicate a critical understanding of the art form studied in the context of their own artwork.

Achievement


0 The student does not reach a standard described by any of the descriptors below.

1–2 The student shows limited knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.

The student is able to demonstrate limited knowledge and understanding of the elements of the art form studied. The student is able to communicate a limited critical understanding of the art form studied, in the context of his or her own

work.

3–4 The student is able to demonstrate satisfactory knowledge and understanding of the art form studied in relation to societal or

cultural or historical or personal contexts. The student is able to demonstrate satisfactory knowledge and understanding of the elements of the art form studied.

The student is able to communicate satisfactory critical understanding of the art form studied, in the context of his or her own work although some opportunities are not pursued.

5–6 The student is able to demonstrate good knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.

The student is able to demonstrate good knowledge and understanding of the elements of the art form studied. The student is able to communicate a good level of critical understanding of the art form studied, in the context of his or her

own work.

7–8 The student is able to demonstrate excellent knowledge and understanding of the art form studied in relation to societal or

cultural or historical or personal contexts. The student is able to demonstrate excellent knowledge and understanding of the elements of the art form studied.

The student is able to communicate a well developed critical understanding of the art form studied, in the context of his or her own work.

Notes

For moderation and monitoring of assessment requirements, all three strands of the objective must be met across the work submitted although not necessarily in each task.

The tasks used for assessment for criterion A will vary according to the outcomes of the unit of work or inquiry.

Examples of forms of tasks might include a research piece or investigation; an oral presentation including presentation notes and any supporting visuals or music; a statement of artistic intent looking at contextual research, skills developed, themes investigated; an appraisal of other artists’ work; a comparison or analysis of art

practices in the context of the themes being investigated; a test that includes extended writing and so on.

This assessment criterion needs to be clarified for students according to the outcomes for the unit of work or task, providing them with details of what they need to show or attain at different levels for tasks assessed using criterion

A.

It is important that these details are also included in the background information folder for moderation or monitoring samples of assessed work.


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Criterion B: Application (Maximum 10) Students should be able to:

develop an idea, a theme or a personal interpretation to a point of realization, expressing and communicating their artistic intentions

apply skills, techniques and processes to create, perform and/or present art.

Achievement



1–2 There is very limited expression and communication of artistic intentions in the student’s work, which may not have reached a

point of realization. Skills and techniques are applied at a very limited level of proficiency. The student attempts to apply the artistic processes.

3–4 There is limited expression and communication of artistic intentions in the student’s work, which has reached a point or partial

point of realization. Skills and techniques are applied at a limited level of proficiency. The student attempts to apply the artistic processes.

5–6 The student is able to elaborate an idea, a theme or a personal interpretation to a point of realization. There is satisfactory expression and communication of artistic intentions.

Skills and techniques are applied at a satisfactory level of proficiency. The student shows a satisfactory ability to apply the artistic processes involved in creating art.

7–8 The student is able to elaborate an idea, a theme or a personal interpretation to a point of realization. There is evidence of good expression and communication of artistic intentions.

Skills and techniques are applied at a good level of proficiency. The student shows a good ability to apply the artistic processes

involved in creating art.

9–10 The student is able to elaborate an idea, a theme or a personal interpretation to a point of realization. There is evidence of purposeful expression and effective communication of artistic intentions.

Skills and techniques are applied at a high level of proficiency. The student shows an excellent ability to apply the artistic processes involved in creating art.

Notes

For moderation and monitoring of assessment requirements, both strands must be met in each task submitted.

Evidence of process work for criterion B will include extracts from the developmental workbook showing work from the beginning of the process to a certain point of realization, and materials and artefacts that relate to the work such as diagrams, photos, texts, visual influences. Reflection and evaluation assessed using criterion C will link

directly to work produced in relation to criterion B and should be placed together in the student’s folder.

This assessment criterion needs to be clarified for students according to the outcomes for the unit of work or task, providing them with details of what they need to show or attain at different levels for tasks assessed using criterion B. It is important that these details are also included in the background information folder for moderation or monitoring

samples of assessed work.

Criterion C: Reflection and evaluation (Maximum 8) Students should be able to:

reflect critically on their own artistic development and processes at different stages of their work

evaluate their work

use feedback to inform their own artistic development and processes

Achievement

level

Level descriptor


1–2 The student records his or her artistic development and processes with little reflection.

The student carries out a limited evaluation of his or her work, with guidance.

3–4 The student reflects on his or her artistic development and processes.

The student carries out a satisfactory evaluation of his or her work. Some aspects of the evaluation may be unrealistic or incomplete.

The student attempts to use feedback in his or her artistic development and processes, with guidance.

5–6 The student reflects critically on his or her artistic development and processes at different stages of his or her work.

The student carries out a good evaluation of his or her work. The evaluation includes an appraisal of the quality of work produced and an identification of some areas of improvement.

The student uses feedback in his or her artistic development with little guidance, which informs his or her own artistic development and processes.

7–8 The student reflects critically and in depth on his or her artistic development and processes at different stages of his or her

work.

The student carries out an excellent evaluation of his or her work. This shows a considered appraisal of the quality of work produced and details of improvements that could be made.

The student intentionally uses feedback in his or her artistic development, which shows an appropriate consideration of his or her artistic processes.

Notes

For moderation and monitoring of assessment requirements, all three strands must be met in each task submitted.

The purpose of this criterion is to focus students’ attention on their own creative work and their development in

the art form. Students need to be guided in their evaluation of their strengths and weaknesses and their development in the subject. This includes their analysis of the process of working, discussion of themes and issues raised by the work, and responses to feedback from the teacher and from other students. Reflection and evaluation

should be an ongoing process in MYP arts, so feedback and responses to it, as well as self appraisal, need to be recorded in the developmental workbook. When compiling samples for moderation or monitoring of assessment, teachers are asked to include examples of both ongoing and retrospective reflection and evaluation for criterion C.

Reflections on, appraisals and critiques of the work of other artists should be assessed using criterion A.


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Criterion D: Personal engagement (Maximum 8) Students should be able to:

show commitment in using their own artistic processes

demonstrate curiosity, self motivation, initiative and a willingness to take informed risks

support, encourage and work with their peers in a positive way

be receptive to art practices and artworks from various cultures, including their own.

Achievement



1–2 The student shows limited commitment in using his or her own artistic processes. The student demonstrates limited curiosity, self motivation, initiative and a willingness to take informed risks.

The student works with his or her peers in a positive way, with encouragement. The student is rarely receptive to art practices and artworks from various cultures, including his or her own.

3–4 The student shows satisfactory commitment in using his or her own artistic processes. The student demonstrates satisfactory curiosity, self motivation, initiative and a willingness to take informed risks.

The student supports, encourages and works with his or her peers in a positive way, with encouragement. The student is occasionally receptive to art practices and artworks from various cultures, including his or her own.

5–6 The student shows good commitment in using his or her own artistic processes. The student generally demonstrates curiosity, self motivation, initiative and a willingness to take informed risks.

The student supports, encourages and works with his or her peers in a positive way, with little encouragement. The student is generally receptive to art practices and artworks from various cultures, including his or her own.

7–8 The student shows excellent commitment in using his or her own artistic processes. The student actively demonstrates curiosity, self motivation, initiative and a willingness to take informed risks.

The student actively supports, encourages and works with his or her peers in a positive way. The student is actively receptive to art practices and artworks from various cultures, including his or her own.

Notes

For moderation and monitoring of assessment requirements, the level provided should relate to the work submitted in the sample and teacher comments should be included in each student’s folder. The comments should

highlight the specific strands that have been met during the completion of the work.

Drama Programme (Years 6 & 7)

Unit Title Movement and mime Sound and Voice Let’s improvise! Bullying… a melodrama?

Area of

Interaction

Human Ingenuity:

Taking action on: Think

creatively Students have a

go at designing a finished

product

Environments:

Reflection on the role of sound in modelling

environments Students are able to create models of a certain environment using

sounds

Human Ingenuity:

Awareness and

understanding of the

processes involved in

innovation and creation

Students are able to identify

the steps of creating a

product

Community and Service:

Reflection on responsibilities - including the ethical implications of

activity or inactivity within the community Students are able to list some desirable

traits that members of a community should have or

develop in a given community


People can communicate and

express themselves in ways

other than speaking

Different environments have

different sounds, e.g. a busy

street in the city, a

marketplace and a beach all

sound different

We improvise everyday! Even if I’m not involved in

bullying, I don’t have to be

silent about it!

MYP Unit

Questions

How can we communicate without words?

How do different environments sound?

How can we develop our abilities to be spontaneous and creative?

Villain & Victim… Can I be the Hero/Heroin?

Assessment Tasks

Formative:

- Worksheets on theoretical concepts

- Reflections in workbook

- In-class single/pair/group performances to apply techniques

Summative:

- A pairs/small-group mime performance

- End-of-unit quiz

Formative:



- In-class single/pair/group performances to apply skills/techniques

Summative:

- A soundscape performance to represent a particular environment

- End-of-unit quiz

Formative:




Summative:

- A group ‘picture theatre’ performance, using objects, freeze-frames and one-line dialogue

- End-of-unit quiz

Formative:




Summative:

- A group scripted performance about bullying in school, including the major characteristics of melodrama

- End-of-unit quiz


46

The Arts Curriculum Overview

Year 6 Term 1 Term 2 Term 3 Term 4 Unit Introduction to Art Art – Printing Making Art: Material Craft Art:3D Sculpture


Think outside the shape Stencil me in Fabrics and Fibres My space

Year 7 Term 1 Term 2 Term 3 Term 4 Unit Art – 2D Line and Tone Graphic Design – Logo

Design Art-2D Line and Tone


Draw the Line Images versus Text Draw the line

Unit General Art: Drawing and Painting

Art-Graphics: Shop Front 2D Art: Shape and colour


Colour my world Window dressing Thinking outside the shape

Unit Art: Woodcraft Woodcraft: How to create using wood

General Art: Drawing and Painting


Building blocks Natural resource Colour my world

Year 8 Term 1 Term 2 Term 3 Term 4 Unit Material Technology-3D forms Art-Graphics Material Technology – 3D forms Art - Graphics


Pump up the volume Product Design Pump up the volume Product Design

Unit Woodwork Art 2D painting Woodwork Significant Concept(s)

Furniture Building Different strokes Furniture Building

Unit Food Tech – Intro to food interpretation & experimentation

Ceramics- Functional Art-House/Pencil Holder

Ceramics – Art – ‘Mask’


Tickle my taste buds Need to function Unmasked

Unit Ceramics-Art-“Mask” Ceramics – Art ( General) Food Tech – Intro to food interpretation & experimentation


Unmasked Hand held structures. Tickle my taste buds

Unit Ceramics-Art (General) Food is not just good for you

2D Art – intermediate Drawing


Coil with me Food should look good not just taste good

I like your tone

Unit Art-Graphics Material Technology – 3D forms


Me as a designer Depth of Field

Unit 2D Art-Intermediate Drawing

From design to production


I like your home Design is not just theoretical or abstract


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Year 9 Term 1 Term 2 Term 3 Term 4 Unit Art 2D Drawing (Advanced) Art 2D Painting (advanced) Art - Graphics Art - Graphics


Tonal Scale How do the Arts communicate emotion?

Living space The big picture- how can my designs contribute to the community or environment?

Unit Woodwork Ceramics – Art Vase Construction

Ceramics – Art – ‘Animal Head Construction’


Furniture Building Functional forms Organic moulding

Unit Food Tech-Intro to food interpretation & experimentation

Art - Graphics Woodwork


Tickle my taste buds. The big picture Furniture Building.

Unit Material Technology – Stencil Art

Material Technology: T – shit Design & Painting

Food Tech- Intro to food interpretation & experimentation


Cut out to fill in Personal Image Tickle my taste buds

Unit Ceramics – Art – ‘Animal Head Construction’

Developing and Inventing with food

Material Technology – Stencil Art


Organic moulding Master chef Cut out to fill in

Art - graphics Functional Design/ Aesthetic Appeal

Material Technology – Stencil Art

Living space. Sustainability Cut out to fill in

Year 10 Term 1 Term 2 Term 3 Term 4 Unit Drawing/Observational still

life – ART (General) Oil Painting/ ‘Artistic Freedom’

Art 2D – Drawing 9 Refinement)

Art 2D – Artist in Residence program


Drawing with the eyes Artistic Freedom Pencil exploration Communication.

Unit Art 2D – Artist in Residence program ( Artist in chosen field)

Drawing/ Observational Sill Life – ART (General)


Professional practice Drawing with the eyes.


48

Sciences MYP sciences aspires to develop scientifically informed, caring and responsible individuals who can think critically and make informed choices about themselves, the environment and society.

Aims The aims of the teaching and study of sciences are to encourage and enable students to: • develop inquiring minds and curiosity about science and the natural world • acquire knowledge, conceptual understanding and skills to solve problems and make informed decisions in scientific and other contexts • develop skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific evidence to draw conclusions • communicate scientific ideas, arguments and practical experiences accurately in a variety of ways • think analytically, critically and creatively to solve problems, judge arguments and make decisions in scientific and other contexts • appreciate the benefits and limitations of science and its application in technological developments • understand the international nature of science and the interdependence of science, technology and society, including the benefits, limitations and implications imposed by social, economic, political, environmental, cultural and ethical factors

• demonstrate attitudes and develop values of honesty and respect for themselves, others, and their shared environment.

Assessment Criteria

Criterion A: One world (Maximum 6)

Students should understand the interdependence of science and society. Students are expected to discuss how science is applied and used to solve specific problems in life and society. Students should be given the opportunity to explore local and global scientific issues and evaluate the interaction between science and scientific developments with social, economic, political, environmental, cultural and ethical factors. Assessment tasks should allow students to demonstrate their understanding of the role of science in society through the development of analysis and critical thinking. Suitable assessment tasks to assess this criterion include essays, case studies and research projects, but also debates and oral presentations.

Achievement level Descriptor


1–2 The student describes how science is applied to addressing a specific local or global issue. The student states some of

the benefits or limitations of science in addressing the issue.

3–4 The student describes how science is applied to addressing a specific local or global issue. The student describes some

of the benefits or limitations of science in addressing the issue. The student describes how science and its applications

interact with at least one of the following factors: social, economic, political, environmental, cultural and ethical.

5–6 The student explains how science is applied to addressing a specific local or global issue. The student explains some of

the benefits and limitations of science in solving the issue. The student discusses how science and its applications

interact with some of the following factors: social, economic, political, environmental, cultural and ethical.

Criterion B: Communication in science (Maximum 6)

Students should be able to demonstrate understanding when communicating scientific information. Students should use appropriate scientific language, a range of communication modes and the most appropriate communication format. Suitable assessment tasks to assess this criterion include scientific investigation reports, research essays, case studies, interdisciplinary projects, and media presentations. Depending on the tasks, students will be expected to acknowledge the sources of information and document these appropriately.



1–2 The student attempts to communicate scientific information using some scientific language. The student presents

some of the information in an appropriate form using some symbolic or visual representation when appropriate. The

student attempts to acknowledge sources of information but this is inaccurate.

3–4 The student communicates scientific information using scientific language. The student presents most of the

information appropriately using symbolic and/or visual representation according to the task. The student acknowledges

sources of information with occasional errors.

5–6 The student communicates scientific information effectively using scientific language correctly. The student presents

all the information appropriately using symbolic and/or visual representation accurately according to the task. The

student acknowledges sources of information appropriately.


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Criterion C: Knowledge and understanding of science (Maximum 6)

Students should show their understanding of the main scientific ideas and concepts of science, by applying these to solve problems in familiar and unfamiliar situations. Students should develop critical-thinking skills to analyse and evaluate scientific information. Suitable assessment tasks to assess this criterion include complex questions in tests, critical analysis of case studies, and research projects or media articles on scientific issues. Assessment tasks should provide opportunities for students to demonstrate their understanding by solving problems in familiar and unfamiliar situations, and by analysing and evaluating scientific information presented to them. Achievement level Descriptor


1–2 The student recalls some scientific ideas and concepts and applies these to solve simple problems.

3–4 The student explains scientific ideas and concepts and applies scientific understanding to solve problems in familiar

situations. The student analyses scientific information by identifying parts, relationships or causes. The student

provides an explanation that shows understanding.

5–6 The student explains scientific ideas and concepts and applies scientific understanding to solve problems in familiar

and unfamiliar situations. The student analyses and evaluates scientific information by making scientifically

supported judgments about the information, the validity of the ideas or the quality of the work.

Unfamiliar situation: Refers to a problem/situation where the context or the application is modified to be considered unfamiliar for the student. D Scientific inquiry

Students are expected to design and carry out scientific investigations independently. Students should be able to (i) state a problem that can be tested by an investigation; (ii) formulate a suitable

hypothesis; (iii) identify and manipulate variables; (iv) plan an appropriate investigation including the method and materials; (v) evaluate the method. Assessment tasks for scientific inquiry should provide students with the opportunity to design, plan and carry out scientific investigations independently. Suitable assessment tasks to assess this criterion include laboratory experiments and field studies.



1–2 The student attempts to define the purpose of the investigation and makes references to variables but these are

incomplete or not fully developed. The method suggested is partially complete. The evaluation of the method is either

absent or incomplete.

3–4 The student defines the purpose of the investigation and provides an explanation/prediction but this is not fully

developed. The student acknowledges some of the variables involved and describes how to manipulate them. The

method suggested is complete and includes appropriate materials/equipment. The evaluation of the method is

partially developed.

5–6 The student defines the purpose of the investigation, formulates a testable hypothesis and explains the hypothesis

using scientific reasoning. The student identifies the relevant variables and explains how to manipulate them. The

student evaluates the method commenting on its reliability and/or validity. The student suggests improvements to the

method and makes suggestions for further inquiry when relevant.

Reliability: Refers to measurement of the data. This depends upon the selection of the measuring instrument, the precision and accuracy of the measurements, errors associated with the measurement, the size of the sample, the sampling techniques used, and the number of readings. Validity: Refers to the success of the method at measuring what the investigator wishes to measure. This includes factors such as the choice of the measuring instrument and whether this measures what it is supposed to measure, the conditions of the experiment, and variable manipulation (fair testing).

Criterion E: Processing data (Maximum 6)

Processing data refers to enabling students to organize and process data. Students should be able to organize and transform data by numerical calculations into diagrammatic form (tables, graphs and charts) and draw and

explain appropriate conclusions. Suitable assessment tasks to assess this criterion include scientific investigations carried out by students, or by others, as well as laboratory reports and studies that provide students with raw data for further processing and analysis.



1–2 The student organizes and presents data using simple numerical or diagrammatic forms and draws an obvious

conclusion.

3–4 The student organizes and transforms data into numerical and diagrammatic forms and presents it using appropriate

communication modes. The student draws a conclusion consistent with the data.

5–6 The student organizes and transforms data into numerical and diagrammatic forms and presents it logically and clearly,

using appropriate communication modes. The student explains trends, patterns or relationships in the data, comments

on the reliability of the data, draws a clear conclusion based on the correct interpretation of the data, and explains it

using scientific reasoning.


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Criterion F: Attitudes in science (Maximum 6)

This criterion refers to encouraging students’ attitudes of safety, respect and collaboration. Students are expected to:

carry out scientific investigations using materials and techniques skillfully and safely and showing

respect for the living and non-living environment

work effectively as a member of a team, collaborating, acknowledging and respecting the views of others as well as ensuring a safe working environment.

Evidence of performance of this criterion should be collected from the observation of students when working in science, individually and in groups. This criterion should be internally assessed but it is not externally moderated.



1–2 The student requires guidance and supervision when using laboratory equipment. The student can work safely and

cooperate with others but may need reminders.

3–4 The student uses most equipment competently but might require occasional guidance; on most occasions pays

attention to safety and works responsibly with the living and non-living environment. The student generally

cooperates well with other students.

5–6 The student works largely independently; uses equipment with precision and skill; pays close attention to safety and

deals responsibly with the living and non-living environment. The student consistently works effectively as part of a

team, collaborating with others and respecting their views.


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Sciences Curriculum Overview

Year 6 Term 1 Term 2 Term 3 Term 4 Unit Introduction to

Science (Integrated Unit)

Solids, Gasses and Liquids


There are tools that can help us to see more than the naked eye sees

The environment can affect the change of matter

Year 7 Term 1 Term 2 Term 3 Term 4 Unit Forces and Motion Heat, light and sound Separating Mixtures Cells and Systems


Forces influence the ability to achieve and succeed.

Energy affects things around us.

Substances can be used in different forms/ways.

Structure and function of all living things keep them alive.

Year 8 Term 1 Term 2 Term 3 Term 4 Unit Nutrients Atoms and chemical

reactions Astronomy Magnets and electric

circuits


Healthy food choices influence the state and functioning of our daily lives.

Energy is responsible for change in chemical reactions

Our place in the Universe

The use of magnets in everyday life

Year 9 Term 1 Term 2 Term 3 Term 4 Unit It’s all under control Chemical Energy Making light work


Students know the coordination and regulatory functions in plants and animals process that help them survive in their environment.

Energy is responsible for changes in chemical reactions.

Demonstrate an understanding of different types of light waves

Year 10 Term 1 Term 2 Term 3 Term 4 Unit Genetics Force, mass and

movement Atomic theory, Periodicity and chemical equations

Force, mass and movement


Innovation causes changes

Innovation causes changes

Protecting our natural environment

Innovation causes change


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Physical Education Physical education in the MYP is concerned with more than just participating in sports and games. Its primary aims are to encourage the development of ―intelligent performers‖ and to encourage students to understand the importance of a balanced, healthy lifestyle. Throughout the five years of the MYP, students should develop knowledge, critical thinking and reflection skills, and a sense of responsibility, as well as interpersonal and self-motivational skills. This in turn should encourage choices that will contribute to long-term healthy living.

Aims The aims of the teaching and study of MYP physical education are to encourage and enable students to develop: • an appreciation and understanding of the value of physical education and its relationship to a healthy, balanced lifestyle • an interest in the promotion of health and wellness • the motivation to participate fully in all aspects of physical education • their optimal level of physical fitness • effective communication strategies, verbal, non-verbal and written • the skills and understanding necessary to participate successfully in a variety of physical activities, for example, learning, practising, refining, adapting, thinking, interacting • the ability to reflect critically on all aspects of physical education, including being a critical performer

• an understanding of international perspectives on physical activity, sport and health education • a lifelong interest in and enjoyment of physical activities as a participant.

Assessment Criteria

Criterion A: Use of knowledge (Maximum 8) Students are expected to have a knowledge and understanding of the physical activities or topics studied. They are also expected to be able to use this knowledge and understanding critically, and apply it to analyse situations and solve problems. As described in ―Balancing the physical education curriculum‖, topics studied and assessed through criterion A should include not only sport but also sport-related and health-related fitness, and international perspectives on physical activity, sport and health education. Topics that do not have a physical activity focus (for example, substance abuse or nutrition studied in isolation) are not suitable for the assessment of this criterion. Topics should always have a focus on physical activity, and be an integral part of the teaching and learning process. Criterion A is best assessed through written or oral activities, and must be assessed in a non-

performance/non-playing situation. Please note that for moderation, the task assessed against criterion A must be written.



1–2 The use of terminology is inconsistent, inappropriate or incorrect.

Demonstrates a limited knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity.

Sometimes uses this knowledge to analyse and solve problems in familiar situations.

3–4 Uses basic terminology that is sometimes inaccurate or inappropriate.

Demonstrates a basic knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity.

Uses this knowledge to analyse and solve problems in familiar situations.

5–6 Uses a range of terminology accurately and appropriately in some situations.

Demonstrates a good knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity.

Uses this knowledge to analyse and solve problems in familiar and some unfamiliar situations.

7–8 Uses a wide range of physical education terminology accurately and appropriately in most situations.

Demonstrates a thorough knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity.

Uses this knowledge wisely and effectively to analyse and solve problems in familiar and unfamiliar situations.

Notes

1. Range: it will depend on the sport/topic as to what constitutes a ―range‖ of terminology.

2. Unfamiliar: describes a situation that the student has not encountered before, but relates to work already studied. By giving students the opportunity to respond to unfamiliar situations, students can use their knowledge to analyse and solve problems. For example, after studying principles of fitness, a student may be asked to apply their knowledge to a sport or situation that they have not been in contact with before, or students could be given a

game scenario and devise tactics or strategies to defeat their opponent. Tasks that only require students to recall or demonstrate knowledge prevent students from meeting the higher levels in this criterion.


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Criterion B: Movement composition (Maximum 6) Students are expected to be able to compose sequences of aesthetic movement, through exploring movement possibilities and variations in accordance with the principles and concepts of a particular aesthetic activity and using this as inspiration.

Compositions are best assessed using criteria B, C and D. This allows all stages of the creative process—

plan and design, perform, evaluate—to be assessed.

For assessment of this objective, the student must perform the sequence. Achievement level Descriptor


1–2 The student selects some aesthetic moves that are appropriate to the requirements of the task. The student has some

difficulty in adapting and/or creating moves. The sequence shows a simple use of space, time, level, force and flow.

The composition is generally incoherent with many pauses, and shows limited creativity.

3–4 The student selects, adapts and creates aesthetic moves that are appropriate to the requirements of the task.

The sequence shows a competent use of space, time, level, force and flow. The composition is mostly coherent, and shows some aspects of imagination and creativity.

5–6 The student selects, adapts and creates a wide range of aesthetic moves that are appropriate to the requirements of

the task. The sequence shows a sophisticated use of space, time, level, force and flow. The composition is coherent, and shows aspects of imagination, creativity and style.

Notes

1. Coherent: this refers to the logical development of the composition. 2. Range: it will depend on the nature of the activity as to what constitutes a ―range‖ of moves.

Criterion C: Performance (Maximum 10) Students are expected to be able to perform in a range of activities, and show skills and techniques ranging from basic to complex. They should be able to apply tactics, strategies and rules in both individual and group

situations. When assessing performance, teachers should use only the strands of this criterion that are relevant to the activity. In all cases, at least two of the three strands will apply. The third strand referring to student performance with precision, synchronization or energy will apply for movement composition activities.

This objective must be assessed in a performance/playing situation. Achievement level Descriptor


1–2 The student demonstrates little competence in basic moves, skills and techniques in the performance or playing

situation. The student shows some awareness of movement concepts, tactics, strategies and rules.

The student performs with little precision, synchronization or energy.

3–4 The student demonstrates competence in basic moves, skills and techniques in the performance or playing situation. The student shows awareness of movement concepts, tactics, strategies and rules, but has difficulty in applying them. The student performs with some precision, synchronization and/or energy.

5–6 The student demonstrates competence in basic and some complex moves, skills and techniques in the performance or

playing situation. The student applies some movement concepts, tactics, strategies and rules.

The student performs with precision, synchronization and energy most of the time.

7–8 The student demonstrates competence in basic and many complex moves, skills and techniques in the performance or

playing situation. The student applies movement concepts, tactics, strategies and rules appropriately.

The student performs with a high degree of precision, synchronization and energy.

9–10 The student shows a high level of competence in both basic and complex moves, skills and techniques in the

performance or playing situation. The student applies movement concepts, tactics, strategies and rules in a critical and effective manner.

The student performs with a high degree of precision, synchronization, energy, style and flair.

Notes

1. Competence: this could include characteristics such as accuracy, efficiency, control, coordination, timing, fluency,

speed and power. Depending on the nature of the activity, these sorts of characteristics should be considered when determining competency.

2. Precision: this could include balance, stability, amplitude, exactness, extension and body form.

3. Synchronization: this indicates synchronization with the music, a partner or partners, or both.


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Criterion D: Social skills and personal engagement (Maximum 8) Students are expected to be able to communicate with others in a manner that enhances the working environment. This includes showing respect, support and encouragement, as well as demonstrating positive attitudes and strategies to improve relationships. As part of taking responsibility for and enhancing their own learning, students are expected to be able to evaluate their own performance and achievement, including incorporating feedback from others, and use this to set appropriate and achievable goals for the future. Achievement level Descriptor


1–2 The student demonstrates attitudes and strategies that maintain their communication and relationships with others.

The student shows respect and sensitivity to themselves, others and the physical environment some of the time. The student takes responsibility for their own learning some of the time, but shows little enthusiasm and/or

commitment to physical education. The student shows difficulty in reflecting on their achievements and in setting and taking action to achieve goals.

3–4 The student demonstrates attitudes and strategies that maintain their communication and relationships with others. The student shows respect and sensitivity to themselves, others and the physical environment most of the time.

The student takes responsibility for their own learning most of the time, and shows some enthusiasm and commitment to physical education.

The student reflects on their own achievements to a satisfactory level, usually sets appropriate goals but may need encouragement to take action towards achieving them.

5–6 The student demonstrates attitudes and strategies that improve their communication and relationships with others. The student consistently shows respect and sensitivity to themselves, others and the physical environment.

The student takes responsibility for their own learning and usually shows enthusiasm and commitment to physical education.

The student reflects critically on their own achievements, sets appropriate goals and takes some action towards achieving them.

7–8 The student demonstrates attitudes and strategies that deepen and enhance their communication and relationships with others.

The student consistently shows a high degree of respect and sensitivity to themselves, others and the physical environment.

The student takes responsibility for their own learning and consistently shows enthusiasm and commitment to physical education.

The student reflects critically on their own achievements, sets appropriate goals that enhance learning, and takes action towards achieving them.


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Physical Education Curriculum Overview

Year 6 Term 1 Term 2 Term 3 Term 4 Unit Martial Arts NETBALL Gymnastic Athletics


Martial Arts is a physical art

Development precedes transference.

Making sequences and developing them into composition.

Safe environments are modifications of raw environments.

Unit AFL Soccer NEWCOMBALL


Sport and identity Sports are communities?

Basic skills are the fundamentals for the success of more complex motor skills.

Unit Martial Arts


How can Martial Arts build self confidence?

Year 7 Term 1 Term 2 Term 3 Term 4 Unit Cricket Soccer Gymnastic


Cricket a sport for summer time leisure.

Sports are active communities.


Unit T –BALL / SOFTBALL Martial Arts AFL


Progression of development

Martial art is a controlled impact.

Sport is a pathway to communities.

Unit NETBALL BASKETBALL


Good health means improved quality of life, less sickness and a happier personal and social existence.

Massed practice and distributed practice lead to transference.

Year 8 Term 1 Term 2 Term 3 Term 4 Unit Cricket NETBALL AFL TENNIS


Cricket a sport for summer time leisure.

Skills are the basis of performance

Sports are fundamentally communities.

Performance varies with environment.

Unit Table Tennis Gymnastic Martial Arts Gymnastic


Table tennis is a sport of momentum and continuity.


Martial arts are attack and defence simultaneously.


Unit SOFTBALL Soccer BASKETBALL Volleyball


I can learn to work and teach others around me.

Contribution to the community by playing Football?

Fitness is achieved through performing discrete, serial and continuous skills.

Taking responsibility and organising action to combat an environmental challenge.


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Year 9 Term 1 Term 2 Term 3 Term 4 Unit Fitness program Fitness program - Gymnastics

(Apparatus) Volleyball


Fitness programs are designed to cover all aspects of fitness.

Fitness programs are designed to cover all aspects of fitness.

Making sequence and developing them into composition.

Practicing transfers to refinement.

Unit TENNIS Gymnastics Football/ Game Sense Athletics


Different environment affects learning


What is a game environment? There are a variety of game strategies that can be used in games of a similar nature (invasion games). We can break down the complexity of games using modified environments/ modified games, to make them easier to learn.

Athletics training is and goal setting are inextricably linked.

Unit Gymnastics Tennis Netball



Sports are subject to evolving.

Skills are the basis of performance


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Technology MYP technology aims to provide the means and the context to help students become skilful problem solvers, who can appreciate the role of technology in everyday life and society and who can respond critically and resourcefully to real life challenges. The MYP technology course intends to: • challenge all students to apply practical and creative thinking skills to solve problems in technology • encourage students to explore the role of technology in both historical and contemporary contexts • raise students’ awareness of their responsibilities as world citizens when making decisions and taking action on technology issues. MYP technology requires the use of the design cycle for solving problems in technology and promotes a practical and inquiry based approach. This helps students to develop not only practical skills but also creative- and critical thinking strategies. The aims of the teaching and study of technology are to encourage and enable students to: • develop an appreciation of the significance of technology for life, society and the environment • use knowledge, skills and techniques to create products/solutions of appropriate quality

• develop problem solving, critical- and creative thinking skills through the application of the design cycle • develop respect for others’ viewpoints and appreciate alternative solutions to problems • use and apply information and communication technology (ICT) effectively as a means to access, process and communicate information, and to solve problems.

Assessment Criteria Criterion A: Investigate (Maximum 6) Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of

information and document these appropriately. Achievement level Level descriptor


1–2 The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.

3–4 The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and

analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.

5–6 The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for

appropriate testing to evaluate the product/solution against the design specification.

Notes

Design brief: The student’s response to the challenge, showing how they intend to solve the problem they have been presented

with. This will guide their investigation as they work to develop a more detailed design specification.

Design specification: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the

designer and for the user. All appropriate solutions will need to comply with the design specification.

Criterion B: Design (Maximum 6) Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification. Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification. Achievement level Level descriptor


1–2 The student generates one design, and makes some attempt to justify this against the design specification.

3–4 The student generates a few designs, justifying the choice of one design and fully evaluating this against the design

specification.

5–6 The student generates a range of feasible designs, each evaluated against the design specification. The student justifies

the chosen design and evaluates it fully and critically against the design specification.

Criterion C: Plan (Maximum 6) Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time. Students are expected to evaluate the plan and justify any modifications to the design. Achievement level Level descriptor


1–2 The student produces a plan that contains some details of the steps and/or the resources required.

3–4 The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan.

5–6 The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.


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Criterion D: Create (Maximum 6) Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are

expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution. Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion.



1–2 The student considers the plan and creates at least part of a product/solution.

3–4 The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.

5–6 The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

Notes

Appropriate quality: This is the best product/solution that the student can produce, taking into account the resources available, the skills and techniques they have used, their educational development, how the product/solution addresses the identified need,

and aspects of safety and ergonomics.

Criterion E: Evaluate (Maximum 6) Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations. Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

Achievement

level

Level descriptor


1–2 The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.

3–4 The student evaluates the product/solution and his or her own performance and suggests ways in which these could be

improved. The student tests the product/solution to evaluate it against the design specification.

5–6 The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the

views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the

product/solution on life, society and/or the environment.

Notes

Product testing: A stage in the design process where versions of products (for example, prototypes) are tested

against the need applied to the context and presented to the end-user or target audience.

Criterion F: Attitudes in technology (Maximum 6) This criterion refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects:

personal engagement (motivation, independence, general positive attitude)

attitudes towards safety, cooperation and respect for others. By their very nature these qualities are difficult to quantify and assess, and assessment should therefore take into account the context in which the unit of work was undertaken.

Achievement



1–2 The student occasionally displays a satisfactory standard in one of the aspects listed above.

3–4 The student frequently displays a satisfactory standard in both of the aspects listed above.

5–6 The student consistently displays a satisfactory standard in both of the aspects listed above.


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Technology Curriculum Overview

Year 6 Term 1 Term 2 Term 3 Term 4 Unit Making Memories


Interdisciplinary Units

What are the big ideas? What do we want our students to retain for years into the future? Family and friends – past, present and future.

Year 7 Term 1 Term 2 Term 3 Term 4 Unit Newsletter Spreadsheets Slide presentations Desk Top Publishing


Technology has allowed us to collect more and more data. Information systems enable us to organize and present ideas effectively to target audiences.

calculations/ numerical data, graph output

Technology has allowed us to collect more and more data. Information systems enable us to organize and present ideas effectively to target audiences.

Communication: Businesses and organizations use a variety of documents to communicate their image to potential customers and the community.

Year 8 Term 1 Term 2 Term 3 Term 4 Unit Image Manipulation Image Manipulation Animation Image Manipulation


A graphic design solution can convey many levels of meanings and elicit different emotions.

Images can be manipulated



Year 9 Term 1 Term 2 Term 3 Term 4 Unit Website

Construction with Adobe Dreamweaver

Movie making with windows Movie maker

Website Construction with Adobe Dreamweaver

Movie Making with Windows Movie Maker


Electronic Presentation of Information

Linking images and audio with credits, transitions and effects to tell a story

Electronic Presentation of information

Linking images and audio with credits, transitions and effects to tell a story.

Year 10 Term 1 Term 2 Term 3 Term 4 Unit Databases HTML website

development Databases Image Manipulation


Data can be organised and manipulated

Using HTML to build websites, website design

Data can be organised and manipulated

Graphic images can be altered for a variety of effects?

Unit Image Manipulation

HTML Website Development


Graphic images can be altered for a variety of effects.

Using HTML to build Websites Web site design.


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Grade boundaries and final grades

For schools registering students for IB-validated grades the grade boundaries published in this handbook will

indicate the estimated final grade when criterion levels totals are submitted. The final grade will be calculated by IB Cardiff after the moderation process. IB Cardiff will apply the grade boundaries to the moderated totals after the moderation process to determine final grades.

Schools not requiring IB-validated grades should use the grade boundary tables published in this handbook to determine final grades. However, it is recognized that if additional criteria are included, the grade boundary tables as published will not apply. In these cases, schools should follow the principle of setting grade boundaries based on the effects of having additional criteria.

Subject Criterion

Level Totals Mathematics 28

Grade Boundaries

1 0–4

2 5–8

3 9–12

4 13–17

5 18–21

6 22–25

7 26–28 Visual Arts & Performing Arts 34

Grade Boundaries

1 0–3

2 4–8

3 9–13

4 14–20

5 21–25

6 26–30

7 31–34 Technology Computer Technology Design Technology

36

Grade Boundaries

1 0–5

2 6–9

3 10–15

4 16–21

5 22–26

6 27–31

7 32–36 Physical Education 32

Grade Boundaries

1 0–5

2 6–10

3 11–15

4 16–20

5 21–24

6 25–28

7 29–32 Personal Project 28

Grade Boundaries

1 0-5

2 6-9

3 10-13

4 14-16

5 17-21

6 22-24

7 25-28

Subject Criterion

Level Totals

Language A 30

Grade Boundaries

1 0–4

2 5–9

3 10–14

4 15–19

5 20–23

6 24–27

7 28–30

Language B Foundation, Standard ,Advanced

48

Grade Boundaries

1 0–8

2 9–16

3 17–23 4 24–30 5 31–36 6 37–42

7 43–48

Humanities 38 Grade Boundaries

1 0–7

2 8–12

3 13–18

4 19–23

5 24–28

6 29–33

7 34–38

Sciences 36 Grade Boundaries

1 0–5

2 6–11

3 12–18

4 19–24

5 25–28

6 29–32

7 33–36


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General grade descriptors

The grade descriptors appear on the first page of the student Semester report cards.

Grade Descriptor

Grade 1 Minimal achievement in terms of the objectives.

Grade 2 Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support.

Grade 3 Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.

Grade 4 A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.

Grade 5 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

Grade 6 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight.

Grade 7 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.


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Glossary of MYP Terms

Approaches to learning (ATL)

One of the areas of interaction; it is concerned with the development of effective study skills and the ability to reflect on one’s own learning.

Areas of interaction

The five common themes embedded within and across the academic subjects of the MYP curriculum. They are:

1. approaches to learning (ATL) 2. community and service 3. health and social education 4. environments 5. human ingenuity

Assessment criteria Criteria against which a candidate’s performance is measured as evidenced by work produced. MYP subject guides provide assessment criteria for each subject group and the personal project to be used for the final assessment of students.

Assessment objective One of a set of statements for a subject describing the required skills, knowledge and understanding in a subject.

Community and service One of the areas of interaction; it is concerned with the acquisition of experience through social activities within and outside school

Criterion-referenced

assessment

An assessment process based on awarding grades against previously agreed

criteria. MYP assessment is criterion referenced

Criterion totals A student’s achievement in a subject is the sum of the levels achieved against all the criteria in that subject. The levels total is then converted to a grade from 1-7 by applying the grade boundaries

Descriptors These describe the levels of achievement which are assessed in particular skill areas

Environments One of the areas of interaction; it is concerned with the interdependence of human beings and nature, and with sustainable development

Final assessment The summative assessment of students at the end of the final year of the MYP

Fundamental concepts The basic educational principles of the MYP. They include a holistic view of knowledge, intercultural awareness and the importance of communication

Grade boundaries The lowest and highest marks for a particular grade. These are determined for

each subject by the IBO

Grades Schools assess on a 1-7 scale for final assessment. Schools can also use this scale for assessment other than final assessment.

Health and social education

One of the areas of interaction; it is concerned with physical health, and the interactions between the individual and community

Holistic education One of the fundamental concepts of the MYP; it is an interdisciplinary perspective which accentuates the interrelatedness of various disciplines and issues.

Human ingenuity One of the areas of interaction; it is concerned with the products of the creative

and inventive genius of people and their impact on society

Interdisciplinary units Within each of the subject groups, schools may teach individual subjects (e.g. History and geography within humanities) or an integrated course with elements of each subject every year

Internal assessment The assessment of a student’s work which is carried out by the student’s teacher

Middle years programme (MYP)

The IBO’s programme designed for students between the ages of 11 and 16 years. It is organised according to the fundamental concepts of holistic education, communication and intercultural awareness

Moderation The procedure by which sample marked work from teachers is reviewed externally to ensure assessment has been carried out according to criteria and standards as laid down. Adjustment of marks by moderators may be necessary

(only for schools which request IBO-validated grades).

MYP certificate The official IB document stating that the candidate has fulfilled the requirements for the award of the MYP certificate

MYP coordinator The contact person for IBO offices in an MYP school. This coordinator ensures the effective implementation of the MYP, particularly with respect to the areas of interaction


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Glossary of MYP Terms (continued)

Norm referencing Norm-referenced assessment constructed to distribute students above and below a pre-set pass or fail line and candidates are measured against each other. MYP assessment is not norm referenced

Objective One of a set of statements for a subject or the personal project, describing the skills, knowledge and understanding which will be assessed in the course/project. The assessment criteria correspond to the objectives

Personal project The manifestation of a student’s experience of the areas of interaction; completed during the last year of the five-year cycle

Personal project supervisor

The member of staff within the school who is responsible for working directly with the students on the completion of the personal project

Portfolio of work Selected samples of a student’s work in, showing achievement against the corresponding assessment criteria

Sample work Work submitted by schools, on the instructions of IBCA, for review by the IBO-moderators

Subject groups The MYP curriculum includes eight subject groups: language A, language B, humanities, sciences, mathematics, the arts, physical education and technology


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