mercedes-benz international school - mbis · sayli tongaonkar history / geography...

Mercedes-Benz International School

MIDDLE YEARS PROGRAMME CURRICULUM HANDBOOK

EDITION 2015-16

CONTENTS

Topic Page No. IB Mission Statement i

IB Learner Profile ii

School Statement of Purpose and Rationale iii

Note to students and Parents v

MYP Teaching Staff – Academic Year 2015-16 vi

Award of the MYP Certificate vii

Programme Model 1

Global Contexts 2

Key Concepts 7

Subject Key Concepts 9

MYP Related Concepts 12

Subject Objectives and Assessment Criteria 15

Grade Boundaries and Final Grades 72

MYP General Grade Descriptors 73

Command Terms and Approaches to Learning 74

Glossary – Command Terms in the MYP 83

Reporting to Parents 86

Academic Honesty 87

Field Trips 89

After School Activities 91

Subject - Glossary 93

IB MISSION STATEMENT

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

i

Our Purpose is to : Promote Learning, Encourage Responsibility and Celebrate Diversity • Promote Learning: We promote learning through an inquiry-based, international curriculum that

involves differentiated teaching methodology, support services, facilities, assessment and extra- curricular activities.

• Encourage Responsibility : We encourage responsibility by creating an environment that values reliability,

common sense and trustworthiness and which develops a deep sense of personal, communal and global awareness.

• Celebrate Diversity:

We celebrate diversity by valuing uniqueness, considering varied perspectives, respecting our differences and encouraging international mindedness in order to develop balanced world citizens.

iii

Approved by the Mercedes-Benz Education Academy - December 16th 2013

Rationale

Promote Learning We promote learning through an inquiry-based international curriculum that involves differentiated teaching methodology, support services, facilities, assessments and extra-curricular activities. MBIS imparts the International Baccalaureate Programme at the Primary, Middle Years and Diploma levels. Collaborative, student centered lessons and activities incorporating multiple intelligences and differentiation according to student needs are provided by teachers. Support services provide in and out of class academic support, personal counseling and college counseling. Ongoing and timely formative and summative assessments are provided to students for growth and development. We are committed to teaching and learning as a continuum that builds on the previous knowledge, concepts, skills and attitudes throughout the three IB programmes. Professional development opportunities ensure that teachers are life-long learners. Field trips and out of school activities are numerous, age appropriate, learner focused and occur throughout the school year. At MBIS, learning is promoted as a guiding principle.

Encourage Responsibility We encourage responsibility in our community by developing, identifying and assuming accountability and becoming socially dependable citizens. Our ethos is to allow students to take responsibility for their own actions, acknowledge their shortcomings and successes; understand that it is acceptable to make mistakes and feel secure in their learning situations. We foster a climate of academic honesty with students taking the initiative for their own learning and becoming persons of integrity who are of value to others. We aim to create awareness for the well- being of those who are disadvantaged and seek ways to alleviate their societal situation. MBIS endorses an atmosphere where students resolve conflict through dialogue, share ideas and adjust their opinions to let all members of their community feel worthy of merit. Students are urged to accept responsibility for their tasks by developing healthy study routines, meeting assignment deadlines, working to the best of their ability and by setting a good example where ‘work and play’ are balanced. At MBIS, responsibility is valued and does make a difference. Celebrate Diversity We celebrate diversity by being an all-inclusive school; providing a holistic educational experience by supporting different types of learning styles and learning needs. MBIS encourages the acquisition of mother tongue and host country languages. We also make provisions for students learning in a language other than mother tongue. The respect and appreciation for the beliefs and cultures of diverse ethnic groups provides security within the school community. MBIS believes that there should be no prejudice against colour, religion, nationality, gender or physical attributes. Learners are encouraged to aspire to develop tolerance. International mindedness and global awareness are embedded within our curriculum to allow the students to develop high standards of perception on a personal, local and global level. At MBIS, diversity is viewed as a strength.

iv

Dear Students and Parents, The Middle School (Middle Years Programme) Curriculum Handbook is designed to give both students and parents a clear understanding of what to expect of the learning programme in the Middle School at Mercedes-Benz International School (MBIS). The Handbook covers the teaching and learning that takes place during the school day and also gives an overview of the extra curricular programmes offered at MBIS. The curriculum is organized according to the framework provided by the International Baccalaureate Middle Years Programme (MYP). The MYP runs over five years, Years 1-5 (Grades 6-10). Concepts are outlined in this handbook so that students and parents have a full picture of the MYP. The Middle Years Programme provides a coherent framework for curriculum development. The approach to teaching and learning is student centered and has a strong emphasis on "learning how to learn". Students develop a broad range of skills, knowledge and understanding, which provide a solid basis for further studies in the senior school and for everyday and working life beyond school. The details in this book are correct at the time of printing but the Middle Years Programme is dynamic and constantly evolving. Students and parents will be informed promptly of any changes or initiatives that will affect the learning of the students. We recommend that each student aims to be involved in at least one after school activity, sports, and a special interest club or be part of a student committee. Whatever the student’s area of interest is, it should develop a passion for an activity outside of the normal curriculum. We wish you well in your studies at the MBIS and know that if you are prepared to be committed and enthusiastic in your approach, success will follow naturally. The middle school staff looks forward to your positive and active contributions and will carefully monitor your academic and extra curricular achievements. If you have any comments or questions about the Middle Years Programme (MYP), Curriculum please contact one of the staff members below. Mr. Michael Thompson Mr. Hector Andrade Mrs. Meeta Varma Director Principal Secondary School MYP Coordinator (MYP and DP)

v

MYP TEACHING STAFF – ACADEMIC YEAR 2015-16 S. No. Name of the Teacher Subject e-mail ID

1. College Counsellor

2. Praveen Sharma Design [email protected]

3. Isabel Martin ELA [email protected]

4. Taskeen Sheikh ELA [email protected]

5. John Christie English [email protected]

6. Lila Ravichandran French [email protected]

7. Shalaka Walimbe French [email protected]

8. Marc Muehlich German [email protected]

9. Regina Albrecht German [email protected]

10. Giovanni Manzano German [email protected]

11. Sayli Tongaonkar History / Geography [email protected]

12. Maria Mistry History/English/CS [email protected]

13. Jong Lee Korean [email protected]

14. Amita Seth Mathematics [email protected]

15. Anjali Singh Mathematics [email protected]

16. Shefali Grover Mathematics [email protected]

17. John Heyworth Mathematics [email protected]

18. Mario Colbacchini Music [email protected]

19. Akshita Dutta PHSE Physical Health Social Education [email protected]

20. Barkha Bajaj PHSE Physical Health Social Education [email protected]

21. Jodi O’reilly Physical Education [email protected]

22. Amid Esmaeili Physical Education [email protected]

23. Espiciousa Rebello Physical Education [email protected]

24. Shylaja Salwan Physics/Chemistry [email protected]

25. Srinivas Thandrala Science/Biology [email protected]

26. Maya Gurung Science/Physics [email protected]

27. Beena Abraham SEN [email protected]

28. Matt Piper SEN [email protected]

29. Meeta Varma Visual Art [email protected]

30. Joseph Coburn Visual Art [email protected]

vi

mailto:[email protected]





























AWARD OF THE MYP CERTIFICATE The IB Organization will award an IB MYP certificate to each candidate who has: participated in the programme for a minimum of one year (MYP year 5) gained a grade total of at least 28 from six subject groups and the personal project

combined, out of a possible maximum of 49 gained at least a grade 2 in at least one subject from each subject group gained at least a grade 3 for the personal project completed the school’s requirement for community service.

A grade from at least one subject from each of the following six subject groups must

contribute to the award of the certificate: Language and literature Language acquisition (or a second language and literature) Individuals and societies Mathematics Sciences Arts, physical and health education or design.

A candidate may register for any number of subjects (including language acquisition, arts, physical and health education and design), but only six subjects contribute to the award of the certificate. If a candidate takes more than one subject from the same subject group, the highest grade will count towards the certificate. Where a candidate chooses to take multiple subjects from arts, physical and health education or design, the highest single grade from these subject groups will count towards the certificate.

vii

Mercedes-Benz International School / Curriculum Handbook 1

Middle Years Programme Model The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the ELA world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders. The MYP is flexible enough to accommodate the demands of most national or local curriculums. It builds upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares students to meet the academic challenges of the IB Diploma Programme (DP) and the IB Career-related Certificate (IBCC). The MYP: • addresses holistically students’ intellectual, social, emotional and physical well-being • provides students opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity and take responsible action for the future • ensures breadth and depth of understanding through study in eight subject groups • requires the study of at least two languages to support students in understanding their own cultures and those of others • empowers students to participate in service with the community • helps to prepare students for further education, the workplace and a lifetime of learning.


GLOBAL CONTEXTS Global Engagement

In a world of increasing interconnection and complexity, learning in context provides students with opportunities to explore multiple dimensions of global challenges and encourages them to develop creative solutions. The MYP encourages teachers to design units around important global issues and ideas including climate change, international conflicts and international exchange and trade.

The complexity of real life requires interdisciplinary perspectives that can help students to:

• address biases and consider diverse interpretations and points of view • engage personal interest and increase motivation for learning • broaden their awareness of circumstances that have personal impact • develop critical and conceptual thinking skills by gathering and evaluating relevant data,

analysing alternatives, considering potential consequences, and drawing conclusions • take action in ways that are age-appropriate and develop dispositions to take responsible

action as adults to address global challenges. Global contexts comprise a range of ideas and issues that can be personally, locally, nationally, internationally and globally significant. As adolescents develop their intellectual and social identities during the MYP years, they become increasingly aware of their place in the world. Working in global contexts requires a sophisticated combination of understanding, practical skills and personal dispositions that work together to define global competence (Boix-Mansilla and Jackson 2011). Global competence calls for deep, engaged learning. To prosper in the world, students must not only be able to understand globalization, but be able both to reflect critically on its promise and peril and to act responsibly to make that world a better place for themselves and for the communities in which they live.

The structure of global contexts in the MYP

Teaching and learning in the MYP involves understanding concepts in context. Global contexts provide a common language for powerful contextual learning, identifying specific settings, events or circumstances that provide more concrete perspectives for teaching and learning. When teachers select a global context for learning, they are answering the questions: • Why are we engaged in this inquiry? • Why are these concepts important? • Why is it important for me to understand? • Why do people care about this topic? MYP global contexts, illustrated in figure below provide common points of entry for inquiries into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and global engagement. These contexts build on the powerful themes of global significance that structure teaching and learning in the PYP, creating relevance for adolescent learners.


MYP Global Contexts These and other contexts for teaching and learning inspire explorations of our common humanity and shared guardianship of the planet. They invite reflection on local, national and global communities, as well as the real-life issues and concerns of 11- to 16-year-old students. For each MYP unit, teachers should identify one global context that establishes a focus for meaningful teaching and learning in a programme of international education. Over the course of their study, students should encounter all six global contexts.


Global context Focus question(s) and

description Example explorations

Identities and relationships

Who am I? Who are we? Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

Possible explorations to develop • Competition and cooperation;

teams, affiliation and leadership

• Identity formation, self-esteem, status, roles and role models

• Personal efficacy and agency; attitudes, motivations, independence; happiness and the good life

• Physical, psychological and social development; transitions; health and well-being; lifestyle choices

• Human nature and human dignity; moral reasoning and ethical judgment; consciousness and mind

Orientation in time and space

What is the meaning of “where” and “when”? Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives.

Possible explorations to develop • Civilizations and social

histories, heritage; pilgrimage, migration, displacement and exchange

• Epochs, eras, turning points and “big history”

• Scale, duration, frequency and variability

• Peoples, boundaries, exchange and interaction

• Natural and human landscapes and resources

• Evolution, constraints and adaptation

Personal and cultural expression

What is the nature and purpose of creative expression? Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Possible explorations to develop • Artistry, craft, creation, beauty • Products, systems and institutions • Social constructions of reality;

philosophies and ways of life; belief systems; ritual and play

• Critical literacy, languages and linguistic systems; histories of ideas, fields and disciplines; analysis and argument

• Metacognition and abstract thinking • Entrepreneurship, practice and

competency


Scientific and technical innovation

How do we understand the world in which we live? Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

Possible explorations to develop • Systems, models, methods;

products, processes and solutions

• Adaptation, ingenuity and progress

• Opportunity, risk, consequences and responsibility

• Modernization, industrialization and engineering

• Digital life, virtual environments and the Information Age

• The biological revolution • Mathematical puzzles,

principles and discoveries Fairness and development

What are the consequences of our common humanity? Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.

• Possible explorations to develop

• Democracy, politics, government and civil society

• Inequality, difference and inclusion

• Human capability and development; social entrepreneurs

• Rights, law, civic responsibility and the public sphere

• Justice, peace and conflict management

• Power and privilege • Authority, security and

freedom • Imagining a hopeful future

Globalization and sustainability

How is everything connected? Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world- interconnectedness; the impact of decision-making on humankind and the environment.

Possible explorations to develop • Markets, commodities and

commercialization • Human impact on the

environment • Commonality, diversity and

interconnection • Consumption, conservation,

natural resources and public goods

• Population and demography • Urban planning, strategy and

infrastructure


Fairness and development What are the

consequences of our common humanity? Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.

• Possible explorations to develop

• Democracy, politics, government and civil society

• Inequality, difference and inclusion

• Human capability and development; social entrepreneurs

• Rights, law, civic responsibility and the public sphere

• Justice, peace and conflict management

• Power and privilege • Authority, security and

freedom • Imagining a hopeful future

Global contexts and explorations The selected global context will inform the questions that teachers and students ask throughout the unit. However, many explorations of global contexts are closely related, and in the course of the unit, questions that relate to other global contexts may also be encouraged, developed and considered. Inquiring into subject content through a global context enables students to develop a deeper understanding of both the subject and its application in the real world. Repeated cycles of inquiry, action and reflection can lead students from academic knowledge towards practical understanding, developing positive attitudes towards learning as well as a sense of personal and social responsibility.


KEY CONCEPTS

Key concepts are powerful, abstract ideas that have many dimensions and definitions. They have important interconnections and overlapping concerns. Key concepts engage students in higher-order thinking, helping them to connect facts and topics with more complex conceptual understanding. Key concepts create “intellectual synergy” (Erickson 2007) and provide points of contact for transferring knowledge and understanding across disciplines and subject groups. The MYP identifies 16 key concepts to be explored across the curriculum. These key concepts, shown in Table 1 represent understandings that reach beyond the eight MYP subject groups from which they are drawn.

Aesthetics Change Communication Communities Connections Creativity Culture Development Form Global interactions Identity Logic

Perspective Relationships Time, place and space Systems

MYP Key Concepts Teachers use key concepts from their own subject group(s)—as well as key concepts from other subject groups—to plan disciplinary and interdisciplinary units of inquiry. Teachers identify one key concept that drives the unit’s development. The following broad descriptions apply across subject groups, and MYP subject guides suggest further subject-specific understandings. These concepts are not only “key” in the sense of being important; they also provide a key—a way into a body of knowledge through structured and sustained inquiry. They place no limits on breadth of knowledge or on depth of understanding, and therefore provide access to every student, regardless of individual aptitudes and abilities. Inquiry into MYP key concepts will further develop (and debate) the meaning of these significant ideas. • Aesthetics deals with the characteristics, creation, meaning and perception of beauty and taste.

The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.

• Change is a conversion, transformation or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.

• Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common “language” (which may be written, spoken or non-verbal).

• Communities are groups that exist in proximity defined by space, time or relationship. Communities include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.

• Connections are links, bonds and relationships among people, objects, organisms or ideas. • Creativity is the process of generating novel ideas and considering existing ideas from

new perspectives. Creativity includes the ability to recognize the value of ideas when developing innovative responses to problems; it may be evident in process as well as outcomes, products or solutions.


• Culture encompasses a range of learned and shared beliefs, values, interests, attitudes, products, ways of knowing and patterns of behaviour created by human communities. The concept of culture is dynamic and organic.

• Development is the act or process of growth, progress or evolution, sometimes through

iterative improvements. • Form is the shape and underlying structure of an entity or piece of work, including its

organization, essential nature and external appearance. • Global interactions, as a concept, focuses on the connections among individuals and

communities, as well as their relationships with built and natural environments, from the perspective of the world as a whole.

• Identity is the state or fact of being the same. It refers to the particular features that define individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or it can be constructed, asserted and shaped by external and internal influences.

• Logic is a method of reasoning and a system of principles used to build arguments and reach conclusions.

• Perspective is the position from which we observe situations, objects, facts, ideas and opinions.

• Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple representations and interpretations.

• Relationships are the connections and associations between properties, objects, people and ideas— including the human community’s connections with the world in which we live. Any change in relationship brings consequences—some of which may occur on a small scale, while others may be far reaching, affecting large networks and systems such as human societies and the planetary ecosystem.

• Systems are sets of interacting or interdependent components. Systems provide structure and order in human, natural and built environments. Systems can be static or dynamic, simple or complex.

• The intrinsically linked concept of time, space and place refers to the absolute or relative position of people, objects and ideas. Time, place and space focuses on how we construct and use our understanding of location (“where” and “when”).


SUBJECT KEY CONCEPTS (see highlighted blocks)

Key concepts promote the development of a broad curriculum. They represent big ideas that are both relevant within and across disciplines and subjects. Inquiry into key concepts can facilitate connections between and among:

LANGUAGE ACQUISITION Aesthetics Change Communication Communities

Connections Creativity Culture Development

Form Global Interactions Identity Logic

Perspective Relationships Time, Place and Space Systems

The key concepts contributed by the study of language acquisition are communication, connections, creativity and culture

LANGUAGE AND LITERATURE

Aesthetics Change Communication Communities



Perspective Relationships Systems Time, Place and Space

The key concepts contributed by the study of language and literature are communication, connections, creativity and perspective

INDIVIDUALS AND SOCIETIES Aesthetics Change Communication Communities Connections Creativity Culture Development


Perspective Relationships Time, place and space Systems

The key concepts contributed by the study of individuals and societies are change, global interactions, time, place and space, and systems.


SCIENCES




Perspective Relationships Systems Time, Place and Space

The key concepts contributed by the study of sciences are change, relationships and systems.

MATHEMATICS



Form Global interactions Identity Logic


The key concepts contributed by the study of mathematics are form, logic and relationships.

ARTS Aesthetics Change Communication Communities Connections Creativity Culture Development


Perspective Relationships Time, Place and Space Systems The key concepts contributed by the study of arts are aesthetics, identity, change and communication

PHYSICAL AND HEALTH EDUCATION




Perspective Relationships Time, Place and Space Systems The key concepts contributed by the study of physical and health education are change, communication and relationships.


DESIGN





The key concepts contributed by the study of design are communication, communities, development, and systems.


MYP RELATED CONCEPTS

Language and Literature Audience imperatives Character Context Genre

Intertextuality Point of view Purpose Self-expression

Setting Structure Style Theme

Language Acquisition

Phases 1–2

Accent Audience Context Convention

Form Function Meaning Message

Patterns Purpose Structure Word choice

Phases 3–4

Audience Context Convention Empathy

Function Idiom Meaning Message

Point of view Purpose Structure Word choice

Phases 5–6

Argument Audience Bias Context

Empathy Idiom Inference Point of view

Purpose Stylistic choice Theme Voice

Individuals and Societies

Economics

Choice Consumption Equity Globalization

Growth Model Poverty Power

Resources Scarcity Sustainability Trade

Geography

Causality (cause and consequence)

Culture

Disparity and equity

Diversity

Globalization

Management and intervention

Networks

Patterns and trends

Power Processes Scale Sustainability


History


Civilization

Conflict

Cooperation

Culture Governance Identity Ideology

Innovation and revolution

Interdependence

Perspective

Significance

Integrated humanities (drawn from economics, geography and history)


Choice

Culture

Equity

Globalization

Identity

Innovation and revolution

Perspective

Power Processes Resources Sustainability

Sciences

Biology

Balance Consequences Energy Environment

Evidence Form Function Interaction

Models Movement Patterns Transformation

Chemistry

Balance Conditions Consequences Energy


Models Movement Patterns Transfer

Physics

Consequences Development Energy Environment



Integrated sciences (drawn from biology, chemistry and physics)

Balance Consequences Energy Environment




Mathematics

Change Equivalence Generalization Justification

Measurement Model Pattern Quantity

Representation Simplification Space System

Arts

Visual arts

Audience Boundaries Composition Expression

Genre Innovation Interpretation Narrative

Presentation Representation Style Visual culture

Performing arts

Audience Boundaries Composition Expression

Genre Innovation Interpretation Narrative

Play Presentation Role Structure

Physical and Health Education

Adaptation Balance Choice Energy

Environment Function Interaction Movement

Perspectives Refinement Space Systems

Design

Adaptation Collaboration Ergonomics Evaluation

Form Function Innovation Invention

Markets and trends

Perspective Resources Sustainability


SUBJECT OBJECTIVES AND ASSESSMENT CRITERIA

LANGUAGE ACQUISITION : OBJECTIVES Criterion A: Comprehending Spoken and Visual Text - (Maximum: 8) At the end of PHASE-1 students should be able to

At the end of PHASE-2 students should be able to:


• identify basic facts, messages, main ideas and supporting details

• recognize basic conventions • engage with the spoken and

visual text b identifying ideas, opinions and attitudes and by making personal response to the text.

• show understanding of messages, main ideas and supporting details

• recognize basic conventions • engage with the spoken and

visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.

• show understanding of information, main ideas and supporting details, and draw conclusions

• understand conventions • engage with the spoken and visual

text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.

Criterion B: Comprehending Written and Visual Text - (Maximum: 8) • identify basic facts, messages,

main ideas and supporting details • recognize basic aspects of format

and style, and author’s purpose for writing

• engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.

• identify basic facts, main ideas and supporting details, and draw conclusions

• recognize basic conventions including aspects of format and style, and author’s purpose for writing

• engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.

• show understanding of information, main ideas and supporting details, and draw conclusions

• understand basic conventions including aspects of format and style, and author’s purpose for writing

• engage with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions

Criterion C: Communicating in Response to Spoken, Written and Visual Text - (Maximum: 8) • respond appropriately to simple

short phrases • interact in simple and rehearsed

exchanges, using verbal and non-verbal language

• use basic phrases to communicate ideas, feelings and information on a variety of aspects of everyday topics

• communicate with a sense of audience.

• respond appropriately to spoken, written and visual text

• interact in basic structured exchanges

• use phrases to communicate ideas, feelings and information in familiar situations

• communicate with a sense of audience.


• interact in rehearsed and unrehearsed exchanges

• express ideas and feelings, and communicate information in familiar and some unfamiliar situations

• communicate with a sense of audience and purpose.

Criterion D: Using Language in Spoken and Written Form - (Maximum: 8)

• write and speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation

• organize basic information and use a range of basic cohesive devices

• use language to suit the context.

• write and speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation

• organize information and ideas and use a range of basic cohesive devices


• write and speak using a range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation

• organize information and ideas and use a range of basic cohesive devices



LANGUAGE ACQUISITION : OBJECTIVES Criterion A: Comprehending Spoken and Visual Text - (Maximum: 8) At the end of PHASE-4 students should be able to:



• construct meaning and draw conclusions from information, main ideas and supporting details

• interpret conventions • engage with the spoken and

visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.

• analyse and draw conclusions from information, main ideas and supporting details

• analyse conventions • engage with the spoken and

visual text by analysing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.

• evaluate and draw conclusions from information, main ideas and supporting details

• interpret the author’s choice of style, format and ideas to suit an intended audience and purpose

• engage with the spoken and visual text by evaluating ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.

Criterion B: Comprehending Written and Visual Text - (Maximum: 8) • construct meaning by identifying

stated and implied information, main ideas and supporting details, and draw conclusions

• interpret basic conventions including aspects of format and style, and author’s purpose for writing

• engage with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.

• analyse and draw conclusions from information, main ideas and supporting details

• analyse basic conventions including aspects of format and style, and author’s purpose for writing

• engage with the written and visual text by analysing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.

• evaluate and draw conclusions from information, main ideas and supporting details

• interpret the author’s choice of style, format and ideas to suit an intended audience and purpose

• engage with the written and visual text by evaluating ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.

Criterion C: Communicating in Response to Spoken, Written and Visual Text - (Maximum: 8) • respond appropriately to spoken,

written and visual text • engage in rehearsed and

unrehearsed exchanges to share ideas on topics of personal and global significance

• express ideas and feelings, and communicate information in simple and complex texts

• communicate with a sense of audience and purpose.


• engage in rehearsed and unrehearsed exchanges to share ideas on a range of topics of personal and global significance

• express ideas, opinions and feelings, and communicate information in a wide range of situations

• communicate with a sense of register, purpose and style.


• engage in unrehearsed and complex exchanges on a wide range of topics of personal and global significance

• express a wide range of ideas, opinions and feelings, and communicate information in a wide range of social and academic contexts

• communicate with a sense of register, purpose and style.

Criterion D: Using Language in Spoken and Written Form - (Maximum: 8) • write and speak using a range of

vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation

• organize information and ideas into a structured text; use a wide range of cohesive devices


• write and speak using a range of vocabulary, complex grammatical structures and conventions; when speaking, use intonation and fluency

• organize information and ideas; use a wide range of cohesive devices


• write and speak using a wide range of vocabulary, complex grammatical structures and conventions; when speaking, use oratory technique

• organize information and ideas; use a wide range of cohesive devices



Assessment Criteria : Language Acquisition – Phase 1 Maximum: 8 A

chie

vem

ent

Leve

l

Criterion A: Comprehending Spoken and Visual Text

Criterion B : Comprehending Written and Visual Text

Criterion C Comprehending in Response to Spoken, Written and Visual Text

Criterion D: Using Language in Spoken and Written Form

Level Descriptor Level Descriptor Level Descriptor Level Descriptor

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

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



1–2 The student: i. identifies minimal basic

facts, messages, main ideas and supporting details

ii . has limited awareness of basic conventions

iii. engages minimally with the spoken and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text.

The student shows limited

understanding of the content, context and concepts of the text as a whole.

The student: i. identifies minimal basic facts,

messages, main ideas and supporting details

ii. has limited awareness of basic aspects of format and style, and author’s purpose for writing

iii. engages minimally with the written and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text.



The student: i. makes limited attempt to

respond to simple short phrases and basic information in spoken, written and visual text; responses are often inappropriate

ii. interacts minimally in simple and rehearsed exchanges, using verbal and non- verbal language

iii. uses minimal basic phrases to communicate ideas, feelings and information on a limited range of aspects of everyday topics

iv. communicates with a limited sense of audience.

The student: i. has difficulty to write/speak

using a basic range of vocabulary, grammatical structures and conventions; when speaking, uses pronunciation and intonation with many errors, making understanding difficult

ii. organizes limited basic information, and basic cohesive devices are not used

iii. makes minimal use of language to suit the context.

3–4 The student: i. identifies some basic facts,


ii. has some awareness of basic conventions

iii. engages adequately with the spoken and visual text by identifying some ideas, opinions and attitudes and by making some personal response to the text.

The student shows some


The student: i. identifies some basic facts,


ii. has some awareness of basic aspects of format and style, and author’s purpose for writing

iii. engages adequately with the written and visual text by identifying some ideas, opinions and attitudes and by making some personal response to the text.



The student: i. responds to simple short

phrases and basic information in spoken, written and visual text, though some responses may be inappropriate

ii. interacts to some degree in simple and rehearsed exchanges, using verbal and non-verbal language

iii. uses some basic phrases to communicate ideas, feelings and information on a limited range of aspects of everyday topics

iv. communicates with some sense of audience.

The student: i. writes/speak s using a basic

range of vocabulary, grammatical structures and conventions, with some inappropriate choices; when speaking, uses pronunciation an d into nation w i th some

errors , some o f which make understanding difficult

ii. organizes some basic information and uses a limited range of basic cohesive devices, not always appropriately

iii. uses language to suit the context to some degree.

5–6 The student: i. identifies most basic facts,


ii. has considerable awareness of basic conventions

iii. engages considerably with the spoken and visual text by identifying most ideas, opinions and attitudes and by making a personal response to the text.

The student shows

considerable understanding of the content, context and concepts of the text as a whole

The student: i. identifies most basic facts,


ii. has considerable awareness of basic aspects of format and style, and author’s purpose for writing

iii. engages considerably with the written and visual text by identifying most ideas, opinions and attitudes and by making a personal response to the text.

The student shows

considerable understanding of the content, context and concepts of the text as a whole.

The student: i. responds appropriately to

simple short phrases and basic information in spoken, written and visual text

ii. interacts considerably in simple and rehearsed exchanges, using verbal and non- verbal language

iii. uses basic phrases to communicate ideas, feelings and information on some

aspects of everyday topics iv. communicates with a

considerable sense of audience.

The student: i. writes/speaks making good

use of a basic range of vocabulary, grammatical structures and conventions, generally accurately; when speaking, uses pronunciation and intonation with some errors, though these do not interfere with comprehensibility

ii. organizes basic information and uses a limited range of basic cohesive devices

accurately iii. usually uses language to suit

the context.


7–8 The student:

i. clearly identifies basic facts, messages, main ideas and supporting details

ii. has excellent awareness of basic conventions

iii. engages thoroughly with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.

The student shows thorough


The student: i. clearly identifies basic facts,


ii. has excellent awareness of basic aspects of format and style, and author’s purpose for writing

iii. engages thoroughly with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.



The student: i. responds in detail and

appropriately to simple short phrases and basic information in spoken, written and visual text

ii. interacts confidently in simple and rehearsed exchanges, using verbal and non- verbal language

iii. uses basic phrases effectively to communicate ideas, feelings and information on a variety of aspects of everyday topics

iv. communicates with an excellent sense of audience.

The student: i. writes/speak s effectively

using a basic range of vocabulary, grammatical structures and conventions accurately; when speaking, uses clear pronunciation and excellent intonation, making communication easy

ii. organizes basic information clearly and uses a range of basic cohesive devices

accurately iii. uses language effectively to

suit the context.



chie

vem

ent

Leve

l Criterion A: Comprehending Spoken and Visual Text




Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a

standard described by any of the descriptors below.




1–2 The student: i. shows minimal

understanding of messages, main ideas and supporting details

ii. has limited awareness of basic conventions

iii. engages minimally with the spoken and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text.



The student: i. identifies minimal basic facts and

main ideas but few supporting details; is not able to draw conclusions

ii. has limited awareness of basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages minimally with the written and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text.




respond to simple short phrases or basic information in spoken, written and visual text; responses are often inappropriate

ii. interacts minimally in basic structured exchanges

iii. uses minimal phrases to communicate ideas, feelings and information in a

limited range of familiar situations

iv. communicates with a limited sense of audience.



ii. organizes limited basic information and ideas, and basic cohesive devices are not used


3–4 The student: i. shows some understanding

of messages, main ideas and supporting details ii. has some awareness of basic conventions

iii. engages adequately with the spoken and visual text by identifying some ideas, opinions and attitudes and by making some personal response to the text.



The student: i. identifies some basic facts, main

ideas and supporting details; is not always able to draw conclusions

ii. recognizes some basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages adequately with the written and visual text by identifying some ideas, opinions and attitudes and by making some personal response to the text.



The student: i. responds to simple short phrases

and some basic information in spoken, written and visual text, though some responses may be inappropriate

ii. interacts to some degree in basic structured exchanges

iii. uses some phrases to communicate ideas, feelings and information in a limited range of familiar situations; ideas are not always relevant or detailed

iv. communicates with some sense of audience.


range of vocabulary, grammatical structures and conventions, with some inappropriate choices; when speaking, uses pronunciation an d into nation with some errors , some of which make understanding difficult

ii. organizes some basic information and ideas, and uses a limited range of basic cohesive devices, not always appropriately


5–6 The student: i. shows considerable

understanding of messages, main ideas and supporting details

ii. has considerable awareness of basic conventions

iii. engages considerably with the spoken and visual text by identifying most ideas, opinions and attitudes and by making a personal response to the text.

The student shows


The student: i. identifies most basic facts, main

ideas and supporting details, and draws conclusions

ii. recognizes most basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages considerably with the written and visual text by identifying most ideas, opinions and attitudes and by making a personal response to the text.

The student shows considerable



simple short phrases and basic information in spoken, written and visual text

ii. interacts considerably in basic structured exchanges

iii. uses phrases to communicate ideas, feelings and information in some familiar situations; ideas are relevant and detailed

iv. communicates with a considerable sense of audience.



ii. organizes basic information and ideas well, and uses a limited range of basic cohesive devices accurately

iii. usually uses language to suit the context.


7–8 The student:

i. shows excellent understanding of messages, main ideas and supporting details

ii. has excellent awareness of basic conventions

iii. engages thoroughly with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.



The student: i. clearly identifies basic facts, main

ideas and supporting details, and draws conclusions

ii. clearly recognizes basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages thoroughly with the written and visual text by identif ying ideas, opinions and attitudes and by making a personal response to the text.




appropriately to simple short phrases and basic information in spoken, written and visual text

ii. interacts confidently in basic structured exchanges

iii. uses phrases effectively to communicate ideas, feelings and information in a variety of familiar situations; ideas are relevant, detailed and include examples

iv. communicates with an excellent sense of audience.

The student: i. writes/speak s effectively using

a basic range of vocabulary, grammatical structures and conventions accurately; occasional errors do not interfere with communication. When speaking, uses clear pronunciation and excellent intonation, making communication easy

ii. organizes basic information and ideas clearly, and uses a range of basic cohesive devices accurately; there is a logical structure and cohesive devices add clarity to the message

iii. uses language effectively to suit the context.


Assessment Criteria : Language Acquisition – Phase 3 Maximum: 8

Ach

ieve

men

t Le

vel










1–2 The student: i. shows minimal

understanding of information, main ideas and supporting details, and is not able to draw conclusions

ii. has limited understanding of conventions

iii. engages minimally with the spoken and visual text by identifying few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions.

The student shows limited understanding of the content, context and concepts of the text as a whole.

The student: i. shows minimal understanding of

information, main ideas and supporting details, and is not able to draw conclusions

ii. has limited understanding of basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages minimally with the written and visual text by identifying few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions.



respond to spoken, written and visual text; responses are often inappropriate

ii. interacts minimally in rehearsed and unrehearsed exchanges

iii. expresses few ideas and feelings and communicates minimal information in familiar and some unfamiliar situations

iv. communicates with a limited sense of audience and purpose.



ii. organizes limited information and ideas, and basic cohesive devices are not used


3–4 The student: i. shows some understanding

of information, main ideas and supporting details, and draws some conclusions

ii. has some understanding of conventions

iii. engages adequately with the spoken and visual text by identifying some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions.

The student shows some understanding of the content, context and concepts of the text as a whole.

The student: i. shows some understanding of

information, main ideas and supporting details, and draws some conclusions

ii. understands some basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages adequately with the written and visual text by identifying some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions.


The student: i. responds to spoken, written and

visual text, though some responses may be inappropriate

ii. interacts to some degree in rehearsed and unrehearsed exchanges

iii. expresses some ideas and feelings and communicates some information in familiar and some unfamiliar situations; ideas are not always relevant or detailed

iv. communicates with some sense of audience and purpose.


range of vocabulary, grammatical structures and conventions, with some inappropriate choices; when speaking, uses pronunciation and into nation with some errors, some of which make understanding difficult

ii. organizes some information and ideas, and uses a limited range of basic cohesive devices, not always appropriately



5–6 The student:

i. shows considerable understanding of information, main ideas and supporting details, and draws conclusions

ii. has considerable understanding of conventions

iii. engages considerably with the spoken and visual text by identifying most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.

The student shows considerable understanding of the content, context and concepts of the text as a whole.

The student: i. shows considerable

understanding of information, main ideas and supporting details, and draws conclusions

ii. understands most basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages considerably with the written and visual text by identifying most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.



spoken, written and visual text ii. interacts considerably in

rehearsed and unrehearsed exchanges

iii. expresses ideas and feelings and communicates information in familiar and some unfamiliar situations; ideas are relevant and detailed

iv. communicates with a considerable sense of audience and purpose.



ii. organizes information and ideas well, and uses a limited range of basic cohesive devices accurately


7–8 The student: i. shows excellent

understanding of information, main ideas and supporting details, and draws conclusions

ii. has excellent understanding of conventions

iii. engages thoroughly with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.

The student shows thorough understanding of the content, context and concepts of the text as a whole.

The student: i. shows excellent understanding

of information, main ideas and supporting details, and draws conclusions

ii. clearly understands basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages thoroughly with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.



appropriately to spoken, written and visual text

ii. interacts confidently in rehearsed and unrehearsed exchanges

iii. effectively expresses a wide range of ideas and feelings and communicates information in familiar and some unfamiliar situations; ideas are relevant and opinions are supported by examples and illustrations

iv. communicates with an excellent sense of audience and purpose.

The student: i. writes/speak s effectively using

a basic range of vocabulary, grammatical structures and conventions accurately; occasional errors do not interfere with communication. When speaking, uses clear pronunciation and excellent intonation, making communication easy

ii. organizes information and ideas clearly, and uses a range of basic cohesive devices accurately; there is a logical structure and cohesive devices add clarity to the message




chie

vem

ent

Leve

l










1–2 The student i. has difficulty constructing

meaning from information or main ideas and supporting details; is not able to draw conclusions

ii. has difficulty interpreting convention

iii. engages menially with the spoken and visual text by identifying few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions.


The student: i. has difficulty constructing

meaning by identifying stated information or main ideas and supporting details; is not able to draw conclusions

ii. has difficulty interpreting basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages minimally with the written and visual text by identifying few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions.


The student: i. makes limited attempt to respond

to spoken, written and visual text; responses are often inappropriate

ii. engages minimally in rehearsed and unrehearsed exchanges; ideas are not always related to topics of personal and global significance

iii. expresses few ideas and feelings, and communicates minimal information in simple and complex texts

iv. communicates with a limited sense of audience and purpose.


using a range of vocabulary, grammatical structures and conventions; when speaking, uses pronunciation and intonation with many errors, making understanding difficult

ii. organizes limited information, and cohesive devices are not used


3–4 The student: i. constructs some meaning

and draws some conclusions from information, main ideas and some supporting details

ii. interprets some conventions

iii. engages adequately with the spoken and visual text by identifying some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions.


The student i. constructs some meaning from

stated and some implied information, main ideas and supporting details; draws some conclusions

ii. interprets some basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages adequately with the written and visual text by identifying some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions.


The student: i. responds to spoken, written and

visual text, though some responses may be inappropriate

ii. engages to some degree in rehearsed and unrehearsed exchanges to share some ideas on topics of personal and global significance

iii. expresses some ideas and feelings, and communicates some information in simple and complex texts; ideas are not always relevant or detailed

iv. communicates with some sense of audience and purpose.

The student: i. writes/speaks using a range of

vocabulary, grammatical structures and conventions , with some inappropriate choices; when speaking , uses pronunciation and intonation with some errors, some of which make understanding difficult

ii. organizes some information and ideas, and uses a limited range of cohesive devices, not always appropriately


5–6 The student: i. constructs considerable

meaning and draws conclusions from information, main ideas and supporting details

ii. interprets most conventions

iii. engages considerably with the spoken and visual text by identifying most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.

The student shows


The student: i. constructs considerable meaning

by identifying stated and implied information, main ideas and supporting details, and draws conclusions

ii. interprets most basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages considerably with the written and visual text by identifying most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.

The student shows considerable



spoken, written and visual text ii. engages considerably in

rehearsed and unrehearsed exchanges to share ideas on topics of personal and global significance

iii. expresses ideas and feelings, and communicates information in simple and complex texts; ideas are relevant and detailed

iv. communicates with a considerable sense of audience and purpose.

The student: i. writes/speaks making good use

of a range of vocabulary, grammatical structures and conventions, generally accurately; when speaking, uses pronunciation and intonation with some errors, though these do not interfere with comprehensibility

ii. organizes information and ideas well, and uses a limited range of cohesive devices accurately



7–8 The student:

i. constructs extensive meaning and draws conclusions from information, main ideas and supporting details

ii. interprets conventions iii. engages thoroughly with

the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.



The student: i. constructs extensive meaning by

identifying stated and implied information, main ideas and supporting details, and draws conclusions

ii. interprets basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages thoroughly with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.




ii. engages confidently in rehearsed and unrehearsed exchanges to share a variety

of informative and organized ideas on topics of personal and global significance

iii. effectively expresses a wide range of ideas and feelings, and communicates information in simple and complex texts; ideas are relevant and developed, and opinions are supported by examples and illustrations

iv. communicates with an excellent sense of audience and purpose.

The student: i. writes/speaks effectively using a

range of vocabulary, grammatical structures and conventions accurately; occasional errors do not interfere wit h communication. When speaking, uses clear pronunciation and excellent intonation, making communication easy

ii. organizes information and ideas clearly into a well-structured text; uses a range of cohesive devices accurately, adding clarity and coherence to the message




chie

vem

ent

Leve

l










1–2 The student: i. has difficulty analysing

information or main ideas and supporting details; is not able to draw conclusions

ii. has difficulty analysing conventions

iii. engages minimally with the spoken and visual text by analysing few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions from a global perspective..


The student: i. has difficulty analysing


ii. has difficulty analysing basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages minimally with the written and visual text by analysing few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions from a global perspective.



respond to spoken, written and visual text; responses are often inappropriate

ii. engages minimally in rehearsed and unrehearsed exchanges; ideas are not always related to topics of personal and global significance

iii. expresses few ideas, opinions and feelings, and communicates minimal information in various situations

iv. communicates with a limited sense of register, purpose and style.


using a range of vocabulary, complex grammatical structures and conventions; speak s with many errors in intonation and pronunciation, affecting fluency and making understanding difficult



3–4 The student: i. analyses adequately and

draws some conclusions from information, main ideas and supporting details

ii. analyses some conventions iii. engages adequately with the

spoken and visual text by analysing some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions from a global perspective.


The student: i. analyses adequately and


ii. analyses some basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages adequately with the written and visual text by analysing some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions from a global perspective.


The student: i. responds to spoken, written

and visual text, though some responses may be inappropriate

ii. engages to some degree in rehearsed and unrehearsed exchanges to share some ideas on topics of personal and global significance

iii. expresses some ideas, opinions and feelings, and communicates some information in a range of situations; ideas are not always relevant or detailed

iv. communicates with some sense of register, purpose and style.

The student: i. writes/speaks using a range

of vocabulary, complex grammatical structures and conventions, with some inappropriate choices; speaks with some errors in intonation and pronunciation, affecting fluency and sometimes making understanding difficult



5–6 The student: i. analyses considerably and

draws conclusions from information, main ideas and supporting details

ii. analyses most conventions iii. engages considerably with

the spoken and visual text by analysing most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.


The student: i. analyses considerably and


ii. analyses most basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages considerably with the written and visual text by analysing most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.



spoken, written and visual text

ii. engages considerably in rehearsed and unrehearsed exchanges to share ideas on topics of personal and global significance

iii. expresses ideas, opinions and feelings, and communicates information in a range of situations; ideas are relevant and detailed

iv. communicates with a considerable sense of register, purpose and style.


use of a range of vocabulary, complex grammatical structures and conventions, generally accurately; speaks with fluency and some errors in intonation, though this does not interfere with comprehensibility

ii. organizes information and ideas well, and uses a range of cohesive devices accurately



7–8 The student:

i. analyses thoroughly and draws conclusions from information, main ideas and supporting details

ii. analyses conventions iii. engages thoroughly with the

spoken and visual text by analysing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.


The student: i. analyses thoroughly and


ii. analyses basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages thoroughly with the written and visual text by analysing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.




ii. engages confidently in rehearsed and unrehearsed exchanges to share a variety of informative and organized ideas on a range of topics of personal and global significance

iii. effectively expresses a wide range of ideas, opinions and feelings, and communicates information in a wide range of situations; ideas are relevant and developed, reflecting a good understanding of the topic. Opinions are supported by examples and illustrations

iv. communicates with an excellent sense of register, purpose and style.

The student: i. writes/speaks effectively

using a range of vocabulary, complex grammatical structures and conventions accurately; occasional errors do not interfere with communication. Speaks with excellent intonation and fluency, making communication easy

ii. organizes information and ideas into a clear and effective structure; uses a wide range of cohesive devices accurately, enhancing the development of ideas




chie

vem

ent

Leve

l










1–2 The student: i. has difficulty to write/speak

using a range of vocabulary, complex grammatical structures and conventions; speaks with many errors in intonation and pronunciation, affecting fluency and making understanding difficult



The student: i. has difficulty evaluating


ii. has difficulty interpreting the author’s choice of style, format and ideas to suit an intended audience and purpose

iii. engages minimally with the written and visual text by evaluating few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions from a global perspective.














3–4 The student: i. writes/speaks using a range

of vocabulary, complex grammatical structures and conventions, with some inappropriate choices; speaks with some errors in intonation and pronunciation, affecting fluency and sometimes making understanding difficult



The student: i. evaluates adequately and


ii. adequately interprets the author’s choice of style, format and ideas to suit an intended audience and purpose

iii. engages adequately with the written and visual text by evaluating some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions from a global perspective.












5–6 The student: i. writes/speaks making good

use of a range of vocabulary, complex grammatical structures and conventions, generally accurately; speaks with fluency and some errors in intonation, though this does not interfere with comprehensibility

ii. organizes information and ideas well, and uses a range of cohesive devices accurately


The student: i. evaluates considerably and


ii. interprets to some degree the author’s choice of style, format and ideas to suit an intended audience and purpose

iii. engages considerably with the written and visual text by evaluating most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.













7–8 The student:

i. writes/speaks effectively using a range of vocabulary, complex grammatical structures and conventions accurately; occasional errors do not interfere with communication. Speaks with excellent intonation and fluency, making communication easy

ii. organizes information and ideas into a clear and effective structure; uses a wide range of cohesive devices accurately, enhancing the development of ideas


The student: i. evaluates thoroughly and


ii. interprets the author’s choice of style, format and ideas to suit an intended audience and purpose

iii. engages thoroughly with the written and visual text by evaluating ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.













LANGUAGE AND LITERATURE : OBJECTIVES Criterion A: Analysing - (Maximum: 8) At the end of YEAR-1 students should be able to:

At the end of YEAR-3 students should be able to:


• identify and comment upon significant aspects of texts

• identify and comment upon the creator’s choices

• justify opinions and ideas, using examples, explanations and terminology

• identify similarities and differences in features within and between texts.

• identify and explain the content, context, language, structure, technique and style of text(s) and the relationships among texts

• identify and explain the effects of the creator’s choices on an audience


• interpret similarities and differences in features within and between genres and texts.

• analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts

• analyse the effects of the creator’s choices on an audience


• evaluate similarities and differences by connecting features across and within genres and texts.

Criterion B: Organizing - (Maximum: 8) • employ organizational structures

that serve the context and intention • organize opinions and ideas in a

logical manner • use referencing and formatting

tools to create a presentation style suitable to the context and intention.

• employ organizational structures that serve the context and intention

• organize opinions and ideas in a coherent and logical manner

• use referencing and formatting tools to create a presentation style suitable to the context and intention.

• employ organizational structures that serve the context and intention

• organize opinions and ideas in a sustained, coherent and logical manner

• use referencing and formatting tools to create a presentation style suitable to the context and intention.

Criterion C: Producing Text - (Maximum: 8) • produce texts that demonstrate

thought and imagination while exploring new perspectives and ideas arising from personal engagement with the creative process

• make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

• select relevant details and examples to support ideas.

• produce texts that demonstrate thought, imagination and sensitivity, while exploring and considering new perspectives and ideas arising from personal engagement with the creative process


• select relevant details and examples to develop ideas.

• produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process


• select relevant details and examples to develop ideas.

Criterion D: Using Language- (Maximum: 8) • use appropriate and varied

vocabulary, sentence structures and forms of expression

• write and speak in an appropriate register and style

• use correct grammar, syntax and punctuation

• spell (alphabetic languages), write (character languages) and pronounce with accuracy

• use appropriate non-verbal communication techniques.

• use appropriate and varied vocabulary, sentence structures and forms of expression

• write and speak in an appropriate register and style




• use appropriate and varied vocabulary, sentence structures and forms of expression

• write and speak in a register and style that serve the context and intention





Assessment Criteria : Language and Literature – Year 1 Maximum: 8

Ach

ieve

men

t Le

vel

Criterion A: Analysing

Criterion B : Organizing

Criterion C Producing Text

Criterion D: Using Language






1–2 The student: i. provides minimal

identification and comment upon significant aspects of texts

ii. provides minimal identification and comment upon the creator’s choices

iii. rarely justifies opinions and ideas with examples or explanations; uses little or no terminology

iv. identifies few similarities and differences in features within and between texts.

The student: i. makes minimal use of

organizational structures, though these may not always serve the context and intention

ii. organizes opinions and ideas with a minimal degree of logic

iii. makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.

The student: i. produces texts that

demonstrate limited personal engagement with the creative process; demonstrates a limited degree of thought or imagination and minimal exploration of new perspectives and ideas

ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience

iii. selects few relevant details and examples to support ideas.

The student: i. uses a limited range of

appropriate vocabulary and forms of expression

ii. .writes and speaks in an inappropriate register and style that do not

serve the context and intention iii. uses grammar, syntax and

punctuation with limited accuracy; errors often hinder communication

iv. spells/writes and pronounces with limited accuracy; errors often hinder communication

v. makes limited and/or inappropriate use of non-verbal communication techniques.

3–4 The student: i. provides adequate


ii. provides adequate identification and comment upon the creator’s choices

iii. justifies opinions and ideas with some examples and explanations, though

this may not be consistent; uses some terminology

iv. identifies some similarities and differences in features within and between texts.

The student: i. makes adequate use of

organizational structures that serve the context and intention

ii. organizes opinions and ideas with some degree of logic

iii. makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.


demonstrate adequate personal engagement with the creative process; demonstrates some thought or imagination and some exploration of new perspectives and ideas

ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating some awareness of impact on an audience

iii. selects some relevant details and examples to support ideas.

The student: i. uses an adequate range of

appropriate vocabulary, sentence structures and forms of expression

ii. sometimes writes and speaks in a register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with some degree of accuracy;

errors sometimes hinder communication

iv. spells/writes and pronounces with some degree of accuracy; errors

sometimes hinder communication v. makes some use of appropriate

non-verbal communication techniques.

5–6 The student: i. provides substantial


ii. provides substantial identification and comment upon the creator’s choices

iii. sufficiently justifies opinions and ideas with examples and explanations;

uses accurate terminology iv. describes some similarities

and differences in features across and within and between texts.

The student: i. makes competent use of


ii. organizes opinions and ideas in a logical manner, with ideas building on each other

iii. makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.


demonstrate considerable personal engagement with the creative process; demonstrates considerable thought or imagination and substantial exploration of new perspectives and ideas

ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience

iii. selects sufficient relevant details and examples to support ideas.

The student: i. uses a varied range of appropriate

vocabulary, sentence structures and forms of expression competently

ii. writes and speaks competently in a register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication

iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication

v. makes sufficient use of appropriate non-verbal communication techniques.


7–8 The student:

i. provides perceptive identification and comment upon significant aspects of texts

ii. provides perceptive identification and comment upon the creator’s choices

iii. gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology

iii. compares and contrasts features within and between texts.

The student: i. makes sophisticated use

of organizational structures that serve the context and intention effectively

ii. effectively organizes opinions and ideas in a logical manner with ideas building on each other in a sophisticated way

iii. makes excellent use of referencing and formatting tools to create an effective presentation style.


demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of thought or imagination and perceptive exploration of new perspectives and ideas

ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating clear awareness of impact on an audience

iii. selects extensive relevant details and examples to support ideas.

The student: i. effectively uses a range of


ii. writes and speaks in a consistently appropriate register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective

iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective

v. makes effective use of appropriate non-verbal communication techniques.


Assessment Criteria : Language and Literature – Year 3 Maximum: 8 A

chie

vem

ent

Leve

l Criterion A: Analysing









1–2 The student: i. provides minimal identification

or explanation of the content, context, language, structure, technique and style, and does not explain the relationships among texts

ii. provides minimal identification and explanation of the effects of the creator’s choices on an audience


iv. interprets few similarities and differences in features within and between genres and texts.


organizational structures though these may not always serve the context and intention

ii. organizes opinions and ideas with a minimal degree of coherence and logic



demonstrate limited personal engagement with the creative process; demonstrates a limited degree of thought, imagination or sensitivity and minimal exploration and consideration of new perspectives and ideas


iii. selects few relevant details and examples to develop ideas.

The student: i. uses a limited range of appropriate

vocabulary and forms of expression ii. writes and speaks in an

inappropriate register and style that do not serve the context and intention

iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication

iv. spells/writes and pronounces with limited accuracy; errors often hinder

communication v. makes limited and/or inappropriate

use of non-verbal communication techniques.

3–4 The student: i. provides adequate

identification and explanation of the content, context, language, structure, technique and style, and some explanation of the relationships among texts

ii. provides adequate identification and explanation of the effects of the creator’s choices on an audience

iii. justifies opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology

iv. interprets some similarities and differences in features within and between genres and texts.



ii. organizes opinions and ideas with some degree of coherence and logic



demonstrate adequate personal engagement with the creative process; demonstrates some degree of thought, imagination and sensitivity and some exploration and consideration of new perspectives and ideas

ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience

iii. selects some relevant details and examples to develop ideas.






iv. spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication

v. makes some use of appropriate non-verbal communication techniques.

5–6 The student: i. provides substantial

identification and explanation of the content, context, language, structure, technique and style, and explains the relationships among texts

ii. provides substantial identification and explanation of the effects of the creator’s choices on an audience


uses accurate terminology iv. competently interprets

similarities and differences in features within and between genres and texts.



ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other



demonstrate considerable personal engagement with the creative process; demonstrates considerable thought, imagination and sensitivity and substantial exploration and consideration of new perspectives and ideas


iii. selects sufficient relevant details and examples to develop ideas.





iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication



7–8 The student:

i. provides perceptive identification and explanation of the content, context, language, structure, technique and style, and explains the relationships among texts thoroughly

ii. provides perceptive identification and explanation of the effects of the creator’s choices on an audience

iii. gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology

iv. perceptively compares and contrasts features within and between genres and texts.

The student: i. makes sophisticated use of

organizational structures that serve the context and intention effectively

ii. effectively organizes opinions and ideas in a coherent and logical

manner with ideas building on each other in a sophisticated way

iii. makes excellent use of referencing and formatting tools to create an

effective presentation style.


demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of thought, imagination and sensitivity and perceptive exploration and consideration of new perspectives and ideas

ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating clear awareness of impact on an audience

iii. selects extensive relevant details and examples to develop ideas with precision.

The student: i. effectively uses a varied range of



iii. uses grammar, syntax and punctuation with a high degree of accuracy;

errors are minor and communication is effective




Assessment Criteria : Language and Literature – Year 5 Maximum: 8 A

chie

vem

ent

Leve

l

Criterion A: Analysing









1–2 The student: i. provides limited analysis of

the content, context, language, structure, technique and style of text(s) and the relationship among texts

ii. provides limited analysis of the effects of the creator’s choices on an audience


iv. evaluates few similarities and differences by making minimal

connections in features across and within genres and texts.


organizational structures though these may not always serve the context and intention

ii. organizes opinions and ideas with a minimal degree of coherence and logic



demonstrate limited personal engagement with the creative process; demonstrates a limited degree of insight, imagination or sensitivity and minimal exploration of and critical reflection on new perspectives and ideas


iii. selects few relevant details and examples to develop ideas.

The student: i. uses a limited range of appropriate

vocabulary and forms of expression ii. writes and speaks in an

inappropriate register and style that do not serve the context and intention

iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication

iv. spells/writes and pronounces with limited accuracy; errors often hinder communication

v. makes limited and/or inappropriate use of non-verbal communication techniques.

3–4 The student: i. provides adequate analysis of

the content, context, language, structure, technique and style of text(s) and the relationship among texts

ii. provides adequate analysis of the effects of the creator’s choices on an audience

iii. justifies opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology

iv. evaluates some similarities and differences by making adequate connections in features across and within genres and texts.



ii. organizes opinions and ideas with some degree of coherence and logic



demonstrate adequate personal engagement with the creative process; demonstrates some insight, imagination or sensitivity and some exploration of and critical reflection on new perspectives and ideas

ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience

iii. selects some relevant details and examples to develop ideas.






iv. spells/writes and pronounces with some degree of accuracy; errors

sometimes hinder communication v. makes some use of appropriate

non-verbal communication techniques.

5–6 The student: i. competently analyses the

content, context, language, structure, technique, style of text(s) and the relationship among texts

ii. competently analyses the effects of the creator’s choices on an audience


iv. uses accurate terminology v. evaluates similarities and

differences by making substantial connections in features across and within genres and texts.



ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other



demonstrate considerable personal engagement with the creative process; demonstrates considerable insight, imagination or sensitivity and substantial exploration of and critical reflection on new perspectives and ideas


iii. selects sufficient relevant details and examples to develop ideas.





iv. spells/writes and pronounces with a considerable degree of accuracy;

errors do not hinder effective communication



7–8 The student:

i. provides perceptive analysis of the content, context, language, structure, technique, style of text(s) and the relationship among texts

ii. perceptively analyses the effects of the creator’s choices on an audience iii. gives detailed justification of opinions and ideas with a range of

examples, and thorough explanations; uses accurate terminology

iv. perceptively compares and contrasts by making extensive connections in features across and within genres and texts.

The student: i. makes sophisticated use of

organizational structures that serve the context and intention effectively

ii. effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated way

iii. makes excellent use of referencing and formatting tools to create an effective presentation style.


demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of insight, imagination or sensitivity and perceptive exploration of and critical reflection on new perspectives and ideas

ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience

iii. selects extensive relevant details and examples to develop ideas with

precision.

The student: i. effectively uses a range of



iii. uses grammar, syntax and punctuation with a high degree of accuracy;

errors are minor and communication is effective




INDIVIDUALS AND SOCIETIES : OBJECTIVES Criterion A: Knowing and Understanding - (Maximum: 8) At the end of YEAR-1 students should be able to:



• use vocabulary in context • demonstrate knowledge and

understanding of subject-specific content and concepts, using descriptions, explanations and examples.

• use a range of terminology in context

• demonstrate knowledge and understanding of subject-specific content and concepts, through descriptions, explanations and examples.

• use a wide range of terminology in context

• demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples.

Criterion B: Investigating - (Maximum: 8) • explain the choice of a research

question • follow an action plan to explore a

research question • collect and record relevant

information consistent with the research question

• reflect on the process and results of the investigation.

• formulate/choose a clear and focused research question, explaining its relevance

• formulate and follow an action plan to investigate a research question

• use methods to collect and record relevant information

• evaluate the process and results of the investigation, with guidance.

• formulate a clear and focused research question and justify its relevance

• formulate and follow an action plan to investigate a research question

• use research methods to collect and record appropriate, varied and relevant information

• evaluate the process and results of the investigation.

Criterion C: Communicating - (Maximum: 8) • communicate information and

ideas with clarity • organize information and ideas

effectively for the task • list sources of information in a way

that follows the task instructions.

• communicate information and ideas in a way that is appropriate for the audience and purpose

• structure information and ideas according to the task instructions

• create a reference list and cite sources of information.

• communicate information and ideas effectively using an appropriate style for the audience and purpose

• structure information and ideas in a way that is appropriate to the specified format

• document sources of information using a recognized convention.

Criterion D: Thinking Critically - (Maximum: 8) • identify the main points of ideas,

events, visual representation or arguments

• use information to give an opinion • identify and analyse a range of

sources/data in terms of origin and purpose

• identify different views and their implications.

• analyse concepts, issues, models, visual representation and/or theories

• summarize information to make valid, well-supported arguments

• analyse a range of sources/data in terms of origin and purpose, recognizing values and limitations

• recognize different perspectives and explain their implications.

• discuss concepts, issues, models, visual representation and theories

• synthesize information to make valid, well-supported arguments

• analyse and evaluate a wide range of sources/data in terms of origin and purpose, examining values and limitations

• interpret different perspectives and their implications.


Assessment Criteria : Individuals and Societies – Year 1 Maximum: 8 A

chie

vem

ent

Leve

l

Criterion A: Knowing and Understanding

Criterion B : Investigating

Criterion C Communicating

Criterion D: Thinking Critically

Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0





1–2 The student: i. recognizes some

vocabulary ii. demonstrates basic

knowledge and understanding of content and concepts through limited descriptions and/or examples.

The student: i. identifies a research

question ii. follows an action plan in a

limited way to explore a research question

iii. collects and records information, to a limited extent

iv. with guidance, reflects on the research process and results, to a limited extent.

The student: i. communicates information

and ideas in a style that is not always clear

ii. organizes information and ideas in a limited way

iii. inconsistently lists sources, not following the task instructions.

The student: i. identifies the main points of

ideas, events, visual representation or arguments to a limited extent

ii. uses information to give limited opinions

ii. identifies the origin and purpose of limited sources/data

iii. identifies some different views.

3–4 The student:

i. uses some vocabulary ii. demonstrates satisfactory

knowledge and understanding of content and concepts through simple descriptions, explanations and/or examples.

The student: i. describes the choice of a

research question ii. partially follows an action

plan to explore a research question

iii. uses a method or methods to collect and record some relevant information

iv. with guidance, reflects on the research process and results with some depth.


and ideas in a way that is somewhat clear

ii. somewhat organizes information and ideas

iii. lists sources in a way that sometimes follows the task instructions.

The student: i. identifies some main points of

ideas, events, visual representation or arguments

ii. uses information to give adequate opinions

iii. identifies the origin and purpose of sources/data

iv. identifies some different views and suggests some of their implications.

5–6 The student: i. uses considerable

relevant vocabulary, often accurately

ii. demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.

The student: i. describes the choice of a

research question in detail ii. mostly follows an action

plan to explore a research question

iii. uses method(s) to collect and record often relevant information

iv. reflects on the research process and results.


and ideas in a way that is mostly clear

ii. mostly organizes information and ideas

iii. lists sources in a way that often follows the task instructions.

The student: i. identifies the main points of

ideas, events, visual representation or arguments

ii. uses information to give substantial opinions

iii. identifies the origin and purpose of a range of sources/data

iv. identifies different views and most of their implications.

7–8 The student: i. consistently uses

relevant vocabulary accurately

ii. demonstrates excellent knowledge and understanding of content and concepts through detailed descriptions, explanations and examples.

The student: i. explains the choice of a

research question ii. effectively follows an

action plan to explore a research question

iii. uses methods to collect and record consistently relevant

information iv. thoroughly reflects on the

research process and results.


and ideas in a way that is completely clear

ii. completely organizes information and ideas effectively

iii. lists sources in a way that always follows the task instructions.

The student: i. identifies in detail the main

points of ideas, events, visual representation or arguments

ii. uses information to give detailed opinions

iii. consistently identifies and analyses a range of sources/data in terms of origin and purpose

iv. consistently identifies different views and their implications.


Assessment Criteria : Individuals and Societies – Year 3 Maximum: 8

Ach

ieve

men

t Le

vel










1–2 The student: i. makes limited use of

terminology ii. demonstrates basic

knowledge and understanding of content and concepts through limited descriptions and/or examples.

The student: i. identifies a research

question that is clear, focused and relevant

ii. formulates a limited action plan or does not follow a plan

iii. collects and records limited or sometimes irrelevant information

iv. with guidance, reflects on the research process and results in a limited way.


and ideas in a style that is not always clear

ii. organizes information and ideas in a limited way

iii. lists sources of information inconsistently.

The student: i. begins to analyse concepts,

issues, models, visual representation and/or theories in a limited way

ii. begins to identify connections between information to make simple arguments

iii. recognizes the origin and purpose of few sources/data as well as

few values and limitations of sources/data

iv. identifies different perspectives.

3–4 The student: i. uses some terminology

accurately ii. demonstrates satisfactory

knowledge and understanding of content and concepts through simple descriptions, explanations and examples.

The student: i. formulates/chooses a

research question that is clear and focused and describes its relevance

ii. formulates and occasionally follows a partial action plan to investigate a research question

iii. uses a method(s) to collect and record some relevant information

iv. with guidance, reflects on the research process and results.


and ideas in a way that is somewhat clear

ii. somewhat organizes information and ideas

iii. creates an adequate reference list and sometimes cites sources.

The student: i. completes a simple analysis of

concepts, issues, models, visual representation and/or theories

ii. summarizes information to make some adequate arguments

iii. analyses sources/data in terms of origin and purpose, recognizing some values and limitations

iv. recognizes different perspectives and suggests some of their implications.

5–6 The student: i. uses considerable and

relevant terminology accurately

ii. demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.

The student: i. formulates/chooses a clear

and focused research question and describes its relevance in detail

ii. formulates and mostly follows a sufficiently developed action plan to investigate a research question

iii. uses methods to collect and record appropriate relevant information

iv. with guidance, evaluates on the research process and results.


and ideas in a style that is mostly

appropriate to the audience and purpose

ii. mostly structures information and ideas according to the task instructions

iii. creates an adequate reference list and usually cites sources.

The student: i. completes a substantial analysis

of concepts, issues, models, visual representation and/or theories

ii. summarizes information in order to make usually valid arguments

iii. analyses sources/data in terms of origin and purpose, usually

recognizing values and limitations iv. clearly recognizes different

perspectives and describes most of their implications.

7–8 The student: i. consistently uses a range

of terminology accurately ii. demonstrates detailed

knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples.

The student: i. formulates/chooses a clear

and focused research question and explains its relevance

ii. formulates and effectively follows a consistent action plan to investigate a research question

iii. uses methods to collect and record appropriate and varied relevant information

iv. with guidance, provides a detailed evaluation of the research process and results.

The student: i. communicates information and

ideas in a style that is completely appropriate to the audience and purpose

ii. structures information and ideas completely according to the task instructions

iii. creates a complete reference list and always cites sources.

The student: i. completes a detailed analysis of

concepts, issues, models, visual representation and/or theories

ii. summarizes information to make consistent, well-supported arguments

iii. effectively analyses a range of sources/data in terms of origin and purpose, consistently recognizing values and limitations

iv. clearly recognizes different perspectives and consistently explains their implications.


Assessment Criteria : Individuals and Societies – Year 5 Maximum: 8 A

chie

vem

ent

Leve

l










1–2 The student: i. uses limited relevant

terminology ii. demonstrates basic

knowledge and understanding of content and concepts with minimal descriptions and/or examples.

The student: i. formulates a research

question that is clear or focused and

describes its relevance ii. formulates a limited action

plan to investigate a research question or does not follow a plan

iii. collects and records limited information, not always consistent with the research question

iv. makes a limited evaluation of the process and results of the investigation.


and ideas in a limited way, using a style that is limited in its appropriateness to the audience and purpose

ii. structures information and ideas according to the specified format in a limited way

iii. documents sources of information in a limited way,.

The student: i. analyses concepts, issues, models,

visual representation and theories to a limited extent

ii. summarizes information to a limited extent to make arguments

iii. describes a limited number of sources/data in terms of origin and purpose and recognizes few values and limitation

iv. identifies different perspectives and minimal implications.

3–4 The student: i. uses some terminology

accurately and appropriately

ii. demonstrates adequate knowledge and understanding of content and concepts through satisfactory descriptions, explanations and examples.

The student: i. formulates a research

question that is clear and focused and describes its relevance in detail

ii. formulates and somewhat follows a partial action plan to investigate a research question

iii. uses a research method(s) to collect and record mostly relevant information

iv. evaluates some aspects of the process and results of the investigation.


and ideas satisfactorily by using a style that is somewhat appropriate to the audience and purpose

ii. structures information and ideas in a way that is somewhat appropriate to the specified format

iii. sometimes documents sources of information using a recognized convention.

The student: i. analyses concepts, issues, models,

visual representation and theories ii. summarizes information to make

arguments iii. analyses and/or evaluates

sources/data in terms of origin and purpose, recognizing some values and limitations

iv. interprets different perspectives and some of their implications.

5–6 The student: i. uses a range of terminology

accurately and appropriately

ii. demonstrates substantial knowledge and understanding of content and concepts through accurate descriptions, explanations and examples.

The student: i. formulates a clear and

focused research question and explains its relevance

ii. formulates and follows a substantial action plan to investigate a research question

iii. uses research method(s) to collect and record appropriate relevant information

iv. evaluates the process and results of the investigation.


and ideas accurately by using a style that is mostly appropriate to the audience and purpose

ii. structures information and ideas in a way that is mostly

appropriate to the specified format

iii. often documents sources of information using a recognized convention.

The student: i. discusses concepts, issues,

models, visual representation and theories

ii. synthesizes information to make valid arguments

iii. effectively analyses and evaluates a range of sources/data in terms of origin and purpose, recognizing values and limitations

iv. interprets different perspectives and their implications.

7–8 The student: i. consistently uses a wide

range of terminology effectively

ii. demonstrates detailed knowledge and understanding of content and concepts through thorough accurate descriptions, explanations and examples.

The student: i. formulates a clear and

focused research question and justifies

its relevance ii. formulates and effectively

follows a comprehensive action plan to investigate a research question

iii. uses research methods to collect and record appropriate, varied and relevant information

iv. thoroughly evaluates the investigation process and results.


and ideas effectively and accurately by using a style that is completely appropriate to the audience and purpose

ii. structures information and ideas in a way that is completely appropriate to the specified format

iii. consistently documents sources of information using a recognized convention.

The student: i. completes a detailed discussion

of concepts, issues, models, visual representation and theories

ii. synthesizes information to make valid, well-supported

arguments iii. effectively analyses and

evaluates a wide range of sources/data in terms of origin and purpose, recognizing values and limitations

iv. thoroughly interprets a range of different perspectives and their implications.


SCIENCES : OBJECTIVES Criterion A: Knowing and Understanding - (Maximum: 8) At the end of YEAR-1 students should

be able to: At the end of YEAR-3 students

should be able to: At the end of YEAR-5 students should be able to:

• outline scientific knowledge • apply scientific knowledge and

understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations

• interpret information to make scientifically supported judgments.

• describe scientific knowledge • apply scientific knowledge and

understanding to solve problems set in familiar and unfamiliar situations

• analyse information to make scientifically supported judgments.

• explain scientific knowledge • apply scientific knowledge and

understanding to solve problems set in familiar and unfamiliar situations

• analyse and evaluate information to make scientifically supported judgments.

Criterion B: Inquiring and Designing - (Maximum: 8) • outline an appropriate problem or

research question to be tested by a scientific investigation

• outline a testable prediction using scientific reasoning

• outline how to manipulate the variables, and outline how data will be collected

• design scientific investigations.

• describe a problem or question to be tested by a scientific investigation

• outline a testable hypothesis and explain it using scientific reasoning

• describe how to manipulate the variables, and describe how data will be collected


• explain a problem or question to be tested by a scientific investigation

• formulate a testable hypothesis and explain it using scientific reasoning

• explain how to manipulate the variables, and explain how data will be collected


Criterion C: Processing and Evaluating - (Maximum: 8) • present collected and transformed

data • interpret data and outline results

using scientific reasoning • discuss the validity of a prediction

based on the outcome of the scientific investigation

• discuss the validity of the method • describe improvements or

extensions to the method.

• present collected and transformed data

• interpret data and describe results using scientific reasoning

• discuss the validity of a hypothesis based on the outcome of the scientific investigation

• discuss the validity of the method

• describe improvements or extensions to the method.

• present collected and transformed data

• interpret data and explain results using scientific reasoning

• evaluate the validity of a hypothesis based on the outcome of the scientific investigation

• evaluate the validity of the method • explain improvements or extensions

to the method.

Criterion D: Reflecting on the Impacts of Science - (Maximum: 8) • summarize the ways in which

science is applied and used to address a specific problem or issue

• describe and summarize the various implications of using science and its application in solving a specific problem or issue

• apply scientific language effectively • document the work of others and

sources of information used.

• describe the ways in which science is applied and used to address a specific problem or issue

• discuss and analyse the various implications of using science and its application in solving a specific problem or issue

• apply scientific language effectively

• document the work of others and sources of information used.

• explain the ways in which science is applied and used to address a specific problem or issue

• discuss and evaluate the various implications of using science and its application to solve a specific problem or issue

• apply scientific language effectively • document the work of others and

sources of information used.


Assessment Criteria : Sciences – Year 1 Maximum: 8

Ach

ieve

men

t Le

vel Criterion A:

Knowing and Understanding Criterion B : Inquiring and Designing

Criterion C Processing and Evaluating

Criterion D: Reflecting on the Impacts of Science






1–2 The student is able to: i. select scientific

knowledge ii. select scientific

knowledge and understanding to suggest solutions to problems set in familiar situations

iii. apply information to make judgments, with limited success.

The student is able to: i. select a problem or

question to be tested by a scientific investigation

ii. select a testable prediction

iii. state a variable iv. design a method with

limited success.

The student is able to: i. collect and present data in

numerical and/or visual forms ii. interpret data iii. state the validity of a prediction

based on the outcome of a scientific investigation, with limited success

iv. state the validity of the method based on the outcome of a scientific investigation, with limited success

v. state improvements or extensions to the method that would benefit the scientific investigation, with limited success.

The student is able to, with limited success:

i. state the ways in which science is used to address a specific problem or issue

ii. state the implications of using science to solve a specific problem or issue,

interacting with a factor iii. apply scientific language to

communicate understanding iv. document sources.

3–4 The student is able to: i. recall scientific

knowledge ii. apply scientific

knowledge and understanding to suggest solutions to problems set in familiar situations

iii. apply information to make judgments.

The student is able to: i. state a problem or


ii. state a testable prediction

iii. state how to manipulate the variables, and state how data will be collected

iv. design a safe method in which he or she selects materials and equipment.

The student is able to: i. correctly collect and present

data in numerical and/or visual forms

ii. accurately interpret data and outline results

iii. state the validity of a prediction based on the outcome of a scientific investigation

iv. state the validity of the method based on the outcome of a scientific investigation

v. state improvements or extensions to the method that would benefit the scientific investigation.

The student is able to: i. state the ways in which science is

used to address a specific problem or issue

ii. state the implications of using science to solve a specific problem or issue,

interacting with a factor iii. sometimes apply scientific

language to communicate understanding

iv. sometimes document sources correctly.

5–6 The student is able to: i. state scientific knowledge ii. apply scientific

knowledge and understanding to solve problems set in

familiar situations iii. apply information to

make scientifically supported judgments.



ii. outline a testable prediction

iii. outline how to manipulate the variables, and state how relevant data will be collected

iv. design a complete and safe method in which he or she selects appropriate materials and equipment.

The student is able to: i. correctly collect, organize

and present data in numerical and/or visual forms

ii. accurately interpret data and outline results using scientific reasoning

iii. outline the validity of a prediction based on the outcome of a scientific investigation

iv. outline the validity of the method based on the outcome of a scientific investigation

v. outline improvements or extensions to the method that would benefit the scientific investigation.

The student is able to: i. outline the ways in which science is


ii. outline the implications of using science to solve a specific problem or issue, interacting with a factor

iii. usually apply scientific language to communicate understanding clearly and precisely

iv. usually document sources correctly.


7–8 The student is able to:

i. outline scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations

iii. interpret information to make scientifically supported judgments.

The student is able to: i. outline a problem or


ii. outline a testable prediction using scientific reasoning

iii. outline how to manipulate the variables, and outline how sufficient, relevant data will be collected

iv. design a logical, complete and safe method in which he or she selects appropriate materials and equipment.

The student is able to: i. correctly collect, organize,

transform and present data in numerical and/or visual forms

ii. accurately interpret data and outline results using correct scientific reasoning

iii. discuss the validity of a prediction based on the outcome of a scientific investigation

iv. discuss the validity of the method based on the outcome of a scientific investigation

v. describe improvements or extensions to the method that would benefit the scientific investigation.

The student is able to: i. summarize the ways in which


ii. describe and summarize the implications of using science and its application to solve a specific problem or issue, interacting with a factor

iii. consistently apply scientific language to communicate understanding clearly and precisely

iv. document sources completely.


Assessment Criteria : Sciences – Year 3 Maximum: 8 A

chie

vem

ent

Leve

l


Criterion B : Inquiring and Designing

Criterion C Processing and Evaluating t







1–2 The student is able to: i. recall scientific knowledge ii. apply scientific knowledge

and understanding to suggest solutions to problems set in familiar situations

iii. apply information to make judgments.

The student is able to: i. state a problem or question

to be tested by a scientific investigation, with limited success

ii. state a testable hypothesis iii. state the variables iv. design a method, with

limited success.

The student is able to: i. collect and present data in

numerical and/or visual forms

ii. accurately interpret data iii. state the validity of a

hypothesis with limited reference to a scientific investigation

iv. state the validity of the method with limited reference to a scientific investigation

v. state limited improvements or extensions to the method.

The student is able to: i. state the ways in which science is


ii. state the implications of the use of science to solve a specific problem or issue, interacting with a factor

iii. apply scientific language to communicate understanding but does so with limited success

iv. document sources, with limited success.

3–4 The student is able to: i. state scientific knowledge ii. apply scientific knowledge

and understanding to solve problems set in

familiar situations iii. apply information to make

scientifically supported judgments.

The student is able to: i. state a problem or question

to be tested by a scientific investigation

ii. outline a testable hypothesis using scientific reasoning

iii. outline how to manipulate the variables, and state how relevant data will be collected


The student is able to: i. correctly collect and

present data in numerical and/or visual forms

ii. accurately interpret data and describe results

iii. state the validity of a hypothesis based on the outcome of a scientific investigation

iv. state the validity y of the method based on the outcome of a scientific investigation

v. state improvements or extensions to the method that would benefit the scientific investigation.

The student is able to: i. outline the ways in which science

is used to address a specific problem or issue


iii. sometimes apply scientific language to communicate understanding


5–6 The student is able to: i. outline scientific

knowledge ii. apply scientific knowledge

and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations

iii. interpret information to make scientifically supported judgments.



ii. outline and explain a testable hypothesis using scientific reasoning

iii. outline how to manipulate the variables, and outline how sufficient, relevant data will be collected


The student is able to: i. correctly collect,

organize and present data in numerical and/or visual forms

ii. accurately interpret data and describe results using scientific reasoning

iii. outline the validity of a hypothesis based on the outcome of a scientific investigation





ii. describe the implications of using science and its application to solve a specific problem or issue, interacting with a factor





i. describe scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in

familiar and unfamiliar situations

iii. analyse information to make scientifically supported judgments.

The student is able to: i. describe a problem or


ii. outline and explain a testable hypothesis using correct scientific reasoning

iii. describe how to manipulate the variables, and describe how sufficient, relevant data will be collected



organize, transform and present data in numerical and/ or visual forms

ii. accurately interpret data and describe results using correct scientific reasoning

iii. discuss the validity of a hypothesis based on the outcome of a scientific investigation



The student is able to: i. describe the ways in which science

is applied and used to address a specific problem or issue

ii. discuss and analyse the implications of using science and its application to solve a specific problem or issue, interacting with a factor

iii. consistently apply scientific language to communicate understanding

clearly and precisely iv. document sources completely.


Assessment Criteria : Sciences – Year 5 Maximum: 8 A

chie

vem

ent

Leve

l Criterion A: Knowing and Understanding

Criterion B : Inquiring and Designing

Criterion C Processing and Evaluating t









iii. interpret information to make judgments.



ii. outline a testable hypothesis

iii. outline the variables iv. design a method, with

limited success.

The student is able to: i. collect and present data

in numerical and/or visual forms

ii. interpret data iii. state the validity of a

hypothesis based on the outcome of a scientific investigation

iv. state the validity of the method based on the outcome of a scientific investigation

v. state improvements or extensions to the method.

The student is able to: i. outline the ways in which

science is used to address a specific problem or issue


iii. apply scientific language to communicate understanding but does so with limited success

iv. document sources, with limited success.

3–4 The student is able to: i. outline scientific



familiar situations iii. interpret information to

make scientifically supported judgments.



ii. formulate a testable hypothesis using scientific reasoning

iii. outline how to manipulate the variables, and outline how relevant data will be collected


The student is able to: i. correctly collect and

present data in numerical and/or visual forms

ii. accurately interpret data and explain results

iii. outline the validity of a hypothesis based on the outcome of a scientific investigation





ii. describe the implications of using science and its application to solve a specific problem or issue, interacting with a factor

iii. sometimes apply scientific language to communicate understanding


5–6 The student is able to: i. describe scientific

knowledge iii. apply scientific knowledge



The student is able to: i. describe a problem or


ii. formulate and explain a testable hypothesis using scientific reasoning

iii. describe how to manipulate the variables, and describe how sufficient, relevant data will be collected



organize and present data in numerical and/or visual forms

ii. accurately interpret data and explain results using scientific reasoning

iii. discuss the validity of a hypothesis based on the outcome of a scientific investigation



The student is able to: i. describe the ways in which


ii. discuss the implications of using science and its application to solve a specific problem or issue, interacting with a factor





i. explain scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in


iii. analyse and evaluate information to make scientifically supported judgments.

The student is able to: i. explain a problem or


ii. formulate and explain a testable hypothesis using correct scientific reasoning

iii. explain how to manipulate the variables, and explain how sufficient, relevant data will be collected



organize, transform and present data in numerical and/ or visual forms

ii. accurately interpret data and explain results using correct scientific reasoning

iii. evaluate the validity of a hypothesis based on the outcome of a scientific investigation

iv. evaluate the validity of the method based on the outcome of a scientific investigation

v. explain improvements or extensions to the method that would benefit the scientific investigation.

The student is able to: i. explain the ways in which


ii. discuss and evaluate the implications of using science and its application to solve a specific problem or issue, interacting with a factor

iii. consistently apply scientific language to communicate understanding

clearly and precisely iv. document sources completely.


MATHEMATICS : OBJECTIVES Criterion A: Knowing and Understanding - (Maximum: 8) At the end of YEAR-1 students should be able to:



• select appropriate mathematics when solving problems in both familiar and unfamiliar situations

• apply the selected mathematics successfully when solving problems

• solve problems correctly in a variety of contexts.







Criterion B: Investigating Patterns - (Maximum: 8) • apply mathematical problem-solving

techniques to recognize patterns • describe patterns as relationships or

general rules consistent with correct findings

• verify whether the pattern works for other examples.

• select and apply mathematical problem-solving techniques to discover complex patterns

• describe patterns as relationships and/or general rules consistent with findings

• verify and justify relationships and/or general rules.

• select and apply mathematical problem-solving techniques to discover complex patterns

• describe patterns as general rules consistent with findings

• prove, or verify and justify, general rules.

Criterion C: Communicating - (Maximum: 8) • use appropriate mathematical

language (notation, symbols and terminology) in both oral and written statements

• use different forms of mathematical representation to present information

• communicate coherent mathematical lines of reasoning

• organize information using a logical structure.

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

• use different forms of mathematical representation to present information

• move between different forms of mathematical representation

• communicate complete and coherent mathematical lines of reasoning


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

• use appropriate forms of mathematical representation to present information

• move between different forms of mathematical representation

• communicate complete, coherent and concise mathematical lines of reasoning


Criterion D: Applying Mathematics in Real-life Contexts - (Maximum: 8) • identify relevant elements of

authentic real-life situations • select appropriate mathematical

strategies when solving authentic real-life situations

• apply the selected mathematical strategies successfully to reach a solution

• explain the degree of accuracy of a solution

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

• identify relevant elements of authentic real-life situations

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


• explain the degree of accuracy of a solution

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

• identify relevant elements of authentic real-life situations

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


• justify the degree of accuracy of a solution

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


Assessment Criteria : Mathematics – Year 1 Maximum: 8 A

chie

vem

ent

Leve

l


Criterion B : Investigating Patterns


Criterion D: Applying Mathematics in Real-Life Contexts






1–2 The student is able to: i. select appropriate

mathematics when solving simple problems in familiar situations

ii. apply the selected mathematics successfully when solving these problems

iii. generally solve these problems correctly.

The student is able to: i. apply, with teacher support,

mathematical problem-solving techniques to recognize simple patterns

ii. state predictions consistent with simple patterns.

The student is able to: i. use limited mathematical

language ii. use limited forms of

mathematical representation to present information iii. communicate through lines of reasoning that are difficult to understand.

The student is able to: i. identify some of the elements of

the authentic real-life situation ii. apply mathematical strategies to

find a solution to the authentic real-life situation, with limited success.


mathematics when solving more complex problems in familiar situations



The student is able to: i. apply mathematical

problem-solving techniques to recognize patterns

ii. suggest how these patterns work.

The student is able to: i. use some appropriate

mathematical language ii. use different forms of

mathematical representation to present information adequately

iii. communicate through lines of reasoning that are able to be understood, although these are not always coherent

iv. adequately organize information using a logical structure.

The student is able to: i. identify the relevant elements of


reach a solution to the authentic real- life situation

iii. state, but not always correctly, whether the solution makes sense in the context of the authentic real-life situation.


mathematics when solving challenging problems in familiar situations




problem-solving techniques to recognize patterns

ii. suggest relationships or general rules consistent with findings

iii. verify whether patterns work for another example.

The student is able to: i. usually use appropriate

mathematical language ii. usually use different forms

of mathematical representation to present information correctly

iii. communicate through lines of reasoning that are usually coherent iv. present work that is usually organized using a logical structure.


the authentic real-life situation ii. select adequate mathematical

strategies to model the authentic real-life situation

iii. apply the selected mathematical strategies to reach a valid solution to the authentic real-life situation

iv. describe the degree of accuracy of the solution

v. state correctly whether the solution makes sense in the context of the authentic real-life situation.


mathematics when solving challenging problems in both familiar and unfamiliar situations



The student is able to: i. select and apply

mathematical problem-solving techniques to recognize correct patterns

ii. describe patterns as relationships or general rules consistent with correct findings

iii. verify whether patterns work for other examples.

The student is able to: i. consistently use appropriate

mathematical language ii. consistently use different

forms of mathematical representation to present information correctly

iii. communicate clearly through coherent lines of reasoning

iv. present work that is consistently organized using a logical structure.




iii. apply the selected mathematical strategies to reach a correct solution to the authentic real-life situation

iv. explain the degree of accuracy of the solution

v. describe correctly whether the solution makes sense in the context of the authentic real-life situation.



chie

vem

ent

Leve

l Criterion A: Knowing and Understanding










mathematics when solving simple problems in familiar situations




mathematical problem-solving techniques to discover simple patterns

ii. state predictions consistent with patterns.

The student is able to: i. use limited mathematical

language ii. use limited forms of

mathematical representation to present information iii. communicate through lines of reasoning that are difficult to interpret.



find a solution to the authentic real-life situation, with limited success.


mathematics when solving more complex problems in familiar situations




problem-solving techniques to discover simple patterns

ii. suggest relationships and/or general rules consistent with findings.


mathematical language ii. use different forms of


iii. communicate through lines of reasoning that are able to be understood, although these are not always clear

iv. adequately organize information using a logical structure.


the authentic real-life situation ii. select, with some success,

adequate mathematical strategies to model the authentic real-life situation

iii. apply mathematical strategies to reach a solution to the authentic real- life situation

iv. describe whether the solution makes sense in the context of the authentic real-life situation.


mathematics when solving challenging problems in familiar situations




mathematical problem-solving techniques to discover complex patterns

ii. describe patterns as relationships and/or general rules consistent with findings

iii. verify these relationships and/or general rules.


mathematical language ii. usually use different forms

of mathematical representation to present information correctly

iii. move between different forms of mathematical representation with some success

iv. communicate through lines of reasoning that are clear although not always coherent or complete

v. present work that is usually organized using a logical structure.





iv. describe the degree of accuracy of the solution

v. discuss whether the solution makes sense in the context of the authentic real-life situation.


mathematics when solving challenging problems in both familiar and unfamiliar situations




mathematical problem-solving techniques to discover complex patterns

ii. describe patterns as relationships and/or general rules consistent with correct findings

iii. verify and justify these relationships and/or general rules.

The student is able to: i. consistently use

appropriate mathematical language

ii. use different forms of mathematical representation to consistently present information correctly

iii. move effectively between different forms of mathematical representation iv. communicate through lines of reasoning that are complete and coherent v. present work that is consistently organized using a logical structure.


the authentic real-life situation ii. select appropriate mathematical

strategies to model the authentic real- life situation

iii. apply the selected mathematical strategies to reach a correct solution iv. explain the degree of accuracy of the solution

v. explain whether the solution makes sense in the context of the authentic real-life situation.



chie

vem

ent

Leve

l












iii. interpret information to make judgments.


mathematical problem-solving techniques to discover simple patterns

ii. state predictions consistent with patterns.

The student is able to: i. use limited mathematical language ii. use limited forms of mathematical

representation to present information

iii. communicate through lines of reasoning that are difficult to interpret.



find a solution to the authentic real- life situation, with limited success.

3–4 The student is able to: i. outline scientific knowledge ii. apply scientific knowledge


familiar situations iii. interpret information to make

scientifically supported judgments.

The student is able to: i. apply mathematical problem-

solving techniques to discover simple patterns

ii. suggest general rules consistent with findings.


mathematical language ii. use appropriate forms of


iii. communicate through lines of reasoning that are complete iv. adequately organize information using a logical structure.


the authentic real-life situation ii. select, with some success,

adequate mathematical strategies to model the authentic real-life situation

iii. apply mathematical strategies to reach a solution to the authentic real- life situation

iv. discuss whether the solution makes sense in the context of the authentic real-life situation.

5–6 The student is able to: i. describe scientific




The student is able to: i. select and apply mathematical

problem-solving techniques to discover complex patterns

ii. describe patterns as general rules consistent with findings iii. verify the validity of these general rules.


mathematical language ii. usually use appropriate forms of

mathematical representation to present information correctly

iii. usually move between different forms of mathematical representation

iv. communicate through lines of reasoning that are complete and coherent v. present work that is usually organized using a logical structure.



strategies to model the authentic real- life situation


iv. explain the degree of accuracy of the solution

v. explain whether the solution makes sense in the context of the authentic real-life situation.

7–8 The student is able to: i. explain scientific




iii. analyse and evaluate information to make scientifically supported judgments.

The student is able to: i. select and apply mathematical

problem-solving techniques to discover complex patterns

ii. describe patterns as general rules consistent with correct findings

iii. prove, or verify and justify, these general rules.

The student is able to: i. consistently use appropriate

mathematical language ii. use appropriate forms of

mathematical representation to consistently present information correctly

iii. move effectively between different forms of mathematical representation

iv. communicate through lines of reasoning that are complete, coherent and

concise v. present work that is consistently

organized using a logical structure.

The student is able to: i. identify the relevant elements

of the authentic real-life situation ii. select appropriate mathematical


iii. apply the selected mathematical strategies to reach a correct solution to the authentic real-life situation

iv. justify the degree of accuracy of the solution

v. justify whether the solution makes sense in the context of the authentic real-life situation.


ARTS : OBJECTIVES Criterion A: Knowing and Understanding - (Maximum: 8) At the end of YEAR-1 students should be able to:



• demonstrate awareness of the art form studied, including the use of appropriate language

• demonstrate awareness of the relationship between the art form and its context

• demonstrate awareness of the links between the knowledge acquired and artwork created.

• demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate language

• demonstrate knowledge of the role of the art form in original or displaced contexts

• use acquired knowledge to inform their artwork.

• demonstrate knowledge and understanding of the art form studied, including concepts, processes and the use of subject-specific terminology

• demonstrate understanding of the role of the art form in original or displaced contexts

• use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

Criterion B: Developing Skills - (Maximum: 8) • demonstrate the acquisition and

development of the skills and techniques of the art form studied

• demonstrate the application of skills and techniques to create, perform and/or present art.

• demonstrate the acquisition and development of the skills and techniques of the art form studied


• demonstrate the acquisition and development of the skills and techniques of the art form studied


Criterion C: Thinking Creatively - (Maximum: 8) • identify an artistic intention • identify alternatives and

perspectives • demonstrate the exploration of

ideas.

• outline a clear and feasible artistic intention

• outline alternatives, perspectives, and imaginative solutions

• demonstrate the exploration of ideas through the developmental process to a point of realization.

• develop a feasible, clear, imaginative and coherent artistic intention

• demonstrate a range and depth of creative-thinking behaviours

• demonstrate the exploration of ideas to shape artistic intention through to a point of realization

Criterion D: Responding - (Maximum: 8) • identify connections between

art forms, art and context, or art and prior learning

• recognize that the world contains inspiration or influence for art

• evaluate certain elements or principles of artwork.

• outline connections and transfer learning to new settings

• create an artistic response inspired by the world around them

• evaluate the artwork of self and others.

• construct meaning and transfer learning to new settings

• create an artistic response which intends to reflect or impact on the world around them

• critique the artwork of self and others.


Assessment Criteria : Art – Year 1 Maximum: 8

Achi

evem

ent

Leve

l

Criterion A: Knowledge and Understanding

Criterion B : Developing Skills

Criterion C Thinking Creatively

Criterion D: Responding






1–2 The student: i. demonstrates limited

awareness of the art form studied, including

limited use of appropriate language

ii. demonstrates limited awareness of the relationship between the art form and its context

iii. demonstrates limited awareness of the links between the knowledge acquired and artwork created.

The student: i. demonstrates

limited acquisition and development of the skills and techniques of the art form studied

ii. demonstrates limited application of skills and techniques to create, perform and/or present art.

The student: i. identifies a limited artistic

intention ii. identifies limited alternatives

and perspectives iii. demonstrates limited

exploration of ideas.

The student: i. identifies limited

connections between art forms, art and context, or art and prior learning

ii. demonstrates limited recognition that the world contains inspiration or influence for art

iii. presents a limited evaluation of certain elements of artwork.

3–4 The student: i. demonstrates adequate

awareness of the art form studied, including adequate use of appropriate language

ii. demonstrates adequate awareness of the relationship between the art form and its context

iii. demonstrates adequate awareness of the links between the knowledge acquired and artwork created.


adequate acquisition and development of the skills and techniques of the art form studied

ii. demonstrates adequate application of skills and techniques to create, perform and/or present art.

The student: i. identifies an adequate artistic

intention ii. identifies adequate

alternatives and perspectives iii. demonstrates adequate


The student: i. identifies adequate


ii. demonstrates adequate recognition that the world contains inspiration or influence for art

iii. presents an adequate evaluation of certain elements of artwork.

5–6 The student: i. demonstrates

substantial awareness of the art form studied, including substantial use of appropriate language

ii. demonstrates substantial awareness of the relationship between the art form and its context

iii. demonstrates substantial awareness of the links between the knowledge acquired and artwork created.


substantial acquisition and development of the skills and techniques of the art form studied

ii. demonstrates substantial application of skills and techniques to create, perform and/or present art.

The student: i. identifies a substantial

artistic intention ii. identifies substantial

alternatives and perspectives iii. demonstrates substantial


The student: i. identifies

substantial connections between art forms, art and context, or art and prior learning

ii. demonstrates substantial recognition that the world contains inspiration or influence for art

iii. presents a substantial evaluation of certain elements of artwork.


7–8 The student:

i. demonstrates excellent awareness of the art form studied, including excellent use of appropriate language

ii. demonstrates excellent awareness of the relationship between the art form and its context

iii. demonstrates excellent awareness of the links between the knowledge acquired and artwork created.


excellent acquisition and development of the skills and techniques of the art form studied

ii. demonstrates excellent application of skills and techniques to create, perform and/or present art.

The student: i. identifies an excellent artistic

intention ii. identifies excellent

alternatives and perspectives iii. demonstrates excellent


The student: i. identifies excellent


ii. demonstrates excellent recognition that the world contains inspiration or influence for art

iii. presents an excellent evaluation of certain elements or principles of artwork.


Assessment Criteria : Art – Year 3 Maximum: 8 Ac

hiev

emen

t Le

vel











knowledge of the art form studied, including concepts, processes, and limited use of appropriate language

ii. demonstrates limited knowledge of the role of the art form in original or displaced contexts

iii. demonstrates limited use of acquired knowledge to inform his or her artwork.

The student: i. demonstrates limited

acquisition and development of the skills and techniques of the art form studied


The student: i. presents a limited

outline of an artistic intention, which may lack clarity or feasibility

ii. presents a limited outline of alternatives, perspectives, and imaginative solutions

iii. demonstrates limited exploration of ideas through the developmental process, which may lack a point of realization.

The student: i. presents a limited outline

of connections and may transfer learning to new settings

ii. creates a limited artistic response which is possibly inspired by the world around him or her

iii. presents a limited evaluation of the artwork of self and others.


adequate knowledge of the art form studied, including concepts, processes, and adequate use of appropriate language

ii. demonstrates adequate knowledge of the role of the art form in original or displaced contexts

iii. demonstrates adequate use of acquired knowledge to inform his or her artwork.




The student: i. presents an adequate

outline of a clear and/or feasible artistic intention

ii. presents an adequate outline of alternatives, perspectives, and imaginative solutions

iii. demonstrates adequate exploration of ideas through the developmental process to a point of realization.

The student: i. presents an adequate

outline of connections and occasionally

transfers learning to new settings

ii. creates an adequate artistic response which is occasionally

inspired by the world around him or her

iii. presents an adequate evaluation of the artwork of self and others.


5–6 The student:

i. demonstrates substantial knowledge of the art form studied, including concepts, processes, and substantial use of appropriate language

ii. demonstrates substantial knowledge of the role of the art form in original or displaced contexts

iii. demonstrates substantial use of acquired knowledge to inform his or her artwork.




The student: i. presents a

substantial outline of a clear and feasible artistic intention

ii. presents a substantial outline of alternatives, perspectives, and imaginative solutions

iii. demonstrates substantial exploration of ideas through the developmental process to a point of realization.

The student: i. presents a substantial

outline of connections and regularly

transfers learning to new settings

ii. creates a substantial artistic response which is regularly inspired by the world around him or her

iii. presents a substantial evaluation of the artwork of self and others.


excellent knowledge of the art form studied, including concepts, processes, and excellent use of appropriate language

ii. demonstrates excellent knowledge of the role of the art form in original or displaced contexts

iii. demonstrates excellent use of acquired knowledge to inform his or her artwork.




The student: i. presents an excellent

outline of a clear and feasible artistic intention

ii. presents an excellent outline of alternatives, perspectives, and imaginative solutions

iii. demonstrates excellent exploration of ideas through the developmental process to a point of realization.

The student: i. presents an excellent

outline of connections with depth and insight, and effectively transfers learning to new settings

ii. creates an excellent artistic response which is effectively inspired by the world around him or her

iii. presents an excellent evaluation of the artwork of self and others.


Assessment Criteria : Art – Year 5 Maximum: 8 A

chie

vem

ent

Leve

l











knowledge and understanding of the art form studied, including concepts, processes and limited use of subject- specific terminology

ii. demonstrates limited understanding of the role of the art form in original or displaced contexts

iii. demonstrates limited use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

The student: i. demonstrates limited

acquisition and development of the skills and techniques of the art form studied


The student: i develops a limited

artistic intention, which is rarely feasible, clear, imaginative or coherent

ii demonstrates a limited range or depth of creative-thinking behaviours

iii demonstrates limited exploration of ideas to shape artistic intention, which may reach a point of realization.

The student: i constructs limited

meaning and may transfer learning to new settings

ii creates a limited artistic response, which may intend to reflect or impact on the world around him or her

iii presents a limited critique of the artwork of self and others.


adequate knowledge and understanding of the art form studied, including concepts, processes and adequate use of subject-specific terminology

ii. demonstrates adequate understanding of the role of the art form in original or displaced contexts

iii. demonstrates adequate use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.




The student: i develops an

adequate artistic intention, which is occasionally feasible, clear, imaginative and/or coherent

ii demonstrates an adequate range and depth of creative-thinking behaviours

iii demonstrates adequate exploration of ideas to shape artistic intention through to a point of realization.

The student: i constructs adequate

meaning and occasionally transfers learning to new settings

ii creates an adequate artistic response, which intends to reflect or impact on the world around him or her

iii presents an adequate critique of the artwork of self and others.


5–6 The student:

i. demonstrates substantial knowledge and understanding of the art form studied, including concepts, processes and substantial use of subject-specific terminology

ii. demonstrates substantial understanding of the role of the art form in original or displaced contexts

iii. demonstrates substantial use of acquired knowledge to purposefully inform artistic decisions.




The student: i develops a

substantial artistic intention, which is often feasible, clear, imaginative and coherent

ii demonstrates a substantial range and depth of creative-thinking behaviours

iii demonstrates substantial exploration of ideas to purposefully shape artistic intention through to a point of realization.

The student: i. constructs

appropriate meaning and regularly transfers learning to new settings

ii. creates a substantial artistic response, which intends to reflect or impact on the world around him or her

iii. presents a substantial critique of the artwork of self and others.


excellent knowledge and understanding of the art form studied, including concepts, processes and excellent use of subject-specific terminology

ii. demonstrates excellent understanding of the role of the art form in original or displaced contexts

iii. demonstrates excellent use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.




The student: i develops an

excellent artistic intention, which is consistently feasible, clear, imaginative and coherent

ii demonstrates an excellent range and depth of creative-thinking behaviours

iii demonstrates excellent exploration of ideas to effectively shape artistic intention through to a point of realization.

The student: i. constructs meaning

with depth and insight and effectively transfers learning to new settings

ii. creates an excellent artistic response which intends to effectively reflect or impact on the world around him or her

iii. presents an excellent critique of the artwork of self and others.


PHYSICAL AND HEALTH EDUCATION : OBJECTIVES Criterion A: Knowing and Understanding - (Maximum: 8) At the end of YEAR-1 students should be able to:



• outline physical health education-related factual, procedural and conceptual knowledge

• identify physical and health education knowledge to describe issues and solve problems set in familiar and unfamiliar situations

• apply physical and health terminology to communicate understanding.

• describe physical health education factual, procedural and conceptual knowledge

• apply physical and health education knowledge to explain issues and solve problems set in familiar and unfamiliar situations

• apply physical and health terminology effectively to communicate understanding.

• explain physical health education factual, procedural and conceptual knowledge

• apply physical and health education knowledge to analyse issues and solve problems set in familiar and unfamiliar situations

• apply physical and health terminology effectively to communicate understanding.

Criterion B: Planning for Performance - (Maximum: 8) • construct and outline a plan for

improving health or physical activity

• describe the effectiveness of a plan based on the outcome.

• design and explain a plan for improving physical performance and health

• explain the effectiveness of a plan based on the outcome.

• design, explain and justify plans to improve physical performance and health

• analyse and evaluate the effectiveness of a plan based on the outcome.

Criterion C: Applying and Performing - (Maximum: 8) • recall and apply a range of skills

and techniques effectively • recall and apply a range of

strategies and movement concepts • recall and apply information to

perform effectively.

• demonstrate and apply a range of skills and techniques

• demonstrate and apply a range of strategies and movement concepts

• outline and apply information to perform effectively.

• demonstrate and apply a range of skills and techniques effectively

• demonstrate and apply a range of strategies and movement concepts

• analyse and apply information to perform effectively.

Criterion D: Reflecting and Improving Performance - (Maximum: 8) • identify and demonstrate strategies

to enhance interpersonal skills • identify goals and apply strategies

to enhance performance • describe and summarize

performance.

• describe and demonstrate strategies to enhance interpersonal skills

• outline goals and apply strategies to enhance performance

• explain and evaluate performance.

• explain and demonstrate strategies to enhance interpersonal skills

• develop goals and apply strategies to enhance performance

• analyse and evaluate performance.


Assessment Criteria : Physical and Health Education – Year 1 Maximum: 8 A

chie

vem

ent

Leve

l


Criterion B : Planning for Performance

Criterion C Applying and Performing

Criterion D: Reflecting and Improving Performance

Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach

a standard described by any of the descriptors below.




1–2 The student: i. recalls some physical

health education factual, procedural conceptual knowledge

ii. identifies physical and health education knowledge to outline issues

iii. recalls physical and health terminology.

The student: i. states plans for


ii. states the effectiveness of a plan.

The student: i. recalls some skills and

techniques ii. recalls some strategies

and movement concepts iii. applies information to

perform with limited success.

The student: i. states a strategy to enhance

interpersonal skills ii. states a goal to enhance

performance iii. describes performance.

3–4 The student: i. recalls physical

health education factual, procedural and conceptual knowledge

ii. identifies physical and health education knowledge to outline issues and suggest solutions to problems set in familiar situations

iii. applies physical and health terminology to communicate understanding with limited success.

The student: i. outlines a basic plan for


ii. states the effectiveness of a plan based on the outcome.

The student: i. recalls skills and

techniques ii. recalls strategies and

movement concepts iii. applies information to

perform.

The student: i. lists strategies to enhance

interpersonal skills ii. states a goal and applies

strategies to enhance performance

iii. summarizes performance.

5–6 The student: i. states physical health

education factual, procedural and conceptual knowledge

ii. identifies physical and health education knowledge to outline issues and solve problems set in familiar situations

iii. applies physical and health terminology to communicate understanding.

The student: i. outlines a plan for


ii. identifies the effectiveness of a plan based on the outcome.

The student: i. recalls and applies

skills and techniques ii. recalls and applies a

range of strategies and movement concepts

iii. applies information to perform effectively.

The student: i. identifies strategies to

enhance interpersonal skills ii. lists goals and applies

strategies to enhance performance

iii. outlines and summarizes performance.


7–8 The student:

i. outlines physical health education factual, procedural and conceptual knowledge

ii. identifies physical and health education knowledge to describe issues and solve problems set in familiar and unfamiliar situations

iii. applies physical and health terminology consistently to communicate understanding.

The student: i. constructs and outlines

a plan for improving health or physical activity

ii. describes the effectiveness of a plan based on the outcome.

The student: i. recalls and applies a

range of skills and techniques

ii. recalls and applies a range of strategies and movement concepts

iii. recalls and applies information to perform effectively.

The student: i. identifies and demonstrates

strategies to enhance interpersonal skills

ii. identifies goals and applies strategies to enhance performance

iii. describes and summarizes performance.



chie

vem

ent

Leve

l










1–2 The student: i. recalls physical and


ii. identifies physical and health education knowledge to outline issues and suggest solutions to problems set in familiar situations

iii. applies physical and health terminology to communicate understanding with limited success.

The student: i. outlines a plan for

improving physical performance and health

ii. states the effectiveness of a plan based on the outcome.

The student: i. recalls and applies skills

and techniques with limited success

ii. recalls and applies strategies and movement concepts with limited success

iii. recalls and applies information to perform.

The student: i. identifies strategies that

enhance interpersonal skills

ii. lists goals to enhance performance

iii. summarizes performance.

3–4 The student: i. states physical and


ii. identifies physical and health education knowledge to describe issues and to solve problems set in familiar situations


The student: i. constructs and

outlines a plan for improving physical performance and health

ii. outlines the effectiveness of a plan based on the outcome.

The student: i. demonstrates and applies

skills and techniques with limited success

ii. demonstrates and applies strategies and movement concepts with limited success

iii. identifies and applies information to perform.

The student: i. identifies and

demonstrates strategies that enhance interpersonal skills

ii. identifies goals to enhance performance


5–6 The student: i. outlines physical and


ii. applies physical and health education knowledge to describe issues to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations



explains a plan for improving physical performance and health

ii. describes the effectiveness of a plan based on the outcome.


skills and techniques ii. demonstrates and applies

strategies and movement concepts

iii. identifies and applies information to perform effectively.

The student: i. outlines and


ii. identifies goals and applies strategies to enhance performance

iii. outlines and evaluates performance.


7–8 The student:

i. describes physical health education factual, procedural and conceptual knowledge

ii. applies physical and health education knowledge to explain issues and

solve problems set in familiar and unfamiliar situations

iii. applies physical and health terminology consistently and effectively to communicate understanding.

The student: i. designs and explains a

plan for improving physical performance and health

ii. explains the effectiveness of a plan based on the outcome.


a range of skills and techniques

ii. demonstrates and applies a range of strategies and movement concepts

iii. outlines and applies information to perform effectively.

The student: i. describes and


ii. outlines goals and applies strategies to enhance performance

iii. explains and evaluates performance.



chie

vem

ent

Leve

l










1–2 The student: i. states physical and


ii. applies physical and health education knowledge to investigate issues and suggest solutions to problems set in familiar situations

iii. applies physical and health terminology to communicate understanding

ith li it d

The student: i. constructs and outlines

a plan to improve physical performance or health

ii. outlines the effectiveness of a plan based on the outcome.


skills and techniques with limited success

ii. demonstrates and applies strategies and movement concepts with limited success

iii. recalls information to perform.

The student: i. identifies and

demonstrates strategies to enhance interpersonal skills

ii. identifies goals to enhance performance


3–4 The student: i. outlines physical and


ii. applies physical and health education knowledge to analyse issues and to solve problems set in familiar situations



describes a plan to improve physical performance or health

ii. explains the effectiveness of a plan based on the outcome.


skills and techniques ii. demonstrates and applies

strategies and movement concepts

iii. identifies and applies information to perform.

The student: i. outlines and


ii. outlines goals and applies strategies to enhance performance

iii. describes and summarizes performance.

5–6 The student: i. identifies physical and

health education f actual, procedural and conceptual knowledge

ii. applies physical and health education knowledge to analyse issues to

solve problems set in familiar and unfamiliar situations


The student: i. designs and explains a

plan to improve physical performance or health

ii. analyses the effectiveness of a plan based on the outcome.

The student: i. demonstrates and applies a

range of skills and techniques ii. demonstrates and applies a

range of strategies and movement concepts

iii. analyses and applies information to perform.

The student: i. describes and


ii. explains goals and applies strategies to enhance performance

iii. explains and evaluates performance.


7–8 The student:

i. explains physical and health education factual, procedural and conceptual knowledge

ii. applies physical and health education knowledge to analyse complex issues to solve complex problems set in familiar and unfamiliar situations

iii. applies physical and health terminology consistently and effectively to communicate understanding

The student: i. designs, explains and

justifies a plan to improve physical performance or health

ii. analyses and evaluates the effectiveness of a plan based on the outcome.

The student: i. demonstrates and applies a

range of complex skills and techniques

ii. demonstrates and applies a range of complex strategies and movement concepts

iii. analyses and applies information to perform effectively.

The student: i. explains and


ii. develops goals and applies strategies to enhance performance

iii. analyses and evaluates performance.


DESIGN : OBJECTIVES Criterion A: Inquiring and Analysing – (Maximum: 8) At the end of YEAR-1, students should be able to:

At the end of YEAR-3, students should be able to:

At the end of YEAR-5, students should be able to:

• explain and justify the need for a solution to a problem

• state and prioritize the main points of research needed to develop a solution to the problem

• describe the main features of one existing product that inspires a solution to the problem

• present the main findings of relevant research.

• explain and justify the need for a solution to a problem

• construct a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem

• analyse a group of similar products that inspire a solution to the problem

• develop a design brief, which presents the analysis of relevant research.

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

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

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

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

Criterion B: Developing Ideas - (Maximum: 8) • develop a list of success criteria for the

solution

• present feasible design ideas, which can be correctly interpreted by others

• present the chosen design

• create a planning drawing/diagram which outlines the main details for making the chosen solution

• develop a design specification which outlines the success criteria for the design of a solution based on the data collected

• present a range of feasible design ideas, which can be correctly interpreted by others

• present the chosen design and outline the reasons for its selection

• develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution

• develop design specifications, which clearly states the success criteria for the design of a solution

• develop a range of feasible design ideas, which can be correctly interpreted by others

• present the chosen design and justify its selection

• develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution.

Criterion C: Creating the Solution - (Maximum: 8) • outline a plan, which considers the use

of resources and time, sufficient for peers to be able to follow to create the solution

• demonstrate excellent technical skills when making the solution

• followtheplantocreatethesolution,whichfunctionsasintendedlistthechangesmade to the chosen design and plan when making the solution

• present the solution as a whole.

• construct a logical plan, which outlines the efficient use of time and resources, sufficient for peers to be able to follow to create the solution


• follow the plan to create the solution, which functions as intended explain changes made tot he chosen design and the plan when making the solution.

• present the solution as a whole

• construct logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution


• follow the plan to create the solution, which functions as intended

• fully justify changes made to the chosen design and plan when making the solution

• present the solution as a whole

Criterion D: Evaluating - (Maximum: 8) • outline simple, relevant testing

methods, which generate data, to measure the success of the solution

• outline the success of the solution against the design specification

• outline how the solution could be improved

• outline the impact of the solution on the client /target audience

• describe detailed and relevant testing methods, which generate accurate data, to measure the success of the solution

• explain the success of the solution against the design specification

• describe how the solution could be improved

• describe the impact of the solution on the client/target audience

• design detailed and relevant testing methods, which generate data, to measure the success of the solution

• critically evaluate the success of the solution against the design specification

• explain how the solution could be improved

• explain the impact of the solution on the client/target audience.


Assessment Criteria : Design – Year 1 Maximum: 8 A

chie

vem

ent

Leve

l Criterion A: Inquiring and Analysing

Criterion B : Developing Ideas

Criterion C Creating the Solution

Criterion D: Evaluating

Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not

reach a standard described by any of the descriptors below.




1–2 The student: i. states the need for a

solution to a problem ii. states the findings of

research.

The student: i. states one basic

success criterion for a solution

ii. presents one design idea, which can be interpreted by others

iii. creates an incomplete planning drawing/diagram.

The student: i. demonstrates minimal

technical skills when making the solution

ii. creates the solution, which functions poorly and is presented in an incomplete form.

The student: i. defines a testing method, which

is used to measure the success of the solution

ii. states the success of the solution.

3–4 The student: i. outlines the need for a

solution to a problem ii. states some points of

research needed to develop a solution, with some guidance

iii. states the main features of an existing product that inspires a solution to the problem

iv. outlines some of the main findings of research.

The student: i. states a few success

criteria for the solution ii. presents more than

one design idea, using an appropriate medium(s) or labels key features, which can be interpreted by others

iii. states the key features of the chosen design

iv. creates a planning drawing/diagram or lists requirements for the creation of the chosen solution.

The student: i. lists the main steps in a

plan that contains some details, resulting in peers having difficulty following the plan to create the solution

ii. demonstrates satisfactory technical skills when making the solution

iii. creates the solution, which partially functions and is adequately presented

iv. states one change made to the chosen design or plan when making the solution.

The student: i. defines a relevant testing

method, which generates data, to measure the success of the solution

ii. states the success of the solution against the design specification based on the results of one relevant test

iii. states one way in which the solution could be improved

iv. states one way in which the solution can impact the client/target audience.

5–6 The student: i. explains the need for a

solution to a problem ii. states and prioritizes

the main points of research needed to develop a solution to the problem, with some guidance

iii. outlines the main features of an existing product that inspires a solution to the problem

iv. outlines the main findings of relevant research.

The student: i. develops a few

success criteria for the solution

ii. presents a few feasible design ideas, using an appropriate medium(s) and labels key features, which can be interpreted by others

iii. presents the chosen design stating the key features

iv. creates a planning drawing/diagram and lists the main details for the creation of the chosen solution.

The student: i. lists the steps in a plan,

which considers time and resources, resulting in peers being able to follow the plan to create the solution

ii. demonstrates competent technical skills when making the solution

iii. creates the solution, which functions as intended and is presented

appropriately iv. states one change made

to the chosen design and plan when making the solution.

The student: i. defines relevant testing


ii. states the success of the solution against the design specification based on relevant product testing

iii. outlines one way in which the solution could be improved

iv. outlines the impact of the solution on the client/target audience, with guidance.


7–8 The student:

i. explains and justifies the need for a solution to a problem

ii. states and prioritizes the main points of research needed to develop a solution to the problem, with minimal guidance

iii. describes the main features of an existing product that inspires a solution to the problem

iv. presents the main findings of relevant research.

The student: i. develops a list of

success criteria for the solution

ii. presents feasible design ideas, using an appropriate medium(s) and outlines the key features, which can be correctly interpreted by others

iii. presents the chosen design describing the key features

iv. creates a planning drawing/diagram, which outlines the main details for making the chosen solution.

The student: i. outlines a plan, which

considers the use of resources and time, sufficient for peers to be able to follow to create the solution

ii. demonstrates excellent technical skills when making the solution

iii. follows the plan to create the solution, which functions as intended and is presented appropriately

iv. lists the changes made to the chosen design and plan when making the solution.

The student: i. outlines simple, relevant testing


ii. outlines the success of the solution against the design specification based on authentic product testing

iii. outlines how the solution could be improved

iv. outlines the impact of the solution on the client/target audience.



chie

vem

ent

Leve

l Criterion A: Inquiring and Analysing










solution to a problem ii. states some of the main

findings of relevant research.

The student: i. lists a few basic success

criteria for the design of a solution

ii. presents one design idea, which can be interpreted by others

iii. creates incomplete planning drawings/diagrams.




The student: i. describes a testing method, which

is used to measure the success of the solution



solution to a problem ii. states the research

needed to develop a solution to the problem, with some guidance

iii. outlines one existing product that inspires a solution to the problem

iv. develops a basic design brief, which outlines some of relevant research.

The student: i. constructs a list of the

success criteria for the design of a solution

ii. presents a few feasible design ideas, using an appropriate medium(s) or explains key features, which can be interpreted by others

iii. outlines the main reasons for choosing the design with reference to the design specification

iv. creates planning drawings/diagrams or lists requirements for the chosen solution.

The student: i. outlines each step in a plan

that contains some details, resulting in peers having difficulty following the plan to create the solution


iii. creates the solution, which partially functions and is adequately

presented iv. outlines changes made to the

chosen design or plan when making the solution.

The student: i. describes a relevant testing

method, which generates data, to measure the success of the solution

ii. outlines the success of the solution against the design specification based on relevant product testing

iii. lists the ways in which the solution could be improved



solution to a problem ii. constructs a research

plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem, with some guidance

iii. describes a group of similar products that inspire a solution to the problem

iv. develops a design brief, which outlines the findings of relevant research.

The student: i. develops design

specifications, which identify the success criteria for the design of a solution

ii. presents a range of feasible design ideas, using an appropriate medium(s) and explains key features, which can be interpreted by others

iii. presents the chosen design and outlines the main reasons for its selection with reference to the design specification

iv. develops accurate planning drawings/diagrams and lists requirements for th ti f th h

The student: i. constructs a plan, which

considers time and resources, sufficient for peers to be able to follow to create the solution

ii. demonstrates competent technical skills when making the solution

iii. creates the solution, which functions as intended and is presented

appropriately iv. outlines changes made to the

chosen design and plan when making the solution.

The student: i. describes relevant testing


ii. describes the success of the solution against the design specification based on relevant product testing


iv. describes the impact of the solution on the client/target audience, with guidance.


7–8 The student:

i. explains and justifies the need for a solution to a problem

ii. constructs a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem independently

iii. analyses a group of similar products that inspire a solution to the problem

iv. develops a design brief, which presents the analysis of relevant research.

The student: i. develops a design

specification which outlines the success criteria for the design of a solution based on the data collected

ii. presents a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be correctly interpreted by others

iii. presents the chosen design and outlines the reasons for its selection with reference to the design specification

iv. develops accurate planning drawings / diagrams and outlines

requirements for the creation of the chosen

The student: i. constructs a logical plan,

which outlines the efficient use of time and resources, sufficient for peers to be able to follow to create the solution

ii. demonstrates excellent technical skills when making the solution


iv. explains changes made to the chosen design and plan when making the solution.

The student: i. describes detailed and relevant

testing methods, which generate accurate data, to measure the

success of the solution ii. explains the success of the solution

against the design specification based on authentic product testing

iii. describes how the solution could be improved

iv. describes the impact of the solution on the client/target audience.



chie

vem

ent

Leve

l

Criterion A: Inquiring and Analysing










solution to a problem for a specified client/target audience

ii. develops a basic design brief, which states the findings of relevant research.

The student: i. lists some basic design

specifications for the design of a solution

ii. presents one design, which can be interpreted by others

iii. creates incomplete planning drawings/ diagrams.




The student: i. designs a testing method, which is

used to measure the success of the solution




ii. outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some guidance

iii. analyses one existing product that inspires a solution to the problem

iv. develops a design brief, which outlines the analysis of relevant research.

The student: i. lists some design

specifications, which relate to the success criteria for the design of a solution

ii. presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others

iii. justifies the selection of the chosen design with reference to the design specification

iv. creates planning drawings/diagrams or lists requirements for the creation of the chosen solution.

The student: i. constructs a plan that

contains some production details, resulting in peers having difficulty following the plan


iii. creates the solution, which partially functions and is adequately

presented iv. outlines changes made to

the chosen design and plan when making the solution.

The student: i. designs a relevant testing method,

which generates data, to measure the success of the solution

ii. outlines the success of the solution against the design specification based on relevant product testing





ii. constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem, with some guidance

iii. analyses a range of existing products that inspire a solution to the problem

iv. develops a design brief, which explains the analysis of relevant research.

The student: i. develops design

specifications, which outline the success criteria for the design of a solution

ii. develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others

iii. presents the chosen design and justifies its selection with reference to the design specification

iv. develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.

The student: i. constructs a logical plan,

which considers time and resources, sufficient for peers to be able to follow to create the solution

ii. demonstrates competent technical skills when making the solution iii. creates the solution, which functions as intended and is presented

appropriately iv. describes changes made to

the chosen design and plan when making the solution.

The student: i. designs relevant testing methods,

which generate data, to measure the success of the solution

ii. explains the success of the solution against the design specification based on relevant product testing

iii. describes how the solution could be improved

iv. explains the impact of the solution on the client/target audience, with guidance.


7–8 The student:

i. explains and justifies the need for a solution to a problem for a client/

target audience ii. constructs a detailed

research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently

iii. analyses a range of existing products that inspire a solution to the problem in detail

iv. develops a detailed design brief, which summarizes the analysis of relevant research.

The student: i. develops detailed design

specifications, which explain the success criteria for the design of a solution based on the analysis of the research

ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

iii. presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification

iv. develops accurate and detailed planning drawings/diagrams and

outlines requirements for the creation of the chosen solution.

The student: i. constructs a detailed and

logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution

ii. demonstrates excellent technical skills when making the solution.


iv. fully justifies changes made to the chosen design and plan when making the solution.

The student: i. designs detailed and relevant

testing methods, which generate data, to measure the success of the solution

ii. critically evaluates the success of the solution against the design specification based on authentic product testing

iii. explains how the solution could be improved

iv. explains the impact of the product on the client/target audience.


GRADE BOUNDARIES AND FINAL GRADES

On IB documents all MYP subjects receive final grades in the range from 1 to 7. The general IB grade descriptors indicate the achievement required for the award of each grade. These descriptors are used when determining grade boundaries in each of the subjects and appear on the back of the record of achievement. The grade boundary guidelines for all subject groups and the personal project, which will be used in the year 5 of moderation for determining the award of the MYP certificate, are as follows.

Grade Boundaries 1 01–05 2 06–09 3 10–14 4 15–18 5 19–23 6 24–27 7 28–32

Summary: From final assessment to IB grades 1. Where more than one teacher is involved, common standards are set (standardization

of internal assessment). 2. Student performance is assessed against the published assessment criteria for each

subject. 3. Criterion levels totals for each subject are established for each student. 4. Teachers apply the grade boundaries to estimate the final grade for the student in

each subject. In the case of moderation, please note that these are estimated grades and may change as a result of the moderation process.

At this stage each student will have an (estimated) grade for each subject and the personal project.


MYP GENERAL GRADE DESCRIPTORS

The grade descriptors appear on the back of the Record of Achievement. Grade Boundary

Guidelines Descriptors

1 1-5 Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.

2 6-9 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.

3 10-14 Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.

4 15-18 Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.

5 19-23 Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations, and, with support, some unfamiliar real-world situations.

6 24-27 Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real- world situations, often with independence.

7 28-32 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.


COMMAND TERMS AND APPROACHES TO LEARNING

The command terms are embedded in the objectives and assessment criteria of each subject area in the MYP. For example, in MYP sciences students are expected to “apply scientific knowledge and understanding to solve problems”; in MYP language A students “compare and contrast works, and connect themes across and within genres”; and in MYP arts students “reflect critically on their own artistic development and processes at different stages of their work”.

The command terms and ATL MYP approaches to learning (ATL) give students the opportunity to develop a range of learning skills and strategies that will allow them to become more effective and reflective learners.

ATL skills areas include: organization, collaboration, communication, information literacy, reflection, thinking and transfer skills. Alongside the development of cognitive (thinking) skills, ATL promotes the development of attitudes and dispositions important for lifelong learning. It is through ATL that students are given the opportunity to reflect upon their own learning (metacognition), become aware of how they learn best, and consequently develop effective lifelong learning habits. Students are more likely to develop deeper conceptual understanding when they are aware of their own learning and can identify the type of thinking to draw upon in different contexts.

As teachers integrate ATL within subject content, they explicitly provide appropriate opportunities for the development of a range of learning skills and strategies, including those related to the use and application of the command terms.

The outcome of using command terms is that students understand and know what to do when asked to “describe” as opposed to “discuss”, or to “infer” as opposed to “explain”. An understanding and mastery of the command terms is an ATL skill that can be applied in new situations across the MYP subject groups as well as in further courses, such as those of the DP.


ATL – APPROACHES TO LEARNING

The MYP extends IB Approaches to Learning (ATL) skills categories into 10 developmentally appropriate clusters. This framework provides common ground from which schools can develop their own ATL planning based on MYP units, student needs, and local circumstances and requirements. ATL skills are often interconnected. Individual skills and skills clusters frequently overlap and may be relevant to more than one skill category. Some of the key questions to be answered by students with respect to ATL skills include the following.

• What are my present skills in this area and what evidence do I have of my development?

• What skills can I improve?

• What new skills can I learn? When specific ATL skills become an explicit focus for teaching and learning, students can begin to take responsibility for their own development. Over time, students can identify themselves and their competence in any learning strategy using terms like the following. • Novice/beginning—students are introduced to the skill, and can watch others per forming

it (observation)

• Learner/developing—students copy others who use the skill and use the skill with scaffolding and guidance (emulation)

• Practitioner/using—students employ the skill confidently and effectively (demonstration)

• Expert/sharing—students can show others how to use the skill and accurately assess

how effectively the skill is used (self-regulation) A concept-driven curriculum that uses ATL skills effectively enables all students to become stronger, more self-regulated learners.


Communication

I. Communication Skills How can students communicate through interaction?

Exchanging thoughts, messages and information effectively through interaction • Give and receive meaningful feedback • Use intercultural understanding to interpret communication • Use a variety of speaking techniques to communicate with a variety of

audiences • Use appropriate forms of writing for different purposes and audiences • Use a variety of media to communicate with a range of audiences • Interpret and use effectively modes of non-verbal communication • Negotiate ideas and knowledge with peers and teachers • Participate in, and contribute to, digital social media networks • Collaborate with peers and experts using a variety of digital

environments and media • Share ideas with multiple audiences using a variety of digital

environments and media

How can students demonstrate communication through language?

Reading, writing and using language to gather and communicate information • Read critically and for comprehension • Read a variety of sources for information and for pleasure • Make inferences and draw conclusions • Use and interpret a range of discipline-specific terms and symbols • Write for different purposes • Understand and use mathematical notation • Paraphrase accurately and concisely • Preview and skim texts to build understanding • Take effective notes in class • Make effective summary notes for studying • Use a variety of organizers for academic writing tasks • Find information for disciplinary and interdisciplinary inquiries, using a

variety of media • Organize and depict information logically • Structure information in summaries, essays and reports


Social

II. Collaboration Skills How can students collaborate?

Working effectively with others • Use social media networks appropriately to build and develop

relationships • Practise empathy • Delegate and share responsibility for decision-making • Help others to succeed • Take responsibility for one’s own actions • Manage and resolve conflict, and work collaboratively in teams • Build consensus • Make fair and equitable decisions • Listen actively to other perspectives and ideas • Negotiate effectively • Encourage others to contribute • Exercise leadership and take on a variety of roles within groups • Give and receive meaningful feedback • Advocate for one’s own rights and needs

Self-Management

III. Organization Skills How can students demonstrate organization skills?

Managing time and tasks effectively • Plan short- and long-term assignments; meet deadlines • Create plans to prepare for summative assessments (examinations

and performances) • Keep and use a weekly planner for assignments • Set goals that are challenging and realistic • Plan strategies and take action to achieve personal and academic

goals • Bring necessary equipment and supplies to class • Keep an organized and logical system of information files/notebooks • Use appropriate strategies for organizing complex information • Understand and use sensory learning preferences (learning styles) • Select and use technology effectively and productively


IV. Affective Skills How can students manage their own state of mind?

Managing state of mind • Mindfulness – Practise focus and concentration – Practise strategies to develop mental focus – Practise strategies to overcome distractions – Practise being aware of body–mind connections • Perseverance

– Demonstrate persistence and perseverance – Practise delaying gratification • Emotional management – Practise strategies to overcome impulsiveness and anger – Practise strategies to prevent and eliminate bullying – Practise strategies to reduce stress and anxiety • Self-motivation – Practise analysing and attributing causes for failure – Practise managing self-talk – Practise positive thinking • Resilience – Practise “bouncing back” after adversity, mistakes and failures – Practise “failing well” – Practise dealing with disappointment and unmet expectations – Practise dealing with change


V. Reflection Skills How can students be reflective?

(Re)considering the process of learning; choosing and using ATL skills • Develop new skills, techniques and strategies for effective learning • Identify strengths and weaknesses of personal learning strategies (self-assessment) • Demonstrate flexibility in the selection and use of learning strategies • Try new ATL skills and evaluate their effectiveness • Consider content

– What did I learn about today? – What don’t I yet understand? – What questions do I have now?

• Consider ATL skills development – What can I already do? – How can I share my skills to help peers who need more practice? – What will I work on next?

• Consider personal learning strategies – What can I do to become a more efficient and effective learner? – How can I become more f flexible in my choice of learning strategies? – What factors are important for helping me learn well?

• Focus on the process of creating by imitating the work of others • Consider ethical, cultural and environmental implications • Keep a journal to record reflections


Research VI Information Skills How can students demonstrate information literacy?

Finding, interpreting, judging and creating information • Collect, record and verify data • Access information to be informed and inform others • Make connections between various sources of information • Understand the benefits and limitations of personal sensory learning

preferences when accessing, processing and recalling information • Use memory techniques to develop long-term memory • Present information in a variety of formats and platforms • Collect and analyse data to identify solutions and make informed

decisions • Process data and report results • Evaluate and select information sources and digital tools based on

their appropriateness to specific tasks • Understand and use technology systems • Use critical-literacy skills to analyse and interpret media

communications • Understand and implement intellectual property rights • Create references and citations, use footnotes/endnotes and

construct a bibliography according to recognized conventions • Identify primary and secondary sources

VII Media Literacy Skills How can students demonstrate media literacy?

Interacting with media to use and create ideas and information • Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks) • Demonstrate awareness of media interpretations of events and ideas (including digital social media) • Make informed choices about personal viewing experiences • Understand the impact of media representations and modes of presentation • Seek a range of perspectives from multiple and varied sources • Communicate information and ideas effectively to multiple audiences using a variety of media and formats • Compare, contrast and draw connections among (multi)media resources


Thinking

VIII. Critical-Thinking Skills How can students think critically?

Analysing and evaluating issues and ideas • Practise observing carefully in order to recognize problems • Gather and organize relevant information to formulate an argument • Recognize unstated assumptions and bias • Interpret data • Evaluate evidence and arguments • Recognize and evaluate propositions • Draw reasonable conclusions and generalizations • Test generalizations and conclusions • Revise understanding based on new information and evidence • Evaluate and manage risk • Formulate factual, topical, conceptual and debatable questions • Consider ideas from multiple perspectives • Develop contrary or opposing arguments • Analyse complex concepts and projects into their constituent parts and

synthesize them to create new understanding • Propose and evaluate a variety of solutions • Identify obstacles and challenges • Use models and simulations to explore complex systems and issues • Identify trends and forecast possibilities • Troubleshoot systems and applications

IX. Creative-Thinking Skills How can students be creative?

Generating novel ideas and considering new perspectives • Use brainstorming and visual diagrams to generate new ideas and

inquiries • Consider multiple alternatives, including those that might be unlikely or

impossible • Create novel solutions to authentic problems • Make unexpected or unusual connections between objects and/or ideas • Design improvements to existing machines, media and technologies • Design new machines, media and technologies • Make guesses, ask “what if” questions and generate testable hypotheses • Apply existing knowledge to generate new ideas, products or processes • Create original works and ideas; use existing works and ideas in new

ways • Practise flexible thinking—develop multiple opposing, contradictory and

complementary arguments • Practise visible thinking strategies and techniques • Generate metaphors and analogies


X. Transfer Skills How can students transfer skills and knowledge across disciplines and subject groups?

Using skills and knowledge in multiple contexts • Use effective learning strategies in subject groups and disciplines • Apply skills and knowledge in unfamiliar situations • Inquire in different contexts to gain a different perspective • Compare conceptual understanding across multiple subject groups

and disciplines • Make connections between subject groups and disciplines • Combine knowledge, understanding and skills to create products or

solutions • Transfer current knowledge to learning of new technologies • Change the context of an inquiry to gain different perspectives


GLOSSARY - COMMAND TERMS IN THE MYP

The command terms listed are used to define the thinking skills that MYP students are expected to demonstrate. The definitions may vary when used in other contexts.

Command Terms MYP Definitions

Analyse Break down in order to bring out the essential elements or structure. To identify parts and relationships, and to interpret information to reach conclusions.

Annotate Add brief notes to a diagram or graph.

Apply Use knowledge and understanding in response to a given situation or real circumstances.

Appraise Evaluate, judge or consider text or a piece of work.

Argue Challenge or debate an issue or idea with the purpose of persuading or committing someone else to a particular stance or action.

Calculate Obtain a numerical answer showing the relevant stages in the working.

Classify Arrange or order by class or category.

Comment Give a judgment based on a given statement or result of a calculation.

Compare Give an account of the similarities between two(or more) items or situations, referring to both(all) of them throughout.

Compare and contrast

Give an account of the similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.

Construct Develop information in a diagrammatic or logical form.

Contrast Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.

Deduce Reach a conclusion from the information given.

Define Give the precise meaning of a word, phrase, concept or physical quantity.

Demonstrate Prove or make clear by reasoning or evidence, illustrating with examples or practical application.

Derive Manipulate a mathematical relationship to give a new equation or relationship.

Describe Give a detailed account or picture of a situation, event, pattern or process.

Design Produce a plan, simulation or model.

Determine Obtain the only possible answer.

Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.


Distinguish Make clear the differences between two or more concepts or items.

Document Credit sources of information used by referencing (or citing) following one recognized referencing system. References should be included in the text and also at the end of the piece of work in a reference list or bibliography.

Estimate Find an approximate value for an unknown quantity.

Evaluate Assess the implications and limitations; make judgments about the ideas, works, solutions or methods in relation to selected criteria.

Examine Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

Exemplify Represent with an example.

Explain Give a detailed account including reasons or causes.

Explore Under take a systematic process of discovery.

Formulate Express precisely and systematically the relevant concept(s) orargument(s).

Identify Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing factor feature.

Infer Deduce; reason from premises to a conclusion. Listen or read beyond what has been literally expressed.

Interpret Use knowledge and understanding to recognize trends and draw conclusions from given information.

Investigate Observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions.

Justify Give valid reasons or evidence to support an answer or conclusion.

Label Add title, labels or brief explanation(s)to a diagram or graph.

List Give a sequence of brief answers with no explanation.

Measure Find the value for a quantity.

Outline Give a brief account.

Predict Give an expected result of an upcoming action or event.

Present Offer for display, observation, examination or consideration.

Prove Use a sequence of logical steps to obtain the required result in a formal way.

Recall Remember or recognize from prior learning experiences.

Reflect Think about deeply; consider.

Recognize Identify through patterns or features.

Show Give the steps in a calculation or derivation.


Sketch Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.

Solve Obtain the answer(s) using appropriate methods.

State Give a specific name, value or other brief answer without explanation or calculation.

Suggest Propose a solution, hypothesis or other possible answer.

Summarize Abstract a general theme or major point(s).

Synthesize Combine different ideas in order to create new understanding.

Use Apply knowledge or rules to put theory into practice.


REPORTING TO PARENTS

Reporting is done formally 4 times in the academic year through the following mode:

October Settling in Reports for new students

Parents-Teachers Meeting for discussing ATL skills

December First Semester Report

Parents-Teachers meeting

April Student Led Conference

June Second Semester Report


ACADEMIC HONESTY

MBIS Upper School Position on Academic Honesty Being honest is highlighted in the MBIS handbook as a key quality we expect from our school community. Being ‘academically honest’, means that all your work is your own, unless you have clearly stated that it has been done by or with someone else. The Mercedes-Benz International School regards academic honesty as an essential part of the academic, social and emotional development of all students. Definitions of Dishonest Behaviour Cheating is the use of unauthorized materials or assistance to gain an unfair advantage.

Plagiarism is presenting someone else’s words or ideas as your own without giving proper recognition of where you got your information from.

Collusion occurs when one student gets help from another student to commit academic dishonesty. While group work is often encouraged, unauthorized collaboration is considered cheating. You must be clear about your teacher’s boundaries on teamwork or helping someone else for any given task. If you help someone else to cheat, then you too are committing academic dishonesty. Working with another student on an individual assessment is also collusion.

Examples

Academic dishonesty includes but is not limited to the following examples:

1. Presenting materials taken from sources, such as books, journals, newspapers or the Internet, without appropriate documentation.

2. Submitting another person's work as one's own (e.g. other students, parents, siblings) 3. Copying another student's homework, test, quiz, project, book report, or assignment. 4. Stealing copies of tests or answer keys. 5. Changing answers on a test, assignment, or project after grading. 6. Changing grades in a grade book or altering a computer grading program. 7. Using programmable calculators in a manner not specified by the teacher. 8. Unauthorized editing. Teachers often encourage pair and group work (e.g. editing a

partner’s writing) but extensive re-writing of a piece for someone else will not be permitted.

9. Unauthorized use of an electronic translator for foreign language. 10. Making up false data in an assignment e.g. a Science lab. 11. Using hidden notes on a test. 12. Attempting to receive credit for the same work in two different classes without teacher

permission. 13. Faking illness and/or arranging absences for the purpose of avoiding a test or project due date. 14. Allowing another student to copy a homework assignment, test, quiz, project, book report,

assignment, or take-home test. 15. Providing or accepting information regarding specific test content.


On our campus we now have the facility of Wi-Fi access. MYP/DP students and staff can avail this facility for their laptops; the following rules apply:

• Laptops will be given to school IT administrator for configuring the wireless access on stipulated days only.

• Anti-virus software will be loaded (if necessary). • Laptops will be monitored continuously. • Laptops will be barred if found not being used purposefully. • Wi-Fi access is only for Internet browsing for educational & research purposes. • Downloading music/videos/games is barred. • Uptime and speed is dependable on usage and time of the day. • The School will reserve the right to bar access to the Wi-Fi if this is abused. • Disciplinary sanctions will follow if a student misuses the Wi-Fi access.


FIELD TRIPS

The field trip is an important aspect of our school philosophy and all children are expected to take part. Parents should know from the time of joining the school that field trips are a part of our curriculum.

Field trips are planned for all students in the school. The duration and complexity of the trip varies depending upon the age and ability of the group involved. Each field trip builds upon the one before.

Field trips for the youngest students may only be an hour long whereas those for older students may extend beyond a week. The complexity of the field trip and the demands upon the student increase year by year.

The field trip is not simply an outing, it is an integral part of the curriculum and provides stimulus for much interesting study and further research. Although the trip may have a special focus (e.g. Rajasthan), the trip will be cross-curricular and planning should involve teachers of various disciplines and responsibilities to maximize the education experience. Not all the teachers involved in the planning may accompany the trip.

Over the years resources are built up which help in the organisation of further trips. These resources are carefully stored for future use. The trip should expose the students to cultural, religious and aesthetic experiences which might not be available at school. Students should expect to be taken to visit museums, galleries, and areas of natural interest they might otherwise not encounter.

The field trip provides many other benefits besides giving real experience to the quality of teaching and learning:

1. Shared experience and common ground for study 2. New environments and cultural exposure 3. An awareness of the host country, its people and its place in the world 4. The opportunity to learn to live together 5. Unique opportunities to develop the areas of interaction 6. Independence and self-assurance away from home 7. Responsibility and learning to become a better citizen 8. Meeting students in others schools 9. Opportunity for staff/student interaction and staff development.

Major Field Trips are funded by the parents. As far as possible the costs are kept down and school resources are used to reduce expenditure. Smaller trips are funded by the school but within a budget. The field trip should pay for itself from the parental contribution. Careful budgeting is required for this.

Safety on the trips is of paramount importance and trips should be meticulously planned. The safety and suitability of destinations should be checked before students visit them.


Teachers are expected to support and participate in school trips. The trip is often an opportunity for a teacher to get to know students better, to extend their teaching skills in a different environment and to meet other professionals from other schools.

During the longer trips for MYP students the school will be closed and any non-participating student will be requested to study at home. Teachers not on the trip are deployed to other responsibilities.

MYP/DP Field Trips will often contain an important Community and Service element. In the event a student does not participate on such a trip, the student will be expected to make up for this lost element which should be done in agreement with the Community and Service or CAS Coordinators.

Day Trips

1. A week’s notice is generally given before a field trip and information is sent home in the form of a letter to the parent.

2. Field trips will be arranged as part of the curriculum and attendance is compulsory 3. Students will be appropriately dressed in a school T-Shirt for field trips. 4. Students should bring all the equipment described in the field trip information letter. 5. In the case of students needing transport home at the end of a field trip, this will be clearly

indicated in a tear off slip accompanying the letter of information. 6. Students are expected to behave according to the standards set for student behaviour within

the school.


AFTER SCHOOL ACTIVITIES

ACTIVITY

1. E-Sports (Lunch Time Activity)

2. Chess Club (Lunch Time Activity)

3. Art Club (for DP Students)

4. Badminton Club

5. Baseball

6. Basket Ball Club

7. Boxing Club

8. Choir

9. Cricket Club

10. Crafting for a Cause

11. DP – Geography Club

12. Environmental Club

13. Fitness Club

14. Floor Hockey

15. Football Boys/Girls

16. French Support Club

17. Futsal Club

18. German Support Club

19. Global Dance Club

20. Global Citizen World Peace Keeper Programme

21. Korean Club


22. Marathi Conversation Club

23. MBIS Yearbook

24. Model United Nations (MUN)

25. Origami Club

26. Quiz and Debate Club

27. SAT Training

28. School Band

29. Student Council

30. Swimming Club

31. Tabla Club

32. Table Tennis

33. Yoga

34. Zumba Fitness


SUBJECT - GLOSSARY

Language Acquisition

Term Definition Accuracy Accuracy, appropriateness and effect in writing refers to use of transitional devices,

tenses, word use and word order, accents, register and spelling. Accuracy, appropriateness and effect in speaking refers to use of transitional devices, tenses, word use and word order, register, pronunciation and intonation.

Aspects of style The use of literary devices such as register, tone, alliteration, onomatopoeia, exaggeration, genre, metaphor, simile, and so on.

Cohesive devices

The grammatical and/or lexical items that give coherence to the text as a whole, as well as punctuation and paragraphing.

Communication Oral communication encompasses all aspects of listening and speaking. Oral skills are essential for language development, for learning and for relating to others. Listening (the receptive mode) and speaking (the expressive mode) work together in a transactional process between listeners and speakers. Oral communication enables students to construct meaning through the process of articulating thoughts and internalizing meaning from speech in a variety of ways. Role plays, interviews, oral presentations, discussions, debates, lectures, speeches and drama are all examples of learning experiences in which students may engage in order to develop their oral communication skills both as speakers and listeners. Some oral communication tasks will involve a single, main speaker whereas other oral communication tasks will involve multiple, interacting speakers. Speakers may be face-to-face or digital participants in oral exchange. Visual communication encompasses all aspects of viewing and interpreting text and multimedia in a variety of situations and for a range of purposes and audiences. Visual texts are constructed to convey meaning and engage viewers in accessing information and interpreting thoughts, ideas and feelings. They allow students to understand the interplay of image and language to convey cultural facts, ideas, values and attitudes. Visual texts may be paper, electronic or live, observable forms of communication constructed to present information. Learning to interpret this information and to understand and use different media develops invaluable skills. Symbols and signs, graphs, tables, diagrams, leaflets, brochures, posters, advertisements, cartoons, comics, graphic novels, television programmes, films, music video clips, newspapers, magazines, websites and dramatic interpretations are all examples of visual text types with which students may engage in order to develop their visual interpretation skills.


Communication Written communication encompasses all aspects of reading and writing. Reading is

constructing meaning from text by making inferences and interpretations. The process of reading is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, as well as the author’s techniques and effects. The ability to read and comprehend fiction and non-fiction is essential for the process of inquiry. Students need to be able to identify, synthesize and apply useful and relevant information from written text. When students engage or interact with the text, they make connections, reflect on feelings and actions, imagine themselves in another’s situation, gain perspectives and develop empathy. Writing is a way of expressing ourselves. It allows us to develop, organize and communicate thoughts, feelings, ideas, opinions and information. Fiction and non-fiction in a variety of genres, for example, short stories, novels, biographies, autobiographies, diaries, letters, cartoons, graphic novels, poetry, song lyrics, drama, screenplays, advertisements, blogs, emails, websites, brochures, leaflets, editorials, interviews, magazine articles, reports, instructions and guidelines are all examples of text types with which students may engage in order to develop their written communication skills both as readers and writers. Note: The examples above do not constitute a definitive list, and teachers may wish to incorporate other text types into classroom practice.

Constructing meaning

Constructing meaning refers to creating an understanding about something; interpreting facts, an opinion, an idea or an event that has been read, viewed, listened to. The next step is to interact or engage with the text; this is when students relate the event or idea or experiences to their own experiences, ideas, opinions. It is hoped that students can empathize as a result of the understandings and insights gained.

Context The constellation of events and situational factors (physical and others), both internal and external to a person, in which acts of communication are embedded (Council of Europe 2001). Interpersonal and cultural contexts are embedded in all communication between two or more people. The cultural contexts are the learned behaviours and rules that frame these interactions. In the early phases, the simple interpersonal and cultural contexts may include ways of greeting and forms of address, gestures, eye contact, body language and personal space considerations. In the later phases, they may include negotiating, solving problems, agreeing and disagreeing.

Continuum A tool to identify and map a student’s language development. A diagnostic tool to assist teachers in planning language learning experiences for students, and for monitoring and assessing their language development. Recognizing that learners enter the programme at different ages and with varying levels and domains of language experience, a sequence of development phases enables the teacher to identify current levels and plan learning experiences leading on to subsequent phases.

Critical literacy The ability to question, challenge and evaluate the meanings and purposes of texts. The skills to compose, respond to, analyse and evaluate written, spoken, visual and multimedia texts from various perspectives. It involves an understanding of the ways in which values and attitudes are communicated through language, including how subject matter, point of view and language embody assumptions about issues such as culture, gender and ethnicity.

Critical stance A perspective or point of view taken by a reader or viewer. It involves the reader or viewer questioning the position presented in a text and developing his or her own ideas in response to the text.

Critical thinking Specific cognitive skills, such as analysing and interpreting, used to consider ideas, arguments and points of view, and to reach a conclusion.


Digital text Text read or viewed by electronic means. Format This is the text type. Examples of written formats are: magazine, letter, book,

brochure, newspaper, chart, journal, email, text message. Examples of spoken text types are: performance, speech, radio report, TV programme, screencast. Examples of visual text types are: poster, magazine, website, postcard, brochure, gesture, sign, diagram, graph, film.

Genre A style or category; types of literature can be categorized into fiction and non- fiction.

Graded readers Fiction and non-fiction books that have been written specifically for language learners with scaffold or modified plot, vocabulary, grammar and visual text to support the written text.

Grammar The set of rules governing how words and their component parts combine to form sentences.

Infer To go beyond information in a text to identify what may be thought, expressed or considered correct.

Language Language refers to vocabulary and grammatical structures. It is assumed that as students move through the phases, they will use language that demonstrates increasing levels of sophistication and complexity.

Language conventions

Language conventions refer to the structures and features of a variety of texts and includes spelling, grammar and punctuation, sentence structure, paragraphing and format, and referencing style. In writing, format can be further defined to include purpose, sense of audience, text type (essay, short story, letter), structure and organization of the text.

Language of instruction

This is the language in which the majority of a school’s curriculum is delivered. A school can have more than one language of instruction.

Literary and non-literary texts

In the MYP language subject groups, literary texts can include, but are not limited to, biographies, autobiographies, diaries and journals, poetry, song lyrics, fairy tales, fables and myths, prose (short stories and novels, including abridged and modified versions), cartoons, plays, graphic novels, screenplays. They can also include fiction and non-fiction genres such as letters, speeches, oral traditions, essays, drama, travelogues.

Literature The definition of literature varies between different cultures and languages. In most cultures, literature includes poetry, prose (short stories and novels), mythology and drama, and, in some cultures, literature also includes autobiography, biography, graphic novels, travelogues, satires, essays, letters, literary non-fiction, speeches, oral traditions, screenplays, film and television programmes, such as drama series. In the MYP language subject groups, literature can include all of the above, and schools need to determine what constitutes literature within the context of their language course(s).

Mode The medium used to communicate the message: in written mode, on paper or in electronic format; in spoken mode, live or in electronic format; in visual mode, in electronic format, live or printed.

Mother tongue The term “mother tongue” is used in the research literature in various ways. It may denote the language learned first and/or the language identified with as a “native” speaker. For the purpose of the MYP, “mother tongue” includes both these definitions, and describes the language that the student uses at home and/ or outside the classroom environment. Those students whose mother tongue is not the language of instruction may study their mother tongue as their second language option. This course of study supports students to develop their mother tongue, sustain cognitive and academic development and maintain their cultural identity.


Multilingualism A term used to describe complex, rich, dynamic language portraits that include a

range of abilities/proficiencies in more than one language. Multiliteracies Engaging with text in multimodal ways to construct meaning.

Multiliteracies provide a bridge between the real-life texts of the community and school texts, and encourage a real-world, interdisciplinary approach to learning through the use of disciplined knowledge. Using a multiliteracies approach enables students to understand, use and critically evaluate the multimodal texts of the current generation. These complex texts incorporate elements of linguistic, visual, spatial, audio and gestural design.

Multimodal text A text in which meaning is constructed and presented/represented in multiple ways, for example, written and/or visual text (such as in a cartoon, website, T V programme, graphic novel, advertisement, poster, music video, magazine).

Oracy The ability to speak, and to understand spoken language.

Oratory technique

A combination of pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body language, gesture and eye contact (as applicable to the language being studied).

Phase A stage of language learning development as indicated by a standard or proficiency reached. Phases 1 to 6 on the language learning continuum do not directly correspond to the years of study in the MYP or to the age of students in the programme.

Print-based text Text read or viewed by paper means.

Proficient Able to use a discrete skill successfully, in context, according to established criteria.

Pronunciation Clarity of articulation, not accent.

Register The use of tone, pace, volume, pitch, inflection, fluency/fluidity, vocabulary, grammar and sentence structure that give the correct degree of formality appropriate for the specific context and audience. In some languages there will be more levels of register than just “formal” and “informal”.

Sense of audience

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


Situation Situation refers to the context in which the communication takes place or the purpose

of the communication; it may refer to the linguistic, social or cultural time and place. Everyday situations include classroom routines and activities, family life and home routines. Familiar situations include topics of more personal concern or interest; students will have the knowledge, the language and the experience to communicate more confidently about these personal world-type topics, which may be ideas or issues. Unfamiliar situations include contexts beyond the scope explored through the unit; students may have more limited knowledge and experience of these contexts, which will require language learned to be applied to a new situation or idea. The language required may also be more abstract. This may include global challenges and more globally significant ideas. Rehearsed and unrehearsed refers to structured or practised models or frameworks, for example, a dialogue or role-play format. In any interaction, the student is expected to speak with spontaneity. Social situations may be in the classroom, the playground, the home, participating in a drama, a role play or dialogue, an interview, a celebration. Academic situations may include listening, note taking, participating in a lecture, a presentation, a discussion, a debate, making a speech, conducting a survey or interview, giving an oral response to literature or giving a report or review of a book read or a film viewed, participating in group work and projects. This list is not exhaustive but serves to help teachers when planning learning experiences and assessment tasks.

Style Style refers to the manner in which the author of the text has used language to suit his or her purpose or intention. This can include the author’s use of vocabulary, grammar, register, syntactical elements and literary devices.

Target language The language being studied.

Text A visual, oral or written construct. For the purposes of MYP language acquisition, a text may be written, viewed or spoken, and may or may not include graphic or pictorial information. Text types can be informational or literary, for example, speeches, letters, cartoons, advertisements, news reports, magazine and newspaper articles, short and long prose, and so on.

Transitional devices

Structures, systems or words used to connect and organize ideas, with the effect of guiding the reader through a text. What is considered as appropriate structure or convention will be dependent on the language.

Viewed Able to be seen, shown or looked at for display, scrutiny or critical consideration.

Visual context The purpose(s) for and situation(s) in which the text has been created or is read. For example, the social and cultural features and factors of the text. Where and why is it viewed and interpreted? What factors influence the understanding and interpretation of the visual text in combination with the spoken and/or written text? Does the visual text communicate a message, add meaning or explanation, or offer a perspective on a topic?

Visual convention

The structures, features, layout and design elements of visual text. It can include the use of colour, texture, line, shape and form, symbolism, sound effects and music, body language, special effects, costume, camera angles and movement.

Visual literacy For the purposes of MYP language acquisition, visual literacy is not limited to modern mass media and new technologies. It can refer as much to reading signs and symbols as graphic novels. Visual literacy is the ability to evaluate, apply or create conceptual visual representations, and to understand the knowledge that is communicated by the visual.


Visual text Any text that includes an image or a series of static or moving images, for example, a

sign, symbol, poster, brochure, CD or book cover, newspaper article with pictures, website, film, TV programme, PowerPoint® presentation. In MYP language acquisition, visual text is viewed together with oral and/or written text to interpret, analyse and evaluate information, ideas, opinions, emotions and attitudes presented.

World literature In the MYP, this refers to literature from different parts of the world, cross-cultural works and/or works in translation, each of which clearly shows diverse cultures.


Language and Literature

Term Definition Conventions Linguistic conventions: spelling, grammar and punctuation, sentence structure,

paragraphing and format. Literary conventions: a set of rules that most writing follows. It can include structure and format. Visual conventions: structures, features, layout and design elements of visual text. It can include the use of colour, texture, line, shape and form, symbolism, sound effects and music, body language, special effects, costume, camera angles and movement.

Creator The person(s) responsible for the creation of an oral, written or visual work.

Critical literacy The ability to question, challenge and evaluate the meanings and purposes of texts. The skills to compose, respond to, analyse and evaluate written, spoken, visual and multimedia texts from various perspectives. It involves an understanding of the ways in which values and attitudes are communicated through language, including how subject matter, point of view and language embody assumptions about issues such as culture, gender and ethnicity.

Critical stance The perspective or point of view taken by a reader or viewer. It involves the reader or viewer questioning the position presented in a text and developing his or her own ideas in response to the text.

Forms of expression

Ways and modes of expressing oneself; for example, through poetry, prose, music, art and social media.

Genre

Genre refers to a type of literature and can be categorized into fiction and non- fiction.

Types of fiction include: Drama: the genre of literature of which the subject for compositions is dramatic art in the way it is represented. This genre is stories composed in verse or prose, usually for theatrical performance, where conflicts and emotion are expressed through dialogue and action. Fable: a story about supernatural or extraordinary people usually in the form of narration that demonstrates a useful truth. In fables, animals often speak as humans that are legendary and supernatural tales. Fairy tales or wonder tales: a kind of folktale or fable. Sometimes the stories are about fairies or other magical creatures, usually for children. Fantasy: the forming of mental images with strange or other worldly settings or characters; fiction that invites suspension of reality. Folklore: the songs, stories, myths and proverbs of a person or “folk” that were handed down by word of mouth. Folklore is a genre of literature that is widely held, but false and based on unsubstantiated beliefs. Historical fiction: a story with fictional characters and events in a historical setting. Horror: a form of fiction in which events evoke a feeling of dread in both the characters and the reader. Legend: a story based on fact, but that also includes imaginative material. It is often based on a national or folk hero. Mystery: a genre of fiction that deals with the solution of a crime or the unravelling of secrets. Anything that is kept secret or remains unexplained or unknown.


Genre Mythology: a type of legend or traditional narrative. This is often based in part on

historical events, which reveal human behaviour and natural phenomena by its symbolism; often pertaining to the actions of the gods. Poetry: verse and rhythmic writing with imager y that evokes an emotional response from the reader. The art of poetry is rhythmical in composition, written or spoken. Realistic fiction: a story that can actually happen and is true to real life. Science fiction: a story based on impact of potential science, either actual or imagined. Science fiction is one of the genres of literature that is set in the future or on other planets. Short story: fiction of such briefness that is not able to support any subplots. Tall tale: a humorous story with blatant exaggerations and swaggering heroes who do the impossible with an air of nonchalance.

Grammar The set of rules governing how words and their component parts combine to form sentences.

Incremental descriptors

1 or 2 = limited attempt; minimal; rarely. 3 or 4 = satisfactory; some; occasionally. 5 or 6 = substantial; most of the time; usually; considerable.

Language of instruction

The language in which the majority of a school’s curriculum is delivered. A school can have more than one language of instruction.

Literature The definition of literature varies between different cultures and languages. In most cultures, literature includes poetry, prose (short stories and novels), mythology and drama. Additionally, in some cultures, literature also includes autobiography, biography, graphic novels, travelogues, satires, essays, letters, literary non-fiction, speeches, oral traditions, screenplays, film and television programmes, such as drama series. MYP language and literature can include all of the above, and schools need to determine what constitutes literature within the context of their language course(s).

Meaning Sometimes referred to as “message”, it includes “layers of meaning”, nuance, denotation, connotation, inference and subtext.

Multimedia Those texts that use more than one medium; for example, combining visual media, such as words and images, with sound. Television, the internet and developments in computer and digital technology have resulted in multimedia texts becoming increasingly rich and complex. Multimedia texts now generally feature moving images, sophisticated and complex graphics, and interactivity. Examples of multimedia texts include texts delivered on CD-ROM and DVD, music videos, cartoons, video games and internet texts.

Multimodal Comprising more than one mode. A multimodal text uses more than one mode to communicate meaning. Examples of multimodal texts include films and computer games.

Oral communication skills

These can include, for example, pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body language, gesture and eye contact, as applicable to the language being studied.


Oral response A literary composition (usually an essay) on a single subject that is composed with

the intent that it will be delivered orally, rather than in written form. Parody A text that imitates another work or an author, with the intention to mock and/or

attempt humour. Pastiche A work that demonstrates an imitation of another author’s style, or a work that

demonstrates an imitation of multiple authors’ styles.

Positioning/ Influence

Positioning: how readers/viewers are influenced by texts. Influence: how one text influences another. A text can be reworked to take the original meaning and create a new one.

Presentation style The form of a text and the conventions used in a particular text type. It includes visual considerations of the text and goes beyond organizational to consider aesthetic and functional elements.

Pronunciation Clarity of articulation, not accent.

Purpose Also referred to as “intent”, “intention” or “author’s choices”.

Register The use of a variety of tones, pace, volume, pitch, inflection, vocabulary, grammar and sentence structure that gives the correct degree of formality appropriate for the specific context and audience.

Response to literature

Meaningful personal interactions with texts that show genuine understanding and analysis.

Style The creator’s choices with regard to all aspects of the text, in the way various literary and non-literary features have been used to create certain effects for different purposes and audiences.

Stylistic choices Creators make choices about what they are going to describe and how to describe it in order to create effect.

Supportive tools Examples of supportive tools in Objective B (organizing) include quotations, citations, bibliographies, tables, graphs, footnotes, references, italicizing, underlining, table of contents, appendices, labels , headings, outlines, superscripting and subscripting. (These were previously referred to as “critical apparatus”.)

Terminology The language used for analysing texts. It includes terms such as plot, theme, tone, characterization, setting, symbol, screenplay, masthead, byline and close-up.

Text For the purposes of MYP language and literature, a text may be written, oral or visual, and non-literary or literary. It can be distinguished from “work” as this will imply a complete work of literature.

Text types Different forms of written, spoken and visual text, for example, descriptive, narrative, expository, argumentative and anecdotal.

Transitional devices

These include structures, systems or words used to connect and organize ideas, with the effect of guiding the reader through a text.

Viewing and presenting

Interpreting or constructing images and multimedia in a variety of situations and for a range of purposes and audiences. Students should demonstrate their understanding of the ways in which images and language interact to convey ideas, values and beliefs.

Visual text A text that contains an image, or a series of still or moving images. A visual text can be combined with written text or sounds.

World literature In the MYP, this refers to literature from different parts of the world, cross-cultural works and/or works in translation.


Individuals and Societies Term Definition Action plan Steps and information that the student defines in order to complete the investigation.

The plan might include stages such as: identifying sub- questions; defining methods to be used in the investigation; defining sources of information; a plan for the main stages for the investigation that can summarize the above information. There is flexibility in the process, and students can revise their plans depending on their findings during the investigation.

Bibliography A list of the important sources used to undertake a task. Module A component in an individuals and societies course that contributes to the complete

course for the academic year. Several modules make up an individuals and societies course. A module may include one or more unit of work.

Research methods The series of systematic steps necessary to search for pertinent information on a specific topic. Research methods to collect information will vary according to the individuals and societies discipline being studied. Research methods include, but are not limited to: selection of sources (type and range); questionnaires; surveys; interviews; observation; experiments; measurement; collection and analysis of quantitative data; formulation of questions.

Research question The methodological point of departure of an investigation, guiding the scope and nature of the research. Clear and focused research questions consider: relevance; manageability; originality; ability to be assessed; availability of resources; level of student interest; and connection with the discipline or subject group. Research questions can be formulated as general statements or as distinct lines of inquiry.


Sciences Term Definition Cultural Patterns of knowledge, behaviour, beliefs, shared attitudes, values, goals and

practices that characterize groups of people

Data Measurement of a parameter that can be quantitative (volume, temperature, pH and so on) or qualitative (colour, shape, texture and so on)

Dependent variable The variable in which values are measured in the experiment

Economical Production, distribution, and use of income, wealth, and commodities

Environmental Circumstances, objects, or conditions by which one is surrounded

Ethical Process of rational inquiry to decide on issues as right or wrong, as applied to the people and their actions

Extensions to the method

Developments for further inquiry as related to the outcome of the investigation

Hypothesis A tentative explanation for an observation or phenomenon that requires experimental confirmation; can take the form of a question or a statement

Independent variable

The variable that is selected and manipulated by the investigator in an experiment

Moral Principles of right or wrong behaviour derived from a particular society

Numerical forms May include mathematical calculations such as averaging or determining values from a graph or table

Political Relates to government or public affairs

Prediction Give an expected result of an upcoming action or event

Qualitative data Refers to non-numerical data or information that is difficult to measure in a numerical way

Quantitative data Refers to numerical measurements of the variables associated with the investigation Social Interactions between groups of people involving issues such as welfare, safety,

rights, justice or class Transforming data Involves processing raw data into a form suitable for visual representation. This

process may involve, for example, combining and manipulating raw data (by adding, subtracting, squaring or dividing) to determine the value of a physical quantity and also taking the average of several measurements. It might be that the data collected are already in a form suitable for visual representation travelled by a woodlouse, for example. If the raw data are represented in this way and a best-fit line graph is drawn the raw data have been processed

Unfamiliar situation Refers to a problem or situation in which the context or the application is modified so that it is considered unfamiliar for the student

Validity of the method

Refers to whether the method allows for the collection of sufficient valid data to answer the question. This includes factors such as whether the measuring instrument measures what it is supposed to measure, the conditions of the experiment and the manipulation of variables (fair testing)

Visual forms May include drawing graphs of various types appropriate to the kind of data being displayed (for example, line graphs, bar graphs, histograms or pie charts)


Mathematics Term Definition

Authentic real-life Relevant, meaningful and grounded in reality

Challenging Demanding problems of high complexity that require students to have mathematical insight to be able to use knowledge and/or skills taught

Context The setting of the problem

Familiar situations

Problems similar to those seen previously in which students are required to use knowledge and/or skills they have been taught

Form This concept refers to the understanding that the underlying structure and shape of an entity is distinguished by its properties. Form provides opportunities for students to appreciate the aesthetic nature of the constructs used in mathematics.

Forms of mathematical representation

Words, formulae, diagrams, tables, charts, graphs and models used to represent mathematical information

Investigation A task where, to varying degrees, students are given opportunities to pose questions, select problem-solving techniques, discover patterns, make generalizations and communicate their findings

Justification Valid reasons or evidence that support the conclusion and explain why the rule works

Lines of reasoning

A connected sequence of steps

Logic This concept is the basic tool used in mathematics to make conclusions about numbers, shapes and variables. Logic structures the reasoning process through which knowledge is built. It enables students to assess the truth of conclusions and transfer mathematical learning to other situations.

Logical structure A general layout that prevents the need for going back and forth (between the task sheet and the student work and within the student work) in order to understand and follow the work

Mathematical language

The use of notation, symbols, terminology and verbal explanations

Pattern The underlining order, regularity or predictability of the elements of a mathematical system. The repetitive features of patterns can be identified and described as relationships or general rules.

Problem-solving techniques

Strategies students use to solve problems (for example, make a table or chart, solve a simpler problem, work backwards, draw a picture, guess and check, and so on)

Proof The use of a sequence of logical steps to obtain the required result in a formal way


Relationships This concept refers to the connections between quantities, properties or concepts;

these connections may be expressed as models, rules or statements. Relationships provide opportunities for students to explore patterns in the world around them.

Teacher support Advice given by the teacher to aid students with elements of the task (for example, to allow a student to start solving the problem)

To model Represent

To test Verify whether a rule works for a variety of values

Unfamiliar situations

New contexts in which students are required to use knowledge and/or skills they have been taught

Unit test A test comprised of topics from only one branch of mathematics from the framework

Valid A plausible solution in the context of the situation


Arts Term Definition

Artistic development Growth in an individual’s knowledge, skills, processes and attitudes needed for working with the arts.

Artistic intention The intended or planned outcomes or goals for the artwork.

Artistic processes The infinite number of ways that art is made and presented.

Audience An individual or groups who receive and/or respond to art.

Construct meaning Create an understanding about something; to infer and interpret facts, an opinion, an idea or an event that has been read, viewed or listened to.

Context The facts or circumstances that surround an event or situation.

Medium and tool The materials and implements used in the creation of a piece of art. These may be physical and/or digital.

Personal signature A feature of the work that is unique to the individual.

Point of realization The end point in the student’s work (final product) in the context of a unit of work or task. The work may not be completely finished, but an end point has been reached in the context in which it has been produced.

Process journal A tool that allows students to manage and record the processes of their own art experience and artistic development.

Process work Planning, experimenting, brainstorming, research, visual reflection, written reflection, rough drafts and any other evidence that indicates steps taken throughout the process of working, and choices made towards the realization of the finished artwork.

Product The art work that is the end point of the student’s work.

Production The staging of performance work for presentation to an audience. Production elements are set, lights, costume, make-up, sound, and stage management.

Recognize The ability to identify through patterns or features.

Skill An ability that has been acquired by training and/or experience.

Specialized language Terminology and vocabulary specific to a particular art discipline, art form, genre and/or style.

Technique The form used to show a skill. The particular way a skill is performed.

Elements of art Line, shape, space, form, colour, texture and value.

Principles of art Rhythm, movement, contrast, emphasis, balance, harmony, variety, unity, pattern and proportion.

Transfer Convey the passing from one place, person or thing to another; transfer learning from one situation to another.


Physical and Health Education Term Definition Aesthetic movement routines

A visually appealing way to sequence related physical actions

(Un)familiar situation

(Un)known conditions or settings of which students have had (no) prior experience or knowledge

Flow Refers to the smoothness and continuity of movements and linking movements

Force Refers to the energy level of the movement

Intramural activities

Competitions or activities held by the school

Interscholastic sports

Sporting competitions or friendly meets held between schools

(Non-) performance/ playing situation

A situation in which the student is (not) physically involved in game play (sports) or performance of an activity (movement routines)

Projectile motion The movement of an object through space

Skill An ability acquired or developed through training or experience

Strategy A plan of action incorporating tactics designed to achieve an overall goal

Tactic A maneuver or action planned to achieve a specific goal


Design Term Definition Appropriate quality

This is the best product/solution that the student can produce, taking into account the resources available, the skills and techniques he or she has used, his or her educational development, how the product/solution addresses the identified need, and aspects of safety and ergonomics.

Authentic tests The tests are relevant to the project and are completed by appropriate testers to gain high-quality quantitative and qualitative feedback.

Client An individual, a company or organization that commissions a designer to develop a solution to a personal or particular design problem.

Computer-aided design (CAD)

The use of computers to design products/solutions.

Computer-aided manufacture (CAM)

The use of computers to cut materials or create components, normally using CAD or numeric control.

Design brief The student’s response to the design situation, based on his or her research, detailing how he or she intends to solve the problem. This will summarize the relevant findings from his or her research, and inform the development of his or her design specification.

Design situation A short introduction to a project written by the teacher or client, which frames a design project in terms of the nature of the problem to be addressed or an area from which students will identify a challenge or problem that needs to be solved. The design situation is drawn from the statement of inquiry and presents the scope of a project.

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.

Expert appraisal A type of product testing, which relies on the knowledge of an expert in the operation of a product. This can include interviewing an expert, beta testing and consumer testing.

Field test A type of product testing, which tests the performance of a new product under the conditions it will be used, which normally focuses on aspects of functionality (durability, robustness, suitability to its environment, and so on).

Performance test An evaluation of the actual performance of a product within the task or learning objective using the conditions under which it will be performed and the absolute standard for acceptable performance.

Planning drawings/ diagrams

Detailed drawings or diagrams, which include details of a product’s components and how they are combined/assembled.

Target audience A group of similar users who require a solution to a common problem or a product that fills a common need or want.

User trial A type of product test carried out by allowing the target market to interact with the product/solution. The observation of people using a product and collection of comments from people who have used a product. This normally focuses on usability and intuitive interaction.


The contents of this book have been taken from the following IB documents:

• MYP From Principles into Practice

• Subject Guides

• Developing MYP Units

mercedes-benz international school - mbis · sayli tongaonkar history / geography...

Documents