MYP HandBook - Trondheim International Schoolthis.no/wp-content/uploads/MYPHandbook201617.pdf · MYP HandBook Building Global ... Final Assessment 74 ... cycles of inquiry, action

MYP HandBook

Building Global Citizens

School Vision Building Global Citizens

IB Mission statement The International Baccalaureate Organization 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 IBO 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.

School Mission Statement ● ThIS is an IB world school that creates independent, knowledgeable and caring individuals ● ThIS fosters life long learners in a safe and supportive environment ● ThIS provides academic excellence through a high quality education ● ThIS develops values and skills for the world of tomorrow ● ThIS inspires action and contributes to the local, national and international communities

ThIS is an IB world school that creates independent, knowledgeable and caring individual. ThIS fosters life long learners in a safe and supportive environment. ThIS provides academic excellence through a high quality education. ThIS develops values and skills for the

world of tomorrow. ThIS inspires action and contributes to the local, national and international communities 2





Table of Contents Centres on learners 5 Develops effective approaches to teaching and learning 5

Approaches to Learning (ATL) 6 Approaches to teaching 8 Concepts 8 Global contexts 9

Works within global contexts 12 Studentinitiated action 12 How Service as Action is recorded in our school 12 The projects 14

Explores significant content 15 Language and Literature 17

Norwegian 19 English 24

Design 28 Arts 36 Physical and Health Education 41 Individuals and Societies 47 Science 51 Language Acquisition French/Spanish 60 Maths 64

Supporting Lessons in this MYP 68 Class time 68 Careers Counselling program 69 MOT 72 Electives 74

Assessment in MYP How the Student and their Work is Assessed 74 MYP Subject Criteria 74 Final Assessment 74 How the final grade is achieved in the IBO grading system 75 MYP general grade descriptors 76 Reporting in the MYP 77 A sample page from the Report 79

Homework Guidelines 80 Who to contact 81




IB Education The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. Informed by these values, an IB education:

● Centres on learners (IB learner profile) ● Develops effective approaches to teaching and learning (Inquiry,

Action, Reflection) ● Works within global contexts (Global Engagement, Multilingualism and

intercultural understanding) ● Explores significant content (Broad and Balanced, Conceptual and Connected)

Working together, these four characteristics define an IB education. All models in the IB depict these characteristics. An IB Education aims to transform students and schools as they learn, through dynamic cycles of inquiry, action and reflection. Teachers enable and support students as they develop the approaches to learning they need for both academic and personal success. IB programmes aim to help students explore and construct their own personal and cultural identities.




MYP Program model Centres on learners At the centre of all IB program models is the learner profile. This profile brings to life the aspirations of the IB curriculum and it underpins and promotes the development of the student centred education. Each unit of inquiry has one or more focus learner profiles that are connected to the unit of inquiry.

Develops effective approaches to teaching and learning This is shown in the first ring that is around the learner profile in model above. It describes the features of the MYP program that help students develop disciplinary and interdisciplinary understanding. It is a combination of 4 key areas.

Approaches to Learning (ATL) Through approaches to learning in IB programmes, students develop skills that have relevance across the curriculum that help them ‘learn how to learn’. ATL skills are present in every unit in every subject and they encompass both general and discipline specific skills. These general “tools for learning” can be tailored to meet the specific needs of the students and the school. ATL skills empower students to succeed in meeting the challenging objectives of MYP subjects and prepares them for further success in rigorous academic programmes such as the DP and the IB CareerRelated Certificate. The focus of ATL skills in the MYP is on helping students to develop the selfknowledge and skills they need to enjoy a lifetime of learning. There are ten Approaches to Learning skills that are organised into 5 clusters. These are explained below.




Communication I. Communication Skills

Exchanging thoughts, messages and information effectively through interaction

How can students communicate through interaction?

Reading, writing and using language to gather and communicate information

How can students demonstrate communication through language?

Social II. Collaboration skills

Working effectively with others How can students collaborate?

Selfmanagement III. Organisation skills

Managing time and tasks effectively How can students demonstrate organisation skills?

IV. Affective skills

Managing state of mind ● Mindfulness ● Perseverance ● Emotional management ● Selfmotivation ● Resilience

How can students manage their state of mind?

V. Reflection skills

(Re)considering the process of learning; choosing and using ATL skills

How can students be reflective?

Research VI. Information literacy skills

Finding, interpreting, judging and creating information

How can students demonstrate information literacy?

VII. Media literacy skills

Interaction with media to use and create ideas and information

How can students demonstrate media literacy?

Thinking VIII. Critical thinking skills

Analysing and evaluating issues and ideas How can students think critically?

XI. Creating thinking skills

Generating novel ideas and considering new perspectives

How can students be creative?

X. Transfer skills

Using skills and knowledge in multiple contexts How can students transfer skills and knowledge across disciplines and subject groups?




Approaches to teaching The MYP pedagogy, which includes the collaborative learning through inquiry. This is a constructivist's approach where there is an interplay between asking (inquiry), doing (action) and thinking (reflection). This leads towards an open classroom where different views and perspectives can be valued.

Concepts Concepts are the ‘big ideas’ and they are mental constructs that are timeless, universal and abstract. They promote the higher levels of thinking. Concepts represent a vehicle for student inquiry into issues and ideas of personal, local and global significance, providing the means by which the essence of a subject can be explored. Research on a concept based curriculum has shown that:

a) this creates connections to prior experience and finds relevance synergistically b) works with factual level of knowledge to develop the intellect c) creates deeper understanding at the factual and conceptual levels d) recognizes the transferability of knowledge e) becomes the springboard for inspiration and action




In the MYP program there are prescribed key concepts and related concepts. These concepts ensure the development of a rigorous curriculum and promote a shared community of practice among IB schools offering the MYP: 16 Key Concepts – These concepts can be related to all subject groups in the MYP.

Aesthetics Change Communication Communities

Connections Creativity Culture Development

Form Global Interactions Identity Logic

Perspective Relationships Time, place and space Systems Related Concepts – Each subject group has suggested concepts that are specifically related to the subject. These have been assigned by the IB and are used to help develop units of inquiry.

Global contexts Subject content is taught through the Global Contexts. These are perspectives or themes that are designed to encourage the students to make worthwhile connections between the real world and classroom learning. Teaching and learning in the MYP involves understanding concepts in context. These particular contexts were chosen to:

a) Align with the PYP transdisciplinary themes b) Encourage international mindedness and global engagement within the program c) Provide concrete perspectives for teaching and learning




The Global Contexts are utilised as a common point 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 Primary Years Program creating relevance for our adolescent learners.

PYP Transdisciplinary Theme MYP Global Contexts Focus Questions in MYP Who are we Identities and Relationships Who am I? Who are we?

Where we are in place and time Orientation in space and time What is the meaning of where and when?

How we express ourselves Personal and cultural expression What is the nature and purpose of creative expression?

How the world works Scientific and technical innovation How do we understand the world in which we live?

How we organise ourselves Globalisation and sustainability How is everything connected?

Sharing the planet Fairness and Development What are the consequences of our common humanity?

When teachers select a global context for learning, they are answering the following 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?




Orientation in Space and Time What is the meaning of “when” and “where”? 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.

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.

Scientific and Technical

Innovation How do we understand the worlds 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.

Globalisation and

Sustainability How is everything connected?

Students will explore the interconnectedness of humanmade systems and communities; the

relationship between local and global processes; how local experiences mediate the global; reflect on the opportunities and tensions provided by world interconnectedness; the

impact of decisionmaking on humankind and the environment.

Personal and Cultural

Experience 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.

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.




Works within global contexts This is shown in the second ring of the program model and describes some of the important outcomes of the MYP. This is the inquiry based learning that occurs in every unit of inquiry. There are 2 main outcomes that can be seen.

Studentinitiated action This could involve a service to the community. As students become more aware and acquire a better understanding of the context, and of their responsibilities, they become empowered to make choices about how to take thoughtful and positive action. This action will be different from student to student and from context to context. The action may involve students in:

a) Showing empathy towards others b) Making smallscale changes to their behaviour c) Undertaking larger and more significant projects d) Acting on their own e) Acting collaboratively f) Taking physical action g) Suggesting modifications to an existing system to the benefit of all involved h) Lobbying people in more influential positions to act

How Service as Action is recorded in our school In MYP students need to keep record of the actions that they have taken. These actions should be recorded in your service as action tab of ManageBac. (SA)

They need to propose the action and have it approved by their contact teacher. This could build on activities from a unit or it could come from the students own area of interest. They need to describe what they intend to do in line with the Service as Action objectives. Once they have approval teachers will be checking regularly on the progress of these students. Students will automatically be sent reminders when they are not logging into ManageBac or reviewing their service as action tasks throughout the year. The amount of hours spent is not as important as the process. Both will be included in your reports during the year.




Planning (Inquiry): Students need to identify and make a proposal to their advisers before taking an action for approval via ManageBac. In most instances this will be the Contact Teacher. This involves researching to find out where help is needed. Action: This is the part where students actually take action to benefit your community! They are expected to demonstrate responsibility and communication skills. Students should show effort throughout their activity or project via updates in ManageBac. Reflection: This is the opportunity for students to think about what they have achieved and enter their thoughts and reflection in ManageBac for final consideration. Students reflection must articulate which level your Service as Action is using the the Self Assessment Rubric. Each stage of Service as Action activities will be assessed by the student and approved using one of three categories; Introductory, Developing and Proficient. MYP Learning outcomes for service: With appropriate guidance and support, MYP students should, through their engagement with Service as Action:

● Become more aware of their own strengths and areas of growth ● Undertake challenges that develop new skills ● Discuss, evaluate and plan student initiated activities ● Persevere in action ● Work collaboratively with others ● Develop internationalmindedness through global engagement, multilingualism and intercultural

understanding ● Consider the ethical implications of their actions




These learning outcomes identify the substance of student’s selfreflection on service as action. All of these learning outcomes are closely associated with IB learner profile attributes and ATL skills. Through their learning participation in service, students can become more confident, selfregulated learners. (Principles to Practise, 2014, pg 24) All Service as Action activities should not be for personal profit or part of normal house chores. The Service as Action needs to be approved by your contact teacher in most instances. It would be ideal, but not necessary for students to have a combination of both ‘in school’ and ‘out of school’ Service as Action. There is more detailed information refer to the Service as Action Handbook that is distributed to the students every year.

The projects In our school, the personal project in MYP10 is the culminating activity with the students. This is similar to the PYP exhibition, but with MYP students demonstrating their understanding of the MYP program through a personal project. The personal project encourages students to practise and strengthen their approaches to learning (ATL) skills, to consolidate prior and subjectspecific learning, and to develop an area of personal interest. The personal project provides an excellent opportunity for students to produce a truly personal and often creative product/outcome and to demonstrate a consolidation of their learning in the MYP. The personal nature of the project is important; the project should revolve around a challenge that motivates and interests the individual student. Each student develops a personal project independently.




Explores significant content This is shown in the third ring of the program model and demonstrates the broad and balanced curriculum structure. This is shown by

● The equal distribution of the 8 key subject groups. Language and Literature, Language Acquisition, Individuals and Societies (Humanities), Sciences, Mathematics, Arts, Physical & Health Education and Design

● Subject groups presented without distinct lines between them to represent the interdisciplinary nature of the program. The subject groups are planned and connected through the global contexts and the key concepts

● Integrated disciplines are taught and assessed within a subject group. In our school History/Geography are taught in Individuals and Society; and Biology / Chemistry / Physics / Geology are taught in Sciences; Information Technology and Food Technology are taught in Design




IB Subject MYP 7 MYP 8 MYP 9 MYP 10 Maths 4 hours 3 hours 3 hours 3 hours

Extended Maths 2 hours*

Sciences 4 hours 3 hours 3 hours 3 hours

Language & Literature English 3 hours 3 hours 3 hours 3 hours

Language & Literature Norwegian 3 hours 3 hours 3 hours 3 hours

Language Acquisition Spanish/French 3 hours 3 hours 3 hours

Design 2.5 hours 2.5 hours 2.5 hours 2 hours

Arts 2.5 hours 2.5 hours 2 hours 2.5 hours

Physical and Health Education 2.5 hours 2.5 hours 2.5 hours 2.5 hours

Individuals and Societies 4 hours 3 hours 3 hours 3 hours

Class time 1 hr 1hr 1hr 1hr

Electives 1 hr 1hr 1hr 1hr

Careers Counselling / Personal Project 0.5 hr 0.5 hr

Total Hours 27.5 hours 27.5 hours 27.5 hours 27.5 hours (*Students are given the option of withdrawing from Design classes in MYP 10 and taking an IB Extended Maths course)




Language and Literature In our school we have both Norwegian and English as the Language and Literature IB subject. Aims The aims of MYP language and literature are to encourage and enable students to:

● use language as a vehicle for thought, creativity, reflection, learning, selfexpression, analysis and social interaction

● develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts

● develop critical, creative and personal approaches to studying and analysing literary and nonliterary texts

● engage with text from different historical periods and a variety of cultures ● explore and analyse aspects of personal, host and other cultures through literary and

nonliterary texts ● explore language through a variety of media and modes ● develop a lifelong interest in reading ● apply linguistic and literary concepts and skills in a variety of authentic contexts.

Objectives The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject. The objectives of MYP language and literature encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. The objectives represent some of the essential processes of language: “Processes are what help mediate the construction of new knowledge and understandings and play an especially important role in language and communication” (Lanning 2013: 19). In order to meet these objectives, teachers will need to concentrate on each of the macroskills of language: listening, speaking, reading, writing, viewing and presenting. These language modes are very much interactive and interrelated, though in some instances teachers may wish to deal with them in discrete learning experiences and separate texts. These objectives relate directly to the assessment criteria found in the “Assessed curriculum” section of this guide. Objective A: Analysing Through the study of language and literature students are enabled to deconstruct texts in order to identify their essential elements and their meaning. Analysing involves demonstrating an understanding of the creator’s choices, the relationships between the various components of a text and between texts, and making inferences about how an audience responds to a text (strand i), as well as the creator’s purpose for producing text (strand ii). Students should be able to use the text to support their personal responses and ideas (strand iii). Literacy and critical literacy are essential lifelong skills; engaging with




texts requires students to think critically and show awareness of, and an ability to reflect on, different perspectives through their interpretations of the text (strand iv). In order to reach the aims of studying language and literature, students should be able to: i. analyse the content, context, language, structure, technique and style of text(s) and the relationships among texts ii. analyse the effects of the creator’s choices on an audience iii. justify opinions and ideas, using examples, explanations and terminology iv. evaluate similarities and differences by connecting features across and within genres and texts. Objective B: Organizing Students should understand and be able to organize their ideas and opinions using a range of appropriate conventions for different forms and purposes of communication. Students should also recognize the importance of maintaining academic honesty by respecting intellectual property rights and referencing all sources accurately. In order to reach the aims of studying language and literature, students should be able to: i. employ organizational structures that serve the context and intention ii. organize opinions and ideas in a sustained, coherent and logical manner iii. use referencing and formatting tools to create a presentation style suitable to the context and intention. Objective C: Producing text Students will produce written and spoken text, focusing on the creative process itself and on the understanding of the connection between the creator and his or her audience. In exploring and appreciating new and changing perspectives and ideas, students will develop the ability to make choices aimed at producing texts that affect both the creator and the audience. In order to reach the aims of studying language and literature, students should be able to: i. 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 ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience iii. select relevant details and examples to develop ideas. Objective D: Using language Students have opportunities to develop, organize and express themselves and communicate thoughts, ideas and information. They are required to use accurate and varied language that is appropriate to the context and intention. This objective applies to, and must include, written, oral and visual text, as appropriate. In order to reach the aims of studying language and literature, students should be able to: i. use appropriate and varied vocabulary, sentence structures and forms of expression ii. write and speak in a register and style that serve the context and intention iii. use correct grammar, syntax and punctuation




iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy v. use appropriate nonverbal communication techniques.

Norwegian Year 7 Unit 1: Beginnings Concepts: Communication. Context. Purpose. Global Context: Orientation in space and time Statement of inquiry: When communicating we adapt the way we express our message based on context and purpose. This is an introductory unit with focus on Approaches to Learning where the students will learn about learning styles, reading and writing strategies. They will get an overview over the literary genres and then look closer at the genre fairy tales. They will be working with critical literacy and reading, writing and reflecting skills. Unit 2: Persuade and convince Concepts: Creativity. Audience, purpose. Global Context: Personal and Cultural Expression Statement of inquiry: Creative language can persuade and convince an audience to take action. In this unit the students will learn about the power of language, propaganda and commercials. They will learn about how pictures and words can affect and persuade. They will create their own commercial poster and present for the class what agents they have used and what effect they want to achieve. The posters will be hanged around in the school as a campaign to make students and adults make healthy choices. Using media literacy, using information literacy, creativity, using oratory techniques and communicational skills are in focus. Unit 3: Change Concepts: Connections. Character, point of view, theme. Global Context: Identities and Relationships Statement of inquiry: You can connect with topics and characters in literature and get new points of view on issues related to your personal life. Change is a part of life. In this unit the students will read a short novel about change and the transformation from childhood to becoming a teenager. The students will use different reading strategies and work with critical literacy. They will also learn about literary devices. Organizing information, critical literacy, reading and writing skills are in focus. Unit 4: From thought to text Concepts: Perspectives. Self Expression, theme. Global Context: Personal and Cultural Expression. Statement of inquiry: Audience imperatives must be considered when you analyze and argue for your perspective on a theme.




In this unit writing and the different phases in the process towards a finished text is in focus. Students will learn about argumentation, and then choose a topic they are passionate about and write an argumentative text. Focus on affective skills, research, planning, cooperation and giving response to other students, reflecting and writing skills. Unit 5: The Vikings Concepts: Creativity. Character, style Global Context: Scientific and Technical Innovation Statement of inquiry: Purpose and theme shapes the way you communicate about human impact on environment. In this unit the students learn about the Scandinavian common culture; the Vikings and their civilization. The students will read a selection of Peder Madsen’s famous comic “Vallhall” and look into Old Norse mythology. The students will learn how a comic is created and different techniques one can use before they create a short comic using their acquired knowledge about the Vikings. Investigating, creativity, reading, summarizing, use visual images and writing is skills worked with in this unit. Year 8 Unit 1: Communication Concepts: Communication. Selfexpression, style Global Context: Personal and Cultural Expression Statement of inquiry: Critical readers are able to express their justified opinion of a text in different contexts. Book reports can contribute to making books famous around the world. In this unit the students will learn how to write a book report. They will visit the local public library and learn how it can be a good resource, and how to use it. They will also get a book presentation from the library staff. After looking at book reports, reading text from an anthology and listening to book presentations, the students can choose a book of own interest in cooperation with teacher. The students will work with reading strategies and critical literacy to better understand the book. Their finished book report can be posted on both bokkilden.no and the home pages to the public library in Trondheim (if the student wants to). Researching, communicating, thinking, reading and writing skills are in focus this unit. Unit 2: Class newspaper Concepts: Communication. Audience, context, purpose Global Context: Globalization and Sustainability Statement of inquiry: In an increasing globalized world the media plays a crucial role to inform about happenings and to ask critical questions, but the authors write news with context, purpose and the audience in mind to make sure that they communicate in a clear and understandable way for multiple cultures. In this unit the students will take a closer look at media, and especially newspapers. They will learn how a newspaper is organized in different departments, share different roles between themselves and together make a class newspaper. The students will work together, read and write texts in different genres, communicate, investigate, demonstrate organizational skills, and use technology. Unit 3: Cultural Heritages: The Sámi Identity




Concepts: Perspective, culture, identity Global Context: Scientific and Technical Innovation Statement of inquiry: The modernization, industrialization and engineering affect the culture of indigenous people and can result in a change of both culture, identity and the way the world is perceived. Students will explore the Sámi history and look at the challenges this indigenous people has and still meet as a minority group. They will learn more about the Sámi identity trough a wide range of authentic translated fact and fictional texts, music and lyrics, documentaries and finally the classic movie “Veiviseren”. They also will learn about the film genre. They will work in groups to create a PowerPoint presentation about the Sámis. Investigating, cooperating, communicating, using oratory techniques, using technology, reading and writing are skills worked with in this unit. Unit 4: From lyrikk to lyrics Concepts: Creativity, selfexpression, purpose Global Context: Personal and Cultural Expression Statement of inquiry: We can express ideas and opinions in a creative way. The students will learn about poetry in this unit. They will investigate what a poem can be, look at poetic forms and poetry in music. The students will write their own collection of poems together in class. They will also analyze some poems. Creativity, analyzing, investigating, communicating, reading and writing skills are in focus. This unit is an interdisciplinary unit where the students will work with this topic in English as well. Unit 5: Looking back Concepts: Connections. Point of view Global Context: Scientific and Technical Innovation Statement of inquiry: The era of the Middle Age changed perspectives and cultures. People's perspectives are connected to their cultures. In this unit the students will investigate and learn about both European and Norwegian history. Topics like the Black Plague, the Witch Processes, and the rise of a new modern time after the middle ages (in Norway and Europe) are worked with. The students will in a group work develop a timeline poster to see the developments in time. Reading, writing, creativity, investigating, collaborate and organizational skills are worked with. Year 9 Unit 1: Norge/Noreg Concepts: Perspective. Point of view, audience imperatives, purpose, context, argumentation, conflict Global Context: Orientation in space and time Statement of inquiry: The purpose for expressing yourself may vary to where and when you are communicating, but in a conflict it is important to adapt the way you argument to the context and the audience if you want the recipients to understand your perspective on a issue. Bokmål and Nynorsk have different origins, but are both equal writing languages in Norway. This unit will let the students investigate the history of Norway’s liberation in 1814 and the language debate that emerged and resulted in two official writing languages. The students will also learn basic rules of the




grammar system in Nynorsk. The students will investigate and learn about Norwegian dialects. In the end of the unit the students will learn about argumentation and have a live debate about the two writing languages in Norway. Listening, reading, writing, speaking, argumenting, presenting and organizational skills are worked with. Unit 2: Dramatic! Concepts: Creativity. Point of view, character, setting Global Context: Personal and Cultural Expression Statement of inquiry: When writing creatively the choices of point of view, setting and the characters is important to get your message across in a clear and understandable way to the audience. In this unit the students will explore the genre of drama by reading examples of drama texts and seeing several examples of a play acted out on stage. They will learn about the famous Norwegian author Henrik Ibsen and read parts from the classical play “A Doll´s House”. They will watch the dramatized version of those text parts (made by NRK). They will learn how one can create a play and the process around writing a script. In the end of the unit they will write a scene for a play addressing an issue of their own choice that they are passionate about. Some scenes will be dramatized and performed in class. Creativity, communication, collaboration, acting, reading and writing skills will be worked with. Unit 3: Investigating work life Concepts: Connections. Audience imperatives, selfexpression and purpose Global Context: Identities and Relationships Statement of inquiry: Your identity affects how you express yourself. Self expression is always connected to the context of the receiver and purpose for expression. You can do anything you decide to do. You can change and control your life; and the procedure, the process is its own reward Amelia Earhart This unit is a part of the counseling program as well. The students will first investigate and reflect around their own interests and strengths. They will work with different types of formal texts before creating a CV and an application for the work week. They will inquire about and investigate a profession they want to try out in real life to get an idea of what it really is about. After learning how to apply for a job the students must find a job for the work week. The work week will give the students a better understanding of life at work and is a valuable experience. After the work week the students will hold a presentation for the class and MYP 8. Writing, speaking, reflecting, using technology, oratory techniques and organizational skills is in focus. Unit 4: A good writer! Concepts: Communication. Purpose, theme Global Context: Scientific and Technical Innovation Statement of Inquiry: Purpose and theme shapes the way you communicate about human impact on environment. In this unit the students will work with short stories, and learn different approaches and techniques that can be used in creative writing. The students will support each other in response groups during the writing process. Critical literacy, reflecting, spelling, creativity, organization and writing skills are in focus. Unit 5: World War 2 in Trondheim




Concepts: Communication. Point of view, conflict. Global Context: Personal and Cultural Expression Statement of inquiry: Creative language can persuade and convince an audience to take action. The students will learn about World War 2 and how Trondheim was affected. After an introduction and watching the documentaries “Rapport fra nr. 24” and “Skyggespill” the students will get a guided tour in both the Armory in Erkebispegården. They will get a deeper insight in the topic before writing a short historical fiction, which contains some of the facts they learned. Researching, creativity and writing and transfer skills are in focus. Year 10 Unit 1: Identity, roles and relationships Concepts: Perspective. Purpose, theme Global Context: Identity and relationships Statement of inquiry: Authors around the globe have different purposes for writing a text, and the way they display the topic may give readers new perspectives The students will read short stories and investigate how reading can give us a better understanding of the world around us and ourselves. Focus is on critical literacy and analyzing texts. The students will read, analyze and discuss different themes in different short stories, including the overall topic identity, roles and relationships. They will analyze and give their own interpretation of one short story. Reading, analyzing, explaining, describing, argumenting, communicating and note taking is in focus. Unit 2: An author study Concepts: Communication. Point of view, purpose Global Context: Personal and cultural expression Statement of inquiry: Critical readers can identify an author’s point of view, usage of literary devices and purpose for writing a novel, but at the same time make their own critical reflections and give detailed justifications of their own interpretations and opinions about the novel. The students will choose an author of interest to investigate and learn more about. Students will (in cooperation with teacher) read and analyze a novel of their own choice, using the same analytical strategies inquired during the unit “Identity and roles”. Students will read critically and work with literary devices, topics in books, and look at what message or social issues the author is writing about. The students will also read a second text to be able to compare and contrast works, and have a presentation about the project expressing their opinion. Organizational skills, summarizing, analytical skills, quoting and paraphrasing, reading and writing are skills worked with in this unit. The students also work on using oratory techniques. Unit 3: Hero and antihero Concepts: Connections. Character, context Global Context: Orientation in space and time Statement of inquiry: Students will analyze how characters are significantly connected to contexts. The students will read about different heroes in literature and they will explore what relationship we have with heroes and idols (or their opposites the antiheroes). They will learn about heroes and antiheroes from different times in history, the role the hero plays and how idols changes according to




values in the society. The goal of the unit is to study the hero and antihero, to compare and contrast texts in a personal essay. The essay will be written on school on a half day test. Unit 4: My text Concepts: Creativity. Audience, genre Global Context: Personal and cultural expression Statement of inquiry: Audience imperatives is important to consider in a genre with the topics justice, peace and conflict management. In this unit the students will work with creative writing task where they can write a text about a topic of their own choice in their preferred genre. They will look back on earlier texts and reflect around their own writing language and the development they have had during the years. Based on this reflection the teacher and student will make an individualized rubric according to individual target goals that the students will focus on. In the writing process we will work with writing strategies. Writing, reflecting, organization and creativity are worked with in this unit.

English Year 7 Unit 1 What You Should Know: Expository Writing Global Context: Identities and Relationships Key Concept: Communication Related Concepts: SelfExpression and Structure Statement of Inquiry: Expository writing provides structure when expressing identities and relationships. The unit is designed to familiarise students with writing in the expository mode using their prior knowledge as a bridge to this type of writing that often proves to be more challenging. Students will understand that writing to explain and inform requires confident tone, specific word choice and good organisation. Expository writing is used by professional writers to convey information to their audiences. As such, students will improve their writing skills through expository writing. They will think about their identity and communicate their beliefs, values and priorities. Unit 2 Nature Is Our Home: Descriptive Writing Global Context: Globalization and Sustainability Key Concept: Connections Related Concepts: Setting and Character Statement of Inquiry: Where and when a story takes place influences the connection between setting and theme. In this unit the focus of discussion will be how humans and animals survive in hostile environments. For this purpose we will be analyzing stories about survival, and our connection to nature. Students will think about and write about their own relationship with nature, and learn the difference between descriptive and expository writing. Unit 3 Worth a Thousand Words: Visual Literacy Global Context: Personal and Cultural Expression




Key Concept: Creativity Related Concepts: Purpose and Genre Statement of Inquiry: In speculative fiction, creativity and personal expression combine to form a genre which aims to entertain and educate. Speculative fiction can be any type of fiction with supernatural, fantastical, or futuristic elements, such as fantasy and science fiction. The unit serves as an introduction to speculative fiction and literary elements such as character, setting, plot, tone and symbolism. The summative assessment for this unit will be a portfolio including a portrait of a character, fan fiction works, original speculative short stories, etc. Unit 4 Lend Me Your Ear: the Oral Tradition Global Context: Orientation in Space and Time Key Concept: Perspective Related Concepts: Point of View and Audience Imperatives Statement of Inquiry: The oral tradition provides perspectives which take their audience to a different place and a different time. The myths, fables, folktales and legends will take students around the world in a cultural journey throughout the years. Long before people ever recorded information about their way of life in written form, they passed valuable information about their values through the telling of stories. This is referred to as oral tradition. In this unit the students will learn how the oral tradition bound people together shaping their shared identity. Students will be able to understand that oral tradition was an indispensable part of all cultures in the past but its cultural importance is obvious in our modern society as well. Year 8 Unit 1 Since Feeling Is First: An Introduction to Poetry Global Context: Identities and Relationships Key concept: Creativity Related concepts: Point of View, Self Expression Statement of Inquiry: We can express our ideas in a creative way by writing poetry In this unit students will be engaged in reading, writing and reciting poetry. We will be studying a range of poems by famous poets like W.H Auden, Spike Milligan, William Blake, Lord Byron, Walt Whitman, Emily Dickinson and JRR Tolkien. The aim is to learn to appreciate poetry, develop our aesthetic awareness as well as learn about social and cultural aspects by reading and writing poems. Can poetry also be found in songs? Students will be writing their own poems, realizing that poetry is a means to understand and communicate their own feelings. Writing poetry is a creative process! Students will learn about the stylistic devices in poetry and about different types of poems. They will be practicing and learning the literacy skill of creating powerful images when writing. The grammar focus of this unit is adjectives and adverbs. Unit 2 Do Something Worth Writing: Memoirs Global Context: Personal and Cultural Expression Key Concept: Change Related Concepts: Intertextuality & Purpose




Statement of Inquiry: Students will critically analyse the purpose of intertextuality and relate it to how change has been experienced A memoir can be thought of as a slice of someone´s life; a particular period of time, a significant event or aspect. Our focus will be how an experience can lead to change in someone´s behaviour or attitude/ perspective. A memoir is therefore different from an autobiography. During this unit we will write our own memoirs and we will also practice comparing and contrasting different pieces of work from different genres as well as pieces belonging to the same genre. Unit 3 A Fable Agreed Upon: Historical Fiction Global Context: Orientation in Space and Time Key concept: Perspective Related concepts: Setting & Genre Statement of Inquiry: An individual's perspective is affected by setting and genre Historical Fiction is a very popular literature genre. We will explore this genre and critically evaluate the reliability of historical novels as well as write a book report. Students will practice and learn the writing skills of paraphrasing and summarizing. The grammar focus in this unit is tenses. Unit 4 Such Sweet Sorrow: Romeo & Juliet Global Context: Fairness and Development Key concept: Connections Related concepts: Character & Point of View Statement of Inquiry: A character’s connection to a conflict can affect their point of view In this unit drama will be used to promote thinking. Students will be introduced to one of the most famous works of William Shakespeare: Romeo & Juliet. We will explore the definition of tragedy and how “tragic love” is ingrained in the lives of teenagers from all cultures. The students will learn about the dynamic nature of language and will become acquainted with the beauty of Shakespeare’s poetry and prose. They will also rewrite different scenes of conflict with alternative endings in order to understand the impact of personal decisions. Students will practice and learn the literacy skills predicting and comparing. Year 9 Unit 1 All The World’s a Stage: Drama Global Context: Personal and Cultural Expression Key Concept: Connections Related Concepts: Character and Setting Statement of Inquiry: Drama explores and expresses the connection between characters and setting. This year, the focus is on Shakespeare’s Macbeth . Unit 2 Who Did It?: Detective Stories Global Context: Identities and Relationships Key Concept: Creativity Related Concepts: Genre and Structure




Statement of Inquiry: Detective fiction is a genre in which creative use of structure slowly reveals identities and relationships. Detective and mystery fiction is exciting, thoughtprovoking and escapist. These three components make teaching English through detective stories educationally productive and fun for students. The short stories of Arthur Conan Doyle, featuring the famous detective Sherlock Holmes are highly motivating material to seduce students into reading. The students will improve their reading and writing skills by drawing conclusions, observing details and resolving a case. They will conclude the unit with a project in which they will be required to create a fictional detective story with character traits and a crime to solve. Unit 3 Your Informed Opinion: Debate Global Context: Fairness and Development Key Concept: Perspective Related Concepts: Audience Imperatives and Point of View Statement of Inquiry: Debates allow an audience to be presented with various points of view and to reach a fair perspective. Debating is a form of communication practiced for pleasure as well as for a certain purpose. Presenting others with our viewpoints in an informed and wellstructured manner helps us to convince others, and listening to the arguments of our opponents allows us to expand our own perspective. In this unit, students will study the history of debate, different types of arguments, and other persuasive techniques. Unit 4 A Tale HalfTold: Old English and Middle English Global Context: Orientation in Space and Time Key Concept: Communication Related Concepts: Context and Theme Statement of Inquiry: The viking sagas communicate themes which are as relevant now as they were in their historical context. Students will study both the development of the English language and some of the earliest literary works written in the language. This unit will look at Old English, its connections to Scandinavia, and the epic Beowulf . It will also focus on Middle English, its connections to French, and The Canterbury Tales . Year 10 Unit 1 Watch Your Thoughts: Documentaries Global Context: Personal and Cultural Expression Key Concept: Communication Related Concepts: Point of View and Purpose Statement of Inquiry: Documentaries communicate, represent, and express a point of view, with a certain purpose. This unit aims to give students a wideranging understanding of some of the more recent evolutions in the field of documentary. Further analysis will provide an insight into the context of a good documentary examining correlated cultural, social, artistic and technical influences. Students often assume that a “real” documentary is tediously didactic, so they will be surprised to discover that socialissue




documentarians are concerned with aesthetics and formal choices, and that documentaries are works of art, with elements including narration, soundtrack, editing and cinematography. Unit 2 Death of the Author: Analyzing Fiction Global Context: Identities and Relationships Key Concept: Perspective Related Concepts: Theme and Structure Statement of Inquiry: Literary analysis takes a closer look at the theme and structure of a work in order to draw conclusions about identities and relationships. As the French literary critic Roland Barthes argued, the author is dead. When we read, interpret, and analyze a piece of fiction, it is no longer a given that the text and its creator must be related to each other. In this unit, students will explore and practice different ways of literary analysis that are not centred around the character and intention of the author. Students will focus on formal essay writing and study different kinds of texts, both fictional and nonfictional, verbal and visual. Unit 3 History Will Be Kind to Me: Historical Contexts Global Context: Orientation in Space and Time Key Concept: Connections Related Concepts: Intertextuality and Context Statement of Inquiry: The connection between a work and its historical context, as well as the connection between a work and related works, help us determine its relevance today. This unit aims to spark critical thinking and reflection after reading several classic texts. Students will explore how do texts written during the same time challenge and add to each other. Finally, they will connect these older works to the present day, and argue whether a book written decades (or even centuries ago) can still have a bearing on their own life, or even on the lives of those centuries from now. Unit 4 Words and Ideas Can Change the World: Persuasive Writing Global Context: Fairness and Development Key Concept: Creativity Related Concepts: Audience Imperatives and SelfExpression Statement of Inquiry: In persuasive writing, we express ourselves creatively in order to convince our audience and create a fairer world. Persuasive writing and writing for social change is a process that we use to critique society, the world and our own personal histories; it affirms life and struggle. Community creates trust, which allows us to be vulnerable. We become vulnerable so that we can become empowered and when empowered, we begin to develop actionable plans for our lives. Persuasive writing will give students a mindful purpose to work as its framework allows them to develop a voice and become creators of knowledge by using language as a way to build confidence and strengthen communication.

Design Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints associated with products or systems, allowing people to redefine and manage the generation of further thought through prototyping, experimentation and adaptation. It is humancentred




and focuses on the needs, wants and limitations of the end user. Design, and the resultant development of new technologies, has given rise to profound changes in society, transforming how we access and process information; how we adapt our environment; how we communicate with others; how we are able to solve problems; and how we work and live. Competent design is not only within the reach of a small set of uniquely skilled individuals, but can be achieved by all. The use of wellestablished design principles and processes increases the probability that a design will be successful. To do this, designers use a wide variety of principles which, taken together, make up what is known as the design cycle. Designing requires an individual to be imaginative and creative, while having a substantial knowledge base of important factors that will aid or constrain the process. Decisions made need to be supported by adequate and appropriate research and investigation. Designers must adopt an approach that allows them to think creatively, while conforming to the requirements of a design specification. Both the ideas of design and the process of design can only occur in a human context. Design is carried out by a community of people from a wide variety of backgrounds and traditions, and this has clearly influenced the way design has progressed at different times. It is important to understand that to design is to be involved in a community of inquiry with certain common beliefs, methodologies, understandings and processes. Inquiry and problemsolving are at the heart of MYP design. The subject group requires the use of the design cycle as a tool that provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, the creation of solutions, and the testing and evaluation of the solution. In MYP design, a solution can be defined as a model, prototype, product or system that students have developed and created independently. MYP design challenges all students to apply practical and creative thinking skills to solve design problems; encourages students to explore the role of design in both historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action. The MYP expects all students to become actively involved in, and to focus on, the whole design process rather than on the final product/solution.




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

● enjoy the design process, develop an appreciation of its elegance and power ● develop knowledge, understanding and skills from different disciplines to design and create

solutions to problems using the design cycle ● use and apply technology effectively as a means to access, process and communicate

information, model and create solutions, and to solve problems ● develop an appreciation of the impact of design innovations for life, global society and

environments ● appreciate past, present and emerging design within cultural, political, social, historical and

environmental contexts ● develop respect for others’ viewpoints and appreciate alternative solutions to problems ● act with integrity and honesty, and take responsibility for their own actions developing effective

working practices. Objectives The objectives of MYP design encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. Together these objectives reflect the knowledge, skills and attitudes that students need in order to engage with and solve complex, reallife problems in both familiar and unfamiliar contexts; they represent essential aspects of design methodology.




A Inquiring and analysing Students are presented with a design situation, from which they identify a problem that needs to be solved. They analyse the need for a solution and conduct an inquiry into the nature of the problem. In order to reach the aims of design, students should be able to: i. explain and justify the need for a solution to a problem for a specified client/target audience ii. identify and prioritize the primary and secondary research needed to develop a solution to the problem iii. analyse a range of existing products that inspire a solution to the problem iv. develop a detailed design brief which summarizes the analysis of relevant research. B Developing ideas Students write a detailed specification, which drives the development of a solution. They present the solution. In order to reach the aims of design, students should be able to: i. develop a design specification which clearly states the success criteria for the design of a solution ii. develop a range of feasible design ideas which can be correctly interpreted by others iii. present the final chosen design and justify its selection iv. develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution. C Creating the solution Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for testing and evaluation. In order to reach the aims of design, students should be able to: i. construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution ii. demonstrate excellent technical skills when making the solution iii. follow the plan to create the solution, which functions as intended iv. fully justify changes made to the chosen design and plan when making the solution v. present the solution as a whole, either:

a. in electronic form, or b. through photographs of the solution from different angles, showing details.

D Evaluating Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify areas where the solution could be improved and explain how their solution will impact on the client or target audience. In order to reach the aims of design, students should be able to: i. design detailed and relevant testing methods, which generate data, to measure the success of the solution ii. critically evaluate the success of the solution against the design specification iii. explain how the solution could be improved iv. explain the impact of the solution on the client/target audience. Design at ThIS




At Trondheim International school we divide Design up into 4 separate content areas. The table below outlines the content areas and the year levels that they occur. All units in MYP Design follow the design cycle process which is illustrated below.

Construction Design Food Technology

Computer Technology

MYP7 Design for the future

(A,D)

Inspired Bags (A,B,C,D)

Outdoor cooking Geography and food

(A,B,C,D)

Information systems / Developing a web

page (B,C)

MYP8 The Shack (A,D)

Traditional Jewellery in a modern context

(A,B,C,D)

Organiser (B,C)

The foot in food Ecological food (B,C,)(A,D)

Stop motion animation (B,C)

MYP9 Set Design (B,C)

1. Business Design (A,D) (B,C)

A Fair Share for all, Economics and food

(A,D)(B,C)

Coding (B,C)

MYP10 Construction from zero

(A,B,C,D)

The Great Outdoors (A,B,C,D)

Service with a Smile (A,B,C,D)

Year 7 Unit 1 Information Systems Key and Related concepts Systems, function and perspective Global Context Scientific and technical innovation Statement of Inquiry Digital information systems can enhance learning when the function and perspectives are considered. In this unit students will develop an understanding of common programs such as excel, CAD and a range apps that are available on Google Apps for Education. Throughout the unit they will gain an understanding of the importance of systems in these designs and how systems in computer technology are important for communication. Unit 2 No Way it’s in Norway Key and Related concepts Development, Markets and Trends, Resources Global Context Globalisation and sustainability Statement of Inquiry The efficient use of resources through collaboration can impact communities Many factors influence food choices and cuisine. Students will gain an understanding of the traditional food choices and cuisine of Norway. They will develop an understanding of how it is influenced by one’s culture and environment at a specific point in time. During the unit they will see that there is considerable change in what was available and known compared to now. There will be a comparison of the food eaten today compared with healthy food 100 years ago. They will explore and present the




history of food in Norway and develop an understanding of the food seasons in Norway and how it’s changing with development. Unit 3 Inspired Bags Key and Related concepts Communication, Ergonomics and Form Global Context Identities and Relationships Statement of Inquiry Ergonomic forms that connect to you, communicate and contribute to your identity formation. Students will be developing a simple textile bag that will represent them. They will need to design a visual image that will represent them to attach to their textile bag as name label. This will come up in lights. Unit 4 Design for the Future Key and Related concepts Development, Collaboration, Innovation and Perspective Global Context Personal and Cultural expression Statement of Inquiry Cultures where different perspectives and collaboration are encouraged allows innovation and development to occur. In this unit of work students have the opportunity to design, produce and evaluate a design project for a studentidentified need or opportunity in the Industrial Design focus area. Students will be encouraged to develop practical solutions to problems that improve everyday life. In this unit consideration is given to ergonomics, sustainability and design, design theory, computeraided design and material manipulation. This unit provides for collaborative work and encourages selfdirected learning. Year 8 Unit 1 Organiser Key and Related concepts Communities, Collaboration, Resources Global Context Identities and Relationships Statement of Inquiry Collaboration can be used to develop understanding of the school community In this unit students will be exploring how individuals organise time and what they use to do this. They will then develop a specific organiser that suits the school community. The students will collaborate to create either the images for a calendar, or the outline of a school planner with the intention that it's used as a resource by the student community. Unit 2 The Shack Key and Related concepts Development, Ergonomics, Evaluation Global Context Orientation in Space and Time Statement of Inquiry Students will research and evaluate the development of invented ergonomic features. Shelter is one of our basic needs. In many countries families embrace the dream of owning their own home. As we come into the 21st century this is not always the case, since where we want to live and how we choose to live is changing. Students investigate the needs of individuals and families, and look at housing designs for a variety of needs including emergency housing. They predict what our future cities may look like and consider the sustainability of city design and development. Student reports will




focus on identifying and evaluating a studentselected housing solution based on their individual research. Unit 3 Traditional Jewellery in a Modern Context Key and Related concepts Communication, Form, Function, Innovation Global Context Identities and Relationships Statement of Inquiry Innovative communication through form and function represents identity. Traditional jewellery has emerged in cultures in a number of ways. Students will be chose a type of jewellery from a region and explore the significance and meaning. Student will then be introduced to basic accessory design concepts, design development techniques, manipulation of materials, tools and techniques that lead to the production of quality accessories. Emphasis is placed on experimentation, creativity and high standards of practice as students translate original concepts into finished solutions. Unit 4 The Foot in Food Key and Related concepts Development, Resources and Energy Global Context Globalization and sustainability Statement of Inquiry Human developments have affected resources and the distribution of energy in the environment Students will explore food as a source of energy and wellbeing. They will explore basic nutritional facts and utilise this to develop an understanding of the variety of food sources in our environment. Students will then focus on the energy needed to provide us with our nutritional and energy requirements. This will enable them to understand exactly what a 'carbon foot' in food is and how it potentially impacts the environment. The research undertaken will be compiled into a class book with the intention of them being positive ‘food ambassadors’ . It will include a range of recipes with information about the carbon foot in each particular recipe. Unit 5 Programming using Scratch Key and Related concepts Communication, Adaptation, Perspective Global Context Personal and cultural expression Statement of Inquiry You can communicate different perspectives by adaptation. Students will gain an appreciation for the possibilities of using Scratch as a programming language. In this project students will need to design and make a simple computer game using the programming language Scratch. Year 9 Unit 1 Business Design Key and Related concepts Systems, Collaboration, Resources Global Context Globalization and Sustainability Statement of Inquiry To understand markets, commodities and commercialisation, you need to utilise available resources and collaborations within an effective system. In this unit, students will develop an understanding of the basics of business development. Each student will have to take a role in the business and research and develop that area to collectively establish agreements and a desired product that will serve them and the community. Unit 2 Produce ThIS




Key and Related concepts Communication, Ergonomics, Role Global Context Scientific and Technical Innovation Statement of Inquiry Adapting ergonomic principles and perspective establishes the foundation of communication. During this unit students will explore and create the desired stage and production props for a play. Through this creative process they will need to adapt and refine ergonomic principles and consider the perspectives of the audience to ensure that these props enhance the play performance. Unit 3 Coding Key and Related concepts Systems, Function, Resources Global Context Orientation in Space and Times Statement of Inquiry Turning points in a system can manipulate functions and resources in significant ways. Students will explore what coding is and how it can impact their lives. They will work to develop a basic understanding of this using online courses in their chosen area. This will lead to them developing their own web based product highlighting the main questions raised in this unit. Unit 4 A Fair Share for all Key and Related concepts Communities, Sustainability, Markets and Trends Global Context Fairness and development Statement of Inquiry Sustainability is driven by global market and trends that impact global inequalities. Globally and locally not all people have equal access to food and basic living conditions. During this unit students examine food equity issues and world food distribution patterns. Students identify groups at risk of food inequality and circumstances that contribute to this situation. Students investigate aid agencies and their role in providing short and long term relief. Students plan and prepare meals to meet the nutritional needs of specific at risk groups. Year 10 Unit 1 Service with a Smile Key and Related concepts Systems, Collaboration, Ergonomics Global Context Identities and Relationships Statement of Inquiry Community identity is improved using collaboration and ergonomic principles systematically. The hospitality industry plays an everincreasing role in providing food and employment. In this unit students examine a variety of catering industries by visiting a number of facilities, identifying their clientele and documenting their employment conditions and opportunities. The unit’s focus is the practical application of catering principles, such as menu planning for various settings, customer service, food presentation and system development for large scale catering events. During this unit students gain insight into the operations of the hospitality industry, and develop relevant foodhandling and presentation skills. Unit 2 Construction from zero Key and Related concepts Development, Function, Resources




Global Context Scientific and technical innovation Statement of Inquiry Students will learn how a functional item can develop or impact an environment even with limited resources. The built environment includes the settings for human activity, ranging from large scale civic surroundings to personal places, such as homes. In this unit students will be looking at and critically evaluating an environment and suggesting or creating a construction to improve this environment that has zero cost. Students will then evaluate how their action impacts the identified environment. Does their construction have an impact. Unit 3 The Great Outdoors Key and Related concepts Communities, Form, Function, Sustainability Global Context Personal and cultural expression Statement of Inquiry Students will devise a sustainable improvement that considers the form, function and the community needs. Students will be looking at the built areas in our school and exploring ideas to enhance our community. They will need to identify an area and design an improvement to present and then possibly create/build to add to our school.

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

● create and present art ● develop skills specific to the discipline ● engage in a process of creative exploration and (self)discovery ● make purposeful connections between investigation and practice ● understand the relationship between art and its contexts ● respond to and reflect on art ● deepen their understanding of the world.

Objectives A. Knowing and understanding Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able to analyse and communicate in specialized language. Using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context, students inform their work and artistic perspectives. In order to reach the aims of arts, students should be able to:

i. demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subjectspecific terminology

ii. demonstrate an understanding of the role of the art form in original or displaced contexts iii. use acquired knowledge to purposefully inform artistic decisions in the process of creating

artwork.

B. Developing skills ThIS is an IB world school that creates independent, knowledgeable and caring individual. ThIS fosters life long learners in a safe and supportive environment. ThIS provides academic excellence through a high quality education. ThIS develops values and skills for the



The acquisition and development of skills provide the opportunity for active participation in the art form and in the process of creating art. Skill application allows students to develop their artistic ideas to a point of realization. The point of realization could take many forms. However, it is recognized as the moment when the student makes a final commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product.

In order to reach the aims of arts, students should be able to: i. demonstrate the acquisition and development of the skills and techniques of the art form studied ii. demonstrate the application of skills and techniques to create, perform and/or present art.

C. Thinking creatively The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. Thinking creatively enables students to discover their personal signature and realize their artistic identity. In order to reach the aims of arts, students should be able to:

i. develop a feasible, clear, imaginative and coherent artistic intention ii. demonstrate a range and depth of creativethinking behaviours iii. demonstrate the exploration of ideas to shape artistic intention through to a point of

realization.

D. Responding Students should have the opportunity to respond to their world, to their own art and to the art of others. A response can come in many forms; creating art as a response encourages students to make connections and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate change as well as being a response to change. In order to reach the aims of arts, students should be able to: i. construct meaning and transfer learning to new settings ii. create an artistic response that intends to reflect or impact on the world around them iii. critique the artwork of self and others.

Year 7 Unit 1 Masks and Color Theory Key and related concepts Culture, Interpretation and Role Global Context Personal and Cultural Expression Statement of Inquiry Colors have different roles and interpretations across cultures The history behind masks and mask making in cultures around the world is the focus of this unit. Students will learn to use the design cycle in the arts and the use of their DW to plan an artwork from beginning through different stages up until completion. Unit 2 Graphite art Key and Related concepts Change Composition and Structure




Global Context Scientific and Technical Innovation Statement of Inquiry The structured methods and processes that artists use to achieve a balanced still life composition, changing a 2D image into 3D In this unit students will explore the use of the DW to develop a skill, to view art not only as a final product, but also a process. They will learn the skills of observational drawings, from still life and to create depth by shading. Unit 3Creative movement Key and related concepts Communication and Expression Global Context Orientation in Time and Space Statement of Inquiry With movement and nonverbal communication we can alter interactions and break boundaries. An exploration into different ways we can move our bodies to express an idea or emotion using the Laban movement terminology. We will use masks to help exaggerate our body movement and add an element of formality to our movement sequences. Unit 4 Blues Key and related concepts Form, Genre and Narrative Global Context Identities and relationships Statement of Inquiry Strict forms and structures can help in expressing inner feelings, identity, selfesteem, statuses and roles. We look into the beginning of blues music, the things that impacted its birth, the impact it has on the music culture today. During this unit we also try out band instruments and start learning to play as a band. Year 8 Unit 1 The Decades of Pop and Rock Concepts: Change, genre Global context: Scientific and technical innovation Statement of inquiry: Technical innovations and industrialization have shaped our habits in listening and perceiving music. Students will research music, dance and technical innovations from the 50’s to the 90’s to see and recognize changes. There will be both research work and practical musicing and dancing. Unit 2 Horror! Concepts: Aesthetics, composition and innovation Global context: Scientific and technical innovation Statement of inquiry:Technical innovations allow us to explore the aesthetics of composition. Students will extend their knowledge of music technology and composition as they learn how to create and record music for a horror scene. They will explore the icons of the genre and learn about the history and development of the music. Unit 3 Surrealism




Concepts: Identities, Boundaries and Interpretation Global context: Globalisation and Sustainability Statement of inquiry: Modernization provides an opportunity to reinterpret identity by crossing boundaries In this unit we dramatize and put on stage our own version of Shakespeare’s Romeo and Juliet, which the students have read in English class. The scenes and dialogue will be developed through improvisation and character building exercises. Unit 4 Gargoyles and Grotesques Concepts: Communication, Composition and Narrative Global context: Personal and Cultural Expression Statement of inquiry: Societies compose their understanding of reality through narratives and compositions Students will develop their skills of working with ink and paper to create grotesque monsters inspired by medieval monsters. Calligraphy as an art for will also be explored as students research calligraphy in different cultures and work on techniques to create Unique letters of their own. Year 9 Unit 1 Horror! Concepts: Aesthetics, composition and innovation Global context: Scientific and technical innovation Statement of inquiry:Technical innovations allow us to explore the aesthetics of composition. Students will extend their knowledge of music technology and composition as they learn how to create and record music for a horror scene. They will explore the icons of the genre and learn about the history and development of the music. Unit 2 Produce ThIS Concepts: Aesthetics, Audience, Expression Global context: Globalisation and sustainability Statement of inquiry The study of theatre aesthetics enables students to explore the world of production through setting, character and audience This unit is a long unit combining performing arts with Design. Students will explore a Shakespeare comedy and will work collaboratively on behindthesceneswork for the MYP play; scenography, costume design, props, sounds etc. Unit 3 Acting, staging and directing Concepts: Change, expression, structure Global context: Globalization and sustainability Statement of inquiry Utilising the structures and techniques provided in the elements of drama to express the change in a character or scene. Unit 4 Printing Concepts: Form, Composition and Presentation Global context: Personal and Cultural Expression Statement of inquiry composing an artwork through printing requires the artist to modify it's form in order to present a message.




Artists express themselves through the use of the elements of art. Students will explore how artists use these elements with printing as a medium as the learn the language of art criticism. Year 10 Performing Arts Unit 1 World of music Concepts Culture, Expression, Interaction Global context Globalisation and Sustainability Statement of inquiry The interaction between humans continues to effect the way cultures express themselves. This unit is about finding out about various music cultures around the globe; how music is used in everyday life and religious rituals. We will be looking at the impact of globalization on various cultures. Unit 2 Radio play Concepts Communication, Expression and Play Global context Identities and Relationships Statement of inquiry There are various ways of expressing identities and relationships in a play. An exploration into how we can act with our voices only. Students will practise and record an oldfashioned radio play with various characters and sound effects. Unit 3 Art with a cause Concepts Change, Audience and Interpretation Global context Globalisation and Sustainability Statement of inquiry An artist's interpretation of the world can be a powerful force for change In this unit students will explore the world of artists who use the arts, both performing and visual, as a tool for change. Both groups will collaborate on creating a collective art exhibition with an intention to raise awareness/ bring about change. Visual Arts Unit 1 Selfie in Mixed Media Concepts Identity, Expression and Play Global context Orientation in Time and Place Statement of inquiry Identity is expressed by playing with the elements of art In this unit students will explore the skills of portraiture and how contemporary and famous artists expressed their identity through their series of self portraits. Unit 2 Abstract Art Concepts Aesthetics Structure and Genre Global context Personal and Cultural Expression Statement of inquiry The structure of aesthetics reflects the changes in the history of mankind Students explore the genre of abstract art through the works of international and local artists. They will experiment with different techniques employed by the artists they chose as inspiration for creating their own piece of artwork. Through their experimentation they can critically reflect on the controversy of what is considered art and what isn’t.




Unit 3 Art with a cause Concepts Change Expression and Interpretation Global context Globalisation and Sustainability Statement of inquiry An artist's interpretation of the world can be a powerful force for change In this unit students will explore the world of artists who use the arts, both performing and visual, as a tool for change. Both groups will collaborate on creating a collective art exhibition with an intention to raise awareness/ bring about change.

Physical and Health Education The taught curriculum of physical and health education focuses on three main areas.

● Physical and healthrelated knowledge ● The skills and techniques needed to put this knowledge into practice ● The attitudes required to lead a physically active and healthy lifestyle




Aims The aims of MYP physical and health education are to encourage and enable students to:

● use inquiry to explore physical and health education concepts ● participate effectively in a variety of contexts ● understand the value of physical activity ● achieve and maintain a healthy lifestyle ● collaborate and communicate effectively ● build positive relationships and demonstrate social responsibility ● reflect on their learning experiences

Objectives A. Knowing and understanding Students develop knowledge and understanding about health and physical activity in order to identify and solve problems. In order to reach the aims of physical and health education, students should be able to: i. explain physical health education factual, procedural and conceptual knowledge ii. apply physical and health education knowledge to analyse issues and solve problems set in familiar and unfamiliar situations iii. apply physical and health terminology effectively to communicate understanding. B. Planning for performance Students through inquiry design, analyse, evaluate and perform a plan in order to improve performance in physical and health education. In order to reach the aims of physical and health education, students should be able to: i. design, explain and justify plans to improve physical performance and health ii. analyse and evaluate the effectiveness of a plan based on the outcome. C. Applying and performing Students develop and apply practical skills, techniques, strategies and movement concepts through their participation in a variety of physical activities. In order to reach the aims of physical and health education, students should be able to: i. demonstrate and apply a range of skills and techniques effectively ii. demonstrate and apply a range of strategies and movement concepts iii. analyse and apply information to perform effectively. D. Reflecting and improving performance Students enhance their personal and social development, set goals, take responsible action and reflect on their performance and the performance of others. In order to reach the aims of physical and health education, students should be able to: i. explain and demonstrate strategies that enhance interpersonal skills ii. develop goals and apply strategies to enhance performance iii. analyse and evaluate performance.




Year 7 Unit 1 Healthy lifestyles Concepts Relationships, Choice, Balance Global context Identities and relationships Statement of inquiry A healthy lifestyle requires balance of personal choices.

● Nutrition: Food groups, the health eating food pyramid, the healthy food plate, healthy eating habits

● Physical activity: games with friends/game creation ● Social challenges: sex and sexualitty ● Peer pressure: drugs, alcohol, tobacco

Unit 2 Ball sports: Handball and defensive systems Concepts Change, Interaction, Space Global context Identities and relationships Statement of inquiry Changes in movement techniques and use of space can impact performance and interaction among players.

● Introduce basic passing handball skills: overhead pass, side pass, bounce pass, jump shot, receiving the ball.

● Moving with the ball, 3 steps, changing direction with the ball (passing fake, shooting fake) sidestep

● Develop positional sense and play, Game sense, Defending 9 metre line, Modified games Unit 3 Movement composition: Floor Gymnastics Concepts Change, Movement, Space Global context Personal and cultural expression Statement of inquiry The creation of the movement routine requires the choice of movements in regard to space, change and time.

● Build on gymnastics skills from PYP. ● Become more aware of the importance of balance, safety, collaboration and the elements of a

good performance ● Defining movement composition; build on a movement composition; demonstrating

interpersonal skills while developing and presenting a movement composition. Unit 4 Cooperative games and athletics Concepts Relationship, Interaction, Perspectives Global context Fairness and Development Statement of inquiry Valuing individual perspectives creates and improves collaboration within a team.

● Skills, rules strategies, movement concepts, positioning and scoring to be taught from different cooperative games.

● Introduction to components of fitness: power, strength, speed Recap sprint tactics and techniques for sprints.

● Develop skills techniques and strategies for 60m, 100m, 200m sprints, shot put, javelin Year 8 Unit 1 Introduction to physical fitness Concepts Change, Adaptation, Movement




Global context Identities and relationships Statement of inquiry Body systems function together in order to improve personal fitness.

● Physical fitness and health ● Energy systems: aerobic, anaerobic, ATPPC ● Principles of fitness: cardiovascular fitness, muscular strength, flexibility, muscular endurance,

body composition ● Event skills, techniques, strategies and movement concepts: 100m, 400m, 800m, 1500m

Unit 2 Movement composition: Acrobatics & Double dutch Concepts Aesthetics, Choice, Movement Global context Personal and cultural expression Statement of inquiry The aesthetics of the performance reflects the choice of movements in the routine.

● Build on gymnastics skills from last school year. Become more aware of the importance of balance, safety, collaboration and the elements of a good performance

● Defining movement composition; build on a movement composition; demonstrating interpersonal skills while developing and presenting a movement composition.

Unit 3 Ball sports: Basketball Concepts Communication, Systems, Movement Global context Identities and relationships Statement of inquiry The effective functioning of a team requires all team members to understand and apply appropriate communication systems.

● Students will recap existing skills. ● Passing: chest, bounce, overhead, ● Dribbling: speed, height, technique, developing dominant/nondominant hand, ● Ball Handling: handeye coordination, fine motor skills ● Shooting: Development of the Layup, set shot, jump shot and rebounding. Movements using

verbal and nonverbal forms of communication in attack and defence Attacking and defending 1v1 3v3

● Footwork and body positioning Rules and regulations ● Communication skills: verbal and nonverbal

Unit 4 Introduction to biomechanics of swimming Concepts Change, Adaptation, Movement Global context Orientation in space and time Statement of inquiry Introduction to biomechanics of swimming

● Recap/Introduce basic skills of freestyle, butterfly, breast and backstroke. ● Personal behaviours in the water ● Equipment ● Risk –Definitions, assessment of risks

Unit 5 Striking games and athletics Concepts Communication, Systems, Movement Global context Personal and cultural expression




Statement of inquiry The ways in which we discover and express ideas, feelings, nature, culture, beliefs and values tactics and strategies determine how systems of verbal and nonverbal communication will be used.

● Skills, rules strategies, movement concepts, positioning and scoring to be taught from different striking games.

● Develop components of fitness: power, strength, speed ● Develop sprint tactics and techniques for sprints ● Develop skills techniques and strategies for 60m, 100m, 200m sprints, shot put, javelin

Year 9 Unit 1 Physical fitness and personal health Concepts Change, Systems, Function Global context Identities and relationships Statement of inquiry A balanced state of mind and body creates a positive impact on the personal health

● Health related and skill related components of physical fitness ● Principles of fitness: cardiovascular fitness, muscular strength, flexibility, ● muscular endurance, body composition ● FITT training methodology: Frequency,Intensity, Time,Type ● Fitness testing: Beep, Shuttle Run Test, Sit and Reach, use of fitnessgram testing ● Compare and contrast results ● Data analysis

Unit 2 Movement composition: Dance freestyle Concepts Relationships, Space, Movement Global context Personal and cultural expression Statement of inquiry Movement patterns are created in a logical order and for a purpose.

● Build on physical skills from last school year. ● Become more aware of the importance of balance, safety, collaboration and the elements of a


interpersonal skills while developing and presenting a movement composition. Unit 3 Ball sports: Football Concepts Communication, Choice, Space Global context Fairness and development Statement of inquiry The culture of a team is determined by the choices of individual team members. Recap basic

● Football skills of passing, shooting, movement, attacking and defending, ball control ● Develop passing and trapping options in attacking situations (Completed 3 v 1) pass and

control pass, control and shoot pass and one touch shot. Ball control (individually and in pairs) Various turns with the ball controlled dribbling passing over short and long distance

Movement ● Identify defenders movements when being attacked Keeping formation as a defensive unit –

Cooperation in defence. ● Attack v Defence ● 4v2, 5v3, 6v4 (Defence with 5, attack with 3) General game play




Unit 4 Movement games and athletics Concepts Communication, Refinement, Space Global context Orientation in space and time Statement of inquiry Investigating and reflecting on performance leads to refinement and development of techniques and strategies

● Skills, rules strategies, movement concepts, positioning and scoring to be taught from different movement games.


Unit 5 Understanding Healthy Relationships Concepts Relationships, Interaction, Perspective Global context Identities and relationships Statement of inquiry Human relationships develop through our experiences and our interaction with others.

● In this lesson students examine the characteristics and benefits of healthy relationships and the characteristics of unhealthy relationships.

● Students also learn about the importance of effective communication to the development and maintenance of a healthy relationship.

● They examine elements and styles of communication, including the potential impact of technology on effective communication.

Year 10 Unit 1 Physical fitness: Training methodology Concepts Change, Systems, Function Global context Identities and relationships Statement of inquiry Body systems adapt to changing training methods

● Components of physical fitness ● Introduction to training methodology ● Designing a training program ● Procedure for organising a sports event

Unit 2 Movement composition: Martial arts Concepts Movement, Space, Choice Global context Personal and cultural expression Statement of inquiry A balanced state of mind and body creates a positive impact on the control of movement

● Build on physical skills from last school year. ● Become more aware of the importance of balance, safety, collaboration and the elements of a


interpersonal skills while developing and presenting a movement composition.




Unit 3 Ball sports: Volleyball Concepts Change, Space, Choice Global context Fairness and development Statement of inquiry The considered use of space has the potential to impact on the opposition and outcome.

● Explicit skills and techniques to be taught and developed Volleyball: serve (overarm, underarm), dig, set, block

● Playing positions and their specific skills, taking on differing roles in the game: setter, score keeper.

● Explicit strategies and movement concepts to be taught: footwork, rules and regulations, scoring, positioning, rotation, tactics

Unit 4 Invasion games and athletics Concepts Change, Systems, Space Global context Orientation in space and time Statement of inquiry Effective teams create systems of verbal an nonverbal communication to organize offensive and defensive patterns

● Skills, rules strategies, movement concepts, positioning and scoring to be taught from different invasion games.


Individuals and Societies Aims The aims of MYP individuals and societies are to encourage and enable students to:

● appreciate human and environmental commonalities and diversity ● understand the interactions and interdependence of individuals, societies and the environment

● understand how both environmental and human systems operate and evolve ● identify and develop concern for the wellbeing of human communities and the natural

environment ● act as responsible citizens of local and global communities ● develop inquiry skills that lead towards conceptual understandings of the relationships between

individuals, societies and the environments in which they live. Objectives A. Knowing and understanding Students develop factual and conceptual knowledge about individuals and societies. In order to reach the aims of individuals and societies, students should be able to:

● use terminology in context ● demonstrate knowledge and understanding of subjectspecific content and concepts through

descriptions, explanations and examples. ThIS is an IB world school that creates independent, knowledgeable and caring individual. ThIS fosters life long learners in a safe and supportive environment. ThIS provides academic excellence through a high quality education. ThIS develops values and skills for the



B. Investigating Students develop systematic research skills and processes associated with disciplines in the humanities and social sciences. Students develop successful strategies for investigating independently and in collaboration with others. In order to reach the aims of individuals and societies, students should be able to:

● formulate a clear and focused research question and justify its relevance ● formulate and follow an action plan to investigate a research question ● use research methods to collect and record relevant information ● evaluate the process and results of the investigation.

C. Communication Students develop skills to organize, document and communicate their learning using a variety of media and presentation formats. In order to reach the aims of individuals and societies, students should be able to:

● communicate information and ideas using an appropriate style for the audience and purpose ● structure information and ideas in a way that is appropriate to the specified format ● document sources of information using a recognized convention.

D. Thinking critically Students use critical thinking skills to develop and apply their understanding of individuals and societies and the process of investigation. In order to reach the aims of individuals and societies, students should be able to:

● discuss concepts, issues, models, visual representation and theories ● synthesize information to make valid arguments ● analyse and evaluate a range of sources/data in terms of origin and purpose, examining values

and limitations ● interpret different perspectives and their implications.

Year 7 Unit 1 Title: Borders Brief description: In this first unit the students will study how places are defined and what defines borders. To this end students will learn essential map skills and Humanities terms such as coordinate, latitude, longitude, prime meridian, equator, scale, key etc.). They will also examine what is at stake when borders are defined and how people are impacted by them. The main concepts of this unit are: global interaction and community and the statement of inquiry is: the interactions between human communities and the natural world define borders. We will approach this unit through the global context: orientation in time and space. Unit 2 Title: Prehistory Brief description: This unit explores the beginnings of the human story, before humans could write. We will learn about important inventions that our ancestors needed to make before turning into us. We will also explore the role of art in the lives of these early humans and the challenges they faced in their natural environments. The main concepts of this unit are: creativity, innovation and resources and the




statement of inquiry is: Humans survive because they have learned to control their environment by being innovative and resourceful.We will approach this unit through the global context: scientific and technical innovation. Unit 3 Title: Indigenous Peoples Brief description: In this unit the students will learn about the culture of indigenous peoples, their relationship with their environments and how they manage to survive despite the threats they often face. In this context, the students will closely examine the rights of these indigenous peoples. The students will be investigating a great variety of indigenous peoples from around the world and present the outcomes of this investigation in a mock conference of the United Nations General Assembly. The main concepts of this unit are: systems, culture and identity and the statement of inquiry is: most people across the world feel a strong need to hold on to their culture. We will approach this unit through the global context: personal and cultural expression. Unit 4 Title: Sustainable Tourism Brief description: In this unit the students will investigate what sustainable tourism is, why it matters and how they themselves can make a difference when they travel. We will be analyzing the language being used in travel catalogs and as a class we will create a sustainable travel catalog of our own. In the process students will learn a lot about the countries they are investigating. The main concepts of this unit are: global interaction, choice and sustainability and the statement of inquiry is: the choices we make when we travel can affect individuals and societies across the world and the environment in a positive way. We will approach this unit through the global context: globalization and sustainability. Unit 5 Title: Ancient Civilizations Brief description: In this unit we will explore the most important ancient civilizations. We will try to find the answers to questions such as: What is a civilization? Where did the first civilizations arise and why there? What were the consequences of the rise of the first civilizations? etc. We will also study how the achievements of these ancient civilizations shaped our modern world. The students’ inquiries will ultimately result in a wholeclass debate about these achievements. The main concepts of this unit are: time, place and space, innovation and revolution and civilization and the statement of inquiry is: millennia of scientific and technical innovation across the planet have shaped and defined our modern world. We will approach this unit through the global context: scientific and technical innovation. Year 8 Unit 1 Title: Who am I? Historical evidence. Brief description: In this unit students will learn which evidence can be used to learn about the past and what such evidence can tell us. Students will study a variety of sources, learning to distinguish between primary and secondary sources, and they will practise extracting information from these sources in a critical manner, paying attention to the value and limitations of each source. The students will be exploring their family roots and need to decide which sources they should use in order to discover more about their backgrounds. Unit 2 Title: The Middle Ages Brief description: In this unit the students will become familiar with the Medieval cultures of Scandinavia and continental Europe. They will explore how migration influences culture by studying the Viking period, the propagation of Christianity and Islam during the Middle Ages.




Unit 3 Title: Urbanisation Brief description: In this unit students will familiarize themselves with World Cities, Megacities and their characteristics. They will investigate the reasons for the global pattern of movement of people from rural to urban environments. Students will then investigate the effects of urbanisation on the environment, culture, trade, distribution of wealth and globalisation. Unit 4 Title: Stereotypes Brief description: Students will investigate racial stereotypes, gender stereotypes, cultural stereotypes, religious stereotypes and age stereotypes. They will identify the prejudices associated with these stereotypes and the corresponding discrimination. Year 9 Unit 1 Title: Why Save it? Concepts Global Interaction/ Culture, Sustainability Global context Globalisation and Sustainability Statement of inquiry It's our responsibility to conserve the cultural and natural riches of our planet for future generations. Brief description: This unit examines the roots of the idea of nature conservation and how it has developed into the form we know it as today. We will study why areas are set aside, how they are used and what these areas mean in the context of local, national and global conservation. Additionally we will look at the importance of conservation of historical sites and artefacts. The main concepts of this unit are: global interaction, culture and sustainability. We will approach this unit through the global context: globalization and sustainability. Unit 2 Title: Renaissance & Reformation Concepts Change / Causation, Innovation & Revolution Global context Scientific and Technical Innovation Statement of inquiry Innovative ideas and inventions can have profound consequences for individuals and societies. Brief description: In this unit students will investigate the fundamental changes that took place in Europe at the end of the Middle Ages. We will study socioeconomic and political patterns as well as the role of individuals in bringing about the Renaissance and Reformation. The main concepts of this unit are change, innovation and revolution, and causality. We will approach this unit through the global context: scientific and technical innovation. Unit 3 Title: Revolutions Concepts Systems / Equity, Power Global context Scientific and Technical Innovation Statement of inquiry Systems can collapse when equity has vanished and power is continuously abused. Brief description: In this unit the students will learn about the causes, course and effects of revolutions. Our starting point is the French Revolution but students will also explore other political revolutions like the American, Cuban, Chinese and Russian revolutions. The main concepts of this unit are: systems, equity and power. We will approach this unit through the global context: fairness and development. Unit 4 Title: Imperialism and Colonialism




Concepts Time, place and space / Power Global context Scientific and Technical Innovation Statement of inquiry Globalization leads to interdependence across time, place and space with both negative and positive consequences for individuals and societies, depending on their level of empowerment. Brief description: The aims for this unit are that the pupil shall investigate on imperialism and provide examples of decolonisation. Students will prepare questions on central international conflicts in the 1900s and in the present century, formulate causal explanations and discuss consequences of the conflicts. Discuss and elaborate on important changes in society in recent times and reflect on how today's society opens to new changes The main concepts are: time, space and place, interdependence and globalization. We will approach this unit through the global context: scientific and technical innovation. Year 10 Unit 1 The Power of Community Brief description: Being a part of a community comes with responsibilities to that community. This unit will explore concepts of civic duty and responsibility through individuals such as: Thomas Hobbes, John Locke, Thomas Jefferson, Henry David Thoreau, Mahatma Gandhi and Nelson Mandela. Students in turn will examine their own communities and civic duties connected to them. Unit 2 The Causes and Consequences of the First World War Brief description: This unit explores the causes and effects of the First World War. We will look into how economic growth and the urge for territorial expansion, both inside and outside Europe, brought about rivalry and conflict among the Great Powers. The role of nationalism, the alliance system and militarism will also be thoroughly investigated. We will also look at the peace treaties that were signed after the war and how these led to further tensions. Unit 3 Where does our stuff come from? Brief description: In this unit the students will learn about the history of consumerism, how it affects our lives today and what the environmental and ethical consequences are of acquiring goods and services in an evergreater amount. We will examine this topic on a local, national and global level and explore possible alternatives. Unit 4 Individuals Against Societies Brief description: This interdisciplinary unit is designed in collaboration with the Arts department and examines the origins of the Cold War and the Cold War era. The focus is on the two dominant economic systems of the 20th century: capitalism and communism. We will inquire into the nature of these systems were and what it meant for an individual to live under such a system. These inquiries will results in an exhibition for which the students need to create fictional characters who demonstrate their ideas and opinions of these systems through political art and a range of items related to their characters.

Science Aims




The aims of MYP sciences are to encourage and enable students to: ● understand and appreciate science and its implications ● consider science as a human endeavour with benefits and limitations ● cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct

explanations and judge arguments ● develop skills to design and perform investigations, evaluate evidence and reach conclusions ● build an awareness of the need to effectively collaborate and communicate ● apply language skills and knowledge in a variety of reallife contexts ● develop sensitivity towards the living and nonliving environments ● reflect on learning experiences and make informed choices.

Objectives The objectives of MYP sciences state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the sciences. The objectives of MYP sciences encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning expectation. Together these objectives reflect the holistic nature of science and the realworld work of scientists. They enable students to engage with all aspects of science, either through individual objectives or connected processes. A. Knowing and understanding Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve problems and express scientifically supported judgments. In order to reach the aims of sciences, students should be able to:

i. explain scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar

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

B. Inquiring and designing Intellectual and practical skills are developed through designing, analysing and performing scientific investigations. Although the scientific method involves a wide variety of approaches, the MYP emphasizes experimental work and scientific inquiry. Students are provided with an openended problem to investigate. An openended problem is one that has several independent variables appropriate for the investigation and has sufficient scope to identify both independent and controlled variables. In order to achieve the highest level for the strand in which students are asked to design a logical, complete and safe method, the student would include only the relevant information, correctly sequenced. In order to reach the aims of sciences, students should be able to:

i. explain a problem or question to be tested by a scientific investigation ii. formulate a testable hypothesis and explain it using scientific reasoning iii. explain how to manipulate the variables, and explain how data will be collected iv. design scientific investigations.

C. Processing and evaluating




Students collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been appropriately reached. MYP sciences helps students to develop analytical thinking skills, which they can use to evaluate the method and discuss possible improvements or extensions.

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

i. present collected and transformed data ii. interpret data and explain results using scientific reasoning iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation iv. evaluate the validity of the method v. explain improvements or extensions to the method.

D. Reflecting on the impacts of science Students gain global understanding of science by evaluating the implications of scientific developments and their applications to a specific problem or issue. Varied scientific language will be applied in order to demonstrate understanding. Students are expected to become aware of the importance of documenting the work of others when communicating in science. Students must reflect on the implications of using science, interacting with one of the following factors: moral, ethical, social, economic, political, cultural or environmental, as appropriate to the task. The student’s chosen factor may be interrelated with other factors. In order to reach the aims of sciences, students should be able to:

i. explain the ways in which science is applied and used to address a specific problem or issue ii. discuss and evaluate the various implications of the use of science and its application in solving

a specific problem or issue iii. apply scientific language effectively iv. document the work of others and sources of information used.

The scientific process of inquiring, designing, processing and evaluating is represented by MYP sciences objectives B (inquiring and designing) and C (processing and evaluating). The visual representation below shows the dynamic relationship between the four areas of experimental design and reporting.




YEAR 7 The Cell (Biology) Concepts:Change/Balance, Form & Function Global Context: Identities and Relationships Statement of Inquiry : Investigate how cell form and function ensures a dynamic equilibrium that creates balance. This unit focuses on the relationships between structure and function at the cellular and subcellular levels of an organism. Students will learn that the cell is the basic unit of life. They will study the different structures of the cells which carry out processes that sustain life and learn that proper functioning of all cell structures is needed to maintain homeostasis. Students will learn the common features of cells and the major differences between prokaryotes and eukaryotes. They will compare plant and animal cells and understand the internal structures within them that allow them to obtain energy, get rid of wastes, grow and reproduce in different ways. Topics include: The Cell Theory, Prokaryotes, Eukaryotic Cells, The Cell Membrane, Cell Organelles, Passive Transport (Diffusion, Osmosis, Crossing the Cell Membrane), Active Transport (Movement Against a Concentration Gradient, Movement in Vesicles, Membrane Receptor Proteins), Photosynthesis and Cellular Respiration The Kingdoms of Life (Biology) Concepts:Systems / Evidence, Models Global Context: Globalisation and Sustainability Statement of Inquiry : The impact of humans needs to be measured using a systematic, evidence based model.




Students will gain an understanding of the taxonomic classifications of organisms and how characteristics determine their classification. After studying this unit, students will appreciate life’s diversity, how it reflects the ongoing process of evolution, and how scientists have developed classification systems in order to understand this diversity and the evolutionary relationships among organisms. Topics include: Characteristics and Needs of Living Organisms, Organization of Living Things, Categories of Biological Classification, How Biologists Classify Organisms, Kingdoms and Domains, Linnaean taxonomy , Phylogenetic taxonomy, Norwegian Red List and Blacklist of threatened species and alien species. Dynamic Earth and the Universe (Earth and Space Science) Concepts:Systems / Interaction, Movement Global Context: Orientation in Space and Time Statement of Inquiry : Interacting systems and their movement, dictate when and where we are in the universe. Students will focus the structure and composition of the universe, Earth as part of our solar system, Earth and its relationship to the rest of the universe, and the composition of the Earth and the factors that shape it. This unit provides students with the skills and understanding needed to interpret their geophysical surroundings, explaining the origin and composition of the planet on which they live and the dynamic nature of the Earth´s surface. Students will investigate the importance of the moon, sun, stars, solar system, galaxies, nebula etc. Students will learn about the starcycle and then apply their knowledge of the star cycle to observable stars in the night sky. The unit will investigate the expanding nature of the universe, the units for measurement, and the evidence for the universe's creation, the “Big Bang”. Finally students will apply their accumulated knowledge by investigating the implications of a chosen space probe. Topics include: Composition and Structure of the Earth and the Universe, Earth in the Solar System, The Moon's Formation, Cosmological Bodies, The Star Cycle, Hertzsprung Russell Diagrams, Redshift, Light years, Parsec, Orbits, Big Bang and the expanding universe. Energy (Physics) Concepts:Relationships / Consequences, Transformation Global Context: Globalisation and Sustainability Statement of Inquiry : What are the global consequences of the increased energy transformations that affect the global consumption of the Earth's finite resources. Students will learn that there is a fixed amount of energy in the Universe and it is always conserved, and that energy exists in different forms/states and can be transformed from one to the other. They will learn that sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. They will also learn that society manipulates energy for many uses, and that people have the responsibility to conserve Earth's resources. Topics include: The Law of Conservation of Energy, Energy and Energy Transformations, Efficiency, Energy Resources, Energy in Personal and Environmental Perspectives, The challenges of Renewables, Wind Turbine Investigation. Matter (Chemistry) Concepts: Relationships / Consequences, Transformation Global Context: Personal and Cultural Expression




Statement of Inquiry : Students will explore matter and its consequential transformations which affect products, systems and institutions. Students will have the opportunity to study the composition, properties, and changes associated with matter. They will explore a basic question that people have been pondering for centuries: What is the nature of matter? They will learn how to define the word matter and how to describe matter and the changes it goes through. They will also learn about the different states of matter and how to classify different types of matter based on their properties. They will explore the events and discoveries that have occurred as scientists have sought to understand the structure of matter. Topics include: Matter and Its Properties, States and Composition of Matter, Properties of Matter, Physical and Chemical Change, Elements, Compounds and Mixtures YEAR 8 The Human Body 1 (Biology) Concepts: Systems / Function, Interaction Global Context: Identities and Relationships Statement of Inquiry : Students will investigate how individual body systems interact together to absorb nutrients and remove waste. Students extend their understanding of structures in living systems from 7th grade. They will learn the main functions and major structures of some human body systems. They they will learn about the internal organization of the body from cells to organ systems. They will learn how specific body systems work together to absorb nutrients and remove waste from the human body. Topics include: The digestive system, urinary system, circulatory system and lymphatic systems.

The Human Body 2 (Biology) Concepts: Systems / Function, Interaction Global Context: Identities and Relationships Statement of Inquiry : All the systems of the human body interact to perform their common and most important function, which is maintaining a person's health. Students continue their study of the human body systems. For this unit, the students explore and learn:

❏ the importance of various nutrients to the body, how the body is specialized to digest these nutrients, and how the body eliminates metabolic waste

❏ The parts and function of the reproductive systems and their role in our existence ❏ Body Mass Index (B.M.I.) calculation and its use as a measurement of health ❏ how the consumption of food and other environmental factors influence lifestyle diseases ❏ How sugar and caffeine affect the nervous system. ❏ Lifestyle diseases definition, risk factors and lifestyle choices that can reduce the chance of

developing a lifestyle disease. ❏ the endocrine system endocrine related diseases and how hormones are very important to

maintaining homeostasis. Topics include: Reproductive and nervous systems, Lifestyle diseases, Hormones and the Endocrine System. The Atom (Chemistry) Concepts: Systems / Form, Models Global Context: Orientation in Space and Time




Statement of Inquiry : Proposed models of matter were turning points regarding understanding its form and function What is matter made of? This unit explores the discoveries and ideas that have led to our current theories about what makes up matter. Students will learn about the atom—the building block of all matter—and its structure. They will also learn how the periodic table is used to classify and organize elements according to patterns in atomic structure and other properties. Topics include: Atoms, Subatomic Particles and their Characteristics, Atomic models (Thomson, Rutherford, Bohr, etc), The Periodic Table, Chemical Periodicity, Simple quark theory, Interaction that operates within atomic nuclei, Electronic configurations of atoms Interactions of Matter 1 (Chemistry) Concepts: Change / Form, Interaction Global Context: Scientific and Technical Innovation. Statement of Inquiry: Innovation is rooted in the interaction of matter its change of form. Students will study the interactions through which matter can change its identity. They will learn how atoms bond with one another to form compounds and how atoms join in different combinations to form new substances through chemical reactions. They will learn the difference between covalent and ionic bonds. They will also learn about the properties of several categories of compounds. They will investigate how the rate chemical change is affected by different factors. Topics include: Chemical Bonding and Chemical Reactions, Writing and Balancing Chemical Equations, Types of Chemical Reactions, Factors Affecting the Rate of Chemical Reaction, Energy and Chemical Change, Chemical Potential Energy, Rates of Reaction. Waves (Physics) Concepts: Relationships / Form, Function Global Context: Identities and Relationships Statement of Inquiry: Students will investigate why wave form and function is necessary for human and environmental interaction. This unit focuses on the different types of waves, how waves behave and interact, and how sound energy and light energy travel in waves. They will study the energy of waves. The students will learn the difference between luminous objects and illuminated objects. They will learn how mirrors and lenses form images. They will also explain how each part of the human eye functions, and describe some uses of mirrors and lenses. Topics include: Vibrations, Simple Harmonic Motion, Waves and Its Properties, Refelection, Refraction, Solving/Calculating Problems (Frequency, Wave Speed, etc.), Sound, Light, Mirrors and Lenses YEAR 9 Carbon and Organic Compounds (Chemistry) Concepts: Systems / Form, Function Global Context: Scientific and technical innovation Statement of Inquiry : The form and structure of carbon results in unique bonding characteristics which provide the chemical basis for the function, properties and uses of hydrocarbons. This unit focuses on the bonding characteristics of carbon that allow the formation of many different organic molecules of varied sizes, shapes, and chemical properties and provide the chemical basis of many organic chemicals that we use every day. Students will investigate the use of fractional distillation




when refining oil. Students will study the structures and properties of alkanes, and alkenes. They will also study the importance and uses of hydrocarbons such as medicines, synthetic textiles, and plastics/polymers.. Topics include: Hydrocarbons, Fractional Distillation, Nomenclature, Functional Groups, Biochemicals, Synthetic Polymers, Natural Polymers. Interactions of Matter 2 (Chemistry) Concepts: Relationships / Consequences, Interaction Global Context: Globalisation and sustainability Statement of Inquiry : Actions and decisionmaking affect the interactions of matter, which consequently impact the physical and chemical conditions of the environment. Students will learn about acids and bases and understand why their strengths vary. They will study the importance and use of acids and bases and examine neutralization reactions. They will also explore the relationship between ion conservation and acidity/alkalinity. Topics include: Acids and Bases and their Properties, Neutralization Reactions, Oxidation – Reduction Reactions (Electrochemistry, etc.) Forces and Motion (Physics) Concepts: Relationships / Consequences, Movement Global Context: Scientific and technical innovation Statement of Inquiry : The consequences of movement adaptation is related to ingenuity and progress. The relationship between force and motion is the subject of this unit. Students will learn how to describe the motion of objects and how forces affect motion. Students will investigate the relationship between force and motion using a variety of means including calculations and measurement. They will experiment with the relationship between forces and motion through the study of Newton’s three laws of motion. Students will also explore some events and discoveries that have occurred as scientists have worked to understand the motion of objects here on Earth and in space. Topics include: Linear Motion: Speed, Velocity and Acceleration, Free Fall, Projectile Motion, Newton’s Three Laws of Motion. Principles of Ecology (Biology) Concepts: Relationships / Environment, Models Global Context: Globalisation and sustainability Statement of Inquiry : Students will use models to display that human alteration of environmental systems impacts sustainability. Creating an awareness of the need to protect and preserve natural resources is a goal of science education. Students will study interactions between organisms in ecosystems, including producer/consumer, predator/prey, and parasite/host relationships. In addition, students explore how organisms and their populations respond to short and longterm environmental changes including those caused by human activities. This area of study calls for students to develop knowledge of environmental issues, including management of natural resources, production and use of energy, waste management, and the interdependence of ecosystems. Students will recognize their own potential impact on the environment and its resources, based upon close examination of their personal interests or lifestyle, activities, and preferences. Topics include: Conservation Biology and Ecology, Organisms and Their Environment (Ecosystems, Communities, Food and Energy, Cycles in the Ecosystem, Succession), Interactions Among Organisms




(Populations, Relationships Among Populations, Animal Behavior), Quadrat Sampling, Climate and Biomes, The Environment and Humans, Carbon DIoxide Concentration and Producers. Drugs and the Nervous System (Biology & Chemistry) Concepts: Systems / Function, Interaction Global Context: Identities and relationships Statement of Inquiry : Students will investigate how the interaction of drugs and the nervous system affect body function. This unit explores the central nervous system, the peripheral nervous system, the autonomic system, and the somatic nervous system. The major parts of the brain are discussed, as well as the spinal cord and spinal reflex. In this unit, students will study how the nervous system allows the human body to respond to stimuli, how it transmits information from muscles, organs and sensory receptors to the brain, and how information are integrated and interpreted in the brain, and signals returned to muscles and glands. They will study how the nervous system helps maintain homeostasis. Students will also study drugs and learn how these chemicals alter body structures or biological functions. In particular, they will investigate how psychoactive drugs alter the functioning of the central nervous system.

Topics include: Neurons and Nerve Impulses, Structures of the Nervous System, Sensory Organs and the Perception of Stimuli, Neurotransmitters, Drugs and the Nervous System YEAR 10 Stoichiometry (Chemistry) Concepts: Relationships / Balance, Interaction Global Context: Scientific and technical innovation Statement of Inquiry : Technological advances and innovation (e.g. airbags, prescribed drugs and medicine) result from our knowledge and understanding of the precise balance and relationship among the interacting substances. Students will focus on chemical quantities and stoichiometry. They will learn that the conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants. Student will write mole ratios from balanced chemical equations, calculate the number of moles or the mass of another reactant or product and identify the limiting reactant in a chemical reaction. They will also explore important uses and applications of stoichiometry. Topics include: The Mole, Molar Mass of Compounds, Molar Conversions, Formulas and Percentage Composition, Calculating Quantities in a Chemical Reaction, Mole – Mole Calculations, Mass – Mass Calculations, Volume – Volume Calculations, Limiting Reagents, etc. Making Sense of Electrical Circuits (Physics) Concepts: Relationships / Evidence, Interaction, Models, Patterns Global Context: Personal and Cultural Expression Statement of Inquiry: Electricity is fundamental to the modern world and yet many people do not understand the basic ideas associated with electrical currents. How does an electric circuit work? We know that there must be an energy source and something to transform the energy. Potential difference, current and resistance are important quantities in a circuit, but do we really know what they are? In this unit you will gather evidence to see patterns and relationships between these quantities to better understand electrical circuits. Topics include: Electrostatics, Electric Current, Voltage, Resistance, Electric Circuits, Magnetism, Superconductors, Resistors, Transistors, Capacitors.




Forces in Fluids (Physics) Concepts: Change / Patterns, Interaction Global Context: Orientation in Space and Time Statement of Inquiry : Students will explore how the understanding patterns of interaction in fluids was a turning point for humankind In this unit, students will learn about forces in fluid and how these forces are related to pressure and density, and how these can affect the motion of objects in the fluid Students will learn that fluid is a non solid state of matter, that all fluids can flow and exert pressure evenly in all directions, and how buoyant force and density affect whether an object will float and sink in a fluid. Topics include: Pressure, Density, Buoyant Force, Archimedes’ Principle, Pascal’s Principle, Boyle’s Law, Bernoulli’s Principle “Pass it on” Reproduction (Biology) Concepts: Relationships / Models, Interaction Global Context: Globalisation and Sustainability Statement of Inquiry: Students will balance the relative significance of DNA and environmental factors in determining traits and investigate how interactions can alter genetic relationships and sustainability. This unit focuses the importance of DNA in reproduction and development. It describes sexual and asexual reproduction and the variation due to inheritance. Students will learn the roles of chromosomes and specific genes and relate this to specific traits. They will investigate mendelian inheritance in their families. Students will discuss and evaluate the implications of genetechnology. Topics Include: The Human Reproductive Systems, Development, Meiosis and Sexual Reproduction, Mitosis and asexual reproduction, Mendel and Heredity, DNA: The Genetic Material, How Proteins Are Made, Gene Technology. Evolution (Biology) Concepts: Change / Balance, Consequences Global Context: Fairness and Development Statement of Inquiry: Students investigate how population change is a consequence of the unbalanced opportunities provided by natural selection . Students will focus on evolution and biodiversity.They will develop an understanding about how biological evolution accounts for the diversity of species developed through gradual processes over many generations. They will investigate how both genetic variation and environmental factors are causes of evolution and diversity of organisms. Students will also learn that extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient for its survival. Topics include: The tree of life, Phylogenetics, Geologic Time Scale, Paleontology, Fossils, Theory of Evolution by Natural Selection, Genetic Variation, Adaptation, Extinction, Alternative theories of Evolution.




Language Acquisition French/Spanish Aims The aims of the teaching and learning of MYP language acquisition are to:

● gain proficiency in an additional language while supporting maintenance of their mother tongue

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

study, work and leisure in a range of authentic contexts and for a variety of audiences and purposes

● enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication

● enable the student to develop an appreciation of a variety of literary and nonliterary texts and to develop critical and creative techniques for comprehension and construction of meaning

● enable the student to recognize and use language as a vehicle of thought, reflection, selfexpression and learning in other subjects, and as a tool for enhancing literacy

● enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components

● offer insight into the cultural characteristics of the communities where the language is spoken

● encourage an awareness and understanding of the perspectives of people from own and other cultures, leading to involvement and action in own and other communities

● foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning. Objectives The objectives of MYP language acquisition encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. The student’s knowledge and understanding will be developed through:

● learning language ● learning through language ● learning about language (Halliday 1985).

This, in turn, helps students learn how to learn. The cognitive, linguistic and sociocultural aspects of communication are intertwined in each of the four objectives. The student is expected to develop the competencies to communicate appropriately, accurately and effectively in an increasing range of social, cultural and academic contexts, and for an increasing variety of purposes.

“Processes are what help mediate the construction of new knowledge and understandings and play an especially important role in language and communication.” (Lanning 2013: 19). They are designed to enable students to become multiliterate by developing their oral literacy (oracy), visual literacy (visuacy) and written literacy (literacy).




The language acquisition subject group objectives represent some of the essential processes of language and have been organized under the same four communicative processes for each of the six phases in order to assist teachers with planning, teaching and assessing. They are as follows.

A Comprehending spoken and visual text B Comprehending written and visual text C Communicating in response to spoken, written and visual text D Using language in spoken and written form

Year 8 (Phase 1) Unit 1: Lets go Global Context: Personal and Cultural expression Concepts: Communication, Audience and Connections Statement of Inquiry: Communication comes in many forms. In this unit, students will be introduced to the target language. They will learn basic vocabulary and language structure to greet, introduce themselves and start a conversation. They will start exploring the importance of body language and the concept of politness in other cultures. Unit 2: My hobbies Global Context: Connections, pattern and message Concepts: Identities and relationships Statement of Inquiry: Everyone has individual tastes and therefore may find different activities enjoyable. In this unit, students will talk about their daily routine, focusing especially on what they enjoy to do in their spare time. They will refelct on how they choose their hobbies and how these influence their identity. Unit 3: In town Global Context: Orientation in Space and Time Concepts:Communication, conventions and form Statement of Inquiry: Each language has its own form and conventions that are important for communication. In this unit, students will learn basic vocabulary and language structure usefull when asking for and giving directions. They will explore how towns and cities in different countries share some common traits, but they also have some differences depending on the natural landscape and culture. Unit 4: My home Global Context: Fairness and development Concepts: Creativity, form and patterns Statement of Inquiry:Home is an important space for most families. It is shaped by the physical environment and created by each family member's role. In this unit, students will learn to talk about their family, their home and the role they play in their home.




Year 9 (Phase 2 & 3) Unit 1: Holiday plans Global Context:Orientation in space and time Concepts:Communication Statement of Inquiry: Traveling can open their mind and enable them to discover new cultures In this unit, students will talk about what they did during the summer. They will talk about their family/friends and describe their personality. They will also discuss what they do in their freetime. Students will revise the Past tense and how to give their opinion. They will have to use possessive adjectives and connectives. Unit 2: Youth culture Global Context:Identities & relationships Concepts: Connections, audience and context Statement of Inquiry:Students will understand that youth culture may vary around the world. In this Unit, students will learn about the different types of technology that young people find interesting. They will use complex opinions and connectives to express their ideas. They will also focus on improving their oral and listening skills. Unit 3: Dining out Global Context: Personal and cultural expression Concepts: Connections/ audience & context Statement of Inquiry:Inquiry over cultural and linguistic aspects when eating out in another country. In this unit, students will learn vocabulary and language structure usefull when ordering food at a restaurant as well as expression their opinion. Students will learn some cultural aspects about food and eating habits in target language countries and compare them to theirs. Unit 4: Sustainability Global Context:Globalization & sustainability Concepts:Creativity/Word choice & Empathy Statement of Inquiry: Creativity and word choice are important elements when raising awareness about environmental issues. In this unit, students will have the opportunity to discuss environmental issues and the causes/consequences of humans' actions on the planet. They will also learn how to talk about their city (shops, touristic attractions,etc) They will use different resources (videos, articles, film extracts, pamphlet) to build up their vocabulary knowledge and express their own ideas. The will learn how to use superlative/comparative structures, revise question words and opinions. Students will practice using persuasive language as well as giving advice.




Year 10 Phase (3 & 4) Unit 1: When I was younger Global Context: Orientation in space and time Concepts:Relationships/ Point of view, Structure Statement of Inquiry: As you grow up, your role in your environments change, and as you gain more freedom your responsibilities increase. In this unit, students will talk about themselves when they were younger and compare that time of their lives with how it is today. They will reflect on how now that they are older they have more freedom but also more responsibilities. Students will revise vocabulary and language structure used for descriptions and talking about themselves and they will study the past tense. Unit 2: Our world Global Context: Personal and cultural expressions Concepts: Communication/ Point of view, Context Statement of Inquiry: Knowledge and understanding in foreign languages broaden our horizons and give us the opportunity to discover and understand other cultures in a deeper level. In this unit, will inquiry on what gives a city it’s character and identity. They will compare their own city with another city from a target language country. They will revise comparaisons, learn to use persuasive language and continue developing the use of more complex language structures. Unit 3: Let´s go to the cinema Global Context: Personal and Cultural expression Concepts: Perspective. Purpose and function. Statement of Inquiry: The way we interpret and our opinion about different visual arts and messages is first and foremost a result of our personal taste but it is also influenced by our environment and our culture By watching various clips of movies from different genres, students will study how different cultures express ideas and emotions in visual arts differently. Students will also practice giving their opinion in a clear and more elaborated way. Unit 4: Climate change Global Context: Globalization and sustainability Concepts: Perspective. Purpose and function. Statement of Inquiry: Climate change is an important environmental issue with effects on life on earth today and in the future. We have a shared responsibility to take common action. Students will study the causes and consequences of climate change, and how this environmental issue is been dealt with in target language countries. They will learn and practice how to give opinions, make arguments for them in order to create a speech.




Maths Aims Teaching and learning Mathematics are to encourage and enable students to:

● Recognize that mathematics permeates the world around us ● Enjoy mathematics and to develop an appreciation of its elegance and power ● Communicate clearly and confidently in a variety of contexts and to reflect critically upon their

own work and the work of others. ● Demonstrate logical, critical and creative thinking, and patience and persistence in problem

solving ● Appreciate how developments in technology and mathematics have influenced each other ● Apply and transfer skills to a wide range of situations including real life, other areas of

knowledge and future developments ● Appreciate the moral, social and ethical implications arising from the work of mathematicians

and the applications of mathematics Objectives A. Knowing and understanding Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This objective assesses the extent to which students can select and apply mathematics to solve problems in both familiar and unfamiliar situations in a variety of contexts.This objective requires students to demonstrate knowledge and understanding of the concepts and skills of the four branches in the prescribed framework (number, algebra, geometry and trigonometry, statistics and probability). In order to reach the aims of mathematics, students should be able to: i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations ii. apply the selected mathematics successfully when solving problems iii. solve problems correctly in a variety of contexts. B. Investigating patterns Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Working through investigations encourages students to become risktakers, inquirers and critical thinkers. The ability to inquire is invaluable in the MYP and contributes to lifelong learning. A task that does not allow students to select a problemsolving technique is too guided and should result in students earning a maximum achievement level of 6 (for years 1 and 2) and a maximum achievement level of 4 (for year 3 and up). However, teachers should give enough direction to ensure that all students can begin the investigation. For year 3 and up, a student who describes a general rule consistent with incorrect findings will be able to achieve a maximum achievement level of 6, provided that the rule is of an equivalent level of complexity.




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

i. select and apply mathematical problemsolving techniques to discover complex patterns. ii. describe patterns as general rules consistent with findings. iii. prove, or verify and justify, general rules.

C. Communicating Mathematics provides a powerful and universal language. Students are expected to use appropriate mathematical language and different forms of representation when communicating mathematical ideas, reasoning and findings, both orally and in writing. In order to reach the aims of mathematics, students should be able to: i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations ii. use appropriate forms of mathematical representation to present information iii. move between different forms of mathematical representation iv. communicate complete, coherent and concise mathematical lines of reasoning v. organize information using a logical structure. D. Applying mathematics in reallife contexts MYP mathematics encourages students to see mathematics as a tool for solving problems in an authentic reallife context. Students are expected to transfer theoretical mathematical knowledge into realworld situations and apply appropriate problemsolving strategies, draw valid conclusions and reflect upon their results. In order to reach the aims of mathematics, students should be able to: i. identify relevant elements of authentic reallife situations ii. select appropriate mathematical strategies when solving authentic reallife situations iii. apply the selected mathematical strategies successfully to reach a solution iv. justify the degree of accuracy of a solution v. justify whether a solution makes sense in the context of the authentic reallife situation. Year 7 Unit 1: Number Global Context: Globalization and sustainability Concepts: Change/Pattern and Quantity Statement of Inquiry: Measurement and pattern are crucial in understanding our environment. Brief description: Number concepts is providing foundation for other branches of mathematics.The ability to work with numbers is an essential skill in mathematics. Skills to be covered in this unit: Forms of numbers: integers, fractions and decimals , The four number operations, Prime numbers and factors, including greatest common divisor and least common multiple, Estimation, Number Sequences, Units of measurement, Ratio,rates and percentage Unit 2: Algebra: Global context: Scientific and Technical innovation Concepts: Systems/Representation and simplification.




Statement of Inquiry: mathematical logical and representation are the key concepts in understanding different systems and modelling real life situations. Brief description: Algebra is an abstraction of the concepts first used when dealing with number. To develop deeper problem solving understanding, algebra will be linked to modelling,representations and connections. Skills to be covered in this unit: algebraic expressions, addition,subtraction,multiplication, Rearranging algebraic expressions, Patterns and sequences, Flowchart and Equations. Unit 3: Geometry Global Context: Fairness and development. Concepts: Form/Change and measurement. Statement of Inquiry: Change is the result of the decisions of humankind and therefore its responsibility. Brief description: The study of geometry enhances student spatial awareness and provides them with the foundation of understanding of our environment. Skills to be covered in this unit: Measurement, Perimeter and area of shapes and of Composite figures, Solving Real life problems, Cartesian plane, Geometrical names and their Classification,lines, points and Angles properties. Unit 4: Statistics and Probability. Global Context: Globalisation and Sustainability. Concept: Perspective/Quantity and Representation Statement of Inquiry: The understanding of mathematical representation and interpretation can lead us to better understanding of globalisation and sustainability. Brief description: Mathematical statistics is the application of mathematics to statistics, which was originally conceived as the science of the state — the collection and analysis of facts about a country: its economy, land,military, population, and so forth. In this unit students will learn how to collect, organise, represent,analyse and make conclusion on data. Skills to be covered in this unit: Data collection,organisation,dealing with population and samples, calculating mean, mode and median and basics on probability. Year 8 Unit 1: Numbers Global context: Globalization and sustainability Concepts: Change/Pattern and Quantity Statement of Inquiry: A logical process helps us simplify quantities and make informed decisions regarding the opportunities of a connected world. Brief description: Number concepts is providing foundation for other branches of mathematics.The ability to work with numbers is an essential skill in mathematics. students should understand that the use of numbers to express patterns and describe reallife situations. Skills to be covered in this unit: Estimations, Percentages,rates,profit and Loss,Proportional, simple interest and compound interest. Unit 2: Algebra Global context: Scientific and technical innovation Concepts: Logic/Pattern and representation Statement of Inquiry: Algebra follows a logical system of reasoning using variables to represent the unknown, supporting science and technical innovation.




Brief description: In this unit students will be introduced to deeper understanding of algebra and how algebra has been used as a tool to solve real life problems. Skills to be covered: Algebraic expressions, factorization of linear expressions, making subject of the formula, substitution, algebraic expressions, solving linear equations,Simultaneous equations, solving simple simple inequalities, absolute value and Expansion of expression. Unit 3: Pythagoras and Trigonometry Global Context: Orientation in space and time Concepts: Relationship/measurement, Representation and system Statement of Inquiry: Using knowledge it is possible to calculate what we cannot measure. Brief description: Geometry is a branch of mathematics concerned with questions of shape, size, relative position of figures, and the properties of space. In this unit students will study how the use of knowledge may help us to solve real life problems without using measuring instruments. Skills to be covered: Triangles and Pythagoras theorem, Further measurements(surface area and volume of 3D shapes), Trigonometrical ratios basics and simple Isometric transformations. Unit 4: Coordinate Geometry Global Context: Globalization and sustainability Concepts: Connections,representation and space Statement of Inquiry: The understanding of geometry and coordinates help us solve problems and provides an insights on how things are connected. Brief description: This is part of geometry, also known as coordinate geometry, or Cartesian geometry, is the study of geometry using a coordinate system. Skills to be covered: Coordinate of a point, linear relationship,gradient of a line,equation of a line and graphs. Year 9 Unit 1: Number and Sets Global Context: Scientific and technical innovation Concepts: Time,space and place/Pattern and measurement. Statement of Inquiry: Understanding of estimations help us deal with measurements in various fields and deal with our environment effectively. Brief description: In this unit students will study how the study of number is useful in decision making and problem solving. They will learn also the power of mathematical estimation as an important part of mathematics and a very handy tool for everyday life. Skills to be covered: Absolute and percentage error in estimations, Sets and Venn diagrams, Types of numbers, indices and Surds Unit 2: Algebra Global context: Globalization and sustainability Concepts: Relationship/Model and representation Statement of Inquiry: Using a model to represent a relationship can improve decision making Brief description: In this unit students will learn Quadratic models are used to model certain reallife situations. Students will also learn different methods of solving quadratic equations. Skills to be covered: Expansion, Factorization of linear and quadratic expressions, Equations, Algebraic fractions, Integer exponents (including negative number exponents) and Graphs(Parabola).



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


Unit 3: Geometry and Trigonometry Global context: Orientation in space and time Concepts: Relationship/ Measurement, space and system. Statement of Inquiry: Using knowledge it is possible to calculate what we cannot measure. Brief description: In this unit students will learn the difference between geometry and trigonometric. The study of this unit is essential for students to acquire the analytical skills of shapes and circle geometry. Skills to be Covered: Angle properties, Triangle properties, Trigonometric ratios in rightangled triangles(review) and of any triangle, Area of a any triangle,Similarity and congruence theorems and Circle Geometry Unit 4: Coordinate Geometry Global Context: Globalization and sustainability Concepts: Communication,representation and space Statement of Inquiry: The understanding of geometry and coordinates help us solve problems and provides an insights on how things are connected. Brief description: This is part of geometry, also known as coordinate geometry, or Cartesian geometry, is the study of geometry using a coordinate system. Skills to be covered: Coordinate of a point, linear relationship,gradient of a line,equation of a line,mid point of a line segment, distance between two points and graphs. Year 10 Unit 1: Number sequence Global Context: Scientific and technical innovation Concepts: Relationship/Generalization and pattern Statement of Inquiry: The understanding of mathematics pattern may help us to solve any real life situation. Brief description: In this unit students will learn the basic understanding of two simplest sequences arithmetic and geometric sequences and their applications in financial and other fields. Skills to be covered: Arithmetic and geometric sequences,Infinite series,Simple and compound interest, summation, Logarithms and natural logarithm. Unit 2: Functions Global context: Globalization and sustainability Concepts: Relationship/model and representation Statement of Inquiry: The understanding of mathematical models can help us solve real life problems. Brief description: In this unit student will student mathematical functions and their types. In mathematics, a function is a relation between a set of inputs and a set of permissible outputs with the property that each input is related to exactly one output. Under this course students will explore the applications of function in different fields. Skills to be covered:Functions(linear, quadratic, exponential, logarithmic, reciprocal function),Transformation,Modelling, inverse,composite function,domain and range and Graphs.



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

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

http://en.wikipedia.org/wiki/Set_(mathematics)


Unit 3: Trigonometry Global context: Orientation in space and time Concepts: Relationship/Measurement and system Statement of Inquiry: The understanding of mathematical models can help us solve real life problems. Brief description: In this unit students will gain a deeper understanding of trigonometric and how is being used to model real life situations. They will also learn basics of trigonometric functions,Trigonometric functions are important in the study of triangles and modeling periodic phenomena and among many other applications. Skills to be covered: Trigonometric identities, sine and cosine rules. Unit 4: Probability and Statistics Global context: Globalisation and Sustainability. Concepts: Perspective/Quantity and representation. Statement of Inquiry: The understanding of mathematical representation and interpretation can lead us to better understanding of globalisation and sustainability. Brief description: Through the study of statistics, students will develop skills associated with the collection,organisation and analysis of data, enabling them to present information clearly and to discover patterns. They will be able to develop critical thinking skills, enabling them to differentiate between what happens in theory(probability) and what is observed(statistics). Students will also understand both the power and limitations of statistics, becoming aware of their legitimate use in supporting and questioning hypotheses, but also recognizing how statistics can be used to mislead as well to counter opinions and propaganda. Skills to be covered:Probability of an event, Probability of exclusive and combined events, Probability of successive trials, descriptive statistics, Normal distribution and standard deviation, Linear regression and Correlation and Conditional probability.

Supporting Lessons in the MYP

Class time This lesson is in line with Norwegian requirements concerning section 9a of the students working environment. During this time students will:

● Have time together as a group to discuss class issues with their student representatives ● Develop a deeper understanding of the IB curriculum ● Participate in activities to further develop an understanding of ATL skills ● Organise fund raising activities associated with ATL skills ● Study hall to work on homework ● Teachers may schedule a catch up lesson in a particular subject ● Learn how to use the learning platform as a tool to help organise ● Learn to structure a good reflection ● Discuss issues raised by contact teachers concerning that specific year ● Service as Action follow up ● Monitoring and reviewing Psychosocial incidents ● Review portfolios, set targets, prepare for assemblies




● Have guest speakers come to the class

Class Time Rooms MYP10 meets in the Science room every morning from 10:30 11:00 MYP9 meets in the Purple room every morning from 10:30 11:00 MYP8 meets in the Blue room every morning from 10:30 11:00 MYP7 meets in the Green room every morning from 10:30 11:00 Proposed social events and responsibilities MYP 7 Halloween (Oct) MYP 10 Winter party (Dec) MYP 8 Valentines party (Feb) MYP 9 Spring party (April) Teachers End of year BBQ and spring thing in the last week (June)

Careers Counselling program

MYP 9 January

· Unit: Investigating work life Vilbli.no is introduced to the students with other resources regarding education and

professions Learn how to write application and CV Learn about and reflect around professional work life Students get the work book Min Framtid that will be used as an information and reflection

tool on multiple aspects throughout the counseling program Learn how to act in a job interview setting Students start applying for a job for the Work Week

· Introducing the online counseling tool skoletest.no Username: this password: FD87

This webpage has lots of information about High School, higher education and a wide range of professions. There are an internet test that the students will take. There are many useful information videos that the students can watch whenever needed. March/April Work Week: investigating a profession

First week after the Easter break 4 days Students hold a presentation about one profession and one education option after the Work week

May/June Introduction to High School sessions held by Career Counselor General studies/Studieforberedende utdanningsprogram




General and specialized university admission certification/ Generell og spesiell studiekompetanse International Baccaleaureate Diploma Program United World Colleges

MYP 10 August

· Information about all High School programs available. The sessions will be held by Career Counselor in the beginning of the semester.

· Four IB Diploma Program students from Trondheim Katedralskole come to have an information session with MYP 10 students to inform about the program, they will explain their own experiences and answer questions Use Min Framtid to talk about a range of topics related to education and work life September One on one counseling sessions between Career Counselor and students begin. All students get one session lasting one hour. The students will get preparation tasks beforehand. October

· Opplæringsdagan is arranged in the fall Education venue for students in MYP where they go to Olavshallen to visit stands and

representatives for all education programs offered in High School. Other institutions for higher education will be present like NTNU and BI

Some representatives for a selection of professions will be present · Operasjon Dagsverk

We encourage students to participate in this charity where student work for one day to raise money for this organization. We encourage students to investigate a profession that they are curious about. October/November/December

· High School visit The organization of the High School visits vary from school to school . An example on how it may be is from Trondheim Katedralskole last fall. All students who considered to undertake an education program offered at the school were welcomed to an information session and walk about in the school that lasted for one afternoon. December/January

· MinID arrives in the mail. This is the access pin codes for a number of official websites like altinn.no. It is the responsibility of the students and parents to keep track of this code as the students will use these codes to access their application for High School. January Parent and student information meeting about High School admission held by Career Counselor at ThIS. Part one: Career Councelor will hold a meeting informing about student rights, admission, rules and regulations that all need to know




The meeting will be in English An information booklet will be handed out A copy of the Power Point presentation will be handed out Part two: - Students and parents who wish to discuss the IB Diploma Program together will be given the

opportunity in the end of this meeting, after a short break. January/February

· High Schools arrange open house meetings - These meetings are announced on the individual school’s web page. - It is your responsibility to check this regularly

Trondheim Katedralskole holds an information meeting about the IB Diploma Program lead by the DP coordinator Elin Øksnes. All students who considering the IB Diploma Program should attend this meeting. We recommend parents to attend as well to get a better understanding of the program. February

· Application deadline for High School for language minority students is February 1st The Career Counselor will be available to provide the required support March

· Application deadline for High School is March 1st - Students need MinID to access the online application form - Application is located on vigo.no - Students will apply together with Career Counselor at school It is the responsibility of the parents and students to make sure that the students have filled out

everything in the online application, and ensure that the box for “forhåndssvar” is ticked




MOT In the table below is the planned MOT events within our academic year.

MONTH

WEEK & DURATION OF THE MEETING

FOR ACTIVITY SHORT DESCRIPTION

September

W36 2h30min YR8 Trygghet Build a platform

W37 2h30min YR9 Valg Choices

W38 1h30min YR10 Tilhørighet Belonging

W39 In the evening 2hrs

Parents to YR8 students

Samhandling Collaboration

W39 30 min UMM

Meeting with MOT coordinator and presenter.

Talk about this year’s objectives with MOT. They should hold three meetings for YR7 during the school year, help out with Aim to please day. Can come with several ideas.

October

W42 2h30min YR8 Positive focus Positive focus

W43 MYP STAFF

What is MOT? Activities and presentation of plan and philosophy behind MOT

November

W44 Classtime/ Study hall

whole MYP

Aim to please day ideas

Contact teachers ask students to come with one or two suggestions to be discussed with whole MYP next week

W45 Classtime/ Study hall

Whole MYP

Aim to please day project

MYP decides what to do that day (inside the School Community and maybe outside?) Can this count as some as an activity for Service as Action.

W47 To be confirmed by MOT

Whole MYP

Aim to please day

W48 2h15 minutes UMM

Meeting nr1 with YR7 (manus in Norwegian in UMM Håndbok)

UMM with the help of MOT presenter and coordinator hold their first meeting with YR7.




MONTH

WEEK & DURATION OF THE MEETING

FOR ACTIVITY SHORT DESCRIPTION

December

W49 1hour YR8 Livsstil Strength and self confidence

W49 1hour YR9 Drømmer

Dreams. Session about dreams where students can apply to get a dream come true by MOT or the School (depending on the dream)

W49 1hour YR10 Verdighet og

integritet Dignity and Integrity

W50 During Class time?

WHOLE MYP

Elevundersøkelse Student survey to be sent to MOT

W 50 UMM Meeting with coordinator and presenter

End of first term meeting to summarize and set goals for next semester?

February

W6 2h30min YR8 Respekt Respect W7 1h30min in the evening

YR9 and Parents Dialogue Session with parents and students

W9?? WHOLE MYP

DREAMWEEK: in relation with YR9 meeting about dreams in December.

We try to make some of the students’ dreams come true??

March

W10 1 hour

UMM AND YR7

Second meeting from UMM to YR7

To be clarify by MOT soon

W11 1h30min YR9 Modige

forbilder Courageous role models

W12 2h30min YR10 Offensiv

Fremtidstro Belief in the future

April YR9 Ungdom med MOT

Choose two or three students that can be trained to be Ungdom med MOT Possible collaboration with Hoeggen Ungdomsskole (Hege & Per Iver) to be sent to MOTCamp??

May W 19 45 minutes UMM

Last meeting from UMM to YR7

Manuscript in Norwegian in the UMM Håndbok

June W24

WHOLE MYP inviting PYP6

Begeistringsdagene (one or two days)

An activities day with whole MYP inviting PYP6 either outside, or in the forest. AND MOT session from Ungdom Med MOT to YR7

AUGUST W35 WHOLE MYP Verdiuka

“Values week”: Set the tone and attitude for the new school year. Present some of MOT’s core values as well as our School’s




values and rules. Buddies?? (YR10 taking care of YR7??)

Electives Once a week all MYP students are given the opportunity to take part in an elective. This course is designed to foster the love of learning in our school community. This year electives are happening every Thursday from 12:00 13:00.

Assessment in MYP How the Student and their Work is Assessed At our school we follow the guidelines created by the IBO. The IBO has developed assessment criteria against which the student’s work will be assessed. The student will not be judged against the work of other students, but against assessment criteria which the teacher will show and explain to the student. This will help the student to keep an eye on their level of achievement and help them set goals and to see where they need to improve. The criteria may be modified to suit the task assigned in the subject. However, for the final assessment in MYP10, teachers must use unaltered IBO criteria and descriptors for reporting, basing their assessment on a range of activities the student has done towards the end of the course. The descriptors help the student and the teacher to find the student’s level of achievement for each criterion.

MYP Subject Criteria All MYP subjects have 4 criteria A, B, C and D. Each task that is set by a teacher is levelled according to the student’s achievement from 1 to 8. The 4 criteria are assessed at least twice every year in every subject as a minimum. Students will always receive a rubric outlining what they need to do to achieve at each level in the criteria. At the end of the year teachers add together the students final achievement levels in all criteria for their subject group. When teachers look at the criteria in each subject they do not use an average but a best fit approach. This means that if a student is consistently working at a level 7 and performs badly in one assessment and receives a 3, the final level of achievement should not be affected as they are consistently working at the higher level. Final Assessment Final assessment takes place at the end of the program in order to determine the levels individual students have achieved in relation to the stated objectives for each subject group and the personal project. (only in MYP10) The Aims and Objectives that are presented to you at the beginning of each year are what would be covered after a student has finished the entire MYP program. This is a 4 year program in our school. Grades 1 (lowest) and 7 (highest) are awarded to the students for each subject and for the personal project according to predefined grade boundaries based on the levels students have achieved.




How the final grade is achieved in the IBO grading system 1.There are a set of objectives for each subject to match the assessment criteria 2. Every subject has 4 criteria each. 3. Subjects all have numerical bands for each of the criteria from 18. 4. Grading is based on the level of achievements for each criterion 5.The final achievement level for all the different criteria is based on the year’s assessed formative and summative work and the teacher’s professional judgement. The professional judgment is referred to as the ‘bestfit approach’. This allows the teacher to select the achievement level that best describes the students work in all. 6. After having worked out the achievement levels for each subject, the achievement levels are added up. The teacher then applies the grade boundaries to determine the final grade for each specific subject.




MYP general grade descriptors




Reporting in the MYP At this we have a number of ways to communicate or report on student work. Below is a table that outlines the expectations.

What does this look like?

Feedback on student work MYP: Expect a minimum of 1 formative and 1 summative task recorded in ManageBac per unit of inquiry (Will include task sheet) Report assessed work in gradebook no later than 2 weeks* after due date Comments Related to Student Work: are expected to focus on learning objectives with regards to positives and potential areas for improvement when applicable

Update ManageBac regularly MYP: Teachers will check calendar regularly before adding homework or assessments to help manage student workload across year levels Post Homework/Assessment tasks on ManageBac calendar using agreed conventions:

● in class at assessment/subject/title of task ● homework/subject/ title of task

PsychoSocial MYP Collect data through surveys and then meet, collaboratively set goals with parent/teacher/student, Teachers review data and set agreed goals for the class to focus on. Send letter for inconsistent attendance

Report Cards The school produces semester reports twice a year that include comments and academic progress as outlined below in awarding semester grades

Student Led Conferences Is organised once a year; providing an opportunity for students to share their learning in a portfolio and set goals for the following year. MYP Focuses on learner profile, Approaches to learning and that all subjects are represented. Can be electronic and in hard copy folder.




Parents, students and the school staff are all valued as contributors to the reporting process and share in the responsibility for learning and accounting for student’s progress. Since students are at the centre of all reporting, it follows that they should lead a part of the reporting procedure. Our reporting cycle is designed to accommodate all these people in this process. At ThIS we have created a reporting cycle as part of our assessment:

Part of the reporting cycle includes Student Led Conferences, which take place in June.

Student led conferences as a tool for reporting: Our student led conferences are designed to show the growth and development of the students as they work towards taking ownership of and responsibility for their learning.




A sample page from the Report




Homework Guidelines MYP suggested guidelines: At times students may feel like they are being inundated with homework, particularly in MYP at the end of units of inquiry. Students are best supported by considering Approaches To Learning (ATL) / Transdisciplinary Skills to best manage work on a regular basis and not leaving things to build up the night before assignments are due. Teachers do their best to manage work assigned outside of class and help build and nurture appropriate ATL/Transdisciplinary Skills related to time management and organization. Before parents/caregivers contact individual subject teachers it is suggested parents/caregivers engage their children with the following questions to help support developmental learning skills.

1. Did you have lesson time to complete this task? 2. Did you use the lesson time appropriately? 3. How long have you had for each particular assignment? 4. Has your child missed a lot of schooling? 5. Does your child check the courses relevant to them on ManageBac?

*MYP 7 A maximum of 60 minutes per night for all subjects (Students expected to

manage their workload for each of the subjects using ManageBac)

*MYP 8 A maximum of 75 minutes per night for all subjects (Students expected to manage their workload for each of the subjects using ManageBac)






Who to contact ??? Class issues – Contact teacher Subject Concerns – Specific Subject Teacher More than one subject concern – Class Teacher or Coordinator Science Mr Luke 3 hours a week

(4 hours in MYP7) [email protected]

Language and Literature Norwegian English

Mrs Hallingstad Mrs Van de Wijdeven

3 hours a week 3 hours a week

[email protected] [email protected]

Maths Mr Fredrick

3 hours a week (4 hours in MYP7)

[email protected]

Individuals and Society Mr Franken (MYP10) Mr Luke (MYP9) Ms Vanessa (MYP8) Ms. Bianca (MYP7)

3 hours a week (4 hours in MYP7)

[email protected] [email protected] [email protected] [email protected]

Physical and Health Education

Mr Misa 2.5 hours a week [email protected]

Language Acquisition Spanish, French and Norwegian and English (as required)

Ms Vanessa, Ms. Bianca Ms. Wennberg

3 hours a week [email protected], [email protected], [email protected]

Arts Miss Marja & Miss Sima

2.5 hours a week [email protected] [email protected]

Design Ms Neilsen 2.5 hours a week [email protected] Contact Teachers MYP7

Ms. Bianca Klakegg MYP 8 Ms. Van de Wijdeven MYP 9 Miss Sima MYP 10 Ms Vanessa

1 hour a week MYP7 [email protected] MYP 8 [email protected]

MYP 9 [email protected]

MYP 10 [email protected]



mailto:[email protected]










Documents

MYP HandBook - Trondheim International Schoolthis.no/wp-content/uploads/MYPHandbook201617.pdf · MYP HandBook Building Global ... Final Assessment 74 ... cycles of inquiry, action