Group 1: Language & Literature 

English: Language & Literature is either a student‘s mother tongue or one in which he/she has near-native proficiency. It is an academically rigorous study of both language and literature which aims to equip students with linguistic, analytical, and communicative skills. 

The aims of MYP language and literature are to encourage and enable students to: 

• Use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction 


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


• Develop critical, creative and personal approaches to studying and analysing literary and non-literary 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 non-literary 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

Main Objectives

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, as well as the creator’s purpose for producing text. Students should be able to use the text to support their personal responses and ideas. 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. In order to reach the aims of studying language and literature, students should be able to: 

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


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


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


• 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 integrity 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: 

• Employ organizational structures that serve the context and intention 


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


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

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: 

• 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 


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


• 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: 

• Use appropriate and varied vocabulary, sentence structures and forms of expression write and speak in a register and style that serve the context and intention


• Use correct grammar, syntax and punctuation


• Spell (alphabetic languages), write (character languages) and pronounce with accuracy use appropriate non-verbal communication techniques

Key Concepts

• Communication: Through exploring texts, we exchange, express, analyse and transform information, facts, ideas, meanings and opinions. Communication is the basis of what makes us human and bridges communities across the globe; it is the essence of this discipline. 

• Connections: Linguistic and literary connections exist across time, texts and cultures. This concept is central to the study of language and literature. Due to the universal nature of language and literature, connections and transfer exist within and across narratives. This allows for the exploration of language and relationships between text, creator and audience. 

• Creativity: In MYP language and literature, it is the process of synthesizing ideas with language that is a vehicle for creativity. It is the result of interaction and reflection, whether with the self or the wider community. This process is difficult to define and difficult to evaluate. It rests, however, on an appreciation of the process with which the individual engages, and the impact of the final product on the audience. 

• Perspective: Perspective influences text, and text influences perspective. Through students’ language and literature studies, multiple perspectives and their effects are identified, analysed, deconstructed and reconstructed. An understanding of this concept is essential in order to develop in students the ability to recognize and respond to over-simplistic and biased interpretations. Seeking and considering diverse opinions and points of view is an important part of developing complex and defensible interpretations. 

  Related concepts in language and literature

  Audience Imperatives, Character, Context, Genres, Intertextuality, Point of View, Purpose, Self-expression, Setting, Structure, Style, Theme

Group 2: Language Acquisition (French or Spanish) 

The aims of the study of modern foreign languages are to acquire the basis of a means of communication and an understanding of the linguistic, cultural, and social elements of the communities where these languages are spoken. In addition, we aim to develop an appreciation of a variety of literary and non-literary texts, thus giving access to multiple sources of information. Finally, it is hoped that this activity will be life-long and enjoyable. 

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 non-literary 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, self-expression 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

Main Objectives

Objective A: Listening

• demonstrate understanding of explicit and implicit spoken information in multimodal texts. 

  • What is the content of the text? 

  • What details in the spoken language relate to the big ideas and explicit features of the multimodal text? (message: literal (explicit) and implicit)

• demonstrate understanding of conventions. 

  • What language conventions can be heard? For example, form of address, greetings. 

  • What behavioural conventions can be seen? For example, dress code, gestures—shaking hands, bowing.

• demonstrate understanding of relationships between the various components of the multimodal text. 

  • What are the relationships between the various components of the multimodal text? 

  • Do they share the same context? Does the text link to the student’s personal world?

Objective B: Reading

• demonstrate understanding of explicit and implicit written information in multimodal texts

  • What is the text type?

  • What is the content?

  • What details in the written language relate to the big ideas and explicit features of the multimodal text? (message: literal/explicit, implicit)

• demonstrate understanding of conventions

  • What are the language conventions used in the multimodal text? For example, formal and informal language, punctuation, word choice.

  • What is the communicative purpose of the text?

  • Who is the intended audience?

  • What text conventions are used in the multimodal text? For example, use of colour, structure, format—layout and physical organization of the text.

• demonstrate understanding of relationships between the various components of the multimodal text

  • Do they share the same context?

  • Does the text link to the student’s personal world?

Objective C: Speaking

• use spoken language to communicate and interact with others

  • What is the role of the student/speaker?

  • What is the context?

  • Who is the audience?

  • What is the purpose of the interaction?

  • What is the message?

• demonstrate accuracy and fluency in speaking

  • How accurately is the language used?

  • To what extent is the conversation language intelligible?

• communicate clearly and effectively

  • How well does the student communicate information?

  • How accurately and fluently are the relevant information and ideas communicated?

Objective D: Writing

• use written language to communicate with others

  • What is the role of the student/writer?

  • Who is the audience?

  • What is the purpose of the written text?

  • What is the message?

• demonstrate accurate use of language conventions

  • How accurately is the language used?

  • To what extent is the language comprehensible?

• organize information in writing

  • Does the student use an appropriate format?

  • To what extent are the cohesive devices used in the organization of the text?

• communicate information with a sense of audience and purpose.

  • How are the relevant information and ideas communicated?

  • How well does the student communicate such that the text makes sense to the reader?

Key Concepts

• Communication: Through the exploration of language and the process of learning language, we exchange, express and transform information, facts, ideas, meanings and opinions. Communication is the basis of what makes us human and bridges communities across the globe; it is the essence of this discipline. 

• Connections: Linguistic and literary connections exist across time, cultures and across oral, visual and written texts. This concept is central to the study of language and allows for the exploration of language, applying knowledge of, and about, the language, and relationships between text, creator and audience. 

• Creativity: Creativity is nurtured through the process of learning language as this process involves us in divergent thinking, applying ideas, taking risks and expressing ourselves in order to relate to, and interact with, the world. 

• Culture: Learning the language of a community provides opportunities to embrace diversity, to interact with sensitivity and empathy, and to participate in meaningful global interactions, which in turn develops sociocultural competence and intercultural awareness leading to international-mindedness. 

Related Concepts in language acquisition

   Phases 1–2 Audience, Context, Purpose, Conventions, Message, Word choice, Meaning, Function, Structure, Patterns, Form ,Accent 

   Phases 3–4 Audience, Context ,Purpose, Conventions, Message, Word choice, Meaning, Function, Structure, Idiom, Empathy, Point of view 

    Phases 5–6 Audience ,Context, Purpose, Stylistic, Choices, Voice, Inference, Bias, Theme, Argument, Idiom, Empathy, Point of view 

Group 3: Individuals and Societies

The aim of MYP individuals and societies is to encourage students to gain and develop knowledge, conceptual understanding, research skills, analytical and interpretive skills, and communication skills, contributing to the development of the student as a whole. The humanities aim to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological, and cultural. 

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 well-being 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

Main Objectives

Objective 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 subject-specific content and concepts through descriptions, explanations and examples

Objective 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

Objective C: Communicating. 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

Objective 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

Key Concepts

• Change: For individuals and societies, the concept of change allows examination of the forces that shape the world: past, present and future. The causes and effects of change can be natural and artificial; intentional and unintentional; positive, negative or neutral. The subject group explores the role of individuals and societies in shaping change. 

• Global interactions: For individuals and societies, global interactions focuses on the interdependence of the larger human community, including the many ways that people come into conflict with and cooperate with each other, and live together in a highly interconnected world to share finite resources. 

• Time, place and space: For individuals and societies, time is not simply the measurement of years or time periods but is a continuum of significant events of the past, present and future. Place and space are complex concepts, the definitions of which are fluid. Place is socially constructed and can be explored in terms of constraints and opportunities afforded by location. Places have value and meaning defined by humans. Space relates to where and why places and landscapes are located. This concept also includes the social, economic, and political processes that interact through or across space, resulting in patterns and networks arising, such as migration or trade flows. Challenges related to “place and space” can be understood on multiple scales (including local, regional, national and global). 

• Systems: For individuals and societies, systems thinking provides a powerful tool for understanding both natural and human environments, and the role of individuals within them. Social and natural systems rely on a state of equilibrium and are vulnerable to change from internal and external forces. 

Related concepts  in individuals and societies

   Causality, Choice, Culture, Equity, Globalization, Identity, Innovation and revolution, Perspective, Power, Processes, Resources, Sustainability 

 Group 4: Integrated Sciences

Science and the scientific method offer a way of learning that contributes to the development of analytical and critical thinking skills. MYP science aims to develop students as scientifically literate inquirers who are able to think critically and creatively to solve problems and make decisions affecting themselves, others and their social and natural environments. 

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 real-life contexts 


• Develop sensitivity towards the living and non-living environments 


• Reflect on learning experiences and make informed choices. 


Main Objectives

Objective 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. To reach the highest level students must make scientifically supported judgments about the validity and/or quality of the information presented to them. Assessment tasks could include questions dealing with “scientific claims” presented in media articles, or the results and conclusions from experiments carried out by others, or any question that challenges students to analyse and examine the information and allows them to outline arguments about its validity and/or quality using their knowledge and understanding of science. In order to reach the aims of sciences, students should be able to: 

• Explain scientific knowledge 


• Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations 


• Analyse and evaluate information to make scientifically supported judgments

Objective 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. When students design a scientific investigation they should develop a method that will allow them to collect sufficient data so that the problem or question can be answered. To enable students to design scientific investigations independently, teachers must provide an open-ended problem to investigate. An open-ended 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: 

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


• Formulate a testable hypothesis and explain it using scientific reasoning 


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


• Design scientific investigations 


Objective 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: 

• Present collected and transformed data 


• Interpret data and explain results using scientific reasoning 


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


• Evaluate the validity of the method 


• Explain improvements or extensions to the method

Objective 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: 

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


• Discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue 


• Apply scientific language effectively 


• Document the work of others and sources of information used


Key Concepts

• Change: In sciences, change is viewed as the difference in a system’s state when observed at different times. This change could be qualitative (such as differences in structure, behaviour, or level) or quantitative (such as a numerical variable or a rate). Change can be irreversible, reversible or self-perpetuating. 

• Relationships: Relationships in sciences indicate the connections found among variables through observation or experimentation. These relationships also can be tested through experimentation. Scientists often search for the connections between form and function. Modelling is also used to represent relationships where factors such as scale, volume of data, or time make other methods impractical. 

• Systems: Systems in sciences describe sets of components that function due to their interdependence or complementary nature. Common systems in science are closed systems, where resources are not removed or replaced, and open systems, where necessary resources are renewed regularly. Modelling often uses closed systems to simplify or limit variables. 

 Related concepts in biology 

  Balance, Environment, Transformation, Consequences, Energy, Evidence, Form, Function, Interaction, Models, Movement, Patterns 

  Related concepts in chemistry

  Balance, Conditions, Transfer, Consequences, Energy, Evidence, Form, Function, Interaction, Models, Movement, Patterns 

  Related concepts in physics 

  Development, Environment, Transformation, Consequences, Energy, Evidence, Form, Function, Interaction, Models, Movement, Patterns 

  Related concepts for modular sciences courses 

   Balance, Consequences, Energy, Environment, Evidence, Form, Function, Interaction, Models, Movement, Patterns, Transformation 

Group 5: Mathematics

MYP mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in mathematics, as well as to prepare those students who will use mathematics in their workplace and life in general. 

Aims

The aims of MYP mathematics are to encourage and enable students to: 

• Enjoy mathematics, develop curiosity and begin to appreciate its elegance and power 


• Develop an understanding of the principles and nature of mathematics 


• Communicate clearly and confidently in a variety of contexts 


• Develop logical, critical and creative thinking 


• Develop confidence, perseverance, and independence in mathematical thinking and problem-solving 


• Develop powers of generalization and abstraction 


• Apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments 


• Appreciate how developments in technology and mathematics have influenced each other 


• Appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics 


• Appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives 


• Appreciate the contribution of mathematics to other areas of knowledge 


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


• Develop the ability to reflect critically upon their own work and the work of others 


Main Objectives

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

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


• Apply the selected mathematics successfully when solving problems 


• Solve problems correctly in a variety of contexts

Objective B: Investigating patterns. Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Working through investigations encourages students to become risk-takers, inquirers and critical thinkers. The ability to inquire is invaluable in the MYP and contributes to lifelong learning. In order to reach the aims of mathematics, students should be able to: 

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


• Describe patterns as general rules consistent with findings 


• Prove, or verify and justify, general rules

Objective 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: 

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


• Use appropriate forms of mathematical representation to present information 


• Move between different forms of mathematical representation 


• Communicate complete, coherent and concise mathematical lines of reasoning 


• Organize information using a logical structure

Objective D: Applying mathematics in real-life contexts. MYP mathematics encourages students to see mathematics as a tool for solving problems in an authentic real-life context. Students are expected to transfer theoretical mathematical knowledge into real-world situations and apply appropriate problem-solving strategies, draw valid conclusions and reflect upon their results. In order to reach the aims of mathematics, students should be able to: 

• Identify relevant elements of authentic real-life situations 


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


• Apply the selected mathematical strategies successfully to reach a solution 


• Justify the degree of accuracy of a solution 


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

Key Concepts

• Form: Form in MYP mathematics refers to the understanding that the underlying structure and shape of an entity is distinguished by its properties. Form provides opportunities for students to appreciate the aesthetic nature of the constructs used in a discipline. 

• Logic: Logic in MYP mathematics is used as a process in making decisions about numbers, shapes, and variables. This system of reasoning provides students with a method for explaining the validity of their conclusions. Within the MYP, this should not be confused with the subfield of mathematics called “symbolic logic”. 

• Relationships: Relationships in MYP mathematics refers to the connections between quantities, properties or concepts and these connections may be expressed as models, rules or statements. Relationships provide opportunities for students to explore patterns in the world around them. Connections between the student and mathematics in the real world are important in developing deeper understanding. 

  Related concepts  in mathematics

  Change, Equivalence, Generalization, Justification, Measurement, Model, Pattern, Quantity, Representation, Simplification, Space, System 

Group 6: The Arts: Visual Arts, Music, & Drama 

The arts are a universal form of human expression and a unique way of knowing that engage us in affective, imaginative, and productive activity. Learning through the arts helps us to explore, shape, and communicate our sense of identity and understanding of the world, while providing opportunities to develop self-confidence, resilience, and adaptability. The IB MYP arts value the process of creating artwork as much as the finished product. 

Aims

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

• enjoy lifelong engagement with the arts

• explore the arts across time, cultures and contexts

• understand the relationship between art and its contexts

• develop the skills necessary to create and to perform art

• express ideas creatively

• reflect on their own development as young artists.

Main Objectives

Objective A: Investigating. 

Through the study of art movements or genres and artworks/performances, students come to understand and appreciate the arts. They use and further develop their research skills to draw on a range of sources, understanding that, in the arts, sources are not limited to texts; they can also include audio and video recordings, images and musical notation. All sources used must be referenced in accordance with the school’s academic integrity policy. Students use and further develop information literacy skills to evaluate and select relevant information about the art movement or genre and artworks/performances. While contextual information should be included, the focus of the investigation is the art genre or movement and artworks/performances, not extensive biographical information about artists. Students learn how to critique the artworks/performances of others and to communicate in subject-specific language or terminology; this will be important in order to access the higher levels in criterion A ii. Using knowledge and understanding of the role of the arts in

context, students inform their own work and artistic perspectives.

In order to achieve the aims of arts, students should be able to:

• i. investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry

• ii. critique an artwork or performance from the chosen movement or genre.

Objective B:Developing

Development of ideas through practical exploration provides the opportunity for active participation in the art form. Practical exploration requires students to acquire and develop skills/techniques and to experiment with the art form. Evidence of practical exploration cannot be limited to written form; for example, if a student is composing music, evidence should include musical notation and/or audio recordings; if a student is creating a piece of theatre, evidence should include script extracts and/or video recordings. To achieve the higher levels in criterion B i, students must evidence extensive and varied practical exploration and refinement of their idea(s). Students use both practical exploration and knowledge and understanding of art and artworks to purposefully inform artistic decisions.

In order to achieve the aims of arts, students should be able to:

• i. practically explore ideas to inform development of a final artwork or performance

• ii. present a clear artistic intention for the final artwork or performance in line with the statement of

inquiry.

Objective C: Creating/Performing

The acquisition and development of skills is evident in both process and outcome. Formative assessment supports students’ acquisition and development of skills and techniques in the process stage. The students’ command of skills and techniques is demonstrated through the creation or performance of a finalized artwork that is summatively assessed.

In order to achieve the aims of arts, students should be able to:

• i. create or perform an artwork.

Objective D: Evaluating

MYP arts promote the development and application of reflection and critical-thinking skills so that students become reflective practitioners. Through reflecting on their work and on themselves, students become more aware of their own artistic development and the role that the arts play in their lives and in the world. When evaluating their own artwork or performance, students should consider elements, techniques and context. The arts process journal should be used throughout the process stage to keep a record of reflections that students can refer to when developing the final reflection. Development as an artist includes development of personal skills, such as affective skills and problem-solving skills, as well as development of artistic skills and techniques. Students’ reflections should answer the questions: “What have I learned that can be taken forward and applied to other projects?” and “What would I do differently if I did this project again?”

In order to achieve the aims of arts, students should be able to:

• i. appraise their own artwork or performance

• ii. reflect on their development as an artist.

Key Concepts

• Aesthetics: In the arts, the concept of aesthetics is perceived differently around the world and across cultures. Aesthetics does not only address the rules and principles of beauty but should also include cultural perspectives and perception through the senses. 

• Identity: In the arts we often explore the self and self-discovery through the concept of identity; however, identity may also refer to the identity of a genre, style, movement, particular artist or place. 

• Change: The arts may be a reflection of change, or an inspiration for change. Change may be considered as external to the arts or incorporated within an artwork. In the arts, change can also be termed as metamorphosis or transformation—a marked change, in appearance, form, nature or character. 

• Communication: Communication is often regarded in the arts as a message between the artist and an audience, or between performers. Without intended communication the arts become solely self-expressive. 

  Related concepts in visual arts 

  Audience, Expression, Interpretation, Representation, Boundaries, Genre, Narrative, Style ,Composition, Innovation, Presentation, Visual culture 

  Related concepts in performing arts 

  Audience, Expression, Interpretation, Presentation, Boundaries, Genre, Narrative, Role, Composition, Innovation, Play, Structure 

Group 7: Physical and Health Education

Student learning experiences in the PE program are diverse and comprehensive, allowing students to attain knowledge and experience within a supportive environment.  The PE curriculum aims to guide students with their development of self and group confidence as well as emotional and physical competency. Individual sports activities offer students opportunities to strive for their personal best through a thorough understanding of their own limits. Partnered sports activities help students learn to manage their stress and emotions with respect to their physical effort that must be adapted to the environment and sports material. 

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


Main Objectives

Objective 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: 

• Explain physical health education factual, procedural and conceptual knowledge 


• Apply physical and health education knowledge to analyse issues and solve problems set in familiar and unfamiliar situations 


• Apply physical and health terminology effectively to communicate understanding

Objective 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: 

• Design, explain and justify plans to improve physical performance and health 

• Analyse and evaluate the effectiveness of a plan based on the outcome. 

• Explain and demonstrate strategies that enhance interpersonal skills 

• Develop goals and apply strategies to enhance performance 

• Analyse and evaluate performance

Objective 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: 

• Demonstrate and apply a range of skills and techniques effectively 


• Demonstrate and apply a range of strategies and movement concepts 


• Analyse and apply information to perform effectively

Objective 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:

• Explain and demonstrate strategies that enhance interpersonal skills 

• Develop goals and apply strategies to enhance performance 

• Analyse and evaluate performance

Key Concepts

• Change: In many ways, physical and health education involves inquiry into change. In response to stimuli from players and the environment, individuals and teams change strategies and tactics. Change is an essential aspect of human development, and adolescents are acutely aware of their changing bodies and abilities. Physical and health education courses can help to foster positive personal, social, emotional, mental and physical change that can lead to more balanced, healthy lives. 

• Communication: Physical and health education requires students to utilize, create, adapt and understand a variety of strategic communication tools. Communication within this subject relies on a strong connection between form and function. Students will understand that communication is not simply about giving and receiving information, but also how that information is transferred. Communication is an essential part of all personal and social development; it helps people to understand themselves, others and the world around them. 

• Relationships: In physical and health education, the concept of relationship offers opportunities to explore the connections human beings need in order to function and interact effectively. Through physical and health education, students will develop and reflect on a wide variety of personal and social relationships in which they can assess and develop their interpersonal skills. 

  Related concepts in physical and health education 

  Adaptation, Balance, Choice, Energy, Environment, Function, Interaction, Movement, Perspectives, Refinement, Space, Systems 

Group 8: Design

MYP Design covers two areas, digital design and product design. In Years 1-3, students split the year with one semester of design and one semester of visual arts.  In Year 4 and 5, students must Design as a year-long course.

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

Main Objectives

Objective 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: 

• Explain and justify the need for a solution to a problem for a specified client/target audience 

• Identify and prioritize the primary and secondary research needed to develop a solution to the problem 


• Analyse a range of existing products that inspire a solution to the problem 


• Develop a detailed design brief which summarizes the analysis of relevant research


Objective 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: 

• Develop a design specification which clearly states the success criteria for the design of a solution develop a range of feasible 

• Design ideas which can be correctly interpreted by others 

• Present the final chosen design and justify its selection 


• Develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution

Objective 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: 

• 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 


• Demonstrate excellent technical skills when making the solution 


• Follow the plan to create the solution, which functions as intended 


• Fully justify changes made to the chosen design and plan when making the solution 


• Present the solution as a whole, either: 

  • In electronic form, or 


  • Through photographs of the solution from different angles, showing details

Objective 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: 

• Design detailed and relevant testing methods, which generate data, to measure the success of the solution 


• Critically evaluate the success of the solution against the design specification 


• Explain how the solution could be improved 


• Explain the impact of the solution on the client/target audience


Key Concepts

• Communication: While exploring the concept of communication, students develop an awareness and understanding of how, why and when we need to ensure that clear messages are given and received throughout the design process. It ensures that ideas can be communicated clearly and each person involved in the development of an idea from conception to use has a common and consistent understanding of the solution and its function. Communication drives invention to become innovation. When inquiring and analysing, students need to communicate with clients and target markets to identify the design need. When developing ideas, students engage in internal dialogue, using design sketches and models to think through the feasibility of their ideas. When creating the solution, students need to develop clear plans that can be followed easily. The final product must also clearly communicate its intent and how a user interacts with it. 

• Communities: Through MYP design, students will develop an understanding that a solution to a problem for one community will create problems for another, some on a small or even personal scale, while others may be far-reaching, affecting communities thousands of miles away or the global community. When establishing the need and developing the design brief, the student always considers the community, whether this is a community that affects the design (target audience) or one that is affected by it. When developing ideas, engagement with the target audience and client drives the development to ensure it is fit-for-purpose, and the student must engage with the communities that effect and are affected by the solution when evaluating its effectiveness in solving the problem. 

• Development: All ideas need refinement, through development, to become successful, appropriate and feasible. The development of solutions allows problems to be solved with greater success. Even though the name suggests that the main focus of development would be found in developing ideas, students have to develop research plans as and when they realize that there is further information they need in order to solve the problem. Students constantly adapt and change their plans when creating the solution, dependent on the thoroughness of their planning and, when evaluating, students develop testing methods to assess the success of the solution. 

• Systems: While exploring the concept of systems, students develop an awareness and understanding that everything is connected to a single system or multiple systems. Products and solutions are systems of components combined to carry out a specific function. Systems also structure processes: the design cycle is an example of a system. 

  Related concepts in design 

  Adaptation, Collaboration, Ergonomics, Evaluation, Form, Function, Innovation, Invention, Markets and trends, Perspective, Resources, Sustainability 

In the MYP, students are encouraged to participate in service-based activities where the students have to take action. Some examples of these are student-led assemblies, functions, and in the wider community in activities such as JAWS. Teachers encourage students through unit learning, advisory, and afternoon activities to use and build upon their own interest and experiences in coming up with activities. 

Rationale & Statement of Purpose

Developing the skills associated with academic integrity allows us to “confidently talk or write about what [we] are learning, making visible and explicit how [we] have constructed their ideas and what views [we] have followed or rejected.”  Academic integrity enables us to “make[] knowledge, understanding and thinking transparent” (Academic Honesty in the IB Educational Context 1).

In alignment with the IB Learner Profile, AISL students are expected to act in a principled, honest way on all work that they complete within the Middle Years Programme.  The following covers both MYP assessments and the Personal Project, and both formative and summative work.

AISL Referencing

AISL uses MLA referencing. Paraphrased or quoted material should be immediately followed by a parenthetical citation; each parenthetical citation should correspond to a complete Works Cited entry.

Parenthetical citation:

There have been “some positive environmental outcomes of the COVID-19 pandemic” (Lindsey et al. 

1302).

Matching Works Cited entry: 

Lindsey, Peter, et al. “Conserving Africa’s Wildlife and Wildlands through the COVID-19 Crisis and 

Beyond.” Nature Ecology & Evolution, vol. 4, no. 10, 29 July 2020, pp. 1300–1310., 

doi:10.1038/s41559-020-1275-6.

Education and Support

MYP  students will have the opportunities to learn about academic integrity in a variety of learning settings. Specifically, students will have the opportunities to learn about academic integrity in:

• Subject classes: Language and Literature, Individuals and Societies, Mathematics, Physical and Social Health, Sciences, Arts, Language Acquisition, and Design.

• Personal Project support classes with advisors, the Middle Years Programme Coordinator and the Secondary Librarian.

• Advisory: Age-appropriate guidance is provided, along with support materials, including scenarios for students to analyze.

MYP students must attribute their source material in both formative and summative assessments. In certain in-class learning experiences (for example, where many images are required), teachers may decide that a ‘url’ rather than a full MLA is sufficient source attribution. 

The following will always be considered infractions:

• Failing to provide any source attribution at all;

• Failing to use quotation marks around copied text.

Procedures for Reporting, Recording, and Monitoring Academic Integrity

In accordance with IB guidelines, AISL keeps electronic records of academic malpractice situations and consequences.  In all cases regarding academic misconduct, the teacher must have clear evidence. The consequences of academic malpractice, described below, provide a supportive environment in which students can make and learn from mistakes.

1. When an incident occurs, the teacher records the student’s name and details and evidence of the incident in the Academic Integrity Issues form. Grade 6 are exempt from this as are new MYP students for one semester.

• The teacher may also, at their discretion, communicate with parents.

• The teacher will communicate the incident with the student’s advisor.

• The teacher will provide guidance on what constitutes academic integrity.

• The teacher may ask the student to redo the assignment.

2. When the form is submitted, the Secondary Principal/Assistant Principal, MYP Coordinator, and Counsellor are automatically notified.  On the fourth incident within one academic year (across all subjects), consequences will be applied (see below).

Rights of the Student

Students have the right for all incidents involving academic malpractice to be recorded and investigated in a fair and consistent way.

Students in the MYP are able to share their work with their teacher prior to officially submitting it for grading, in order to receive referencing guidance, with no penalty for infractions that may be found in their pre-submitted work.

Consequences of Academic Malpractice and Remediation

The administration will oversee a fair investigation of academic misconduct.  The spirit of a consequence is to demonstrate to students that there are repercussions to one’s actions linked to the violation.  Note that the following consequences apply to both formative and summative submitted work. 

On the fourth and subsequent recorded incidents within one academic year (across all subjects), the Principal/Assistant Principal will take action on a case by case basis. This may include 

• contacting the parents

• meeting with the parents and student

• requiring the student to attend homework club if the infraction was a result of a student experiencing time management issues

• requiring the student to meet with Student Support Services and or Counselling in order to ascertain the reason(s) why this infraction is being repeated and to provide additional support

• the student being required to do an online academic integrity course paid for by the parents

• the student being suspended

Please see the Academic Integrity Policy for further information

Review of the Policy

This policy was updated in May 2021. This document is a working document that can be adapted, edited, and updated according to best practice. It will be reviewed annually by the Middle Years Programme Coordinator, Secondary Leadership Team, and Middle Years Programme teachers at the beginning of each academic year. 

Standard and Practices

This document seeks to meet the IB Standards and Practices:

• Section B: Organization - Standard B1: Leadership and structure 

  • The school’s leadership and administrative structures ensure the implementation of the IB programme(s).

• DP requirements 

  • e. The school has developed and implements an academic integrity policy that is consistent with IB expectations.

• Section C: Curriculum - Standard C3: Teaching and learning 

  • Teaching and learning reflects IB philosophy. 

  • 4. Teaching and learning promotes the understanding and practice of academic integrity.

The Personal Project (PP) is an extended, independent piece of project work completed by each student in the last year of the MYP.  Please connect to our Personal Project Site for more detailed information.

Project topics may be creative or research-based and, ideally, they should reflect a student’s personal interest. 

Projects that have been completed

• Creating a soundtrack

• Painting art using perspective and color theory

• Sewing clothes to represent a time period in US history using her grandmother’s bio

• Painting art to educate people about mental health

• Taking and collecting photos of places around the world

• Creating a website about men’s mental health issues

• Raising awareness about sign language and the deaf community with posters

• Making youtube videos showing family recipes

• Creating a website and business plan to sell swimwear

• Designing a workshop and home for women artisans

• Making a website of easy and inexpensive recipes for college students

• Vlogging to highlight black female struggles

• Writing and translating an educational first aid book for Zambians

• Using an app to create an original piece of music

• Creating a website to sell his clothing designs

• Making origami flowers to promote positivity and wellbeing

• Creating podcasts about teenage girl issues

• Write, publish and distribute a school digital newspaper

• Cut and polish gem stones

• Make a tutorial of how to brew ginger beer

• Plan and complete a road trip from Capetown to Kenya

• Produce and display art works questioning gender stererotypes

• Learn most effective way to grow tomatoes

• Create an educational website about pollution in the Baltic Sea

• Designing and making different clothing designs

• Guide and video showing how to coach 4 football skills to girls

• Plan a texture book for children with autism

• Create and spread good agricultural practices for Zambian farmers

Students attend a retreat in Year 4 (Grade 9) to inspire them about the project and supervisors are assigned or selected by students. Students really only begin the PP process in Year 5 (Grade 10) during the first semester and finish in the second semester.

Supervisors receive PP training to understand their role and for standardisation purposes. 

The stages of the process are documented by students in a process journal on Toddle. Each student has access to the Personal Project site. Through the use of a process journal, meetings and the documents on the site, the supervisor provides support and guidance through the process. Students are encouraged to manage their time independently including making appointments to meet their supervisors. To celebrate the end of the PP process in Grade 10, the school hosts a Personal Project showcase. 

The whole process ends with students writing a report guided by the 3 objectives: Planning, Applying skills and Reflection. Reports are graded internally and standardised. Supervisors standardise two to three reports each using google forms and meet in pairs to review grades awarded and the justification for those grades. The Personal project coordinators re-grade those reports where a significant discrepancy in the grading exists. Eight reports are randomly selected by the IB and standardised further. Grades for the Personal Project are reported by AISL at this time for student transcripts. Certificates are scanned and distributed at the Grade 11 PP/Grade 12 EE celebration evening in November.

Please see the Assessment Policy and/or Secondary Handbook for detailed information and guidance on assessment at AISL.