M4-M5 - International School Moshi · MYP Assessment 8 Certificate and Course Results 12 MYP...

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Family Introduction IB Middle Years Programme

M4-M5

ARUSHA CAMPUS 2018-19

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Table of Contents

Letter of Introduction 3

Mission Statement and Beliefs 4

The Learner Profile 5

The Middle Years Programme at ISM 6

Global contexts 7

Approaches to Learning (ATLs) 7

MYP Assessment 8

Certificate and Course Results 12

MYP Teachers and contact information 13

Timetable 14

Curriculum Overview 15

Individuals and Societies 16

Language and Literature – English 18

Mathematics 20

Physical and Health Education 22

Sciences 24

Design 26

The Arts – Visual Arts / Music / Drama 28

Language Acquisition – French 33

Language Acquisition – Swahili 35

EAL and IE 38

Life Skills 39

Personal Project 40

Interdisciplinary 42

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A Letter from the Secondary Team

21 August 2018

Dear Parents and Guardians,

We are very pleased to welcome you and your child to the 2017-18 academic year. We hope

that through this booklet and the information sessions hosted by our professional staff you feel

much more in touch with the education experienced by our students.

No booklet can ever hope to capture every element of a programme, and this one is no

exception. Contained herein is an overview of the various subject outlines for the academic

year, preceded by a brief overview of some of the main principles that direct our delivery of the

MYP curriculum. This includes the Learner Profile, which guides all of the International

Baccalaureate programmes. The Learner profile and its ten attributes, provides an important

commonality between the Primary Years Programme, the Middle Years Programme and the

Diploma Programme. Some of the particulars that give the MYP its shape are reviewed here

as well, including the fundamental principles, the global contexts, the basics of assessment

and the MYP Certificate & Course results.

What fails to be captured in a booklet of this nature is the environment in which our

programme is delivered. It takes only a simple walk around campus to get a feel for the

students‘ energy and dynamism. Just wander the paths of the secondary school to get a

glimpse of the students and teachers in action and to see inquiry in motion. Experience the

atmosphere generated by the Co-Curricular Activities (CCAs) in the afternoons, house

activities at end of each quarter, and also through the various clubs, sporting and other

events.

We are very excited about the team of educators who are teaching in the programme and are

proud to call them the faculty of our secondary school. Do not hesitate to learn more about the

MYP by contacting the subject teachers or the MYP Coordinator personally. We hope that you

will stay in contact throughout the year by visiting www.ismoshi.org, by reading the weekly

newsletters, by supporting parent conferences, by attending our presentations or by visiting us

here on campus.

We wish you and the children you have entrusted to us the very best for 2018-19. We look

forward to working together to making this year another successful year.

Yours sincerely,

The MYP Team at ISM Arusha Campus

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International School Moshi Belief Statements

Mission Statement

International School Moshi provides a world-class education through a challenging

international curriculum in a dynamic environment. We are committed to developing balanced

global citizens who are empowered to act responsibly in a complex world.

Our philosophy and beliefs

Learning is a life-long process nurtured through an education that is inspirational in nature,

holistic in perspective, global in context and responsible in practice.

We believe that the following statements define and promote personal excellence in all facets

of education, the pursuit of which is the expectation for all.

Learning takes place in a safe, collaborative and caring environment

An education that is inspirational in nature emphasizes inquiry, relevance, creativity, and

reflection

Holistic learning encompasses the development of social, emotional, cognitive and

physical dispositions

Holistic learning explores the links between different subjects and connects experiences

within and outside the classroom

Education in a global context promotes an appreciation and understanding of multiple

perspectives and interdependence of individuals, societies and environments

Being responsible involves having attitudes and undertaking actions that are socially and

ethically sound.

Being responsible entails prudent use of resources, and mindful application of knowledge.

Vision

International School Moshi, Tanzania will be widely recognized as the finest international

school in East Africa, enabling our students to be successful people.

Goals

This will be accomplished by:

- Providing the finest student-centred educational programmes through the International

Baccalaureate (PYP, MYP, DP)

- Offering internationally recognized qualifications enabling entry to the finest universities in

the world

- Recruiting and retaining the finest staff who are highly qualified, experienced, dynamic,

and caring

- Extending and developing networks with local, regional and international partnerships

- Supporting educational, cultural and personal development through engagement with our

communities

- Making full use of the opportunities offered by the unique location and environment

- Building an effective and efficient organization able to continually develop and improve our

educational, financial and operational performance

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The Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help people become responsible members of local, national and global communities. As IB learners (young and old!), we strive to be:

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives—intellectual, physical and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

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The IB Middle Years Programme at ISM

The Middle Years Programme of the International Baccalaureate covers the age range 11 to

16 (Years M1 to M5 at ISM). It is a curriculum model that aims to combine academic rigour

with skills and attitudes appropriate to the challenges and opportunities of contemporary

society, and doing so through international perspectives. At ISM we strive to give every

student the opportunity to access this programme and develop into lifelong learners.

The curriculum provides for ease of movement between national systems and international

schools, as well as providing students with the opportunities to gain the MYP Certificate and

Course Results.

Three fundamental principles underpin the Middle Years Programme

International mindedness- concerned with developing students‘ attitudes, knowledge

and skills as they learn about their own and others‘ social and national cultures. It not only fosters tolerance and respect, but also leads to empathy and understanding. This is evident at ISM where we have students from many nationalities working together. They are supporting each other and show respect to the different cultures.

Holistic Education - the programme emphasizes the disciplined study of traditional

subject groups. However, through the application of Projects and Service as Action, students realize that most real world problems require insights gained from a variety of disciplines, they develop the skills of inquiry and understand the similarities and differences between different approaches to human knowledge.

Communication - the MYP stresses the central importance of communication, verbal

and non-verbal, in a variety of languages, as a vehicle to realize the aims of the programme.

Each student is also required to participate in community service activities each MYP year

through the Service as Action programme. This enables students to develop deeper

understanding of the communities in and around the school and the need to help others

through simple action.

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GLOBAL CONTEXTS

Six broad areas known as the Global Contexts give the MYP curriculum its

distinctive core and reflect the programme‘s focus on examining topics from various contexts to encourage international-mindedness and global engagement. The Global Contexts are not academic subjects like the specific disciplines, but rather are contexts embedded within academic subjects, identifying specific settings, events or circumstances that provide more concrete perspectives for teaching and learning. The 6 global contexts in the MYP (illustrated on the right) build on the PYP transdisciplinary themes that structure teaching and learning in the PYP, creating relevance for adolescent learners.

APPROACHES TO LEARNING Through ATL in IB programmes, students develop skills that have relevance across the curriculum that help them ―learn how to learn‖. ATL skills can be learned and taught, improved with practice and developed incrementally. They provide a solid foundation for learning independently and with others. ATL skills help students prepare for, and demonstrate learning through, meaningful assessment. IB programmes identify five ATL skill categories, expanded into developmentally appropriate skill clusters as shown below: 5 ATL skill categories MYP ATL skill clusters

Communication Oral, written, non-verbal communication skills

Social Collaboration skills

Self-management Organisation, affective, reflection skills

Research Information literacy, media literacy skills

Thinking Critical thinking skills, creative thinking skills

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ASSESSMENT IN THE MYP

Assessment is an integral part of the teaching and learning process, and feedback that is

presented in a positive and supportive fashion enables students to excel. In the MYP,

assessments are what we call ‗criteria-related‘. In other words:

There is a specific set of skills or criteria assessed in each subject

There is a description of what it means to achieve different levels of expertise

Students are given a score based on how they compare to these descriptions and not based on how they compare to others.

It is clear that assessments aim to:

Support each student‘s learning by providing positive feedback

Enable the teachers to review the teaching & learning process

Provide support to the students and enable them to deepen understanding

Allow the students the opportunity to review their progress and set goals for better performance in future.

At ISM, we have what we call formative as well as summative assessments. Formative

assessment means feedback without a score (for example, advice or a written response to a

student about an assignment or class activity). Summative assessments involve giving a

score, although they are usually accompanied by comments as well. In the Middle School, we

have different ways of assessing:

Observation: teachers may choose to observe the students especially when doing

collaborative assignments. We can use this type of assessment to determine the skills

and dispositions of our students.

Short tests or quizzes: these are usually used as formative assessments (rather than

summative) and are commonly used to provide the teacher with feedback on what the

students know, and of course to inform the students themselves.

Written tests: these can be open-book (during the test, students can use resources

such as notes and books) or closed-book (students use no extra resources), and are

usually summative (students get a score). Although in traditional school models, this is

a common method of assessment, we now know that this is just one way of

determining what students know and we avoid an unnecessary emphasis on it.

Performance: students might give an oral presentation or create an artistic

composition.

Portfolio: students are encouraged to keep their work and products in a folder (which

can be digital) that will be a developmental record of their noteworthy achievements

during the year.

Extended research, investigations or projects: these vary in length and in the

presentation of the final product.

Investigations

The list above is not exhaustive and the assessment strategies themselves are not mutually

exclusive; indeed, they can be used in conjunction with one another to provide a more

balanced view of student achievement.

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REPORTS AND MYP ASSESSMENT

Parents/guardians receive an electronic report card at the end of every quarter (there are four

in the year). The first interim report in October is based on skills: Approaches To Learning

skills. The reports in December, April and June summarize the student‘s achievement scores

up to that point of the year.

Reports include subject-specific and interdisciplipary feedback, student reflections on their

CCA, OP and Service as Action and overall summaries by tutors. In addition, there are

comments for M5 students about their Personal Project involvement.

Making Sense of the MYP Assessment

A. What are MYP Criteria?

In each subject, there are four assessment criteria (A/B/C/D) corresponding to specific skills.

Each criterion is scored out of 8. An example is given in the table below:

Criterion A Criterion B Criterion C Criterion D Total

Language

and

Literature

(English)

Analysing (8)

Organizing (8)

Producing text

(8)

Using language

(8)

32

Individuals

and

Societies

Knowing & Understanding (8)

Investigating (8)

Communicating (8)

Thinking Critically (8)

32

Sciences Knowing &

Understanding (8)

Inquiring and designing (8)

Processing and evaluating (8)

Reflecting on the impacts of science (8)

32

Each criterion (singular form for ‗criteria‘) describes an important skill assessed in that subject.

The numbers in brackets describe the maximum score you can achieve in that criterion. As

you can see, the maximum score in a criterion is 8, which is the same for every subject,

making a maximum total of 32 (4 criteria out of 8: 4*8=32). During the year, students do

different tasks such as projects, presentations and written tests. These tasks are assessed on

one or more of the criteria for that subject. For example in Sciences, a project may be

assessed on all criteria (A/B/C/D) or on criteria A and B only.

B. How is the overall grade calculated?

The overall grade is out of 7 and is based on how well the student has done on each criterion. The final scores for each criterion are based on an overall trend (and not a mathematical average). For example in English, a student called Maja scores a 3, 4, 6, 6 in four different criterion A tasks; this would most likely result in a ‗6‘ score for criterion A. See table on back.

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Criteria Score in Task 1

Score in Task 2

Score in Task 3

Score in Task 4

Final criterion score

A Analysing (max 8)

3 4 6 6 6

B Organizing (max 8)

7 8 7

C Producing text (max 8)

5 6 6

D Using language (max 8)

5 5

Total 24

Note that here only one criterion was assessed in task 4. Two criteria were assessed in tasks 1 and 2. All four criteria were assessed in task 3.

To get the overall grade out of 7, we simply total the final scores of all criteria and see which grade it represents. This grade is only calculated when the student has been assessed in all criteria of the subject. So Maja achieved the following final criteria scores in English at the end of the year:

The total is 6+7+6+5 = 24. When you examine the grade ‗boundaries‘ below, you discover that

a total of 24 represents a ‗6‘ (see circles below).

Grade Boundaries

1 = 1–5

2 = 6–9

3 = 10–14

4 = 15–18

5 = 19–23

6 = 24–27

7 = 28–32

C. What does a ‘6’ mean?

Overleaf are general descriptions of what each grade means. The ‗6‘ is highlighted.

Criterion A: Analysing (max 8)

Criterion B: Organising(max 8)

Criterion C: Producing text (max 8)

Criterion D: Using language (max 8)

6 7 6 5

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Grade

Descriptor

1

Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.

2

Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.

3

Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.

4

Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.

5

Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations, and, with support, some unfamiliar real-world situations.

6

Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.

7

Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

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MYP CERTIFICATES AND COURSE RESULTS

In the MYP, there is no formal examination in M1-M4. For M5 however, formal examinations in

the form of eAssessments take place. The eAssessments provide IB-validated grades for

MYP subjects. This procedure is required for all schools wishing the IB to issue MYP

Certificate and Course Results based on the eAssessments results only. In addition, students

will receive the ISM MYP Certificate based on the overall coursework results throughout M5.

There are two kinds of MYP eAssessments:

- onscreen examinations for English Language and Literature, Individuals & Societies, Mathematics, Sciences and Interdisciplinary learning (externally marked)

- ePortfolios for Physical and Health Education, Arts, Design, French and the Personal Project (internally marked and externally moderated)

Please note that the IB does not currently offer Swahili as an ePortfolio for the eAssessments. Students taking Swahili will receive an IB endorsed School Based Award instead of the IB MYP Certificate. They will still receive the MYP Course Results from the IB in addition to the ISM MYP Certificate.

The IB will issue an MYP certificate to each student who satisfies the following conditions:

participated in the programme for a minimum of one year (MYP year 5) gained at least a grade 3 for the personal project gained at least a grade 3 in at least one subject from each subject group completed the school‘s requirement for community service gained a grade total of at least 28 (out of a possible 56) from the six subject groups

(English Language and Literature ; French Language Acquisition; Individuals and Societies ; Mathematics ; Sciences ; Arts or Physical and Health Education or Design),

the Personal Project and the Interdisciplinary on-screen examination.

If more than one subject has been entered in a given subject group, only the single best grade

will count towards certification, although all subject results will appear on the MYP Course

Results Certificate.

THE HOMEWORK TIMETABLE

Students are expected to complete homework in the amount of time indicated above.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

M4 Arts Fre/Swa Science

40 40 40

English Design Math PHE 40

40 40 40

Arts I&S Fre/Swa

40 40 40

English Design Science

40 40 40

Science I&S Math

40 40 40

M5 M5 are not assigned a specific homework schedule. M5 students have at least 2hr-2hr30minutes of homework per day plus 3 hours on weekends.

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MYP TEACHERS – CONTACT DETAILS

Name Email Subject(s)

Acomb Darren [email protected] Head of Secondary and Primary, M1

Design

Anderson Reed [email protected] M5 I&S, D1 History, D1 Geography, Head

of I&S, DP Coordinator, EE Coordinator

Arora Amy [email protected] M3, M4, M5, D1 English, Head of Language

and Literaure, M4/5 Drama, D1 ToK

Asseri Edwin [email protected] M1-3, M4-5, D1 Swahili

Bowen Phil [email protected] Head of Campus, M1 Visual Arts

Dixon Tyler [email protected] M1, M2 Performing Arts, M3, M4-5 Music,

M4 Tutor, Head of Arts

Ellis Tanya [email protected] M1, M2, M3, M4 Science, D1 Bio, Head of

Science

Émond Olivier [email protected]

M1-3 , M4-5 French, M3 Drama, M1, M2,

M3, M4, M5 Life Skills, Head of Life Skills,

M5 Tutor

Haske Chris [email protected] M2, M3, M4-5 Visual Arts, M2, M3, M4, M5

Design, Head of Design

Haske Ruth [email protected] Inclusive Education (IE)

Kinsey Gina [email protected] M5, D1 Mathematics, M5 Science, D1

Physics, Head of Mathematics, D1 Tutor

Larpent Florence [email protected]

M1-3, M4-5, D1 French, MYP Coordinator,

OP Coordinator, Service as Action

Coordinator

Matemu Christine [email protected] M1-3 Swahili, D1 Swahili

Ratsakatika David [email protected] Athletics Director, Head of PHE, M1, M2,

M3, M4, M5 PHE, M1 English, M3 Tutor

Schutte Peter [email protected] M1,M2, M3, M4, D1 Mathematics, M2 Tutor

Stanford Katrina [email protected] Head of Learning Support ; EAL

Temi Evans [email protected] M1,M2, M3, M4 I&S, M2 English, M1 Tutor

Tyea Gift [email protected] M1-3, M4-5, D1 Swahili, Head of Language

Acquisition

mailto:[email protected]












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M4 CLASS TIMETABLE – Tutor: Tyler Dixon


Tutorial 07:50-08:00 Tutor Time TD M7

1 08:00-08:20 VMD:

CH/TD/AA Science: TE Science: TE

English: AA I&S: ANO1 2 08:20-08:40

3 08:40-09:00

VMD: CH/TD/AA 4 09:00-09:20

Fre/Swa: FL/OE/EA/GT

English: AA English: AA Fre/Swa:

FL/OE/EA/GT 5 09:20-09:40

6 09:40-10:00

Break 10:00-10:20

7 10:20-10:40 TD M7

Design: CH VMD:

CH/TD/AA Design: CH PHE: DR 8 10:40-11:00

Guidance

9 11:00-11:20

10 11:20-11:40

Science: TE PHE: DR Maths: ANO2 Science: TE Science: TE 11 11:40-12:00

12 12:00-12:20

Lunch 12:20-13:00

Maths: ANO2

13 13:00-13:50 I&S: ANO1 Maths: ANO2 I&S: ANO1 Maths: ANO2 English: AA

14 13:50-14:30 Life Skills: OE I&S: ANO1 Fre/Swa:

FL/OE/EA/GT Fre/Swa:

FL/OE/EA/GT

M5 CLASS TIMETABLE - Tutor: Olivier Émond


Tutorial 07:50-08:00 Tutor Time: OE S12a

1 08:00-08:20 VMD:

CH/TD/AA Science: GK PHE: DR

Maths: GK English: AA 2 08:20-08:40

3 08:40-09:00

VMD: CH/TD/AA 4 09:00-09:20

Fre/Swa: FL/OE/EA/GT

Design: CH Science: GK Fre/Swa:

FL/OE/EA/GT 5 09:20-09:40

6 09:40-10:00

Break 10:00-10:20

7 10:20-10:40 OE S12a

PHE: DR VMD:

CH/TD/AA I&S: RA Design: CH 8 10:40-11:00

Guidance 9 11:00-11:20

10 11:20-11:40

Science: GK Maths: GK Maths: GK Science: GK Science: GK 11 11:40-12:00

12 12:00-12:20

Lunch 12:20-13:00

Maths: GK

13 13:00-13:50 I&S: RA English: AA I&S: RA English: AA I&S: RA

14 13:50-14:30 English: AA Life Skills: OE Fre/Swa:

FL/OE/EA/GT Fre/Swa:

FL/OE/EA/GT

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CURRICULUM OVERVIEWS

There are 8 subject groups in the MYP and these are made clear in the curriculum model

below. In M4, students have to make a choice of one Language Acquisition (French or

Swahili) and one Arts (Music, Drama or Visual Arts) which they will continue with in M5. ISM

students also study Life Skills. Through the academic curriculum and the Co-Curricular

Activities, all students need to demonstrate commitment to Service as Action leading to CAS

(Creativity/Activity/Service) in the Diploma Programme.

What follows is an overview, created for parents and guardians, of what MYP students study

in each subject during the year. Please note that some of the units are subject to change

based on current events, students‘ interest and regular assessments of student progress.

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Subject: M4 – M5 INDIVIDUALS & SOCIETIES

Teacher: Evans Temi (M4) & Reed Anderson (M5)

General Description and Aims

MYP Individuals and Societies involves inquiring into historical, contemporary, geographical, political, social, economic, religious, technological and cultural contexts that influence and have an impact on individuals, societies and environments. Four key concepts frame individuals and societies in the MYP, informing units of work and helping to organize teaching and learning: • Change •Global interactions • Time/place/space • Systems Students should be able to develop an understanding of these key concepts at increasing levels of sophistication and abstraction. The aims of the teaching and learning of MYP individuals and societies are to encourage and enable the

student 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.

M4-M5 Programme Outline:

Level Q1 Q2 Q3 Q4

M4 Urban Environments

Biodiversity World War One Heroes and Villains

M5 The League of Nations

(Leadership)

The Cold War The Second World War Glaciers & M5 e-Assessment

Assessment

Each unit will be assessed using a variety of methods. Examples of ways in which students show their

knowledge include the following:

Tests and examinations Written assignments Oral interviews and presentations Extended writing projects

Exhibits such as posters and 3-D models Practical research Analysis and evaluation of data Conducting individual and group projects

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Student progress is assessed using the criteria set by the International Baccalaureate. The criteria used

for the final year of the individuals and societiesprogramme are outlined below together with what it

means to reach the uppermost levels in each criterion.

Assessment Criteria

Criterion A: Knowing and understanding Maximum score: 8

Top level Descriptor

7-8

The student:

i. consistently uses a wide range of terminology effectively

ii. demonstrates detailed knowledge and understanding of content and concepts through

thorough, accurate descriptions, explanations and examples.

Criterion B: Investigating Maximum score: 8


7-8

The student:

i. formulates a clear and focused research question and justifies its relevance

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

question

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

iv. thoroughly evaluates the investigation process and results.

Criterion C: Communicating Maximum score: 8


7-8

The student:

i. communicates information and ideas effectively and accurately by using a style that is

completely appropriate to the audience and purpose

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

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

Criterion D: Thinking critically Maximum score: 8


7-8

The student:

i. completes a detailed discussion of concepts, issues, models, visual representation and

theories ii. synthesizes information to make valid, well-supported arguments

iii. effectively analyses and evaluates a wide range of sources/data in terms of origin and

purpose, recognizing values and limitations

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

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Subject: M4-M5 ENGLISH LANGUAGE AND LITERATURE

Teacher: Amy Arora (M4 and M5)


In Language and Literature, we aim to develop the students‘ ability to use language as a vehicle for

thought, creativity, reflection, learning and self-expression. Students develop their literary and linguistic

skills through the exploration of media such as text (fiction and non-fiction), moving image and spoken

word. We aim to provide a stimulating range of activities and texts, which provide the opportunity to

explore different issues, societies, cultures and traditions through the medium of English.

Language development takes place within the structure of the spiral curriculum, whereby the four key

skills (reading, writing, speaking and listening) are revisited at increasing levels of sophistication as the

students mature.

M4-M5 Programme Outline

Level Unit 1 Unit 2 Unit 3 Unit 4 Resources

M4 Privilege and Noughts and Crosses (novel) Close reading, textual analysis and authorial intention. Assessment tasks: pre-reading presentation on context, creative writing, literary analysis essay

Privilege and Noughts and Crosses (cont.)

First World War Poetry Understanding poetry in context, comprehension of themes, structure and poetic techniques, exploring how language is used to manipulate. Assessment tasks: creative writing, poetic analysis, presentation, film review.

Women and Power inMacbeth Developing understanding of different genres and forms. Close comparison of two texts, exploration of language in detail. Exploration of authorial intention and social/historical context.

Noughts and Crosses (novel) Collection of First World War Poetry Short clips of news broadcasts and films Macbeth by William Shakespeare Collection of IT lab and library for research.

M5 Drama – The Crucible Topics: comprehension of themes, plot, context, text and subtext, understanding narrative through script and stage directions. Assessment tasks: Creative writing, Literary analysis, short performance.

The Book Thief (novel) Students explore concept of individual responsibility withinsociety. Comprehension of themes, plot, literary techniques and authorialintention.Discussion and debate.

The Book Thief (cont.) Assessment tasks: creative writing, literary analysis essay, essay comparing novel/filmadaptation.

Poetry Unit: Poetry that shook the world Understanding poetry in context: comprehension of themes, structure and poetic techniques, exploring how language is used. Assessment tasks: creative writing, poetic analysis, presentation.

The Book Thief (novel) The Book Thief (film adaptation) The Crucible Selection of 20

th

and 21st century

poems

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Assessment



Tests and examinations Written assignments such as essays Oral interviews and presentations Designing and conducting individual and group

projects

Exhibits such as posters and 3-D models Practical research Analysis and evaluation of data Extended writing projects

Student progress is assessed using the criteria set by the International Baccalaureate. The criteria used

for the final year of the Language and Literature English programme are now listed together with what it


Assessment Criteria

Criterion A: Analyzing Maximum score: 8


7-8

i. provides perceptive identification and comment upon significant aspects of texts ii. provides perceptive identification and comment upon the creator‘s choices iii. gives detailed justification of opinions and ideas with a range of examples, and thorough

explanations; uses accurate terminology iv. compares and contrasts features within and between texts.

Criterion B: Organizing Maximum score:8


7-8

i. makes sophisticated use of organizational structures that serve the context and intention effectively

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

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

Criterion C: Producing Texts Maximum score: 8


7-8

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

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

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

Criterion D: Using Language Maximum score: 8


7-8

i. effectively uses a range of appropriate vocabulary, sentence structures and forms of expression

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

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

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

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

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Subject: M4-M5 MATHEMATICS Teacher: Peter Schutte (M4), Gina Kinsey (M5)


The framework for MYP mathematics outlines four branches of mathematical study: Number, Algebra, Geometry and Trigonometry, and Statistics and Probability. These branches therefore tend to recur throughout the years of the programme. We aim to emphasize mathematical links to other disciplines and the real world through practical investigations. We also emphasize mathematical communication through various modes of representations, deep understanding of number, and analysis of patterns.


Level Quarter 1 Quarter 2 Quarter 3 Quarter 4 Resources

M4 - Indices (exponents) and surds

- Number skills - Algebraic expressions

- Algebraic equations - Spreadsheet skills

- Coordinate geometry - Trigonometry - Probability

- Textbook - Class notes and examples - Handouts - Other

M5 - Consumer math - Quadratic equations

- Functions - Transformations - Modeling - Simultaneous equations - Further algebra

- Surface area and volume - Trigonometry - Circle geometry

- Sets - Statistics

Textbook - Class notes and examples (available online) - Handouts - Other - Desmos activities

Assessment

Each unit will be assessed using a variety of methods. Examples of ways in which students show their knowledge include the following:

✓ Tests and examinations ✓ Pattern investigations

✓ Spreadsheet activities

✓ Designing and conducting individual and group projects

✓ Examination of real world data ✓ Data collection and analysis

✓ Budgeting exercises

Student progress is assessed using the criteria set by the International Baccalaureate. The criteria used for the fourth and fifth years of the mathematics programme are now listed together with what it means to reach the uppermost levels in each criterion.

21

Assessment Criteria

Criterion A: Knowing and understanding Maximum score: 8


7-8 The student is able to: i. select appropriate mathematics when solving challenging problems in both familiar and

unfamiliar situations ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly.

Criterion B: Investigating patterns Maximum score: 8 Top level Descriptor

7-8 The student is able to: i. select and apply mathematical problem-solving techniques to discover complex

patterns ii. describe patterns as general rules consistent with correct findings iii. prove, or verify and justify, these general rules.

Criterion C: Communicating Maximum score: 8 Top level Descriptor

7-8 The student is able to: i. consistently use appropriate mathematical language ii. use appropriate forms of mathematical representation to consistently present

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

Criterion D: Applying mathematics in real-life contexts Maximum score: 8 Top level Descriptor

7-8 The student is able to: i. identify the relevant elements of the authentic real-life situation ii. selectappropriate mathematical strategies to model the authentic real-life situation iii. apply the selected mathematical strategies to reach a correct solution to the authentic

real-life situation iv. justify the degree of accuracy of the solution v. justify whether the solution makes sense in the context of the authentic real-life

situation.

Other Information

All M4 and M5 students require scientific calculators for mathematics.

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Subject: M4–M5 PHYSICAL EDUCATION

Teacher: David Ratsakatika General Description and Aims

Physical & Health Education in the MYP is concerned with more than just participating in sports and games. The primary goal of PE is to expose students to a wide variety of sports and activities in order to help students discover areas that they enjoy so that they will lead a life-long healthy lifestyle. Students will learn about themselves and how they interact with their peers on many different levels. The program focuses on the importance of a balanced and healthy lifestyle through the development of different ski lls, games and activities. Throughout the five years of the MYP, students will develop physical and health-related knowledge, aesthetics, team sports, individual sports, international sports/activities, recreational sports and adventure activities. The program lends itself to develop critical and analytical thinking, peer and self-reflection, a sense of responsibility, as well as interpersonal and self-motivational skills. Every quarter, P.E. will run through units based on developing physical, affective and effective development. During M4-M5 the course will work towards the e-portfolio focusing on students analyzing performance, learning how to coach and design a program to improve in a skill and then assess the progress. During this process students will have a chance to be a coach as well as client.

M4–M5 Programme Outline:

Level Topic 1 Topic 2 Topic 3 Topic 4 Resources

M4

Basketball (Positional Play)

Athletics

Volleyball

Ultimate Frisbee / Softball / Flag

Football

Water Polo

Touch Rugby

Health-related fitness (Goal

Setting)

E-portfolio Practice

ISMAC Facilities -Sports

Equipment -Field and Hard-

court -Swimming Pool

M5

Athletics and Analysis of

personal fitness

(biomechanics)

E-portfolio Preparation

(fitness testing)

E-portfolio final Swimming

Invasion Games

Assessment


✓ Tests and examinations

✓ Oral interviews and presentations


✓ Exhibits such as posters and 3-D models

✓ Practical research

✓ Analysis and evaluation of data

Student progress is assessed using the criteria set by the International Baccalaureate. The criteria used for the third year of the PE programme are now listed together with what it means to reach the uppermost levels in each criterion.

23

Assessment Criteria

Criterion A: Knowing & Understanding Maximum Score: 8

Top level

Descriptor

7-8

The student:

i. explains physical and health education factual, procedural and conceptual

knowledge ii. applies physical and health education knowledge to analyse complex issues to

solve complex problems set in familiar and unfamiliar situations iii. applies physical and health terminology consistently and effectively to

communicate understanding.

Criterion B: Planning for Performance Maximum Score:8

Top level

Descriptor

7-8

The student:

i. designs, explains and justifies a plan to improve physical performance or

health ii. analyses and evaluates the effectiveness of a plan based on the outcome.

Criterion C: Applying & Performing Maximum Score: 8

Top level

Descriptor

7-8

The student:

i. demonstrates and applies a range of complex skills and techniques ii. demonstrates and applies a range of complex strategies and movement

concepts iii. analyses and applies information to perform effectively.

Criterion D: Reflecting & Improving Performance Maximum Score: 8

Top level

Descriptor

7-8

The student:

i. explains and demonstrates strategies to enhance interpersonal skills ii. develops goals and applies strategies to enhance performance iii. analyses and evaluates performance.

24

Subject: M4-M5 SCIENCES Teachers: Tanya Ellis and Gina Kinsey


In M4-5 students follow the integrated sciences program linking all three sciences through assessments, skills and content to provide a broad and balanced curriculum. They receive one MYP grade for science which is a combination of all three sciences. We aim to develop a curiosity, interest and enjoyment towards science and its methods of inquiry, acquire scientific knowledge and understanding, communicate scientific ideas, arguments and practical experiences effectively in a variety of ways, develop critical, creative and inquiring minds that pose questions, solve problems, construct explanations, judge arguments and make informed decisions in scientific and other contexts. We aim to instill an understanding of the links between science and society, and an awareness of the limitations of science and how science should be used responsibly.


Level Quarter 1 Quarter 2 Quarter 3 Quarter 4 Resources

M4 Measurement in science Energy cycles

Kinetic theory Elements and organic molecules

Balanced reactions Cells and reproduction Ecosystems

Exchange and transport Forces and motion Circuit electricity

Class text book Internet Video clips Library Labs/ equipment Handouts Simulations

M5 Ecosystems Waves Stoichiometry

Circulation and respiration Kinetics Acids and bases

Electricity and magnetism Reproduction and inheritance Organic chemistry

E-assessment See above

Assessment



✓ Written assignments such as essays ✓ Oral interviews and presentations

✓ Designing and conducting individual and group investigations

✓ Exhibits such as posters and 3-D models

✓ Practical research ✓ Analysis and evaluation of data

✓ Extended writing projects

Student progress is assessed using the criteria set by the International Baccalaureate. The criteria used for the final year of the subject are now listed together with what it means to reach the uppermost levels in each criterion. Students sit an e-exam to determine the final grade.

25

Assessment Criteria: There are 4 criteria, all scored out of 8.

Criterion A: Knowing and Understanding.

Top Level Descriptor

7-8

The student is 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.

Criterion B: Inquiring and Designing


7-8


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

● formulate and explain a testable hypothesis using correct scientific reasoning ● explain how to manipulate the variables, and explain how sufficient, relevant

data will be collected ● design a logical, complete and safe method in which he or she selects

appropriate materials and equipment.

Criterion C: Processing and Evaluating


7-8


● correctly collect, organize, transform and present data in numerical and/ or

visual forms

● accurately interpret data and explain results using correct scientific reasoning

● evaluate the validity of a hypothesis based on the outcome of a scientific

investigation .

● evaluate the validity of the method based on the outcome of a scientific

investigation

● explain improvements or extensions to the method that would benefit the scientific

investigation.

Criterion D: Reflecting on the Impacts of Science


7-8


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

● discuss and analyse the implications of using science and its application to solve

a specific problem or issue, interacting with a factor ● consistently apply scientific language to communicate understanding clearly and

precisely ● document sources completely.

Resources/Other : Occasional visiting speakers and trips.

26

Subject: M4 – M5 Design

Teacher: Chris Haske


MYP Design aspires to develop creative problem solvers who are caring and responsible individuals, able to respond critically and resourcefully to the demands of the increasingly technological society and to appreciate the importance of technology for life, society and the environment.

M4 - M5 Programme Outline

Level Unit1 Unit2 Unit3 Unit4 Resources

M4 Design Cycle

(Communication devices)

Personal and cultural

expression (Game/toy

design)

Advertising (point-of-sale)

Designing and packaging food

Computer & Design Labs

M5 Designing for

inclusivity

Corporate Identity

E-portfolio Designing Cycle

(food for celebration)

Assessment


✓ Tests and examinations ✓ Written assignments such as essays

✓ Oral interviews and presentations


✓ Exhibits such as posters and 3-D models ✓ Practical research

✓ Analysis and evaluation of data

✓ Extended writing projects

Student progress is assessed using the criteria set by the International Baccalaureate. The criteria used for the fourth and fifth years of the design programme are now listed together with what it means to reach the uppermost levels in each criterion.

27

Assessment Criteria

Criterion A: Inquiring & Analyzing Maximum Score: 8 Top level Descriptor

7-8

The student:

i. explains and justifies the need for a solution to a problem for a client/ target

audience ii. constructs a detailed research plan, which identifies and prioritizes the

primary and secondary research needed to develop a solution to the problem

independently iii. analyses a range of existing products that inspire a solution to the problem in

detail iv. develops a detailed design brief, which summarizes the analysis of relevant

research.

Criterion B: Developing Ideas Maximum Score: 8 Top level Descriptor

7-8

The student:

i. develops detailed design specifications, which explain the success criteria for

the design of a solution based on the analysis of the research ii. develops a range of feasible design ideas, using an appropriate medium(s)

and detailed annotation, which can be correctly interpreted by others iii. presents the chosen design and justifies fully and critically its selection with

detailed reference to the design specification iv. develops accurate and detailed planning drawings/diagrams and outlines

requirements for the creation of the chosen solution.

Criterion C: Creating the Solution Maximum Score: 8 Top level Descriptor

7-8

The student:

i. constructs a detailed and logical plan, which describes the efficient use of

time and resources, sufficient for peers to be able to follow to create the solution ii. demonstrates excellent technical skills when making the solution. iii. follows the plan to create the solution, which functions as intended and is

presented appropriately iv. fully justifies changes made to the chosen design and plan when making the

solution.

Criterion D: Evaluating Maximum Score: 8 Top level Descriptor

7-8

The student:

i. designs detailed and relevant testing methods, which generate data, to measure the success of the solution

ii. critically evaluates the success of the solution against the design specification based on authentic product testing

iii. explains how the solution could be improved iv. explains the impact of the product on the client/target audience

28

MYP M4 & M5 ARTS

Visualizing the Arts Objectives; Drama, Music & Visual Arts

In M4, students enroll in one of the Arts courses we offer at ISMAC. They attend their chosen course for their final two years in the Middle Years Programme.

29

Subject: M4-M5 VISUAL ARTS

Teacher: Chris Haske


Visual Arts involves knowing and understanding, developing skills, thinking creatively and responding to

the art of others as well as one‘s own work. Students learn about art of the past as well as contemporary

genre and movements. When developing their own work, students state their intentions, what they hope

to achieve, in the early stages of a project. This often involves references to the work of artists and

processes they have investigated. The creative process often results in a product quite different from its

original intent. Emphasis is placed on following through with ideas and demonstrating their development

from beginning to end.


Level Semester 1 Semester 2 Resources

M4/5 Story Telling:

Personal and

cultural

expression:

artistry, craft,

creation, beauty

(past ePortfolio)

mixed media

portraits of local

people

Kehinde Wiley

(recontextualize)

or Shepard

Fairey

(aggrandize)

ePortfolio – a

unit partially

prescribed by

the MYP for the

ePortfolio

Individual work

based on

projects

previously

undertaken

Local Galleries

and Artists

A wide variety of

media and

equipment

Assessment

Each unit will be assessed using a variety of methods. Examples of ways in which students show their knowledge, understanding and skills include the following:

✓ Studio work ✓ Written and oral analysis of images

✓ Presentations

✓ Documentation of processes ✓ MYP Visual Arts ePortfolio (M5 only, M4 will

submit several ePortfolio tasks in the required format)

30

Subject: M4-M5 DRAMA

Teacher: Amy Arora


In Drama the students learn to: identify styles of theatre/drama and depict characters in them; work

independently and in collaboration with others to write scripts and create original drama pieces; identify

basic elements of technical theatre and demonstrate technical theatre knowledge and skills. The

students also explore how culture, historical period and context influence the creation and interpretation

of theatre.


Level Semester 1 Semester 2 Resources

Brecht and Epic Theatre:

Students will explore the

conventions of Brechtian

theatre and create their

own piece of political

theatre.

Naturalism and

Stanislavski:


conventions of naturalism

and perform a shortened

version of Ibsen‘s Hedda

Gabler.

Naturalism and

Stanislavski (continued):


conventions of naturalism

and perform a shortened

version of Ibsen‘s Hedda

Gabler.

Physical theatre:

Students will explore

different types of physical

theatre and devise a short

piece.

Performance Area and Drama

room, costume and props

collection, microphones and

other video recording

equipment, abridged scripts

Performance Area and Drama

room, costume and props

collection, IT lab, recording

programme, abridged scripts

Assessment


✓ Tests and examinations ✓ Written assignments such as essays

✓ Oral interviews and presentations ✓ Designing and conducting individual and group

projects

✓ Exhibits such as posters and 3-D models ✓ Practical research

✓ Extended writing projects ✓ ePortfolio (M5)

31

Subject: M4-M5 MUSIC

Teacher: Tyler Dixon


ISM Music is a five-year program that gives students foundations in music theory, ethnomusicology,

listening, reading, composing and performance skills. The goals of the program are to allow students to

explore their creative sides and provide the knowledge and skills to pursue further education or a possible

career in music.



M4

M5

Music Theory

Arranging

Music for

Individuals and

Group

Performance

Listening and

Appraisal,

Composition/

Theory focus,

and

Performance

Music Theory

Folk Music

and Personal

Expression

Through

Recording

Technology

Listening and

Appraisal with

composition and

performance of

specific genres.

Music Theory

(ePortfolio

prescribed unit)

Music Theory

Practical

Performance

Listening and

Appraisal with

composition and

performance of

specific genres.

A range of

texts, handouts,

class notes,

music sheets.

Access to IT

lab to compose

using the

MuseScore

programme –

can be

downloaded at

home.

Assessment



✓ Written assignments such as essays ✓ Oral interviews and presentations


✓ Practical research

✓ Individual Compositions ✓ Individual and group performances

✓ ePortfolio (M5 only)

32

MYP Arts Assessment Criteria

Describing highest achievement

Criterion A: Knowing and Understanding Maximum score: 8

The student:

I. demonstrates excellent knowledge and understanding of the art form studied, including concepts, processes, and excellent use of subject-specific terminology

II. demonstrates excellent understanding of the role of the art form in original and

displaced contexts

III. demonstrates excellent use of acquired knowledge to purposefully inform artistic

decisions in the process of creating artwork.

Criterion B: Developing skills Maximum score: 8

The student:

I. demonstrates excellent acquisition and development of the skills and techniques of the

art form studied II. demonstrates excellent application of skills and techniques to create, perform and/or

present art.

Criterion C: Thinking creatively Maximum score: 8

The student:

I. develops an excellent artistic intention that is consistently feasible, clear, imaginative and coherent

II. demonstrates an excellent range and depth of creative-thinking behaviors

III. demonstrates excellent exploration of ideas to effectively shape artistic intention

through to a point of realization.

Criterion D: Responding Maximum score: 8

The student:

I. constructs meaning with depth and insight and effectively transfers learning to new settings

II. creates an excellent artistic response that intends to effectively reflect or impact on the

world around him or her

III. presents an excellent critique of the artwork of self and others.

33

Subject: M4-M5 FRENCH LANGUAGE ACQUISITION

Teachers: Olivier Émond (Intermediate), Florence Larpent (Advanced)


The MYP Language Acquisition course aims to develop a respect for, and understanding of, other languages and cultures. It is equally designed to equip the student with a skills base to facilitate further languagelearning. Students are provided with the opportunity to build on prior knowledge and skills in order to help them progress to the next phase of language development. The Language Acquisition French curriculum is designed to give students the necessary tools to communicate with confidence and accuracy. Students will be applying French as a tool for communicating information in authentic situations and willgain an understanding of the relationship between the practices and perspectives of French culture throughout the world. Instruction is student-centered and communication-based, In addition to the textbook, such authentic materials as French videos, newspaper clips, photo stories and internet resources will be incorporated. Students practice and explore the language through individual tasks, pair and group tasks. Students are encouraged to use French within the school and beyond for enjoyment and enrichment.


Level Unit 1 Unit 2 Unit 3 Unit 4

Resources

Intermediate Vacances et tourisme (Holidays and tourism) Being functional in a French speaking country (cultural activities and touristic places). Value and impact of traveling/holidays on our lives.

Pratique du ePortfolio /ePortfolio practice How do we communicate nowadays? Informative and reflective tasks about technologies.

ePortfolio This unit is dictated by the IB.

Les animaux (Animals) Learning about wild animals, as well as domestic and farm animals. Focusing on animals from the world around us in Tanzania.

MYP French by Concepts 4&5, Encore Tricolore 3-4, Alliance française, internet, films, CDs & radio, audio-visual clips, magazines, books, newspapers

Advanced Les loisirs sont-ils accessible à tous ? Global context: Personal and cultural identity Concepts: connections, context, audience

Pratique du ePortfolio : Quels sont mes droits et mes devoirs? Global context: Fairness and development Concepts: communication, point of view, empathy

Pourquoi est-ce qu’on aime tant la musique ? Global context : Personal and cultural expression Concepts : communication, form, idiom

34

Tips for Success

Language acquisition takes time and effort. To reach the ultimate goal of being proficient in a language,

there are a number of things students should do to ensure their success:

What to bring to class: 1. Notebook provided by the teacher 2. Multi-subject binder with an additional sub-section in French for vocabulary 3. Pens, pencils, eraser, ruler, highlighters

Dictionaries: Students are not required to bring their own dictionary to every class; however it is recommended to have one at home. Dictionaries are available for use during class time. French/English dictionaries can be purchased at the Kase bookstore.

Speaking French in Class The teacher will be speaking mostly in French during class; however complex grammatical concepts will be instructed in English and French as needed. Students are encouraged to challenge themselves to speak French during class time. In the beginning of the course, students will be given instruction on communication strategies to use in situations when their language skills are inadequate. A student‘s efforts to speak French in class will have a definite impact on his/her success.

Rules for computer use (on-line dictionary and translator programs) Technology has come a long way in the realm of language acquisition programs. These programs can be very useful in language study however they can also drastically impede student progress. The use of these programs must therefore be monitored and limited. Students will be instructed on the appropriate use of translator and on-line dictionary programs. When working on writing assignments, students should NEVER rely on translator programs or on-line dictionaries unless specified by the teacher as being acceptable for that particular assignment. The most effective tools for writing assignments are an actual dictionary and bescherelle (verb conjugation book).

Review! Students are advised to be pro-active and self-motivated in their study habits. Always preview the lesson, review right after class, and complete homework on time. You will benefit more from the class activities when you come prepared.

Vocabulary Students should challenge themselves to add five new terms to their vocabulary each class. They should record any new words and phrases in their vocabulary file each class and review these new terms regularly. This will be invaluable in terms of enriching their word choice and expression in writing.

Seek Assistance When Needed Students are encouraged to seek extra help when needed. Tutorial assistance is offered regularly.

Students should ask for help when needed and see the teacher whenever they experience difficulties.

Helpful websites for grammar practice

http://www.utm.edu/staff/globeg/gramm.shtml

www.languagesonline.org.uk

http://www.alyon.asso.fr/jeux/quizz/

http://sedonnerlemot.tv/

http://french.about.com/library/begin/bl_begin_verbs.htm

http://grammaire.reverso.net/

http://www.mmecarr.ca/idiomatiques.html

http://users.skynet.be/providence/vocabulaire/francais/menu.htm

http://www.utm.edu/staff/globeg/gramm.shtml

http://www.languagesonline.org.uk/

http://www.alyon.asso.fr/jeux/quizz/

http://sedonnerlemot.tv/

http://french.about.com/library/begin/bl_begin_verbs.htm

http://grammaire.reverso.net/

http://users.skynet.be/providence/vocabulaire/francais/menu.htm

35

Subject: M4/5 LANGUAGE ACQUISITION SWAHILI Teacher: Edwin Asseri, GiftTyea


The MYP Language Acquisition course aims to develop a respect for, and understanding of, other languages andcultures, and is equally designed to equip the student with a skills base to facilitate further languagelearning. Students are provided with the opportunity to build on prior knowledge and skills in order to help them progress to the next phase of language development. The Language Acquisition Swahili curriculum is designed to give students the necessary tools to communicate with confidence and accuracy. Students will be applying Swahili as a tool for communicating information in authentic situations and will gain an understanding of the relationship between the practices and perspectives of Swahili culture wherever it is used. Instruction is student-centered and communication-based, In addition to the textbook, such authentic materials as Swahili videos, newspaper clips, photo stories and internet resources will be incorporated. Students practice and explore the language through individual work, pair and group work. Students are encouraged to use Swahili within the school and beyond for enjoyment and enrichment.



M4/5

Phases 1&2

(Edwin Asseri)

Vijananamahusiano

(Youths and relationships)

Looking at various forms of relationships which youths of today are engaged in. -Who is a youth? -What is relationship? Grammar: Adjectives;-possessive Vocabulary and simple sentences related to the unit.

Vijananamahusiano

(Youths and relationships)

Looking at various forms of relationships which youths of today are engaged in.

-Youth Problems Grammar: Adjectives;- Démonstrative Vocabulary and simple sentences related to the unit.

Sayansinateknolojia

(science and technology)

Looking at the impact of science and technology in society. -What arethe advantages and disadvantages of science and technology? Grammar: Adjectives;-Quality Vocabulary and simple sentences related to the unit.

Sayansinateknolojia


Looking at the impact of science and technology in society. -What are the best ways we can use science and technology to benefit our communities. Grammar: Adjectives;-Quality. Vocabulary and simple sentences related to the unit.

UraiaDarasa la 3-6 Newspapers Journals Internet SayansiDarasa la 3-6 Swahili-English dictionary.

M4/5

Phases

4&5 (Gift

Tyea)

MuzikinaUjumbe (Music & Message)

Looking at Swahili music and the message it carries What cultural aspects are portrayed in Swahili music? Grammar: Swahili Verbs and

adjectives Vocabulary and complex sentences related to the unit.

Muzikinaujumbe

wake (Music & Message)

Looking at Swahili music and the message it carries Is music educative or

destructive?

Grammar: Swahili Verbs and

adjectives Vocabulary and complex sentences related to the unit.

Sayansinateknolojia


Looking at the impact of science and technology in society. -What arethe advantages and disadvantages of science and technology? Grammar: Verbs and adjectives. Vocabulary and complex sentences related to the unit.

Sayansinateknolojia


Looking at the impact of science and technology in society. -What are the best ways we can use science and technology to benefit our communities. Grammar: Adjectives and verbs. Vocabulary and complex sentences related to the unit.

Swahili songs. Internet. SayansiDarasa la 3-6 Radio Newspapers Journals. Swahili-English dictionary.

36

Language Acquisition French & Swahili Assessment

The Language Acquisition subject group is organized into six phases, depending upon a student‘s

proficiency and prior exposure to the language. Assessment rubrics will be based upon the phase of the

individual student. As the teacher sees that all criteria have been met for a phase, the teacher will then

make the decision to advance the student into their next phase of the language. The teacher will ensure

that students are placed in a phase thatprovides the student with an appropriate academic challenge.

The achievement grade is based upon assignments and summative assessments that have been scored

using the MYP Assessment criteria.

Language Acquisition French & Swahili Phase Level Expectations

Phase 1 Language learners in phase 1 understand and respond to simple phrases, statements and questions. They identify basic messages, facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in simple oral and written phrases. They convey basic information in a limited range of everyday situations, using oral and written language appropriate to a very limited range of interpersonal and cultural contexts. They begin to be aware that language use is connected to a purpose and an audience.

Phase 2 Language learners in phase 2 understand and respond to simple spoken and written texts. They identify messages, facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in short oral and written form. They interact to share information in a limited range of familiar situations, using basic language appropriate to a limited range of interpersonal and cultural contexts. They are aware that language varies according to purpose and audience.

Phase 3 Language learners in phase 3 understand and respond to a limited variety of spoken and written texts. They understand specific information, main ideas and some detail presented in oral, visual and written language, and demonstrate their comprehension in a limited range of oral and written forms. They engage in conversation and write structured text to express their ideas, opinions and experiences on a range of familiar and some unfamiliar situations, in a limited range of interpersonal and cultural contexts. They understand that they can speak and write in different ways for different purposes and audiences.

Phase 4 Language learners in phase 4 understand and respond to a variety of spoken and written texts. They interpret specific information, main ideas and some detail presented in complex oral, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. They engage in conversation and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. They can communicate substantial information containing relevant and developed ideas and justified opinions on events, experiences and some concepts explored in class. They identify aspects of format and style, and speak and write with a clear sense of audience and purpose.

Phase 5 Language learners in phase 5 analyse specific information, ideas, opinions and attitudes presented in oral, visual and written language. They draw conclusions, infer information and recognize implied opinions and attitudes. They respond and react to questions and ideas in a range of spoken, visual and written texts. They engage actively in conversations in social and some academic situations to contribute substantial information containing relevant and focused ideas supported by examples and illustrations. They organize information and ideas into a clear and effective structure to express their understanding and opinions on topics of personal interest and global significance. They interpret aspects of format and style, and are able to adapt register and style of language to suit the context.

Phase 6 Language learners in phase 6 evaluate the important information, details and ideas presented in spoken, written and visual language, in social and academic contexts. They analyse the information, draw conclusions and make inferences about ideas, opinions and attitudes implied in a wide range of spoken, visual and written texts. They engage actively in conversations in social and academic situations to contribute substantial information and give detailed analysis and explanation. They organize information and ideas logically and effectively to communicate their understanding, opinions and perspectives to a wide range of audiences, and for a variety of social and academic purposes.

37

Language Acquisition French & Swahili Assessment Criteria:

Students will be assessed on the following 4 criteria in accordance with the expectations of their

appropriate phase level:

Criterion A: Comprehending spoken and visual text Maximum score: 8


7-8

The student:

i. shows excellent understanding of information, main ideas and supporting details, and draws conclusions ii. has excellent understanding of conventions iii. engages thoroughly with the spoken and visual text by identifying ideas, opinions and attitudes

and by making a response to the text based on personal experiences and opinions. The student shows thorough understanding of the content, context and concepts of the text as a whole.

Criterion B: Comprehending written and visual text Maximum score: 8


7-8

The student:

i. shows excellent understanding of information, main ideas and supporting details, and draws conclusions ii. clearly understands basic conventions including aspects of format and style, and author‘s purpose

for writing iii. engages thoroughly with the written and visual text by identifying ideas, opinions and attitudes

and by making a response to the text based on personal experiences and opinions. The student shows thorough understanding of the content, context and concepts of the text as a whole.

Criterion C: Communicating in response to spoken, written and visual textMaximum score: 8


7-8

The student:

i. responds in detail and appropriately to spoken, written and visual text

ii. interacts confidently in rehearsed and unrehearsed exchanges

iii. effectively expresses a wide range of ideas and feelings and communicates information in

familiar and some unfamiliar situations; ideas are relevant and opinions are supported by examples and illustrations iv. communicates with an excellent sense of audience and purpose.

Criterion D: Using language in spoken and written form Maximum score: 8


7-8

i. writes/speaks effectively using a basic range of vocabulary, grammatical structures and

conventions accurately; occasional errors do not interfere with communication. When speaking, uses clear pronunciation and excellent intonation, making communication easy

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

iii. uses language effectively to suit the context.



Tests and examinations Written assignments Oral interviews, presentations and role play activities Designing and conducting individual and group projects

through mediums such as video and audio recordings

Exhibits Internet research Reading Comprehension tasks Interpretation of visual imagery

through written and oral response

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Subject: M4–M5 ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

Katrina Stanford


At ISMAC EAL students participate in all main subject lessons along with the other students in their year. MYP class teachers are aware of each individual student‘s language needs and differentiate their teaching to support the students. During Swahili and French lesson time, the EAL students do not go to these lessons but instead work in small groups with the EAL teacher. These lessons focus on developing students‘ language skills with the support of the EAL teacher. Students work with the teacher individually or in a small group, providing an environment in which the students feel comfortable. The aim of these lessons is to increase their confidence, fluency and accuracy in English. Learning opportunities are individualised and focus on developing each student‘s social and academic language. Assessment in EAL is ongoing and the students‘ development is closely monitored and recorded. At every year level we have specific exit criteria to enable the EAL teacher to measure a student‘s English proficiency and make a decision for the student to continue with EAL or join the Swahili or French programme.

Subject: M4–M5 Inclusive Education

Ruth Haske


Our Inclusive Education programme offers additional learning support within the classroom to students who have difficulty accessing the curriculum to their full capacity. Students are recommended to the Inclusive Education programme primarily by an MYP teacher. The IE teacher follows up on the referral with observation and assessment of the student as necessary. Psycho educational testing occurs providing a diagnosis, recommendations for the teaching team at ISM and, in some cases, recommendations for specific accommodations on exams. An Individual Educational Plan (IEP) is set in place to support these recommendations. In collaboration with the MYP teaching team, the student and his/her parents, the IE teacher monitors the student‘s progress across all subject areas.

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Subject: M4 – M5 LIFE SKILLS

Teacher: Olivier Émond


The Life Skills programme is one made up entirely out of questions which aim to impress upon adolescents, the need to critically know about oneself in relation to others in the context of a wonderfully complex and diverse natural, physical and digital environment. All classes study four major themes throughout the year: intrapersonal (knowing myself), mind and body, interpersonal (knowing others) and international-mindedness. As adolescents grow older and develop deeper understanding of these four themes, they are faced with increasingly more challenging questions.



M4 Self-initiated project

The students will create a self-initiated project, having the opportunity to take action in the community

Leadership and communication workshops Authentic and fictional situations where the students will put in practice

Life Skills seminar

Preparation for the yearly Life Skills seminar. Subject to come.

Thinking about my future Personal project, DP, professional career and university; upcoming tests, SMART goals, familiarization with eAssessments, etc.

Varied and include questionnaires, documentaries, speeches, notes and guest speakers.

M5 Self-initiated project

The students will create a self-initiated project, having the opportunity to take action in the community

Leadership and communication workshops Authentic and fictional situations where the students will put in practice the leadership theories they saw in the ―Leadership symposium‖

Life Skills seminar

Preparation for the yearly Life Skills seminar. Subject to come.

Work week experience preparation Application, letter of presentation, goals and outcomes, etc.

Varied and include questionnaires, documentaries, speeches, notes and guest speakers.

Assessment

Students are not assessed with specific criteria in Life Skills and so they do not receive scores. Students

demonstrate their knowledge in a variety of ways and they receive feedback accordingly which helps

develop their understanding and skills. Examples of ways in which students show their knowledge

include the following:

Presentations Written activities

Exhibits such as posters and 3-D models Dialogue

Homework

Students can be assigned homework in Life Skills in a sense of basic research on a following topic or

critical thinking about Life Skills questions and discussing these with relatives or friends at home.

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Subject: M4-M5 PERSONAL PROJECT

Teacher: Student‘s Supervisor


The Personal Project is the culmination of your MYP experience at ISM. It is a project that allows you to express the skills you‘ve learned, especially your awareness of your chosen Global Context. Since it is an individual project, you can express your interests and who you are. You choose the topic, and enjoy learning more about it as you research and develop your chosen product. This project is an important and required part of the MYP Programme, and will require as much time and energy (outside of class time) as whole extra class. You will begin during your M4 Year and complete it in your M5 Year. It has three main components: a process journal, the project/product itself, and a project report. The skills you use will be helpful as you continue your lifelong journey as a learner after the Middle Years Programme. The Personal Project is assessed with criteria like every other MYP subject (see next page).

The aims of the personal project are to allow you to: engage in personal inquiry on issues that are relevant to you, through an area of

interaction as a context for learning demonstrate the skills, attitudes and knowledge required to complete a project over an

extended period of time reflect on your learning and knowledge (on your own and with others) move towards thoughtful and positive action develop confidence as lifelong learners

The Process Journal

Students are required to maintain a Process Journal of their personal project. The Process Journal has all the student‘s rough ideas (even if the ideas change over the duration of the project), short and long-term plans, sketches, drawings, reflections, photographs, references and other notes which document the progress of the Personal Project. In essence, it is a practical workbook. Students are expected to

show evidence of regular use of the Process Journal to their supervisors.

The Role of the Supervisor

Each student is allocated a faculty member to be his or her supervisor. The supervisor is not expected to be an expert in your chosen project, nor expected to do a part of your project for you. They are there as facilitators, to guide you on your journey of learning. Your Supervisor‘s role includes:

to ensure the chosen personal project topic satisfies appropriate legal and ethical standards with regard to health and safety, confidentiality, human rights, animal welfare and environmental issues

to provide guidance to students in the planning, research and completion of the personal project

to confirm the authenticity of the work submitted

to assess the personal project according to the criteria

to take part in the internal standardization of assessment.

Assessment

Student achievement is assessed after submission of the project report using the exit criteria set by the

International Baccalaureate. The exit criteria used for the Personal Project are listed together with what it


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Assessment Criteria

Criterion A: Investigating


8

The student is able to: i. define a clear and highly challenging goal and context for the project, based on personal interests ii. identify prior learning and subject-specific knowledge that is consistently highly relevant to the project iii. demonstrate excellent research skills

Criterion B: Planning


8

The student is able to: i. develop rigorous criteria for the product/outcome ii. present a detailed and accurate plan and record of the development process of the project iii. demonstrate excellent self-management skills

Criterion C:Taking action


8

The student is able to: i. create an excellent product/outcome in response to the goal, global context and criteria ii. demonstrate excellent thinking skills iii. demonstrate excellent communication and social skills.

Criterion D: Reflecting


8

The student is able to: i. present an excellent evaluation of the quality of the product/outcome against his or her criteria ii. present excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii. present excellent reflection on his or her development as an IB learner through the project.

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Disciplinary

understanding

INTERDISCIPLINARY

One of the key features of the MYP is its emphasis on interdisciplinary teaching and learning. Interdisciplinary learning is the process by which students come to understand bodies of knowledge and ways of knowing from two or more disciplines or subject groups and integrate them to create new

understanding.

The importance of interdisciplinary teaching and learning emerges as a consequence of the challenges

and opportunities of educating students in, and for, a complex and highly interconnected world. Even

though secondary education usefully organizes learning into disciplinary compartments/specific subjects

(as a response to increasing specialization), an ever-changing world also demands education that

empowers people to integrate disciplines in novel and creative ways.

At ISM, interdisciplinary trips are organized with Moshi Campus in order bring together two or more

disciplines to foster interdisciplinary understanding.

M4: West Kilimanjaro trip - Curriculum focus on Sciences and Mathematics M5: Leadership trip - Curriculum Focus on Individuals and societies and English

Assessment Criteria

Criterion A: Disciplinary grounding Maximum Score: 8


7-8 The student demonstrates extensive necessary disciplinary grounding.

Criterion B: Synthesizing Maximum Score: 8


7-8 The student synthesizes disciplinary knowledge to demonstrate consistent, thorough and insightful interdisciplinary understanding.

Criterion C: Creating the Solution Maximum Score: 8


7-8

The student:

- communicates interdisciplinary understanding that is consistently well structured, clear and coherent, using selected forms or media effectively - consistently documents well-chosen sources using a recognized convention.

Criterion D: Reflecting Maximum Score: 8


7-8

- demonstrates thorough and nuanced reflection on his or her development of interdisciplinary understanding - evaluates thoroughly and with sophistication the limitations and benefits of disciplinary and interdisciplinary knowledge and ways of knowing in specific situations.

Interdisciplinary Disciplinary

understanding undestanding

derstanding

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