MYP Parents Guide AR & EN.pdf · MYP Assessment Criteria for All Subjects: 20 Grade Boundaries 22...

MYPParents Guide

2019 - 2020

QATAR ACADEMY AL KHORQatar Academy Al Khor Mission Statement 7

Mission 7

The IB Programmes 7

International - mindedness 8

The IB Learner Profile 8

Introduction 10

Why do we choose the MYP for our students? 10

MYP is student-centered 11

MYP Programme Model 12

Approaches to Learning 13

Service and action in IB programmers 13

How the curriculum works at QAK 14

Assessment at QAK is: 16

What about grades? 18

Interdisciplinary Activities - a holistic 19

approach to teaching and learning 19

Teaching Resources and Textbook Philosophy 19

MYP Assessment Criteria for All Subjects: 20

Grade Boundaries 22

Qatar Academy Language Statement of Philosophy 22

Grade Descriptors for Term Grades 23

eAssessment in the MYP 2.1 24

The Personal Project 24

What is the Personal Project? 24

Aims 25

The aims of the personal project are: 25

Assessment 25

Examples of Personal Projects 26

Table of Contents

SUBJECT AREA OVERVIEWS Language and Literature Arabic or English 29

Aims 29

Objectives 30

Language Acquisition English 31

Language Acquisition Phases 32

Aims 33

Objectives 34

Sciences 36

Aims 36

Objectives 36

Individual and Societies 38

Aims 39

Objectives 39

Physical Education 40

Aims 41

Objectives 41

Visual Art and Drama 42

Aims 43

Objectives 44

Design 45

Aims 46

Objectives 46

Mathematics 48

Aims 48

Objectives 49

References 50

QATAR ACADEMY AL KHOR

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Parents Guide

MYPQatar Academy Al Khor Mission Statement

Qatar Academy Al Khor is a private, non-profit, and coeducational school, found-ed by the Qatar Foundation for Education, Science and Community Development to provide students at all the levels with internationally accepted English medium curricula, and Arabic, Islamic Studies and National Studies curricula that meet the National Standards. QAK develops independent critical thinkers, lifelong learners and responsible citizens.

QAK Mission & Vision

Our vision at Qatar Academy Al Khor is to empower students to be open-minded, inquir-ing and knowledgeable life-long learners who are able to adapt to an ever-changing world through intercultural understanding and respect. We envision our future leaders as courageous problem-solvers who will make a positive differ-ence to the world.

Our mission at Qatar Academy Al Khor is to create a safe yet dynamic learning environment that inspires innovation. QAK em-powers learners to think critically as compassionate and principled global citizens grounded in Arab values while celebrating Qatari National heritage and culture.

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YP IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand other people, with their differences, can also be right.

The IB Programmes

The IB offers four programmes of which QAK offers three, the PYP, MYP and the DP creating a continuum of international education. This continuum also assures a com-mon educational framework with aims and values, and the concept of how to develop international mindedness. The “Learner Profile” is the core of this framework and is an embodiment of what the IB means by “international-mindedness”

The Primary Years Programme (PYP) is a curriculum framework designed for students aged 3 to 12. The PYP transdisciplinary framework focuses on the development of the whole child as an inquirer, both at school and beyond

The Middle Years Programme (MYP) aims at students aged 11 to 16 and provides a

framework of academic challenge and life skills through embracing and transcending

traditional school subjects. Inquiry is at the centre of student learning.

The Diploma Programme (DP) for students aged 16 to 19 is a rigorous two-year cur-riculum that meets the needs of highly motivated students and leads to a academic qualification status through final examinations that is recognized globally by leading universities.

International Mindedness

The attempts to define international-mindedness in increasingly clear terms and to move closer to that ideal in practice are central to the mission of IB World Schools. Given the variety and complexity of schools, and the elusive nature of the concept of international-mindedness itself, it would be naive to propose any simple definition and expect it to stand up to rigorous examination. Rather, the IB suggests that the definition reflects a range of interrelated factors.

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MYPHowever, in examining these factors during the years since the inception of the MYP,

a profile has emerged of the kind of student who represents the essence of the pro-gramme, the kind of student who, in establishing a personal set of values, will be laying the foundation upon which international-mindedness will develop and flourish. The attributes of such a learner are listed in the IB learner profile. IB World Schools should be proud to send out into the world students who exemplify the attributes expressed in this profile.

The IB Learner Profile

The learner profile is the IB mission in action. These attributes of internationally minded people represent a broad range of human capacities and responsibilities that go beyond a concern for intellectual development and academic account. They imply a commitment to implement standards and practices that help all members of the school community learn to respect themselves, others and the world around them.

The IB Learner ProfileThe aim of all IB programmes is to develop internationally minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be:

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how we 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 analyze and take responsible action in 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.

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YP 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 determina-tion; 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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MYPWhy do we choose the MYP for our students?

From Fundamental Concepts to The IB Learner ProfileFrom its beginning, the MYP was guided by three principles that have had a special currency for learners aged 11-16, inspired by the IB mission: holistic learning, intercul-tural awareness and communication. These fundamental concepts of the programme provided a strong foundation for teaching and learning in the MYP. They represent an early attempt to establish a philosophy of international education that the IB now recognizes more fully with the adoption of the IB learner profile across the IB continuum.

Holistic learning, intercultural awareness and communication are implied in or are part of the IB learner profile, especially in the attributes “balanced, open-minded and communicators”.

MYP is student-centered

As part of their experience of the MYP students develop an awareness of their own learning process and the necessary skills to continue learning throughout life. The curriculum seeks to shift the emphasis from teacher instruction to student learning wherever possible and from transmission of knowledge to inquiry. The MYP thus aims to combine academic rigor with the fostering of learning attitudes appropriate to young people in a global society. MYP students are making the transition from early puberty to mid-adolescence, which is an important period of personal, social and intellectual development, of uncertainty and questioning. QAK teachers aim to help in this process through their choice of teaching practice: they encourage students to develop critical thinking, to solve “real-life” problems, to communicate their ideas and to express their creativity in different ways. Teachers try to link the different subjects where possible using interdisciplinary units and students are encouraged to look for similarities between the subjects as well to come an understanding of the holistic approach.

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YP MYP Programme Model

In the programme model for the MYP, the first ring around the student at the centre describes the features of the programme that helps students develop disciplinary (and interdisciplinary) understanding.

• Approaches to learning (ATL) - demonstrating a commitment to approaches to learning as a key component of the MYP for developing skills for learning.

• Approaches to teaching - emphasizing MYP pedagogy, including collaborative learning through inquiry.

• Concepts - highlighting a concept driven curriculum.• Global contexts - showing how learning best takes place in context. • The second ring describes some important outcomes of the programme.• Inquiry based learning may result in student-initiated action, which may involve

service within the community.• The MYP culminates in the Personal Project (for students in MYP year 5)• The third ring describes the MYP’s broad and balanced curriculum.• The MYP organizes teaching and learning through eight subject groups:

language and literature, language acquisition, individual and societies, sciences, mathematics, arts, physical and health education, and design.

• In many cases, discrete or integrated disciplines may be taught and assessed within the subject group: for example, history or geography within the indi-viduals and societies subject group: biology, chemistry or physics within the sciences subject group.

• The distinction between subject groups blurs to indicate the interdisciplinary nature of the MYP. The subject groups are connected through global contexts and key concepts.

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MYPApproaches to Learning

Approaches to Learning (ATL)The core aim of the ATL programme at QAK is the formation of students as independent learners and critical thinkers. In other words, students should understand how to analyze and contrast information, how to communicate effectively and how to reflect upon their own learning.

Through the ATL teachers help students to develop skills that have relevance across the curriculum that help them “learn how to learn” and provide a solid foundation for learning independently and with others. At QAK students are encouraged to view the class teacher as a “facilitator” who promotes reflection on and articulate on the process of learning.

ATL is divided into five skill categories, expanded into developmentally-appropriate skill clusters.

IB ATL skill categories MYP ATL skill clustersCommunication I CommunicationSocial II CollaborationSelf management III Organization

IV AffectiveV Reflection

Research VI Information literacyVII Media literacy

Thinking VII Critical thinkingIX Creative thinkingX Transfer

Sone of the key questions to be answered by students with respect to ATL skills include:

• What are my present skills in this area and what evidence do I have of my development?

• What skills can I improve?• What new skills can I learn?

A concept driven curriculum that uses ATL skills effectively enables students to become stronger, more self-regulated learners.

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YP Service and action in IB programmes

Action (learning by doing and experiencing) is a key component in the kind of teach-ing and learning common to all IB programmes. Service, as a subset to action, has always been a shared value of the IB community (previous in MYP, Community and Service) IB learners strive to be caring members of the community who demonstrate a personal commitment to service, and act to make a positive difference to the lives of others as an important way to engage in principled action across a range of over-lapping local and global communities. Through responsible action, tightly connected with sustained inquiry and critical reflection, young people and adults can develop the kind of attributes described by the learner profile that are essential for success in future academic pursuits and for adult life.

The MYP aims to help students develop their personal understanding, their emerging sense of self and their developmentally appropriate responsibility in their community.

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

• feeling empathy towards others.• making small-scale changes to their behavior.• undertaking larger and more significant projects.• acting on their own.• acting corroboratively.• taking physical action.• suggesting modifications to an existing system to the benefit of all involved.• lobbying people in more influential positions to act.

Service requires that students are able to build authentic connections between what they learn in the classroom and what they encounter in the community and grow in confidence and responsibility as they become “actors” in the “real world” beyond school.

How the curriculum works at QAK

LearningBefore any formal secondary school teaching takes place, children have already acquired considerable knowledge from both their elementary school experience and every day interactions. Subject teaching is directed at encouraging students to be aware of alternative views of the world. This aspect of teaching provides children with learning experiences which broaden their understanding of the natural, artistic, literary and technological world, encourages them to clarify existent views, challenges the limitations of their own views, enables them to appreciate the differences between their views and those of others and leads them to develop a personal perspective that is broader and more consistent than before.

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MYPThe Learning Environment

At QAK, we see the school facilities as not only the context but also an extension of the learning that takes place here. The students are encouraged to express their viewpoints in a variety of forms (orally, wall displays, drawings, role-playing, written form, modeling, artefact production, etc.) and these viewpoints are valued as important contributions to the learning experience. The environment creates an atmosphere of respect and trust where ideas are brought into the open, discussed, experimented with and challenged.

QAK teachers are aware that learning is a gradual, non-linear and affective process and that students’ progress at different rates. Classes are adapted to maximize support for individual needs through differentiation. The Science labs are equipped to support laboratory practical inquiry, there is a fully equipped computer lab, well facilitated Art/ Drama, and design technology rooms, and all the classrooms are equipped with smart boards and computers. Besides these subject specific classroom adaptations, teachers organize their classroom in a way that it becomes a specialist learning resource for the students.

Learning to be a Critical ThinkerIn some educational systems learning is associated solely with the recollection of facts. However, in MYP the focus is on inquiry. Critical thinking and problem solving are two fundamental approaches within MYP and are strongly encouraged in every subject area at QAK. Understanding as a result of independent inquiry is considered more profound than the simple acquisition of knowledge. When working on a MYP unit of work students can use the inquiry cycle as seen below.

This will allow them to:

• Make connections between previous learning and current learning.• Experiment and play with various possibilities.• Make predictions and take action to see what happens.• Collect data and report findings.• Clarify existing ideas and reappraise perceptions of events.

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YP • Deepen their understanding through the application of a concept.• Make and test theories.• Research and seek information.• Take and defend a position.• Solve problems in a variety of ways.

Reflective PracticesIn contemporary education the demands have shifted from a passive accumulation of facts to a state of mind, which is capable of selecting the relevant “pieces” of information. This cognitive attitude calls for an independent approach to learning. At QAK teachers at all levels encourage self-evaluation as one of the means to reflect on one’s own level of understanding, and to self-assess the need to pursue learning further.

In conjunction with this learning practice, the subject teacher encourages a gradual increase in the degree of independence in students’ choices of method of inquiry and content of study.

For instance, in the Humanities the inquiry process involves students in collecting and analyzing information about people, groups, communities and societies. Inquiry is focused through the use of questions and hypotheses. Students explore and communicate social values and are challenged to think about the nature of social justice, the welfare of others, the acceptance of cultural diversity and respect for the environment.

CommunicationAlthough we recognize and admire the ability to memorize as a valuable cognitive asset, real learning consists of the ability to apply knowledge in different contexts.

Students at QAK are encouraged to address different audiences as a means of re-thinking their new ideas. For example; they produce posters for display in public areas, present group views to the whole class, discuss in small groups, make individual and group presentations.

Assessing DevelopmentAt QAK we recognize that students learn in different ways and in keeping with this holistic view of education we think it is important to provide a variety of different ways for students to demonstrate what they have learnt. This is the guiding principle of MYP assessment. The programme provides teachers with a structure for assessment centered around fixed objectives based on adapted criteria to meet the needs of their students.

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MYPAssessment at QAK is :

Varied in approachQatar Academy Al Khor sees learning as a lifelong experience of which assessment is a major component. Assessment is used on a daily basis to ensure direct feedback to inform students and teachers about their learning and teaching as well as informing the parents about the achievements of their children. Students might be assessed on project work, presentations to class, role-play and debate, essays, or tests etc.

Assessment aims to support and encourage a positive attitude of student learning as well as driving the ongoing development of the middle school curricula.

Formative assessment means that students will be given assessed feedback on their work to help them improve it. They will also be involved in this assessment, through assessing their peers or themselves. Summative assessment is an activity at the end of a project or term, made by the teacher and often used for reporting purposes. (more detailed information about Assessment can be found in the QAK Assess-ment Policy).

Formative as well as summative

Criterion-relatedAssessment will not be based simply on “How many questions can students answer?” or “What percentage have they achieved?” but rather “What skills have they learnt?” or “What level of understanding can they demonstrate?” Each subject has set MYP objectives that relate to their assessment criteria. The level of success of a student is determined through these criteria and their levels of achievement. The assessments are part of the curriculum cycle as shown below.

Evidence of DevelopmentThe academic, social and physical development of the QAK student is documented

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YP at two levels. In subject specific areas students compose and maintain their subject portfolio. This is where detailed information about a student’s academic progress with respect to the MYP assessment criteria is recorded.

The student portfolio contains a more holistic insight into the development of the student. It contains at least one assessment per subject per term. The subject portfo-lio and the student portfolio are administered by the subject teacher and the advisory teacher respectively (although it is the student’s ultimate responsibility to maintain and organize them).

ReportsThe school year knows two terms in which there will be four reports. A progress report will be issued in November and April. A full grade report will be issued in February and June. These show:

• A summary of levels of achievement in each subject studied.• The descriptors for the levels achieved in each criterion for each of the subjects.• Indication of the Approaches to Learning.• A final subject grade (at the end of each term).• A subject teacher's comment.

Parents may also receive Parent Conference Forms reflecting specific areas of concern. In both cases the parents are welcome to call the school to discuss these documents and talk to teachers (by appointment).

What about grades?

The school uses MYP grades, from 1-7, to report on each subject at the end of each term. Qatar Academy defines “passing” as 4 or above as part of their policy related to their mission.

To determine term grades, teachers first review a student’s achievement on the sub-ject-specific criteria. This is done by looking holistically at everything students have done over the term, taking into account factors such as the difficulty and importance of specific tasks, and the development of skills over time. Once subject-specific crite-ria levels have been determined, a conversion chart with grade boundaries is used to determine the overall 1-7 grade for the term.

Students should be able to roughly estimate their grade at any point in the term by looking at the results of all the assessment tasks for a particular subject.

What should students do with the assessment information given to them by teachers?

• Students should make sure they understand the criteria, which will be used for each assessment task.

• Students should self-assess while planning and preparing for an assessment task, and ask: How am I doing?

• Students should carefully review all comments made by teachers, and use that information to improve in future tasks.

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MYP• Students should set goals, and should talk to their teachers about their prog-

ress. Teachers are very willing to provide assistance.• Students and parents should look at the ATL scores and the teacher comments,

as well as the academic grades, to determine if a student is achieving all that they are capable of achieving.

How does Qatar Academy Al Khor ensure that its grades are fair and accurate?

• Teachers within each subject area work together to plan major assessment tasks. This is a guarantee that assessment tasks are fair and valid in determining the level of student achievement.

• Teaching teams conduct team grading/standardization, working together to as-sess student tasks. This ensures that a student’s task earn the same mark from any QAK teacher.

Interdisciplinary Activities — a holistic approach to teaching and learning

Besides the traditional subject specific courses taught by subject specialists, over-arching themes bridge the disciplines. Additionally, smaller interdisciplinary projects between two or more disciplines emerge throughout the year.

Why an interdisciplinary approach?The notion that effective learning is associated with the ability to make connections across subjects, helping them to understand and act in the world. Students learn by becoming aware of their own ability to recognize how new concepts are connected to their existing conceptual structure.

The main principles of interdisciplinary teaching are:

• Teaching is the creation of opportunities to trigger student's own thinking, rather than the delivery of "sacred truths".

• In interdisciplinary instructions, units of work give students the opportunity to deepen their understanding within one subject as well as helping to make fruitful connections between subjects in a purposeful way.

• The global contexts serve as a vehicle and provide the context of real-life connections.

• It helps students to communicate across subjects and to select and integrate forms of communication to achieve their goals and find answers to their inquiry

• Deepening the understanding of intercultural awareness through relevant experiences is supported by an interdisciplinary approach.

• As in the MYP assessment is criteria related, the assessment in interdisciplinary units takes into account criteria of more than one subject and consider them in the larger context of the students integrated work yet stays grounded in their discipline.

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YP

The MYP focuses on meeting the needs of students and subject areas, and these needs vary between students, classes, schools, cultures and countries. In order to meet the specific needs of QAK students, and to best teach the knowledge and skills students need, each subject area gives care-ful consideration when

Teaching Resources and Textbook Philosophy

choosing teaching resources and textbooks. In most cases, the best materials come from a variety of sources, which means that a single textbook will not be suitable.

Students should expect to use a variety of materials in their classes. Teachers will provide clear information to students as to which resources are needed for different lessons. Parents who would like information about resources should discuss questions first with their child or children, who should be able to explain which resources are being used in each class. Further questions should be discussed with the teacher.

The MYP assessment model is also described as criterion-related, as it is based upon predetermined criteria that all students should have access to. The MYP identifies a set of objectives for each subject group, which are directly related to the assessment criteria of that particular subject group. The level of student success in reaching the objectives of each subject group is measured in terms of levels of achievement de-scribed in each assessment criterion. The criteria of the different subject along with the maximum available level of achievement are shown below.

MYP Assessment Criteria for All Subjects:

Subject A B C D

Language and Literature: Arabic

(A) Analyzing(B) Organization(C) Producing text(D) Using language

8 8 8 8

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MYPLanguage Acquisition: English

(A) Comprehending spoken and visual text(B) Comprehending written and visual text(C) Communicating in response to spoken, written

and/or visual text(D) Using language in spoken and/or written form

8 8 8 8

Visual Arts and Drama

(A) Knowing and understanding(B) Developing skills(C) Thinking creatively(D) Responding

8 8 8 8

Individuals and Societies

(A) Knowing and Understanding(B) Investigating(C) Communicating(D) Thinking critically

8 8 8 8

Mathematics

(A) Knowing and understanding(B) Investigating patterns(C) Communicating(D) Applying Mathematics in real-life contexts

8 8 8 8

Islamic Studies

(A) Reciting Holy Quran(B) Tafseer(C) Seera(D) Islamic Values & Morals(E) Fiqh(F) Aqida(G) Hadeeth(H) Performance and Participation

8 8 8 8

8 8 8 8

Physical Education

(A) Knowing and understanding(B) Planning for performance(C) Applying and performing(D) Reflecting and improving performance

8 8 8 8

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YP Design

(A) Inquiring and analyzing(B) Developing ideas(C) Creating the solution(D) Evaluating

8 8 8 8

Sciences

(A) Knowing and understanding(B) Inquiring and designing(C) Processing and evaluating(D) Reflecting on the impacts of Science

8 8 8 8

For more information about assessment, please contact either the relevant teacher or the MYP Coordinator, depending on the question,

Grade Boundaries

All subjects

Grade Boundaries

1 1 — 5

2 6 — 9

3 10 —14

4 15 —18

5 19 — 23

6 24 — 27

7 28 — 32

Qatar Academy Language Statement of Philosophy

Qatar Academy Al Khor recognizes that language is the ultimate medium of interaction between the individual and the world. It is through language that one expresses one’s uniqueness, one’s culture, embraces those of others and celebrates the richness of the world’s diversity. Language, further, is fundamental to learning as it is a medium of learning throughout the curriculum. Students are learning through and about languages in all disciplines all the time.

Being an Arabic - English school, Qatar Academy Al Khor is committed to both languages as Languages of instruction, and to facilitating their acquisition with a level

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MYPof proficiency that will help students be successful scholars and proud citizens of their

community and of the world.

The maintenance of Arabic, the mother tongue of the QAK students, is central to the cognitive and cultural development and identity of the learners. The command of English as Lingua franca is the primary key to accessing information, communicat-ing internationally in the modern world, and enriching intellectual and social growth.

Modern Standard Arabic is Language A and English is Language B from K-12. In the future, the school may opt for an additional Language B.

In teaching languages, the school endorses a holistic approach to learning aiming at creating an authentic learning environment where teachers act as facilitators to guide students to reach their potential as active learners.

To foster languages at QAK, all members of the school community are required to be language teachers and to use each language consistently in any written or oral production.

Grade Descriptors for Term Grades

7

Outstanding

Produces high-quality, frequently innovative work.

Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophis-ticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

6

Excellent

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

5

Very Good

understanding of concepts and contexts. Demonstrates criti-cal and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situ-ations and, with support, some unfamiliar real-world situations.

4

Good

Produces good-quality work. Communicates basic understand-ing 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 fa-miliar classroom situations, but requires support in unfamiliar situations.

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YP3

Satisfactory

Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasional-ly 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.

2

Below Average

Produces work of limited quality. Expresses misunderstand-ings 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, infre-quently applying knowledge and skills.

1

Poor

Produces work of very limited quality. Conveys many signifi-cant misunderstandings or lacks understanding of most con-cepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.

eAssessment in the MYP

As part of the successful completion of the Middle Years Programme students in Grades 9 and 10 will be preparing for the MYP eAssessments (external assessments) At the end of Grade 10 students will complete a range of eAssessments and com-plete ePorffolios from 8 subject areas. The results of the eAssessments will lead to formally recognised IB MYP Certification.

These are

• eAssessment on screen examinations in:- Mathematics- Arabic Language and Literature- Sciences- Individuals and Societies (Integrated Humanities) - Interdisciplinary learning

• ePortfolios (coursework) in:- English Language Acquisition- Physical and Health education- Arts or Design

• The MYP Personal ProjectCandidates must also meet the school requirements for participation in community service (service as Action). Students receive IB MYP course results for each compo-nent completed. The maximum total score for the IB MYP certificate is 56, with a grade from 1-7 assigned to each required eAssessment. Students must achieve a to-tal of at least 28 points, with a grade of ‘3’ or higher in each eAssessment component, to be eligible to receive the IB MYP certificate.

Through the use of technology and the focus on deeper levels of understanding,

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MYPthe examination process will be an engaging, positive experience for students, while

ePortfolios provide a stimulating and structured final unit of study. eAssessment will therefore be an appropriate and natural culmination of the student’s time in the MYP.

The Personal Project

The personal project is a student-directed inquiry produced over an extended pe-riod, completed during year 5 of the MYP.

What is the Personal Project?

Students work individually, and by using the design cycle, produce an outcome or product influenced by one of the Global contexts. The topic or focus of the project will be investigated through a global context that the student chooses.

It is a culmination of the MYP experience and a way to demonstrate the skills acquired through the approaches to learning.

The project is of a personal nature and reflects the students’ experience of the MYP program. The topic should be one that interests and motivates the student.

The personal project has three main components: a product or outcome, a process journal, and a report.

-IBO Personal Project Guide 2014

Aims

The aims of the personal project are:

• To inquire further into an area of interest using one of the global contexts as a lens through which to investigate the topic.

• To demonstrate the skills, attitude, and knowledge required to complete an extended project.

• To allow for change towards more thoughtful and positive action.• To develop confidence as a lifelong learner.• To be a preparatory stage for the extended essay in the DP program.• Change students' behavior in response to their learning and recognizing that

they are able to make a difference through the decisions they make and the things they do.

Assessment

The objectives of the personal project are related to the assessment criteria, they explain what is expected of you.

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YP A- Investigating• Define a clear goal and context for the project based on personal interests.• Identify previous learning and subject-specific knowledge relevant to the proj-

ect.• Demonstrate research skills

B- Planning• Develop criteria for the product or outcome.• Plan and record the development process of the project.• Demonstrate research skills.

C- Taking action• Create a product or outcome in response to the goal, context, and criteria.• Demonstrate thinking skills.• Demonstrate communication and social skills.

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MYPD- Reflecting

• Evaluate the quality product/outcome against your own criteria set at an early stage during the project.

• Reflect on how completing the project has extended your knowledge and understanding of the topic and the global context

• Reflect on how you have developed as a learner by completing the project

Examples of Personal Projects

An original piece of art, outline of a business proposal, compose a song, Invent a new sport, Write a fiction story, Write an essay, Design a website, Build a model, Start a community campaign, Create a video game ....

For more information refer to the QAK Personal Project Student Guide 2014.

SUBJECT AREA OVERVIEWS(Adapted from the MYP Subject Guides)

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YP Language and Literature Arabic or English

IntroductionLanguage is fundamental to learning, thinking and communicating, therefore it permeates the whole curriculum. Indeed, all teachers are language teachers, continu-ally expanding the boundaries of what students are thinking about. Mastery of one or more languages enables each student to achieve their full linguistic Arabic potential Language and Literature will also be offered to first language speakers in Grades 7 and 8..

Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporate creative processes and encourages the development of imagination and creativity through self-expression.

All IB programmes value language as central to developing critical thinking, which is essential for the cultivation of intercultural understanding, as well as for becom-ing internationally minded and responsible members of local, national and global communities. Language is integral to exploring and sustaining personal develop-ment. The six skills areas in the MYP language and literature subject group-listening, speaking, reading, writing, viewing and presenting- develop as both independent and interdependent skills. They are centred within an inquiry-based learning environ-ment. Inquiry is at the heart of MYP language learning, and aims to support students’ understanding by providing them with opportunities to independently and collabora-tive investigate, take action and reflect.

MYP Language A is academically rigorous, and equips students with linguistic, analytical and communicative skills that can also be used in an interdisciplinary manner across all other subject groups. Students’ interaction with chosen texts can generate insight into moral, social, economic, political, cultural and environmental factors and so contributes to the development of opinion forming, decision making and ethical reasoning skills, and further develops the attributes of an IB learner.

Aims

The aims of the teaching and study 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 analyzing literary and non-literary works.

• engage with texts from different historical periods and a variety of cultures explore and analyze aspects of personal, host and other cultures through literary and non-literary works.

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Parents Guide

MYP• explore language through a variety of media and modes.

• develop a lifelong interest in reading.• apply linguistic and literary concepts and skills in a variety of authentic contexts.

Objectives

The objectives of MYP Language and Literature encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.

In order to meet these objectives, teachers will need to concentrate on each of the macro-skills of language: listening, speaking, reading, writing, viewing and presenting.

A AnalysingThrough the study of language and literature students are enabled to deconstruct texts in order to identify their essential elements and their meaning. Analyzing involves demonstrating an understanding of the creator’s choices, the relation-ships between the various components of a text and between text, 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 learning 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.

At the end of the course, students should be able to:

• analyze the content, context, language, structure, techniques and style of text(s) and the relationships amongst texts.

• analyze 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.

B OrganizingStudents should understand and be able to organize their ideas and opinions using a range of appropriate conventions for different forms and purposes of communica-tion. Students should also recognize the importance of maintaining academic hon-esty by respecting intellectual property rights and referencing all sources accurately.


• 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.

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YP C Producing textStudents will produce written and spoken text, focussing on the creative process itself and on the understanding of the connection between creator and their audi-ence. In exploring and appreciating new and changing perspectives and ideas, they will develop the ability to make choices aimed at producing texts that affect both he creator and the audience.


• 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, demon-strating awareness of impact on an audience.

• select relevant details and examples to develop ideas.

D Using LanguageStudents 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.


• 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 and pronounce with accuracy.• use appropriate non-verbal communication techniques.

Language Acquisition English

learning to speak another’s language means taking one’s place in the human community. It means reaching out to others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most important link to the world around us. Language is culture in motion. It is people interacting with people.

Savignon (1983)

The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes multilingualism and international understanding, both of which are central to the IB mission.

The study of additional languages in the MYP provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world.

The acquisition of the language of a community and the possibilities to reflect upon and explore cultural perspectives of our own and other communities:

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Parents Guide

MYP• is valued as central to developing critical thinking and is considered essential

tor cultivation of intercultural awareness and the development of the internationally minded and responsible members of local, national and global communities.

• is integral to exploring and sustaining personal development and cultural identity, and provides an intellectual framework to support conceptual development.

• is integral to exploring and sustaining personal development and cultural iden-tity, and provides an intellectual framework to support conceptual development

• greatly contributes to the holistic development of students and to the strength-ening of lifelong learning skills.

• equips students with the necessary multi literacy skills and attitudes, enabling them to communicate successfully in various global contexts and build intercul-tural understanding.

Language acquisition in the MYP aims to develop a respect for, and an understanding of, other languages and cultures, and is equally designed to equip the student with a skills base to facilitate further language learning.

Language Acquisition Phases

The MYP structures additional language learning in phases so that the complexity and range of language profiles that students bring to their classroom is acknowl-edged and fostered. Students beginning their MYP studies may have exited from any five phases of PYP language or may have no prior knowledge or experience of the language to be studied in the MYP.

The pathways to further study are multiple. Phases 4, 5 and 6 allow for a smooth tran-sition from MYP language B to DP group 2 courses—and, for a number of students, to group 1 courses. The MYP framework for language B reflects the concepts and skills of the presumed knowledge for these DP courses.

Students continuing on to the DP will have developed not only an inquiring and reflective approach to language learning but also multi literacy skills that they will be able to apply and extend in their DP language courses.

The table below shows the pathways from the MYP through to DP group 1 and group 2 courses.

Note: This is an indication only—it is up to schools to decide the minimum require-ments for progression from MYP language B to DP studies in language.

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YP MYP DPPhase 1 Ab initio

Phase 2 Ab intio (in rare cases) Language B SL

Phase 3 Language B SL

Phase 4 Language B SL/HL

Phase 5 Language A: literature SL Language A: language and literature SL

Literature and performance SL

Phase 6 Language A: literature SL/HL Language A: language and literature SL/HL

Literature and performance SL

Aims

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.

An over-arching aim of teaching and learning languages is to enable the student to become a critical and competent communicator.

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, an 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 multi-literacy 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 constructing meaning.

• enable the students 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.

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Parents Guide

MYP• encourage an awareness and understanding of people from own and other

cultures, leading to involvement and action in own and other communities.• foster curiosity, inquiry and a lifelong interest and enjoyment in language

learning.

Objectives

The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject.

The language acquisition objectives encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. The student’s knowledge and under-standing will be developed through:

• language learning• learning through language• learning about language (Haliday 1985)

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

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

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

A Comprehending spoken and visual textComprehending spoken and visual text encompasses aspects of listening and viewing and involves the student in interpreting and constructing meaning from spoken and visual text to understand how images presented with oral text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is viewed, and to be aware of opinions, attitudes and cultural references presented in the visual text. The student might, for example, reflect on feelings, and actions, imagine himself or herself in another’s situation, gain new perspectives and develop empathy, based on what he or she has understood in the text.

As appropriate to the phase, the student is expected to be able to:

• listen for specific purposes and respond to show understanding.• interpret visual text that is presented with spoken text.

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YP • engage with the text by supporting opinion and personal response with evidence and examples from the text.

B Comprehending written and visual textComprehending spoken and visual text encompasses aspects of listening and viewing, and involves the student in interpreting and constructing meaning from written and visual text to understand how images presented with oral text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is viewed, and to be aware of opinions, attitudes and cultural references presented in the visual text. The student might, for example, reflect on feelings, and actions, imagine himself or herself in another’s situation, gain new perspectives and develop empathy, based on what he or she has understood in the text.


• read for specific purposes and respond to show understanding.• interpret visual text that is presented with written text.• engage with the text by supporting opinion and personal response with evi-

dence and examples from the text.

C Communicating in response to spoken, written and/or visual textIn the language acquisition classroom, students will have opportunities to develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, and in responding to spoken, written and visual text in the target language.


• interact and communicate in various situations.• express thoughts, feelings, ideas, opinions and information in spoken and writ-

ten form.• speak and write for specific purposes.

D Using language in spoken and/or written formThis objective relates to the correct and appropriate use of the spoken and written target language. It involves recognizing and using language suitable to the audience and purpose, for example, the language used at home, the language of the class-room, formal and informal exchanges, social and academic language. When speaking and writing in the target language, students apply their understanding of linguistic and literary concepts to develop a variety of structures, strategies (spelling, grammar, plot, character, punctuation, voice) and techniques with increasing skill and effective-ness.


• organize thoughts, feelings, ideas, opinions and information in spoken and written form.

• develop accuracy when speaking and writing in the target language.

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Parents Guide

MYPSciences

The scientific mind does not so much provide the right answers as asks the right questions.

Claude Levi-Straus

With inquiry at the core, the MYP sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. The MYP sciences curriculum must explore the connections between science and every day life. As they investigate real examples of science applications, students will discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment.

Scientific inquiry also fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Students should learn to appreciate and respect the ideas of others, gain good ethical reason-ing skills and further develop their sense of responsibility as members of local and global communities.

Aims

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.

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

• understand and appreciate science and its implications.• consider science as a human endeavor 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.

Objecives

The objectives of MYP sciences encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.

The objectives reflect the holistic nature of science and the real world of scientists. They enable students to engage with all aspects of science, either through individual objectives or connected processes.

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YP A Knowing and understandingStudents develop scientific knowledge (facts, ideas, concepts, processes, laws, mod-els, and theories) and apply it to solve problems and express scientifically supported judgements.

Assessment of this objective must be done using tests or exams. To reach the high-est-level students must make scientifically supported judgements 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 chal-lenges students to analyze 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.• analyze and evaluate information to make scientifically supported judgements.

B Inquiring and designingIntellectual and practical skills are developed through designing, analyzing 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 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 relevant information, correctly sequenced.


• 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.

C Processing and EvaluatingStudents 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.


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MYP• 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.

D Reflecting on the impacts of scienceStudents gain global understanding of science by evaluating the implications of scientific developments and their applications to a specific problem or issue. A variety of communication modes 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 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.


• 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 communication modes effectively.• document the work of others and sources of information used.

Individual and Societies

MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural contexts that have an impact on individuals, societies and environments. It encourages learners, both students and teachers, to consider local and global contexts.

MYP individuals and societies incorporates disciplines traditionally under the general term “the humanities” (such as history and philosophy) as well as disciplines in the social sciences (such as economics, business, management, geography, sociology and political science).

In this subject group, students can engage with exciting, stimulating and personally relevant topics and issues. Many sensitive and personally challenging topics require careful consideration in the context of a safe and responsible learning environment characterize by respect and open-mindedness. The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes and beliefs. Courses in this subject group are important for helping students to recognize that content and methodology can be debatable and controversial, and for practicing the tolerance of uncertainty.

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YP The IB approach to individual and societies includes a strong focus on inquiry and investigation. Students collect, describe and analyze data used in studies of societies; test hypothesis; and learn how to interpret increasingly complex information, includ-ing original source material. This focus on real world examples, research and analyzes is an essential aspect of the subject group.

The study of individuals and societies helps students to develop their identities as individuals and as responsible members of local and global communities. These explorations of our common humanity are intrinsically interesting, and disciplines in this subject group are filled with potential for creating in students a lifelong fascination with the “human story: as it continuous to evolve in an era of rapid change and increasing interconnectedness. Studies in individual and societies are essential for developing empathy and international mindedness, including the idea that “other people, with their differences, can also be right” (IB mission statement).

Aims

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims, therefore, suggest how the student may be changed by the learning experience.

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 diversities.• understand the interactions and interdependence of individuals, societies and

environments.• understand how both environmental and human systems operate and evolve.• identify and develop a 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 we live.

Objecives

The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject.

The objectives of individuals and societies encompass the factual, conceptual, proce-dural and metacognitive dimensions of knowledge.

A Knowing and UnderstandingStudents develop factual and conceptual knowledge about individuals and societies.


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Parents Guide

MYP• use terminology in context.

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

B InvestigatingStudents develop systematic research skills and processes associated with disciplines in the humanities and social sciences. Students develop successful strategies for in-vestigating independently and in collaboration with others.


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

C CommunicatingStudents develop skills to organize, document and communicate their learning using a variety of media and presentation formats.


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

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

• document sources of information using a recognized convention.

D Thinking criticallyStudents use critical thinking skills to develop and apply their understanding of indi-viduals and societies and the process of investigation.


• discuss concepts, issues, models, visual representation and theories.• synthesize information in order to make valid arguments.• analyze and evaluate a range of sources/data in terms of origin and purpose,

examining values and limitations.• interpret different perspectives and their implications.

Physical Education

“Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic and creative intellectual activity.”

John F Kennedy

MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s

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YP balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well being. Students engaged in physical and health education will explore a variety of concepts that helps foster an awareness of physical development and health perspective, empowering them to make informed decisions and promoting positive social interaction.

Physical and health education focuses on both learning about and learning through physical activity. Both dimensions help students to develop approaches to learning (ATL) skills across the curriculum. Physical and health education contributes a unique perspective to the development of the attributes of the IB learner profile, promoting the health of individuals and communities.

Through physical and health education, students can learn to appreciate and respect the ideas of others, and develop effective collaboration and communication skills. This subject area also offers many opportunities to build positive interpersonal relationships that can help students to develop a sense of social responsibility. At their best, physical and health education courses develop the enjoyment, engagement and confidence in physical activity that students need in order to achieve and maintain a balanced healthy life.

Physical activity and health are of central importance to human identity and global communities. They create meaningful connections among people, nations, cultures and the natural world, and they offer a range of opportunities to build intercultural understanding and greater appreciation for our common humanity.

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.

Objecives

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.

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MYP• apply physical and health education knowledge to analyze issues and solve

problems set in familiar and unfamiliar situations.• apply physical and health terminology effectively to communicate

understanding.

B Planning for performance:Students through inquiry design, analyze, evaluate and perform a plan n order to improve performance in physical and health education.


• design, explain and justify plans to improve physical performance and health.• analyze and evaluate the effectiveness of a plan based on the outcome.

C Applying and performing:Students develop and apply practical skills, techniques, strategies and movement concepts through their participation in a variety of physical activities.


• demonstrate and apply a range of skills and techniques effectively.• demonstrate and apply a range of strategies and movement concepts.• analyze and apply information to perform effectively.

D Reflecting and improving performance:Students enhance their personal and social development, set goals, take responsible action and reflect on their performance and the performance of others.


• explain and demonstrate strategies that enhance interpersonal skills.• Develop goals and apply strategies to enhance performance.• Analyze and evaluate performance.

Visual Art and Drama

“The aim of art is to represent not the outward appearance of things, but their inward significance.”

Aristotle

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 individuality. A focus on the individual enhances our self confidence, resilience and adaptability. It encourages our sense of belonging and community through the recognition of identities. During adolescence, the arts provide a unique opportunity for age appropriate and holistic development of the social, emotional, intellectual and personal intelligences of the student.

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YP In MYP arts students have opportunities to function as artists, as well as learners of the arts. Artists have to be curious. By developing curiosity about themselves, others and the world, students become effective learners, inquires and creative problem solvers. Students develop through creating, performing and presenting arts in ways that engage and convey feelings, experiences and ideas. It is through this practice that students acquire new skills and master those skills developed in prior learning.

Development in the arts is a dynamic process, and not necessarily linear. The students move freely through a creative process towards a deeper understanding of the arts. MYP values the process of creating artwork and the point of realization; the two elements combined tell us what students have experienced, learned and attempted to convey. In MYP arts, the four objectives have equal importance and value. Although the objectives can be addressed separately to scaffold learning, when used collectively they enrich teaching and learning of the arts.

Thinking creatively fits naturally in MYP arts but can easily become a focus in other subject groups too. This objective is essential in modern education to address the need for students centred learning and lifelong learning, looking towards a modern context of flexible employment and higher demand for innovation and chance in workplace. As both an objective in the arts and an ATL skill across the programme, heightened awareness of thinking creatively encourages students to develop metacognitive skills and become self-regulated learners.

Arts in the MYP stimulate young imaginations, challenge perceptions and develop creative and analytical skills. Involvement in the arts encourages students to understand the arts in context and the cultural histories of artworks, thus supporting the development of an inquiring empathetic world view. They challenge and enrich personal identity and build awareness of the aesthetic in a real-world context.

Creativity is an MYP key concept, defined as the capacity to generate new ideas and consider existing ideas from new perspectives, as well as the ability to recognize the value of an idea in order to solve problems or innovate. It may be evident in the process as well as outcome, solution or product.

Aims

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

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

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Parents Guide

MYPObjecives

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

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

• demonstrate knowledge and understanding of the art form studied, including concepts, processes and the use of subject specific terminology.

• demonstrate an understanding of the role of the art form in original or dis-placed contexts.

• use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

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


• demonstrate the acquisition and development of the skills and techniques of the art form studied.

• demonstrate the application of skills and techniques to create, perform and /or present art.

C Thinking creatively:The arts motivate students to develop curiosity and purposefully explore and chal-lenge boundaries. Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop artistic intentions, their processes and their work. Thinking creatively enables students to discover their personal signature and realize their artistic identity.


• develop a feasible, clear, imaginative and coherent artistic intention.• demonstrate a range and depth of creative thinking behaviors.• demonstrate the exploration of ideas to shape artistic intention through to a

point of realization.

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YP D Responding:Students should have the opportunity to respond to their world, to their own art and to the art of others. A response can come in many forms; creating art as a response encourages students to make connections and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audi-ence and on themselves, students become more aware of their own artistic develop-ment and the role that arts play in their lives and in the world. Students learn that the arts may initiate change as well as being a response to change.


• construct a meaning and transfer learning to new settings.• create an artistic response which intends to reflect or impact on the world

around them.• critique the artwork of self and others.

Design

Design and the resultant of development of new technologies, has given rise to profound changes in society: transforming how we access and process information; how we adapt our environment; how we communicate with others; how we are able to solve problems; how we work and live.

Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints associated with products or systems, allowing them to redefine and manage the generation of further thought through prototyping, experimentation and adaptation. It is human centred and focuses on the needs, wants and limitations of end user.

Competent design is not only within the reach of a small set of uniquely skilled individuals but can be achieved by all. The use of well-established design principles and processes increases the probability that a design

will be successful. To do this, designers use a wide variety of principles, which taken together, make up what is known as the design cycle.

• designers adapt their approach to different design situations, but they have a common understanding of the process necessary to form valid and suitable solutions

• a designer has a role and responsibility to the community and the environment. Their decisions can have a huge impact and, therefore , their ethics and morals can and should be questioned regularly

• a designer should have the ability to maintain an unbiased view of a situation and evaluate a situation objectively, highlighting the strengths and weaknesses of a common product or system

• good communication is a key trait of any good designer through visual and oral presentation

Designing requires an individual to be imaginative and creative, while having a substantial knowledge base of important factors that will aid or constrain the process. Decisions made need to be supported by adequate and appropriate research and

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Parents Guide

MYPinvestigation. Designers must adopt an approach that allows them to think creatively,

while conforming to the requirements of a design specification.

MYP design challenges all students to apply practical and creative thinking skills to solve design problems; encourages students to explore the role of design in both historical and contemporary contexts; raise students’ awareness of their responsibili-ties when making design decisions and taking action.

The knowledge, skills and attitudes that students develop in design courses provide a meaningful foundation for further study and help to prepare students for:

• careers in fashion, food, graphic, industrial, instructional, multimedia, product, publications, video game and web design.

• architecture.• education.• roles in engineering, manufacturing, advertising and media industries.• project management among others.

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 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

and historical and environmental contexts.• develop respect for others’ viewpoints and appreciate alternative solutions to

problems.• act with integrity and honesty, and tae responsibility for their own actions devel-

oping effective working practices.

Objecives

The objectives of MYP design encompass the factual, conceptual. procedural and metacognitive dimensions of knowledge.

Together these objectives reflect the knowledge, skills and attitudes that students need in order to engage with and solve complex, real-life problems in both familiar and unfamiliar contexts; they represent essential aspects of design methodology.

A Inquiring and analyzing:Students are presented with a design situation, from which they identify a problem that needs to be solved, they analyze the need for a solution and conduct an inquiry into the nature of the problem.

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MYPM

YP 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 specific client/target audience.

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

• analyze a range of existing products that inspire a solution to the problem.• develop a detailed design brief which summarizes the analysis of relevant

research.

B Developing ideas:Students write a detailed specification, which drives the development of a solution. They present the solution.

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

• 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 re-

quirements for the creation of the chosen solution.

C Creating the solution:Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for testing and evaluation.


• 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:

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

D Evaluating:Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify areas where the solution could be improved and explain how their solution will impact on the client or target audience.


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

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Parents Guide

MYP• 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.

Mathematics

“Neglect of mathematics works injury to all knowledge, since he who is ignorant of it cannot know how the other sciences or the things of the world”.

Roger Bacon(1214-1294)

The study of mathematics is a fundamental part of a balanced education. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. Mathematics can help make sense of the world and allows phenomena to be described in precise terms. It also promotes careful analysis and the search for patterns and relationships, skills necessary for success both inside and outside the classroom. Mathematics, then, should be accessible to and studied by all students.

Studying mathematics, however, should be more than simple learning formulae or rules. Students should not have the impression that all of the answers to mathemat-ics can be found in a book but , rather , that they can be active participants in the search for concepts and relationships. In that light, mathematics becomes a subject that is alive with the thrill of exploration and the rewards of discovery. At the same time, that new knowledge may then be applied to other situations, opening up even more doors fr students. MYP mathematics promotes both that inquiry and applica-tion, helping students to develop problem solving techniques that transcend the dis-cipline and that are useful in the world outside school.

Aims

The aims of 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 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.

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MYPM

YP • 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.

Objectives

The objectives of MYP mathematics encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.

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.• apply the selected mathematics successfully when solving problems.• solve problems correctly in both familiar and unfamiliar situations in a variety

of contexts.

B Investigating patterns:Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Working through investigations encourages students to become risk-takers, inquirers and critical thinkers.

The ability to inquire is invaluable in the MYP and contributes to lifelong learning.


• 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.

C Communicating:Mathematics provides a powerful and universal language. Students are expected to use mathematical language and different forms of representation when communicat-ing mathematical ideas, reasoning and findings, both orally and in writing.


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

• use appropriate forms of mathematical representation to present information.

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Parents Guide

MYP• move between different forms of mathematical representation.

• communicate complete, coherent and concise mathematical lines of reasoning.• organize information using a logical structure.

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.


• 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.

References:

International Baccalaureate Organization. MYP: From Principles into Practice. Cardiff,Wales: Peterson House, 2014.

International Baccalaureate Organization. MYP: Coordinators Handbook 2013- 2014. 2013

International Baccalaureate Organization, MYP Subject Guides 2014.

Boix-Mansilla, Veronica. International Baccalaureate Organization. MYP: guide to interdisciplinary teaching and learning. Cardiff,Wales: Peterson House, 2010.

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دليل أولياء األمورM

YP )ب( التخطيط- ��سع معايير للمنتج اأ� لح�سيلة الم�سر�ع

- ��سع خطة �ت�سجيل مراحل تطور تطبيق الم�سر�ع- اإظهار مهارة البحث

)ج( التنفيذ- اإن�ساء عمل اأ� منتج ياأتي ا�ستجابة للهدف المحدد �ال�سياق �المعايير

- اإظهار مهارات الفكر النقدي- اإظهار قدرات على التوا�سل، �مهارات اجتماعية

)د( التفكير �التاأمل- تقييم نوعية المنتج اأ� ح�سيلة العمل مقارنة مع معاييرك التي ��سعتها في المراحل الأ�لى لتطبيق

الم�سر�ع- التفكر في اأثر اإتمام الم�سر�ع على تعميق معرفتك �زيادة ا�ستيعابك للمو�سوع �لمحتواه العالمي

- التفكر في كيفية تطورك كمتعلم من جراء اإكمالك العمل على هذا الم�سر�عاأمثلة عن الم�ساريع ال�سخ�سية

ة قطعة فنية جديدة، مخطط لعر�س م�سر�ع تجاري، تاأليف اأغنية، اختراع ريا�سة جديدة، كتابة ق�سخرافية، كتابة مقالة، ت�سميم موقع على الإنترنت، ت�سكيل مج�سم، القيام بحملة ذات طابع اجتماعي، ال�سخ�سي الم�سر�ع دليل اإلى الرجوع يمكنكم المعلومات من لمزيد اإلخ... فيديو، لعبة اختراع

لعام 2018 .

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طة ة للمرحلة المتوس برنامج البكالوريا الدولي

MYP اإن الم�سر�ع يتميز بطبيعته ة للمرحلة المتو�سطة ��سيلة للتعبير عن مهارات التعلم. البكالوريا الد�لي

�يحفزه الطالب اأن يجذب المو�سوع يجب اإن الدرا�سية، كما الطالب يعك�س خبرات ال�سخ�سية حيث للبحث �العمل. يتكون الم�سر�ع ال�سخ�سي من ثالثة عنا�سر: العمل المنجز كح�سيلة نهائية، �المد�نة التي تت�سمن خطوات العمل، �اأخيرا التقرير. الأغرا�س بالرجوع اإلى دليل الم�سر�ع ال�سخ�سي، نجد اأن

اأغرا�سه تتلخ�ص فيما يلي:ال�سياقات اأحد ي�ستخدم الذي الطالب من اهتماما يلقى مو�سوع البحث حول من مزيد اجراء -

العالمية كعد�سة ينظر من خاللها اإلى المو�سوع الذي يعالجهالم�سر�ع لإنجاز �يحتاجها الطالب فيها يتميز التي �المعلومات �المواقف المهارات -ا�ستعرا�س ا قدرا من الإيجابية اإعطاء الفر�سة للتغيير من اأجل تقديم عمل اأكثر بالغة اأ� عمقا، �يتطلب اأي�س

- تطوير ثقة الطالب بنف�سه كفرد متعلم مثابر على اكت�ساب المعرفة مدى الحياةالد�لية البكالوريا برنامج �سمن المطولة المقالة لكتابة �ال�ستعداد المقبلة للمرحلة الإعداد -

للمرحلة الثانويةاإحراز على قادر�ن باأنهم �اإدراكهم التعلم، ة لعملي ل�ستجابتهم بالن�سبة الطالب عادات تغيير -

تغيير من خالل القرارات التي يتخذ�نها �الأ�سياء التي يقومون بها.الأهداف

ترتبط اأهداف الم�سر�ع ال�سخ�سي مبا�سرة بمعايير التقييم �التي تحدد ماهو مطلوب منك:

)اأ( البحث- تحديد هدف �ا�سح �قالب بحث للم�سر�ع ال�سخ�سي بناء على اهتمام ذاتي

- تحديد الخبرات ال�سابقة المتعلقة بالمو�سوع الدرا�سي الذي ينتمي اإليه الم�سر�ع ال�سخ�سي- اإظهار مهارات البحث

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YP التقييمات الإلكتر�نية في برنامج ال�سنوات المتو�سطة

ليتمكن الطالب من الح�سول على �سهادة برنامج ال�سنوات المتو�سطة، يتوجب عليهم اإنجاز ما ياأتي:

من الرابعة ال�سنة في لجتيازه الطالب تاأهيل يتم تقييم �هو الخارجي: الإلكتر�ني التقييم - اأ البرنامج �على الطالب اأن يخ�سع له في نهاية ال�سنة الخام�سة، �يكون في المواد التالية:

- الريا�سيات - اللغة �الأدب- العلوم - الأفراد �المجتمعات

- التعلم المتداخل التخ�س�ساتب - الملفات الإلكتر�نية: �يتم تدريب الطالب على كيفية اإعداد هذه الملفات في ال�سنة الرابعة،

�يكلف الطالب بت�سليم ملفه الإلكتر�ني في نهاية ال�سنة الخام�سة، �تكون في المواد التالية:- اللغة النجليزية المكت�سبة.- التربية البدنية �ال�سحية.

- الفنون اأ� الت�ساميم.ج - الم�سر�ع ال�سخ�سي: ي�ساف اإلى ذلك تحقيق المتطلبات المدر�سية نحو ال�ستراك في الخدمة في كل مادة، بحيث تكون 7 - 1 المواد جميعها �سمن الدرجات المجتمعية. يقيم الطالب في الدرجة النهائية لمجموع درجات المواد ل 56 درجة، �لكي يحقق الطالب النجاح عليه اأن يح�سل على 28 درجة �سرطا األ تقل درجة اأي من المواد عن 3. علما باأن التقييمات الإلكتر�نية الخارجية )توظيف الم�سادر التكنولوجية( تك�سب الطالب فهما متب�سرا �خبرة اإيجابية، كما اأن الملفات الإلكتر�نية تحفز الطالب على التفكير خالل تنظيم العمل في �حدة متكاملة منظمة لذلك فاإن ال�سنوات برنامج في الطالب تعلمه ما ح�ساد يعد الإلكتر�نية التقييمات هذه لمثل الخ�سوع

المتو�سطة.الم�سر�ع ال�سخ�سي

ما هو الم�سر�ع ال�سخ�سي؟الم�سر�ع ال�سخ�سي هو عبارة عن بحث يقوم فيه الطالب تحت اإ�سراف الموجه على امتداد فترة زمنية يعمل المتو�سطة. للمرحلة ة الد�لي البكالوريا برنامج درا�سة �سنوات من الخام�سة ال�سنة عند تنتهي باأحد يتاأثر اأ� من ر يتحد عمل �ينجز�ن الدائري، الت�سميم متبعين م�ستقل �ب�سكل ا اإفرادي الطالب اختاره الذي ال�سياق منظور من فيه التركيز �نقاط البحث مو�سوع مناق�سة تتم العالمية. ال�سياقات لبرنامج درا�سته من الطالب اكت�سبها التي للخبرات ح�سادا ال�سخ�سي الم�سر�ع ي�سكل الطالب.

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MYPد ج ب اأالمادة

الت�سميم)اأ( البحث �الإ�ستق�ساء �التحليل

)ب( تطوير الأفكار

)ج( عمل الحل

)د( التقييم

88 8 8

العلوم)اأ( المعرفة �الفهم

)ب( البحث �الإ�ستق�ساء �الت�سميم

)ج( المعالجة �التقييم

)د( التاأمل في تاأثير العلوم

8 8 8 8

المتو�سطة للمرحلة ة الد�لي البكالوريا برنامج �س مدر مع التوا�سل منكم نرجو المعلومات من لمزيد ق لهذا البرنامج ح�سب طبيعة ال�ستف�سار، �ذلك بالت�سال بمكتب ال�ستقبال في الأكاديمية. اأ� المن�س

حد�د الدرجات

اللغة العربية )اأ( الحد�د الدرجة1 0-5

2 6-9

3 10-14

4 15-18

5 19-23

6 24-27

7 28-32

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YP د ج ب اأالمادةالفنون

)اأ( المعرفة �الفهم

)ب( تطوير المهارات

)ج( التفكير تفكيرا اإبداعيا

)د( التفكير تفكير ناقدا

8 8 8 8

اللغة الإنكليزية ب -اكت�ساب اللغة)اأ( فهم الن�س المرئي �ال�سفهي

)ب( فهم الن�س المكتوب �المرئي

)ج( التوا�سل

)د( ا�ستخدام اللغة

8 8 8 8

الريا�سيات)اأ( المعرفة �الفهم

)ب( فح�س الأنماط


)د( تطبيق الريا�سيات في ال�سياقت الواقعية

8 8 8 8

الرتبية الإ�سالمية/الجتماعية)اأ( المعرفة �الفهم

)ب( ال�ستق�ساء


)د( التاأمل في الأداء �تح�سينه

8 8 8 8

الرتبية البدنية �ال�سحية)اأ( المعرفة �الفهم

)ب( التخطيط لالأداء

)ج( التطبيق �الأداء

)د( التاأمل في الأداء �تح�سينه

8 8 8 8

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MYP ة المراجع التي �سوف يحتاجونها في ال�سفوف �سون بتعريف طالبهم بنوعي فوف. يقوم المدر في ال�س

اإليهم اأ� جمع معلومات حول المراجع الم�ستخدمة، يطلب اأ�لياء الأمور بالطالع اإذا رغب المختلفة. طرح �سوؤالهم على اأبنائهم اأ�ل حيث من المتوقع اأن يكونوا قادرين على اإجابتهم �اإخبارهم عن المراجع �سي المواد في حال كانت لديهم اإلى مدر اللجوء ة. يمكن لأ�لياء الأمور التي ي�ستخدمونها في كل ماد

ت�سا�ؤلت اأخرى.

معايير التقييم في برنامج البكالوريا الد�ليةطة للمرحلة المتو�س

المتو�سطة ال�سنوات برنامج اأهداف تحقيق نحو الطالب تقدم بانتظام الخور قطر- اأكاديمية توثق با�ستخدام معايير التقييم المفر��سة في كل مجموعة من مجموعات المواد الدرا�سية. �تمثل المعايير يجب التي �المهارات �الفهم المعرفة ا�ستخدام الدرا�سية المواد مجموعات من مجموعة كل في تدري�سها. �هي ت�سمل اأبعاد الحقائق �المفاهيم �الإجراءات �الأبعاد فوق المعرفية للمعرفة. ترد معايير

التقييم في البرنامج في اأدلة مجموعات المواد الدرا�سية �ا�ستخدامها اإجباري.

د ج ب اأالمادة اللغة العربية اأ- لغة �اأدب

)اأ( التحليل

)ب( التنظيم

)ج( اإنتاج الن�س

)د( ا�ستخدام اللغة

8 8 8 8

الأفراد �املجتمعات)اأ( المعرفة �الفهم

)ب( ال�ستق�ساء


)د( التجا�ب

8 8 8 8

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YP الدرا�سة المتداخلة التخ�س�سات – اأ�سلوب التعلم المتكامل

ة التي تركز على مواد معينة �يدر�سها متخ�س�سون في المادة، ة التقليدي اإلى جانب المقررات التعليمي�سة. بالإ�سافة اإلى ذلك، يتم تنفيذ توجد �سل�سلة من الموا�سيع ال�ساملة التي تربط بين الموادالمتخ�سالعام خالل اأكثر اأ� تخ�س�سين بين تجمع حجما اأ�سغر �سات التخ�س متداخلة تعليمية م�سر�عات

الدرا�سي.

�سات؟ لماذا اأ�سلوب التعلم المتداخل التخ�سة العملي في بجذ�ره ي�سرب الأفكار بين الربط على �القدرة الفعال التعلم بين العالقة مفهوم اإن التعلمية، حيث يكت�سب الطالب المعرفة من خالل اإدراكهم لقدرتهم على الربط بين المفاهيم الجديدة �سات التي بو�سعها �مفاهيمهم الحالية .يتطلب تعقيد الحياة الواقعية �جهات النظر المتداخلة التخ�س

م�ساعدة الطالب على:

التعامل مع التحيز �النظر في التف�سيرات ��جهات النظر المتنوعة •اإ�سراك الهتمام ال�سخ�سي �زيادة تحفيزهم للتعلم •تو�سيع نطاق �عيهم بالظر�ف التي لها اأثر �سخ�سي •تطوير مهارات التفكير الناقد �المفاهيمي بجمع البيانات ذات ال�سلة �تقييمها، �تحليل البدائل، •

�التفكير في التبعات المحتملة، �ا�ستخال�س النتائجالإقدام على العمل بطرق منا�سبة عمريا �تطوير الطباع للت�سرف ت�سرفات م�سوؤ�لة كمواطنين •

في المجتمعات المحلية �الوطنية �العالميةالمراجع التعليمية �فل�سفة الكتاب المدر�سي

يركز برنامج البكالوريا الد�لية على تلبية احتياجات الطالب، ال�سفوف، المدار�س، المجتمعات �البلدان. ة ة بطالب اأكاديمي �من اأجل تلبية الحتياجات الخا�س�اإكت�سابهم اإليهم المعرفة �اإي�سال الخور - قطر عناية الأكاديمية تولي يحتاجونها، التي المهارات ة ماد لكل �الكتب ة التعليمي الم�سادر لختيار كبيرة الأن�سب الختيار يكون الأحوال معظم �في درا�سية. �لذلك، منها، الأف�سل �اختيار الم�سادر بتنويع هو فاعتماد كتاب مدر�سي �احد قد ليكون اأمرا منا�سبا. متعددة ��سائل ا�ستخدام توقع الطالب على يجب

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MYPماذا عن الدرجات؟

ت�ستخدم المدر�سة نظام الدرجات المتبع في برنامج ال�سنوات المتو�سطة، من 1 اإلى7، في تقاريرها في نهاية كل ف�سل درا�سي. �قد حددت درجة النجاح في اأكاديمية قطر-الخور الح�سول على درجة 3 �ما �سون اأ�ل م�ستوى تح�سيل الطالب �فق معايير فوق. لتحديد درجات الف�سل الدرا�سي، ي�ستعر�س المدركل مادة. يتم هذا الأمر من خالل النظر �سموليا اإلى كل اإنجازات الطالب كافة خالل الف�سل الدرا�سي مهارات �تطور اأهميتها �مدى معينة مهام �سعوبة مدى مثل العوامل بع�س العتبار بعين الأخذ مع ي�ستخدم جد�ل لمواءمة ة، اإثر تحديد م�ستويات التح�سيل �فق معايير كل ماد الطالب بمر�ر الوقت. ة للف�سل الدرا�سي بين 1 � 7 درجات. ي�ستطيع الطالب تقدير درجاتهم الم�ستوى مع الدرجة الإجماليفي اأي مرحلة من مراحل الف�سل الدرا�سي من خالل النظر اإلى نتائج كل اأن�سطة التقييم لمادة معينة.

كيف يتعامل الطالب مع معلومات التقييم التي يقدمها لهم المعلمون؟يجب على الطالب اأن يتاأكد�ا من فهمهم المعايير التي �ست�ستخدم لكل مهمة من مهام التقييم. •يجب على كل طالب اإجراء تقييم ذاتي اأثناء التخطيط �الإعداد لأي مهمة اأداء، �سائال نف�سه: ما •

م�ستوى اأدائي؟�سوهم، �اأن ي�ستعينوا بها • يجب على الطالب اأن يراجعوا بعناية كل المالحظات التي ي�سجلها مدر

لتح�سين اأدائهم في اأي مهام م�ستقبلية.�سيهم ب�ساأن م�ستوى التقدم • يجب على الطالب اأن ي�سعوا اأهدافا لأنف�سهم، �اأن يتحدثوا اإلى مدر

الذي يحرز�نه. �نود اأن ننوه هنا باأن المعلمين جميعهم على اأتم ال�ستعداد لتقديم الم�ساعدة.�مالحظات • التعلم باأ�ساليب ة الخا�س الدرجات اإلى النظر الأمور �اأ�لياء الطالب على يجب

�سين، بالإ�سافة اإلى الدرجات الأكاديمية، لتحديد ما اإذا كان الطالب يحقق بالفعل كل ما المدربو�سعه تحقيقة.

من�سفة لطالبها تمنحها التي الدرجات اأن من الخور – قطر اأكاديمية تتاأكد كيف �دقيقة؟�سو كل مادة درا�سية لتخطيط مهام التقييم الأ�سا�س. ي�سمن هذا الإجراء اأن تكون • يتعا�ن مدر

مهام التقييم من�سفة ��سالحة لتحديد م�ستوى تح�سيل الطالب.ة بالتعا�ن فيما بينهم لتقييم مهام الطالب. ي�سمن • �سو كل مادة درجات/معايير جماعي ي�سع مدر

�س في اأكاديمية هذا الإجراء اأن تح�سل كل مهمة يقوم بها الطالب على الدرجةذاتها من اأي مدرقطر-الخور.

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YP

دلئل التطورا، �اجتماعيا، �بدنيا على م�ستويين: ملف يوثق التطور الذي يحققه طالب اأكاديمية قطر-الخور اأكاديمية الدرا�سي المادة بملف يعرف بما الطالب يعد ة درا�سي مادة كل م�ستوى على الطالب. �ملف المادة �فيه يوثق الطالب معلومات تف�سيلية حول مدى تقدمه الأكاديمي �فق معايير تقييم برنامج ال�سنوات يحتوي هذا الطالب. الذي حققه التطور �سمول حول اأكثر ر�ؤية في�سمل الطالب ملف اأما المتو�سطة. الملف على تقييم �احد على الأقل في كل مادة في كل ف�سل. �ي�سرف على ملف المادة مر�سد ال�سف ة توثيق الملفين �تنظيمهما تقعان �س المادة على ملف الطالب )مع العلم اأن م�سوؤ�لي فيما ي�سرف مدر

على عاتق الطالب(.

التقارير المدر�سيةاأربعة خالل من الأمور لأ�لياء الطالب تقييم نتائج تقديم يتم ف�سلين. اإلى الدرا�سي العام ينق�سم تقارير مدر�سية، تقريران لتقدم الطالب في منت�سف كل ف�سل في نوفمبر � اأبريل، �تقريران للدرجات ا لم�ستويات التح�سيل في كل مادة في نهاية كل ف�سل في فبراير �يونيو. �ت�سمل التقارير الكاملة ملخ�س

يدر�سها الطالب:

ة • ة درا�سي موؤ�سرات الم�ستويات التي ��سل اإليها الطالب في كل معيار من معايير كل مادموؤ�سرات اأ�ساليب التعلم •درجة المادة النهائي •ة • �س الماد مالحظات مدر

مع تجرى التي الموثقة المقابالت خالل من تباعا اأبنائهم تح�سيل على الأمور اأ�لياء اإطالع يتم اأ� نقاط �سعفه للطالب البارزة الإنجازات الأمور تقارير مرحلية تعك�س اأ�لياء يتلقى �سين. كما المدر�س لمناق�سة هذه التقارير �الملفات اأ�لياء الأمور بالمدر الأ�سا�س. �في كلتا الحالتين، يرحب بات�سال

بعد تحديد موعد م�سبق.

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MYPالتقييم في اأكاديمية قطر الخور

ة التقييم في اأكاديمية قطر– الخور بما يلي: تت�سم عملي

ع الأ�سلوب تنوعملية باأنه التعلم اإلى الخور - قطر اأكاديمية تنظر فيها. اأ�سا�سي عن�سر التقييم �اأن الحياة مدى م�ستمرة يتم التقييم على اأ�سا�س يومي حيث يوفر للمعلم �المتعلم كما �التعلم، التعليم عملية حول مبا�سرة راجعة تغذية اأبنائهم. تح�سيل بمدى علم على الأمور اأ�لياء تبقي اأداء الطالب بناء على الم�ساريع الدرا�سية، يمكن تقييم العر��س اأ� الف�سل، اأمام يقدمونها التي العر��س اأ� �ما الختبارات، اأ� المقالت، اأ� �المناظرات، ة التمثيلي

اإيجابي من تعلم الطالب �كذلك الدفع اإلى دعم �ت�سجيع موقف اإلى ذلك. يهدف التقييم بوجه عام للتطوير الم�ستمر لمناهج المرحلة المتو�سطة.

التقييم التكويني �التقييم النهائية التعلم لم�ساعدة الطالب على تح�سين يقوم التقييم التكويني على التغذية الراجعة المبا�سرة اأثناء عمليتقييمهم اأ� اأقرانهم تقييمهم خالل من التقييم، هذا في فاعل كعن�سر م�ساركتهم ليتتبع اأدائهم، ة �س الماد اأنف�سهم. اأما التقييم النهائي فيتم في نهاية م�سر�ع تعليمي اأ� ف�سل درا�سي ما، �يقوم به مدر

ة. لتحديد م�ستوى تح�سيل الطالب النهائي. �هو الذي يثبت عادة في التقارير المدر�سي

التقييم المتعلق بالمعاييرة ل يعتمد التقييم بب�ساطة على "كم الأ�سئلة التي ي�ستطيع الطالب الإجابة عنها ؟" اأ� "ما الن�سبة المئوياكت�سبوها؟"اأ� التي المهارات "ما مثل جوانب من التحقق على يعتمد �لكنه حققوها؟"، التي بمعايير ترتبط اأهدافا مادة لكل المتو�سطة ال�سنوات برنامج ��سع لديهم؟" ال�ستيعاب م�ستوى "ما التقييم اإن تح�سيلهم. �م�ستوى المعايير هذه خالل من الطالب نجاح م�ستوى تحديد يتم التقييم.

جزء اأ�سا�سي من المنهج كما هو مبين اأدناه:

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YP الأن�سطة التاأمليةعلى القادر التفكير اإلى للمعلومات ال�سلبي التح�سيل من لتتحول المعا�سر التعليم متطلبات تطورت “انتقاء” المعلومات ذات ال�سلة بمو�سوع معين د�ن غيرها. �يدعو هذا الأ�سلوب المعرفي اإلى النظر ة �سون في اأكاديمي اإلى التعلم باعتباره عملية م�ستقلة يقوم بها الطالب بدافع حب العلم. يحر�س المدرقطر – الخور، على كافة الم�ستويات، على ت�سجيع الطالب على تقييم اأدائه بنف�سه كو�سيلة من ��سائل تعزيز م�ستوى الفهم �ال�ستيعاب لديه، �كذلك على تقييم حاجته اإلى موا�سلة تح�سيل العلم. �ان�سجاما ا ة الطالب على زيادة درجة اعتماده على نف�سه تدريجي �س الماد مع هذه الممار�سة التعلمية، يحث مدرة البحث في مادة العلوم في اختيار ��سيلة البحث �م�سمون الدرا�سة. على �سبيل المثال، تقت�سي عمليبوجه �الإن�سانية ة المحلي �المجتمعات �الجماعات النا�س حول معلومات جمع الطالب من الإن�سانية عام �تحليلها. �يتم التركيز على عن�سر البحث من خالل طرح الأ�سئلة �الفر�سيات. �يقوم الطالب ل اإلى قواعد عامة، �نتائج اإجمالية، ثم يتبادلونها فيما بينهم. يحفز الطالب بعمليات ا�ستدلل، للتو�سعلى تفح�س القيم الجتماعية، �التفكير في طبيعة العدالة الجتماعية، �رفاهة الآخرين، �قبول التنوع

الثقافي، �احترام البيئة �الحفاظ عليها.

التوا�سلم، اإل اأننا نعتبر اأن التعلم على الرغم من اأننا ندرك اأهمية الحفظ �ال�ستظهار كعن�سر معرفي هام �قياإننا ن�سجع طالبنا في الحقيقي يكمن في القدرة على تطبيق المعارف في مواقف ��سياقات مختلفة. اأفكارهم في النظر لإعادة كو�سيلة الجمهور متنوعة من فئات الخور على مخاطبة – اأكاديمية قطر اآراء �يعر�سون ة، العام الأماكن في للعر�س مل�سقات الطالب ي�سمم المثال، �سبيل على الجديدة. ا تو�سيحية فردية �جماعية، ة للف�سل باأكمله، �يتناق�سون في مجموعات �سغيرة، �يقدمون عر��س فريقي�يكتبون ر�سائل موجهة اإلى اأ�لياء الأمور، �يوجهون دعوة اإلى المدير لزيارة الف�سل، �في بع�س الأحيان

يخاطبون موؤ�س�سات خارج حد�د الأكاديمية.

التقييمة بين الطالب في طرائق التعلم �التح�سيل، اإننا في اأكاديمية قطر – الخور ندرك اأن ثمة فر�قا فردي�تما�سيا مع هذا المنظور التعلمي ال�سامل، نرى اأنه من ال�سر�ري تز�يد الطالب بمجموعة متنوعة من التقييم في برنامج الذي يحكم عملية المبداأ الأ�سا�س الطرائق المختلفة لإظهار ما تعلموه. �هذا هو على تعتمد ثابتة اأهداف حول تقييم بمنظومة �سين المدر البرنامج هذا يز�د المتو�سطة. ال�سنوات

معايير مكيفة لتلبية احتياجات طالبهم.

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MYPاكت�ساب مهارة التفكير الناقد

�الحقائق المعلومات حفظ �هو فقط، �احد بمعنى ة التربوي النظم بع�س في التعلم مفهوم يرتبط التفكير المتو�سطة نركز على مفهوم البحث �ال�ستق�ساء. يمثل ال�سنوات لكننا في برنامج �تذكرها. الناقد �حل الم�سكالت ركيزتين اأ�سا�سيتين �سمن اإطار برنامج ال�سنوات المتو�سطة توليان اهتماما بالغا �س في اأكاديمية قطر - الخور. اإن الفهم الناتج عن البحث �ال�ستق�ساء في كل مادة من المواد التي تدرالم�ستقل يعد اأعمق �اأكثر تاأثيرا من اكت�ساب المعلومات من د�ن جهد من قبل الطالب. عند العمل على

�حدة من �حدات برنامج المتو�سطة، يمكن للطالب اتباع نموذج البحث �الت�سا�ؤل اأدناه:

�هذا يتيح لهم:

اإقامة ر�ابط بين التعلم ال�سابق �الحالي •التجربة �اللعب مع مختلف الحتمالت •تقديم التكهنات �اتخاذ الإجراءات الالزمة لما �سيحدث •جمع البيانات �تقديم النتائج •تو�سيح الأفكار القائمة �اإعادة تقييم ت�سورات الأحداث •تعميق فهمهم من خالل تطبيق مفهوم ما •اختبار النظريات •البحث �الح�سول على معلومات •اتخاذ موقف �الدفاع عنه •حل الم�ساكل بطرق مختلفة •

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YP • اقتراح تعديالت على نظام قائم لم�سلحة جميع من يعنيهم الأمرالخدمة دةتتطلب محد باأعمال للقيام تاأثيرا اأكثر مراكز في �سخ�سيات على �التاأثير ال�سغط •�ما الدرا�سية الغرفة في يتعلمونه ما بين حقيقية ر�ابط بناء على قادرين الطالب يكون اأن الدرا�سية فهي تطرح الغرفة بالتعلم في الخدمة ترتبط تجربة المجتمع. عندما يواجهونه في بتعقيده المجتمع الطالب ي�ستك�سف بينما �المعرفة �المهارات المفاهيم لتطبيق الفر�س ر�ن المهارات الموجودة �المهارات الجديدة، ا �فهما �سخ�سيا، �يطو الواقعي، �يكت�سبون تب�سر

�تنموثقتهم �م�سوؤ�ليتهم بينما ي�سبحون “اأطرافا “ في" العالم الحقيقي" خارج المدر�سة.المنهج في اأكاديمية قطر الخور

التعلممن المعرفة من كبيرا قدرا البتدائية المرحلة من اكت�سبوا �قد الثانوية، الدرا�سة الطالب يبا�سر ة اليومية. لذا، يركز تعليم المواد في المرحلة المتو�سطة خبراتهم الدرا�سية �من تفاعالتهم الجتماعيعلى ت�سجيع الطالب على اإدراك الر�ؤى المختلفة للعالم. يتيح هذا الجانب من التدري�س للنا�سئة تجارب يحفزهم كما العالم، في �التكنولوجية �الأدبية، �الفنية، الطبيعية، بالنواحي تو�سع مداركهم ة تعلمي�ي�سمح ة، الخا�س القائمة، �يحثهم على تخطي محد�دية �جهات نظرهم النظر تو�سيح �جهات على لهم باحترام الختالف بين اآرائهم �اآراء الآخرين، �ي�ساعدهم في تطويرمنظور �سخ�سي اأ��سع نطاقا

�اأكثر ثباتا من ذي قبل.

بيئة التعلمة لي�ست مكانا للدرا�سة فقط، بل امتدادا اأن المن�ساآت المدر�سي – الخور نعتبر اإننا في اأكاديمية قطر �على )�سفهيا، متعددة باأ�سكال اآرائهم عن التعبير على طالبنا ن�سجع لذا، ذاتها. التعلم لعملية

ا، �بت�سميم النماذج، �بالأعمال الفنية، اإلخ...( الجداريات، �بالر�سومات، �بالتمثيل، �كتابي

ة. اإن بيئتنا ذاتها توفر مناخا كما اأننا نقدر هذه الآراء باعتبارها م�ساركات هامة تثري التجربة التعلمي�سين في اأكاديمية من الحترام �الثقة، تطرح فيه الأفكار، �تناق�س، �تبحث بكل حرية �انفتاح. اإن المدرقطر – الخور يدركون اأن التعلم عملية �جدانية تدريجية، ل ت�سير على �تيرة �احدة، �يدركون كذلك اأن ثمة فر�ق فردية بين الطالب في التح�سيل لديهم. لذا، تتم تلبية احتياجات كل طالب �توفير اأق�سى درجات الدعم من خالل التعلم المتمايز. لقد ز�د مختبر العلوم بكافة الأجهزة لدعم اأن�سطة البحث الذكية بالألواح الف�سول كل �ز�دت اأعلى م�ستوى، الكمبيوتر على المختبري، كما جهز معمل العلمي �اأجهزة كمبيوتر �بالإ�سافة اإلى هذه التجهيزات التي تنا�سب كل مادة تدر�س داخل الف�سل المدر�سي،

ا للتعلم ينهل منه جميع الطالب. �س ينظم المدر�سون ف�سولهم بطريقة تجعل منها م�سدرا متخ�س

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MYP:بع�س الأ�سئلة الأ�سا�س حول مهارات اأ�ساليب التعلم التي ينبغي على الطالب الإجابة عنها تت�سمن

• ما هي المهارات التي اكت�سبتها في هذا المجال � ما هو الدليل الذي امتلكه على تطوري؟• ما هي المهارات التي يمكن اأن اأح�سنها؟

• ما هي المهارات الجديدة التي يمكن اأن اأتعلمها؟ين�سب تركيز اأ�ساليب التعلم في برنامج ال�سنوات المتو�سطة على م�ساعدة الطالب على تطوير المعرفة ن مهارات اأ�ساليب الذاتية �المهارات التي يحتاجونها لال�ستمتاع بالتعلم الذي يد�م مدى الحياة. �تمكالتعلم الطالب للنجاح في تلبية اأهداف مجموعات المواد الدرا�سية التي تنطوي على تحد في برنامج ال�سنوات المتو�سطة �تح�سيرهم لمزيد من النجاح في البرامج الأكاديمية القوية مثل برنامج الدبلوما.

الخدمة �العمل في برامج البكالوريا الد�لية

اإن العمل )التعلم بالعمل �التجربة( مكون رئي�س في النماذج البنائية للتعليم، بما في ذلك نوع التعليم �التعلم الم�سترك بين جميع برامج البكالوريا الد�لية. لقد كانت الخدمة، كمجموعة فرعية من العمل، يكونوا اأن اإلى الد�لية البكالوريا متعلمو ي�سعى .IB الد�لية البكالوريا م�ستركة في مجتمع قيمة دائما اإيجابي تغيير لعمل �يت�سرفون بالخدمة، �سخ�سيا التزاما �يعر�سون المجتمع في مهتمين اأع�ساء الد�لية الخدمة مع الآخرين البكالوريا ر مدار�س عالم تقد البيئة من حولهم. في حياة الآخرين �في كطريقة مهمة لالنخراط في العمل با�ستقامة �اأخالق عبر مجموعة من المجتمعات المحلية �العالمية الم�ستدام �ال�ستق�ساء بالبحث محكما ارتباطا المرتبط الم�سوؤ�ل، العمل خالل �من المتداخلة. ت�سفها التي ال�سمات اأنواع تطوير الرا�سد�ن �الأ�سخا�س اليانعون الطالب ي�ستطيع الناقد، �التاأمل الرا�سدين. �لحياة �الحياة الم�ستقبلية الأكاديمية الدرا�سات في للنجاح ال�سر�رية المتعلم مالمح يهدف برنامج ال�سنوات المتو�سطة اإلى م�ساعدة الطالب في تطوير فهمهم ال�سخ�سي �ح�سهم النا�سئ اأكثر �عيا �اإدراكا لل�سياق بذاتهم �م�سوؤ�ليتهم المنا�سبة تنمويا في مجتمعهم. �بينما ي�سبح الطالب �للم�سوؤ�ليات المترتبة عليهم، ي�سبحون قادرين على انتقاء الخيارات حول كيفية المبادرة اإلى العمل الإيجابي المتدبر. ��سيختلف هذا العمل من طالب اإلى اآخر �من �سياق اإلى اآخر. �قد ي�سرك هذا العمل

الطالب في:

• التعاطف مع الآخرين• اإحداث تغيرات �سغيرة النطاق في �سلوكياتهم

• تنفيذ م�سر�عات اأكبر �ذات مغزى اأكثر• الت�سرف بمفردهم

• الت�سرف بر�ح الم�ساركة �التعا�ن• تنفيذ اأعمال ملمو�سة

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YP ت�سف الحلقة الثالثة المنهج ال�سا�سع المتوازن لبرنامج ال�سنوات المتو�سطة.اللغة دار�سية: مواد مجموعات ثماني عبر �التعلم التعليم المتو�سطة ال�سنوات برنامج م ينظ •�الأدب، �اكت�ساب اللغة، �الأفراد �المجتمعات، �العلوم، �الريا�سيات، �الفنون، �التربية البدنية

�ال�سحية، �الت�سميم.�س الفر�ع المعرفية المنف�سلة اأ� المتكاملة �تقيم �سمن مجموعة • في الكثير من الحالت، قد تدرالأفراد مجموعة �سمن الجغرافيا اأ� التاريخ مادة المثال، �سبيل على �احدة، درا�سية مواد

�المجتمعات؛ �الأحياء اأ� الكيمياء اأ� الفيزياء �سمن مجموعة العلوم.• ل يوجد خط �ا�سح يف�سل بين مجموعات المواد الدرا�سية �ذلك لالإ�سارة اإلى الطبيعة المتداخلة �سات في برنامج ال�سنوات المتو�سطة. �ترتبط مجموعات المواد الدرا�سية عبر ال�سياقات التخ�س

العالمية �المفاهيم الرئي�سة.)ATL( اأ�ساليب التعلم

اإن الهدف الأ�سا�س من اإدراج اأ�ساليب التعلم في اأكاديمية قطر - الخور هو اإعداد الطالب لي�سبحوا متعلمين م�ستقلين �مفكرين ناقدين. اإن الطالب الذين يطبقون برنامج البكالوريا الد�لية هم طالب ��اعون بفعالية، التوا�سل على �قادر�ن بينها، �المقابلة المعلومات تحليل على قادر�ن نا�سطون

لم�سارهم التعلمي الذاتي.

ر الطالب من خالل اأ�ساليب التعلم المهارات المعينة التي ت�ساعدهم على تعلم كيف يتعلمون �توفر يطوب�سكل م�ستقل مع الآخرين. ت�سجع اأكاديمية قطر - الخور طلبها على اعتبار المعلم مي�سرا لعملية التعلم، فئات خم�س الد�لية البكالوريا برامج د تحد �التاأمل. المناق�سة خالل من التعلم على طالبه ي�سجع

لمهارات اأ�ساليب التعلم تمتد في مجموعات مهارات منا�سبة تنمويا.مجموعات مهارات اأ�ساليب التعلمفئات مهارات اأ�ساليب التعلم

I التوا�سلالتوا�سل II التعا�ناجتماعية

اإدارة الذات II التنظيم

IV العاطفة V التاأمل

VI المعرفة المعلوماتية بحثية VII المعرفة الإعالمية

VIII التفكير الناقد التفكير IX التفكير الإبداعي

X النقل

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MYPطة برنامج ال�سنوات المتو�س

المتعلم محور التعلم في برامج ال�سنوات المتو�سطة• اأ�ساليب التعلم - تعر�س التزاما باأ�ساليب التعلم كعن�سر رئي�س من عنا�سر برنامج ال�سنوات المتو�سطة

لتطوير المهارات بهدف التعلم.

التعلم بما في ذلك المتو�سطة ال�سنوات برنامج التعليم في اأ�سول د على توؤك - التعليم اأ�ساليب •التعا�ني عبر البحث �ال�ستق�ساء.

• المفاهيم - تبرز المنهج المبني على المفاهيم.• ال�سياقات العالمية — تعر�س كيف يحدث التعلم على اأف�سل �جه في �سياق.

ت�سف الحلقة الثانية بع�س النتائج المهمة للبرنامج.• قد يف�سي التعلم المبني على البحث �ال�ستق�ساء اإلى العمل الذي يبادر اإليه الطالب، �الذي ربما

ي�سمل الخدمة داخل المجتمع.• ي�سل برنامج ال�سنوات المتو�سطة مراحله النهائية في )في الم�سر�ع ال�سخ�سي( لطالب ال�سنة الخام�سة في برنامج ال�سنوات المتو�سطة) اأ� م�سر�ع المجتمع( لطالب ال�سنة الثالثة اأ� الرابعة

في برنامج ال�سنوات المتو�سطة.

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YP

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MYPال�سعادة متوازنين� الخير تحقيق في �العاطفي �الج�سدي الفكري التوازن اأهمية ندرك

ة لنا �لالآخرين �الرفاهية ال�سخ�سي

تحديد متاأملين على قادر�ن �نحن المكت�سبة. �خبراتنا تعلمنا في �التاأمل التفكير نمعن مكامن قوتنا �حد�د قدراتنا �تقييمها في �سبيل دعم تعلمنا �نمونا ال�سخ�سي

)MYP( لماذا برنامج ال�سنوات المتو�سطة

من المفاهيم الأ�سا�سية اإلى �سمات مالمح متعلم البكالوريا الد�ليةمنذ بداية برنامج ال�سنوات المتو�سطة اهتدى البرنامج بثالثة مبادئ كان لها قبول �انت�سار خا�س لدى IB ، �هي 16 عاما، �م�ستلهمة من مهمة البكالوريا الد�لية � 11 المتعلمين التي تترا�ح اأعمارهم بين التعلم ال�سامل، �الوعي بالثقافات المختلفة، �التوا�سل. �فرت هذه المفاهيم الأ�سا�سية للبرنامج اأ�سا�سا للتعليم فل�سفة لو�سع مبكرة محا�لة تمثل فهي المتو�سطة. ال�سنوات برنامج في �التعلم للتعليم ا قويفي الد�لية البكالوريا متعلم لمالمح بتبنيها كامال اإدراكا الآن IB الد�لية البكالوريا تدركها الد�لي

.IB سل�سلة تعليم البكالوريا الد�لية�

ا اأ� هي جزء من �سمات مالمح اإن التعلم ال�سامل �الوعي بالثقافات المختلفة �التوا�سل مذكورة �سمنيمتعلم البكالوريا الد�لية �خا�سة في �سمات متوازنين � منفتحي العقل � متوا�سلين.

)MYP( الطالب هو محور برنامج ال�سنوات المتو�سطةاحتياجات لتلبية ال�سبل اأف�سل على التركيز في المعا�سر�ن المتو�سطة ال�سنوات برنامج مربو يعمد التغير، معقد �سريع الخيارات في عالم رة من �محي تواجهه مجموعة �سخمة الذي المراهق ال�سباب ��عيهم المتزايدة مخا�فهم ل�ستك�ساف الفر�س الطالب يمنح العليا التفكير مهارات على �التركيز المتنامي باأنف�سهم �العالم بطرق تنمي لديهم القدرة على اإ�سدار الأحكام ال�سليمة. �بناء عليه، ي�ستمر معلمو اأكاديمية قطر في تطبيق اأف�سل اأ�ساليب التعليم لم�ساعدة الطالب �ت�سجيعهم على تطوير الفكر الناقد، حل الم�سائل الحياتية، التعبير عن اأفكارهم �الإبداع بطرق متعددة. ي�سعى المعلمين اإلى ربط �سات حيث يواجه الطالب الكثير من المواد الدرا�سية في مواد مختلفة �سمن التعلم المتداخل التخ�سيتعلمون �هم الدرا�سية؛ للبرامج درا�ستهم اأثناء نظر �جهات عدة من المفاهيم �يتنا�لون �احد اآن كيف ين�سئون الر�ابط �ي�سعون لتحقيق الفهم الثري للعالقة المتبادلة بين المعرفة �التجربة عبر الكثير ا حقيقية للتعلم عن العالم م اأهداف الم�ساقات الدرا�سية �متطلبات البرامج فر�س من المجالت. �تقد

�سات. بطرق بو�سعها تخطى نطاق المواد الدرا�سية الفردية عبرالتعلم المتداخل التخ�س

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YP ه المدار�س اإلى التركيز على تطوير الفرد ككل من جميع الجوانب. �يعتبر اإن �سمات مالمح المتعلم توجبت�سجيع كل طالب على يبداأ اأن للبرنامج، �يجب بالن�سبة ا تطوير منظور د�لي عن�سرا هاما �مركزيمراعاة �جهات نظر الآخرين. �ي�ستطيع الطالب من خالل تبادل تجاربهم المختلفة في البيئة ال�سفية

�خارجها اأن يطور�ا اإدراكهم �اإح�سا�سهم بتجارب الآخرين خارج نطاق المجتمع المحلي اأ� الوطني.

مالمح متعلم البكالوريا الد�ليةة �ي�سهمون في خلق ة د�لي اإن الهدف من برامج البكالوريا الد�لية كلها هو اإعداد اأفراد يفكر�ن بعقليعالم اأف�سل �اأكثر �سالما. من خالل اإدراكهم اأنهم ي�ستركون مع الآخرين في الطبيعة الإن�سانية �في

ة اإلى اأن يكونوا تعهد الأر�س �الو�ساية عليها. �ي�سعى متعلمو البكالوريا الد�لي

مت�سائلينننمي ملكات ف�سولنا الطبيعي. فنكت�سب المهارات الالزمة للت�سا�ؤل �البحث، �نظهر ة التعلم ب�سغف، �ي�ستمر �سغفنا بالتعلم اعتمادنا على اأنف�سنا في العلم، �ن�ستمتع بعملي

طوال حياتنا

مطلعينن�ستك�سف المفاهيم �الأفكار �الق�سايا التي تتمتع باأهمية محلية �عالمية، �نكت�سب في تلك الأثناء معرفة متعمقة، �نطور فهمنا عبر مجموعة �ا�سعة �متوازنة من فر�ع

المعرفة �التخ�س�سات

نبادر اإلى تطبيق مهارات التفكير ب�سكل ناقد �مبدع للتعرف على الم�سكالت المعقدة مفكرينة ة �اأخالقي �مقاربتها، �نتخذ قرارات منطقي

متوا�سليننفهم الأفكار �المعلومات، �نعبر عنها بثقة �اإبداع باأكثر من لغة �من خالل مجموعة اأ�ساليب التوا�سل. �نعمل بالتعا�ن مع الآخرين ب�سكل فاعل، �عن طيب متنوعة من

خاطر

�العدالة �الحترام تجاه كرامة ذ�ي مبادىء بالإن�ساف �اأمانة �ح�س �سديد با�ستقامة نت�سرف الفرد �الجماعة �المجتمع، �نتحمل م�سوؤ�لية ت�سرفاتنا �النتائج المترتبة عليها

منفتحينالأفراد نظر �نتقبل �جهات �نحترمها، ال�سخ�سي �تاريخنا الخا�سة ثقافتنا نفهم من مجموعة عن البحث اعتدنا �لقد �تقاليدهم. �قيمهم الأخرى �المجتمعات

�جهات النظر �تقييمها، �نحن على ا�ستعداد للتعلم من التجارب العلمية

مهتمينالأفراد نظر �نتقبل �جهات �نحترمها، ال�سخ�سي �تاريخنا الخا�سة ثقافتنا نفهم من مجموعة عن البحث اعتدنا �لقد �تقاليدهم. �قيمهم الأخرى �المجتمعات

�جهات النظر �تقييمها، �نحن على ا�ستعداد للتعلم من التجارب العلمية

مجازفينة ب�سخ�سي �نتمتع �تدبر، ب�سجاعة �الغام�سة الماألوفة غير المواقف مع نتعامل ندافع اأننا �ا�ستراتيجيات جديدة. كما �اأفكار اأد�ار ا�ستك�ساف تمكننا من م�ستقلة

عن معتقداتنا ب�سجاعة �طالقة

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MYPة البكالوريا الد�لية بيان مهم

مع المتعاطفين لعين، المط ال�ستعالمية، الذهنية ذي ال�سباب تطوير اإلى ة الد�لي البكالوريا تهدف التفاهم �الحترام ما بين �اأكثر �سالما من خالل اأف�سل ي�ساعد�ن على خلق عالم الآخرين، �الذين مات مة يدا بيد مع المدار�س �الحكومات �المنظ الثقافات المتنوعة. �لتحقيق هذا الهدف، تعمل المنظع هذه البرامج الطالب ة تت�سم بالتحدي �تتمتع بتقييم دقيق جدا. ت�سج الد�لية لتطوير برامج تعليم د�ليالتعلم ي�ستمر�ا في �لكي الآخرين �سعور �متعاطفين مع ن�سطين متعلمين لي�سبحوا العالم اأنحاء في

ا. مدى الحياة مدركين اأن الآخرين على اختالفهم قد يكونون على �سواب اأي�س

برنامج البكالوريا الد�ليةيقدم IB أربعة برامج يقدم QAK ثلثة منها ، PYP و MYP و DP مام يخلق سلسلة متصلة من التعليم الدويل.

ويضمن هذا التواصل أيضا إطارا تعليميا مشتكا له أهداف وقيم ، ومفهوم كيفية تطوير التفكي الدويل. »ملف

املتعلم« هو جوهر هذا اإلطار وهو تجسيد ملا يعنيه الـ IB بـ »التفكي الدويل«

برنامج السنوات االبتدائية )PYP( هو إطار منهج مصمم للطلب الذين تتاوح أعامرهم بني 3 و 12 عاما. يركز

إطار PYP متعدد التخصصات عىل تنمية الطفل ككل كمستفرس ، سواء يف املدرسة أو خارجها

يهدف برنامج السنوات املتوسطة )MYP( إىل الطلب الذين تتاوح أعامرهم بني 11 و 16 عاما ويوفر:

إطار التحدي األكادميي واملهارات الحياتية من خلل احتضان وتجاوز

املواد الدراسية التقليدية. االستفسار هو محور تعلم الطلب.

يعد برنامج الدبلوم )DP( للطلب الذين تتاوح أعامرهم بني 16 و 19 عاما منهجا صارما مدته سنتان يلبي

احتياجات الطلب املتحمسني للغاية ويؤدي إىل حالة التأهيل األكادميي من خلل االمتحانات النهائية املعتف بها

عامليا من قبل الجامعات الرائدة.

العقلية الد�ليةة كما �رد في دليل برنامج ال�سنوات المتو�سطة “من المبادىء اإلى التطبيق” : اإن محا�لت تعريف العقلية بعبارات تزداد ��سوحا كل يوم، �القتراب من تحقيق هذا الهدف من خالل الممار�سة الفعلية الد�ليتعد من الأمور الجوهرية بالن�سبة لر�سالة مدار�س عالم البكالوريا الد�لية. �في �سوء تباين المدار�س اأنه �توقع ب�سيط تعريف اأي اقتراح ال�سذاجة من نف�سه، ة الد�لي ة العقلي لمفهوم المحيرة �الطبيعة التعريف مجموعة اأن يعك�س ة تقترح البكالوريا الد�لي اأمام الفح�س �التدقيق. �بالتالي فاإن �سي�سمد من العوامل المتداخلة. اإن درا�سة هذه العوامل خالل �سنوات التطبيق التي تلت انطالق برنامج ال�سنوات ة عن نوع الطالب الذي يمثل جوهر هذا البرنامج. اإنه الطالب الذي طة اأدت اإلى بلورة �سورة عام المتو�سة ة �سير�سي حجر الأ�سا�س الذي يوؤدي اإلى تطوير العقلي من خالل اكت�سابه لمجموعة من القيم ال�سخ�سيالد�لية �ازدهارها. اإن �سمات هذا المتعلم مدرجة في مالمح المتعلم الذي اأعدته البكالوريا الد�لية. لون ال�سمات المبينة في مالمح المتعلم. ة اأن تفخر برفدها للعالم طالبا يمث �لمدار�س البكالوريا الد�لي

�سمات مالمح متعلم البكالوريا الد�لية

www.qak.edu.qa7


YP ر�سالة اأكاديمية قطر الخورة، غير ربحية، مختلطة. اأن�سئت من قبل موؤ�س�سة قطر للتربية اإن اأكاديمية قطر الخور هي مدر�سة خا�سة لجميع المراحل ذات الم�ستوى �متعارف ة باللغة الإنكليزي �العلوم �تنمية المجتمع لتوفير مناهج تعليمية التي تتما�سى مع ة �التربية الجتماعي ة الإ�سالمي عليها د�ليا. بالإ�سافة اإلى مناهج اللغة العربية، التربيية الطالب الم�ستقلة كفرد ة لد�لة قطر. تعمل اأكاديمية قطر - الخور على تنمية �سخ�س المعايير الوطني

ل م�سوؤ�لياته كمواطن �سالح. . ذي فكر ناقد، دائم ال�سعي نحو المعرفة، �يتحم

الر�سالة �الر�ؤية

تهدف أكادميية قطر الخور إىل تنمية الفكر النقدي واإلبداعي لدى

طلبها ليكونوا أفرادا

الحياة. وتسعى ألن منفتحني، متسائلني، مطلعني، ومتعلمني مدى

تجعل منهم قادة

ميتلكون الشجاعة الكافية لحل املشكلت، ويتفاعلون مع التغيات

املستمرة يف

العامل، ويقدرون عىل إحداث تغيي إيجايب.

تهدف أكادميية قطر- الخور إىل خلق بيئة تعليمية فعالة آمنة تلهم

االبتكار، وتسعى إىل متكني املتعلمني من التفكي بشكل نقدي

كمواطنني عامليني متعاطفني وذوي مبادئ وعىل معرفة تامة بالقيم العربية

باإلضافة إىل االعتزاز بالثقافة القطرية والتاث الوطني القطري

اأكاديمية قطر-الخور

www.qak.edu.qa3


YP المحتويــــــــــات

ية قطر-الخور 5اأكاديم

7ر�سالة اأكاديمية قطر-الخور

7الر�ؤية

ة ة البكالوريا الد�لي 7بيان مهم

ة 7برنامج البكالوريا الد�لي

ة ة الد�لي 8العقلي

ة 8�سمات مالمح متعلم البكالوريا الد�لي

9مقدمة

طة )MYP( ؟ 10لماذا برنامج ال�سنوات المتو�س

طة 12برنامج ال�سنوات المتو�س

13اأ�ساليب التعلم

ة 14الخدمة � العمل في برنامج البكالوريا الد�لي

ية قطر-الخور 15المنهج في اأكاديم

ية قطر-الخور 18التقييم في اأكاديم

20ماذا عن الدرجات

21الدرا�سة المتداخلة التخ�س�سات- اأ�سلوب التعلم المتكامل

21المراجع التعليمية � فل�سفة الكتاب المدر�سي

ة 22معايير التقييم في برنامج البكالوريا الد�لي

طة 22للمرحلة المتو�س

24حد�د الدرجات

24التقييمات الإلكتر�نية في برنامج ال�سنوات المتو�سطة

25الم�سر�ع ال�سخ�سي

2019 - 2020

دليل أولياء األمورطة ة للمرحلة المتوس برنامج البكالوريا الدولي

MYP Parents Guide AR & EN.pdf · MYP Assessment Criteria for All Subjects: 20 Grade Boundaries 22...

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