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HomeMy WebLinkAboutIB MYP Course DescriptionsWestlake AcademA 'Ml*ddle Years Proi!ramme C:7 Course Descriptions Grades 7, 8 & 9 Years 2,3 & 4 of the IBO Programme Introduction This is the third year Westlake Academy has followed the IB MYP Programme. After only two years the Academy finds itself in the Applicants Status phase. Our request for this comes after the completion of two extensive progress reports, completed by the staff, with recommendations and commendations taken into consideration throughout the process. In addition to this, we also underwent an extremely successful consultation visit, where many aspects of the school's strengths and progress were highlighted. In addition to the strengths, we have also spent the past five months working on those recommendations given. The culmination of this work now places us in the position of being authorized next summer. This decision will depend upon an authorization visit, scheduled for February 2007. This will be a monumental achievement, as most schools, on average, take six to seven years to become authorized schools. We have undergone a number of changes this year. In addition to adding three new classes to Pod E, we have also added five new teachers to our programme. Having worked with them before the summer, and for the past two weeks, I am very confident they, along with the existing staff members, will prove to be a hard working and very dynamic team, working as a cohesive unit to provide the very best education for your children. Included in this packet are the course descriptions that have been written by the subject specific teachers. The content has been devised to incorporate a truly IB philosophy, as well as to cater to local requirements (TAKS and Credits towards the Texas High School Diploma). In addition to the course descriptions are the subject specific rubrics for each subject. The rubrics designed for Grades 7 & 8 have been compiled by the teachers, some with the assistance of official IBO documentation'. Those for Grades 9 & 10, are rubrics that have been written and published by the IBO, and will be used for final assessment and monitoring in Grade 10. Summative assessment takes place by calculating the standard of achievement the student has attained, based on the tasks given throughout the year. The tasks are measured against the rubrics. To ascertain the final 1 — 7 grade (as shown on the report card, as well as the IBO Certificate/ Diploma) a set of grade boundaries have been compiled by the IBO. A list of these has been attached at the back of the course descriptions. The grade boundaries for Grades 7 & 8 are compiled by the subject teachers. 'The assessment rubrics for grades 9 & 10 have been taken from the IBO subject guides. Some of those rubrics for grades 7 & 8 are published on the IBO's OCC (Online Curriculum Centre). 7A Monday Tuesday Wednesday Thursday Friday 8.10-9.40 PE HUM (202) ART SP (205) music 9.55-11.25 IT LM) ENG, (203) -_SC (200) MATHS (201) PE 11.25 - 13.00 SC (200) SP (205) ENG (203) SC (200) ENG (203) 13.40 - 15.00 MATHS (201)l MATHS (201) HUM (202) HUM (202) AOI 15.00 - 15.40 TUTOR I TUTOR TUTOR TUTOR ASSEMBLY 7B Monday Tuesday Wednesday Thursday Friday .8-10-9.40 PE SC (200)- -- 201 SP (205) music 9.55-11.25 SC 200 MATHS (201) -MATHS ART HUM (202) PE - 13-00 1 IT (201) 'L 'L 4 "' 'L HUM (202) SP (205) ENG (203) SC (200) L : 13.40 - EIS..00 ENG (203) ENG (203) HUM (202) MAT AOI 5POO11.25 15. 1 .00 15�,dn TUTOR TUTOR TUTOR TUTOR, ASSEMBLY , SA Monday Tuesday Wednesday Thursday Friday 8.10-9.40 SC (200) ENG (203) MATH (205) C (200) MATH (201) 9.55- 11.25 PE SC (200) SID (205) -- MATH (205) ART 11.25 - 13.00 ENG (203) IT (204) PE HUM (204) MUSIC .4 - 15.0.0. 1 HUM (204) HUM (200) ENG (203) L SP (205) AOI 15-00 - 15.40 TUTOR TUTOR TUTOR _I TUTOR ASSEMBLY $$ Monday Tuesday Wednesday Thursday Friday 8.10-9.40 ENG 203 HUM 204 SC 200 MATH 204 ART 9.55- 11.25 PE IT 204 MATH 201 SC 200 MATH 205 11.25 - 13.00 SP 205 SC 200 PE HUM 204 MUSIC 13.40 - 15.00 HUM 204 SP 205 ENG 203 ENG 203 AOI 15.00 - 15.40 1 TUTOR I TUTOR I TUTOR I TUTOR I ASSEMBLY 9A Monday Tuesday Wednesday Thursday Friday 8.10-9.40 BIOLOGY MATHS 201 ENG 202 ENG 202 SP (205)- 2059.55- 9.55-11.25 MATHS 201 HUM 204 HUM 204 DRAMA MATHS 201 11.25 - 13.00 HUM 204 PE BIOLOGY BIOLOGY PE 13.40 - 15.00 IT 204 ENG 202 SP 205 ART AOI 15.00 - 15.40 1 TUTOR TUTOR TUTOR TUTOR ASSEMBLY 9B Monday Tuesday Wednesday Thursday Friday 8.10-9.40 SP 205 MATHS 201 HUM 204 MATHS 201 SP 205 9.55-11.25 BIOLOGY HUM 204 BIOLOGY DRAMA BIOLOGY 11.25 - 13.00 IT 202 PE ENG 202 ART PE 13.40 - 15.00 ENG 202 ENG 202 MATHS 201 HUM 204 AOI 15.00 - 15.40 1 TUTOR I TUTOR I TUTOR I TUTOR I ASSEMBLY 7th Grade Mathematics MYP Year 2 Mr Aisthorpe Aims and Objectives In Grade 7 students will build upon the skills acquired in the PYP program. Students will study a broad range of appropriately challenging material which will aim to further enhance knowledge, understanding and enjoyment of Mathematics. Topics from algebra, number, spatial reasoning, as well as probability and statistics will be studied using a variety of approach including investigation, group work, individual study and teacher led activities. The relevance of mathematics to the world around us will be an integral part of the course. Problem solving will be a key component of the Grade 7 scheme of work. The material will meet standards required by the State of Texas. Course Outline Integers and fractions Linear equations and formulae Circles Measures of central tendency Factors and multiples Graphing functions Similarity and Congruence Representing data Straight lines Polygons Probability Ratio and Proportion Pythagoras' theorem Area and volume Fractions, decimals, percentages Assessment Students will be assessed on their performance in a variety of tasks. These will include individual coursework (investigations, homework and class assignments) and tests (including semester exams). Three MYP subject assessment criteria A, B and C will be used to assess the student's level of achievement throughout the academic year. Resources Students will have access to classroom and school computers as well as Graphing Calculators in order to facilitate a greater understanding of Mathematical concepts. Students will have access to a variety of sources including the text "Pre -Algebra: An Integrated Transition to Algebra and Geometry" (Glencoe McGraw Hill). Internationalism and Cultural Awareness The students will learn about the influence of various cultures on the development of mathematics and how, over time, a universal language of mathematics has evolved. Areas of interaction This course uses all five Areas of Interaction as a means of delivering the content in ways that include but are not limited to: Homo Faber: How Mathematics is used in human -made objects will be studied by looking at the application of Pythagoras' theorem in Egyptian construction. Community & Service: Helping others to understand a Mathematics topic is a way in which this Area of Interaction will be addressed. For example, students will create a guide for making tessellation displays for younger students. Environment: Students will use Mathematics to find out how much it would cost to paint the lines on the floor of the Sports Hall. Health and Social: Students will apply their knowledge of surface area to find an approximation for the surface area of skin on the human body. Approaches to Learning: Students will learn how to use a spreadsheet to make repeated calculations in order to solve an equation by trial and improvement This course outline has been written and prepared by Mr. Simon Aisthorpe. 8th Grade Mathematics MYP Year 3 Mrs. Carlson Aims and Objectives The general aims of MYP mathematics are to enable the students to develop a positive attitude toward the continued learning of mathematics; to appreciate the usefulness, power and beauty of mathematics; to recognize its relationship with other disciplines and with everyday life; to appreciate the international dimensions of mathematics and its varied cultural and historical perspectives; to gain knowledge and develop understanding of mathematical concepts; to develop mathematical skills and apply those skills; to develop the ability to communicate mathematics with appropriate symbols and language; to develop the ability to reflect upon and evaluate the significance of student work; and to develop and apply information and communication technology skills in the study of mathematics. The -more specific aims of 8th grade mathematics are to build on previous work with patterns, mathematical relationships, and algebraic thinking to describe how a change in one quantity in a relationship results in a change in another quantity. Students will form verbal, numeric, graphical, and symbolic representations of these relationships. The students will also use graphs, tables of data, and algebraic formulae to make predictions and solve problems. Eighth grade students will continue their study of numbers, operations, quantitative reasoning, spatial reasoning, geometry, probability and statistics. Theoretical and experimental probability and statistical data will be used to make predictions and evaluate conclusions. An important objective is to enable the students to apply mathematical strategies for problem solving in the areas of algebra, geometry, probability and statistics, and to communicate clearly the mathematics used. Course Outline Number: Review order of operations and algebra properties Work with exponents, simplify monomials, review scientific notation and the metric system Simplify expressions Algebra: Solve one step equations Solve multi -step equations Perform "algebra proofs" ( use knowledge of algebra properties to explain the steps in solving simple algebra equations) Investigate relations and linear functions Work with polynomials (add, subtract, multiply, divide) Investigate quadratic functions Find patterns in data, find a rule that describes the relationship between the variables, and make predictions using the generalized rule Geometry: Review angle pair relationships and use algebra skills to solve for angle measures Review similar triangles and use proportions to solve for side lengths Review circumference and area of circles, area and perimeter of polygons Find the surface area and volume of solids Use Pythagorean Theorem to solve for side lengths of right triangles Statistics: Organize data using tables, scatter plots, histograms, stem and leaf plots and box and whisker plots Analyze data using mean, median, mode, and range Probability: Investigate theoretical and experimental probability Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual coursework pieces (homework assignments, individual projects, etc.), presentations (group and/or individual), tests (including semester exams), and group mathematical investigations. Students will be assessed using the subject specific rubrics. Each graded assignment will be assessed using one or more of the criteria A, B, C given in the Mathematics Grade 8 rubric. Summative assessment (report cards and end of year grades) will be based on the student's final level of achievement as determined from the assessed tasks throughout the year. The rubrics for Grade 8 are attached. Resources Students will have access to the classroom and school computers, and will be given the tools and education needed to operate the computer as a meaningful resource tool. The students are expected to have their own graphing calculator, TI -83 or TI -84, for use in the classroom and at home. The students will be provided with instruction on how and when to use the calculator. (The calculator is useful in data exploration — collecting, graphing, and analyzing data- as well as in computation and modeling functions.) The following textbook will be used by students; however, other textbooks will supplement the course: "Mathematics Applications and Connections, Course 3", Glencoe Internationalism and Cultural Awareness The students will learn about the influence of various cultures on the development of mathematics, and how over time, a universal language of mathematics has evolved. Areas of Interaction This mathematics course uses all five Areas of Interaction as a means of delivering the content, in the following ways: Homo Faber: The students will study about the contribution of individuals to the development of various branches of mathematics (for example the contributions of Pythagoras, Hypatia, Euclid, Descartes, and others). Community Service: The students will look at quantitative data on air quality in their community. They will develop a brochure to inform the public about the air quality and to suggest ways in which individuals and groups can help improve the quality of air that we breathe. Environment: Air quality is an environmental issue. Students will investigate how air quality is measured, the factors that contribute to poor levels of air quality, and what society and individuals can do to improve the quality of our air. This investigation looks at our local environment, as well as the global environment. Health and Social Education: In one investigation activity, students will research the health problems that result from poor air quality, and the ways in which humans can reduce the health risks related to poor air quality. In a broader sense, students will use various modes of representing quantitative data (histograms, tables, pie charts, stem and leaf plots), and we will discuss how society can be influenced by statistics and the ways in which data are presented. Approaches to Learning: Students will learn through a variety of sources. They will learn how to take notes, how to organize data and look for patterns, how to employ various strategies for problem solving, and how to study for tests. They will be required to use technology (computers and/or graphing calculators) to conduct research, collect and analyze data, and present their results. Students will be required to be independent thinkers. They will be asked to show their work in solving mathematical problems, to explain the strategies used and the reasonableness of the solutions, to identify patterns, to find a rule (formula) that fits a particular pattern, and to make predictions based on the results. Students will learn these skills through individual and group work and through a variety of teaching strategies. This course outline has been written and prepared by Mrs. Mary Carlson. Mathematics Assessment Criteria: Grade 8 Criterion A Knowledge and Understanding (assessed primarily in tests but also in homework assignments, investigations, and projects) Level Descriptor 0 The student does not achieve level 1. 1-2 The student demonstrates little understanding of the work assessed. The student has difficulty combining mathematical ideas even in familiar situations. 3-4 vele demonstrates that he/she has understood some of the mathematical concepts studied. He/she has difficulty combining mathematical ideas in unfamiliar situations. 5-6 The student demonstrates a reasonable understanding of the concepts studied. He/she can combine mathematical ideas in unfamiliar situations. 7-8 The student demonstrates a good knowledge of the concepts. He/she can combine mathematical ideas in unfamiliar situations. 9-10 The student demonstrates an excellent knowledge of the concepts studied. He/she can combine mathematical ideas in unfamiliar and com lex situations. Criterion B Application and Reasoning (assessed in tests, investigations, and projects) Criterion C Communication, Presentation and Reflection (assessed in investigation activities, projects, and tests) Level Descriptor 0 The student does not achieve level 1. 1-2 The student shows little work (written solutions to problems), but may offer oral explanations. Presentation is poor with little use of correct mathematical symbols or diagrams. No reflection is shown. 3-4 The student generally shows his/her work but offers little explanation of the results. Presentation is mediocre. There may be titles, subtitles, date, name, and some use of correct mathematical symbols, but there is little structure to the work. The student writes about the methods used but does not reflect on them. 5-6 The student shows his/her work and gives explanations with some interpretation of the results. The presentation is good with main features such as titles, date, name, and some structure to the work. The student makes good use of mathematical symbols and diagrams. The student offers a simple reflection on the methods used. 7-8 The student can communicate and present his/her results well using words, symbols, and/or diagrams. The work is well structured showing all the key features. The student makes some attempt to interpret the results and make predictions. The student gives at least one good reason for the methods used. 9-10 The student can communicate and interpret the significance of the results in words, symbols, and/or diagrams in a clear and concise form. The work is well structured and shows clear progression. The student gives a good interpretation of the results and makes predictions of future events. The student gives clear reasons for the methods used. 9' Grade Mathematics MYP Year 4 Mr A.isthorpe Aims and Objectives As in previous grades students in Grade 9 will build upon prior knowledge and skills. Students will continue to acquire and use various approaches in order to understand concepts and make links between different areas of Mathematics. This course will again utilize an integrated" approach to Mathematics to cover topics in algebra, number, geometry, probability and statistics. Students will be encouraged to adopt different strategies to solve problems as well as monitor and reflect on their processes. The material will meet the standards required by the State of Texas. Course Outline Right angled trigonometry Working in three dimensions Circle theorems Algebraic fractions Coordinate Geometry Equation of a circle Measures of spread Polynomials Proportion Transformations of graphs Inequalities Sampling and bias Assessment Students will be assessed on their performance in a variety of tasks. These will include individual coursework (investigations, homework and class assignments) and tests (including semester exams). Four MYP subject specific assessment criteria will be used to assess the student's level of achievement throughout the academic year. Resources Students will have access to classroom and school computers as well as Graphing Calculators in order to facilitate greater understanding of mathematical concepts. Students will have access to a variety of sources including the text: Internationalism and Cultural Awareness The students will learn about the influence of various cultures on the development of mathematics and how, over time, a universal language of mathematics has evolved. Areas of interaction This course uses all five Areas of Interaction as a means of delivering the content in ways that include but are not limited to: Homo Faber: Faulty formulas in films. Students analyze a scene in a film and use Mathematics to prove that it is impossible in reality Community & Service: Students will use Mathematics to predict and model the path of a hurricane in order to warn communities of its approach. Environment: Statistics can be used to analyze the effect of environmental factors on the size of plant leaves. Students will investigate and analyze a relationship between variables such as this in our own surroundings. Health and Social: Students will apply their knowledge of surface area to find an approximation for the surface area of skin on the human body. Approaches to Learning: Students will use a spreadsheet to perform repeated calculations to find limiting values when comparing a many sided polygon with a circle. This course outline has been written and prepared by Mr. Simon Aisthorpe. MYP Mathematics Assessment Criteria Criterion A: Knowledge and Understanding Max/mum 70 Students are expected to have a knowledge and understanding of the concepts and skills of MYP mathematics as shown in the prescribed framework This criterion includes: • using knowledge and understanding to make deductions • using numeric, algebraic, geometric, graphical and other forms of representation • moving between differentforms of representation • using appropriate technology. Levet of Descriptor Achievement 0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student demonstrates minimal mathematical knowledge and attempts to use different forms to represent mathematical ideas. 3-4 The student demonstrates partial knowledge and understanding_ of the subject material. The student uses a limited range of forms to represent mathematical ideas. 54 The student demonstrates sufficient knowledge and understanding of the subject material to make deductions. The student uses a variety of forms to represent mathematical ideas. 7-8 The student demonstrates a broad knowledge and a good understanding of the subject material, and makes deductions with some insight The student moves between different forms of representation in most situations. 9-10 The student demonstrates a thorough knowledge and a comprehensive understanding of the subject material and is able to make deductions with insight even in unfamiliar situations. The student moves confidently between different forms of representation. Notes 1. Assessment tasks should allow students to demonstrate knowledge and understanding of the concepts and skills within the appropriate level of MYP mathematics. 2. Assessment tasks for this criterion are likely to be class tests and/or examinations. Teachers are encouraged to use other tasks also, such as open-ended investigations. 3. Assessment tasks should provide students with problems set in a variety of contexts. 47 MYP Matherratics, August 2000 MYP Mathematics Assessment Criteria Criterion B: Application and Reasoning Maximum 90 Students are expected to apply concepts and skills ang through reasoning, develop problem -solving strategies. This criterion includes: • selecting and using appropriate mathematical knowledge and skills • recogniing patterns and structures and describing them as relationships or general rules • drawing conclusions consistent with findings • justifying mathematical relationships • developing flexible strategies, including the use of appropriate technology. Level of Descriptor Achievement 0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student uses limited mathematical knowledge and recognizes simple patterns or structures when investigating problems. The student applies basic problem -solving techniques to routine tasks. 3-4 When investigating problems the student recognizes patterns and suggests relationships or general rules. The student applies skills and problem -solving techniques with some success. 5-6 When investigating problems the student recognizes patterns and structures, describes them as relationships or general rules and draws conclusions. The student applies appropriate skills and problem -solving techniques and uses appropriate technology to a limited extent 7-8 When investigating problems of some complexity the student recognizes patterns and structures, describes them as relationships or general rules and draws conclusions consistent with findings. The student successfully selects and applies skills and problem -solving techniques. The student makes reasoned choices for the use of technology, where appropriate. 9-10 When investigating challenging problems, the student recognizes patterns and structures, describes them as relationships or general rules, draws conclusions and provides justifications or proofs. The student selects and applies advanced problem -solving techniques including the use of technology where appropriate. Notes 1. Assessment tasks should allow students to demonstrate their ability to apply and reason using concepts and skills of the appropriate level of MYP mathematics. 2. Assessment tasks for this criterion are likely to be reasoned pieces of work, including open-ended investigations set in a variety of contexts. 3. Little credit should be given for knowledge and understanding which is assessed using criterion A. 48 MYP Mathematics, August 2000 Criterion C: Communication MYP Mathematics Assessment Criteria Maximum 6 Students are expected to communicate facts, ideas, methods, results and conclusions using appropriate symbols and the language of mathematics. This criterion includes: • encoding and decoding • describing in words (verbalizing) a line of reasoning • explaining solutions • presenting mathematical information clearly and logically • using appropriate technologyfor effective communication. Level of Descriptor Achievement Q The student does not reach a standard described by any of the descriptors given below. 1-2 The student recognizes and uses basic mathematical symbols and language. An attempt is made to verbalize when investigating problems set in familiar contexts. The student presents some mathematical information clearly. 3-4 The student recognizes and uses a range of mathematical symbols and language. The lines of reasoning are verbalized and the solutions to problems are explained. Mathematical information is presented clearly and logically. 5-6 The student recognizes and uses a wide range of mathematical symbols and language. The student verbalizes effectively and explains solutions to problems clearly. The student chooses and uses the most appropriate technology to present mathematical information clearly and logically. Notes 1. Assessment tasks should allow students to communicate effectively when using concepts and skills of the appropriate level of MYP mathematics. 2. Assessment tasks for criteria A, B and D can also be used for this criterion. 49 MYP Mathematics, August 2000 MYP Mathematics Assessment Criteria Criterion D: Reflection and Evaluation Maximum 8 Students are expected to reflect upon methods and processes and to evaluate the significance and reliability of their findings and the findings of others, It is expected that students will consider alternative approaches to solving problems where relevant. This criterion includes: • reflecting upon and evaluating methods and processes used during investigations which could be open-ended • considering the use of technology where appropriate. Level of Descriptor Achievement 0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student attempts to justify the method used and to evaluate the reliability of findings. 3-4 The student justifies the method and the majority of processes used. The student evaluates the reliability of findings with some success. r4 The student presents a reasoned justification for the method and processes, and provides an evaluation of the significance and reliability of findings. The student suggests other approaches to solving the problem, where relevant. 7-8 The student presents a concise, reasoned justification for the method and processes and, where relevant, considers fully the range of approaches which could have been used, including the use of technology. The student makes a thorough evaluation of the significance and reliability of findings. Notes 1. Assessment tasks are likely to be reports on investigations undertaken using concepts and skills of the appropriate level of MYP mathematics. 2. Assessment tasks should give students clear instructions to reflect and evaluate. 3. Assessment tasks should focus on the individual's ability to reflect and evaluate. 50 MYP Mathematics, August 2000 7th Grade Language A/English MYP Year 2 Mrs.Odom Aims and Objectives Students will read, investigate, write responses to, and analyze World Literature. By the end of this course, students will be able to articulate the similarities and differences between the author's culture and their own. Through understanding of the world they l iration, students will g e an appreciation for World Literature and a b in. Literature will be used as a vehicle to gain knowledge about a variety of different cultures. This course will focus oaowra as a writer.sStudentswill be required tonsit c rfor and the students ability to show bawth the local TAKS (Texas Assessment of Knowledge and Skills) examinations. Course Outline: I. Theme- Standing Up for what you believe in II. Who is the tragic hero? III. Symbolism and Irony IV. The Role of Women V. Allegory VI. Friendship VII. Persuasive Essays VIII. Epics Resources: Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computerfas a mei ollow naningful resource tool. In addition to outside resources, students will also use the b Elements of Literature Antigone by Sophocles Julius Caesar by William Shakespeare The Pearl by John Steinbeck Things Fall Apart by Chinnua Achebe Lord of the Flies by William Golding Animal Farm by George Orwell A Collection of Poetry Anthologies Assessment Assessments will be onof tasks. The taslo will going and will take the ashomewo k assignments and or essays, include individual coursework pieces such a presentations, tests as will as group work. Students will be assessed using the subject specific rubrics. Summative assessments will include report cards and end of the year grades. These assessments will be based on the student's final level of achievement as will as those tasks assigned throughout the year. The rubrics for Grade 7th are attached. Internationalism and Cultural Awareness The 7th Grade English program is diverse in content, with works ranging Greek Mythology to Nigerian literature. Students are expected to explore and draw conclusions based on their reading and understanding of text. Areas of Interaction This English course uses five Areas of Interaction as a vehicle to deliver content in the following ways: Homo Faber: Students will study a number of World authors and their role in shaping World Literature as we know it today. For example, students will create masks they feel represents characters in the text Things Fall Apart. They will take pictures and analyze their ideas of family when we study A Raisin in the Sun. Community Service: Students are required to create a children's book in which they retell the story of Antigone to other students Grade 3 and below. Environment: Students will investigate the role theater played in shaping public opinion during Shakespearean times. How is the Nigerian environment both similar and different from the students' own culture? Health and Social Education: Students will investigate the impact the Russian Revolution had on society thus studying allegory. Approaches to Learning: Students will learn through a variety of resources. These sources will include: reading, note taking, research skills, audiovisual skills, group and independent thinking skills. Students will be required to use technology in their research and presentation of their work. As independent thinkers students will be able to clearly articulate a point of view. They will be asked to explain and justify their responses to text. This course outline has been written and prepared by Mrs. Tracy Odom 8th Grade Language A/ English MYP Year 3 Mrs.Odom Aims and Objectives Students will read, investigate, write responses to, and analyze American Literature. By the end of this course students will be able to identify major authors of American Literature, as well as their impact and influence on society. The course will focus on literary analysis, social aspects, style of writers' voice, and the student's ability to grow as effective writers. Students will investigate the impact of time period and setting in a literary work. Students will also be required to sit for the local TAKS ( Texas Assessment of Knowledge and Skills) examinations. Course Outline: I. Persuasive Essays II. Editorials III. Research Papers IV. Irony V. Playwright VI. The American Dream/ Theme/Symbolism VIII. Symbolism/ Character Analysis VIIII. Figurative Language and Poetry X. American Diversity Poetry Search XI. Family and Environment XII. Independent Book Read Assessment Assessment will be ongoing and will take the form of a variety of tasks. The tasks will include individual coursework pieces such as homework assignments and or essays, presentations, tests as will as group work. Students will be assessed using the subject specific rubrics. Summative assessment will include report cards and end of the year grades. These assessments will be based on the student's final level of achievement as will as those tasks assigned throughout the year. The rubrics for Grade 8 are attached. Resources Students will have access to classroom and school computers. The computer is a meaningful resource tool and students will be given instruction on how to properly use the computer. In addition to outside resources, students will use the following: Elements of Literature (Holt, Rinehart and Winston) Keys of Writers -MLA Style The Scarlet Letter by Nathaniel Hawthorne The Miracle Worker by William Gibson The Great Gatsby by F. Scott Fitzgerald To Kill A Mockingbird by Harper Lee Out of the Dust by Karen Hesse Variety of American Poetry Anthologies A Raisin in the Sun by Lorraine Hansberry Internationalism and Cultural Awareness Although this course is predominantly one focusing on American Literature, students will analyze a large variety of the author's voice. Students will also learn and explore the impact of American writers on society as a whole including the global perspective. Areas of Interaction This English course uses the Areas of Interaction as a vehicle to deliver content in the following ways: Homo Faber: students will study a number of American authors and their role in shaping American Literature as we know it today. For example, students will be asked to articulate An American Dream and evaluate whether or not it means the same to different cultural groups. They will also complete a diversity poetry search after their reading of Out of the Dust in order to analyze and interpret a diverse group of American poets and their voice. Community Service: Students are required to stage and perform a play from the playwright The Yellow Boat. In addition to this, students will explore writers who use their talents as a catalyst to bring about change in society or their community. Health and Social Education: Students will investigate the changing role of authors and explore the difference in the " current " voice among Blacks, women, and the social classes, etc. Approaches to Learning: Students will learn through a variety of resources. These sources will include: reading, note taking, research skills, audiovisual, group and independent thinking skills. Students will be required to use technology in their research and presentation of their work. As independent thinkers students will be able to clearly articulate a point of view. They will be asked to explain and justify their responses to text. This course outline has been written and prepared by Mrs. Tracy Odom 7th and 8th Grade Language A ( English) Rubrics Criterion A: Content Maximum 4 funstrate their awareness the ng critical thinking skills and creative writing studentsnderstanding of the works studied and function of language. Students will demonstrate their include an effective response to respond to text through a wide variety of tasks. Tasks may literature, examinations projects, oral presentations, or the creation of an original piece of work, etc. iievement Descriptorof the p The student does not reach a standard described by any descriptors given below 1 Understanding not clear Lacks understanding of topic or theme Examples limited, lacks detail, lacks support non -imaginative Lacks author's intention No awareness of the techniques 2 Limited understanding Relevant aspects of the topic or theme limited Little detail, examples present but limited support concrete presentation Demonstrates the author'stext ss or intention, but fails to apply these outside the given Limited awareness of the techniques 3 Sufficient understanding of the topic or theme Adequate detail and support Imagination and sensitivity fof hedauthor's in t�nten+tions Demonstrates as awareness Sufficient use and awareness of the techniques 4 Good understandingof the topic or theme d Substantial detail a pp on and sensitive Creative pieces are lective i Demonstrates a sophisticated analysis and/or response to literature Goad appreciation of the author's intention and techniques Criterion B: Organization Maximum 4 ahlrrdh the Students demonstrate their ability to express ideas sarguments. Students eargumen s n a logcamattean support these agment wi hrelevant examples. ement I UcZ>I-1 Id' g The ste ntdoes toreach 9 vestaand described by any of the descriptors eponot below � Work disorganized and confusing Arguments not logical Paragraph structure and transitions missing When devices are required, no attention is paid to critical tools 2 Beginning and basic organization Lack of significant logical order Paragraphs and transitions are weak When devices are required, little attention is paid to critical tools 3 Sufficient organization, clear and coherent arguments presented in a logical manner anent Paragraphs are structured and transitions are app When devices are required some attention is paid to critical tools 4 Well organized, clear and coherent arguments are presented in a logical manner Paragraphs structure and transitions help develop ideas. When devices are required sufficient attention is paid to critical tools Criterion C: Style and Language Usage Maximum 4 of purposes, Students demonstrate their ability to effectively Appropriate use at v voice and lanr a guage should be including description, analysis and persuasion. chosen, according to intention and audience - The student does not reach a standard g described by any of the descriptors given below Use of vocabulary is limited and 1 inappropriate Very frequent errors in spelling, punctuation, pronunciation and syntax- communication is hindered. Little attempt has been made to use a suitable voice No awareness of the audience 2 Use of vocabulary is limited and sometimes appropriate Vocabulary and sentence structure is somewhat varied Frequent errors in spelling, pronunciation, punctuation and syntax -communication is hindered Attempts to use a suitable voice Use of vocabulary is generally varied and 3 appropriate Some errors in spelling,pronunciation and i syntax -communication s sometimes hindered Uses a suitable voice 4 Vocabulary is appropriate and varied Occasional errors in spelling, pronunciation,punctuation, and syntax communication is not hindered Consistent voice is used and is suitable to the intention of the audience 9Tn Grade Language A — English MYP Year 4 Mr. Kai Aims and Objectives from MYP years 1 and 2 by continuing to Students will build on the guided inquiry study examine different pieces and genres of literature that to ch d and annotaton the IB Areas ion ext n order to in a meaningful way. They will learn how to closely read draw conclusions about the author's intent and purpose � how to d to critique them inlwr�tten veness of the author. Students will learn rhetorical strategies and oral presentations and how to approach the writing r a paper paper. peMLAsttyle and the end f the term students will be able to write a persuasive research p p g amination of literature (written, clear rhetorical strategies. The course will focus on the ex oral and cinematic) in terms of its literary, social, environmental or humanitarian importance and impact. This will involve the use of technologyon the part of the student. presentation and original thinking and persuasive arguments Students will also take the TEKS (Texas Essential Knowledge and Skills) examination for 9b grade language. Course Outline I Writing: 1. Analytical techniques — close reading/annotation of text 2. Thesis construction e of facts, incorporation of quotes, utilization of expertise 3. Evidentiary support -us 4. Summary and conclusion II Research periodicals 1. Fundamentals of research — Internet, reference, 2. Organization — bib cards, outlines, rough drafts 3. Practice writing — modified Jane Schaffer method III Novels 1. All Quiet on the Western Front — European, WWI 2. The Red Badge of Courage - American Civil war, war as heroic and character changing. 3. Night — European, Holocaust, WW 11 IV Short Stories andma" —characterization, point of view 1. "Everyday Use for Gr 2. "Harrison Bergeron" — satire 3. "The Bet'— Russian, irony, characterization 4. "Hills Like White Elephants" — tone 5. "The Things We Carried" — first person, non-fiction, Vietnam War V Non-fiction 1. ,crito,, — Classic Greek, argument on justice and obedience to laws 2. "Civil Disobedience" —argument on justice and disobedience of laws 3. "Letter from a Birmingham Jail" —argument on justice and disobedience of laws. VI Drama 1. Death of the King's Horsemen — African, colonialism, cultural clash, tragedy 2. The Crucible — allegory, tragedy, cold war, "Red Scare" 3. The Merchant of Venice — (revisited - qualities of justice, equity *) VII Poetry 1. Sampler of poetry of different periods, types and countries of origin. Assessment Assessment will be ongoing and take the form of a variety of tasks. These will include individual course work pieces (homework, essays, short answer assignments), and true presentations, (oral, written and technological), sotests constructtlple, choice, an original research paper, or false) and group work. Each student using MLA style and rhetorical strategies. Students will be assessed using the subject specific rubrics. Before each assessment each student will be given information (oral or written) relative to the Criterion that will be scrutinized in the assessment. Summative assessment (report cards and end of year grades) will school basedteron t student's finrubricfoal level of achievement, based on the tasks assigned during Grade 9, Language A are attached. Resources In addition to the material listed above, students urchhll have access to classroom and ool material for example, Keys for computers, the school library and additional resoe Writers and Warnier's Grammar).in the classroom. Students will also be trained to utilize the internet to access different resources and differing viewpoints. Internationalism and Cultural Awareness The literature selected for this course reflects substantial diversity in international origin and reflects cultural diversity. For example, Death of the King's Horseman is written by a member of the Yourba tribe in Africa and reflects a specific view point of the clash between an indigenous and a Colonial culture. Several of the works that will be studied present a view of events and/or a philosophical approach from the perspective of a non - American society. Areas of Interaction This course uses all five Areas of Interaction as a means of delivering course content. Following are examples of the Areas of Interaction: Homo Faber: students will study a number of authors and poets who expressed original and compelling styles, ideas, philosophies or concepts. Through their studies they mill have an opportunity to compare and contrasts concepts and develop their own positions and articulate them. For example, they will examine Plato's "Crito" and Socrates' attitude toward the necessity to obey the laws of a city and have an opportunity to compare those thoughts to those of Thoreau and Martin Luther King Jr. as respects unjust laws. Community Service: Through different pieces literature, students d bel e s of otherexamine the failures of some societies to value and appreciate the cu oms an societies or to protect its members from cruel and inhumane treatment (for example, Death and the King's Horseman and Night). From such studies, students should develop a heightened sense of community and will be asked to identify a local problem in need of improvement and create a specific action plan, for example, a petition drive or letter writing campaign environmenthe role the development of cultural norms and so Environment: Students will examineCietal beliefs and actions. ons. Through poetry they will exhibit an appreciation of nature and the beauty that exists in the world around us. Students will also have an opportunity to use language to express the importance of the environment and the intrinsic beauty of a natural state. Health and Social Education: Students will examine concepts of social justice and the harm done by injustice within a community in the literature that will be examined (for example, the writing of Thoreau and King). They will also examine the effects of war cm the metal health and well being of those who experienced battle. Students will be encouraged to identify and work against injustice in a positive and meaningful way. Approaches to Learning: Students will be guided in ways to improve their ability to read, comprehend and analyze different texts and genres. They will use new techniques and technology to improve their language skills in as oream ns and ding and ruing sem-and to use logic and persuasive rhetoric to organize and present r This course outline has been written and prepared by Robert Kai Criterion A: Content Language A: Assessment Criteria Maximum 10 This criterion refers to the student's ability to demonstrate: an awareness of the function of language A through critical and creative writing' an understanding of the works studied; and an effective response to literature. Note: Certain elements within each descriptor apply to specifrc types °i s'ntr Teachers should use only the relevant elements of the descriptors when assessing different types of work Level of I Descriptor Achievement _ The student does not reach a standard described by any of the descriptors given below. 1-2 The student demonstrates very limited understandingUfCthe � topic °r theme The work lacks detail, development and suppo pieces do not reflect imagination and sensitivity. The student s response to literature demonstrates little or no awareness of the authors intention or techniques. The student demonstrates a limited understanding of the relevant 3'4 is or theme. The work displays insufficient detail. de aspects m the and orL Creative pieces reflect limited imagination development and Supp literature dedmonstrt s an awaereness oes off nthe author itention and es techniques. relevant 5-6 The student demonstrates a su{flcient understanding ofuthee detail, aspects of the tapir or theme The work d reflect plays a degree of development and supportCreative p' apse to literature imagiretion and sensitivity. The students resp demonstrates an awareness of the authors intention and techniques. 7-8 The student demonstrates a good understanding of the relevant aspects of the topic or theme. The work sirefled substantialsplays substantial demi development and support Creative pieces imagination and sensitivity. The appreciation of the author'tudent's response to s intention and demonstrates a good techniques. q e student demonstrates a perceptive understanding of the relevant ects ofdie topic or theme. The work ort. Creative pieces reflexonsistently displays ustrative detail, development and supehigh degree of imagination and sensitivity. The students response literature demonstrates a sophisticated analysis of the authors tention and techniques. 79 MYP Language A August "02 Language A Assessment Criteria Criterion B: Organization Maximum 10 nd x This criterion covers the student's ability to. express ideas with clarity a coherence; structure arguments in a sustained and logical fashion; and support these arguments with relevant examples• Level of Descriptor Achievement 0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student s work is generaity disorganized and confush structure re arguments are rpt presented in a log cal manner• ParagagrapraP and txaruitions are very weak When such devices are requires, no attention is paid to critical apparaws. The student s work shows the beginnings of organization but � cant logical order. Paragraphs and transitions are weak. iax�s signifi wired, little atterrtion is paid to critical When such devices are req 5-6 The deni s workis basically organiuch zed,dear and coherent, and Fre presear in�eg d viarces are regpiredrts u°meesitintion is paid to critical apparaws 7-8 The student s work is usuaity well orgadniuzeod+ deardreoh��grsPh and arguments are presented in a though >fi swcture and transitions help to develop the ideas. When such craws. devices are required, suffident attention is paid to critical app The sadents work is consistently well organized, dear and 9-10 are presented in a perceptive and persuasive coherent, and arguments in a manner. Paragraph ��e and transitions effectively develop an substantiate the ideas being expressed. When s are dSuch devices are required, critical conventions and apps sophisticated manner. ------- Note - Note le, an effective use of quotations and accurate Critical apparatus refers to, for examp footnoting. MYP Langune A. August 2W2 so Language A: Assessment Criteria Criterion C: Style and Language Usage Maximum 10 This criterion refers to the student's ability to use language for a variety of purpaes, including description, analysis and persuasion Appropriate register and language should be chosen, according to intention and audience. Level of I Descriptor Achievement p The student does not reach a standard described by any of the descriptors given below - 1 -2 The student's use of vocabulary is often inappropriate and limited. Very frequent errors in spelling. pronunciation, punctuation and syntax persistently hinder communication. Little attempt has been made to use a register suitable to the intention and audience. 3-4 The students use of vocabulary is sometimes Inappropriate and somewhat varied Regular errors in spelling. pronunciatwn, punctuation and syntax hinder communication. The student attempts to use a register suitable to intention and audience. 5-6 The student's use of vocabulary Is usually appropriate and generally varied. Some errors In spelling, pronunciation punctuation and syntax sometimes hinder communication. The student often uses a register suitable to intention and audience. 7-8 The student's use of vocabulary is appropriate and varied. occasional errors in spelling, pronunciation, punctuation and syntax rarely hinder communication. The student consistently uses a register suitable to intention and audience. 4 -IO The students use of vocabulary Is always appropriate and greatly puried with very ing, pronunciation, Infrequent nctuation syntax. Thtude t has smastered the use of a register suitable to intention and audience. Notesrammar and Register. this refers to a mixture of appropriate tone, vocabulary, g sentence structure. pronunciation: clarity must be considered here, not issues of accent. 81 MYp language A August 2012 7th Grade Language B (Spanish) MYP Year 2 Mrs. Lira Aims and Objectives and Students will develop the skills of listriculum. Th oiugh a basic readingtext and ra variety of accelerated pace appropriate to the IB cur supplemental reading and enrichment activities, students ure of t e Spanish speak nwill learn to g world Spanish and will be introduced to the life and cult Spanish and Latin American art, literature and music, tQuixoteenare among thnous cultures ofe t topics and Mesoamerica, and the themes found in "Don explored. Course Outline Geography of Spain Mesoamerica The Aztecs The Mayas The Incas Goths and Visigoths Roman architecture in Spain El Quixote Barcelona:Gaudi, Dali, Miro Gypsy Kings, Velazques Hispanic literature Assessment Assessment will be ongoing and will take the fors assignments, essays, ssays, etc.) presentations include individual course work pieces (homework as b P and Qrou work. Students will (group and individual), tests {including semester exams , b ive sments (report be assessed using the subject specific rubrics. Summftnal levelsof achievement, on end or the year grades) will bards and e based on the students those tasks assigned throughout the year. The rubrics for Grade 7 are attached. Resources tD ols Students will have access to classroom and school a meaningful resource tool In addcomputers, and will be given the �ion and education needed to operate the computers Buen Viaje: Level I, II and III" (Glenco), movies, newspapers, mag "azines, music CD, etc. Internationalism and Cultural Awareness International understandintl g, cultural awareness, and and �cal ehavioro of people in Spanish through cultural readings and study of the daily life, speaking countries, and throughout the world. Areas of Interaction This Spanish course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: ill learn though various sources including research Approaches to Learning: Students w kills note taking, question making, critical thinking sent thinkers and, will swill also U , individual work. Students are encouraged to be indepen motivated to become lifelong learners. Community Service: Students will design different be dked toren explainhe relevance of school library and for younger students. They will b the these materials, and assist on their use. Through undenand spectld� ersity within Hispanic community in the Area they will be able to relate the community. Homo Faber: Students will study the life and 1©S ny �imila and original works ks ofand an writers. They will recreate (acting, painting, composing) ghy and its impact on different pre -Hispanic Environment: Students will study georap and current cultures and their creations. I investigate the different roles of peoplein Health and Social Education: Students wil Hispanic countries, focusing specially on women. This course outline has been written and prepared by Mrs. Daniella Lira. 8th Grade Language B (Spanish) MYP Year 3 Mrs. Lira Aims and Objectives Grammatical structure. and vocabulary needed s°of developing various d ills and activities. competency will be continually reinforced by Students are expected to understand and respond to standard speech on familiar topics. king cultures and work intensively The students continue exploring different y. Students will earn about the formation of the on oral expression to improve their fluency. Students Spanish language from a historical and linguistic point of vies view. Students willstudy count and practice different genres of literature by reading p gs: "La visi%n de los vencidos" and "La casa de Bernarda de Alba!' . Required readin Course Outline Goths and Visigoths Monarchy in Spain and Eurpoe. Discovery of the Americas El virreinato. La vision de los vencidos. Independence. Las posadas Religions in Latin America The House of Bernards de Alba Puerto Rico/Cuba Modern America and Europe Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual course work pieces (homework examsmand,groupswork) Students will tons (group and individual), tests (including semester) be assessed using the subject specific rubrics. Smmfativlevelasss achievementments (report cb sed on end or the year grades) will be based on the students' those tasks assigned throughout the year. The rubrics for Grade 8 are attached. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computers as a in resource tool. In addition "Buen Viaje: Level I, II and III" (Glenco), movies, newspapers, magazines, music CD, etc. Internationalism and Cultural Awarenessenbanced istorical International understanding, cultural awareness, and knowledge of people n Span sh through cultural readings and study of the daily life, and behavior speaking countries, and throughout the world. Areas of Interaction This Spanish course uses all five of the Areas of Interaction as a means of delivering t e content, in the following ways: arck Approaches to Learning: Students will lethinkingrn though , skills, cooperatives work, and skills, note taking, question making, critical couraged to be independent thinkers and, will also be individual work. Students are en motivated to become lifelong learners. ill design different beiad ked en to explain theropriate Community Service: Students wrelevance of school library and for younger students. They will these materials, and assist in their use. Through srelate and respect dirstanding the e importance diversity within he Hispanic community in the area they will be able to community. rt aa Homo Faber: Students will study the life anmlegacy °fm la�and original works of art. us a ists, architects writers. They will recreate (acting, painting, and its impact on different pre -Hispanic Environment: Students will study b and current cultures and their creations. ill investigate the different roles of people in Health and Social Education: Students w Hispanic countries, focusing especially on women. This course outline has been written and prepared by Mrs. Daniella Lira. LANGUAGE B (SPANISH) ASSESSMENT CRITERIA 7TH AND 8TH GRADE c LANGUAGE B (SPANISH) ASSESSMENT CRITERIA 7TH AND 8TH GRADE CRITERION C Writing_ message and organization fhe student is unable to reach a standard described by any or me Jescriptors given below. are basic and When writing in Spanish, the student's Ide"Those ideas ase simples epe t ttlea d always relevant to the task with few details. The way he/she presents his work shows little planning. When deas are re ew a! It EO Erle Lac writing in Spanish, make things a little more Interesting. The can add a few details toirk naddatew an set out and apresent red for in the right foemaHe she also tries to hhis W� at has be w of his own ideas but he/she could develodp,ffe� and r iting in Spanish, the student includes many work very effectively making sure to include ideas that are relevant to the task. He/she can set out sent his/herrm been asked for in the ideasusing Plenty of extra detail successfully w of his/her o CRITERION D Writing_ language a.,.,i ,iacrribed by any descriptors given below. Wpressions the student hen writing in Spanish, pan sh, thted words steXm makes frequent mistakes uses are basic and r and spelling errors and the message is many times hindered by those mistakes. t uses make some mistakes. When writing in Spanieven though he/she may nage that e mostly easy to understandand words' He/she sometimes the manset expressions he/she has learn ned correctly He/shens n he/she can often use with some spelling a let it is at timesheffective,teven though t isn't he complicated lag 9 entirely correct When writing in Span iand andthe/she doesn'udent us s tmaketmany mistakes. and easy to underst of different words and expressions and The student ess uses a varietyie/she can use has very few spelling t oiftakes. me and can include hhis/her own rmofeions he/she has studied m without it being completely correct. compticated language effectively LANGUAGE B (SPANISH) ASSESSMENT CRITERIA 7TH AND 8TH GRADE CRITERION E Listening_ comprehension 0-1 The student is unable to reach a standard described by any of the descriptor below. 2-3 When listening to texts in Spanish, the student can identify simple Information in the basic language that he/she has studied with difficulty, even if the information is mentioned more than once. 4-5 When listening to texts in Spanish, the student is able to identify the simple information given in the basic language he/she has studied, as well as when some of the words are unfamiliar to him/her. The 6-7 student is able to understand many details. 6-7 When listening to texts in Spanish, the student is able to locate the simple information given in the basic language he/she has studied, as well as when some of the words are unfamiliar to him/her and some of the language is more complex. Ne/she is able to understand most of the details and can even come to conclusions or interpret the text. CRITERION F Reading_ comprehension 0-1 The student is unable to reach a standard described by any of the descriptors below. 2-3 When reading texts in Spanish, the student can locate simple Information in the basic language that he/she has studied with difficulty, even if the information is mentioned more than once. 4-5 When reading texts in Spanish, the student is able to locate most of the simple information given in the basic language he/she has studied. 6-7 When reading texts in Spanish, the student is able to locate more complex information given in the basic language he/she has studied, as well as when some of the words are unfamiliar to him/her and some of the language is more complex. The student is able to understand most of the details and can even come to conclusions or Interpret the texts. 9th Grade Language B (Spanish) MYP Year 4 Mrs. Lira & Mrs. Ourthe-Cabale Aims and Objectives The primary aim is to continue giving students the tools that will enable them to communicate both fluently and accurately in Spanish speaking environments, and to develop gradually a higher ability to communicate naturally. This class will offer insight into civilization and culture of Spain and other Spanish speaking countries. Study begins with everyday aspects of life, moving on to more specific aspects of culture. Course Outline Revolutions in Latin America: Mexico, River Plate, Peru La Celestina El Cid The Mexican Constitution Civil Rights in different Hispanic countries. Frida Khalo and Diego Rivera The Industrial Revolution in Latin America Immigration Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual course work pieces (homework assignments, essays, etc.) presentations (group and individual), tests (including semester exams), and group work. Students will be assessed using the subject specific rubrics. Summative assessments (report cards and end or the year grades) will be based on the students' final level of achievement, based on those tasks assigned throughout the year. The rubrics for Grade 7 are attached. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computers as a meaningful resource tool. In addition "Buen Viaje: Level I, II and III" (Glenco), movies, newspapers, magazines, music CD, etc. Internationalism and Cultural Awareness International understanding, cultural awareness, and historical knowledge are enhanced through cultural readings and study of the daily life, and behavior of people in Spanish speaking countries, and throughout the world. Areas of Interaction This Spanish course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Approaches to Learning: Students will learn though various sources including research skills, note taking, question making, critical thinking skills, cooperative work, and individual work. Students are encouraged to be independent thinkers and, will also be motivated to become lifelong learners. Community Service: Students will design different children appropriate materials for the school library and for younger students. They will be asked to explain the relevance of these materials, and assist on their use. Through understanding the importance of the Hispanic community in the Area they will be able to relate and respect diversity within the community. Homo Faber: Students will study the life and legacy of various artists, architects and writers. They will recreate (acting, painting, composing) similar and original works of art Environment: Students will study geography and its impact on different pre -Hispanic and current cultures and their creations. Health and Social Education: Students will investigate the different roles of people in Hispanic countries, focusing specially on women. This course outline has been written and prepared by Mrs. Daniella Lira and Mrs. Claudia Ourthe-Cabale Criterion A: speaking and listening—message and interaction Maximum 8 To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation? To what extent can the student: request and/or provide information as appropriate to the task • understand and respond to questions and statements • present their ideas, giving details where appropriate • demonstrate the ability to maintain a coherent and flowing conversation? Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, presentations with question and answer sessions, etc. These tasks give students the maximum opportunity to demonstrate genuine, spontaneous interaction. Achievement level I Descriptor 0 j The student does not reach a standard described by any of the descriptors given below. The student communicates information some of the time, on a limited variety of aspects within common/everyday topics. The student's responses show difficulty in understanding most of the questions or comments even when rephrased; responses are often -2 j inappropriate. The student's ideas are not always relevant; little or no detail is given. Frequent prompting and/or rephrasing and/or hesitation consistently affect the flow of ideas. The student communicates information most of the time, on a limited variety of aspects within common/everyday topics. } The student's responses show difficulty in understanding some of the 3-4 questions or comments; some of the responses are inappropriate. ! The student's ideas are relevant though they contain limited detail. ' j Prompting and/or rephrasing and/or hesitation sometimes affect the flow of ideas. I 28 ® International Baccalaureate Organization 2006 Language B foundation: assessment criteria Achievement level Descriptor The student communicates information most of the time, on a variety of I E aspects within common/everyday topics. i The student's responses show understanding of most questions/comments 5-6 and are usually appropriate. � I The student's ideas are relevant and contain some detail where appropriate. 1 i The student needs some prompting and/or rephrasing, but this does not affect the flow of ideas. i The student consistently communicates information, on a variety of aspects i within common/everyday topics. The student's responses show understanding of most questions/comments 7-8 i and are almost always appropriate. The student's ideas are relevant and detailed where appropriate. The student rarely needs prompting and/or rephrasing and actively contributes to the flow of ideas. Any pauses are natural. Notes 1. Reading from prepared texts or the use of memorized speeches does not constitute real interaction according to language B objectives. 2. Teachers should bear in mind the different cultural norms and acceptable practices of the target language when engaged in conversation. 0 International Baccalaureate Organization 2006 29 Language B foundation: assessment criteria Criterion B: speaking—language Maximum 8 To what extent does the student show the ability to use the language effectively and accurately? To what extent can the student: • use clear pronunciation and/or intonation • correctly use a range of vocabulary • correctly use a range of grammatical structures? Tasks used to assess criteria A and B often include role-plays, discussions, pair work, interviews, presentations with question and answer sessions, etc.These tasks give students the maximum opportunity to demonstrate their ability to use the language. Achievement level I Descriptor ; i p { The student does not reach a standard described by any of the descriptors i given below. i The student's pronunciation and intonation have many errors and make understanding difficult throughout the exchange. 1-2 Thestudent uses a limited vocabulary, and has difficulty in finding words. I j The student makes frequent errors when using basic grammatical ! structures. i The student's pronunciation and intonation have some errors, some of which make understanding difficult. 3-4 The student uses a basic range of vocabulary, though there is some inappropriate word choice. The student uses basic grammatical structures, though with some errors. The student's pronunciation and intonation have some errors, though these don't interfere with comprehensibility. 5-6 The student makes good use of a basic range of vocabulary. The student uses basic grammatical structures, generally accurately. There are some attempts at more -complex structures. The student's pronunciation and intonation are clear and make communication easy. -$ ; The student makes excellent use of a basic range of vocabulary. The student uses basic and more -complex grammatical structures, generally accurately. Mote 1. Pronunciation/intonation: clarity must be considered here, rather than issues of accent. 30 0 International Baccalaureate Organization 2006 Language B foundation: assessment criteria Criterion C: writing—message and organization Maximum 8 To what extent does the student show the ability to communicate, organize and support relevant ideas? To what extent can the student: • provide information and ideas • develop ideas • use a format and structure appropriate to the task to organize the work? Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to communicate ideas. Achievement level I Descriptor p ; The student does not reach a standard described by any of the descriptors jgiven below. } The student communicates information some of the time, on a limited variety of aspects within common/everyday topics. 1-2 The student's ideas are basic and/or repetitive; they are not always relevant and little or no detail is given. There is little or no formal structure, making the information/ideas difficult to follow. The student communicates information most of the time, on a limited jvariety of aspects within common/everyday topics. I I + 3-4 ;The student's ideas are usually relevant, though they contain limited detail and/or support. The presentation shows a good attempt at structure, though there are some lapses. The student uses few cohesive devices. The student communicates information most of the time, on a variety of aspects within common/everyday topics. 5-6 The student's ideas are relevant and contain some detail and/or support where appropriate. The presentation follows a logical structure. The student uses a basic range of cohesive devices. The student always communicates information, on a variety of aspects within common/everyday topics. 7-8 The student's ideas are relevant and detailed and/or supported where jappropriate. I The presentation follows a logical structure. The student uses cohesive devices that add clarity to the message. 0 International Baccalaureate Organization 2006 31 Language B foundation: assessment criteria Notes 1. Structure: this refers to the format or pattern of the piece of writing. For example, this may involve an introduction, development and conclusion as in some types of formal essay. 2. Cohesive devices: this refers to the grammatical and/or lexical items that link the different elements of a text. 3. Teachers should make sure that students are aware of the different writing norms and practices of the target language when setting writing tasks. 32 o International Baccalaureate Organization 2006 Language B foundation: assessment criteria Criterion D: writing—language Maximum 8 To what extent does the student show the ability to use the language effectively and accurately? To what extent can the student: • correctly use a range of vocabulary • correctly use a range of grammatical structures • show accuracy in spelling or writing of characters? Tasks used to assess criteria C and D often include letter writing, advertisements, essays, creative writing, presentations, etc. These tasks give students the maximum opportunity to demonstrate their ability to use the language. I Achievement level I Descriptor The student does not reach a standard described by any of the descriptors given below. I The student uses a limited range of vocabulary and grammatical structures; 1-2 ; there are frequent errors that interfere with communication. Spelling/writing often impede communication. The student uses a basic range of vocabulary and grammatical structures; 3-4 j there are some errors that interfere with communication. There are some errors in spelling/writing that sometimes interfere with communication. The student makes good use of a basic range of vocabulary and grammatical structures. Vocabulary and grammar are generally accurate. There are some 5-6 attempts at more -complex structures. j There are some errors in spelling/writing, but these do not interfere with communication. j 1 i The student makes excellent use of a basic range of vocabulary and i j grammatical structures, and uses some more -complex structures. Vocabulary 7-8 and grammar are accurate. i 1 There may be occasional errors in spelling/writing, but these do not Interfere with communication. Note 1. The importance attached to the assessment of spelling and/or writing will vary from language to language. For example, the techniques of writing will be particularly important in languages such as Chinese or Japanese, whereas spelling will take on greater importance in English or Russian. 0 International Baccalaureate Organization 2006 33 language 8 foundation: assessment criteria Criterion E: reading comprehension Maximum 16 (8 x 2) To what extent doesthe student show the abilityto comprehend a piece of writing in the target language? To what extent can the student: • identify specific factual information • identify main ideas and supporting details • draw conclusions? Tasks used to assess criterion E often include letters, advertisements, magazine and newspaper articles, prose, etc. The questions must address each level descriptor so that students have the opportunity to achieve all levels. Achievement level 7-8 Descriptor The student does not reach a standard described by any of the descriptors f given below. —, __.------------- – --- The student identifies basic facts in texts with familiar language. The student shows a limited understanding of the text(s) overall. The student identifies basic and more -complex facts in texts with familiar language, and identifies the main idea. The student shows an understanding of some parts of the text(s). `_� The student identifies basic and more -complex facts in texts with familiar and unfamiliar language, and identifies the main idea and supporting details. The student shows an understanding of most parts of the text(s). The student identifies basic and more -complex facts in texts with familiar j and unfamiliar language, identifies the main idea and supporting details, !; and draws conclusions. The student shows good understanding of the text(s) overall. Notes 1. Please note that the final level for criterion E should be multiplied by two in order to give equal weighting to comprehension and expressive skills overall. 2. Teachers must choose texts and set tasks that will allow the students to reach the highest levels for the criterion: questions must pertain to the descriptors. 3. if students respond in the target language, they should not be penalized for language errors. O International Baccalaureate Organization 2006 34 9th Grade IT MYP Year 4 Mr. Juan Carlos Herrera Aims and Objectives Computer Technology is designed to create in the student the confidence to use computers as an empowering tool on a day-to-day basis. By dominating website editing software the student will be able to communicate and express themselves in a variety of forms (podcasts, pictures, movies...) in this ever changing world. This is a practical hands-on course based on designing and communication. Course Description Iweb Photo editing software and publishing Podcast publishing Movie editing software and publishing Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual course work pieces (homework assignments, essays, etc.) presentations (group and individual), tests (including semester exams), and group work. Students will be assessed using the subject specific rubrics. Summative assessments (report cards and end or the year grades) will be based on the students' final level of achievement, based on those tasks assigned throughout the year. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computers as a meaningful resource tool. Internationalism and Cultural Awareness By publishing on the internet students will be communicating with people from other cultures, sharing and exchanging ideas in a safe, supervised classroom environment. Areas of Interaction This IT course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Community Service: Students will design the MYP newsletters and keep the MYP web page updated. Approaches to Learning: Students will learn though various sources including research skills, note taking, question making, critical thinking skills, cooperative work, and individual work. Students are encouraged to be independent thinkers and, will also be motivated to become lifelong learners. Homo Faber: Students will create an original webpage which will be keep updated and enhanced by podcasts and movies. Environment: Students will understand the impact of computers in our culture. Health and Social Education: Students will learn a proper and safe etiquette when using the internet. This course outline has been written and prepared by Mr. Juan Carlos Herrera. Technology assessment criteria Criterion A: investigate Maximum 6 Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately. Achievement level ! Descriptor The student does not reach a standard described by any of the descriptors given below. 1-2 The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications. 3-4 5-6 The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification. The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution is jagainst the design specification. Design brief: The student's response to the challenge, showing how they intend to solve the problem they have been presented with. This will guide their investigation as they work to develop a more detailed design specification. Design specification: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification. 0International Baccalaureate Organization 2006 29 Technology assessment criteria Criterion B: design Maximum 6 Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification. Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification. Achievement levet I Descriptor 0 j The student does not reach a standard described by any of the descriptors given below. 1-2 ^ I The student generates one design, and makes some attempt to justify this against the design specification. 3-4 The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification. — 5-6 30 The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification. o International Baccalaureate Organization 2006 Technology assessment criteria_ Criterion C: pian Maximum 6 Students are expected to construct a plan to create their chosen product/solution that has a series o logical steps, and that makes effective use of resources and time. Students are expected to evaluate the plan and justify any modifications to the design. Achievement level Descriptor The student does not reach a standard described by any of the descriptors given below. — _______ __i 1-2 { The-- student produces a plan that contains some details of the steps and/or the resources required. The student produces a plan that contains a number of logical steps that 3-4 include resources and time. The student makes some attempt to evaluate — the plan. ( The student produces a plan that contains a number of detailed, logical j 5-6 { steps that describe the use of resources and time. The student critical/ j evaluates the plan and justifies any modifications to the design_„_„ 31 0 international Baccalaureate Organization 2006 TechnoloQv assessment criteria Criterion D: create Maximum 6 Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution. Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion. Achievement level I Descriptor jThe student does not reach a standard described by any of the descriptors f given below. 1-2 The student considers the plan and creates at least part of a product/solution. i The student uses appropriate techniques and equipment. The student follows 3-4 the plan and mentions any modifications made, resulting in a _ product/solution of good quality.� •� The student competently uses appropriate techniques and equipment. The 5-6 student follows the plan and justifies any modifications made, resulting in a prod uct/so I ution of appropriate quality using the resources available. Appropriate quality: This is the best product/solution that the student can produce, taking into account the resources available, the skills and techniques they have used, their educational development, how the product/solution addresses the identified need, and aspects of safety and ergonomics. 32 0 International Baccalaureate Organization 2006 Technology assessment criteria Criterion E: evaluate hflaximurn 6 Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations. Studentsare expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved. A.ch"eventent ieve€ ; Descriptor 0 The student does not reach a standard described by any of the descriptors given below. 1-2 ; The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution. The student evaluates the product/solution and his or her own performance 3-4 and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification. The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended 5-6 users. The student provides an evaluation of his or her own performance at ' each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment. Product testing: A stage in the design process where versions of products (for example, prototypes) are tested against the need, applied to the context and presented to the end-user or target audience. o International Baccalaureate Organization 2006 33 Technology assessment criteria Criterion F: attitudes in technology Maximum 6 This criterion refers to students' attitudes when working in technology. It focuses on an overall assessment of two aspects: • personal engagement (motivation, independence, general positive attitude) • attitudes towards safety, cooperation and respect for others. By their very nature these qualities are difficult to quantify and assess, and assessment should therefore take into account the context in which the unit of work was undertaken. 3cKlevemc-nt=r=-veI z ` � scrlptor p The student does not reach a standard described by any of the descriptors given below. 1-2 The student occasionally displays a satisfactory standard in one of the aspects j listed above. 3-4Y The student frequently displays a satisfactory standard in both of the aspects listed above. 5-6 The student consistently displays a satisfactory standard in both of the aspects listed above. 34 0 International Baccalaureate Organization 2006 7th Grade Art MYP Year 2 Gail James Aim and Objectives Students will explore a distinctive way of learning where seeing, feeling, hearing, thinking, and creating are combined in a powerful form of visual and tactile affective communication. The art program will establish links between subjects, cultures, and different areas of experience. MYP art allows students to develop the ability to express themselves and their ideas about the world they live in, working both independently and as cooperative members of a group. The program will provide a more sophisticated response to painting, drawing and 3 dimensional works as students explore new mediums, techniques, styles, and subject matters. The sketch book will be their journal of creativity to be used continuously to record the students ideas, experiments and creative imaginings. By the end of the course students will see that through best effort, originality, application of knowledge and progressive improvement students will see the benefits they gain from drawing as it brings out creativity, organizes thought processes, and enhances our world. Student's work will meet the Texas TEKS. Course outline: 1. Review of the art elements 2. Monochromatic acrylic painting Rousseau inspired 3. Altered Art Exploration and Hiku poetry 4. Optical Illusion pop art 5. Costume Design, and construction - historic study of clothing and theatre illusion 6. Original Works art for reproduction 7. Leonard's Window, a study of Perspective 8. 1 and 2 point Perspective and Cityscape 9. Introduction to Watercolor Techniques 10. DaVinci Invention of Flying Machine from Gadgets Assessment Assessment will be on going and will take the form of a variety of methods. These will include individual design pieces, outside investigation and experimentation, group work, and their willingness to get involved in the creative process. Students will in addition, be assessed using the subject specific rubrics. Summative assessment (report cards and end of the year grades) will be based *on the student's final level of achievement, based on those works of art assigned throughout the year. The rubrics for grade 7 Art are attached. Resources Students will have access to classroom and school computers, subject specific teacher complied art library, Westlake Academy library, and art reproductions. Students will be given the tools and instructional resources needed to understand techniques taught. International and Cultural Awareness The course will investigate art from around the world and it's impact on the work they live in. Students will be exposed to different cultures through their art. Areas of Interaction This art course uses all five Areas of Interaction as a means of delivering the content. Homo Faber: Students will create original works of art using their creative processes and skills in recognized techniques. Community Service: Students will enhance their community through art developed and presented through our Gallery Day program and numerous mini gallery showings throughout the building. Environment: Students will learn the role they play in the condition of the environment and how their art can utilize recycled materials to create new works of art. Our altered art projects are an example of this concept. Health and Social Education: Students will study changes in art through history and how these trends affect humans. Approaches to Learning: Students will learn through a variety of methods. These will include: research skills, group work, brain -storming, demonstration, trail and error, developmental designing, and independent application of medium. Students will be required to be thoughtful in their investigation and to be professional in the presentation of their pieces. Original thought will be encouraged and best effort rewarded. Student critiques will encourage reflection. The above course outline has been written and prepared by Gail James 8th Grade Art MYP Year 3 Gail James Aim and Objectives Students will explore a distinctive way of learning where seeing, feeling, hearing, thinking, and creating are combined in a powerful form of visual and tactile affective communication. The art program will establish links between subjects, cultures, and different areas of experience. MYP art allows students to develop the ability to express themselves and their ideas about the world they live in, working both independently and as cooperative members of a group. The program will provide a more sophisticated response to painting, drawing and 3 dimensional works as students explore new mediums, techniques, styles, and subject matters. The sketch book will be their journal of creativity to be used continuously to record the students ideas, experiments and creative imaginings. By the end of the course students will see that through best effort, originality, application of knowledge and progressive improvement students will see the benefits they gain from drawing as it brings out creativity, organizes thought processes, and enhances our world. Student's work will meet the Texas TEKS. Course outline: 1. Review of the art elements 2. Color cube exploration of color schemes 3. Three Dimensional Mixed Media Sculpture 4. Graphic Design lettering application 5. Scarlet letter T-shirt design interdepartmental project 6. Original Works art for reproduction 7. Exploration of the History of Poster Design focus on Peace poster 8. Changing role of Women in the World 9. Exploration into Native American Art and artists 10. Advertising Design focus on commercial production and public service announcements Assessment Assessment will be on going and will take the form of a variety of methods. These will include individual design pieces, outside investigation and experimentation, group work, and their willingness to get involved in the creative process. Students will in addition, be assessed using the subject specific rubrics. Summative assessment (report cards and end of the year grades) will be based on the student's final level of achievement, based on those works of art assigned throughout the year. The rubrics for grade 8 Art are attached. Resources Students will have access to classroom and school computers, subject specific teacher complied art library, Westlake Academy library, and art reproductions. Students will be given the tools and instructional resources needed to understand techniques taught. International and Cultural Awareness The course will investigate art from around the world and it's impact on the work they live in. Students will be exposed to different cultures through their art. Areas of Interaction This art course uses all five Areas of Interaction as a means of delivering the content. Homo Faber: Students will create original works of art using their creative processes and skills in recognized techniques. Community Service: Students will enhance their community through art developed and presented through our Gallery Day program and numerous mini gallery showings throughout the building. Environment: Students will learn the role they play in the condition of the environment and how their art can utilize recycled materials to create new works of art. Many projects use recycled materials to help demonstrate this concept. Health and Social Education: Students will study changes in art through history and how these trends affect humans. Approaches to Learning: Students will learn through a variety of methods. These will include: research skills, group work, brain storming, demonstration, trail and error, developmental designing, and independent application of medium. Students will be required to be thoughtful in their investigation and to be professional in the presentation of their pieces. Original thought will be encouraged and best effort rewarded. Student critiques will encourage reflection. The above course outline has been written and prepared by Gail James 9th Grade Art MYP Year 4 Gail James Aim and Objectives Students will explore a distinctive way of learning where seeing, feeling, hearing, thinking, and creating are combined in a powerful form of visual and tactile affective communication. The art program will establish links between subjects, cultures, and different areas of experience. MYP art allows students to develop the ability to express themselves and their ideas about the world they live in, working both independently and as cooperative members of a group. The program will provide a more sophisticated response to painting, drawing and 3 dimensional works as students explore new mediums, techniques, styles, and subject matters. The sketch book will be their journal of creativity to be used continuously to record the students ideas, experiments and creative imaginings. By the end of the course students will see that through best effort, originality, application of knowledge and, progressive improvement students will see the benefits they gain from drawing as it brings out creativity, organizes thought processes, and enhances our world. Student's work will meet the Texas TEKS. Course outline: 1. Review of the art elements 2. Investigation of the Principle of Design Pattern focus on Gustav Klimt 3. Study of Positive and Negative Space and Japanese Notans 4. Introspective Study of Who I am and How Do I Communicate that to the World 5. 3 Dimensional Sculpture Forming and Craving focus on Henry Moore 6. Original Works art for reproduction 7. Geography Inspired Design Study from Maps 8. Historic Exploration into Stamp Design and Mosaic Construction 9. Under to Microscope - up close study of light and dark values 10. Collage Construction focus on Study of Texture 11. Looking and really seeing through Spectacles - creative design 3 dimensional 12. Introduction to the Developmental Workbook concept. Assessment Assessment will be on going and will take the form of a variety of methods. These will include individual design pieces, outside investigation and experimentation, group work, and their willingness to get involved in the creative process. Students will in addition, be assessed using the subject specific rubrics. Summate assessment (report cards and end of the year grades) will be based on the student's final level of achievement, based on those works of art assigned throughout the year. the rubrics for grade 7 Art are attached. Resources Students will have access to classroom and school computers, subject specific teacher complied art library, Westlake Academy library, and art reproductions. Students will be given the tools and instructional resources needed to understand techniques taught. International and Cultural Awareness The course will investigate art from around the world and it's impact on the work they live in. Students will be exposed to different cultures through their art. Areas of Interaction This art course uses all five Areas of Interaction as a means of delivering the content. Homo Faber: Students will create original works of art using their creative processes and skills in recognized techniques. Community Service: Students will enhance their community through art developed and presented through our Gallery Day program and numerous mini gallery showings throughout the building. Environment: Students will learn the role they play in the condition of the environment and how their art can utilize recycled materials to create new works of art. Our altered art projects are an example of this concept. Health and Social Education: Students will study changes in art through history and how these trends affect humans. Approaches to Learning: Students will learn through a variety of methods. These will include: research skills, group work, brain -storming, demonstration, trail and error, developmental designing, and independent application of medium. Students will be required to be thoughtful in their investigation and to be professional in the presentation of their pieces. Original thought will be encouraged and best effort rewarded. Student critiques will encourage reflection. The above course outline has been written and prepared by Gail James 7th and 8th Grade Music MYP Years 2 & 3 Mr. Yoder Aims and Objectives Students will explore music through listening, singing, composing, thinking and wondering as well as by learning about composers and musics and their various cultures of origin. By the end of the course students will be able to identify types and styles of music, produce music via performing and composing, read music notation and evaluate the quality of performances. Course Outline Sound and Silence Vocal Noise Making Pitch Matching Organizational Tools in Music Symbols and Notation Patterns and Form Types and Styles Melody and Harmony Evaluating Performances Concert Etiquette The Orchestra Conducting Composers Performing Composing Thinking and Wondering Resources Students will have access to classroom and school computers and will be given the training needed to operate the computer as a meaningful resource tool. Field trips to performing arts presentations will be made available during the year. Internationalism and Cultural Awareness Music study promotes awareness of cultural influences that produced the musics. Students will explore international historical environments that shaped composers' lives and output as well as modern cultural influences on composition and performance. Areas of Interaction Approaches to Learning Students will learn in a variety of ways. These ways will include listening, performing, wondering, reflecting, discussing, creating and evaluating. Community and Service Students are required to participate in free community concerts at least twice annually. They will be given the tools to carry their singing skills and experiences to the greater community throughout their lives. Homo Faber Students will study great works of composition and great composers and will experience the creative processes themselves by composing simple melodies and lyrics. They will consider the influences exerted by works of aural art on cultures and attitudes. Environment Students will be exposed to a sense of responsibility for the environment through their instructor's example and concern. They will be encouraged to create a song dealing with environmental issues related to current events. Health and Social Education Choral singing is an activity that inherently combines individual feelings and skill mith the efforts of a community of singers for the enjoyment of themselves and a larger community. In rehearsal students develop their own musical skill as well as empathy with and understanding of the creators of the music. In performance students positively interact with each other and the community in audience with a typical result of increased feelings of well being and mental health for everyone. This course outline has been written and prepared by Mr. Stan Yoder. Criterion A: Knowledge and Understanding Arts Assessment Criteria Maximum 8 Students are expected to have a knowledge and understanding of the art form(s) studied. This criterion includes: • knowing and understanding the theoretical basis of the art forms) studied • developing an understanding of themes and issues studied through the arts • using subject -specific terminology to show aesthetic and critical awareness when discussing their work or the work of others • understanding how historical developments and cultural perspectives have shaped the arts • understanding how theorists, practitioners and artists have contributed to the arts. Level of Descriptor Achievement Q The student does not reach a standard described by any of the descriptors given below. 1-2 The student has acquired limited theoretical knowledge and little understanding of the topic under consideration 3-4 The student shows a basic acquisition of theoretical knowledge and understanding of the topic under consideration. The student uses some subject -speck terminology to show a critical awareness. 54 The student shows a broad understanding of the topic under consideration, and applies theoretical knowledge and subject -specific terminology to identify some of the complexities of the materials studied. 7-8 The student shows a thorough understanding of the topic under consideration. The student confidently applies theoretical knowledge and subject -specific terminology to identify clearly the complexities of the materials studied. Note Assessment tasks for this criterion could be oral presentations or written pieces of work including examinations or entries in the developmental workbook. MYP Arm September 2000 39 Arts Assessment Criteria Criterion B: Application Maximum 10 Students are expected to apply knowledge, understanding, skills and strategies to develop and elaborate ideas, themes or compositions. This criterion includes: • planning and organizing effectively to define and set goals, negotiate and make decisions • experimenting through both spontaneous and structured activities • choosing appropriate forms for the expression of ideas, thoughts and feelings in a creative manner • demonstrating a range of techniques and skills • finding original and inventive solutions • developing and elaborating ideas, themes and compositions to a point of realization • presenting work through formal or informal exhibitions and performances. Levet of Descriptor Achievement 0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student demonstrates limited abilities to use skills and strategies. The work is of poor quality. 3-4 The student demonstrates success with basic skills and strategies. The work reaches a point of realization and shows some proficiency in technique(s). 54 The student applies skills and strategies needed to produce creative work showing reasonable proficiency in technique(s). 74 The student shows competence in applying skills and strategies needed for the realization of work, which shows creativity and proficiency in technique(s). 9-10 The student is highly competent in choosing and applying a range of skills and strategies for the realization of work. The student's processes and resolved artwork reflect a high level of proficiency and creativity. Note Assessment tasks for this criterion are likely to focus on finished artwork, the developmental workbook and classroom observation. 40 MYP Arts, September 2000 Arts Assessment Criteria Criterion C: Reflection and Evaluation Maximum 8 Students are expected to reflect on the themes and issues encountered during the course, and to evaluate creative development and processes. This criterion includes: • using a developmental workbook throughout the creative cycle • reflecting upon, evaluating, assessing and appraising work to support and promote creative development • using feedback and discussion on artwork to support creative development. Notes 1. Assessment tasks could be oral presentations or written passages in the developmental workbook. 2. Assessment tasks should focus on the individual's ability to reflect and evaluate. 41 MYp Arts, september 2000 Arts Assessment Criteria Criterion D: Artistic Awareness and Personal Engagement Maximum 8 Students are expected to develop an aesthetic, cultural and critical awareness, and to engage with arts. This criterion includes: • showing sensitivity to one's own and different cultures • inviting and accepting views from others • showing self-motivation, initiative and a willingness to take artistic risks • supporting and encouraging peers towards a positive working environment. Levet of Descriptor Achievement 0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student participates to some extent in activity associated with the task yet shows little interest and personal engagement in the work. 3-4 The student participates in activity associated with the task and shows some self-discipline and motivation in the work. 5-6 The student is fully engaged in the work, and shows a willingness to develop further his or her potential. 7-8 The student demonstrates a high level of interest and personal engagement in the work, and shows initiative, enthusiasm and commitment. Note The levels of achievement reflect a holistic judgment of the degree to which the above qualities are evident in the processes of art, the final realization of the specific project at hand and any reflective work produced. 42 MYP Arts, September 200 7th Grade Science MYP Year 2 Mrs. Jenkins Aims and Objectives The aims, objectives and framework of the 7th grade science course at Westlake Academy are designed to promote science as a cooperative venture between individuals and the international community. The program comprises the traditional subjects of biology, chemistry, and physics (these three areas will become more distinct in grades 9 and 10) as well as the basic topics, concepts and issues from other branches of science, such as earth and health science. The overall objective is to provide a foundation that will make them scientifically literate so they can make informed judgments and decisions about scientific issues and use the acquired scientific process skills for successful problem solving. Course Outline 1. Classification, adaptation, survival of the fittest, evolution, impact of humans on our environment 2. Investigations in physiology 3. Investigations in geology and the dynamic forces that help shape the surface of the Earth 4. Investigations in oceanography 5. Investigations in electricity/impact of people and nature 6. Physics of Flight/design, build, exhibit and promote a new airplane for a mock air show Assessment 7th grade students will explore the content by designing experiments and creating means for collecting, analyzing, and displaying data. Students complete a task to demonstrate proficiency with skills such as making inferences, problem solving, and justifying conclusions. Assessment will be a continuous process. Students will be expected to: 1. Conduct investigations/work with others cooperatively 2. Short answer and essay questions 3. Research 4. Participate actively in class 5. Lab journals 6. Reports 7. Create models 8. Demonstrate proper use of scientific tools 9. Mathematical calculations Resources The Event -Based Science model (by Prentice Hall) is an inquiry and researched based program that taps into the middle school students' natural curiosity by exploring the science behind powerful events. The Delta Science Modules (DSM's by Delta Science) provide the students with experiences that will enable them to become scientifically literate contributors to tomorrow's society through hands-on, inquiry based activities. Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computer as a meaningful resource tool. Students will also use the following: Science Explorer (Prentice Hall) Current Science (Weekly Reader) Miscellaneous classroom resource books Internationalism and Cultural Awareness Internationalism permeates MYP science throughout all topics of study during the school year. It is imperative that students are encouraged to view the units with a global perspective. For example, the students look at a six-week unit known as "OUTBREAK". They don't simply learn about diseases and how they affect the body, they study the diseases common to our area and compare them to others prevalent in different areas of the world. They also look at how scientists are able to prevent, treat or cure diseases here in the United States as opposed to other areas of the world that are not as well-equipped to treat their patients. The students look at how global warming is affecting the spread of certain illnesses and diseases throughout the world and what we, as a nation, are doing to increase the rate at which global warming is occurring. Incorporating internationalism in science gives students a better understanding of global issues, how we contribute and how we might attempt to improve conditions here at home as well as around the world. Areas of Interaction This science course uses all five of the Areas of Interaction as a means of delivering the content in the following ways: Homo Faber: In MYP science I stress the ways my students (as well as all humans) can initiate change and explore consequences of our choices and behaviors. The students study and discuss the human capacity to create and improve the quality of life. Some examples include: 1. Designing a thrill ride for a mini amusement park using Newton's Laws 2. Design & demonstrate a parachute -drop device 3. Keynote presentations (based on experiments) 4. Museum displays 5. Create a demonstration showing how the composition of a liquid affects its viscosity 6. Design a cost-effective method for using soundings to obtain a harbor profile 7. Design a meter for measuring current Community Service: I encourage responsible, caring attitudes in my classroom/lab, which should also encourage the same attitudes in student's local setting as well as the wider world. We discuss, research and study the responsibilities of scientists and industrialists in a global setting and use a scientific approach to look for ways to solve some of the problems created by those who make (what many consider) unethical choices. Some examples include: 1. Create museum displays for younger students re: "new island" 2. DDT research 3. Estimations of the time available to evacuate 3 valley communities in a mud flow situation 4. Create posters (to place around school) investigating the different methods of cleaning up 5. After an oil spill predict how businesses are affected by solar storms/severity of solar storms Environment: Students look at the responsibility we have as citizens (as well as the responsibilities of scientists) in maintaining a natural world fit for present and future generations. We discuss community, local, and global issues and propose possible solutions to some of the problems we face. Some examples include: 1. Long-term study of a "new island" 2. Manipulating conditions to change friction on a ramp 3. Analyze energy transformations experienced on a slide 4. Identify energy transformations 5. Build a model of Mt. Ranier from a topographical map 6. Classifying/identifying igneous rocks 7. In-depth study and analysis of 6 ports/oil spills/possible oil terminals 8. Build an electrical circuit powered by a generator& investigate the effects of various changes to circuit Health and Social Education: As the IBO handbook suggests... economic, sociological, and psychological aspects of health are addressed encouraging a respect for the mind and body. Cooperative learning is also a big part of what we do in the MYP science classroom. These activities are intended to aid in the development of crucial social skills. Some examples include: 1. Investigate forces exerted on a person riding a revolving ride (centripetal and G force) 2. Frog mutation research 3. DDT, Mercury, PCB investigation & report 4. Global warming/pollen counts/health effects produce a TV show focusing on the risks associated with Mount Ranier 5. Effects, hazards, and benefits of volcanoes on people and the environment 6. Calculate the cumulative effect of oil in the food pyramid 7. Correlation between meat consumption and deforestation Approaches to Learning: Teaches students in science HOW to organize themselves and HOW they learn best by practicing good note -taking skills, research skills, group work, and independent thinking skills. They also learn how to take charge of their own learning through independently developing and creating their own experiments and answers to problems. They are also required to assess themselves and the groups in which they work as a reflection activity at the end of each unit of study. Some examples include: 1. Creating museum displays 2. Diagrams, charts (handmade and computer-generated), keynote for comparing tropical and temperate rain forests 3. Creating press releases to distribute information 4. Discover how to read a topographic map in order to build models 5. Use charts as tools for informed decision making (tide charts, etc.) 6. Construct chart of the major life zones showing typical life forms in each graph 300 yrs of data on solar storms & predict future storms using the data This course outline has been written and prepared by Mrs. Courtney Jenkins. 8th Grade Science MYP Year 3 Mrs. Jenkins Aims and Objectives The aims, objectives and framework of the 8th grade science course at Westlake Academy are designed to promote science as a cooperative venture between individuals and the international community. The program comprises the traditional subjects of biology, chemistry, and physics (these three areas will become more distinct in grades 9 and 10) as well as the basic topics, concepts and issues from other branches of science, such as earth and health science. The overall objective is to provide a foundation that will make them scientifically literate so they can make informed judgments and decisions about scientific issues and use the acquired scientific process skills for successful problem solving. Course Outline 1. Investigations in epidemiology 2. Investig, viruses, bacteria, etc Investigations in physics 3. Ecology, chemistry and energy 4. Investigations in plant diseases, synergy between plants, and crop disease 5. Loma Prieta and Los Angeles earthquakes, surface of the Earth 6. Investigations in climate change, greenhouse effect, carbon dioxide, emissions Assessment 8th grade students will explore the content by designing experiments and creating means for collecting, analyzing, and displaying data. Students complete a task to demonstrate proficiency with skills such as making inferences, problem solving, and justifying conclusions. Assessment will be a continuous process. Students will be expected to: 1. Conduct investigations/work with others cooperatively 2. short answer and essay questions 3. Research 4. Participate actively in class 5. Lab journals 6. Reports 7. Create models 8. Demonstrate proper use of scientific tools 9. Mathematical calculations Resources The Event -Based Science model (by Prentice Hall) is an inquiry and researched based program that taps into the middle school students' natural curiosity by exploring the science behind powerful events. The Delta Science Modules (DSM's by Delta Science) provide the students with experiences that will enable them to become scientifically literate contributors to tomorrow's society through hands-on, inquiry -based activities. Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computer as a meaningful resource tool. Students will also use the following: Science Explorer (Prentice Hall) Current Science (Weekly Reader) Miscellaneous classroom resource books Internationalism and Cultural Awareness Internationalism permeates MYP science throughout all topics of study during the school year. It is imperative that students are encouraged to view the units with a global perspective. For example, the students look at a six-week unit known as "OUTBREAK". They don't simply learn about diseases and how they affect the body, they study the diseases common to our area and compare them to others prevalent in different areas of the world. They also look at how scientists are able to prevent, treat or cure diseases here in the United States as opposed to other areas of the world that are not as well-equipped to treat their patients. The students look at how global warming is affecting the spread of certain illnesses and diseases throughout the world and what we, as a nation, are doing to increase the rate at which global warming is occurring. Incorporating internationalism in science gives students a better understanding of global issues, how we contribute and how we might attempt to improve conditions here at home as well as around the world. Areas Of Interaction This science course uses all five of the Areas of Interaction as a means of delivering the content in the following ways: Homo Faber: In MYP science I stress the ways my students (as well as all humans) can initiate change and explore consequences of our choices and behaviors. The students study and discuss the human capacity to create and improve the quality of life. Some examples include: 1. Build roller coaster/amusement park rides 2. Creating fire-resistant products 3. Design & build new style airport 4. Design new tennis shoes for support and protection used for specific sports 5. Keynote presentations 6. Charts and graphs for petri dish/pathogen experiment Community and Service: I encourage responsible, caring attitudes in my classroom/lab, which should also encourage the same attitudes in student's local setting as well as the wider world. We discuss, research and study the responsibilities of scientists and industrialists in a global setting and use a scientific approach to look for ways to solve some of the problems created by those who make (what many consider) unethical choices. Some examples include: 1. Create informative posters about human body/physiology for younger students 2. UN study --global warming 3. Write/publish children's book about Olympics for younger students Environment: Students look at the responsibility we have as citizens (as well as the responsibilities of scientists) in maintaining a natural world fit for present and future generations. We discuss community, local, and global issues and propose possible solutions to some of the problems we face. Some examples include: 1. Global warming/effects on the environment/spread of diseases 2. CO2 concentrations 3. Design experiment on how clouds influence greenhouse effect 4. Petri dishes/growth of pathogens w/ different medications 5. Scientists' warnings ignored in New Orleans?? Hurricane Katrina and rebuilding of New Orleans 6. Oceans, heat, climate, changing environment 7. Why New Orleans is sinking 8. Create a mock TV program re: plants and plant disease (including blight) 9. Create experiment to observe and measure capillary action in celery stalks 10. Observe & analyze reproductive structures of plants 11. Observe & describe the rate of growth & development in different plant species Health and Social Education: As the IBO handbook suggests... economic, sociological, and psychological aspects of health are addressed encouraging a respect for the mind and body. Cooperative learning is also a big part of what we do in the MYP science classroom. These activities are intended to aid in the development of crucial social skills. Some examples include: 1. Design educational advertising campaigns to promote healthy products 2. Earthquake engineering/safer buildings 3. Changes in sea level to predict future levels 4. Researching & reporting on muscular/skeletal injuries common in Olympic sports 5. Reaction time/relationship between nervous & skeletal system 6. Research & report on common diseases in other countries 7. Antibiotic resistance 8. Viruses 9. Water quality tests 10. Research diseases/global warming/vectors/indirect and direct transmission 11. Hurricane Katrina & rebuilding New Orleans ... too vulnerable? Natural & human - induced hazards 12. Design an experiment to test different methods for anchoring a house to resist landslides 13. Ethnobotany Approaches to Learning: Teaches students in science HOW to organize themselves and HOW they learn best by practicing good note -taking skills, research skills, group work, and independent thinking skills. They also learn how to take charge of their own learning through independently developing and creating their own experiments and answers to problems. They are also required to assess themselves and the groups in which they work as a reflection activity at the end of each unit of study. Some examples include: 1. Exploring limitations of models 2. Working in task teams 3. Reporting research results/findings 4. Examining medical reports 5. Using microscopes 6. Devising grid system/determining proportions/creating proper scales 7. Create keynote presentations re: lab reports This course outline has been written by Mrs. Courtney Jenkins. Science Rubrics for Grades 7 & S Criterion A: One World Maximum 6 Students should understand the interdependence of science and society. Students are expected to discuss how science is applied and used to solve specific problems in life and society. Students should be given the opportunity to explore local and global scientific issues and evaluate the interaction between science and scientific developments with social, economic, political, environmental, cultural and ethical factors. Assessment tasks should allow students to demonstrate their understanding of the role of science in society through the development of analysis and critical thinking. Suitable assessment tasks to assess this criterion include essays, case studies and research projects, but also debates and oral presentations. Achievement Descriptor Level 0 Has failed to demonstrate any understanding of the assignment. 1-2 With guidance can explain some good and bad effects of science on people and the environment. 3 Shows some awareness that science has effects on eo le and the environment. 4-5 Demonstrates clear understanding of the good and bad effects of science on people (society) and the environment. Can express ideas about the rights and wrongs of a scientific issue. 6-7 Demonstrates an excellent understanding of the good and bad effects of science on people (society) and the environment on a consistent and high level. Shows an awareness that different people have different opinions on the rights and wrongs of scientific issues. Criterion B: Communication in Science. Maximum 6 Students should be able to demonstrate understanding when communicating scientific information. Students should use appropriate scientific language, a range of communication modes and the most appropriate communication format. Suitable assessment tasks to assess this criterion include scientific investigation reports, research essays, case studies, interdisciplinary projects, and media presentations. Depending on the tasks, students will be expected to acknowledge the sources of information and document these appropriately. Achievement Descriptor Level 0 Has failed to demonstrate any understanding of the assignment. 1-2 Can recognize basic scientific vocabulary. 3 Can communicate some ideas using scientific language. 4-5 Can recognize and communicate most scientific language appropriate to the course. 6-7 Can recognize and communicate scientific language appropriate to the subject on a consistent and high level. Can present information clearly. Criterion C: Knowledge and Understanding of Science Maximum 6 Students should show their understanding of the main scientific ideas and concepts of science, by applying these to solve problems in familiar and unfamiliar situations. Students should develop critical -thinking skills to analyze and evaluate scientific information. Suitable assessment tasks to assess this criterion include complex questions in tests, critical analysis of case studies, research projects or media articles on scientific issues. Assessment tasks should provide opportunities for students to demonstrate their understanding by solving problems in familiar and unfamiliar situations, and by analyzing and evaluating scientific information presented to them. Achievement Descriptor Level 0 Has failed to demonstrate any understanding of the assignment 1-2 Can recall some facts from the course. 3 Can recall some facts and has a basic understanding. Can use some knowledge to deal with very simple problems. 4-5 Has a good overall knowledge and understanding. Can apply knowledge to solve straightforward problems. 6-7 Has a very good knowledge and understanding of the subject. Can apply knowledge to solve unfamiliar problems. Criterion D: Scientific Inquiry Maximum 6 Students are expected to design and carry out scientific investigations independently. Students should be able to (i) state a problem that can be tested by an investigation; (ii) formulate a suitable hypothesis; (iii) identify and manipulate variables; (iv) plan an appropriate investigation including the method and materials; (v) evaluate the method. Assessment tasks for scientific inquiry should provide students with the opportunity to design, plan and carry out scientific investigations independently. Suitable assessment tasks to assess this criterion include laboratory experiments and field studies. Achievement Descriptor Level 0 Has failed to demonstrate any understanding of the assignment 1-2 Shows the awareness for the need for fair tests in experiments. Contributes to the selection of apparatus or procedures for experiments. 3 Contributes to the planning of a fair test experiment in straightforward situations. Attempts to identify weaknesses in experiments. 4-5 Can come up with testable ideas for investigations with help. Can devise a fair test experiment with help. Can identify weaknesses in experiments. 6-7 Can devise a testable hypothesis. Can devise a fair test experiment. Can identify weaknesses in experiments and suggest improvements. Criterion E: Processing Data Maximum 6 Processing data refers to enabling students to organize and process data. Students should be able to organize and transform data by numerical calculations into diagrammatic form (tables, graphs and charts) and draw and explain appropriate conclusions. Suitable assessment tasks to assess this criterion include scientific investigations carried out by students, or by others, as well as laboratory reports and studies that provide students with raw data for further processing and analysis. Achievement Descriptor Level 4 Has failed to demonstrate any understanding of the assignment. 1-2 Can fill in a table of results with help. Can notice obvious patterns in results when guided. 3 Can fill in a table of results. Can produce simple charts with help. Can notice obvious patterns in results. 4-5 Can display results in tables and charts. Can follow instructions to produce graphs or carry out calculations with help. Shows awareness of trends in results. 6-7 Can display results effectively in tables. Can follow instructions to produce graphs or to carry out calculations. Can clearly describe trends or patterns in results. Criterion F: Attitudes in Science Maximum 6 This criterion refers to encouraging students' attitudes of safety, respect and collaboration. Students are expected to: • carry out scientific investigations using materials and techniques skillfully and safely and showing respect for the living and non -living environment • work effectively as a member of a team, collaborating, acknowledging and respecting the views of others as well as ensuring a safe working environment. Evidence of performance of this criterion should be collected from the observation of students when working in science, individually and in groups. This criterion should be internally assessed but it is not externally moderated. Achievement Descriptor Level 0 Has failed to demonstrate any understanding of the assi nment 1-2 Can use simple equipment with help. Sometimes works well with others. 3 Can use simple equipment. Can carry out simple tasks. Can make straightforward measurements. Can work coo eratively and safely when reminded. 4-5 Can use most equipment competently. Can follow instructions of more than one step. Usually makes accurate measurements. Generally cooperates with other students. Pays attention to safety. 6-7 Can use equipment skillfully. Can follow detailed instructions. Can make accurate measurements. Cooperates well with other students. Pays attention to safety. 9th Grade Biology MYP Year 4 Dr. Tech Aims and Objectives Students will learn effective methods for thinking about science, conducting scientific investigations, and evaluating and communicating scientific results and theories. Students will investigate biology at all scales, from the structure of molecules to the functions of ecosystems. In addition, students will explore difficult questions about the role of biology in society, such as the ethical considerations of stem cell research and the balancing of environmental protection with economic development. Upon completion of this course, students will be prepared to take the biology portion of the 10th grade science TAKS (Texas Assessment of Knowledge and Skills) examinations. Course Outline I. Scientific Methodology IL Chemistry of Life III. Cell Structure IV. Cell Processes V. Animal Structure and Function VI. Plant Structure and Function VII. DNA, Genes, and Proteins VIII. Genetics IX. Evolution X. Ecology Assessment Assessment will be ongoing and will occur through a variety of tasks. These tasks include experimental design and execution, laboratory journals, formal lab reports, research papers, essays, class discussions / debates, homework assignments, presentations, and tests. In both individual and group tasks, students will be assessed using the 9th -10th grade official IB science rubrics. Summative assessment (report cards and end of year grades) will be based on the student's final level of achievement as demonstrated by the tasks assigned throughout the year. The rubrics for 9th grade biology are attached. Resources Students will have access to school computers and laboratory equipment, such as microscopes and balances, and will be given the instruction necessary to use these resources as valuable research tools. Students .will have a wide range of biology texts available for study, but their primary text will be: Biology (Holt) by Johnson and Raven Internationalism and Cultural Awareness Students will examine several biological issues of global concern, such as disease prevention, global warming, resource preservation, and pollution. Students will also explore how attitudes and approaches to biology vary across cultures. Areas of Interaction All five of the Areas of Interaction will be used in this course as a means of delivering the content. Homo Faber: Students will study several recent innovations in biology, such as DNA amplification and mapping, genetic engineering, cloning, and stem cell research. In each case, students will explore how and why the innovative technique was developed, how it is used, and what the ethical and societal consequences are. Community Service: Students will investigate how diseases, and health and environmental issues impact their communities. Students will discuss ways in which individuals can assist their local and global communities on these issues. Students will also be required to perform several acts of community service, such as promoting health and environmental awareness and assisting in community clean-up. Environment: Students will learn about the interdependence of all living things and the function of ecosystems. Students will examine environmental issues such as global warming, genetic engineering, pollution, and preservation of resources. A guiding question will be: How can society balance the needs of the environment with that of individuals and the economy? Health and Social Education: Students will investigate many issues surrounding personal health, including the structure and function of the body, diseases, technological innovations, and the interaction of people and their ecosystem. Students will also examine the role of society in shaping biological policy and research. Should society regulate biological research or innovation? How should public welfare, individual rights, ethical concerns, and scientific progress be balanced? Approaches to Learning: Students will learn using a variety of methods, including note taking, scientific investigations, research skills, technology use, group work, and independent thinking. Students will be expected to evaluate scientific results and theories and to explain how and why things occur. Students will frequently be asked to self - evaluate their progress and performance in the class. This course outline has been prepared by Dr. Cynthia Tech. Sciences assessment criteria Criterion A: one world Maxirnum 6 Students should understand the interdependence of science and society. Students are expected to discuss how science is applied and used to solve specific problems in life and society. Students should be given the opportunity to explore local and global scientific issues and evaluate the interaction between science and scientific developments with social, economic, political, environmental, cultural and ethical factors. Assessment tasks should allow students to demonstrate their understanding of the role of science in society through the development of analysis and critical thinking. Suitable assessment tasks to assess this criterion include essays, case studies and research projects, but also debates and oral presentations. Achievement level The student does not reach a standard described by any of the descriptors given below. The student describes how science is applied to addressing a specific local or 1-2 global issue. The student states some of the benefits or limitations of science } in addressing the issue. The student describes how science is applied to addressing a specific local or global issue. The student describes some of the benefits or limitations of 3-4 science in addressing the issue. The student describes how science and its . applications interact with at least one of the following factors: social, economic, political, environmental, cultural and ethical. The student explains how science is applied to addressing a specific local or global issue. The student explains some of the benefits and limitations of 5-6 science in solving the issue. The student discusses how science and its applications interact with some of the following factors: social, economic, political, environmental, cultural and ethical. 34 0 international Baccalaureate Organization 2005 Sciences assessment criteria Criterion B: communication in science Maximum 6 Students should be able to demonstrate understanding when communicating scientific information. Students should use appropriate scientific language, a range of communication modes and the most appropriate communication format. Suitable assessment tasks to assess this criterion include scientific investigation reports, research essays, case studies, interdisciplinary projects, and media presentations. Depending on the tasks, students will be expected to acknowledge the sources of information and document these appropriately. Achievement Is at Descriptor 0—_-- The student does not reach a standard described by any of the descriptors given below. The student attempts to communicate scientific information using some scientific language. The student presents some of the information in an 1-2 appropriate form using some symbolic or visual representation when appropriate. The student attempts to acknowledge sources of information but this is I inaccurate. The student communicates scientific information using scientific language. 3--4 The student presents most of the information appropriately using symbolic and/or I visual representation according to the task. The student acknowledges sources of information with occasional errors. The student communicates scientific information effectively using scientific 5-6 language correctly. The student presents all the information appropriately using symbolic and/or visual representation accurately according to the task. The student acknowledges sources of information appropriately. 0 Intemational Baccalaureate Organization 2005 35 Sciences assessment criteria Criterion C: knowledge and understanding of science Maximum 6 Students should show their understanding of the main scientific ideas and concepts of science, by applying these to solve problems in familiar and unfamiliar situations. Students should develop critical -thinking skills to analyse and evaluate scientific information. Suitable assessment tasks to assess this criterion include complex questions in tests, critical analysis of case studies, research projects or media articles on scientific issues. Assessment tasks should provide opportunities for students to demonstrate their understanding by solving problems in familiar and unfamiliar situations, and by analysing and evaluating scientific information presented to them. Achievement level Descriptor -- ---- 0 I The student does not reach a standard described by any of the descriptors given ! below. 1-2 The student recalls some scientific ideas and concepts and applies these to solve simple problems. IThe student explains scientific ideas and concepts and applies scientific 3-4 understanding to solve problems in familiar situations. The student analyses scientific information by identifying parts, relationships or causes. The student provides an explanation that shows understanding. The student explains scientific ideas and concepts and applies scientific understanding to solve problems in familiar and unfamiliar situations. The 5-6 student analyses and evaluates scientific information by making scientifically supported judgments about the information, the validity of the ideas or the quality of the work. Unfamiliar situation: Refers to a problem/situation where the context or the application is modified to be considered unfamiliar for the student. 36 0 International Baccalaureate Organization 2005 Sciences assessment criteria Criterion D: scientific inquiry Maximurn 6 Students are expected to design and carry out scientific investigations independently. Students should be able to (i) state a problem that can be tested by an investigation; (ii) formulate a suitable hypothesis; (iii) identify and manipulate variables; (iv) plan an appropriate investigation including the method and materials; (v) evaluate the method. Assessment tasks for scientific inquiry should provide students with the opportunity to design, plan and carry out scientific investigations independently. Suitable assessment tasks to assess this criterion include laboratory experiments and field studies. Achievement levet i Descriptor Q The student does not reach a standard described by any of the descriptors given below. The student attempts to define the purpose of the investigation and makes 1-2 references to variables but these are incomplete or not fully developed. The method suggested is partially complete. The evaluation of the method is either absent or incomplete. f The student defines the purpose of the investigation and provides an i explanation/prediction but this is not fully developed. The student 3-4 iacknowledges some of the variables involved and describes how to manipulate them. The method suggested is complete and includes appropriate materials/equipment. The evaluation of the method is partially developed. The student defines the purpose of the investigation, formulates a testable hypothesis and explains the hypothesis using scientific reasoning. The student 5-6 identifies the relevant variables and explains how to manipulate them. The student evaluates the method commenting on its reliability and/or validity. The student suggests improvements to the method and makes suggestions for further inquiry when relevant. E Reliability: Refers to measurement of the data. This depends upon the selection of the measuring instrument, the precision and accuracy of the measurements, errors associated with the measurement, the size of the sample, the sampling techniques used, the number of readings. Validity: Refers to the success of the method at measuring what the investigator wishes to measure. This includes factors such as the choice of the measuring instrument and whether this measures what it is supposed to measure, the conditions of the experiment, and variable manipulation (fair testing). 0 International Baccalaureate Organization 2005 37 Sciences assessment criteria Criterion E: processing data Maximum 6 Processing data refers to enabling students to organize and process data. Students should be able to organize and transform data by numerical calculations into diagrammatic form (tables, graphs and charts) and draw and explain appropriate conclusions. Suitable assessment tasks to assess this criterion include scientific investigations carried out by students, or by others, as well as laboratory reports and studies that provide students with raw data for further processing and analysis. Achievement level Descriptor p `The student does not reach a standard described by any of the descriptors given 1 below. 1_2 ( The student organizes and presents data using simple numerical or (diagrammatic forms and draws an obvious conclusion. t - r The student organizes and transforms data into numerical and diagrammatic 3-4 forms and presents it using appropriate communication modes. The student draws a conclusion consistent with the data. The student organizes and transforms data into numerical and diagrammatic forms and presents it logically and clearly, using appropriate communication 5-6 modes. The student explains trends, patterns or relationships in the data, comments on the reliability of the data, draws a clear conclusion based on the correct interpretation of the data, and explains it using scientific reasoning. 38 0 International Baccalaureate Organization 2005 Sciences assessment criteria Criterion F: attitudes in science Maximum 6 This criterion refers to encouraging students' attitudes of safety, respect and collaboration. Students are expected to: • carry out scientific investigations using materials and techniques skillfully and safely and showing respect for the living and non -living environment • work effectively as a member of a team, collaborating, acknowledging and respecting the views of others as well as ensuring a safe working environment. Evidence of performance of this criterion should be collected from the observation of students when working in science, individually and in groups. This criterion should be internally assessed but it is not externally moderated. Achievement level I Descriptor tt C The student does not reach a standard described by any of the descriptors given below. The student requires guidance and supervision when using laboratory 1-2 equipment. The student can work safely and cooperate with others but may need -reminders. — $ The student uses most equipment competently but might require occasional 3-4 i guidance; on most occasions pays attention to safety and works responsibly with the living and non -living environment. The student generally cooperates well with other students. The student works largely independently; uses equipment with precision and 5--6 skill; pays close attention to safety and deals responsibly with the living and non -living environment. The student consistently works effectively as part of a team, collaborating with others and respecting their views. ® International Baccalaureate Organization 2005 39 7th Grade Humanities MYP Year 2 Mr. Kai Aims and Objectives Students will investigate European history from the earliest records of human settlement to the formation of the EU. By the end of the course students will have an understanding of the way the environment influenced societal evolution and the development of the unique countries that comprise Europe. They will also be able to trace the influence of European societies on the whole of humanity, ranging form the Greeks to the introduction of the horrors of modern warfare during WW I. Students will maintain both a historical timeline of events with annotations relative to major European figures in literature, art, music, politics and science etc. The focus of the course will be on the causes and consequences of major events and developments over the period of study and how environmental, community and social issues contributed to tehm.. Course Outline I. The geography of Europe and the environmental conditions that led to societal development II. The Greeks and their contributions III. The rise and fall of the Roman Empire IV. The Middle Ages V. The Renaissance VI. European Colonialism and its' effects VII. The Modern World, Industrial revolution and the rise of technology VIII. WWI and the horror of modern warfare IX. Post WWI, the rise of Dadaism, Surrealism and the reasons behind the despair X. The rise of fascism in the west and communism in the east. XI. WWII XII. The Cold War XIII. The failure of communism and the development of a different Europe. Assessment Assessment will be ongoing and will take the form of a variety of tasks, including oral and written reports, graphic displays, group work, research, essays, homework assignments and knowledge tests and quizzes. Students will be assessed using the specific subject rubrics. Summative assessment (report cards and end of year grades) will be based on the student's final level of achievement, based on those tasks assigned throughout the term. The rubrics for Grade 8 are attached. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computer as a meaningful resource tool. In addition to out side resources students will also use the following: World Cultures (Prentice Hall) as a text, excerpts from a variety of supplemental sources including Collapse (Jared Diamond, The Decline and Fall of the Roman Empire (Edward Gibbons), The Histories (Herodotus), The History of Rome (Livy), Humanism and the Culture of Renaissance Europe (Charles G. Nauert), The Prince (Machiavelli), Utopia (Thomas More) and essays written by Friedrich Nietzsche. Internationalism and Cultural Awareness This course of study is focused on Europe and within that context we will also be examining the development of the different cultures on the European Continent and the causes and consequences of same. In addition during our study of European Colonialism we will study the effects that Colonialism had on cultures in other parts of the world. Areas of Interaction This humanities course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Homo Faber: Students will have an opportunity to study Europe's most significant contributions to literature, art, medicine, politics, music, science, drama etc., and the men and women who were responsible for these contributions. In addition students will have the opportunity to construct their own original work in one of theses areas. Community Service: Students will have the opportunity to examine the interaction and conflicts between European countries and cultures and how environmental and social issues contributed to the causes and consequences of major events. Students will also create and produce a one act play to illustrate how a better sense of community might have avoided problems that arise between "communities' that adjoin one another. Environment: Students will examine the role that environment played in the settlement of Europe, the development of differing societies and the role the environment played in the rise and fall of European societies. They will also contrast the view of modern Europe toward the environment versus the Unites States and emerging nations. Health and Social Education: The study of Europe provides an opportunity to examine the development of social concepts such as democracy and equal justice that later influenced the United States. They will also have the opportunity to examine the worst of societal abuse in the Holocaust and how such events may produce harm to all of humanity. Approaches to Learning: Students will learn through a variety of sources. These sources will include: note taking, research skills, group work, development of theories and independent thinking skills. Students are required to use technology in their research and presentation of their work. As independent thinkers, students will not be focused on just facts and figures but will delve into the causes and consequences of events and postulate how the environment, the shape and structure of a community or its' sense of social equality and justice may have influenced major events. This course outline has been written and prepared by Mr. Robert Kai 8`h Grade Humanities MYP Year 3 Mr. Jenkins Aims and Objectives Students will investigate American history from the early Native American settlers to modern day American domestic and foreign policy. By the end of the course students will be able to identify major figures in US history, as well as major events. The course will focus on social, political, economic, religious, technological and intellectual events over the course of time. Students will also be required to sit the local TAKS (Texas Assessment and Knowledge Skills) examinations. Course Outline I. Native Americans II. European exploration III. Early colonies and settlement IV. Independence and revolution V. Constitution VI. Early Republic VII. Manifest Destiny VIII. The Civil War IX. Reconstruction X. Industrial Revolution XI. Immigration XII. WWI XIII. I920s XIV. WWII XV. The Cold War XVI. Contemporary American society Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual coursework pieces (homework assignments, essays etc), presentations (group and individual), tests (including semester exams) and group work. Students will be assessed using the subject specific rubrics. Summative assessment (report cards and end of year grades) will be based on the student's final level of achievement, based on those tasks assigned throughout the year. The rubrics for Grade 8 are attached. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computer as a meaningful resource tool. In addition to outside resources, students will also use the following: "History Alive: The United States." (Teachers' Curriculum Institute) Internationalism and Cultural Awareness Although this course is predominantly one focusing on the United States, students will also investigate the impact the rest of the world has had on America (in particular, culture), as well as America's role and influence on the rest of the world. Students will explore the role America has played in industrial development, global politics and economics throughout history. Areas of Interaction This humanities course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Homo Faber: Students will study a number of America's most significant leaders and their role in the shaping of American history, culture, politics etc. For example, they will be asked to assess the significance of George Washington, in the colonists' victory in 1783. They will also be asked to evaluate the role of the likes of Eli Whitney, Thomas Jefferson, Martin Luther King, in the shaping of America. Community Service: Students will be required to teach and write a children's book for those younger students in the school, focusing on the Constitution. In addition to this, students will also study significant figures who have sacrificed, worked and assisted their communities (Jefferson and King, being examples). Environment: Students will study the role the environment has played on settlement (Native American, early east coast colonies and westward expansion), and the dependence humans have on those environments. Students will also investigate the impact humans have had on the environment (the impact of industry and "development"). Health and Social Education: Students will investigate the changing roles of different groups of people in American history (Blacks, women, middle class etc.), and how these changes have affected the status quo of America and the way of life in the country. Approaches to Learning: Students will learn through a variety of sources. These sources will include: note taking, research skills, group work and independent thinking skills. Students will be required to use technology in their research and presentation of their work. Students will be required to be independent thinkers. They will be asked to explain why and how things occur, and what consequences result. This course outline has been written and prepared by Mr. David Jenkins. 7' & S' Grade Humanities Rubrics Criterion A Knowledge Maximum 4 Knowledge is fundamental to studying humanities, and forms the basis for exploring concepts and developing skills. Knowledge and understanding can be assessed through a wide variety of tasks that involve factual recall or description, and explanation. Tasks may include tests, examinations, written assignments, oral interviews and presentations, extended writing, projects, exhibits etc. Level of Achievement Descriptor 0 The student does not reach a standard described by any of the descriptors iven below 1 Terminology—incorrect, limited Facts/examples—limited, inaccurate, unsupported 2 Descriptions/explanations— suficial 2 Terminology—generally appropriate and correct, limited 3 Facts/examples—appropriate but limited, some errors, generally unsupported Descri tions/explanations —relevant but lacking detail 3 Terminology—appropriate, correct, broad Facts/examples—appropriate, adequate, correct, supported Descri tions/explanations— relevant, mainly accurate, with some detail 4 Terminology—appropriate, correct, precise, extensive Facts/examples—appropriate, sufficient, correct, well supported Descri tions/explanations— relevant, accurate, detailed Criterion B Concepts Maximum 4 Concepts are powerful ideas that have relevance within and across the MYP. Students must explore and re - explore concepts in order to develop understanding. Students develop their understanding of a concept to increasing levels of sophistication by applying acquired knowledge and skills. Assessment tasks should allow students to demonstrate and apply the full extent of their understanding of the concepts specified within, or across, disciplines. It is not intended that any one piece of work will assess all of the humanities concepts (time, place and space, change, systems and internationalism). Suggested tasks for assessment include extended writing, oral presentations, research projects, case studies and essays. Tasks must give students the opportunity to demonstrate the requirements of the highest level descriptor. Level of Achievement Descriptor 0 The student does not reach a standard described by any of the descriptors given below 1 Choice and use of concepts—mainly irrelevant Explanation of concepts— insufficient and lacking detail 2 Choice and use of concepts—sometimes relevant Explanation of concepts— insufficient 3 Choice and use of concepts—relevant, effective Ex lanation of concepts—mostly sufficient and detailed 4 Choice and use of concepts—relevant, mature, effective Ex lanation of concepts— sufficient, detailed, insightful Criterion C Skills Maximum 4 The development of skills in humanities is critical in enabling students to undertake research and demonstrate their understanding of knowledge and concepts. Developments in their technical, analytical, decision-making and investigative skills will be invaluable for lifelong learning, and will be transferable to other subject groups in the MYP. Assessment tasks may give students the opportunity to demonstrate few or many of the skills described in the objectives. It is not intended that any one piece of work will assess all of the humanities skills at once. As such, depending on the task being assessed, it may not be necessary for students to address each strand of a descriptor to achieve a designated level. Tasks for assessment may include fieldwork, data analysis, map analysis, evaluation of sources and/or evidence, a research paper or similar piece of extended writing, case studies and oral presentations/interviews. Level of Achievement Descriptor 0 The student does not reach a standard described by any of the descriptors given below 1 Identification of questions/problems—ineffective attempt Selection of information—mostly irrelevant and narrow Source analysis—little awareness of positive/negative factors Formulation of arguments—unclear, descriptive, unsupported Comparing and contrasting—not evident Forming conclusions—minimal evidence 2 Identification of questions/problems—limited Selection of information—somewhat relevant, lacking in range Source analysis—limited explanation of positive/negative factors Formulation of arguments—clear, generally descriptive, somewhat supported Com aring and contrasting— suerficial Forming conclusions— supported 3 Identification of questions/problems—effective Selection of information—relevant, adequate Source analysis—explanation of positive/negative factors Formulation of arguments—clear, reasoned, supported Comparing and contrasting—competent Forming conclusions—sufficiently supported 4 Identification of questions/problems—effective, perceptive Selection of information—relevant, wide-ranging Source analysis—detailed and accurate explanation of positive/negative factors Formulation of arguments—clear, reasoned, well supported Comparing and contrasting—competent, considered Forming conclusions —fully supported, insightful Criterion D Organization and presentation Maximum 4 Students need to develop the ability to organize and present information and ideas in order to be able to demonstratetheir grasp of humanities knowledge, concepts and skills. Criterion D is more suited to assessing extended pieces of work, for example, fieldwork, research projects or essays. Teachers should use only the relevant elements of the descriptors when assessing organization and presentation. Schools must ensure that there is a recognized school policy for students to adhere to when documenting sources. Level of Achievement Descriptor Q The student does not reach a standard described by any of the descriptors given below. 1 Communication of relevant information—ineffective Language and style—unclear and imprecise Organization—unclear and inappropriate Use of graphics—poorly presented and often irrelevant Documentation of sources—limited and/or incomplete, with errors 2 Communication of relevant information—mainly effective Language and style—appropriate but sometimes unclear Organization—basic organization, marginally appropriate to required format Use of graphics—somewhat appropriate, basic presentation Documentation of sources— incomplete, errors in adhering to convention 3 Communication of relevant information—effective, mostly reasoned and precise Language and style—appropriate to the audience and purpose Organization—developed, sequenced, appropriate to required format Use of graphics—appropriate, adequately presented Documentation of sources—relatively complete, generally using recognizable convention 4 Communication of relevant information—effective, reasoned, precise Language and style—appropriate to the audience and purpose Organization—well developed, logically sequenced, appropriate to required format Use of graphics—thoughtful, high standard Documentation of sources—complete, using recognizable convention 9' Grade Humanities MYP Year 4 Mr. Jenkins Aims and Objectives The 9`h Grade Humanities course asks students to explore changes throughout time. The fundamental and reoccurring guiding question will focus on why changes occur in various environments (social, political, economic, technological and environmental) and the impact they have on the world. Through the study of major turning points in world history, students will gain a greater understanding of the world in which they live in, and how it has evolved. Course Outline 1. Causes, practices and effects of war a. WWI b. Spanish Civil War c. World War II d. Korean War e. Vietnam War f. Gulf War g. "War on Terrorism" 2. Revolution a. American b. French c. Russian d. Chinese e. Cuban 3. Changing societies a. Culture b. Language c. Democracies d. Dictatorships 4. Environmental change 5. Changes in the contemporary world Assessment Assessment will be ongoing and will take the form of a variety of tasks. These will include individual coursework pieces (homework assignments, essays etc), presentations (group and individual), tests (including semester exams) and group work. Students will be assessed using the subject specific rubrics. Summative assessment (report cards and end of year grades) will be based on the student's final level of achievement, based on those tasks assigned throughout the year. The rubrics for Grade 9 are attached. Resources Students will have access to classroom and school computers, and will be given the tools and education needed to operate the computer as a meaningful resource tool. In addition to outside resources, students will also use the following: World Geography: World Geography (McDougal) World History: History, The Human Journey (Holt) AP World History: Traditions & Encounters AP European History: The Western Heritage AP Comparative Government & Politics: Comparative Politics Internationalism and Cultural Awareness This 9' Grade Humanities course is one that takes on a truly global nature. In addition to this the course also addresses nearly 400 years of history. Students will focus on the similarities and differences of the various changes studied, and will be asked to account for those changes, identifying cultural and environmental reasons among others. For example, they will investigate why the Cuban Revolution succeeded, where other Latin American revolutions have failed. They will also be asked to investigate how these changes have impacted the people and the environment, as well as assessing their legacy in today's world. Areas of Interaction This humanities course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Homo Faber: Students will focus on the major players in the revolutions studied (Washington, Lenin, Ernesto Guevara), and the importance they played in the success or failure of change. Community Service: Students will be required to inform others about negative changes that are occurring in our world today, and what can be done to reverse these events. Topics may include the growing conflict in the Middle East, poverty in the undeveloped world. Students will also study how the changes in time have affected the various communities. Environment: When studying war, students will be asked to assess the environmental consequences of warfare, as well as the human impact. Through the area of environment students will also investigate the changes that have occurred in the environment (rise in pollution, CFC gases and the destruction of the ozone layer) over the course of time. Health and Social Education: Through the study of changes throughout history, students will be asked to identify how they affect humans. They will investigate how different groups (gender, race and class) have been impacted. Approaches to Learning: Students will learn through a variety of sources. These sources will include: note taking, research skills, group work and independent thinking skills. Students will be required to use technology in their research and presentation of their work. Students will be required to be independent thinkers. They will be asked to explain why and how things occur, and what consequences result. This course outline has been written and prepared by Mr. David Jenkins. Humanities assessment criteria Criterion A: knowledge illaximum 10 Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts and develop skills. Knowledge and understanding can be assessed through a wide variety of tasks that involve factual recall or description, and explanation. Tasks may include tests, examinations, written assignments, oral interviews and presentations, extended writing, projects and exhibits. Achievement level Descriptor p The student does not reach a standard described by any of the descriptors given below. The use of terminology is inconsistent or incorrect. Facts and examples are either absent, or those used are irrelevant or do not show understanding. 1-2 The student provides descriptions that are inaccurate or that have insufficient detail; explanations are absent or superficial. T use of terminology is mostly accurate and usually appropriate, though 3-4 some errors remain. Facts and examples used are mostly relevant, and usually show understanding. The student provides basic descriptions that may need s more detail; explanations are usually adequate but sometimes superficial. Terminology is used accurately and appropriately. Relevant facts and 5-6 examples are used to show understanding. The student provides accurate descriptions; explanations are adequate but not well developed. A range of terminology is used accurately and appropriately. A range of relevant 7-8 facts and examples are used to show understanding. The student provides —� accurate and detailed descriptions; explanations are developed. �^ The student shows an excellent command of a wide range of terminology, 9-10 j and uses it appropriately. An extensive range of relevant facts and examples are used to show understanding. Descriptions are accurate and detailed and explanations are fully developed. 26 0 International Baccalaureate Organization 2005 Humanities assessment criteria Criterion B: concepts Nt axlmuna 10 Concepts are powerful ideas that have relevance within and across the Middle Years Programme, and students must explore and re -explore these in order to develop understanding. Learners develop their understanding of a concept to increasing levels of sophistication by applying acquired knowledge and skills. Assessment tasks should allow students to demonstrate and apply the full extent of their understanding of the concepts specified within, or across, disciplines. It is not intended that any one piece of work will assess all of the humanities concepts (time, place and space, change, systems and global awareness). Suggested tasks for assessment include extended writing, oral presentations, research projects, case studies, essays and tests, and must give students the opportunity to demonstrate the requirements of the highest level descriptor. Achlevement level Descriptor — The student does not reach a standard described by any of the descriptors given i below. I Application of concepts is inappropriate. The student may demonstrate some 1-2 conceptual awareness and understanding by recognizing basic connections to the subject matter. Application of concepts is not always appropriate. The student demonstrates 3-4 conceptual awareness and understanding by describing basic connections to the subject matter. Application of concepts is appropriate but superficial. The student � demonstrates 5-6 conceptual awareness and understanding by describing connections to the subject matter. The student attempts to apply concepts to other situations but is not always successful I Application of concepts is appropriate and shows some depth. The student 7-8 demonstrates conceptual awareness and understanding by explaining connections to the subject matter. The student applies concepts to other situations. Application of concepts is appropriate and sophisticated. The student 9-10 demonstrates conceptual awareness and understanding by explaining in detail connections to the subject matter. The student applies concepts effectively to other situations. 0 International Baccalaureate Organization 2005 27 Humanities assessment criteria Criterion C: skills Maximum 10 The development of skills in humanities is critical in enabling the student to undertake research and demonstrate an understanding of knowledge and concepts. Developments in the student's technical, analytical, decision-making and investigative skills will be invaluable in transferring these skills to other subject groups in the MYP, and for lifelong learning. Assessment tasks may give the student the opportunity to demonstrate one or more of the skills described in the objectives. Tasks for assessment may include fieldwork, data analysis, map analysis, evaluation of sources and/or evidence, a research paper or similar piece of extended writing, case studies, and oral presentations/interviews. Note: Certain elements within each descriptor apply to specific skills. Teachers should use only the relevant elements of the descriptors when assessing different skills. Achievement level Descriptor 0 The student does not reach a standard described by any of the descriptors given --below. The student can select and use some relevant information. The student displays 1-2 minimal analytical skills. The student's arguments, decisions or judgments; are not always relevant, or may be absent. The student attempts to carry out investigations, demonstrating few skills. j The student selects and uses mostly relevant information. The student's work j 3-4 lacks the required depth in analysis. The student makes some relevant arguments, decisions orjudgments though these are unsupported. The student demonstrates basic investigative skills. i — The student selects and uses relevant information. Work shows satisfactory 5-6 evidence of analysis. Arguments, decisions and judgments are supported and balanced but superficial. The student demonstrates adequate investigative skills. The student selects and uses a range of relevant information. Work shows a 7-8 ! good level of critical analysis. Arguments, decisions and judgments are well j supported and balanced. The student demonstrates effective investigative ((-skills. student selects and uses a wide range of relevant information. Work 9-10 i shows a high level of critical analysis. Arguments, decisions and judgments t are fully supported and well balanced. The student demonstrates sophisticated investigative skills. 28 0 International Baccalaureate Organization 2005 Humanities assessment criteria Criterion D: organization and presentation NlEximurn 8 Students need to develop the ability to organize and present information and ideas in order to be able to demonstrate their grasp of humanities knowledge, concepts and skills. Criterion D is more suited to assessing extended pieces of work, for example, fieldwork, research projects or essays. Teachers should use only the relevant elements of the descriptors when assessing organization and presentation. Schools must ensure that there is a set of recognized conventions for students to adhere to when documenting sources. Achievement level Descriptor p The student does not reach a standard described by any of the descriptors 1 below. The student communicates information that may not always be relevant. The 1-2 student attempts to structure the work, but it may be unclear and/or ' inappropriate to the format required. Presentation and expression are unclear' and imprecise. There may be some evidence of documentation. The student communicates information that is mostly relevant. The student attempts to structure and sequence the work but is not always successful. 3-4 Presentation and expression are occasionally unclear. Sources of information f are documented, though there may be omissions or consistent errors in i adhering to conventions. The student communicates information that is relevant The student uses a structure appropriate to the task and sequences the content logically. j Presentation and expression are clear; attention is paid to the audience and 5-6 j purpose in terms of appropriate language, style and visual representation. Sources of information are documented, with occasional errors in adhering to conventions. The student communicates information that is always relevant. The student organizes information into a well-developed and logical sequence, appropriate 1 to the format required. Presentation and expression are clear, concise and 7-8 effective, and the language, style and visual representation used are always appropriate to the audience and purpose. All sources of information are documented according to a recognized convention. 0 Intemational Baccalaureate Organization 2005 29 7th Grade Course Description for Physical Education 7th Grade PE MYP Year 2 Mireida Rubayo and Juan Carlos Herrera Aims and Objectives The aims of the physical education course at Westlake Academy are designed to enable the student to: appreciate and understand the value of physical education and its relationship to a healthy, active lifestyle; develop social skills that demonstrate the importance of teamwork and cooperation in group activities; demonstrate a high level of interest and personal engagement showing initiative, enthusiasm, and commitment; demonstrate the ability to critically reflect upon physical activity in both a local and intercultural context. The objectives of the physical education course at Westlake Academy are split into five subgroups known as: Knowledge and Understanding, Movement Composition, Performance and Application, Social Skills, Personal Engagement. In grade 7 students will investigate general fitness, nutrition and health; basketball and softball; aerobics, weight training; volleyball, soccer and track. Course Outline Fitness/cross country Basketball Volleyball Soccer Softball Assessment: Exams Projects Uniform Effort/ Participation MYP PE Criteria Resources: Students will have access to PE equipment, computers and any other tool necessary for the class. Internationalism and Cultural Awareness: All the PE units will be focused on worldwide impact and how different sports and activities are practiced and developed in different cultures. Areas of interaction This PE Course uses all five of the Areas of Interaction as a means of delivering the content, in the following ways: Homo Faber It will develop opportunities for the students to appreciate the human capacities to invent, create, transform and improve the quality of life through the different PE Units. Designing a new game or new equipment based upon research. Developing strategies for team play, warm-ups and drills. Working on the history of sports and significant people in the development and evolution of the activity/sport. Community Service Students will be asked to encourage family and friends to exercise and make them understand how important it is to keep a healthy lifestyle. Students will help to organize a sports day for K -3rd grades. Environment Students will learn to handle equipment safely and understand that proper gear is necessary to prevent injuries in specific activities and sports. Recognizing the importance of safety within the environment and within the specific activity or sport. Health and Social Education Students will be responsible for their own well-being and for their physical and social environment. Students will develop and demonstrate a general and specific warm-up routines for different activities and sports. Approaches to Learning Students will learn and achieve different techniques and skills for the different activities and sports. Students will develop a positive attitude towards themselves and others by respecting similarities and differences. They will also learn how to solve problems and how to make decisions during physical activities through individual and group work. This course outline has been written and prepared by Mireida Rubayo and Juan Carlos Herrera. 8th Grade Course Description for Physical Education 8th Grade PE MYP Year 3 Mireida Rubayo and Juan Carlos Herrera Aims and Objectives The aims of the physical education course at Westlake Academy are designed to enable the student to: appreciate and understand the value of physical education and its relationship to a healthy, active lifestyle; develop social skills that demonstrate the importance of teamwork and cooperation in group activities; demonstrate a high level of interest and personal engagement showing initiative, enthusiasm, and commitment; demonstrate the ability to critically reflect upon physical activity in both a local and intercultural context. The objectives of the physical education course at Westlake Academy are split into five subgroups known as: Knowledge and Understanding, Movement Composition, Performance and Application, Social Skills, Personal Engagement. In grade 8 students will investigate general fitness, nutrition and health; Floor Hockey, Badminton, Game activity innovation, bicycle, aerobics, weight training. Course Outline Fitness/Track and Field Floor Hockey Badminton Game activity innovation Bicycle Assessment Exams Projects Uniform Efford Participation MYP PE Criteria Resources Students will have access to PE equipment, computers and any other tool necessary for the class. Internationalism and Cultural Awareness: All the PE units will be focused on worldwide impact and how different sports and activities are practiced and developed in different cultures. Areas of interaction This PE Course uses all five of the Areas of Interaction as a mean of delivering the content, in the following ways: Homo Faber It will develop opportunities for the students to appreciate the human capacities to invent, create, transform and improve the quality of life through the different PE Units. Designing a new game or new equipment based upon research. Developing strategies for team play, warm-ups and drills. Working on the history of sports and significant people in the development and evolution of the activity/sport Community Service Students will be asked to encourage family and friends to exercise and make them understand how important it s to keep a healthy lifestyle. Students will help to organize a sports day for 4th-6th grades. Environment Students will learn to handle equipment safely and understand that proper gear is necessary to prevent injuries in specific activities and sports. Recognizing the importance of safety within the environment and within the specific activity or sport. Health and Social Education Students will be responsible for their own well-being and for their physical and social environment. Students will develop and demonstrate a general and specific warm-up routines for different activities and sports. Approaches to Learning Students will learn and achieve different techniques and skills for the different activities and sports. Students will develop a positive attitude towards themselves and others by respecting similarities and differences. They will also learn how to solve problems and how to make decisions during physical activities through individual and group work. This course outline has been written and prepared by Mireida Rubayo and Juan Carlos Herrera. 9th Grade Course Description for Physical Education 9th Grade PE MYP Year 4 Mireida Rubayo and Juan Carlos Herrera Aims and Objectives The aims of the physical education course at Westlake Academy are designed to enable the student to: appreciate and understand the value of physical education and its relationship to a healthy, active lifestyle; develop social skills that demonstrate the importance of teamwork and cooperation in group activities; demonstrate a high level of interest and personal engagement showing initiative, enthusiasm, and commitment; demonstrate the ability to critically reflect upon physical activity in both a local and intercultural context. The objectives of the physical education course at Westlake Academy are split into five subgroups known as: Knowledge and Understanding, Movement Composition, Performance and Application, Social Skills, Personal Engagement. In grade 9 students will investigate general fitness, nutrition and health; Handball, Gymnastics/Dance, Frisbee/Flag Football, Inline skating, aerobics, weight training. Course Outline Fitness/Cross Country Handball Gymnastics/Dance Frisbee/Flag Football Inline skating Assessment Exams Projects Uniform Effort/ Participation MYP PE Criteria Resources Students will have access to PE equipment, computers and any other tool necessary for the class. Internationalism and Cultural Awareness: All the PE units will be focused on worldwide impact and how different sports and activities are practiced and developed in different cultures. Areas of interaction This PE Course uses all five of the Areas of Interaction as a mean of delivering the content, in the following ways: Homo Faber It will develop opportunities for the students to appreciate the human capacities to invent, create, transform and improve the quality of life through the different PE Units. Designing a new game or new equipment based upon research. Developing strategies for team play, warm-ups and drills. Working on the history of sports and significant people in the development and evolution of the activity/sport. Community Service Students will be asked to encourage family and friends to exercise and make them understand how important it s to keep a healthy lifestyle. Students will help to organize a sports day for 7th -9th grades. Environment Students will learn to handle equipment safely and understand that proper gear is necessary to prevent injuries in specific activities and sports. Recognizing the importance of safety within the environment and within the specific activity or sport. Health and Social Education Students will be responsible for their own well-being and for their physical and social environment. Students will develop and demonstrate a general and specific warm-up routines for different activities and sports. Approaches to Learning Students will learn and achieve different techniques and skills for the different activities and sports. Students will develop a positive attitude towards themselves and others by respecting similarities and differences. They will also learn how to solve problems and how to make decisions during physical activities through individual and group work. This course outline has been written and prepared by Mireida Rubayo and Juan Carlos Herrera. Physical Education: Assessment Criteria Criterion A: Knowledge and Understanding Maximum b Students are expected to have a knowledge and understanding of the physical activities or themes studied. This criterion includes understanding the principles related to a variety of physical activities, the importance of physical activity to a healthy lifestyle and the various components that contribute to health-related fitness. Level of Achievement Descriptor 0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student shows some knowledge of the principles under consideration. The understanding of these principles is basic at best. 3-4 The student shows a good knowledge and general understanding of the principles under consideration. 5-6 The student shows a thorough knowledge and understanding of the principles under consideration. MYP Physial Eduation, August 2002 65 Physical Education: Assessment Criteria Criterion B: Movement Composition Maximum 6 Students are expected to develop compositional skills by creating, selecting and linking movements into sequences. Level of Achievement Descriptor 0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student pians and composes simple movement sequences that show some relevance to the requirements of the activity. 3-4 The student plans and composes more sophisticated movement sequences that meet the requirements of the activity. 5-6 The student plans and composes complex movement sequences that reflect absolutely the requirements of the activity. 66 MYP Physeal Eduation. August 2002 Criterion C: Performance/Application Physical Education: Assessment Criteria Matamum 10 Students are expected to display the motor skills learned in a variety of physical activities. They should be able to apply tactics, strategies and rules in individual and group situations. It is also important that students use movement concepts appropriately and apply health and fitness principles. Level of Achievement Descriptor 0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student applies and displays very rudimentary knowledge, skills, strategies and concepts. 3-4 The student applies and displays on a basic level some knowledge, skills, strategies and concepts. 5-6 The student is reasonably competent In applying and displaying knowledge, skills, strategies and concepts. 7-8 The student is competent in applying and displaying a range of knowledge, skills, strategies and concepts. 9-10 The student is highly competent in applying and displaying a range of knowledge, skills, strategies and concepts. MYP Physical Eduction, August 2002 67 Physical Education: Assessment Criteria Criterion D: Social Skills Maximum 6 This criterion covers students' ability to work cooperatively while respecting themselves and their social and physical environment. They should also show the ability to support and encourage others, develop appropriate attitudes and strategies for interrelating with others and show sensitivity through intercultural awareness. Level of Descriptor Achievement 0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student sometimes works well with others towards the achievement of the task 3-4 The student often works well with others towards the achievement of the task 5-6 The student consistently works well with others towards the achievement of the task 68 MYP Physical Eduauom August 2002 Criterion E: Personal Engagement Physical Education: Assessment Criteria Maximum 6 Students are expected to show initiative, creativity and a willingness to improve themselves. They should also take responsibility for their awn learning while sharing enthusiasm for and commitment to the activity undertaken. Self-motivation, organL=ion and responsible behaviour are all covered by this criterion as are the abilities to recognize, analyse and evaluate the effects of a variety of physical activities on both the individual student and on others. Refection on and evaluation of individual performance is also important, as is the ability to set goals for fixture development. Level of Achievement Descriptor 0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student demonstrates a basic level of personal engagement with limited initiative, enthusiasm and commitment. There is little reflection on the work with few goals being set for future Improvement. 3-4 The student demonstrates a satisfactory level of personal engagement and shows some initiative, enthusiasm and commitment There is some reflection on the work and some goals are set for future improvement 54 The student demonstrates a very high level of personal engagement and regularly shows initiative, enthusiasm and commitment There is allays reflection on the work and detailed goals are set for future improvement. MYP Physial Eduatson. August 2002 69 Section F: assessment Teachers should be aware that some types of task might be inappropriate for assessing certain skills. For example, simple multiple-choice tests are only suitable for making judgments about knowledge, basic understanding and some simple application skills, they are generally inappropriate for assessing historical skills or experimental skills in science, for instance. F1.4.2 Prescribed tasks for IBO-validated grades ""Ii (., ;'W /0 For schools that request IBO-validated grades, the minimum assessment tasks for moderation purposes are given in the following table and further information is provided in the guide for each subject group. Please note that, for practical reasons, moderation depends largely on written evidence of student performance. This in no way implies that student assessment should be limited to written assignments or tasks; teachers should use a full range of assessment tasks in the final assessment of their students. The following list of tasks is prescriptive for schools requiring IBO-validated grades. However, additional forms of assessment may be used provided the students' work in the subject can be validlyjudged against the appropriate subject assessment criteria. For schools not requiring IBO-validated grades, this list is advisory only. Subject Assessment tasks Language A One essay (argumentative, persuasive or analytical piece of writing) of 500-1000 words in length One response to literature (a personal response, demonstrating the student's ability to approach work in an independent fashion) of 500-1,000 words in length One piece of creative writing (poetry, short story, dramatic scene, etc) of a maximum of 1,000 words Language B, language 8 Two writing assignments, produced under supervision in (advanced) class, of at least 200 words for language 8 and 300 words for language B (advanced) Two reading comprehension exercises A cassette recording of an oral activity History, geography, A piece of extended writing (essay, research paper, humanities project, etc) of approximately 700-1,200 words in length (or 1,000-1,500 for those written in Chinese) An end -of -unit or end -of -term test, including paragraph writing A piece of classwork or homework Biology, chemistry, A scientific investigation designed independently bythe physics, sciences student, including a hypothesis, suitable method for the collection of data, analysis of the data, and evaluation of the method and results An end -of -unit or end -of -term test that requires the application of scientific knowledge and understanding to solve problems in familiar and unfamiliar situations. It should include evidence of evaluation of scientific information 0 International Baccalaureate Organization 2005 Page 3 Section F: assessment Page 4 0 International Baccalaureate Organization 2005 Subject Assessment tasks ► Biology, chemistry, A piece of writing by the student, dealing with the physics, sciences application of science in society and its interaction with (continued) social, economic, political, environmental, cultural or ethical factors. it should be approximately 700-1,200 words in length (or 1,000-1,500 characters for those written in Chinese). Students will be expected to acknowledge the sources of information and document these appropriately Mathematics, extended A broad -based -classroom test/examination composed mathematics of a range of questions that allow students to reach all achievement levels A reasoned piece of work in which the student has opportunities to apply mathematics in an everyday situation, and to reflect upon and evaluate findings A written report in which the student reflects upon methods and processes, and evaluates findings of an investigation (that could be open-ended) Performing arts, A selection from the developmental workbook that visual arts, arts illustrates the student's development in specified aspects of the course, including sections where the student reflects on his or her work and where the use of feedback is clearly identified A representation of finished artwork supported by evidence of the process of preparation and the underlying theoretical knowledge (this should be accompanied by a description of the task set and the method of assessment used by the teacher) • ► Note: for performing arts, the representation of finished artwork will be a performance recorded on audio tape, video, CD, CD -Rom or DVD. For practical reasons, digital tapes cannot be accepted Physical education Evidence of the student's abilities: video evidence of student performance accompanied by a written report (see 'Guidelines for Preparation of Videotaped Evidence") Pieces of written work illustrating the student's performance: this written work can be based on a combination of daily observations (student and teacher), projects, self- and peer -assessments, oral tasks (interviews), evaluations, portfolios of work, records - ► Note: for physical education, the video evidence of student performance may be recorded on standard VHS videocassette, CD, CD -Rom or DVD. For practical reasons, digital tapes cannot be accepted Computer technology, Two completed units of work, each including the design technology, four stages of the design cycle. Where the product technology itself cannot be sent, a written description and visual representation (photographs, etc) must be submitted Personal project The personal project itself and final product and /or photograph of final product Page 4 0 International Baccalaureate Organization 2005 Section F. assessment Subject Assessment tasks Biology, chemistry, A piece of writing by the student dealing with the physics, sciences application of science in society and its interaction with (continued) social, economic, political, environmental, cultural or ethical factors. It should be approximately 700-1,200 words in length (or 1,000-1,500 characters for those written in Chinese). Students will be expected to acknowledge the sources of information and document these appropriately Mathematics, extended A broad -based -classroom test/examination composed mathematics of a range of questions that allow students to reach all achievement levels A reasoned piece of work in which the student has opportunities to apply mathematics in an everyday situation, and to reflect upon and evaluate findings A written report in which the student reflects upon methods and processes, and evaluates findings of an investigation (that could be open-ended) Performing arts, A selection from the developmental workbook that visual arts, arts illustrates the student's development in specified aspects of the course, including sections where the student reflects on his or her work and where the use of feedback is clearly identified A representation of finished artwork supported by evidence of the process of preparation and the underlying theoretical knowledge (this should be accompanied by a description of the task set and the method of assessment used by the teacher) • ► Note: for performing arts, the representation of finished artwork will be a performance recorded on audio tape, video, CD, CD -Rom or DVD. For practical reasons, digital tapes cannot be accepted Physical education Evidence of the student's abilities: video evidence of student performance accompanied by a written report (see 'Guidelines for Preparation of Videotaped Evidence') Pieces of written work illustrating the student's performance: this written work can be based on r a combination of daily observations (student and teacher), projects, self- and peer -assessments, oral tasks' (interviews), evaluations, portfolios of work, records • ► Note: for physical education, the video evidence of student performance may be recorded on standard VHS videocassette, CD, CD -Rom or DVD. For practical reasons, digital tapes cannot be accepted Computer technology, Two completed units of work, each including the design technology, four stages of the design cycle. Where the product technology itself cannot be sent, a written description and visual representation (photographs, etc) must be submitted Personal project The personal project itself and final product and for photograph of final product Page 4 0 International Baccalaureate Organization 2005 Section F: assessment Where the original judgments for a criterion differ for specific assessment tasks, the teacher must decide which level best represents the student's final standard of achievement. The final levels for each criterion must then be added together to give a final criterion levels total for each subject for each student. F1.6.5 internal standardization If more than one teacher is involved in one subject for a single year group the school must ensure internal standardization is carried out to provide a common system for the application of the assessment criteria to each student. In joint assessment, internal standardization is best achieved by: • the use of common assessment tasks • shared marking between the teachers involved • regular contact between the teachers. An alternative approach is to divide the overall assessment process so that one teacher is entirely responsible for each element or task for all students. F1.7 Grade boundaries and final grades ► For schools registering students for 1130 -validated grades the grade boundaries published in this handbook will indicate the estimated final grade when criterion levels totals are submitted. The final grade will be calculated by IBCA after the moderation process. IBCA will apply the grade boundaries to the moderated totals after the moderation process to determine final grades. Schools not requiring 180 -validated grades may decide on their own grade boundaries, or use the boundaries published by the IBO to determine final grades for their students. All MYP subjects receive final grades in the range from 1 to 7 on IBO documents. The general MYP grade descriptors in section F1.9 indicate the achievement required for the award of each subject grade. These descriptors are used when determining grade boundaries in each of the subjects. ► There are two sets of grade boundaries for humanities and sciences: one set for use in December 2005, the other from 2006 onwards. Language B and language B Language A (advanced) Grade Boundaries 1 0-4 2 5-9 3 10-14 4 15-19 5 20-23 6 24-27 7 28-30 Grade Boundaries 1 0-6 2 7-12 3 13-18 4 19-25 5 26-31 6 32-36 7 37-40 0 Intemational Baccalaureate Organization 2005 Page 7 SPrtinn F: assessment History, geography, humanities (until December 2005) Grade Boundaries 1 0-6 2 7-10 3 11-15 4 16-20 5 21-25 6 26-30 7 31-36 Biology, chemistry, physics, sciences (until December 2005) Grade Boundaries 1 0-5 2 6-10 3 11-17 4 18-23 5 24-28 6 29-32 7 33-36 Mathematics and extended mathematics Grade Boundaries 1 0-4 2 5-8 3 9-14 4 15-20 5 21-25 6 26-30 7 31-34 Physical education Grade Boundaries 1 0-5 2 6-10 3 11-16 4 17-21 5 22-25 6 26-29 7 30-34 ► History, geography, humanities (lune 2006 onwards) Grade Boundaries 1 0-7 2 8-12 3 13-18 4 19-23 5 24-28 6 29-33 7 34-38 Biology, chemistry, physics, sciences (lune 2006 onwards) Grade Boundaries - 1 0-5 2 6-11 3 12-18 4 19-24 5 25-28 6 29-32 7 33-36 Performing arts, visual arts, arts Grade Boundaries 1 0-6 2 7-10 3 11-14 4 15-21 5 22-25 6 26-29 7 30-34 Computer technology, design technology, technology Grade Boundaries 1 0-5 2 6-9 3 10-15 4 16-21 5 22-26 6 27-31 7 32-36 Page 8 0 International Baccalaureate Organization 2005