G7-10 PROGRAM OF STUDIES 2017-18

Program of Studies 2017-18 Grades 7-10

Disclaimer:Kang Chiao International School is a candidate school* for the InternationalBaccalaureate (IB) Middle Years Programme and an authorized IB World school forthe Diploma Programme.IB World Schools share a common philosophy—a commitment to improve theteaching and learning of a diverse and inclusive community of students by deliveringchallenging, high quality programme of international education that share a powerfulvision.***Only schools authorized by the International Baccalaureate can offer any of its fouracademic programmes: the Primary Years Programme (PYP), the Middle YearsProgramme (MYP), the Diploma Programme or the IB Career-related Certificate(IBCC). Candidate status gives no guarantee that authorization will be granted.For further information about the IB and its programmes, visit www.ibo.org**Mission Statement from the International Baccalaureate aims to develop inquiring,knowledgeable and caring young people who help to create a better and morepeaceful world through intercultural understanding and respect. To this end theorganization works with schools, governments and international organizations todevelop challenging programmes of international education and rigorousassessment. These programmes encourage students across the world to becomeactive, compassionate and lifelong learners who understand that other people, withtheir differences, can also be right. 2

Mr. Winston Hsu Ms. Jessica Chen Principal Administration Coordinator ext. 2188 ext. 2042 Ms. Anne Sutcliffe Associate Principal Ms. Jay Billones Curriculum Coordinator ext. 2041 ext. 2043 Ms. Yahsin Chang Director of DAA Mr. Steven Bates ext. 2070 IBDP Coordinator Ms. Frankie Tsui ext. 2049Academic Coordinator Ms. Sherry Lee ext. 2045 IB MYP Coordinator ext. 2209 Contents:KCIS Philosophy 4 Subject Progression Allocation 16KCIS Mission Statement 5 English Proficiency Levels 16 MYP Language and Literature 17IB Mission Statement 6 MYP Language Acquisition 19IB Middle Years Programme 6 MYP Individuals and Societies MYP Sciences 21IB Learner Profile 7 MYP Mathematics 25How the MYP works? 8 MYP Arts 28 MYP Design 32Personal project – Grade 10 10 MYP Physical and Health Education 35 Clubs 36Assessment and Grading 11 Exploration Program 38 38MYP Assessment Practices 11MYP Assessment Procedures 12Recording and Reporting Scores 14Generating MYP scores 14 3

KCIS Philosophy The middle years mark a period of transition between childhood and adolescence. Throughout this period, the child develops in many directions and at different rates physically, intellectually, socially, and emotionally. KCIS seeks to provide students a consistency that will guide them throughout this transition period and prepare them for higher learning. Curricular and co-curricular programs in KCIS are planned and implemented to support students as they develop and to provide them with the utmost in educational opportunities. To this end, our teachers will focus on helping each student develop socially, emotionally, and academically. KCIS ensures that students learn important skills and obtain a considerable knowledge base that will prepare them for the rigors of higher learning. It is critical that students develop good study skills and mature appropriately so that they can be successful in high school. Moreover, at KCIS we want students to “carry the torch” beyond our walls by becoming independent, lifelong learners. We are dedicated to teaching students how to become effective communicators and to giving them the skills that they need to become complex thinkers and problem solvers. It is our desire that our students learn how to work collaboratively with others and to become responsible global participants. In KCIS, we believe that: 1. The curriculum should be flexible so as to accommodate all levels of ability and reflect both affective and cognitive goals. 2. Teaching strategies should be flexible, creative, sensitive, and varied to actively engage the student in the learning process. 3. Students should have the opportunity to grow academically, emotionally, and socially. Students also need to develop self-responsibility, self-insight, and self-esteem. 4. Administrators should be readily available to both students and teachers, they and should maintain a level of discipline which is fair, clearly defined, and consistent. Administrators must work as a team with teachers, be able to make decisions, and support teachers. 5. Teachers should be caring and dedicated to the profession they have chosen, and serve as role models for their students, encouraging positive attitudes and behaviors in these students. 6. The discipline code should be uniform and fairly enforced. 7. Students should be encouraged to develop a sense of community and citizenship. 8. Parents should be responsible for their children and supportive of school policies. 4

KCIS Mission StatementKang Chiao International School (KCIS) seeks to provide students with; the tools to communicate and to listen effectively and empathetically an understanding and appreciation of cultural diversity a desire for active involvement: socially, academically, and physically the ability to consider, question, and create solutions the skills, moral strength, and motivation to bring about personal growth and positive social changeAt Kang Chiao, we believe all students are capable of greatness, and our school’s ExpectedSchoolwide Learning Results focus on developing these attributes.Our KCIS students are;Global Participants, who… respect their own culture, as well as those of other individuals and communities have an informed understanding of issues that have local and global significance assimilate easily into new cultures and societiesResponsible Citizens, who… focus on protecting the environment and reducing their own ecological footprint ensure their actions and the consequences that accompany them bring no harm to others or the environment make positive contributions to their communityEffective Communicators, who… are able to fluently converse in more than one language are able to present their own perspective with clarity and confidence, while respecting the right of others to be heard are confident and adept at using technology to enhance communication and collaborationActive Achievers, who… challenge themselves both intellectually and physically to achieve their personal best identify and hone their individual strengths develop a passion for learning and the ability to be motivated, self-directed learnersThoughtful Leaders, who… develop skills of reflection and organization to achieve short and long term goals propose creative and positive solutions to local and international problems demonstrate insight, creativity, and integrity in their academic pursuits 5

The information that follows in this section has been obtained from the International BaccalaureateOrganization (IBO).IB mission statement:The International Baccalaureate aims to develop inquiring, knowledgeable and caring youngpeople who help to create a better and more peaceful world through intercultural understandingand respect. To this end the organization works with schools, governments and internationalorganizations to develop challenging programmes of international education and rigorousassessment. These programmes encourage students across the world to become active,compassionate and lifelong learners who understand that other people, with their differences, canalso be right.All IB programmes strives to develop internationally minded people who, recognizing their commonhumanity and shared guardianship of the planet, help to create a better and more peaceful world. Informed by these values, an IB education:  centers on learners  develops effective approaches to teaching and learning  works within global contexts  explores significant content.Working together, these four characteristics define an IB education. 6

IB Middle Years Programme (IB MYP)The MYP is designed for students aged 11 to 16. It provides a framework of learning that encouragesstudents to become creative, critical and reflective thinkers. The MYP emphasizes intellectualchallenge, encouraging students to make connections between their studies in traditional subjectsand the real world. It fosters the development of skills for communication, interculturalunderstanding and global engagement—essential qualities for young people who are becomingglobal leaders.The MYP aims to develop active learners and internationally minded young people who canempathize with others and pursue lives of purpose and meaning. The programme empowersstudents to inquire into a wide range of issues and ideas of significance locally, nationally andglobally. The result is young people who are creative, critical and reflective thinkers.The IB Middle Years Programme: • addresses holistically students’ intellectual, social, emotional and physical well-being • provides students opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity and take responsible action for the future • ensures breadth and depth of understanding through study in eight subject groups • requires the study of at least two languages (language of instruction and additional language of choice) to support students in understanding their own cultures and those of others • empowers students to participate in service within the community • helps to prepare students for further education, the workplace and a lifetime of learning. 7

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How the MYP works? The Middle Years Programme (MYP) helps students develop both subject-specific and interdisciplinary understanding. The MYP curriculum framework includes:  Approaches to learning (ATL), helping students learn how to learn by developing skills for research, critical and creative thinking, communication, collaboration, and self-management  Key and related concepts, helping students explore big ideas that matter  Global contexts, helping students understand the relevance and importance of their study for understanding their common humanity and shared guardianship of the planet. The MYP culminates in an independent learning project. Students complete a significant piece of work over an extended period of time, encouraging them to consolidate their learning and reflect on the outcomes of their work.How teaching and learning is organized in the MYP? The MYP organizes teaching and learning through eight subject groups. The programme promotes interdisciplinary study that helps students make important connections between academic subjects. Integrated teaching and learning helps students analyze complex issues and develop the habits of mind they need to participate in our increasingly interconnected world.MYP teachers organize the curriculum with appropriate attention to: Teaching and learning in context. Students learn best when their learning experiences have context and are connected to their lives and the world that they have experienced. Using global contexts, MYP students explore human identity, global challenges and what it means to be internationally minded. Conceptual understanding. Concepts are big ideas that have relevance within specific disciplines and across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically. Approaches to learning (ATL). A unifying thread throughout all MYP subject groups, approaches to learning provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these skills help students learn how to learn. Service as action (community service). Action (learning by doing and experiencing) and service have always been shared values of the IB community. Students take action when they apply what 9

they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment. Service as action is an integral part of the programme, especially in the MYP community project. Language and identity – MYP students are required to learn at least two languages. Learning to communicate in a variety of ways is fundamental to their development of intercultural understanding and crucial to their identity affirmation. Figure 1: The IB MYP Curriculum ModelThe International Baccalaureate® (IB) Middle YearsProgramme (MYP) comprises eight subjectgroups: Language acquisition. Language and literature.  Individuals and societies.  Sciences.  Mathematics.  Arts.  Physical and health education.  Design.  Each year, students in the MYP also engage in at leastone collaboratively planned interdisciplinary unit that involves atleast two subject groups.MYP students also complete a long-term project, where they decide what they want to learn about,identify what they already know, discovering what they will need to know to complete the project,and create a proposal or criteria for completing itGrade 10 is the culminating year of the Middle Years Programme in KCIS. During this time, grade 10students experience the responsibility of completing a significant piece of work over an extendedperiod of time.Personal Project – Grade 10Lifted from MYP subject brief – Personal projectMYP Personal project is a student-centered and age-appropriate practical exploration in which 10

students consolidate their learning throughout the programme. This long-term project is designed asan independent learning experience of approximately 25 hours. The personal project formallyassesses students’ ATL skills for self-management, research, communication, critical and creativethinking, and collaboration. The personal project encourages students to practise and strengthentheir ATL skills, to connect classroom learning engagements with personal experience, and todevelop their own interests for lifelong learning.I. Project aims and objectivesThe aims of the MYP projects are to encourage and enable students to:  participate in a sustained, self-directed inquiry within a global context  generate creative new insights and develop deeper understandings through in-depth investigation  demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time  communicate effectively in a variety of situations  demonstrate responsible action through, or as a result of, learning  appreciate the process of learning and take pride in their accomplishments.II. Project components Students address personal project objectives through:  the process they follow  the product or outcome they create  the report or presentation they make that explains what they have done and learnedKCIS Assessment and GradingTypes of Assessment in KCIS 1. Formative assessment  “ Ongoing assessment aimed at providing information to guide teaching and improve student performance. MYP: From Principles to Practice. N.p.: IBO, May 2014. Pdf.  “Also known as assessment for learning.” - Rethinking Classroom Assessment with Purpose in Mind” Page 55  Formative tasks can be but not limited to quizzes or process journal or informal such as peer evaluation or in-class activities “By assessing students as they develop disciplinary and interdisciplinary understanding, teachers identify student‐learning needs in order to better inform the learning process. Formative assessments should be planned from the start of a unit, although 11

they may change as teachers engage with students to determine the next stages of learning.” (MYP from Principles to Practice)2. Summative assessment  “The culminating assessment for a unit, term or course of study, designed to provide information on the student’s achievement level against specific objectives.” - MYP: From Principles to Practice. N.p.: IBO, May 2014. Pdf. p. 125  also called assessment of learning. Rethinking Classroom Assessment with Purpose in Mind” Page 59  Summative tasks may be but not limited to essays, tests, presentations, products, performances, projects, or lab reports3. School-based assessments KCIS uses NWEA MAP, a computer adaptive interim assessment given three times a year. The data enables the teachers to differentiate instruction based on student’s RIT scores and the scores are also a criterion in placing students in appropriate level.MYP Assessment Practices and PhilosophyLifted from MYP From Principles to Practice, January 2015MYP assessment requires teachers to assess the prescribed subject-group objectives using theassessment criteria for each subject group in each year of the programme. In order to providestudents with opportunities to achieve at the highest level, MYP teachers develop rigorous tasks thatembrace a variety of assessment strategies. Each subject has a number of different criteria whichare used to evaluate students’ achievement. Sometimes all criteria are applied to an assessmenttask; sometimes only selected criteria are applied. For each criterion there are level descriptors thatdescribe, at different levels of achievement, what a student knows, understands or is able to do.These descriptors explain what a level of achievement means in terms of a student’s learning andprogress towards a subject’s objectives.This “criterion-related” approach represents a philosophy of assessment that is neither“norm-referenced” (where students must be compared to each other and to an expecteddistribution of achievement) nor “criterion-referenced” (where students must master all strands ofspecific criteria at lower achievement levels before they can be considered to have achieved thenext level). 12

The table below summarizes the MYP assessment criteria across subject groups 13

MYP Assessment procedureKCIS Middle Years Programme starts from grade 7 - 10 and will follow this assessment procedure:Standardization of scores to ensure effective assessment  Teachers in each subject collaborate to design assessment tasks  At the end of each summative task, teachers conduct standardization of assessment to promote consistency and build common understanding about student achievement based on MYP objectivesRecording and Reporting MYP scores“MYP reports of student achievement should communicate the student’s achievement level foreach assessment criterion. This practice provides students and their parents with information aboutthe student’s engagement with the objectives of each subject group and should be supported withadvice for improvement, where applicable.”“All schools are required to organize learning and assessment that is consistent with the prescribedMYP objectives and criteria. The assessment criteria, and their published achievement levels, mustbe used by all schools for any final internal assessment for MYP students and for predicted gradesreported to the IB” - (MYP: From Principles to Practice. N.p.: IBO, May 2014. Pdf. p.. 101)Student performance in KCIS will be reported in two separate ways: 14

a. Academic Grades - overall evaluation of student’s achievement based on MYP criteria b. Non-academic grade - behaviors that promote learning also known as the ATL skills Students are assessed based on the factors that describe actions and behaviors that support academic achievement. This is framed using the ATL skills aligned to KCIS student learning outcomes (SLO). ATL skills are reported each term ATL skill attainment is reported by four indicators - Exceeding Expectations (EE), Meeting Expectations (ME), Approaching Expectations (AE), and Below Expectations (BE).Generating the 1-7 grade  At the end of each term, teachers evaluate how a student has performed on the four criteria over the course of the units studied in that term. Note that not a specific task but the whole student is being assessed.  Add up the four grades in each criterion (a maximum of 8 per criterion) and convert it to a 1-7 MYP gradeGrade Levels Descriptor total7 28-32 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.6 24-27 Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real- world situations, often with independence.5 19-23 Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.4 15-18 Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.3 10-14 Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often 15

inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.2 6-9 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.1 1-5 Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.*Students get a zero if the levels total is a zeroTo meet requirements of Taiwan’s Ministry of Education, the MYP grades are converted topercentages using the KCIS grade conversion table. 16

Subject Progression and AllocationSubject Groups G7 G8 G9 G10 Periods/Week Periods/Week Periods/Week Periods/WeekChinese Language 7 MYP Chinese Language 8 MYP Chinese 9 MYP Chinese 10 MYP Chinese Languageand Literature (Group and Lit (5 periods) Language and Lit (5 Language and Lit (5 and Lit (5 periods)1) periods) periods)Chinese Language 7 MYP Chinese Language 8 MYP Chinese 9 MYP Chinese 10 MYP Chinese LanguageAcquisition (Group 2) Acquisition (5 periods) Language Acquisition (5 Language Acquisition (5 Acquisition (5 periods) periods) periods)English Language and 8 MYP Language and 9 MYP Language and 10 MYP Language andLiterature (Group 1) Literature (5 periods) Literature (5 periods) Literature (5 periods)English Language 7 MYP English Language 8 MYP English Language 9 MYP English Language 10 MYP English LanguageAcquisition (Group 2) Acquisition (5 periods) Acquisition (5 periods) Acquisition (5 periods) Acquisition (5 periods)Individuals and 7 MYP Geography (5 8 MYP US History (5 9 MYP Medieval History 10 MYP Modern WorldSocieties (Group 3) periods) periods) (5 periods) History (5 periods)Sciences (Group 4) 7 MYP Earth Science (5 8 MYP Physical Science 9 MYP Biology (5 periods) 10 MYP Chemistry (5 periods) (5 periods) periods)Mathematics (Group 5) 7 MYP Pre-Algebra (5 8 MYP Algebra 1 (5 9 MYP Geometry (5 10 MYP Algebra 2 (5 periods) periods) periods) periods)Arts (Group 6) 7 MYP Visual Arts 8 MYP Visual Arts 9 MYP Visual Arts 10 MYP Visual Arts and Performing Arts (3 and Performing Arts (3 and Performing Arts (3 and Performing Arts (3 periods) periods) periods) periods)Design (Group 7) 7 MYP Design (1 period) 8 MYP Design (1 period) 9 MYP Design (1 period) 10 MYP Design (1 period)Physical and Health Ed. 7 MYP PH Ed. (2 periods) 8 MYP PH Ed (2 periods) 9 MYP PH Ed (2 periods) 10 MYP PH Ed (2 periods)(Group 8)MYP Personal project --- --- --- MYP Personal ProjectCommunication Arts 7 Communication Arts (5 8 Communication Arts (4 9 Communication Arts (4 10 Communication Arts (4 periods) periods) periods) periods)Swimming 7 Swimming (2 periods) 8 Swimming (2 periods) 9 Swimming (2 periods) 10 Swimming (2 periods)Club Club (1 period) Club (1 period) Club (1 period) Club (1 period)Life Skill Scouts (1 period) HE/Counseling (1 period) HE/Counseling (1 period)All out Defense Ed. --- --- --- All out Defense Ed (1 period) 17

Total 40 periods 40 periods 40 periods 40 periodsEnglish Courses by Proficiency LevelAll English courses are offered at three different proficiency levels: English Acquisition (EA), EnglishLiterature (EL) and English Honors (EH). A new student’s proficiency level is determined based on areading, a listening comprehension test, and a writing sample provided by the student. Transferringbetween proficiency levels during or between semesters is based on the MAP and Achieve 3000 testscores, student’s grade, performance in English class, and a teacher recommendation.English Acquisition (EA) Students at this level will take MYP English Language Acquisition Phases 1-4,English Literature (EL) Students at this level will take MYP English Language acquisition Phases 4-6English Honors (EH) Students at this level will take higher level English Literature with emphasis on writing Academic CoursesMYP Language and Literature (Chinese and English)Lifted from MYP subject brief – Language and LiteratureMYP language and literature courses equip students with linguistic, analytical and communicativeskills that help to develop interdisciplinary understanding. Students develop skills in sixdomains—listening, speaking, reading, writing, viewing and presenting—both independently andwith others. MYP language and literature courses include a balanced study of genres and literarytexts, including a world literature component. Students’ interactions with texts generate moral,social, economic, political, cultural and environmental insights. Through their studies, students learnhow to form opinions, make decisions, and engage in ethical reasoning.The aims of MYP language and literature are to encourage and enable students to:  use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction  develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts  develop critical, creative and personal approaches to studying and analysing literary and non-literary texts  engage with text from different historical periods and a variety of cultures  explore and analyse aspects of personal, host and other cultures through literary and non-literary texts 18

 explore language through a variety of media and modes  develop a lifelong interest in reading  apply linguistic and literary concepts and skills in a variety of authentic contexts.Assessment criteriaEach language and literature objective corresponds to one of four equally weighted assessmentcriteria. Each criterion has eight possible achievement levels (1–8), divided into four bands withunique descriptors that teachers use to make judgments about students’ work. Criterion A: Students demonstrate an understanding of the creator’s choices, the Analysing relationship between the various components of a text and between texts, and make inferences about audience responses and creators’ purposes. Students Criterion B: use the text to support their own responses and reflect on different perspectives Organizing and interpretations. Students understand and organize their ideas and opinions using a range of Criterion C: appropriate conventions for different forms and purposes of communication.Producing text Students recognize the importance of maintaining academic honesty, respecting intellectual property rights and referencing all sources accurately Criterion D: Students produce written and spoken text, focusing on the creative processUsing language itself and on the understanding of the connection between the creator and his or her audience. Students make choices aimed at producing texts that affect both the creator and the audience Students develop, organize and express themselves and communicate thoughts, ideas and information. They use accurate and varied language that is appropriate to the context and intentionMYP Chinese Language and LiteratureCourse Length: 1 YearGrades: 7, 8, 9, 10Prerequisite: Students whose first language is Chinese or has near native proficiencyLanguage of instruction: ChineseThis course is designed for native speakers of Mandarin who wish to maintain and further developtheir Chinese language proficiency, especially through literature. Students will utilize guidedreading exercises, be introduced to various authors, read Chinese Tang Dynasty poems, and studyclassical Chinese as well as modern Chinese literary works. Students are expected to develop theabilities of listening, speaking, reading, and writing necessary to understand Chinese literature andculture on multiple levels. 19

MYP English Language and LiteratureCourse Length: 1 YearGrades: 8, 9, 10 (Honors level)Prerequisite: Native or near native language proficiency, MAP scores, Completion of LanguageAcquisition Phases and Teacher’s recommendationLanguage of instruction: EnglishThe goal of the course is to develop and enhance students’ reading and comprehension skills,vocabulary and oral skills, and grammar and writing skills. We seek to continuously promote andimprove a student-centered curriculum that fosters critical thinking, good judgment, self-direction,and creativity. We aspire to develop individuals who are critical thinkers, independent lifelonglearners, and effective communicators. We encourage collaborative learning through group workand group presentations. Above all, our program encourages students to develop a sense ofpersonal responsibility for their own education and academic success.MYP Language Acquisition (Chinese and English)Lifted from MYP subject brief – Language AcquisitionAcquiring an additional language and exploring and reflecting on the cultural perspectives of ourown and other communities: • is central to developing critical thinking and international-mindedness • provides an intellectual framework to support personal development, cultural identity and conceptual understanding • greatly contributes to the holistic development of students and to the strengthening of lifelong learning skills • equips students with the necessary multiliteracy skills and attitudes to communicate successfully in various global contexts.The aims of MYP language acquisition are to encourage and enable students to: • gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage • develop a respect for, and understanding of, diverse linguistic and cultural heritages • develop the communication skills necessary for further language learning, and for study, work and leisure in a range of contexts • develop multiliteracy skills through the use of a range of learning tools • develop an appreciation of a variety of literary and non-literary texts and to develop critical and 20

creative techniques for comprehension and construction of meaning• recognize and use language as a vehicle of thought, reflection, self-expression and learning inother subjects• understand the nature of language and the process of language learning• gain insight into the cultural characteristics of the communities where the language is spoken• gain awareness and understanding of the perspectives of people from own and other cultures• develop curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.Assessment criteriaEach language acquisition objective corresponds to one of four equally weighted assessment criteria.Each criterion has eight possible achievement levels (1–8), divided into four bands with uniquedescriptors that teachers use to make judgments about students’ work.Criterion A: Students interpret and construct meaning from spoken and visual textsComprehending to understand how images presented with oral text interplay to conveyspoken and visual text ideas, values and attitudes.Criterion B: Students construct meaning and interpret written and visual text toComprehending written understand how images presented with written text interplay to conveyand visual text ideas, values and attitudesCriterion C: Students develop their communication skills by interacting on a range ofCommunicating in topics of personal, local and global interest and significance, andresponse to spoken responding to spoken, written and visual text in the target language.and/or written and/orvisual textCriterion D: Using Students recognize and use language suitable to the audience andlanguage in spoken purpose (for example, home, classroom, formal and informal, social,and/or written form academic contexts). Students apply their understanding of linguistic and literary concepts to develop a variety of structures, strategies and techniques.“Every position in life is balanced by creating a harmony between the inner self and the surrounding world.” ― Hellmut Wilhelm 21

MYP Chinese Language Acquisition (Phases 1-6)Course Length: 1 YearGrades: 7, 8, 9, 10Prerequisite: Students whose first language is Chinese or has near native proficiencyLanguage of instruction: ChineseThis course is for students who do not speak Chinese as their first language. By participating in short,conversational exchanges on familiar topics, students will develop their Chinese language skills.They will learn the vocabulary necessary to describe familiar objects, places, and activities.Students are also expected to master the Chinese Phonetic system. Furthermore, they will beintroduced to the organization of Chinese letter writing. Reading of text materials (approx. 200traditional characters) will help students reinforce and develop their reading, speaking, and writingskills. By mastering the writing of approximately 100 new characters, students will expand those skillsfurther. By engaging in cultural comparisons on relevant topics (customs, weddings, religion),students will learn more about Chinese culture.MYP English Language Acquisition Phases 1 - 6Course Length: 1 YearGrades: 7, 8, 9, 10Prerequisite: NoneLanguage of instruction: EnglishThis course focuses on various forms of writing, including narrative, expository, and persuasive pieces.It caters to the individual needs of students with regards to their written, listening, oral, and readingabilities. The course exposes the students to a variety of writing styles and genres, and uses the sixtraits of writing to promote high-quality student work. It emphasizes the development of studentconfidence and skill in delivering individual and group presentations to an audience of their peersthrough formal and informal presentations.MYP Individuals and SocietiesLifted from MYP subject brief – Individuals and SocietiesThe MYP individuals and societies subject group incorporates disciplines traditionally studied underhumanities and social sciences. This subject group encourages learners to respect and understandthe world around them, and equips them with the necessary skills to inquire into historical,geographical, political, social, economic, and cultural factors that affect individuals, societies andenvironments. 22

The study of individuals and societies helps students to appreciate critically the diversity of humanculture, attitudes and beliefs. Courses in this subject group are important for helping students torecognize that both content and methodology can be debatable and controversial, and forpracticing the tolerance of uncertainty.The IB’s approach to this subject area includes a strong focus on inquiry and investigation. Studentscollect, describe and analyse data; test hypotheses; and learn how to interpret increasingly complexinformation, including original source material. This focus on real-world examples, research andanalysis is an essential aspect of the subject groupThe aims of MYP individuals and societies are to encourage and enable students to: understand the interactions and interdependence of individuals, societies and the environment understand how both environmental and human systems operate and evolve identify and develop concern for the well-being of human communities and the natural environment act as responsible citizens of local and global communities develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and the environments in which they live.Assessment CriteriaEach individuals and societies objective corresponds to one of four equally weighted assessmentcriteria. Each criterion has eight possible achievement levels (1–8), divided into four bands withunique descriptors that teachers use to make judgments about students’ work.Criterion A: Knowing Students interpret and construct meaning from spoken and visual textsand understanding to understand how images presented with oral text interplay to convey ideas, values and attitudes. Criterion B: Students construct meaning and interpret written and visual text to Investigating understand how images presented with written text interplay to convey ideas, values and attitudes Criterion C: Students develop their communication skills by interacting on a range of Communicating topics of personal, local and global interest and significance, and responding to spoken, written and visual text in the target language.Criterion D: Thinking Students recognize and use language suitable to the audience and critically purpose (for example, home, classroom, formal and informal, social, academic contexts). Students apply their understanding of linguistic 23

and literary concepts to develop a variety of structures, strategies and techniques.G7 MYP GeographyCourse Length: 1 YearGrades: 7Prerequisite: NoneLanguage of instruction: EnglishTexts: World Geography Student Edition, Union Ocean World Geography Student Edition Interactive Online 1 Year, Union OceanWorld Geography uses discovery-based learning activities to help students explore various culturaland natural landscapes of the world to develop a multicultural understanding of humans. Studentswill be encouraged to use geographic concepts and skills to actively seek information that can beapplied to real-life decisions. As special agents on a simulated journey of discovery, students willneed to think critically as they collect and analyze social, political, and economic facts about howhumans interact with each other and their physical world.G8 MYP US HistoryCourse Length: 1 YearGrades: 8Prerequisite: NoneLanguage of instruction: EnglishTexts: American History: Beginnings through Reconstruction, Union Ocean American History: Beginnings through Reconstruction E-book, Union OceanThe 8th grade year is a study of the critical events, issues, and individuals in United States History to1880. It begins with the Age of Exploration, the colonial period, and the American Revolution. Themajor focus of the year is the development of the Constitution, the impact of the WestwardMovement, and the struggles of the Civil War and Reconstruction. In learning this history, students willalso examine the impact of economics, politics, and social history on the development of the UnitedStates. The skills and knowledge of geography that students learned in grade 7 are also applied asthey learn how geography affected the development of the growing nation. 24

G9 MYP Medieval HistoryCourse Length: 1 YearGrades: 9Prerequisite: NoneLanguage of instruction: EnglishText : World History: Patterns of Interaction Holt World History: Patterns of Interaction online HoltStudents enrolled in Medieval (and Early Modern) World History will think critically about the eventsand issues that have shaped the history of the medieval and early modern world and their lastingeffects. Students will be able to distinguish historical fact from opinion, interpret the relationshipsbetween historical events, synthesize historical information from several sources, identify culturalvalues, recognize points of view, assess consequences of historical actions and events, andevaluate the impact of movements and individuals in history.G9 MYP Medieval History (Honors)Course Length: 1 YearGrades: 9Prerequisite: Instructor’s approvalLanguage of instruction: EnglishText : World History: Patterns of Interaction Holt World History: Patterns of Interaction online HoltHonors Medieval (and Early Modern) World History is intended for the student with a greater interestin the subject and a strong work ethic. The course will cover more related concepts thereforestudents will do more in-depth research in certain topics and the level of discussion and workrequired will be more advanced than in regular Medieval (and Early Modern) World History.G10 MYP Modern HistoryCourse Length: 1 YearGrades: 10Prerequisite: NoneLanguage of instruction: EnglishText : World History: Patterns of Interaction Holt World History: Patterns of Interaction online HoltStudents will build on the skills developed in Medieval (and Early Modern) World History. This courseis a survey of the major social, political, and economic forces of the 19th and 20th Centuries. 25

Students will continue to evaluate and analyze historical information, as well as sharpen theirresearch, writing, and test-taking skills. Students will be able to identify an issue and formulate theirown position; support their position with specific, relevant, and accurate information; and usepersuasive techniques to express their position. This course is designed to help students develop theskills and learning habits necessary to acquire an in-depth understanding of the forces that shapeour world today.G10 MYP Modern HistoryCourse Length: 1 YearGrades: 10Prerequisite: NoneLanguage of instruction: EnglishText : World History: Patterns of Interaction Holt World History: Patterns of Interaction online HoltHonors Modern World History is intended for the student with a greater interest in the subject and astrong work ethic. Students will do more in-depth research on certain topics and the level ofdiscussion and work required will be more advanced than in regular Modern World History.MYP SciencesLifted from MYP subject brief – ScienceWith inquiry at the core, the MYP sciences framework aims to guide students to independently andcollaboratively investigate issues through research, observation and experimentation. The MYPsciences curriculum explores the connections between science and everyday life. As they investigatereal examples of science applications, students discover the tensions and dependencies betweenscience and morality, ethics, culture, economics, politics, and the environmentScientific inquiry fosters critical and creative thinking about research and design, as well as theidentification of assumptions and alternative explanations. Students learn to appreciate and respectthe ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibilityas members of local and global communities.The MYP sciences group aims to encourage and enable students to: • understand and appreciate science and its implications • consider science as a human endeavor with benefits and limitations • cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments 26

• develop skills to design and perform investigations, evaluate evidence and reach conclusions• build an awareness of the need to effectively collaborate and communicate• apply language skills and knowledge in a variety of real-life contexts• develop sensitivity towards the living and non-living environments• reflect on learning experiences and make informed choices.Assessment CriteriaEach sciences objective corresponds to one of four equally weighted assessment criteria. Eachcriterion has eight possible achievement levels (1–8), divided into four bands with unique descriptorsthat teachers use to make judgments about students’ work. Criterion A: Knowing Students develop scientific knowledge (facts, ideas, concepts, and understanding processes, laws, principles, models and theories) and apply it to solve problems and express scientifically supported judgments. Criterion B: Inquiring Students develop intellectual and practical skills through designing, and designing analyzing and performing scientific investigations. Students collect, process and interpret qualitative and/or quantitativeCriterion C: Processing data, and explain conclusions that have been appropriately reached. and evaluating Students evaluate the implications of scientific developments and their applications to a specific problem or issue. Varied scientific language isCriterion D: Reflecting applied to demonstrate understanding. Students should become aware on the impacts of of the importance of documenting the work of others when science communicating in science.G7 MYP Earth ScienceCourse Length: 1 YearGrades: 7Prerequisite: NoneLanguage of instruction: EnglishTexts: Earth Science Interactive Science, Pearson MID GR SCI 2011 EARTH SE ETEXT FOR IPAD/EBOOK 1 year, Pearson Earth Digital Courseware 1 Year License with iPad, PearsonThe focus of the seventh grade science curriculum is on the Earth as a dynamic system that hasundergone dramatic change over its approximately 4.55 billion year history. Topics covered includethe Earth’s overall structure, the composition and properties of minerals and rocks, the role ofvolcanism in Earth’s development, the geologic time scale and radioactive dating. In the secondhalf of the year, students will investigate our solar system, study the composition and atmosphere of 27

the inner and outer planets, and develop an understanding of current scientific theories explaininghow the universe and solar system formed. Students will investigate and draw conclusions fromexperiments designed to foster critical thinking and inquiry.G8 MYP Physical ScienceCourse Length: 1 YearGrades: 8Prerequisite: NoneLanguage of instruction: EnglishTexts: Physical Science Interactive Science, Pearson MID GR SCI 2011 PHYSICAL SE ETEXT FOR IPAD/EBOOK 1 year, PearsonPhysical Science Student Edition e Text for iPad 1 Year License, PearsonThe focus of science in eighth grade is on the physical sciences. The course covers intermediatephysics and chemistry as a means of preparing students for more advanced courses in high school.Students will continue utilizing the scientific method and will develop effective research methodsand report writing skills. Topics will include: Matter and Energy, Newton’s Laws of Motion andGravitation, Speed and Acceleration, Forms of Energy, the Law of Conservation of Mass and Energy,the Atomic Structure, Elements, the Periodic Table, Forms and Changes of Matter, ChemicalReactions, Chemical and Nuclear Energy, Electricity, Magnetism, and Waves. Students willinvestigate and draw conclusions from experiments designed to foster critical thinking and inquiry.G9 MYP BiologyCourse Length: 1 YearGrades: 9Prerequisite: Introduction to Physical ScienceLanguage of instruction: EnglishText: Biology Student Edition, Holt Biology Interactive online, HoltIn this required course, students investigate the living world around them using cooperative groups,laboratory experiments, dissections, and field trips. We look at how living things fulfill the basicrequirements of life from the cell to the entire organism. Topics include physiology of the humanbody and evolutionary differences between organisms. An independent project may becompleted and used in a school wide science fair or class presentation. 28

G9 MYP Biology (Honors)Course Length: 1 YearGrades: 9Prerequisite: Introduction to Physical Science, Instructor’s approvalLanguage of instruction: EnglishText: Biology Student Edition, Holt Biology Interactive online, HoltHonors Biology is intended for the student with a greater interest in the subject and a strong workethic. Students will do more in-depth research on certain topics and the level of discussion and workrequired will be more advanced than in regular Biology. An independent project may becompleted and used in a school-wide science fair or class presentation.G10 MYP ChemistryCourse Length: 1 YearGrades: 8Prerequisite: Introduction to BiologyLanguage of instruction: EnglishText: Pearson Chemistry, Pearson Pearson Chemistry Digital License with iPad (Ebook), PearsonIn this course students will develop skills in measurement, laboratory, cooperative group work, andpresentations. Units studied are the following: atomic structure, chemical bonding, calculations inchemistry, reactions and heat and energy, gas laws, solutions, acids and bases, and reaction ratesand equilibrium. An independent project may be completed and used in a school-wide sciencefair or class presentation.G10 MYP Chemistry (Honors)Course Length: 1 YearGrades: 8Prerequisite: Introduction to Biology and Instructor’s approvalLanguage of instruction: EnglishText: Pearson Chemistry, Pearson Pearson Chemistry Digital License with iPad (Ebook), PearsonHonors Chemistry is intended for the student with a greater interest in the subject and a strong workethic. Students will do more in-depth research on certain topics and the level of discussion and workrequired will be more advanced than in regular Chemistry. An independent project may becompleted and used in a school-wide science fair or class presentation. 29

MYP MathematicsLifted from MYP subject brief – MathematicsThe framework for MYP mathematics outlines four branches of mathematical study.1. Number2. Algebra3. Geometry and trigonometry4. Statistics and probabilityThe study of mathematics is a fundamental part of a balanced education. It promotes a powerfuluniversal language, analytical reasoning and problem-solving skills that contribute to thedevelopment of logical, abstract and critical thinking. The MYP mathematics and extendedmathematics courses promote both inquiry and application, helping students to developproblem-solving techniques that transcend the discipline and are useful in the world outside school.Mathematics in the MYP is tailored to the needs of students, seeking to intrigue and motivate them towant to learn its principles. Students should see authentic examples of how mathematics is useful andrelevant to their lives and be encouraged to apply it to new situations.The aims of MYP mathematics courses are to encourage and enable students to: • enjoy mathematics, develop curiosity and begin to appreciate its elegance and power • develop an understanding of the principles and nature of mathematics • communicate clearly and confidently in a variety of contexts • develop logical, critical and creative thinking • develop confidence, perseverance and independence in mathematical thinking and problem-solving • develop powers of generalization and abstraction • apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments • appreciate how developments in technology and mathematics have influenced each other; the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics; the international dimension in mathematics; and the contribution of mathematics to other areas of knowledge • develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics • develop the ability to reflect critically upon their own work and the work of others. 30

Assessment CriteriaEach mathematics objective corresponds to one of four equally weighted assessment criteria. Eachcriterion has eight possible achievement levels (1–8), divided into four bands with unique descriptorsthat teachers use to make judgments about students’ work.Criterion A: Knowing Students select and apply mathematics to solve problems in both and understanding familiar and unfamiliar situations in a variety of contexts, demonstrating knowledge and understanding of the framework’s branches (number, Criterion B: algebra, geometry and trigonometry, statistics and probability).Investigating patterns Students work through investigations to become risk-takers, inquirers and critical thinkersCriterion C: Students use appropriate mathematical language and different formsCommunicating of representation when communicating mathematical ideas, reasoning and findings, both orally and in writing.Criterion D: Applying Students transfer theoretical mathematical knowledge into real-worldmathematics in real-life situations and apply appropriate problem-solving strategies, draw validcontexts conclusions and reflect upon their results.G7 MYP Pre-AlgebraCourse Length: 1 YearGrades: 7Prerequisite: NoneLanguage of instruction: EnglishTexts: Pre-Algebra Student Edition, Union Ocean Pre-Algebra Practice book, Union Ocean Pre-Algebra Online Edition 1 year, Union OceanThis Pre-Algebra course focuses on preparing students for the advanced mathematical topicscovered in Algebra. The course begins by reinforcing basic knowledge of algebra, geometry,data analysis, probability, and arithmetic, before moving on to more complex algebra with topicssuch as linear equations and inequalities, linear graphing, and systems of equations. Intricatelydesigned projects help strengthen students’ ability to communicate in mathematics as a language.Complex, higher order thinking skills, decision-making, and logical thinking are strongly emphasizedthrough the continued implementation of the various problem-solving strategies. A range ofmanipulatives are used to enhance students’ abilities to model and explain more complexmathematical situations. 31

G8 MYP Algebra ICourse Length: 1 YearGrades: 7Prerequisite: NoneLanguage of instruction: EnglishTexts: Algebra I Student Edition, Union Ocean Algebra I Practice Workbook, Union Ocean Algebra I Online Edition 1 year, Union OceanStudents will study algebraic concepts and utilize them in order to solve, graph and analyze systemsof equations and inequalities. The student will learn to factor polynomials as well as explore andgraph quadratic and exponential functions. Rational and radical expressions and equations will alsobe discussed. When possible, other fields of mathematics (e.g. geometry, trigonometry andstatistics) will be incorporated into the lesson. A balance of instructional strategies will be used foreach unit. Within each unit, students will be given the opportunity to learn in a variety ofinstructional settings including direct instruction, individual and group investigation, and classroomdiscussion. Different forms of technology, from graphing calculators to manipulatives, will beapplied.G8 MYP GeometryCourse Length: 1 YearGrades: 8Prerequisite: Algebra 1Language of instruction: EnglishText : Geo Student Edition Geo Practice Workbook Geo E-Textbook (Holt McDougal)In Geometry, students will develop reasoning and problem solving skills as they study topics such ascongruence and similarity, and apply properties of lines, triangles, quadrilaterals, and circles. Therewill be a strong emphasis on problem solving using two column proofs to study the relationshipamong parallel lines and transversals, special triangles, quadrilaterals and other polygons, as well ascircles. 32

G9 MYP Geometry (Honors)Course Length: 1 YearGrades: 9Prerequisite: Algebra I, instructor approvalLanguage of instruction: EnglishText : Geo Student Edition Geo Practice Workbook Geo E-Textbook (Holt McDougal)The course will focus on mathematical ways of knowing, basic geometric objects and ideas,parallelism and perpendicularity, congruence, similarity, transformations, right triangles, coordinategeometry, circles, area and volume, and concurrency. The inductive and deductive reasoning skillswill be strengthened. In addition to Euclidean topics the Honors course may include symbolictopology, and non-Euclidean geometries.G10 MYP Algebra IICourse Length: 1 YearGrades: 9Prerequisite: Algebra ILanguage of instruction: EnglishTexts: Algebra 2 Student Edition Algebra 2 Practice Workbook Algebra E-Testbook Holt McDougalStudents will examine further the algebraic concepts covered in Algebra I. Matrices, exponentialand logarithmic functions, conic sections, and rational functions will also be introduced and studiedin depth. Application of these concepts to real world situations will be stressed. A scientificcalculator (such as TI-84) is mandatory.G10 MYP Algebra II (Honors)Course Length: 1 YearGrades: 9Prerequisite: Algebra I, Geometry, Instructor’s approvalLanguage of instruction: English Text : Alg2 Student Edition, Alg 2 Practice Workbook Alg E-Textbook (Holt McDougal) 33

Algebra 2 Honors with Trigonometry is an accelerated math course for highly motivated studentsinterested in mathematics. Topics include the following: systems of equations and inequalities;polynomials; rational functions; exponential and logarithmic functions; conic sections; sequencesand series; data analysis and statistics; trigonometric ratios, graphs, identities, and solving equations.A Ti-84 Plus graphing calculator is required for this course.MYP ArtsLifted from MYP subject brief – ArtsIn MYP arts, students function as artists as well as learners of the arts. Artists have to be curious. Bydeveloping curiosity about themselves, others and the world, students become effective learners,inquirers and creative problem-solvers. Students create, perform and present arts in ways thatengage and convey feelings, experiences and ideas. Through this practice, students acquire newskills and master those developed in prior learning.Arts in the MYP stimulate young imaginations, challenge perceptions, and develop creative andanalytical skills. The course encourages students to understand the context and cultural histories ofartworks, supporting the development of an inquiring and empathetic world view. Arts challenge andenrich personal identity and build awareness of the aesthetic in a real-world context.MYP arts has four objectives of equal importance and value: knowing and understanding;developing skills; thinking creatively; responding. Although the objectives can be addressedseparately to scaffold learning, collectively they enrich teaching and learning of the arts.The aims of MYP arts are to encourage and enable students to: • create and present art • develop skills specific to the discipline • engage in a process of creative exploration and (self-) discovery • make purposeful connections between investigation and practice • understand the relationship between art and its contexts • respond to and reflect on art • deepen their understanding of the world. Each arts objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands with unique descriptors that teachers use to make judgments about students’ work. 34

Criterion A: Knowing Students discover the aesthetics of art forms and are able to analyseand understanding and communicate using specialized language. Students inform their work and artistic perspective using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context.Criterion B: Developing Students develop their artistic ideas to a point of realization by applyingskills their skills. Students make final commitments to their artwork by presenting it to audiences.Criterion C: Thinking Students develop curiosity, and purposefully explore and challengecreatively boundaries. Students explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. They discover their personal signature and realize their artistic identity.Criterion D: Responding Students respond to their world, to their own art and to the art of others. Students must make connections and transfer learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate as well as respond to change.G7 and 8 MYP Visual and Performing ArtsCourse Length: 1 YearGrades: 7 and 8Prerequisite: NoneLanguage of instruction: EnglishFor Grades 7 and 8 Visual Arts, students create, perform and present arts in ways that engage andconvey feelings, experiences and ideas. Through this practice, students acquire new skills andmaster those developed in prior learning. Involvement in the arts encourages students tounderstand the arts in context and the cultural histories of artworks, supporting the development ofan inquiring and empathetic world view while utilizing the elements and principles of design tocreate two and three dimensional works of art. Students will also participate in self and groupcritiques of student and master works of art.For Performing Arts, Students will participate in a vocal music program that provides a variety ofmusical experiences: exposure to music of many cultures, opportunities to listen to music, attendperformances, and acquire a Foundation I music literacy. 35

G9, G10 MYP Fine ArtsCourse Length: 1 YearGrades: 9, 10Prerequisite: NoneLanguage of instruction: EnglishGrade 9- 110 visual arts challenges students to use the skills and techniques acquired in priorlearning to challenge perceptions, solve design problems and further develop creative andanalytical skills. In high school visual arts, students are asked to think and reflect profoundly in theirprocess journal on what influenced them during the process of their creation. Students will alsoreflect based on how their ideas have been developed as well as changes made through thecreating process. Students will create and present art in ways that engage and convey feelings,experiences and ideas. Through this practice, students obtain new skills and master thosedeveloped in prior learning. Student’s involvement in the arts will encourage them to understandthe arts in context and the cultural histories of artworks, supporting the development of an inquiringand empathetic world view while utilizing the elements and principles of design to create two andthree dimensional works of art. During and after the completion of each project, students willparticipate in self and group critiques of student and master works of art.For performing Arts, Students will be able to do following:  Learn to appreciate instrumental and vocal music.  Perform publicly in different settings for large groups of people.  Improve on instrumental/vocal techniques and music reading skills.  Understand and appreciate a variety of musical genres.  Read and write music through the study of music theory.  Have an understanding and appreciation of music history.  Develop skills students can carry into adulthood.MYP DesignLifted from MYP subject brief – DesignDesign, and the resultant development of new technologies, has given rise to profound changes insociety, transforming how we access and process information, adapt our environment, communicatewith others, solve problems, work and live. MYP design challenges students to apply practical andcreative-thinking skills to solve design problems; encourages students to explore the role of design inhistorical and contemporary contexts; and raises students’ awareness of their responsibilities when 36

making design decisions and taking action.MYP design enables students to develop not only practical skills but also strategies for creative andcritical thinkingThe aims of MYP design are to encourage and enable students to:  enjoy the design process, and develop an appreciation of its elegance and power  develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle  use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems  develop an appreciation of the impact of design innovations for life, global society and environments  appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts  develop respect for others’ viewpoints and appreciate alternative solutions to problems  act with integrity and honesty, and take responsibility for their own actions developing effective working practices.Assessment CriteriaEach design objective corresponds to one of four equally weighted assessment criteria. Each criterionhas eight possible achievement levels (1–8), divided into four bands with unique descriptors thatteachers use to make judgments about students’ work. Criterion A: Inquiring Students are presented with a design situation, from which they identify and analyzing a problem that needs to be solved. They analyse the need for a solution and conduct an inquiry into the nature of the problem.Criterion B: Developing Students write a detailed specification, which drives the development of ideas a solution. They present the solution Students plan the creation of the chosen solution, then follow the plan Criterion C: Creating to create a prototype sufficient for testing and evaluation. the solution Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify areas where theCriterion D: Evaluating solution could be improved and explain how their solution will impact on the client or target audience. 37

MYP Physical and Health EducationLifted from MYP subject brief – Physical and Health EducationMYP physical and health education aims to empower students to understand and appreciate thevalue of being physically active while developing the motivation for making healthy and informedlife choices. To this end, physical and health education courses foster the development ofknowledge, skills and attitudes contributing to a balanced and healthy lifestyle.Through physical and health education, students learn to appreciate and respect the ideas ofothers, and develop effective collaboration and communication skills. This subject area also offersmany opportunities to build positive interpersonal relationships that can help students to develop asense of social responsibility and intercultural understanding.The aims of MYP physical and health education are to encourage and enable students to: • use inquiry to explore physical and health education concepts • participate effectively in a variety of contexts • understand the value of physical activity • achieve and maintain a healthy lifestyle • collaborate and communicate effectively • build positive relationships and demonstrate social responsibility • reflect on their learning experiences.Assessment CriteriaEach physical and health education objective corresponds to one of four equally weightedassessment criteria. Each criterion has eight possible achievement levels (1–8), divided into fourbands with unique descriptors that teachers use to make judgments about students’ work. Criterion A: Knowing Students develop knowledge and understanding about health and and understanding physical activity in order to identify and solve problems.Criterion B: Planning for Students through inquiry design, analyse, evaluate and perform a plan in order to improve performance in physical and health education. performance Students develop and apply practical skills, techniques, strategies and Criterion C: Applying movement concepts through their participation in a variety of physical activities. and performing Students enhance their personal and social development, set goals, take responsible action and reflect on their performance and the Criterion D: Reflecting performance of others. and improving performance 38

At KCIS all students are expected to respect and appreciate the differences in others and theirabilities and be willing to enhance and improve their physical skills. Students need to participatewith enthusiasm and sportsmanship to the best of their ability and accept responsibility for theiractions. Physical education activities during middle school will include the following: basketball,baseball, softball, badminton, volleyball, rock climbing, swimming, soccer, and many additionalathletic games and activities. In addition, students are encouraged to build their athletic skills byparticipating in middle school clubs and teams.SwimmingIn swimming class, students learn a variety of strokes according to their swimming ability. Differentcolored swimming caps represent their levels. To best identify a student's ability,The swimming program also includes lifesaving and safety awareness training to assist students inrecognizing dangerous situations for themselves and others in the water, and to equip them with theskills necessary to prevent injury or drowning. The school provides a long-distance swimming test atthe end of each semester.School required Non – MYP Course/sG7 – G10 Communication ArtsCourse Length: 1 YearGrades: 7 - 10Prerequisite: NoneLanguage of instruction: EnglishThe goal of this course is to support the English classes from grade seven (7) to ten(10). Through this course, students will be given more opportunities to develop andmaster the skills of effective communication. It will enable the students to be morearticulate and confident in all forms of communication.ClubsEach semester, students have the opportunity to join one of more than fortydifferent clubs at both the middle and high school levels. Students can choosefrom a wide variety of sporting (basketball, soccer, long-distance running), creative(model-making, digital art, robotics), and personal interest (magic, EFR, yoga)clubs. Clubs run for two periods every other week and are taught by both KangChiao teachers, as well as outside specialist instructors. There is truly a club forevery student's interest at Kang Chiao. 39

Exploration ProgramKCIS middle and high school students are required to participate in the followingactivities before graduating from KCIS:1. He-Huan Range Ascent (Grade 8).2. Swim across Sun Moon Lake (3.3 km) (Grade 9).3. Attend a Cultural Exchange Program Overseas (2 weeks) (Grade 9).4. Climb Jade Mountain (or Jiaming Lake or Cross-Island Hiking), the highest mountain in East Asia (3,952 meters) (Grade 8).5. Swim across Sun Moon Lake (3.3 km) (Grade 9).6. Attend a Cultural Exchange Program Overseas (2 weeks) (Grade 9).7. Cycle around Taiwan (1000 km for 12 days)(Grade 10).8. Summer and winter overseas camps (G7-G11).Students who are unable to participate in these activities due to a health issue orphysical disability must accompany their peers and be involved in recording theevents for the newspaper or videotaping them for KCIS TV NEWS. 40

Work Cited:IB Digital Toolkithttp://www.ibo.org/digital-toolkit/brochures-flyers-and-posters/MYP Subject brief – Artshttp://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_arts_2015.pdfMYP Subject brief – Designhttp://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_design_2015.pdfMYP Individuals and Societieshttp://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_individuals-societies_2015.pdfMYP Subject brief – Language Acquisitionhttp://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_language-acquisition_2015.pdfMYP Subject brief – Language and Literaturehttp://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_language-literature_2015.pdfMYP Subject brief – Mathematicshttp://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_mathematics_2015.pdfMYP Subject brief – Personal Projecthttp://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_personal-project_2015.pdfMYP Subject brief – Physical and Health Educationhttp://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_phys-health-ed_2015.pdfMYP Subject brief – Scienceshttp://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_sciences_-2015.pdfWhat is an IB Education?http://www.ibo.org/globalassets/digital-tookit/brochures/what-is-an-ib-education-en.pdfMYP: From Principles to Practicehttps://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_0_mypxx_guu_1409_2_e&part=1&chapter=1&CFID=2001979&CFTOKEN=65386921&jsessionid=bc3028b728b68b2b59eb6f414a3b31761145 41