MYP Rubrics Guide - South Side Middle School
Rockville Centre Public SchoolsMYP Rubrics Guide2017-2018“A Tradition of Caring.”
Table of ContentsSSMS and the IB/MYPp. 2IB Mission Statementp. 2IB Learner Profile Attributesp. 3SSMS Mission Statementp. 4What is the IB Middle Years Programme?p. 5What does assessment in the MYP look like?p. 5-6What is a Rubric?p. 6What are MYP criterion-related assessments?p. 6MYP Rubrics assessment criteriaArts: Year 1p. 7-11Arts: Year 3p. 11-15Community Project (Year 3 only)p. 16-20Design: Year 1p. 20-25Design: Year 3p. 25-30Individuals and Societies: Year 1p. 30-34Individuals and Societies: Year 3p. 34-38Language Acquisition: Phase 1p. 38-44Language Acquisition: Phase 2p. 44-49Language Acquisition: Phase 3p. 49-55Language Acquisition: Phase 4p. 55-61Language Acquisition: Phase 5p. 61-67Language Acquisition: Phase 6p. 67-73Language and Literature: Year 1p. 73-78Language and Literature: Year 3p. 79-84Mathematics: Year 1p. 85-89Mathematics: Year 1p. 89-93Physical and Health Education: Year 1p. 94-97Physical and Health Education: Year 3p. 98-101Sciences: Year 1p. 102-106Sciences: Year 3p. 107-1101
South Side Middle Schooland theInternational Baccalaureate (IB)Middle Years Programme (MYP)The MYP emphasizes intellectual challenge, encouraging students to make connectionsbetween their studies in traditional subjects and the real world. It fosters the development ofskills for communication, intercultural understanding and global engagement - qualities thatare essential for life in the 21st century.South Side Middle School is an IB World School* offering the Middle Years Programme. IBWorld Schools share a common philosophy: a commitment to high quality, challenging,international education that South Side Middle School believes is important for our students.*Only schools authorized by the IB Organization can offer any of its four academicprogrammes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), theDiploma Programme (DP) or the Career-related Programme (CP). For further informationabout the IB and its programmes, visit http://www.ibo.orgIB Mission StatementThe International Baccalaureate aims to develop inquiring, knowledgeable and caring youngpeople who help to create a better and more peaceful world through interculturalunderstanding and respect.To this end the organization works with school, governments and international organizations todevelop challenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate andlife-long learners who understand that other people, with their differences, can also be right.2
IB Learner Profile AttributesThe aim of all IB programmes is to develop internationally minded people who,recognizing their common humanity and shared guardianship of the planet, help to create abetter and more peaceful world.InquirersThey develop their natural curiosity. They acquire the skills necessary to conduct inquiry and researchand show independence in learning. They actively enjoy learning and this love of learning will besustained throughout their lives.KnowledgeableThey explore concepts, ideas and issues that have local and global significance. In so doing, theyacquire in-depth knowledge and develop understanding across a broad and balanced range ofdisciplines.ThinkersThey exercise initiative in applying thinking skills critically and creatively to recognize and approachcomplex problems, and make reasoned, ethical decisions.CommunicatorsThey understand and express ideas and information confidently and creatively in more than onelanguage and in a variety of modes of communication. They work effectively and willingly incollaboration with others.PrincipledThey act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignityof the individual, groups and communities. They take responsibility for their own actions and theconsequences that accompany them.Open-mindedThey understand and appreciate their own cultures and personal histories, and are open to theperspectives, values and traditions of other individuals and communities. They are accustomed toseeking and evaluating a range of points of view, and are willing to grow from the experience.CaringThey show empathy, compassion and respect towards the needs and feelings of others. They have apersonal commitment to service, and act to make a positive difference to the lives of others and to theenvironment.Risk-takers/CourageousThey approach unfamiliar situations and uncertainty with courage and forethought, and have theindependence of spirit to explore new roles, ideas and strategies. They are brave and articulate indefending their beliefs.BalancedThey understand the importance of intellectual, physical and emotional balance to achieve personalwell-being for themselves and others.ReflectiveThey give thoughtful consideration to their own learning and experience. They are able to assess andunderstand their strengths and limitations in order to support their learning and personaldevelopment.3
South Side Middle SchoolMission StatementSouth Side Middle School is a learning environment that provides students with opportunitiesto move toward the goal of being independent learners and thinkers. Our goal is to provideexperiences to help students understand their unique aptitudes and interests and be able toadjust to their rapidly changing environment, while meeting their unique physical, intellectual,social, and emotional needs.We strive to create a climate that enables students to develop a sense of self-worth, and havecompassion and respect for others by valuing individual differences. We facilitate a caringlearning environment where students feel safe, important and engaged. Our studentsdemonstrate responsible global citizenship, and are cognizant of their place within the schoolcommunity.In this success-oriented environment, we provide opportunities for exploration and risk-taking.The structure of the school day is designed to permit students to reach the standardsestablished by the New York State Board of Regents, while adhering to the Common CoreState Standards and embracing the framework of the IB Middle Years Programme. Our visionis to create life-long learners who seek to attain balance in all that they do.4
What is the IB Middle Years Programme?The MYP is designed for students aged 11-16. It provides a framework of learning thatencourages students to become creative, critical and reflective thinkers. The MYP emphasizesintellectual challenge, encouraging students to make connections between their studies intraditional subjects and the real world. The MYP fosters the development of skills forcommunication, intercultural understandings and global engagement – essential qualities foryoung people who are become global leaders.What does assessment in the MYP look like?The MYP curriculum framework comprises eight subject groups, providing a broad andbalanced education for early adolescents. As an IB World School offering the MYP, South SideMiddle School (SSMS) implements the MYP Year 1-3 model:Year 1 6th gradeYear 2 7th gradeYear 3 8th gradeStudents at SSMS take the following MYP core courses:Arts Art 6 & 7 and Studio in Art 8; Music 6 & 7, Studio in Music 8 and all EnsemblesDesign Home and Careers 6, Technology 7, Creative Living 8, CORE Creative Living 8 andFood Science 8Individuals and Societies Social Studies 6, 7 & 8Language Acquisition French 6, 7 & 8 and Spanish 6, 7 & 8Language and Literature English Language Arts 6, 7 & 8Mathematics Math 6 & 7 and Algebra 8Physical and Health Education Physical Education 6, 7 & 8, Health 7 & 8 and Health Plus 8Sciences Science 6 & 7 and Earth Science 8To measure what students have learned and to monitor their progress, IB teachers use arange of assessment strategies including formative assessments that provide ongoingfeedback that can be used by instructors to develop their teaching and by students to identifytheir strengths and weaknesses, and target areas that need improvement.Teachers use summative assessments which are internationally benchmarked for middleschool students and are criteria-related. This means students are measured against a set ofagreed upon learning outcomes rather than graded on a “bell curve” as in norm-referencedassessments.5
SSMS’s MYP Year 1-3 model uses the prescribed, subject-specific MYP rubricsbenchmarked for Year 1 and 3, the Community Project rubric for Year 3 and Phase 1-3 rubricsfor Language Acquisition. All eighteen MYP rubrics are included in this guide for reference.What is a rubric?A rubric is an instructional document or tool that describes varying levels of quality,from excellent to poor, for a specific assignment. It is usually used with a relatively complexassignment, such as a long-term project, an essay, or a research paper. Its purposes are to givestudents informative feedback about their works in progress and to give detailed evaluationsof their final products.Although the format of an instructional rubric can vary, all rubrics have two features incommon: (1) a list of criteria, or "what counts" in a project or assignment; and (2) gradationsof quality, with descriptions of strong, middling, and problematic student work,(www.ascd.org).What are MYP criterion-related assessments?Criterion-related assessments are used to determine whether each individual studenthas achieved the desired results of a specific skill or concept in a given task or learningscenario through performance. SSMS uses MYP subject-specific assessment which supportsindividual student learning journeys and lends itself to differentiation. SSMS’s assessmentpractices are concerned with finding out how much a student knows before instruction beginsand after it has finished. SSMS is invested in the student’s personal learning journey. SSMSuses MYP year 1 criteria for 6th grade assessments and MYP Year 3 for 8th grade assessments.The assessments for 7th grade (MYP Year 2) are an age-appropriate combination of MYP Year 1and 3 criteria used at the discretion of the subject-area teachers. All 6 Language AcquisitionPhases are used, at the discretion of both French and Spanish teachers. There are four MYPcriteria for each subject. Annually, in every year of SSMS’s MYP model, all four criteria will beaddressed in each subject and all supporting criteria strands will be addressed at least twice.The 8th grade (Year 3) MYP Community Project criteria is also used and can also be found in theSSMS - Community Project Student Guide 2016-2017.SSMS believes in the strength of criterion-related assessments as they encourageindividually meaningful and relevant learning while providing performance feedback. Scoringcan be expressed as a percentage or an achievement level with MYP qualifiers and boundaries.Student achievement is reported for the purpose of informing students and parents ofindividual skill development and how the items presented for evidencing achievementperformance parallel in difficulty.All 21 MYP rubrics, with achievement levels with score qualifiers descriptors, areincluded in this guide.6
Arts assessment criteria: Year 1Arts Art 6, beginning of Art 7; Music 6, beginning of Music 7, 6th grade Ensembles andbeginning of 7th grade EnsemblesCriterion A: Knowing and understandingMaximum: 8At the end of year 1, students should be able to:i. demonstrate awareness of the art form studied, including the use of appropriate languageii. demonstrate awareness of the relationship between the art form and its contextiii. demonstrate awareness of the links between the knowledge acquired and artwork created.AchievementLevel descriptorlevel0The student does not reach a standard described by any of the descriptors below.1–2The student:i. demonstrates limited awareness of the art form studied, including limited use ofappropriate languageii. demonstrates limited awareness of the relationship between the art form and itscontextiii. demonstrates limited awareness of the links between the knowledge acquired andartwork created.3–4The student:i. demonstrates adequate awareness of the art form studied, including adequate use ofappropriate languageii. demonstrates adequate awareness of the relationship between the art form and itscontextiii. demonstrates adequate awareness of the links between the knowledge acquired andartwork created.5–6The student:i. demonstrates substantial awareness of the art form studied, including substantial useof appropriate languageii. demonstrates substantial awareness of the relationship between the art form and its7
contextiii. demonstrates substantial awareness of the links between the knowledge acquired andartwork created.7–8The student:i. demonstrates excellent awareness of the art form studied, including excellent use ofappropriate languageii. demonstrates excellent awareness of the relationship between the art form and itscontextiii. demonstrates excellent awareness of the links between the knowledge acquired andartwork created.Arts assessment criteria: Year 1Criterion B: Developing skillsMaximum: 8At the end of year 1, students should be able to:i. demonstrate the acquisition and development of the skills and techniques of the art form studiedii. demonstrate the application of skills and techniques to create, perform and/or present art.AchievementLevel descriptorlevel0The student does not reach a standard described by any of the descriptors below.1–2The student:i. demonstrates limited acquisition and development of the skills and techniques of theart form studiedii. demonstrates limited application of skills and techniques to create, perform and/orpresent art.3–4The student:i. demonstrates adequate acquisition and development of the skills and techniques of theart form studiedii. demonstrates adequate application of skills and techniques to create, perform and/orpresent art.8
5–6The student:i. demonstrates substantial acquisition and development of the skills and techniques ofthe art form studiedii. demonstrates substantial application of skills and techniques to create, perform and/orpresent art.7–8The student:i. demonstrates excellent acquisition and development of the skills and techniques of theart form studiedii. demonstrates excellent application of skills and techniques to create, perform and/orpresent art.Arts assessment criteria: Year 1Criterion C: Thinking creativelyMaximum: 8At the end of year 1, students should be able to:i. identify an artistic intentionii. identify alternatives and perspectivesiii. demonstrate the exploration of ideas.AchievementLevel descriptorlevel0The student does not reach a standard described by any of the descriptors below.1–2The student:i. identifies a limited artistic intentionii. identifies limited alternatives and perspectivesiii. demonstrates limited exploration of ideas.3–4The student:i. identifies an adequate artistic intentionii. identifies adequate alternatives and perspectivesiii. demonstrates adequate exploration of ideas.5–6The student:9
i. identifies a substantial artistic intentionii. identifies substantial alternatives and perspectivesiii. demonstrates substantial exploration of ideas.7–8The student:i. identifies an excellent artistic intentionii. identifies excellent alternatives and perspectivesiii. demonstrates excellent exploration of ideas .Arts assessment criteria: Year 1Criterion D: RespondingMaximum: 8At the end of year 1, students should be able to:i. identify connections between art forms, art and context, or art and prior learningii. recognize that the world contains inspiration or influence for artiii. evaluate certain elements or principles of artwork.AchievementLevel descriptorlevel0The student does not reach a standard described by any of the descriptors below.1–2The student:i. identifies limited connections between art forms, art and context, or art and priorlearningii. demonstrates limited recognition that the world contains inspiration or influence forartiii. presents a limited evaluation of certain elements of artwork.3–4The student:i. identifies adequate connections between art forms, art and context, or art and priorlearningii. demonstrates adequate recognition that the world contains inspiration or influence forartiii. presents an adequate evaluation of certain elements of artwork.10
5–6The student:i. identifies substantial connections between art forms, art and context, or art and priorlearningii. demonstrates substantial recognition that the world contains inspiration or influencefor artiii. presents a substantial evaluation of certain elements of artwork.7–8The student:i. identifies excellent connections between art forms, art and context, or art and priorlearningii. demonstrates excellent recognition that the world contains inspiration or influence forartiii. presents an excellent evaluation of certain elements or principles of artwork.Arts assessment criteria: Year 3Arts End of Art 7, Studio in Art 8; end of Music 7, end of 7th grade Ensembles, Music Studio 8,8th grade EnsemblesCriterion A: Knowing and understandingMaximum: 8At the end of year 3, students should be able to:i. demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriatelanguageii. demonstrate knowledge of the role of the art form in original or displaced contextsiii. use acquired knowledge to inform their artwork.AchievementLevel descriptorlevel0The student does not reach a standard described by any of the descriptors below.1–2The student:i. demonstrates limited knowledge of the art form studied, including concepts, processes,and limited use of appropriate languageii. demonstrates limited knowledge of the role of the art form in original or displaced11
contextsiii. demonstrates limited use of acquired knowledge to inform his or her artwork.3–4The student:i. demonstrates adequate knowledge of the art form studied, including concepts,processes, and adequate use of appropriate languageii. demonstrates adequate knowledge of the role of the art form in original or displacedcontextsiii. demonstrates adequate use of acquired knowledge to inform his or her artwork.5–6The student:i. demonstrates substantial knowledge of the art form studied, including concepts,processes, and substantial use of appropriate languageii. demonstrates substantial knowledge of the role of the art form in original or displacedcontextsiii. demonstrates substantial use of acquired knowledge to inform his or her artwork.7–8The student:i. demonstrates excellent knowledge of the art form studied, including concepts,processes, and excellent use of appropriate languageii. demonstrates excellent knowledge of the role of the art form in original or displacedcontextsiii. demonstrates excellent use of acquired knowledge to inform his or her artwork.Arts assessment criteria: Year 3Criterion B: Developing skillsMaximum: 8At the end of year 3, students should be able to:i. demonstrate the acquisition and development of the skills and techniques of the art form studiedii. demonstrate the application of skills and techniques to create, perform and/or present art.AchievementLevel descriptorlevel0The student does not reach a standard described by any of the descriptors below.12
1–2The student:i. demonstrates limited acquisition and development of the skills and techniques of theart form studiedii. demonstrates limited application of skills and techniques to create, perform and/orpresent art.3–4The student:i. demonstrates adequate acquisition and development of the skills and techniques of theart form studiedii. demonstrates adequate application of skills and techniques to create, perform and/orpresent art.5–6The student:i. demonstrates substantial acquisition and development of the skills and techniques ofthe art form studiedii. demonstrates substantial application of skills and techniques to create, perform and/orpresent art.7–8The student:i. demonstra
uses MYP year 1 criteria for 6th grade assessments and MYP Year 3 for 8th grade assessments. The assessments for 7th grade (MYP Year 2) are an age-appropriate combination of MYP Year 1 and 3 criteria used at the discretion of the subject-area teachers. All 6 Language Acquisition Phases a
Grade 8 MFL MYP Phase 1/2 MSL MYP Phase 2/3 (G9 - G10 Elective) Grade 9 MFL 3 MYP Phase 2/3 MSL MYP Phase 3/4 G10 Elective MA MYP4 Grade 10 MSL MYP Phase 4 MA MYP5 Grade 11 MSL DP1 IB Language B Mandarin Standard Level MA DP1 Grade 12 Grade 7 MFL MYP Phase 1 MHL MYP Phase 4 MA MYP1/2 MHL MYP Phase 4 MA MYP3 MHL MYP Phase 5 MHL MYP Phase 5 MHL DP1
MYP Language Acquisition (French Level 1) MYP Individuals & Societies (Geography/Chicanx-Latinx Studies or Gender Studies or Ethnic Studies) MYP Sciences (Physical Science) MYP Mathematics (Advanced Algebra) MYP Arts (Beginning Band) MYP Health & Physical Education Schedule Sample 2
Performing or Visual Arts Sports Medicine/Athletic Training. Curricular Choices: 9th & 10th Resources: Classroom teachers MYP coordinator US Administration. 9th Grade Course Selection Arts MYP Music I/II MYP Orchestra I/II Drama I/II Visual Arts: 2 D Design Design MYP Computer Science Introduction MYP Design PLTW Intro to Engineering MYP .
By registering for IB MYP you agree stay in IB MYP for one semester and to abide by: DMHS IB MYP Academic Honesty Policy DMHS IB MYP Inclusion Policy DMHS IB MYP Language Policy IB MYP Assessment Policy Students who exit the program mid-year will be placed in non-honors courses. Non-SUSD courses must be approved by your counselor.
K. International School Tokyo – G7 MYP Curriculum Guide 1 . Grade 7 . Curriculum . MYP . K International School Tokyo . K. International School Tokyo – G7 MYP Curriculum Guide 2 . . KIST MYP Music G7 Detailed Learning Student Outcomes . 36 KIST MYP
What does the MYP offer you in Years 8 and 9? The aim of all IB programmes is to develop internationally minded people who help to create a better and more peaceful world. As a MYP student you will work towards acquiring the learner qualities outlined in the IB Learner Profile. MYP curriculum model Fig. 1 "MYP Curriculum Model."
2) MYP certificate. For students targeting the full MYP certification, the ‘MYP certificate’ is awarded if certain requirements are met, as stated below. Students are eligible for the MYP certificate if the following requirements are met: Students must complete at least 5 e
USING INQUIRY-BASED APPROACHES IN TRADITIONAL PRACTICAL ACTIVITIES Luca Szalay1, Zoltán Tóth2 1Eötvös LorándUniversity, Faculty of Science, Institute of Chemistry, Pázmány Pétersétány1/A, H-1117 Budapest, Hungary, luca@chem.elte.hu 2University of Debrecen, Faculty of Science and Technology, Department of Inorganic and Analytical Chemistry,, Egyetem tér1., H-4010 Debrecen, Hungary,
