MYP Curriculum Handbook Years 7 - 10 2016
MYP Curriculum HandbookYears 7 - 1020161
ContentsINTRODUCTION . 4MIDDLE SCHOOL PHILOSOPHY . 5Introduction . 5Characteristics of Middle School students . 5Developmental needs of Middle School students . 5Objectives of the Middle School. 6THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME (IBMYP) . 7The Middle School Curriculum . 7The International Baccalaureate Middle Years Programme Philosophy . 7The Learner Profile. 7MYP concepts and global contexts . 9Learning Areas . 9Holistic Learning . 10Personal Project . 10Assessment Model . 11Graduation from the IBMYP . 11Monitoring . 11International Baccalaureate Middle Years Programme Grade Rubric . 12LEARNING SUPPORT . 13HEALTH AND SOCIAL EDUCATION . 13YEARS 7 – 10 COURSES AT CONCORDIA COLLEGE 2011 . 14YEAR 7 . 14YEAR 8 . 14YEAR 9 . 15YEAR 10 . 15CHRISTIAN STUDIES . 17MYP ARTS . 21Drama . 21Music . 23Visual Art (and Art Design at Year 10). 26Year 7 Art . 26Year 8 Art . 26Year 9 Art . 26Year 10 Art . 26Year 10 Art Design . 26ASSESSMENT INFORMATION FOR ALL ARTS SUBJECTS . 27MYP Individuals and Societies . 28MYP LANGUAGE & LITERATURE: ENGLISH . 332
MYP MATHEMATICS . 39MYP PHYSICAL EDUCATION . 41MYP SCIENCES . 43MYP TECHNOLOGY . 45Food Technology. 45Design Technology. 47STEM (Engineering Technology) . 48Media Technology . 49SENIOR SCHOOL COURSES . 51SACE SUBJECTS AT CONCORDIA COLLEGEIN 2015 . 52THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IBDP) . 53HEADS OF DEPARTMENT / FACULTY . 543
INTRODUCTIONThe Concordia College MYP Curriculum Handbook provides students and parents with an overview of the Years 7 – 10curriculum at Concordia College. The subjects and their content and the assessment criteria for each learning area areoutlined to assist students (and their parents) to make subject choices where this is required.The Middle Years Programme in Years 7 – 10 prepares students to undertake one of the three pathways for Years 11and 12 students at Concordia : the South Australian Certificate of Education (SACE) Vocational Education and Training (VET) in the SACE International Baccalaureate Diploma Programme.Lists of the current SACE and IB Diploma subjects, from which students are able to choose, follows the information onthe IB Middle Years Programme and subjects. Details about the courses and subjects on offer in Years 11 and 12, areprovided in the Years 11 & 12 Curriculum Handbook, available on request from the College and on the College website.‘Curriculum’ in any school is always ‘a work in progress’. Changes are made as the result of a number of factors whichinclude student, parent and teacher reflections, formal school evaluations and government accountability requirements.The IBMYP at Concordia College is regularly reviewed and evaluated, and currently work is proceeding on aligningcourse content with the Australian Curriculum. Thus the information in the MYP Curriculum Handbook is correct at thetime of writing, but changes and adjustments will be made as this work is carried out and when teachers review coursesat the end of the academic year. Any major changes will be communicated to students and parents at thecommencement of the new school year.At Year 10 level, all students at Concordia College undertake the compulsory SACE Stage 1 subject, the PersonalLearning Plan (PLP), as a key component of the Year 10 Pastoral Care Program. The PLP helps students plan for theirfuture by helping them to: make informed decisions about the subjects they will study in Years 11 and 12, and any course outside ofschool decide on possible career choices and ideas for community service discover how best to prepare for their career options and other goals.Further information about the PLP is in this handbook under the heading ‘Senior School Courses’.As indicated above, the Concordia College MYP Curriculum Handbook provides a curriculum overview. Any questions orrequests for further information can be directed to the people listed below. More detailed information about particularsubjects is available from subject teachers and Heads of Department and Heads of Faculty. A list of the names of theHeads of Department and Heads of Faculty can be found on the last page of this handbook.Mr Will MeadMiddle Years Learning LeaderMs Emily JohnsonMYP CoordinatorMrs Briony CarmanHead of Middle SchoolMr Adrian FrancisDirector of Student Learning4
MIDDLE SCHOOL PHILOSOPHYIntroductionConcordia College is a coeducational school of the Lutheran Church of Australia, SA District. The Mission Statementaffirms the basis for all that is valued and undertaken at Concordia:Our mission is to provide a vibrant education, rich in opportunities, delivered within acaring, supportive environment and informed by the gospel of Jesus. Our learningcommunity connects people, ideas and experiences allowing us to strive confidently toengage, achieve and serve.It is within this context that the Middle School philosophy statement has been developed. The Middle School atConcordia College currently consists of Years 7–9 for pastoral care. The International Baccalaureate Middle YearsProgramme (IBMYP) is the curriculum framework for Years 7 – 10. Year 10 is seen as a transition year from MiddleSchool to Senior School.This philosophy statement is intended to: clarify key characteristics and developmental needs of Middle School studentsenunciate key objectives of the Middle School at Concordia College for helping to meet the students’needsinform practices and procedures at Concordia College for the future.Characteristics of Middle School studentsWhile varying greatly as individuals, students at the Middle School level are generally: in an adolescent phase in their lives (11–15 years of age)coming from a diverse background, whether in regard to ethnicity, culture, religion, social strata, oreducational or financial backgroundshowing varying interests, abilities and learning stylesstill growing in their ability to think abstractly and reflectivelygoing through a time of considerable physical and emotional change and sexual developmentexploring who they are and what they can do, and continuing to develop a sense of personal and groupidentitybeginning to question issues relating to their faithwanting to be acknowledged as adults while still frequently displaying child-like behavioursvaluing a stable and secure environment while at the same time, growing towards increasingindependencechallenging previously accepted values in order to personalise themestablishing and maintaining relationships with significant adults who can act as role models and mentorsfeeling strong pressures to belong and conform to peer groupsdeveloping self-confidence through participation in significant events and gaining success through thisinvolvementbeginning to think about what they might be and do in the futureDevelopmental needs of Middle School studentsWithin the context of the Middle School environment of Concordia College, the students need to: grow in understanding of Christian belief within the framework of a college of the Lutheran Church ofAustraliahave opportunities to develop their faith in Godexperience with the Concordia community a meaningful regular worship program including chapel servicesexperience a dynamic Christian Studies curriculumdevelop a core of moral and social values based on our Christian beliefs and traditions, especially asdeveloped in their Christian Studies and worship programsbe exposed to a broad range of learning activities5
develop literacy, numeracy, higher order thinking, and Information and Communication Technologies (ICT)skills, and acquire a range of lifelong learning skillsdevelop into independent learners through an understanding of their own learning styles (and ofappropriate strategies)demonstrate and give evidence of their learning through diverse assessment methodswork collaboratively with a range of people in school and in the broader community, valuing others andrespecting their rightsbegin to become flexible, creative, active and responsible citizens in a rapidly changing Australian andglobal societygain skills required for future contextsmaintain mental health and physical fitnessbe accepted and appreciated as individuals developing into adulthooddevelop a sense of self-worth along with an increasing sense of care, respect, justice and concern for theneeds of othersObjectives of the Middle SchoolIn response to the characteristics and needs of the adolescents, the Middle School will endeavour to: encourage spiritual growth and Christian faith developmentprovide a safe setting to support social and emotional growthsupport students through their various stages of learningprovide a safe and structured environment while allowing students to be adventurous in developing theirlearning and knowledgedevelop independent and collaborative learning skills in all studentsencourage all students to succeed – whether in the classroom, in extra-curricular activities or within thebroader community and workplaceprovide effective pastoral carefoster the development of positive and respectful relationships between students, as maturing adolescents,and their teachers, parents and peersprovide students with significant opportunities to develop relationships with staff who have responsibility fortheir learning and welfareprovide for an increasing diversity of subject areas and specialist teaching within the framework of a broadliberal educationprovide flexible timetabling that supports the requirements and enhances the outcomes of MiddleSchoolingprovide authentic interdisciplinary learning experiencesprovide a variety of pedagogical methodologies to suit the developmental needs of studentsprovide informative guidelines to students to allow them to understand the connection betweenassessment and learninguse a variety of assessment tools to assess student learningrespond to students’ differing needs, aspirations and backgrounds, including those of Indigenous andoverseas studentsprovide support for students who have academic, social, spiritual or emotional needsprovide support programs such as the Gifted and Talented Program and Outdoor Educationencourage students to extend their knowledge, explore attitudes and values, and develop ethics of caringfor themselves, others and our worldensure that issues of gender, sexuality, culture, disability, race and socioeconomic status are addressedopenly and equitablyensure that clear and coherent behaviour management strategies, which retain a degree of flexibility andwhich reflect God’s forgiving love, are usedencourage students to continue to develop their leadership skills and provide opportunity for meaningfulstudent leadershipoffer opportunity and encouragement for students to participate in co-curricular and extra-curricularactivities and community involvement programs to develop independence, responsibility, physical andmental wellbeing and resilience6
THE INTERNATIONAL BACCALAUREATE MIDDLE YEARSPROGRAMME (IBMYP)The Middle School CurriculumThe Concordia College Middle School Curriculum incorporates the International Baccalaureate Middle Years Programme(IBMYP). The IBMYP determines the range of subjects offered and the assessment scheme used to monitor and reportstudent achievement.The International Baccalaureate Middle Years Programme PhilosophyBased on the central premise “ that education can foster understanding among young people around the world toenable future generations to live more peacefully and productively than we do today”, the International BaccalaureateMiddle Years Programme is a five-year program, from Years 6-10, that provides the flexible curriculum and assessmentframework for learning and teaching in our Middle School. Partnering the faith values and spiritual ethos of our Christiancommunity, the IBMYP allows and encourages our teachers and our students to look beyond the self and localcommunity to the global and universal issues and challenges facing all people – now and in the future. The IBMYPpromotes the centrality of the student to the learning experience, the exploration of international-mindedness, and thesense of promoting global peace, understanding, service and community.The Learner ProfileThe learner profile is the IBO mission statement translated into a set of learning outcomes for the 21st century and theattributes and descriptors of the learner profile define the type of learner the IBO hopes to develop through its programs.Because IB programs promote the education of the whole person, emphasizing intellectual, personal, emotional andsocial growth through all domains of knowledge, the learner profile is a profile of the whole person as a lifelong learnerand therefore it is applicable to all students and adults involved in the IB programs.The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity andshared guardianship of the planet, help to create a better and more peaceful world.As IB learners we strive to be:InquirersWe nurture our curiosity, developing skills for inquiry and research. We know how tolearn independently and with others. We learn with enthusiasm and sustain our loveof learning throughout life.KnowledgeableWe develop and use conceptual understanding, exploring knowledge across a rangeof disciplines. We engage with issues and ideas that have local and globalsignificance.ThinkersWe use critical and creative thinking skills to analyse and take responsible action oncomplex problems. We exercise initiative in making reasoned, ethical decisions.CommunicatorsWe express ourselves confidently and creatively in more than one language and inmany ways. We collaborate effectively , listening carefully to the perspectives of otherindividuals and groups .PrincipledWe act with integrity and honesty, with a strong sense of fairness and justice, andwith respect for the dignity and rights of people everywhere. We take responsibility forour actions and their consequences.Open-mindedWe critically appreciate our own cultures and personal histories, as well as the valuesand traditions of others. We seek and evaluate a range of points of view, and we arewilling to grow from the experience.CaringWe show empathy, compassion and respect. We have a commitment to service, andwe act to make a positive difference in the lives of others and in the world around us.7
Risk-takersWe approach uncertainty with forethought and determination; we work independentlyand cooperatively to explore new ideas and innovative strategies. We are resourcefuland resilient in the face of challenges and change.BalancedWe understand the importance of balancing different aspects of our lives intellectual, physical and emotional - to achieve well-being for ourselves and others.We recognize our interdependence with other people and with the world in which welive.ReflectiveWe thoughtfully consider the world and our own ideas and experience. We work tounderstand our strengths and weaknesses in order to support our learning andpersonal development.8
MYP concepts and global contextsThe International Baccalaureate values conceptual understanding as a significant and enduring goal for teaching andlearning in all IB programmes. In all subjects students explore concepts to demonstrate levels of thinking that reachbeyond facts or topics. Key concepts provide broad, organizing and powerful ideas that have relevance within andacross subjects and disciplines. Related concepts are grounded in disciplines and provide depth and focus to subjectspecific content. Global contexts provide a common language and more concrete perspectives for teaching and learning.Key onnectionsCreativityCultureDevelopmentFormGlobal ime, place and spaceSystemsGlobal contexts:Identities and relationshipsOrientation in space and timePersonal and cultural expressionScientific and technical innovationGlobalization and sustainabilityFairness and developmentLearning AreasThe International Baccalaureate curriculum is developed from the Areas of Interaction and put into practice through eightLearning Areas. These are:ArtsIndividuals and societiesLanguage and literatureLanguage acquisitionMathematicsPhysicaland Health EducationSciencesDesignIn each year of the IBMYP, students study a subject from each of the Learning Areas. We also require our students tostudy a ninth Learning Area – Christian Studies – reflecting our Lutheran heritage and Christian ethos.Please refer to the tables on pages 13 and 14 for the subjects studied in each Learning Area.The nine Areas of Learning of the Concordia College Middle School Curriculum challenge teachers and students toexplore specific knowledge and skills, while developing higher order thinking skills, and the ability to identify connectionsbetween what is being studied and how it can be applied within the immediate and wider world context.Embedded within the nine Areas of Learning are the expectation and course planning that students will developsignificant Information and Communication Technology skills through their learning experiences.9
Holistic LearningThe IBMYP is designed to encourage students and teachers to explore an holistic view of learning. Not only do ourstudents investigate and acquire knowledge and skills from traditional and specific subject disciplines, they are alsoexpected to combine what they have learned in addressing questions and solving problems that cross the disciplines.Interdisciplinary activities are created when two or more subject teachers agree to combine student learning on acommon theme. For example, a Science teacher and a Geography teacher might have shared students looking at ToxicWaste Management as a topic. The students would do work for Science and for Geography, sharing common resourcesand activities, but the final assessment of completed tasks would not be shared. The students would receive aGeography result and a Science result.At the integrated level of study, a unit assumes a unique identity. For example, when our Year 8 students undertake aninvestigation of the Unley community, or our Year 9 students investigate the Adelaide Central Business District, they donot study English or Technology or Physical Education or Mathematics as discrete subjects; nor do they simply shareresources and activities while doing their Science or German study. They combine all of the areas of learning and focusdirectly on the investigation.We offer a range of interdisciplinary and integrated units throughout the Middle Years Programme that complement eachother and culminate in the Personal Project in the final year. Interdisciplinary and integrated units generally focus on atleast one Key Concept and one Global Context and include developing investigative, independent study andcommunication skills.YearExamples of Units7Water in the worldNational Identity / Canberra Trip8Hindmarsh Island CampUnley experience9Mt CrawfordCampCity Week10Personal ProjectPersonal ProjectIn the final year of the IBMYP (Year 10), Concordia students complete the Personal Project, a major work that is a directreflection of their level of learning independence and consolidation prior and subject-specific learning through an area ofpersonal interest. . The Personal Project is introduced in Term 4 of Year 9 and submitted early in Term 3 in Year 10,allowing around eight months to be used for development and completion. The advice to students and parents is forstudents to commit up to around 25 hours in that time to the entire project.The Personal Project fulfils two roles. First, it is a celebration of the student’s skills and knowledge and passion – aculmination of ten years of schooling and up to 4 years in the IBMYP. Second, it is a significant step towards SeniorSchool because it requires the students to use research, application and evaluation skills essential to independentSenior School study.Each student is assigned an adult supervisor whose roles are to guide the student with advice and encouragement andmark the Written Statement. Students are expected to keep a process journal recording their progress, their successesand failures, their research and learning, and their interactions with people associated with the project. They must draftand publish a Written Statement detailing the entire process they have undertaken, explaining and reflecting upon andevaluating their learning experiences throughout the project.10
Assessment ModelIBMYP Criterion-related AssessmentThe learning success of Middle School students is measured against a criterion-related assessment system developedby the International Baccalaureate Organisation. Each subject, interdisciplinary unit and projects within the MYP has aset of criteria used to measure student success.When teachers design activities for assessing student performance, they are required to establish clear links betweenthe activities and the criteria being used to measure success. Not all criteria have to be measured in every activity. Someactivities may measure just one criterion while others might measure all criteria. When the teacher assesses studentwork from the activities he/she checks the quality of the work against the criteria to see which descriptor BEST describesthe student’s degree of success. If ALL of the elements in a descriptor are evident in the student’s work, that descriptor isapplied. The teacher will also read the descriptors above and below the one they feel best describes the success of thestudent work to double-check that the chosen descriptor gives the BEST fit.MYP grades from 1 to 7 are determined by applying a ‘formula’ that considers the student’s most consistent results ineach criterion. All MYP grades have descriptors and it is the descriptors that the teacher must consult to determine thestudent’s overall level of success in a course. The numbers are a code system and the code points the teacher to themost likely grade that best describes the student’s success.The 1-7 grading system is not a pass-fail approach to measuring student progress. Instead, each grade represents ameasure of the success students make in courses. Even a 1 grade indicates a limited level of successful progress.Conversely, a 7 grade represents an exceptionally high level of success, surpassing perhaps even the teacher’sexpectations of any student studying in that year level or that course. A 7 is not meant to be impossible to achieve in acourse, but 7s are awarded for exceptional levels of success.Formative and summative assessmentTasks completed by students are considered either formative or summative and are assessed accordingly. Formativetasks are considered to be important for developing student knowledge and skills. These tasks do not necessarilycontribute to a student’s grade within a course, but they do allow the student and the teacher significant opportunities toreflect upon the learning completed and still required. Formative tasks and formative assessment are ongoing throughoutthe student’s learning journey.Summative assessment represents the teacher’s judgments of the standard of a student’s work against courseobjectives at selected points in time – usually the completion of tasks, units, terms, semesters or courses. Summativetasks directly contribute to a student’s grades in subjects. It is expected that students will complete all summative tasksand adhere to deadlines set for their completion.Graduation from the IBMYPGraduation from the IBMYP curriculum occurs at the completion of Year 10. In addition to the usual Semester 2 report,students will receive a Concordia certificate acknowledging their completion of the IBMYP and summarising theirachievements.MonitoringConcordia College prides itself on its highly effective and rigorous delivery of the International Baccalaureate MiddleYears Programme and has successfully undergone two five year Evaluations by the IB. As well as the formalEvaluations, subjects and learning areas also have the opportunity to undertake the IBMYP Monitoring process. Thisinvolves teachers sending samples of units of study taught, assessment plans and student work to external IBMYPexperts for feedback. The Monitoring process is intended to provide support and guidance in the implementation anddevelopment of the IBMYP, particularly with regard to internal assessment procedures and practices, and uses theexpertise of trained moderators and experienced IBMYP subject specialists.The reports to schools cover such matters as: Are the tasks set appropriate to the subject objectives and assessment criteria? Are all assessment criteria addressed fully? Do the tasks set allow stude
Middle Years Programme is a five-year program, from Years 6-10, that provides the flexible curriculum and assessment framework for learning and teaching in our Middle School. Partner
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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."
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.
The MYP is a five-year programme, which can be implemented in several abbreviated (two, three or four year) formats. At Ambassador International Academy students have a choice and may take the MYP as Year 1 - 3 or as Year 1 - 5, depending on whether they opt for MYP in Grades 6 - 10 or MYP in Grades 6 - 8 and IGCSEs in Grades 9 and 10. School Day
Middle Years Program (MYP) at Williams Middle School and in the ninth and tenth grades at . MYP Life Science MYP Integrated Science MYP Theatre Arts 1 (one semester) MYP Visual Arts 1 (one semester) . The book should have been read during this school year. a. Imagine what it would be like
