Years 8 And 9 ISH MYP GUIDE 2018 - 2019

Summative workThe levels of achievement awarded for summative work will count towards determining the reportgrade. Students must hand in their summative work by the deadline (on time) otherwise they will begiven a zero (0).All MYP summative work is assessed against prescribed criteria. If work is not handed in by thedeadline, a zero will be awarded for each criterion assessed. This is the lowest achievement level fora criterion when a student does not reach a standard described by any of the descriptors from 1 to 8(8 being the maximum a student could achieve). In order to determine an appropriate report gradethe teachers analyse the achievement levels given over the half-year or year period. The zeros thathave been given for summative assessments are taken into account and more than one zero willlower the final achievement level and the overall grade for that particular report. In cases where acriterion has only been assessed once in a reporting period a single zero will lower the overall reportgrade. In the event of exceptional or unforeseen circumstances e.g. illness, family bereavement, specialnational/family celebration, or other valid reasons, the teacher will give a second deadline. Thestudent must inform the teacher of the situation as soon as he/she realises that the originaldeadline cannot be met. If the work is not handed in by the second deadline, the zero received for the first deadline willstand. The teacher will enter the zero/s for the missed work on ManageBac and add a comment toexplain that the work was not handed in by the deadline. Students are expected to complete summative work that was not handed in by the deadline,and for which they received a zero. The teacher may request that the missed work is completedin a Catch-up Study Afternoon (CSA). The teacher will mark the work and record the result as aformative piece of work. Summative assessment tasks done in class, such as tests, cannot be late. If the student’s absenceis excused, he/she will be given an opportunity to do the same or a similar task upon return toschool. However, if the absence is unexcused a zero will be given for the task. The student willstill be required to do the task or a similar task upon return to school and the result received willbe recorded as a formative piece of work. The teacher will email the parent and cc the mentor and Year Leader if a student repeatedlymisses deadlines. Disciplinary measures will be taken according to the school’s disciplinaryprocedures.Formative Work Students are also expected to meet deadlines for formative pieces of work. If a studentrepeatedly misses deadlines the teacher will apply disciplinary measures according to theschool’s disciplinary procedures.The International School of The Hague, ISH MYP Guide (Years 8 & 9), August 2018 – page 9

What is the school’s policy on Academic Integrity? (For the full text of the school’sAcademic Integrity Policy please refer to the school website, http://www.ishthehague.nl/)Being a community based on integrity is part of our school’s mission and philosophy. Students of allages are, therefore, expected to maintain the highest standards of honesty in their academic workand must avoid any form of malpractice.Academic integrity refers to the use of one's own thoughts and materials in the writing of papers,taking of tests, and other classroom related activities. Students are expected to give full credit forusing others’ ideas, words or work or indeed work the student has previously submitted.Responsibility of Parents and GuardiansParents and guardians are aware of the school’s Academic Integrity Policy through the schoolwebsite.Parents and guardians should encourage their children to plan their assignments so that they meetthe deadlines and submit work that is in accordance with the school’s academic integrity policy.Parents and guardians can support their children by helping them with their time management butthey must not do the work for them.Consequences of academic misconductAcademic misconduct will have serious consequences for students of all ages.A record of student misconduct will be kept centrally and consequences will be more severe forrepeated offences across subjects.When lack of academic integrity is suspected, students will be interviewed by the teacher and thesubject coordinator in an attempt to determine whether the transgression was inadvertent ordeliberate. If it was inadvertent, the student may be counseled and will be allowed to revise thework as appropriate. If it was a deliberate act of dishonesty, the following procedure applies in thecase of summative assessments.Teachers will use their professional judgment in dealing with cases of dishonesty in non-summativeassignments and in finding the right balance between supporting English language learners andsanctioning inappropriate practices.Cheating in exams, tests or other summative assessmentsSchool-internal tests or other summative assessmentsFirst offence: The teacher or invigilator reports the academic misconduct to the Year Leader, who informs theparents.The student is given a Year Leader detention.The work is given a zero.The International School of The Hague, ISH MYP Guide (Years 8 & 9), August 2018 – page 10

Repeated offence: The Year Leader informs the parents and invites them to a meeting to discuss the importance ofacademic integrity and the consequences of repeated academic misconduct. The followingparties will attend: the student, the student’s parents/ guardians and the Year Leader.The student is given a Year Leader detention.The work is given a zero.If a student repeats an act of academic misconduct more than twice, this will lead to moresevere measures including suspension.Collusion and disclosing information about an exam or test to peers Year leader detention: parents/guardians will be informed of this consequence.If an issue is repeated, especially with regard to the neglect of academic responsibilities, the YearLeader / Assistant Year Leader has different tools (such as putting a student on report) tomonitor the progress of these students.Year Leaders will also involve other support where necessary for example from Learning Supportand Counselling.Plagiarism and duplication of work: School-internal summative assessments, Years 8 - 13First offence: The teacher reports the academic misconduct to the Year Leader and also informs the mentor.The teacher should provide a copy of the assignment and the sources where it was copied from(e.g. TurnItIn originality report) which can be used as evidence and shown to parents.The Year Leader informs the parents and invites the student to a meeting to discuss theimportance of academic integrity and the consequences of academic misconduct.The student will be required to re-do the work or complete an alternate assessment withhonesty and integrity; this has the purpose of providing accurate evidence of the student’sachievement. The student will complete the work under supervision (CSA/ DP study lab/ CPstudy lab). The teacher will mark the work and provide feedback, and give a summativegrade/level of achievement for the assessment.Repeated offence: The teacher reports the academic misconduct to the Year Leader and also informs the mentor.The teacher should provide a copy of the assignment and the sources where it was copied from(e.g. TurnItIn originality report) which can be used as evidence and shown to parents.The Year Leader informs the parents and invites them to a meeting to discuss the importance ofacademic integrity and the consequences of repeated academic misconduct. The followingparties will attend: the student, the student’s parents/ guardians and the Year Leader.The student will receive a 0 grade for the assessment.The student will serve a Year Leader detention and will be required to write a paper on thesubject of academic ethics and integrity.The student will be required to re-do the work or complete an alternate assessment withhonesty and integrity; this has the purpose of providing accurate evidence of the student’sachievement. The student will complete the work under supervision (CSA/ DP study lab/ CPstudy lab). The teacher will mark the work formatively and provide feedback.If a student repeats an act of academic misconduct more than twice, this will lead to moresevere measures including suspension.The International School of The Hague, ISH MYP Guide (Years 8 & 9), August 2018 – page 11

Requirements for Service as ActionAt ISH we not only want students to do well in their studies, we also want them to becomeresponsible and caring citizens. As an IB school, we embrace the mission statement of the IB, whichstrives to develop “caring young people who help to create a better and more peaceful worldthrough intercultural understanding and respect.” To support the achievement of this aim ISHrequires all students to participate in Service as Action (SA) programme as established by the IBMYP.Students should strive to find a variety of SA activities in order to broaden their horizons. The idea isto find a way to help others, especially someone who is less fortunate than they are. It is an act thatstresses the idea that it is better to give than receive. Helping the environment or a community isSA. Activities that support local, state, regional, and international activities are also encouraged.All students in Years 7 -11 are required to participate in approved SA activities and to reflect on theirexperience using the online journal. Mentors will guide the students in choosing the mostappropriate activities and will monitor their performance.What is Service as Action?Service is an unpaid and voluntary exchange that has a learning benefit for you as a student. In orderfor learning and development to occur SA should involve: authentic, purposeful activities, that meet the outcomes established by the MYP reflections on the outcomes and personal learning commitmentWhat is NOT Service as Action? Any activity in which you receive a tangible benefit such as a school award or payment is not SA. All forms of duty within the family or family friends cannot be used for Service and Action. (e.g.mowing the lawn, making dinner, babysitting, cleaning, gardening, pet-sitting, grocery shopping,etc.)Why are reflections important?Reflection is an essential component of the SA requirement. It helps you to become more aware ofthe needs of the community, your responsibilities and the contributions that you can make to helpto create a better and more peaceful world. The SA MYP Reflection should be filled out once theactivity is completed. You will do your reflections in your online journal in ManageBac.What are the Learning Outcomes for Service as Action?Before taking on a SA activity, you should consider whether through the activity you would achievethe Learning Outcomes listed below:§ This activity is a new challenge for me§ This activity allows me to work collaboratively with others§ This activity requires my perseverance and long term commitment§ This activity allows me to develop new skills§ I can connect this skill to my academic learningWhat are the requirements for Service as Action Learning Activities?Students are required to complete all outcomes through:§ two long-term activities (Long term is defined as an activity that lasts longer than a month andrequires commitment from the students.)§ two school-run activities (A list of suitable learning activities will be provided to all students.)The International School of The Hague, ISH MYP Guide (Years 8 & 9), August 2018 – page 12

§§reflections for the four activities in which you demonstrate that the learning outcomes havebeen metproviding supervisor reviews for all four activitiesWhat are the grade boundaries for Service as Action?In order for you to successfully complete the SA requirements all of the learning outcomes must beachieved through the activities and reflected on over the course of the year. You should meet alllearning outcomes by the end of the school year. You will receive a Complete or Incomplete as agrade on your report card. Outstanding Service will be recognized during Award Ceremonies inSchool.How can students fulfil their activities?Activities offered through the school programme provide opportunities for you to meet the SArequirements as they involve students working in groups/communities for a common goal.Involvement in groups outside the school is also encouraged as worthwhile activities that suit the SAprogramme.How many reflections do students need to write?All students need to complete reflections for their activities. For each long-term activity studentswill need to complete two reflections, one reflection at the beginning of the activity and the otherwhen the activity has been completed. For each short-term activity students need to complete onereflection.What type of Activities are students allowed to do? What constitutes an Activity?You need to have Four completely different activities, at least two long-term activities and twoschool-run activities.Long-Term Activities are classified in groups. Here are examples of Long Term Activities and howthey are grouped.§ Sports (inside or outside School)MUN- all MUN events are consider ONE Activity (Thimun, HagaMun, Demun, MiniMUN, MunISHetc.)Music (trombone, Piano, Orchestra, Musical recitals- Inside or outside schoolHungry Mind Activities (all activities done within the Hungry Mind centre are considered ONElong-term activity- Students need to commit to at least six events done at the Hungry Mind)Primary Mother Tongue VolunteerStudent CouncilGIN (all initiatives that go within GIN are considered ONE activity: Silverback Engineering,FeminISH, Greening of the ISH, Build Africa, etc.Helping Handicap Children at Stables (Madurodam)School-Run Activities are: School PicnicTEDxInternational DayPrimary Halloween PartySpring FairPhilosophy ClubFrench BazaarCharity CardsThe International School of The Hague, ISH MYP Guide (Years 8 & 9), August 2018 – page 13

Shoe BOX Charity ProjectInternational MorningHelper of the Month for a Mentor or TeacherOTHERSThis list of activities will be continuously updated on the ISH SA page, on the ISH VIVES Google docsand in ManageBac.NOTE: All fundraising events (such as bake sales, sushi sales, soap sales, etc.) should be categorizedunder the activity that you are raising funds for: e.g. School for Girls in India (all things done towardsthis activity are going to be categorized under the Main activity - Soap sale, drive sale, etc.)Why am I not allowed to just write Bake Sale as an activity?We want to encourage participation and reduce the amount of reflections you are writing; this canonly be done if you group the activities into the main events or categories they correspond to.What steps do you need to follow to earn your Service as Action? Before you start an activity you must first receive approval. Complete the form located on the Service as Action ManageBac page. It is important tocomplete this form as detailed as possible as this will make the approval phase faster. If theevent takes place during a school vacation, email the Service as Action coordinator, Mrs.Lirad.lira@ishthehague.nl for approval. Note: Approval on ManageBac does not mean you have been enrolled in the activity. It justmeans that the activity has been approved as a Service as Action activity. In order to sign up foran activity you need to make sure you follow the instructions sent to you by e-mail or via Serviceas Action board area. For short term activities as once the activity is complete students need to write 1 reflection,for long term activities students should write 2 reflections one at the beginning of the activityand one almost at the end or at the end in ManageBac. This step is perhaps the most importantone. The aim of Service as Action is to help you to develop into compassionate, concernedglobal citizens, and the reflection questions are meant to prompt thoughtfulness as well asgetting you to think about your own strengths and limitations. Please note: Family members and close relatives may not be your Service as Action supervisor.The International School of The Hague, ISH MYP Guide (Years 8 & 9), August 2018 – page 14

What does ATL mean for you?Fig. 3 “MYP Curriculum Model.” IB Programmes,www.ibo.org/programmes/. Accessed 18 June 2018.When you look at the diagram of the MYP, you willsee that there are students at its centre. After all,you are what we are all about as a school. As aschool, we want to help you learn many differentthings: how to speak a new language or play a newsport, why Napoleon died on an island or why milkturns sour. You will be studying different things indifferent subjects, but all of them will have one goalin common: for you to ‘learn how to learn’.In your subjects and through your mentor lessons, you will find one of the most importantApproaches to Learning is developing your organisational skills:1.2.3.4.5.6.7.Plan your day so you can go to your locker at break and lunch times, not between lessons.Arrive on time and have your materials ready at the start of each lesson.Keep tidy binders with class notes, handouts and homework.Make sure you can hand in your work on time (we have a Late Work Protocol).Make sure your homework and assignments are neat (we have guidelines for this).Record all homework and assignments in your agenda for the date they are due.Leave the classroom tidy at the end of each lesson, ready for a new class.Your teacher is responsible for your class, but you are responsible for your own learning. You areresponsible for developing approaches that work for you and with others. Through individual andgroup work, you will get a chance to work on techniques that allow you to be successful on your ownand in a team. You will focus on the following ATL skills: Communication, e.g. expressing your ideas clearly, listening carefully to othersSocial skills, e.g. working in a group, encouraging contributions from othersSelf-management, e.g. overcoming anger, looking at what you and others have done wellResearch, e.g. looking up information, putting together a bibliographyThinking, e.g. brainstorming new ideas, coming up with a solution for a problemA final aspect of ATL is that you must make sure you hand in and present your own work, not copiedfrom anybody or anywhere else and not created with the help of people who were not meant tohelp you (we have a policy on Academic Honesty).For more information on Approaches to Learning and ideas for improving your ATL skills, go to theATL Students group space on the ISH website.The International School of The Hague, ISH MYP Guide (Years 8 & 9), August 2018 – page 15

How should you present your work?Unless your teacher advises you otherwise, please follow the guidelines below.Hand written work On A4 paperYour name and mentor group on the leftYour teacher’s name on the rightThe date under the teacher’s name on the rightA titleA margin on the leftHand-written work in dark blue or black inkAn indentation or skipped line for each new paragraphPages are numbered if more than one pageDigital or printed copy Your name and mentor group on the leftYour teacher’s name on the rightThe date under the t

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."