1

CONTENTS

What is the MYP? ...........................................................................................................................................................2

The MYP Curriculum Model ..........................................................................................................................................2

What will you study? ......................................................................................................................................................3

Units, concepts and contexts .......................................................................................................................................3

Concepts: What is a concept? .....................................................................................................................................4

Contexts: What are global contexts? ...........................................................................................................................5

Inquiry Based ..................................................................................................................................................................6

Approaches to Learning ..................................................................................................................................................7

Assessments ....................................................................................................................................................................8

Types & Purposes of Assessment ...............................................................................................................................9

Task specific rubrics ...................................................................................................................................................9

e-Assessment and the MYP Certificate ....................................................................................................................10

Personal project .........................................................................................................................................................10

Action as Service ..........................................................................................................................................................11

ManageBac ...................................................................................................................................................................11

Reporting and Reflecting ..............................................................................................................................................12

Organisational Skills .................................................................................................................................................12

Collaborative Skills ...................................................................................................................................................13

Affective Skills .........................................................................................................................................................14

Referencing and Citation of Sources at ISU .................................................................................................................15

ISU IBMYP Referencing Curriculum Grade 6 –10 ..................................................................................................15

Equipment Lists ............................................................................................................................................................16

Who You Can Contact ..................................................................................................................................................17

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WHAT IS THE MYP?

The MYP is the International Baccalaureate (IB)’s Middle Years Programme. It is for students aged 11-16, in grades 6-10 and sits in between the PYP and DP. The IB describe the programme as “a challenging framework that encourages students to make practical connections between their studies and the real world” (International Baccalaureate). In this section we will describe the key components of the curriculum using the curriculum model.

THE MYP CURRICULUM MODEL

The MYP curriculum is modelled using the wheel on the right

• By studying under the MYP system we aim to make you international minded. “The internationally minded person takes action through discussion and collaboration to help build a better and peaceful world”

• You will study 8 subjects from the groups listed in the wheel.

• Action as Service is a core component of the programme. It is expected that you get involved in activities that make a difference in your own or others’ lives. The Personal Project is a big project that is completed by Grade 10 students.

• The inside ring indicates the ideas that you will meet in your lessons. These will be explained more later.

• Approaches to learning – a wide range of skills helpful for all learning

• Concepts – big ideas that students will develop understanding of

• Approaches to teaching – inquiry, collaboration, concept driven are some of the ways teachers support learning

• Global contexts – themes that each unit explores helping students put their learning into a real life practical situation.

• Finally, at the heart of the model is YOU! You are the most important person in the MYP!

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WHAT WILL YOU STUDY?

The MYP is organised into eight subject groups. In some of these groups you have a choice of what you want to study.

The table below shows subject groups these are organised at ISU: Subject Group Subject Name Details Language and Literature

English N/a

Language Acquisition

French or Spanish You choose which language you would like and then continue with this choice throughout MYP.

Individuals & Societies

Humanities In other schools this is called Humanities. It is made up of Geography, History and Business and you learn about all three together rather than separately.

Sciences Integrated Sciences In Grades 6-8 you learn all three sciences (Biology, Physics and Chemistry) together. In Grades 9 and 10 you will learn the three subjects on a rotation.

Mathematics Standard Mathematics or Extended Mathematics

In Grades 6-8 you are taught altogether, however, in Grades 9 and 10 you will be split into Standard and Extended groups.

Arts Music, Visual Art or Drama

The three subjects are taught on rotation in Grades 6 to 8, however for Grades 9 and 10 you can choose which arts subject you would like to do. You continue with this choice for all of Grade 9 and 10.

Design Design You get a chance to design products that are used digitally or are made with wood, metal or plastic.

Physical & Health Education

Physical & Health Education

You will not only learn about sports and how to play them but also how to stay healthy too.

UNITS, CONCEPTS AND CONTEXTS

Each subject is taught through units, the number and length of these units vary in each subject area.

Each unit has the following components and we will explore each in more detail in the next section:

Global Context – The reason for learning about this unit, why it matters in the world and how the information you learn connects with real life.

Key Concept – One big idea that you will focus on during the unit. Your assessments will expect you to demonstrate understanding of the concept. Key concepts span all subject groups as they are big ideas that connect disciplines and allow students to organize information easier.

Related Concept – Two or three ideas that support the big ideas and your assessments will expect you demonstrate understanding of these concepts. The related concepts are subject specific and add depth to the material being considered.

Statement of Inquiry – A short statement explaining how the concepts and contexts connect

Inquiry Questions – Three or more questions that frame the focus of the unit. The questions will be organised as factual, conceptual or debatable questions.

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CONCEPTS: WHAT IS A CONCEPT?

Concepts are big ideas behind what you are learning. They will help you to organise all the facts and information you learn so you can remember them more easily. The key concepts for all MYP subjects are listed below:

Let’s take for example the key concept of “systems”. You will learn about many different types of systems throughout your time in the MYP. Here is an example of how systems can be encountered in different subjects.

Discovering the MYP; Concepts

By grouping all of these things under the idea of systems it can make it easier to remember as they all have something in common.

SYSTEMS

Food chains in Science

The circulatory system in PHE

The water cycle in Geography

Governments in History

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Related concepts are specific to each subject. There are 144 in total! You will get to learn these as you work in the MYP but they are listed here if you are interested. Can you work out which ones go with which subject?

CONTEXTS: WHAT ARE GLOBAL CONTEXTS?

The main aim of the MYP is to develop internationally minded learners. To be internationally minded means to consider the world around you. This could be thinking about your local community or thinking as wide as the global community. By understanding different cultures, being aware of global issues and identifying your own personal beliefs, you can make a difference to the world around you. To help do this, the MYP has created the global contexts. Whatever you learn in the MYP can be linked to one of six global contexts:

• Scientific and Technical Innovation - This global context is important because science and innovation help you to adapt to your world. Scientific inquiry into the natural world helps you to understand your world and the impact you have on it. What impact does the natural world have on you? What impact do you have on the natural world?

• Fairness and Development - This global context addresses the nature of conflict and peace and how they both relate to the issues of fairness and sustainability. Why is there war in the global community? How can we promote peace, fairness and sustainability?

• Identities and Relationships - This global context helps you to look at what makes you different from others and what you share with others. This is a starting point for understanding other people in your community and beyond. Who am I? What makes me what I am? How do I relate to others?

• Globalisation and sustainability - This global context is about how connected we are worldwide, how we make decisions about global issues and how we can act in a responsible way to make the world a better place. How are people connected and how does this impact me? How can our way of life and the systems we have in place last a long time?

• Personal and Cultural Expression - This global context is about creativity and forms of expression. It is also about seeing things from different points of view. What does it mean to be creative? What are some ways you can express yourself; your culture, your beliefs and ideas?

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• Orientation in Time and Space - This global context is not just about studying the time and place of an event. It is also looking at how the event has made an impact on personal as well as global history. How can understanding of the “when” and “where” of events help you to understand the world in which you live in today?

Discovering the MYP; Contexts

INQUIRY BASED

The MYP and all the IB Programmes are based on the idea of learning through inquiry. This basically means asking questions!! Sometimes teachers will help you to ask questions, sometimes you get to ask your own questions. Each unit of work has a statement of inquiry and inquiry questions to help you get started.

- A statement of inquiry; a short statement explaining what you will understand at the end of the unit - Inquiry questions; three or more questions which are factual, conceptual and debatable.

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APPROACHES TO LEARNING

In the MYP you will learn study skills. Some examples of these are:

• Communication skills - giving a good presentation, writing and structuring an essay • Social Skills – working with others in a group • Self-Management skills – organising your time so that you can complete long term projects, reflecting on

what went well and how you can improve, writing good notes • Research skills – evaluating what information is good • Thinking skills – analysing, thinking up new ideas, connecting information and skills from different

subjects together

Your teachers will help you to acquire these skills and then you have to use them to help you complete your daily school work and assessments.

One of the best ways that you can help yourself learn all the material you are given is to review material at the following opportunities:

1. As you are packing up your things to leave a lesson or as you are walking out of the door ask yourself

“What did I just learn?”

2. When you get home or as you are completing your homework read through all of the notes you have taken that day and reflect on what you have learnt throughout that school day

3. At the end of the week summarise all that you have learnt in all subjects – mind maps can be

great for this 4. At the end of the month summarise again all that you have learnt

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ASSESSMENTS

Assessment in the MYP can seem a little bit weird to start with! It is not like any other system where you might get a percentage score or a letter grade for an essay that you did. (Did you ever really know what those letters meant anyway?!?)

When you are given an assessment your teacher will tell you what CRITERIA are being assessed. This tells you what skills you will need to complete the assessment. Below is a generalisation of the skills you need for each criterion:

• Criterion A – this means that you will be assessed on the main subject knowledge you have learnt or a main skill area for that subject. Types of assessment here might be a test, exam or reading comprehension

• Criterion B – this means that you will be assessed on some sort of investigative work or planning something. For example, you could be planning a lab report in science or investigating a pattern in maths

• Criterion C – this means you will be assessed on how you communicate in that subject. This could be writing an essay in English or creating a product in design

• Criterion D – this means you will be assessed on how you reflect on what you have made or learnt. This could be applying your knowledge to a real life situation in science or maths or reflecting on a performance that you did in PHE or the arts.

Below are the whole list of criteria for each subject group. See if you can see the links between all the criteria A, criteria B, criteria C and criteria D as mentioned above.

Criterion A Criterion B Criterion C Criterion D

Arts Knowing and understanding Developing skills Thinking creatively Responding

Design Inquiring and analysing Developing ideas Creating the solution Evaluating Individuals & Societies

Knowing and understanding Investigating Communicating Thinking critically

Language Acquisition

Comprehending spoken and visual text

Comprehending written and visual text

Communicating in response to spoken,

written and visual text

Using language in spoken and written form

Language & literature Analysing Organizing Producing text Using language

Mathematics Knowing and understanding Investigating patterns Communicating Applying mathematics

in real-life contexts Physical &

Health Education

Knowing and understanding Planning for performance Applying and performing Reflecting and

improving performance

Projects Investigating Planning Taking action Reflecting

Sciences Knowing and understanding Inquiring and designing Processing and evaluating Reflecting on the

impacts of science

When you hand in your assessment (on time!!) your teacher will then mark it and give you a mark out of 8 for each criteria that is being assessed. At the end of every semester your teacher then looks at all of your grades in each criterion and uses their judgement to say what your final grade is in each criterion. The grades are not averaged so if you are improving your grades will reflect that. The final grades for each criteria are then added up to give a mark out of 32 and the following table is used to convert that mark into a final 1-7 grade; 1 being the lowest and 7 being the highest grade.

1 2 3 4 5 6 7

1–5 6–9 10–14 15–18 19–23 24–27 28–32

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An example of a student scoring a six out of seven is shown below, their total achievement was 19 points which equates to 5 based on the grade boundaries above.

TYPES & PURPOSES OF ASSESSMENT

Assessment in the MYP takes many forms. There are a wide range of strategies used by teachers which may include: short written assignments, research projects, presentations, investigations, laboratory reports, role-play, debates, product design, performances and tests. The variety of strategies allow you to both demonstrate your skills in different subject areas as well as use a range communication and learning styles to present your learning. This process allows you to be successful and flexible in variety of contexts.

Assessment is organised into two categories – formative and summative.

Formative assessments allow you to practise your knowledge and skills throughout the unit. Sometimes formative assessments are graded, sometimes your teacher will just give comments.

Summative assessments are the assessments that will always be graded. These are done after a significant period of learning and ask you to use your knowledge and skills you have learnt throughout the unit

TASK SPECIFIC RUBRICS

In the MYP you are really lucky! You are given the answers when you are given the assessment!

Well not exactly but you are given what are called “task-specific clarifications” which might come in the form of a “task specific rubric”. Either of these things tell you exactly what needs to be included in your assessment. A task specific rubric will also explain what you need to do to get each achievement level. An example of a rubric is given below. You can see that the teacher has explained exactly what needs to be done at each stage. If you are lucky enough to get a task specific rubric make sure that you read it fully and use it as a checklist of things that need to be done. Level Task Specific

0 The student does not meet any of the descriptors below 1-2 Identify that the variables can be related with a diagram with limited success

Identify that there is a trend in the data with limited success Finds an equation for the line of best fit with limited success.

3-4 Identify that the variables can be related with a diagram Identify a trend in the data Finds an equation for the regression model with some success Makes a prediction and discusses the validity of the solution with some success.

5-6 Identify that the variables can be related with a correct diagram Identify the trends in the data Finds an equation for the regression models Makes a prediction and comments on the validity of the solution. Explain the accuracy of the solution based on choices they have made through the activity. Explain the limitations of the model.

7-8 Identify that the variables can be related with a correct diagram

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Identify the correct trends in the data Finds the correct equations for the regression models Makes a correct prediction and correctly comments on the validity of the solution. Justify the accuracy of the solution based on choices they have made through the activity. Justify the limitations of the model.

E-ASSESSMENT AND THE MYP CERTIFICATE

The last two years of the MYP are focused on preparations for completing the personal project and eAssessments conducted in year five of the programme. If you join us at the start of Grade 10 then you will hear a lot about eAssessments and personal project.

In May all Grade 10 students will sit five on-screen exams in Mathematics, Sciences, Language & Literature, Humanities and Interdisciplinary Learning. These assessments both written and marked by the IB. In your other subjects, Language Acquisition, Design, Arts and PHE you will be asked to complete assessments that make up an ePortfolio. These assessments are written and marked by your teachers and a sample of work is sent to the IB once all the marking has been completed. The IB then verify the marks given by your teachers.

All grade 10 students will receive a Record of Achievement which details the grades they received in each of their ePortfolios and on-screen exams. Some students are also eligible for the MYP Certificate which details a certain standard achieved in the MYP. To be eligible for the certificate students must have completed the last two years of the MYP and completed their Action as Service requirements, they also need to have achieved at least a three in all subjects and at least score of 28 out of 56 overall. The MYP Certificate is released to schools in September.

PERSONAL PROJECT

The Personal Project is a big project done at the end of the MYP which allows you to showcase all you have learnt during your time in the MYP. The Personal Project is considered a core component of the course so everyone that registers in Grade 10 is required to complete the project.

Steps to completing the Personal Project:

1. You pick an area that you are interested in 2. You decide on a goal that focuses your project 3. You research into your project so that you are well informed about all aspects of your project 4. You produce something that showcases what you have learnt 5. You write an academic report on the process and reflect on your learning

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ACTION AS SERVICE

Action as Service is core component of the MYP, all students are expected to participation in action throughout the programme and focus on activities that make a difference in your own life or the lives of others.

The MYP does not count the number of hours that you participate in an activity, however you must show that you have met service learning outcomes. We appreciate that the students in different grades have different skill sets that need developing so there are different learning outcomes for different grades.

The service learning outcomes are: • Undertake challenges that develop new skills (6-10) • Persevere in action (6-10) • Work collaboratively with others (6-10) • Develop international mindedness through global engagements, multilingualism and/or intercultural

understanding (6-10) • Become more aware of your own strengths and areas for growth (7-10) • Discuss, evaluate and plan student-initiated activities (9-10) • Consider the ethical implications of your actions (10)

The numbers at the end of each statement indicate the grade levels that are required to show they have met this outcome.

Once an activity has been done you must reflect on the experience and say how you have met the service learning outcomes. At ISU we have a dedicated Action as Service Coordinator who helps you to plan activities, meet your required outcomes and reflect on your experiences.

MANAGEBAC

At ISU we use a web based programme called ManageBac to organise your daily school life. On ManageBac you will find

• the curriculum for all your classes • a calendar where you will find all your graded assessments • important files for each of your subjects • all your grades for your assessments will be posted on ManageBac (your parents can see them too!) • a list of homework in the messages section • other subject specific and grade level messages from your teachers • a section where you will keep all your service activities and reflections • a section where all work for the personal project will be kept

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• any many other things!!

It is important that you log onto ManageBac every day to keep yourself organised. Your homeroom teacher, MYP Coordinator, the counsellor or any ISU student can show you how to use ManageBac if you are stuck. Your parents are also given a login and can follow your progress at any time.

REPORTING AND REFLECTING

You and your parents will receive 4 official ISU reports over the course of a school year. At the end of Quarter 1 and 3 you receive an “ATL Report” This gives a snapshot of how you are doing in the classroom – are you behaving yourself, are you handing in your homework and assessments, do you work well with others. The ATLs we look at in detail are collaboration, affective skills and organisation. The details of those skills and how your teachers come to a decision are listed below.

At the end of each semester you will receive a written report where your teachers write a paragraph on how you are doing and give final MYP grades for the end of the semester.

ORGANISATIONAL SKILLS

Grade 6 Grade 7 & 8 Grade 9 & 10

Mee

ts

Exp

ecta

tions

Consistently meets deadlines and uses a planner or ManageBac to organize tasks. Consistently brings necessary equipment to

class including a charged laptop. Consistently keeps class

materials organized, according to a teacher-managed system.

Consistently meets deadlines and uses a planner or ManageBac to organize tasks and to prepare for long-term assignments. Consistently brings necessary equipment to class including a charged laptop. Consistently keeps class materials organized, according to a teacher-managed system.

Consistently meets deadlines and uses a planner or ManageBac to organize tasks and to create action plans for long-term assignments. Consistently brings necessary equipment to class including a charged laptop. Consistently keeps class materials organized, according to a student-managed system.

App

roac

hing

E

xpec

tatio

ns Usually meets deadlines and

uses a planner or ManageBac to organize tasks. Usually brings necessary equipment to class including a charged laptop. Usually keeps class materials organized, according to a teacher-managed system.

Usually meets deadlines and uses a planner or ManageBac to organize tasks and to prepare for long-term assignments. Usually brings necessary equipment to class including a charged laptop. Usually keeps class materials organized, according to a teacher-managed system.

Usually meets deadlines and uses a planner or ManageBac to organize tasks and to create action plans for long-term assignments. Usually brings necessary equipment to class including a charged laptop. Usually keeps class materials organized, according to a student-managed system.

Nee

ds

Impr

ovem

ent Occasionally meets deadlines

and uses a planner or ManageBac to organize tasks. Occasionally brings necessary equipment to class including a charged laptop. Occasionally keeps class materials organized, according to a teacher-managed system.

Occasionally meets deadlines and uses a planner or ManageBac to organize tasks and to prepare for long-term assignments. Occasionally brings necessary equipment to class including a charged laptop. Occasionally keeps class materials organized, according to a teacher-managed system.

Occasionally meets deadlines and uses a planner or ManageBac to organize tasks and to create action plans for long-term assignments. Occasionally brings necessary equipment to class including a charged laptop. Occasionally keeps class materials organized, according to a student-managed system.

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COLLABORATIVE SKILLS

Grade 6 Grade 7 & 8 Grade 9 & 10

Mee

ts

Exp

ecta

tions

Consistently works well with peers while giving and receiving feedback. Consistently takes responsibility for own actions and decision making. Consistently takes on a variety of group roles and manages conflict.

Consistently works well with peers while giving and receiving meaningful feedback and encourages others to contribute. Consistently takes responsibility for own actions based on fair decision making. Consistently takes on a variety of group roles and resolves conflict.

Consistently works well with peers while giving and receiving meaningful feedback and helps others to succeed. Consistently takes responsibility for own actions based on fair and equitable decision making that is shared. Consistently takes on a variety of group roles, resolves conflicts and builds consensus.

App

roac

hing

E

xpec

tatio

ns Usually works well with

peers while giving and receiving feedback. Usually takes responsibility for own actions and decision making. Usually takes on a variety of group roles and manages conflict.

Usually works well with peers while giving and receiving meaningful feedback and encourages others to contribute. Usually takes responsibility for own actions based on fair decision making. Usually takes on a variety of group roles and resolves conflict.

Usually works well with peers while giving and receiving meaningful feedback and helps others to succeed. Usually takes responsibility for own actions based on fair and equitable decision making that is shared. Usually takes on a variety of group roles, resolves conflicts and builds consensus.

Nee

ds

Impr

ovem

ent

Occasionally works well with peers while giving and receiving feedback. Occasionally takes responsibility for own actions and decision making. Occasionally takes on a variety of group roles and manages conflict.

Occasionally works well with peers while giving and receiving meaningful feedback and encourages others to contribute. Occasionally takes responsibility for own actions based on fair decision making. Occasionally takes on a variety of group roles and resolves conflict.

Occasionally works well with peers while giving and receiving meaningful feedback and helps others to succeed. Occasionally takes responsibility for own actions based on fair and equitable decision making that is shared. Occasionally takes on a variety of group roles, resolves conflicts and builds consensus.

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AFFECTIVE SKILLS

Grade 6 Grade 7 & 8 Grade 9 & 10

Mee

ts E

xpec

tatio

ns

Consistently responds positively to feedback and uses mistakes to improve. Consistently demonstrates focus and concentration and completes tasks in a given time frame using self-management techniques. Consistently responds positively in various contexts. Consistently manages the challenges and pressures of school life and explores some constructive strategies to cope

Consistently responds positively to feedback, takes initiative and uses mistakes to improve, Consistently demonstrates focus and concentration and completes tasks in a given time frame using self-management techniques. Consistently responds positively in various contexts. Consistently manages the challenges and pressures of school life and practices some constructive strategies to cope.

Consistently responds positively to feedback, takes initiative and uses failures and mistakes to improve. Consistently demonstrates focus and concentration and completes tasks in a given time frame using self-management techniques. Consistently responds positively in various contexts. Consistently manages the challenges and pressures of school life and uses personal constructive strategies to cope. Can advocate for their own wellbeing.

App

roac

hing

E

xpec

tatio

ns

Usually responds positively to feedback and uses mistakes to improve. Usually demonstrates focus and concentration and completes tasks in a given time frame using self-management techniques. Usually responds positively in various contexts. Usually manages the challenges and pressures of school life and explores some constructive strategies to cope.

Usually responds positively to feedback, takes initiative, and uses mistakes to improve. Usually demonstrates focus and concentration and completes tasks in a given time frame using self-management techniques. Usually responds positively in various contexts. Usually manages the challenges and pressures of school life and practices some constructive strategies to cope.

Usually responds positively to feedback, takes initiative and uses failures and mistakes to improve. Usually demonstrates focus and concentration and completes tasks in a given time frame using self-management techniques. Usually responds positively in various contexts. Usually manages the challenges and pressures of school life and uses personal constructive strategies to cope. Can advocate for their own wellbeing.

Nee

ds Im

prov

emen

t

Occasionally responds positively to feedback and uses mistakes to improve. Occasionally demonstrates focus and concentration and completes tasks in a given time frame using self-management techniques. Occasionally responds positively in various contexts. Occasionally manages the challenges and pressures of school life and explores some constructive strategies to cope.

Occasionally responds positively to feedback, takes initiative, and uses mistakes to improve. Occasionally demonstrates focus and concentration and completes tasks in a given time frame using self-management techniques. Occasionally responds positively in various contexts. Occasionally manages the challenges and pressures of school life and practices some constructive strategies to cope.

Occasionally responds positively to feedback, takes initiative and uses failures and mistakes to improve. Occasionally demonstrates focus and concentration and completes tasks in a given time frame using self-management techniques. Occasionally responds positively in various contexts. Occasionally manages the challenges and pressures of school life and uses personal constructive strategies to cope. Can advocate for their own wellbeing.

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REFERENCING AND CITATION OF SOURCES AT ISU

Academic integrity, which includes the correct acknowledgement of sources of information, is a vital part of education today. Below are the expectations for each grade level, along with the ISU MYP referencing curriculum. More information about academic integrity can be found in the Student-Parent Handbook.

Referencing skills are taught on an incremental basis in the MYP. Beginning in grade 6, all students at ISU are expected to use the Modern Language Association’s (MLA) referencing format in order to sufficiently document their research, information and notes from a variety of sources.

Turnitin is plagiarism checking service that is integrated with ManageBac, student’s assignments will begin to be checked using this system from Grade 8 onwards. If the assignment has 15% or more of the text identified a similar to other published texts, then the teacher will review the work with the student to identify where the assignment has referencing errors.

If at any point you are unsure how to reference sources that use, what MLA is or generally confused about academic honesty you should speak with the Librarian immediately.

ISU IBMYP REFERENCING CURRICULUM GRADE 6 –10

Referencing Skill 6 7 8 9 10

MLA referencing terminology: (e.g. author, title, copyright date, place of publishing, publisher, url) I R R P A

Dates: copyright, date accessed, date updated I R R P A

Bibliography: format & purpose I R R P A

Works Cited: format & purpose I R P

In-text References: format & purpose I R P

Types of formats: book, websites, encyclopedias, films I R P A A

Types of formats: interviews, articles (newspaper & magazine I R P A

Types of formats: emails, journal articles, organization documents (e.g. UN) I R P

Types of formats: images (photographs, diagrams, figures, graphs), government documents I R

Evaluating Sources for Reliability: author, purpose, timeliness and audience I R P

Turnitin: use for class assessments (science, language A, humanities et al.) I R P A A

Nota Bene: Referencing skills are organised by these categories: Introduction (I), Reinforcement (R), Proficiency (P) and Application (A)

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EQUIPMENT LISTS

General: • Named pencil case containing: Pencils, eraser, pencil sharpener, ruler, coloured pencils, black or blue pen,

white-out, highlighter, glue stick, small pair of scissors. • USB (memory stick/flash drive): very useful for many lessons, please make sure this is labelled. • Expanding file folder or ring binders (with two rings): Most subjects require students to keep loose

documents. An expanding file is very good for keeping students organised. If students prefer a ring binder then they should preferably have two or three that they use for all subjects. Students should also have dividers for ring binders and a pad of lined paper.

• Charged Mac laptop and charger – all students in Grades 6 to 10 are required to have a Mac laptop. The school is standardising the laptop we require students to have as this means more time is spent learning rather than sorting out technical issues with laptops.

• Microsoft Office – students are required to have Microsoft Office on their laptops • A small pair of headphones for use with the laptop • Combination lock for the lockers (preferable)

ESOL

• EAL (English as an Additional Language) students – any student that has not studied the English Language before or has been identified as an EAL student needs to have a paper copy of a dictionary that translates their own language into English. Students cannot use electronic translators in assessments and tests that are set by the IB.

Mathematics:

• Grades 6-8 Scientific Calculator - These can be bought for about 70,000 to 80 000 UGX from most supermarkets.

• Grades 9-12 Graphic Calculator (GDC) - In school we support the TI-84 or TI-84+, these can be bought from the Business Office at ISU for $150 and this is the only place they can be bought in Kampala. If you purchase before your arrival to Uganda or if you are travelling over the holidays you can buy them at a considerably cheaper price. It is imperative that you have a GDC from Grade 9 as IB MYP and DP exams expect students to know how to use the calculator and its functions. If you do not have the right calculator, you will be at a disadvantage in your exams. Please contact Lucy Allsopp on lallsopp@isumail.ac.ug if you have any questions about graphic calculators.

Physical Education Kit:

• Any shirt that the you can perform physical activity in • Shorts, tights or tracksuit that the you can perform physical activity in. Jeans are not acceptable for PHE • Athletic shoes • Swim suit and towel • Water bottle, hat (labelled) and sunscreen at all time times for outdoor activities

Students are encouraged to buy a house T-Shirt (Water, Fire, Air and Earth) to be worn at house events such as sports day. Yellow ISU Leopard T-Shirts are also available for purchase if required.

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WHO YOU CAN CONTACT

Your Class Teacher

For questions about your subject, equipment, assessment criteria and your progress.

MYP Coordinator – Ms. Lucy Allsopp mypcoordinator@isumail.ac.ug

For general questions about the programme.

Personal Project Coordinator – Ms Allison Bryan abryan@isumail.ac.ug

For students in Grade 10 who are working on the personal project

Action as Service Coordinator – Paul Morgan pmorgan@isumail.ac.ug

For questions about action as service.

University Counsellor – Mr. Matthew Buxton dpcoordinator@isumail.ac.ug

For questions about your future plans and transitioning to the Diploma Programme

School Counsellor – Ms. Francesca Ferrari – fferrari@isumail.ac.ug

For questions or concerns about school life, academic work or other concerns.

Senior School Principal – Ms. Lesley Peacock ssprincipal@isumail.ac.ug

For questions about the school in general.