MYP Grade 9 & 10 Course Options Information

January 2016

This document supports decision making for students of Grade 8 regarding their programme of study for Grades 9 and 10.

2

3

Table of Contents

ABA HIGH SCHOOL: THE GOAL ........................................................................................................................... 5

ACADEMIC PROGRAM: Grades 9 - 12 ............................................................................................................... 5

The ABA US High School Diploma ............................................................................................................... 5

Earning High School Credits .......................................................................................................................... 5

High School Transcripts .................................................................................................................................. 6

IB Diploma ........................................................................................................................................................... 7

Pathways to Graduation: ................................................................................................................................ 7

Preparing for the IB Diploma ........................................................................................................................ 7

GRADES 9 & 10 - CURRICULAR PROGRAM: IB MYP .................................................................................... 8

MYP Personal Project ........................................................................................................................................ 8

IGCSE Option in the MYP ................................................................................................................................ 9

Community and Service .................................................................................................................................. 9

MYP Assessment .............................................................................................................................................. 10

GRADE 9 & 10 COURSE SELECTION PROCESS ............................................................................................ 11

Program of Studies in Middle and High School: .......................................................................................... 12

IB MYP Subject Area and Course Descriptions ............................................................................................ 12

MYP ARTS ........................................................................................................................................................... 13

• Visual Arts .................................................................................................................................................. 13

• Drama .......................................................................................................................................................... 13

• Music ............................................................................................................................................................ 13

MYP DESIGN ...................................................................................................................................................... 15

• MYP Design (with computer coding & robotics) .......................................................................... 15

MYP INDIVIDUALS AND SOCIETIES ......................................................................................................... 17

• Global Perspectives* .............................................................................................................................. 17

• History* ....................................................................................................................................................... 17

• Geography* ............................................................................................................................................... 18

MYP LANGUAGE & LITERATURE ................................................................................................................. 19

• MYP English Language* & Literature* ............................................................................................. 19

• MYP Arabic Language & Literature** .............................................................................................. 19

4

MYP LANGUAGE ACQUISITION .................................................................................................................. 21

• Arabic** ...................................................................................................................................................... 21

• French* ........................................................................................................................................................ 21

• Spanish** ................................................................................................................................................... 21

MYP MATHEMATICS ........................................................................................................................................ 23

• MYP Mathematics: Standard* ............................................................................................................. 23

• MYP Mathematics: Extended* ............................................................................................................ 24

• MYP Mathematics: Advanced Extended* ....................................................................................... 24

MYP PHYSICAL AND HEALTH EDUCATION ............................................................................................. 25

• Physical & Health Education ................................................................................................................ 25

MYP SCIENCES ................................................................................................................................................. 27

• Biology* ...................................................................................................................................................... 27

• Chemistry* ................................................................................................................................................. 27

• Physics * ..................................................................................................................................................... 28

• Co-ordinated Sciences: Biology, Chemistry and Physics* ...................................................... 28

5

ABA HIGH SCHOOL: THE GOAL

The goal of the ABA Secondary program is for students to be challenged and guided to reach their maximum potential, using approaches to learning (ATTs) and approaches to learning (ATLs) that make them confident, responsible and caring lifelong learners.

Grades 9-12 comprise a 4-year high school program, but at ABA we place a high value on maintaining the connection and alignment of curriculum and community from grades 6

through grade 12 – all important elements of an overarching secondary program.

The transition from Middle School to High School will challenge students because they will be required to

demonstrate:

Passion for and commitment to learning

Excellent time management skills Increasing independence and self-advocacy

It will challenge them to:

Assert their views with confidence and clarity, and Understand the need for considering alternate

viewpoints and audiences.

The goal for High School is part of the larger ABA Mission, but as parents and students will soon realize, in every

year, through grades 9, 10, 11 and 12, students learn to handle increasing demands for responsibility and

independent thought and learning.

Parents will learn how to provide support without being ‘helicopter parents’ -- ensuring that these young adults learn to face challenge, failure and

risk with resilience and confidence.

ACADEMIC PROGRAM: Grades 9 - 12

All students at ABA are working towards the ABA Diploma, a US-style high school diploma for

which a minimum of 25 credits are required.

The ABA US High School Diploma

The ABA US High School Diploma is accredited by the Middle States Association of Colleges and Schools (http://www.msa-cess.org/). This accreditation gives the ABA Diploma

international credibility and is a widely accepted tool for university matriculation.

Earning High School Credits

Students start accumulating credit for their ABA US High School Diploma at the start of Grade 9.

Passing IB MYP courses in grades 9-10 and passing IB Diploma courses in grades 11-12 is

how students earn credits towards the 25 credits required for the US High School Diploma. In general, passing one semester successfully earns ½ credit.

6

The specific credit requirements for graduation are as follows:

Subject Areas Minimum Credits

Required

English 4

Mathematics * 3 or 4

Individual & Societies (Humanities ) 3

Science * 3 or 4

Modern Languages (in the same language) 2

Creative Arts** 1

Physical & Health Education 1

Research Project *** 1

Electives 6

Total 25

* Students must complete 4 credits in either Mathematics or Science. Students will choose which subject they will complete the 4th credit in.

** May be satisfied by enrolling in any Creative Arts course, e.g., Drama, Art, Design,

Music or Theatre. *** Students must successfully complete either the Personal Project or the Extended Essay

to meet this graduation requirement.

High School Transcripts

Grades earned in each course in grades 9-12 are recorded on the student’s high school transcript.

The transcript is a very important document because it lists the final grade and credit earned for each course

semester by semester and year by year. In addition, it notes the student’s Grade Point Average (GPA).

Sample Transcript section

A US High School Diploma which is backed with a strong transcript of grades from the start of grade 9 is important from a university application point of view. The transcript attests that the student has demonstrated consistency and strong attainment in studies – very

important from a university admissions committee’s point of view.

7

IB Diploma

Another strong indicator of a student’s preparedness for challenging academic coursework in

university is to earn the IB Diploma or some IB certificates. The high school diploma may be enough for some universities, but many prefer students who successfully complete the IB

Diploma as well.

Pathways to Graduation:

To help each individual student reach her maximum potential, ABA offers students different pathways depending on their abilities and aspirations. Students may pursue the:

• US High School Diploma • US High School Diploma + some IB Courses • US High School Diploma + IB Diploma

Each pathway can lead to higher education studies at universities and no one program is right for every student. ABA

counsellors offer students guidance regarding the right pathway according to their individual

circumstances.

All courses follow the IB Diploma

curricula, but not every student completes all of the elements

required to earn the Diploma.

The majority of ABA students attempt the full IB Diploma (IBDP) in addition

to the high school diploma, but IBDP is a challenging program. The fact

that so many ABA students achieve this is an admirable accomplishment for a non-selective school. The IB

Diploma, nevertheless, is not the right path for every student.

Preparing for the IB Diploma

The best preparation for the IBDP is successful completion of the IB Middle Years

Program (IB MYP) course in grades 9 and 10.

The MYP builds on the knowledge, skills and attitudes developed in the IB Primary Years

Programme (PYP) and prepare students to meet the academic challenges of the IB Diploma Programme (DP). The MYP stands apart from other curricula in requiring students to develop analytical skills and to put learning into contextual understanding.

Supporting the MYP courses by having your child engage in regular reading for pleasure across a spectrum of genres at home will ensure that your child has the academic acumen

needed for IB DP.

Figure 1 -ABA Pathways to Higher Education

8

GRADES 9 & 10 - CURRICULAR PROGRAM: IB MYP

Students in grade 9 and 10 follow eight courses over a two-year period. All of the courses are developed following the IB MYP curricular framework and philosophy. The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages

students to become creative, critical and reflective thinkers.

The MYP emphasizes intellectual challenge,

encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the

development of skills for communication, intercultural understanding and global

engagement, essential qualities for young people who are becoming global leaders.

MYP subject areas:

Language and Literature Mathematics

Sciences Individuals & Societies Arts

Design Physical and Health Education

Language Acquisition

The MYP:

• addresses holistically students’ intellectual, social, emotional and physical well-being

• provides students opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity and take responsible action for the future

• ensures breadth and depth of understanding through study in eight subject groups • requires the study of at least two languages to support students in understanding

their own cultures and those of others

• empowers students to participate in service with the community • helps to prepare students for further education, the workplace and a lifetime of

learning.

MYP Personal Project

The personal project encourages students to practise and strengthen their approaches to

learning (ATL) skills, to consolidate prior and subject-specific learning, and to develop an area of personal interest. In grade 10 students must research, plan, take action to complete, reflect, report, and present on a personal project of their choice.

The personal project provides an excellent opportunity for students to produce a truly personal and often creative product/outcome and to demonstrate a consolidation of their

learning in the MYP. The personal nature of the project is important; it should revolve around a challenge that motivates and interests the individual student. Each student develops a personal project independently.

9

MYP projects help students to develop the attributes of the IB learner profile; provide students with an essential opportunity to demonstrate ATL skills developed through the MYP;

and foster the development of independent, lifelong learners.

IGCSE Option in the MYP

The IB MYP is a curriculum framework which allows various IB World schools to provide a

consistent delivery of concept-based learning while allowing the flexibility to cover the content of various national curricula.

Many courses at ABA cover the IGCSE syllabus content within the MYP framework. These courses offer students the option to take IGCSE qualifications at the end of Grade 10 if desired. IGCSE exams are always optional. In MYP Arabic and MYP Spanish the IGCSE

qualification can only be taken on the recommendation of the subject teacher and following consultation with the exams officer.

In ABA materials, the MYP courses which offer the optional IGCSE qualifications are noted with an asterisk (*). The asterisk (*) serves as a link to the CIE syllabus for that subject as well. (Link to list of CIE syllabi)

Community and Service

All ABA High School students are required to engage in activities which are beneficial to both

their community and to themselves. This aspect of the curriculum is considered to be complimentary to the holistic development of each individual. Students have the additional advantage of choosing which aspect of their community they would like to serve.

As a general guideline students should commit to the following per year.

Grade 9 25 hours 15 hours of service + 10 hours of activity or creativity

Grade 10 30 hours 10 hours each of creativity, activity and service

10

MYP Assessment

All MYP subject groups assess learning using four criteria bands which are summarized in the table below. The IB provides descriptors for each criteria band,

and ABA teachers use these to assess and provide feedback on the range of student performance.

Figure 3 - MYP Subject Assessment Criteria

Each of the four MYP criteria bands are equally weighted and scored from 0 – 8. The

most consistent and highest levels of performance for each band are added together,

and scores are correlated to the 1 – 7 grading scale of the MYP. Student reports show criteria band scores (0 – 8) and final semester grades (1 – 7).

MYP Criteria A B C D

Language &

Literature Analyzing Organizing Producing Text Using Language

Language

Acquisition

Comprehending

spoken and

visual text

Comprehending

written and

visual text

Communicating Using Language

Individuals &

Societies

Knowing and

understanding Investigating Communicating

Thinking

Critically

Sciences Knowing and

understanding

Inquiring and

designing

Processing and

evaluating

Reflecting on the

impacts of

science

Mathematics Knowing and

understanding

Investigating

patterns Communicating

Applying

mathematics in

real-world

contexts

Arts Knowing and

understanding Developing skills

Thinking

creatively Responding

Physical &

Health

E ducation

Knowing and

understanding

Planning for

performance

Applying and

performing

Reflecting and

improving

performance

Design Inquiring and

analyzing Developing ideas

Creating the

solution Evaluating

Personal

Project Investigating Planning Taking action Reflecting

11

GRADE 9 & 10 COURSE SELECTION PROCESS

Halfway through grade 8, students and parents are guided through the course selection process. Selecting the correct courses:

Ensures that students have the opportunity to earn the ABA credits required for

graduation; Satisfies the International Baccalaureate Organization regulations for the Middle Years

Program; and Prepares students for rigorous IB Diploma courses in Grades 11 and 12 and the future.

All students take prescribed courses in English, Mathematics and Physical Education.

They continue studying the same second language (Language Acquisition) that was studied in Grade 8.

Course Selection Steps

Step 1: Course Options booklet is sent to parents and students.

Step 2: Students and parents attend the Course Options Evening to learn about the ABA

high school program and to speak with teachers about Grade 9 & 10 MYP courses.

Step 3: Course Options Form is completed by

students and parents to note desired Grade 9 & 10 MYP courses.

Step 4: Grade 8 students meet with Grade 10

students to discuss individual courses, course requirements, homework, etc, from

a student perspective.

Step 5: Course Options forms is submitted to the Secondary Office and students record their

options on the ABA database.

Step 6: Individual student-counsellor meetings:

The counsellor checks course selections to ensure the correct balance, and to discuss university and career possibilities with the

student.

Step 7: Students receive a Career Education

Program in Advisory sessions and may participate in an ABA Career Fair (offered

in alternating years).

Step 8: If courses or future plans vary significantly from original choices, parent-student-counsellor meetings are held.

Step 9: Secondary Timetable completed and students and parents are given final confirmation of MYP courses for Grades 9 & 10.

12

Program of Studies in Middle and High School:

IB MYP Subject Area and Course Descriptions

The following pages describe the eight subject areas (in alphabetical order) which are

followed as part of the MYP at ABA. Individual courses on offer are varied within each

subject. Course options and subject area continuum diagrams are provided to give parents

and students an easy way to see the options and program of studies 6 through 12.

For more information on the DP program, check the G11-12 Course Options Handbook on the

website or parent portal.

13

MYP ARTS

In MYP Arts students create, perform and present arts in ways that engage and convey feelings, experiences and ideas. Students function as artists, as well as learners of the arts. It

is through this practice that students acquire new skills and master arts skills developed in prior learning.

Arts in the MYP stimulate young imaginations, challenge perceptions and develop creative

and analytical skills. Involvement in the arts encourages students to understand the arts in context and the cultural histories of artworks, thus supporting the development of an

inquiring and empathetic world view. Arts challenge and enrich personal identity and build awareness of the aesthetic in a real-world context.

The arts disciplines offered in the MYP are Visual Art, Media, Music, Drama, and Dance.

ABA organizes the study of three arts in the MYP as discrete disciplines, focusing on Visual

Art, Drama and Music in separate courses.

Arts Assessment Criteria:

A. Knowing and understanding B. Developing skills

C. Thinking creatively D. Responding

Course Options

• Visual Arts

Experience in a wide range of visual art activities adds a beneficial creative and cultural dimension to student development. Digital technology, time-based art,

installation and performance, to name but a few, add to traditional practice and bring an extra dimension and meaning to the students’ experience in the visual art. The process of making ideas a reality using the skills and practices of visual art is an

integral part of the substance of the MYP arts curriculum.

• Drama

Drama in the MYP engages students in an active relationship with and encourages the growth of creative, reflective and communication skills through practical work. Emphasis is placed on the artistic process (investigation, planning, goal setting,

rehearsing, performing, reflection and evaluation) and the students’ understanding of this process as an essential component to their artistic development.

• Music

MYP Music gives students access to musical experiences that allow for the development of thinking skills, intuitive skills, practical abilities, communication and

the ability to relate to others. Engagement with existing and emerging music from the local community and from around the world allows students to understand the

significance of music to the cultures of the world and, by engaging in practical work, to develop understanding of how the act of making music is a significant and universal aspect of human expression.

14

THE ARTS: 6-12 CONTINUUM

15

MYP DESIGN

Inquiry and problem-solving are at the heart of the subject group. MYP design requires the

use of the design cycle as a tool, which provides the methodology used to structure the

inquiry and analysis of problems, the development of feasible solutions, the creation of

solutions, and the testing and evaluation of the solution.

In MYP design, a solution can be defined as a model, prototype, product or system that

students have developed and created independently. MYP design focuses on the holistic

design process rather than final products and solutions.

MYP design challenges all students to:

• apply practical and creative thinking skills to solve design problems

• explore the role of design in both historical and contemporary contexts

• consider their responsibilities when making design decisions and taking action.

The grade 9-10 MYP Design subject area offers courses focused on digital and product design

and teaches coding and computer science to design programs.

Design Assessment Criteria:

A. Inquiring and analysing

B. Developing ideas C. Creating the solution

D. Evaluating

Course Options

• MYP Design: Digital & Product Design

The Design MYP curriculum emphasizes the use of real-life experiences for designing

solutions relevant for our ever changing world with a particular focus on sustainable and responsible design. We provide students opportunities to explore and develop their problem-solving, creative and technological skills within a supportive and safe

environment. The MYP Design course will include product design, robotics, web design, green design and technology, programming, engineering design CAD and game design.

Two units of programming will cover Python and Logic Gate. All units will be specially designed to prepare students for IB DP Computer Science as well as IB DP Design.

Important Note: MYP Design can now be counted as an Art credit for gaining the

High School Diploma at ABA. This addition includes students who wanted to pursue design courses but found this difficult along with their preferred subject choices.

16

DESIGN: 6-12 CONTINUUM

17

MYP INDIVIDUALS AND SOCIETIES

MYP Individuals and Societies incorporates disciplines traditionally studied in the humanities,

(such as history), as well as disciplines in the social sciences (such as economics, business management, geography, sociology and political science). It encourages learners to respect

and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments.

The study of Individuals and Societies helps students develop identities as individuals and as responsible members of local and global communities. These explorations of our common

humanity are intrinsically interesting, and disciplines in this subject group are filled with potential for creating in students a lifelong fascination with “the human story” in an era of rapid change and increasing interconnectedness.

In this subject group, students collect, describe and analyse data used in studies of societies, test hypotheses, and learn how to interpret complex information, including original source

material with a focus on real-world examples. Research and analysis is an essential aspect of the subject group.

Individuals and Societies Assessment Criteria:

A. Knowing and understanding B. Investigating

C. Communicating D. Thinking critically

MYP Individuals and Societies is essential for developing empathy and international-

mindedness, including the idea that “other people, with their differences, can also be right”

(IB mission statement). Gr 9-10 MYP Individuals and Societies courses at ABA are offered as

discrete courses, focused on individual disciplines: history, geography, and global

perspectives).

Course Options

• Global Perspectives*

The ideal behind Global Perspectives is to develop active global citizens who have the

practical skills and cognitive ability to discuss, tackle and even solve global problems. The course examines various global issues for investigation with the focus placed on

historical knowledge and skills. Students complete history-based investigations related to Peace and Conflict, Law and Criminality, Trade and Aid, Belief Systems and Tradition, Culture and Language. The emphasis in this course is on developing ways

to analyse global issues rather than memorization of content details.

• History*

In MYP History students develop an understanding of the nature of cause and effect, continuity and change, similarity and difference and find out how to use and understand historical evidence as part of their studies. MYP History will stimulate any

learner already interested in the past, providing a basis for further study, and also encouraging a lifelong interest in the subject.

18

• Geography*

In the MYP Geography course, students develop a 'sense of place' by looking at the

world around them on a local, regional and global scale. Learners examine a range of natural and man-made environments, and study processes which have affected their

development. They examine how people interact with their environment and the opportunities and challenges an environment can present.

INDIVIDUALS & SOCIETIES: 6-12 CONTINUUM

19

MYP LANGUAGE & LITERATURE

Inquiry is at the heart of MYP Language learning, and aims to support students’ understanding by providing them with opportunities to independently and collaboratively investigate, take action and reflect on their learning.

MYP Language and Literature courses are designed to:

engage a student in the study of many aspects of the language and literature of a

communities and their cultures;

study a wide range of literary and non-literary text types, writing styles and techniques, allowing students to comment on the significance of any possible

contexts, audiences, purpose, and the use of linguistic and literary devices.

MYP Language and Literature courses develop skills in six areas:

• Listening • Speaking • Reading

• Writing • Viewing

• Presenting

MYP Language and Literature assessment criteria:

A. Analysing

B. Organising C. Producing Text

D. Using Language

MYP Language and Literature Course Options

• MYP English Language* & Literature*

(Compulsory for all students)

MYP English encompass the factual, conceptual, procedural and metacognitive

dimensions of knowledge. Teachers focus on the elements of literature of language: listening, speaking, reading, writing, viewing and presenting. These language modes

are very much interactive and interrelated; though teachers may deal with them in discrete learning experiences and separate texts.

• MYP Arabic Language & Literature**

(For native or near native, literate Arabic speakers in place of a Language Acquisition course)

As the official language of Oman, Arabic is taught in two streams: native/near-native language (Language & Literature) and foreign language (Language Acquisition). The native/near-native stream maintains and develops the Arabic language competencies

of students for whom Arabic is their first language. The MYP Arabic Language & Literature course prepares students for study towards a bilingual IB Diploma in grades

11 and 12.

20

LANGUAGE AND LITERATURE: 6-12 CONTINUUM

21

MYP LANGUAGE ACQUISITION

The study of additional languages in the MYP provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of

culture, and to realize that there are diverse ways of living, viewing and behaving in the world. At ABA we offer courses in Arabic, French and Spanish.

Language Acquisition is taught in phases so that the complexity and range of language

profiles that students bring to their MYP classroom is acknowledged and fostered. Students may have had 3 to 5 years of instruction in a language in grade 9 or may have no prior

knowledge or experience of the language to be studied.

MYP students continuing to IB DP will have developed an inquiring and reflective approach to language learning and multi-literacy skills that they will be able to apply and extend in their

DP language courses.

MYP Language Acquisition Assessment Criteria:

A. Comprehending Spoken and Visual Text B. Comprehending Written and Visual Text

C. Communicating in Response to Spoken, Written and Visual Text D. Using Language in spoken and Written Form

Course Options

• Arabic**

Arabic is spoken in more than 18 countries in Africa and the Middle East. Arabic is one

of the most beautiful languages in the world with a rich and diverse history and culture. Students learn Arabic through all four modes of communication: speaking, listening, reading and writing, using the MYP framework.

• French*

French, by virtue of its traditional status as the language of European and international

diplomacy, is an ideal choice for the student of languages. Because of the strong historic French connection to the English language and vocabulary, students of French often perform better and earn higher scores on standardized college entrance exams

written in English. Students have the opportunity to master the grammatical foundations of the language, increase their oral and writing skills, and encourage

exploration into the cultures for which the French tongue is the primary means of expression.

• Spanish**

Spanish is spoken by over 350 million native speakers around the world is becoming more important as the developing economies of Latin America gain strength and

prominence. It is the language of Cervantes, Picasso, Dali and the Nobel Laureates Garcia Marquez and Mario Vargas Llosa. The general purpose of this course in Spanish is to provide students with the opportunity to practice the grammatical foundations of

the language, increase their oral and writing skills, and encourage exploration into the cultures for which the Spanish tongue is the primary means of expression.

22

LANGUAGE ACQUISITION: 6-12 CONTINUUM

23

MYP MATHEMATICS

In IB MYP Mathematics both inquiry and application are promoted, helping students to develop problem solving techniques that transcend the discipline and that are useful in the world beyond school.

MYP Mathematics skills are useful in a wide range of arenas, including social sciences and the arts:

• Representing information • Exploring and modelling situations • Finding solutions to familiar and unfamiliar problems

The MYP mathematics objectives and criteria have been developed with both the internal and external assessment requirements of the DP in mind. During the two years of the course the

following general topics will be explored:

Number Sets and probability Linear relationships Indices Mensuration and similarity Quadratic relationships

Algebra Line and angle properties Linear programming Trigonometry Graphs of non-linear functions Transformational geometry

Statistics Constructions and loci

MYP Mathematics assessment criteria:

A. Knowing and Understanding

B. Investigating Patterns C. Communicating D. Applying Mathematics in Real Life Contexts

NOTES:

1. MYP Mathematics is compulsory.

2. Each of the MYP Mathematics courses is designed to prepare students for the rigors of

the IB Diploma Mathematics courses of Mathematical Studies (SL), Mathematics (SL) or Mathematics (HL) respectively.

3. Placement in the appropriate mathematics course is determined by the ABA

Math department according to the criteria provided in grade 8 and, for students new to ABA, by use of a math placement exam and observations.

MYP Mathematics Course Options

• MYP Mathematics: Standard*

Provides students with a sound knowledge of basic mathematical principles, while allowing them to develop the skills needed to meet the objectives of required MYP Mathematics concepts and skills.

24

• MYP Mathematics: Extended*

• MYP Mathematics: Advanced Extended*

In both Mathematics: Extended and Mathematics: Advanced Extended the Mathematics: Standard framework is supplemented by additional topics and skills, providing greater breadth and depth. More complex problems are presented for

application of these concepts.

Mathematics: Advanced Extended provides the foundation for students who wish to

pursue IB DP Mathematics HL and/or further studies in math in university.

MATHEMATICS: 6-12 CONTINUUM

25

MYP PHYSICAL AND HEALTH EDUCATION

MYP Physical and Health Education (P&HE) focuses on both learning about and learning through physical activity empowering students to understand and appreciate the value of

being physically active. The goal is to create independent thinkers with the motivation for making healthy life choices.

MYP Physical and Health Education courses engage students in physical education activities

for approximately 80% of the total teaching time.

The MYP P&HE program contributes a unique perspective to the development of the attributes

of the IB learner profile, promoting the health of individuals and communities. Through physical and health education, students can learn to appreciate and respect the ideas of others, and develop effective collaboration and communication skills.

This subject area also offers many opportunities to build positive interpersonal relationships that can help students to develop a sense of social responsibility.

Course content includes exposure to a variety of activities in:

• Physical and health-related knowledge: components of fitness, training methods,

training principles, nutrition, lifestyle, biomechanics, exercise physiology, issues in

sport and first aid

• Aesthetic movement: gymnastics, aerobics, martial arts, jump rope, yoga or

capoeira

• Team sports: (examples) football, basketball, handball, volleyball, hockey and others

• Individual sports: (examples) athletics, swimming, squash or fencing

• International sports and activities: including athletic traditions and forms of

movement beyond students’ personal and cultural experiences.

• Alternative recreational sports, such as ultimate Frisbee®, in-line skating,

skateboarding or parkour

• Adventure activities: orienteering, hiking or kayaking.

Physical & Health Education Assessment Criteria

A. Knowing and understanding B. Planning for performance C. Applying and performing

D. Reflecting and improving performance\

Course Options

• Physical & Health Education

(Compulsory for all students)

26

PHYSICAL AND HEALTH EDUCATION: 6-12 CONTINUUM

27

MYP SCIENCES

With inquiry at the core, the MYP Sciences aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. As they

investigate real examples of science application, students will discover the tensions and dependencies between science and morality, ethics, culture, economics, politics and the environment.

Scientific inquiry fosters critical thinking about research and design, as well as the identification of assumptions and alternative explanations. Through MYP sciences, students

will learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities.

Learning science involves more than simply learning technical terminology. MYP sciences

should enable students to access, use and communicate scientific knowledge correctly and confidently in oral, written and visual modes.

Students will be assessed using the criteria:

A. Knowing and understanding

B. Inquiring and designing C. Processing and evaluating

D. Reflecting on the impacts of science

Course Options

• Biology*

The MYP Biology course delves into the fascinating world of nature around us. It covers classification; organization and maintenance of the organism; development of the

organism and continuity of life; relationships of the organism with one another and the environment. This course covers theoretical, practical and research techniques

appropriate to the course content. The syllabus features a variety of learning experiences designed to enhance the development of skill and comprehension, in order to develop lifelong skills relevant to the changing technological world.

• Chemistry*

The aim of MYP Chemistry is to help pupils acquire a systematic body of chemical

knowledge and develop an understanding of chemistry together with relevant skills, while appreciating that concepts of science are constantly changing. This includes

developing abilities and skills in investigation that enables students to:

Ask questions, make predictions and devise hypotheses Observe, measure and manipulate variables

Interpret their results and evaluate scientific evidence

The result is to stimulate pupils’ interest in chemistry and encourage them to

undertake courses for higher study in chemistry.

28

• Physics *

MYP Physics aims to show the relevance of concepts to the students’ everyday life and

to the natural and man-made world. The course enables students to become confident citizens in a technological world, to take or develop an informed interest in scientific matters; recognise the usefulness, and limitations, of scientific method and to

appreciate its applicability in other disciplines and in everyday life to promote an awareness that:

scientific theories and methods have developed, and continue to develop, as a result of co-operative activities of groups and individuals;

the study and practice of science are subject to social, economic, technological,

ethical and cultural influences and limitations; the applications of science may be both beneficial and detrimental to the individual,

the community and the environment; and science transcends national boundaries and that the language of science, correctly

and rigorously applied, is universal.

• Co-ordinated Sciences: Biology, Chemistry and Physics*

MYP Co-ordinated Sciences gives learners the opportunity to study Biology, Chemistry and Physics within a cross-referenced, scientifically coherent syllabus. Learners gain an

understanding of the principles of each subject through a mix of theoretical and practical studies, while also developing an understanding of the scientific skills

essential for further study.

They learn how science is studied and practised, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and

the environment. As well as focusing on the individual sciences, the syllabus helps learners to understand the technological world in which they live, and take an informed

interest in science and scientific developments.

In order to cover all three sciences in depth, this course is taken as a double course (using two class blocks rather than one). Those students who choose to take IGCSE

qualifications for this course can earn a double award / two grades for this course.

29

SCIENCES: 6-12 CONTINUUM

30

For any further information or assistance, please contact the Grade 9 Counselor

or High School Principal via the Secondary office – 24955853.