Curriculum Handbook PDF

Curriculum
Handbook
2014 - 2015
International School of Tianjin is a fully authorized

International Baccalaureate world school
IST CURRICULUM HANDBOOK
Contents
Director’s Message................................................................................................................................. 8
2014-2015 Academic Faculty................................................................................................................ 10
Administrative Staff ................................................................................................................. 10
Elementary Teaching Faculty.................................................................................................. 10
Secondary Teaching Faculty.................................................................................................... 10
AN INTRODUCTION TO THE IST CURRICULUM ........................................................................................... 11
Subject Area Philosophies........................................................................................................... 11
Nursery to Grade 12.................................................................................................................... 11
Academic Expectations................................................................................................................. 13
ACADEMIC HONESTY........................................................................................................................ 13
ASSESSMENT..................................................................................................................................... 14
HOMEWORK...................................................................................................................................... 15
IB MYP (6-10) and Diploma (11-12) ............................................................................................. 19
Reporting Assessment................................................................................................................ 20
Student Support Services............................................................................................................ 20
INFORMATION TECHNOLOGY.......................................................................................................... 20
LIBRARY AND INFORMATION LITERACY CENTER........................................................................... 20
Student Services Department................................................................................................. 21
INDIVIDUAL NEEDS.......................................................................................................................... 22
STUDENT SUPPORT TEAMS............................................................................................................. 22
ESL – English as a Second Language....................................................................................... 22
Counseling..................................................................................................................................... 23
Secondary School Homeroom Programme....................................................................... 24
PRIVATE TUTORS............................................................................................................................... 24
Education Beyond The Classroom............................................................................................ 24
COMMUNITY AND SERVICE ............................................................................................................ 24
Field Trips....................................................................................................................................... 25
Education For Sustainable Development (ESD).................................................................. 26
Extra-Curricular Activities..................................................................................................... 27
School Spirit And Leadership................................................................................................... 28
Student Awards And Recognition......................................................................................... 28
ELEMENTARY SCHOOL ACADEMIC PROGRAMME....................................................................................... 31
The International Baccalaureate Primary Years Program (IB-PYP)............................. 31
NURSERY TO GRADE 5...................................................................................................................... 31
WHAT IS THE PYP?............................................................................................................................ 31
HOW DOES THE PYP ORGANIZE FOR LEARNING? ......................................................................... 32
WHAT ARE THE ‘TRANSDISCIPLINARY THEMES’?.......................................................................... 33
What Will My Child Look Like, Having Attended A Pyp School?.................................... 33
Elementary Specialists: ‘Focus’ IB Learner Profile Attributes........................................ 34
LANGUAGE........................................................................................................................................ 34
MATHEMATICS.................................................................................................................................. 34
ESL...................................................................................................................................................... 34
World Languages........................................................................................................................ 34
Art..................................................................................................................................................... 34
Physical Education...................................................................................................................... 35
Music................................................................................................................................................ 35
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How Do I Know What My Child Is Learning And What Are The Learning Expectations?.35
ELEMENTARY CURRICULUM SUMMARIES..................................................................................... 35
Language Arts.............................................................................................................................. 35
MATHEMATICS.................................................................................................................................. 38
SCIENCE ............................................................................................................................................ 41
SOCIAL STUDIES................................................................................................................................ 42
PERSONAL SOCIAL AND PHYSICAL EDUCATION (PSPE)................................................................. 43
PHYSICAL EDUCATION...................................................................................................................... 43
THE ARTS: DRAMA, MUSIC and VISUAL ARTS............................................................................... 46
CHINESE............................................................................................................................................. 49
ELEMENTARY COMMUNITY SERVICE.............................................................................................. 50
PYP GRADE-BASED PROGRAMME SUMMARIES............................................................................... 51
NURSERY/ PRE-KINDERGARTEN...................................................................................................... 51
KINDERGARTEN (5-6 YEARS)............................................................................................................ 54
GRADE 1 (6 - 7 YEARS)...................................................................................................................... 57
GRADE 2 (7 - 8 YEARS)...................................................................................................................... 59
GRADE 3 (8 - 9 YEARS)...................................................................................................................... 62
GRADE 4 (9 - 10 YEARS).................................................................................................................... 64
GRADE 5 (10 - 11 YEARS).................................................................................................................. 66
HOW WILL I KNOW HOW MY CHILD IS DOING? ........................................................................... 69
SECONDARY SCHOOL ACADEMIC PROGRAMME.............................................................................. 73
University Recognition............................................................................................................. 73
THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME (IB MYP)........................................ 74
GRADES 6 - 10.................................................................................................................................... 74
THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IB DP) ................................................... 76
GRADES 11 - 12.................................................................................................................................. 76
Diploma Choices at IST................................................................................................................... 79
IST Diploma..................................................................................................................................... 80
ib certificates/ist diploma........................................................................................................ 80
course changes............................................................................................................................ 80
choosing final ib examinations............................................................................................. 80
grading........................................................................................................................................... 80
ib diploma retake examinations............................................................................................. 80
advantages of the ib program............................................................................................... 80
Subject areas in the secondary school........................................................................................ 82
EELL (English & European Language & Literature)............................................................... 83
Expected Outcomes..................................................................................................................... 83
Assessments Types....................................................................................................................... 83
Assessment Criteria.................................................................................................................... 84
Grade 6 Danish Overview.......................................................................................................... 85
Grade 10 Danish Overview........................................................................................................ 90
Grade 6 English Overview......................................................................................................... 91
Grade 7 English Overview........................................................................................................ 93
Grade 10 English Overview....................................................................................................... 97
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Grade 6 French Overview.......................................................................................................... 98

Grade 7 French Overview.......................................................................................................... 99
Grade 8 French Overview........................................................................................................ 101
Grade 9 French Overview........................................................................................................ 102
Grade 10 French Overview...................................................................................................... 103
Grade 6 German Overview...................................................................................................... 105
Grade 9 - German ....................................................................................................................... 109
Grade 10 German Overview.................................................................................................... 111
IB Diploma Language A and Language B Overview ........................................................... 113
Varieties of Assessment........................................................................................................... 114
Language A Grade 11................................................................................................................. 115
Language A Grade 11................................................................................................................. 116
Language A Grade 12................................................................................................................. 117
Language A Grade 12................................................................................................................. 117
Language B Grade 11................................................................................................................. 119
Language B Grade 11................................................................................................................. 119
Language B Grade 12................................................................................................................. 120
Language B Grade 12................................................................................................................. 121
Introduction to MYP Chinese A...................................................................................................... 123
Expected Outcomes............................................................................................................ 123
Assessment Criteria.................................................................................................................. 124
Grade 6-7 Overview.................................................................................................................... 124
Grade 8 Overview....................................................................................................................... 125
Grade 9 Overview....................................................................................................................... 126
Grade 10 Overview..................................................................................................................... 128
Introduction to MYP Korean A...................................................................................................... 129
Expected Outcomes................................................................................................................... 129
Grade 6-7 Overview.................................................................................................................... 130
Grade 8 Overview....................................................................................................................... 131
Grade 9 Overview....................................................................................................................... 132
Grade 10 overview..................................................................................................................... 133
Introduction to MYP Chinese B...................................................................................................... 135
Assessment................................................................................................................................... 135
Grade 6-7 Overview.................................................................................................................... 136
Grade 8 Overview....................................................................................................................... 137
Grade 9 Overview....................................................................................................................... 138
Grade 10 Overview..................................................................................................................... 140
IB Diploma Chinese A Overview ................................................................................................ 142
Assessment & Grading Schemes............................................................................................ 142
IB Diploma Korean A Overview................................................................................................. 144
Assessment & Grading Schemes............................................................................................ 144
IB Diploma Chinese B Overview................................................................................................. 146
IB Assessment Components.................................................................................................... 146
Introduction to ELL (English Language Learning).................................................................. 149
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Assessments Types..................................................................................................................... 150
Grade 6 Overview....................................................................................................................... 150
Grade 7 Overview....................................................................................................................... 151
Grade 8 Overview....................................................................................................................... 152
Grade 9 Overview....................................................................................................................... 153
Grade 10 Overview..................................................................................................................... 154
Introduction To Humanities.......................................................................................................... 155
Grade 6 Overview....................................................................................................................... 156
Grade 7 Overview....................................................................................................................... 157
Grade 8 Overview....................................................................................................................... 158
Grade 9 Overview....................................................................................................................... 159
Grade 10 Overview..................................................................................................................... 159
Introduction to HEAL........................................................................................................................ 161
Assessments................................................................................................................................. 161
Grade 6 Overview....................................................................................................................... 161
Grade 7 Overview....................................................................................................................... 162
Grade 8 Overview....................................................................................................................... 163
Grade 9 overview....................................................................................................................... 164
Grade 10 overview..................................................................................................................... 165
IB Diploma History........................................................................................................................ 166
Standard Level Topics.............................................................................................................. 166
Higher Level Topics.................................................................................................................... 166
Assessment & Grading.............................................................................................................. 167
Project and Assignment Deadlines..................................................................................... 167
IB Diploma Economics................................................................................................................. 169
standard level topics.............................................................................................................. 169
IB Diploma Geography................................................................................................................. 170
Standard Level topics.............................................................................................................. 170
Higher Level topics.................................................................................................................... 171
A general note on expectations and assessment.......................................................... 173
Introduction to Science.................................................................................................................. 174
Assessment................................................................................................................................... 174
Grade 6 Overview....................................................................................................................... 176
Grade 7 Overview....................................................................................................................... 176
Grade 8 Overview....................................................................................................................... 177
Grade 9 Overview....................................................................................................................... 178
Grade 10 Overview..................................................................................................................... 178
IB Diploma Biology Overview.................................................................................................... 179
ibdp biology standard level overview.............................................................................. 180
ibdp biology higher level overview.................................................................................... 180
assessment overview for grades 11 and 12...................................................................... 181
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IB Diploma Physics Overview..................................................................................................... 181

standard level overview........................................................................................................ 182
higher level overview............................................................................................................. 183
IB Diploma Chemistry Overview............................................................................................... 184
standard level overview........................................................................................................ 184
higher level overview............................................................................................................. 185
Introduction to Mathematics....................................................................................................... 187
Criteria and Expected Outcomes.......................................................................................... 187
Grade 6 Overview....................................................................................................................... 188
Grade 7 Overview....................................................................................................................... 189
Grade 8 Overview....................................................................................................................... 191
Grade 9 Standard Overview................................................................................................... 192
Grade 9 Extended Overview................................................................................................... 193
Grade 10 Standard..................................................................................................................... 194
Grade 10 Extended..................................................................................................................... 195
Mathematics SL/HL and Mathematical Studies .................................................................. 196
IB Diploma Mathematics Standard Level (SL) Overview................................................. 197
IB Diploma Mathematics Higher Level (HL) Overview..................................................... 198
IB Diploma Mathematical studies (sl) Overview.............................................................. 198
Introduction to Drama................................................................................................................... 200
Grade 6 Overview....................................................................................................................... 201
Grade 7 Overview....................................................................................................................... 201
Grade 8 Overview....................................................................................................................... 201
Grade 9 Overview....................................................................................................................... 202
Grade 10 Overview..................................................................................................................... 202
Introduction to Music..................................................................................................................... 204
Assessment................................................................................................................................... 204
Grade 6 Overview....................................................................................................................... 205
Grade 7 Overview....................................................................................................................... 206
Grade 8 Overview....................................................................................................................... 206
Grade 9 Overview....................................................................................................................... 207
Grade 10 Overview..................................................................................................................... 208
IB Diploma Music Overview....................................................................................................... 208
Grade 11 – Western Art Music................................................................................................ 208
Grade 12 – Jazz and World Music.......................................................................................... 209
Standard Level Assessment and Grading.......................................................................... 209
Higher Level Assessment and Grading............................................................................... 210
Introduction to Visual Arts........................................................................................................... 212
Assessments................................................................................................................................. 212
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Grade 6 Overview....................................................................................................................... 213
Grade 7 Overview....................................................................................................................... 213
Grade 8 Overview....................................................................................................................... 214
Grade 9 Overview....................................................................................................................... 214
Grade 10 Overview..................................................................................................................... 215
IB Diploma Visual Arts Overview............................................................................................. 216
course structures.................................................................................................................... 216
semester 1 and 2......................................................................................................................... 217
semester 3 and 4......................................................................................................................... 217
Introduction To Physical Education........................................................................................... 218
Criteria.......................................................................................................................................... 218
Grades 6-8 Overview.................................................................................................................. 219
Grades 9-10 Overview................................................................................................................ 222
Introduction to design.................................................................................................................... 225
Design Cycle................................................................................................................................. 225
Grade 6 Overview – digital design....................................................................................... 227
Grade 6 Overview – product Design.................................................................................... 228
Grade 10 Overview – digital design..................................................................................... 236
Grade 10 Overview – product Design.................................................................................. 237
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DIRECTOR’S MESSAGE
Dear Parents and Students,

It is my pleasure to welcome you to the 2014-2015 school year at the International School of Tianjin
(IST). I extend an especially warm welcome to those students and parents who are new to our school
community.
The school publishes two handbooks for parents and students. The Parent Student Handbook,
which you are reading is available in both hard copy and PDF formats. The Parent Student Handbook
contains basic information, policies and regulations that all IST members need to know. In addition
we publish a Curriculum Handbook available in PDF format on the school website or on CD-ROM
from the school office. The Curriculum Handbook contains detailed information about the academic
programs in both the elementary and secondary schools. We hope you find the two handbooks
useful and informative.
IST is firmly established as one of the premier international schools in China. Our school is an
International Baccalaureate (IB) World School authorized to teach all three IB programmes (Primary
Years, Middle Years and Diploma), and we are accredited by the Western Association of Schools and
Colleges (WASC) and the Council of International Schools (CIS).
Despite the continuing growth and expansion of our school, I remain keenly aware of my responsibility
to help maintain and nurture the warm and caring family atmosphere that has always characterized
our school. Our philosophy remains firmly student centered and parents are always welcome to call
in to discuss their children’s progress or any other aspect of school life.
The school encourages parents to attend all activities, sports competitions and special events. We
also encourage parents to volunteer to help in the classroom, in coaching sports, in the library, and
with school social events. We have an active Parent Faculty Organization (PFO), so please join in.
Active support of the school by the parents makes an enormous difference to the quality of education
we can offer to students.
Please do not hesitate to call in at any time. Remember – the door is always open.
Sincerely,
Steve Moody
Director
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“The school encourages parents to attend
Working
all activities, sports competitions and
special events...”
Together,
Learning
Together,
Acting
Together
For
Our
Common
Future
Working Together, Learning Together, Acting Together For Our Common Future
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2014-2015 Academic Faculty

Administrative Staff
Director Steve Moody
Elementary Teaching Faculty
Elementary Principal Catherine Nicol
IB PYP Coordinator Rachel McLeod
Nursery Kristin Partridge
Pre-Kindergarten Charlotte McMulkin
Kindergarten (2 Classes) Jackie Dingle (NPK-G2 Coordinator)
Grade 1 Jo Reston
Grade 2 (2 Classes) Francesca Biros and Helen Lares
Grade 3 (2 Classes) James Kavanagh and Rosemary Wretham
Grade 4 (2 Classes) Felicity Mitchell and Olivia Ashton
Grade 5 (2 Classes) Linnea Simon and Ricky Whitfield
Rachel Wade (G5-G4), Liz Hines (G4-G3), Rachel McLeod (G2), Monica-Otilia Ghicu
English As Second Language (ESL)
(G2-G1)
Art Emily Chiang
Music Susan Elizabeth Barker
Information Literacy Danny Hilleson
Chinese Jennifer Liu, Windy Wen, Fu Ping
French Laetitia Samuels
Danish Morten Kidde
German Esra Aksoy
Physical Education Andrei Ghicu
Secondary Teaching Faculty
Secondary Principal/Deputy Director Michael Hilleson
IB MYP Programme Coordinator Jim Taylor
IB DP Programme Coordinator Michael Conway
Naomi Shanks (Subject Chair & CAS Coordinator), Michael Conway, Catherine
Humanities
Bartram, David Sands
Mathematics Chooi Tang (Subject Chair), Jim Taylor, Martin McMulkin, Hormoz Tayerani-Daghigh
Kevin Andrew Lavigne (Subject Chair), Hormoz Tayerani-Daghigh, Caroline Chow,
Science
Diane Holloway
Theory Of Knowledge (T.O.K) Michael Conway, Diane Holloway
The Arts (Music, Arts, Drama) Karl Garrett (Subject Chair), Christine Akov, Lucy Atkinson
Technology Kleber Quevedo, Mark Le Surf
English & European Languages & Joseph Schaaf (Subject Chair), Romerus Sauerman, Christine Akov, , Bianca Diercks,
Literature (E.E.L.L.) Laetitia Samuels
English Language Learning (E.L.L.) Ann-Marie McKendrick (Subject Chair), Lori Zhai, Kim Zatarga
Hongying Li (Subject Chair), Ying Ma, Rebecca Conway, Dong Li, Seol-hee Ahn, Hyung
Asian Languages & Literature (A.L.L.)
Kyu Kim
Individual Needs Janice Anne Lanham
Counselors Shallene Austin
Virginia Morgan (L/LC coordinator & information literacy specialist), Danney Hilleson
Library And Information Literacy Centre
(information literacy specialist), Lizzy Wang (library teacher)
Physical Education Paul McKendrick (Athletics Activities Director), Fernando Bermudez
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IST GUIDING STATEMENTS
Mission
The International School of Tianjin is a not-for-profit school offering an outstanding education for the students of the international
community of Tianjin.
School Motto
Working together
Learning together
Acting together for our common future

School Philosophy
Our school is a friendly place where the needs of the student come first. We all agree that the school and the family must work
closely together to help each child achieve his or her unique potential. We help our students develop high self-esteem, expecting
them to be respectful of others and to recognize that everybody is entitled to his or her own point of view.
Our students love to learn. They learn to think for themselves, but they also understand the benefit of working together in teams.
Our students learn how to think creatively and critically, how to make sound judgments, and how to apply their knowledge in real
life situations. Teachers and parents have high social, moral and academic expectations of our students. Together, they challenge
students to make the most of their abilities, and help them to make meaningful connections between the different branches
of human knowledge. Our teachers appreciate that individual students learn differently, so they provide a variety of learning
experiences and use a wide range of teaching methods, and assessment strategies. Our community celebrates all kinds of student
success and appreciates that adults, too, are learners.
Our common future requires that we all look beyond our immediate needs. For this reason, our students learn that they have a
duty to the wider community and to the environment. They learn to take part in government, to give service to others, and to work
towards a better and more peaceful world. They learn about our host country, China, and reflect on how different people in the
world can learn from each other. Our students learn to be honest, to persevere in everything they do, and to have the courage to
defend their views while making informed and ethical choices as future leaders in our changing world.
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Learning Objective Statements

Learners at IST strive to be:
Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with
others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage
with issues and ideas that have local and global significance.
Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise
initiative in making reasoned, ethical decisions.
Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate
effectively, listening carefully to the perspectives of other individuals and groups.
Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights
of people everywhere. We take responsibility for our actions and their consequences.
Open-Minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We
seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference
in the lives of others and in the world around us.
Courageous: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore
new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced: We understand the importance of balancing different aspects of our lives—intellectual, physical, (spiritual) and
emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the
world in which we live.
Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and
weaknesses in order to support our learning and personal development.
International Mindedness
International mindedness at IST is characterised by our commitment to a rigorous IB education and character development
through the IB Learner Profile, our dedication to multilingualism, and our provision of a wealth of service opportunities, co-
curricular programmes, and special events that allow individuals from around the world to come together as a diverse and unified
community here in Tianjin, continuing the process of learning and sharing beyond the classroom.
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IST CURRICULUM
2014 - 2015：General
HANDBOOK
AN INTRODUCTION TO THE IST

CURRICULUM
The International School of Tianjin is the only international school in Tianjin fully authorised by the International Baccalaureate
to provide all three of its highly prestigious programmes: the IB Primary Years Programme (PYP), the IB Middle Years Programme
(MYP) and the IB Diploma Programme (DP).
Subject Area Philosophies
Nursery to Grade 12
N-12 ARTS PHILOSOPHY

The Arts Programme at IST focuses student learning on artistic understanding and arts practice developed through drama, music
and visual arts, experienced singly and in combinations. Our students develop creative ways of expressing themselves as well as a
critical appreciation of their own works and those of others. They use their senses, feelings, values and knowledge to communicate
through the arts.
Through the arts our students develop verbal and physical skills, logical and intuitive thinking and interpersonal awareness. They
explore and develop ideas and feelings, using a range of skills and knowledge of art techniques and processes. Our students
express their individual and group identities through the recording and sharing of life experiences and imagination.
Our students appreciate and critically respond to various arts experiences with enjoyment. Through their arts experiences, our
students understand broader questions about the values and attitudes held by individuals and communities worldwide.
N-12 ENGLISH LANGUAGE PHILOSOPHY

Language plays a central role in human life. English is the common language of our students. It provides a vehicle for communication,
a tool for thinking, a means of creativity and a source of pleasure. The acquisition, development and understanding of language,
and the ability to use it effectively, gives our students access to knowledge, experiences and ideas. This enables them to play an
active part in society and contributes to their personal growth.
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IST CURRICULUM HANDBOOK 2014 - 2015：General
N-12 HUMANITIES PHILOSOPHY

Humanities at IST encourages students to investigate, respect and understand the world around them, and provides a skills base to
facilitate the ongoing study of individuals, societies and environments in a variety of contexts. It fosters a sense of global citizenship,
enabling students to identify and respond to opportunities for action. Humanities also encourages students to understand and
respect their own countries and cultures and those of others, especially our host country China.
The teaching of humanities at our school incorporates a range of teaching methodologies, to promote integrated acquisition and
development of knowledge, understanding, skills and attitudes. Student learning is assessed through a range of assessment tools
that provide an authentic evaluation of students’ achievement. Students also participate in their own evaluation through self-
assessment and reflection. Humanities enable students to make connections among skills, disciplines, cultures and experiences.
N-12 LIBRARY AND INFORMATION LITERACY PHILOSOPHY

The Library and Information Literacy Center believes that our services, programs, and resources must guide students toward
becoming flexible learners who are “active and creative locators, evaluators, and users of information to solve problems and to
satisfy their own curiosity” (AASL and AECT 1998, 2-3).
The Library and Information Literacy Center provides equitable physical and intellectual access to essential resources, skills and tools
required for learning. With the continuing expansion of information demands, the library and information center is essential for all
individuals to acquire the thinking skills that will enable them to learn on their own. The school librarians collaborate with others
to provide instruction, learning strategies, and practice for learners to inquire, think critically, gain knowledge, draw conclusions,
make informed decisions, apply knowledge to new situations, create new understandings, share knowledge, participate ethically
and productively, and pursue personal and aesthetic growth.
Source: American Association of School Librarians and Association for Educational Communications and Technology (AECT).
Information Power: Building Partnerships for Learning. Chicago: ALA, 1998.
N-12 MATHEMATICS PHILOSOPHY

Mathematics is a way of thinking and a universal language for understanding meaning that has a rich cultural history. To study
mathematics is to learn to think in this way, to inquire into this language and to value its world heritage. Through investigation and
the modelling of events, the language of mathematics enables students to understand their world. In our teaching, we encourage
students to discover the usefulness, power and beauty of mathematics. We also study the language of mathematics for its own
sake.
The study of mathematics is accessible to our students. All students are challenged to extend their understanding of mathematical
language structures and deepen their mathematical thinking. This includes valuing a broad range of problem solving techniques
and the efficient and appropriate use of technology. Our students verbalize and communicate mathematics, whilst working
collaboratively or independently to solve problems or analyze events. Actively sharing mathematical ideas promotes depth of
understanding. A positive and supportive environment enables celebration of success and motivation for learning in mathematics.
N-12 PHYSICAL EDUCATION PHILOSOPHY

The aim of the Nursery to Grade 12 physical education programme is to enable individuals to develop the knowledge, skills,
attributes, and attitudes necessary to lead an active, healthy lifestyle.
The Nursery to Grade 12 physical education programme contributes to the development of life skills for the personal management
of health, for the use of physical activity as a strategy for handling life challenges, and for a setting within which to practice the
ability to work with others. The programme provides an equitable opportunity for all students to realize the benefits of participation
in physical activity.
Within each day, whether at home, school, or in the community, there is structured and unstructured time available for meeting
the aim of the physical education programme that contributes to student well being. Consideration should be given to maximizing
the amount of time available within the school context. An approach that is sensitive to developmental and culturally appropriate
practice is most likely to foster a desire in students to participate in lifelong physical activity. Physical activity is vital to all aspects
of normal growth and development, and the benefits are widely recognized.
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N-12 SCIENCE PHILOSOPHY

Science lends itself to curiosity and wonder. Students are given opportunities to investigate the physical, biological and technological
world in which we live. The study of science helps students to clarify ideas, to ask questions and to test explanations through
measurement and observation, which helps to establish and enhance their understandings.
Science is both a process of enquiry and a body of knowledge. Our students are empowered to be reflective and critical thinkers.
They use hands on and collaborative methods at every grade level to develop their scientific skills and attitudes. Our students
develop scientific knowledge that enables them to value the systems and processes that support life on our planet, and to take a
responsible role in using science and its applications in our daily lives.
N-12 TECHNOLOGY PHILOSOPHY

Technology is the know-how and creative processes that may assist people to utilize tools, resources and systems to solve problems
and enhance control over the natural and manmade environment in an endeavor to improve the human condition. These processes
can be utilized to solve personal, community and world problems with practical outcomes.
Students learn that technology is a part of their daily lives and how it impacts our world from environmental, social and ethical
perspectives. We assist students in understanding the processes behind different technologies and how they help shape our world.
Students are encouraged to use technology products to effectively access, process and communicate information, and to solve
problems. Students design solutions that have practical outcomes, which include artifacts, systems and information products.
Using the design cycle they make judgments about the process and solutions and suggest ways to improve them.
Technology must be accessible to all students. Our students are provided with the opportunities to use different learning styles
and encouraged to explore the role of technology in both historical and contemporary contexts. Awareness of technological
opportunities and challenges contributes to students’ sense of responsibility as world citizens and the need to respond critically
and resourcefully to real-life challenges.
N-12 ASIAN LANGUAGE & LITERATURE PHILOSOPHY

Learning languages other than English is a critical part of the IST experience. The Asian Language & Literature Department gives
students a chance to explore new ways of looking at the world through Chinese and Korean. Our students learn to approach
everyday life with new perspectives that will help them interact with people of various linguistic backgrounds respectfully and
meet future challenges with confidence.
Our students acquire the basic skills of language by using a variety of strategies such as structured study of the language as well
as exposure to authentic situations. In particular, Chinese language students engage with the local community to enhance their
knowledge of both language and culture. Our students approach language study via the fundamental language skills, speaking,
reading and writing, with an understanding that all languages are unique.
Academic Expectations
ACADEMIC HONESTY
Academic honesty is expected of all students. Students are expected to submit for assessment only authentic pieces of work
(written, oral or in any other form) that is based on his or her individual and original ideas, with the ideas and work of others fully
acknowledged. They will learn how to properly reference and cite their sources in class.
Examples of academic dishonesty include:
Plagiarism: this is defined as the representation of the ideas or work of another person as the candidate’s own. (This includes,
for example, copying the work of another student, or submitting for assessment a piece of work that has been downloaded
from the Internet).
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Collusion: this is defined as supporting malpractice by another student, for example by allowing one’s work to be copied or
submitted for assessment by another student.
Duplication of work: this is defined as the presentation of the same work for different assessment components.
Any other behaviour that gains an unfair advantage for a student such as taking unauthorized materials into an examination
room, misconduct during an examination or falsifying an academic record.
Students in breach of the code of academic honesty will face disciplinary consequences within the school. Students in breach
of the code of academic honesty will not be placed on the Honor or High Honor Rolls. Where relevant, students will also face
penalties imposed by the International Baccalaureate Organization.
IST is registered with turnitin.com, an IBO-recommended organization. This enables the school to send student work for analysis.
ASSESSMENT
IST ASSESSMENT PHILOSOPHY

Our school makes use of ongoing, carefully planned assessments to drive our curriculum and provide a framework for learning.
While assessments are used for evaluating, recording, and reporting student progress, their primary purpose is to focus instruction
and enhance learning. Varied assessments allow students to demonstrate their developing skills, knowledge and understandings.
Our students are made aware of the purpose and criteria for assessment and our teachers facilitate learning experiences designed
to enable them to meet the criteria. Assessment tasks are differentiated to meet the diverse linguistic, cultural, and learning needs
of our students while at the same time maintaining consistent standards of excellence. Effective assessment provides feedback to
students, teachers, parents, and administrators, allowing them to continually reflect on, revise, refine and celebrate performance.
IST ASSESSMENT POLICY STATEMENTS
Purpose of Assessment for Students
Provides motivation and purpose for learning
Clarifies targeted standards and benchmarks for skills, knowledge, understandings and dispositions
Provides evidence of students’ learning and application of skills, knowledge, understanding and dispositions
Provides evidence that students can apply learning in a variety of situations
Provides evidence of individual student performance
Provides opportunities to reflect on learning through evaluation of results and feedback
Allows students to demonstrate critical and creative thinking
Demands the setting and appraisal of individual goals
Identifies students’ personal strengths and learning styles
Purpose of Assessment for Teachers and Administrators
Clarifies targeted learning objectives, standards and benchmarks for skills, knowledge, understandings and dispositions
Provides opportunities to modify and improve teaching objectives through individual and collaborative study and evaluation
of results
Maintains curriculum and teaching standards
Provides information enabling teachers to modify and improve their teaching practice
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Provides evidence for useful feedback to students, parents and administrators
Provides evidence for differentiation requirements and individual student needs
Allows for accurate recording and reporting of student progress
Purpose of Assessment for Parents
Promotes understanding of how each child learns, and how best to support his/her learning
Confirms the progress of their children relative to benchmarks and standards
Engages parents in their child’s education
Purpose of Assessment Practices
Diagnostic assessments (pre-assessments) are used to deduce skill levels and prior knowledge and are not normally graded
Formative assessments provide ongoing and specific feedback to students and teachers, tracking and guiding development
of learning
Summative assessments are used to measure performance at the conclusion of a unit of instruction
Assessments take a broad range of forms, including observational assessments, performance assessments, graded
assignments, home and class work, and formal school-wide assessments
Self, peer, and teacher assessments are used
Teachers provide clear assessment guidelines for students, including the use of rubrics and exemplars
Teachers provide students with timely assessment feedback
Students are assessed with collaboratively agreed upon, age/ability appropriate tasks
Common assessments are standardized within year levels
Student work is assessed according to criteria, which are either published by the IBO, modified to suit the students’ level or
designed for the assessment task
Results of assessments are communicated to students and parents through progress reports, portfolios and conferences
HOMEWORK
HOMEWORK PHILOSOPHY
Our school believes that learning occurs at all times and in all places. Homework encourages students to develop an understanding
that learning is not limited to school time. We believe that homework assists students to experience success, by undertaking
meaningful activities, reflecting on and managing their own learning.
Our students can expect that the homework tasks will support, enrich and develop their love of learning. They will be given
sufficient time to complete tasks and guidelines for the assessment of homework tasks will be clear. Our students can expect
that homework will provide opportunities to meet and extend their own learning styles whilst introducing them to other ways of
learning.
Our students are actively involved in school and family life, which engages them in activities outside the school day. It is, however,
expected that our students complete homework within the given timeframe. They are encouraged to ask permission for an
extension from teachers if they are unable to fulfill this requirement.
Our teachers set homework that is achievable and meaningful. They provide tasks that support the learning that has, or will, occur
in the classroom. Our teachers establish a fair homework programme and will set dates and provide feedback, where appropriate.
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Our parents actively share in the learning of their child by observing, discussing and monitoring their child’s homework. They can
expect to receive communication from the teacher if homework is not regularly completed and they are encouraged to discuss any
concerns they may have with the teachers.
HOMEWORK POLICY
Purpose of Homework
To develop a love of learning
To promote connections to and knowledge of the world around us
To promote responsibility, independence and lifelong learning
To develop study skills and work habits, including time management
To develop critical and creative thinking skills
To develop collaborative learning skills
To support class work
To process class work and to reflect on what was done and learned
To extend class work, including practice and development of skills
To prepare for future classes
Types of Homework
Independent reading (personal choice of text)
Class reading (assigned novels, articles)
Research (texts, internet, databases)
Worksheets
Extensions from group assignments
Repetition of skills (Chinese characters; problem solving; making of maps, charts, graphs and/or diagrams)
Journal writing (process journal, diary, developmental workbook, fitness journal)
Composition or essay writing
Paragraph writing
Creative writing
Data analysis
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Answering questions
Current events
Areas of interaction reflection journal
Self and/or peer evaluation or editing
Application of technology skills
Marking self or peer work with a rubric
Review of class work or in preparation for texts, exams or quizzes
Lab report writing
Extended problem solving
Group work projects
Recommended Homework Time

The following table indicates the expected hours of homework per night. This is based on five nights of homework per week, with
the expectation that weekend homework is part of this recommended time, not additional time.
Grade Recommended time per night Recommended time allowance per week
NPK 0 0
K 15 1.25 hours
1-2 15 - 30 minutes 1.25 - 2.5 hours
3 30 - 45 minutes 2.5 - 3.45 hours
4 45 minutes 3.45 hours
5 45 minutes to 1 hour 3.45 - 5 hours
6 1 - 1.6 hours 5.5 - 8 hours
7 1.6 hours 8 hours
8 1.5 - 1.9 hours 7.5 - 9.7 hours
9 2.10 hours 10.75 hours
10 2.2 hours 12.7 hours
11/12 3 hours 15 hours
Subject-specific homework hours for secondary students:
SUBJECT 6 7 8 9 10 DP
Art/Music 0.5 0.5 0.75 0.75 1 SL subjects: 2
Drama 0.5 0.5 0.5 0.5 1 HL subjects: 3
DT / IT 0.5 0.5 0.75 0.75 1
English 1.5 1.5 2 2 2.5
Humanities 1 1 2 2 2
W o r l d
1.25 1.25 1.25 1.25 2
Languages
Math 1.5 1.5 2 2 2
P.E. 0.2 0.2 0.2 0.2 0.2
Science 1 1 1.5 1.5 2
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Personal Project Additional

MAXIMUM -
5.5 - 8 8 7.75 - 9.77 10.75 12.7 15
HOURS
Organizing Homework & Time Management

Grade 12 students receive a calendar of major assessments.
Time will be given in the class for students to write down the homework in their Homework Logs, and to clarify expectations.
Homeroom and subject teachers will check Homework Logs in the elementary and middle school and occasionally with older
students.
Clear guidelines will be provided to assist students with completing homework.
Assignments will be broken down into incremental steps for younger students.
Clear assessment criteria or rubrics will be provided for students.
Weekend homework assigned at the teacher’s discretion for high school students. Students may choose to complete
homework set during the week at weekends.
No homework, except revision, will be set or due during the week before the Secondary School examinations.
Holiday Homework
No homework will be due nor will any assessments be given on the first day back after a holiday or Week Without Walls.
Students may choose to review class work in preparation for class and exams during holidays.
In grades K-8, no holiday homework will be set, except for reading.
In grade 9-10, no holiday homework will be set except for reading and the Personal Project.
In grades 11-12, normally, no holiday homework will be set except for reading and the Extended Essay. However, individual
teachers might apply their own discretion depending on the needs of an individual student or class.
Homework Extensions
Teachers sponsoring school trips and events which involve time out of school will inform teachers of students participating in
activities where possible two weeks in advance.
Depending on individual student needs, teachers have the right to recommend that a student who is behind on work
assignments does not miss class time for school trips and excursions.
If a student is involved in a major school activity and therefore cannot meet work deadlines, an extension may be requested
normally more than 48 hours in advance of the work being due.
If there is a school event that students are expected to attend, (like WWW), homework will not be due the day after the event.
Work due on the day of planned absence for a school event or trip is normally submitted on or before the morning of
departure.
If a student needs a work extension for a legitimate reason, they can ask permission of their teacher for an extension,
normally more than 48 hours in advance of the work being due.
Non-IST commitments will not normally be considered for extensions of deadlines.
Tardy Homework
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Students are responsible for making up all missed work, whether or not an absence is excused; however credit will not be
given for work made up after an unexcused absence,’ Parent & Student handbook.
If a student has a genuine reason for not being able to submit their homework on time, a note from home, signed by parents
or guardians, must be brought on or before the due date.
If a student does not have a note or does not submit work on a regular basis, this will be recorded on their report.
At the discretion of the teacher, late work will still be assessed and graded.
If a student fails to complete assignments by the due date on a regular basis, the teacher will talk with the student, contact
the parents, and document communication through a Progress Report.
A parent conference will be arranged by the subject teacher to communicate concerns and establish causes for tardiness and
to provide strategies and goals for improvement.
Students may be requested to stay behind after class with the subject teacher to complete work during the school day, at
recess or lunchtime.
In Elementary School, students may be required to attend lunchtime Study Hall to improve the quality of their work.
IB MYP (6-10) and Diploma (11-12)
Procedures for Late Work
Late work which is not for IB assessment.
Teacher should discuss this with students.
This work is for feedback purposes and reporting. Consequently, if a student does not hand in work on time, and has not
discussed this with the teacher, they will not receive feedback and will receive a zero for the work. This will be reflected in
their semester grade.
Late work which is for IB assessment
Late work will only be accepted if it is accompanied by a doctor certificate, or if an extension has been previously granted
Students who request an extension must do so more than 48 hours in advance of the work being due, and the decision to
grant an extension will be made by the IB Coordinator, in consultation with the teacher.
If the extension is still not met, the student will normally score zero.
When homework does not meet the teacher’s expectations for an individual student, students will tell the teacher if there is
a genuine reason why their homework is not completed to the teacher’s expectations.
Students will resubmit the homework to required expectations.
Students will receive support if they might benefit from extra help in completing their homework.
If the student submits unsatisfactory work more than three times in a quarter, the subject teacher will discuss the concerns
with parents.
A progress report will be sent home by the subject teacher to document concerns.
Copies of the progress report will be placed on the student’s file until the end of the academic year.
Depending on individual student needs, teachers have the right to recommend that a student who is behind on homework
assignments does not miss class time for school trips and excursions.
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Reporting Assessment
Report Cards
Student reports shall be sent home twice a year at the end of each semester in both the elementary and secondary schools. In
the secondary school, progress reports shall also be sent home mid semester. In the interim, when students perform below their
capacity level, parents will be notified.
The reporting systems in the elementary and secondary schools shall be described in the relevant sections of the parent-student
and curriculum handbooks. Teachers shall explain grading procedures for each class at the beginning of each year.
Conferences
Parent-teacher conferences shall be scheduled twice a year, following the sending home of student progress reports. Teachers
should also call for conferences with parents whenever students perform below their capacity level. Parents may ask for conferences
with teachers at any time of the year, subject to at least one day’s notice.
In the elementary school parent-teacher conferences are held in semester 1 and student-led conferences in semester 2. In the
secondary school parent-teacher conferences are held in semester 1 and semester 2.
Student Support Services
INFORMATION TECHNOLOGY
The information technology program at IST develops in our students the literacy skills they need to contribute in a connected
world. In the elementary school we integrate technology into our lessons. In the secondary school, both Information Technology
and Design Technology are taught subjects. In both schools, we use technology to facilitate creativity and innovation. We use
technology to support communication and collaboration. We use technology to extend research and information fluency. We
develop in our students a sound understanding of technology operations and concepts. And in all three of our IB programs, we
discuss the issues and concerns that come with participating in a connected world. From kindergarten to grade 12, our information
technology program emphasizes digital citizenship to help our students use information and technology in safe, legal, and
responsible ways. We believe technology can be transformative and we encourage students to use technology to do what they
could not otherwise do.
Our students can access the Internet via wired and wireless connections that cover the entire school campus. Currently, more
than three hundred Apple computers support teaching and learning. Digital projectors and interactive whiteboards in both the
elementary and secondary schools facilitate group viewing and discussions. Elementary and secondary students each get a standard
suite of software to support their learning needs.
LIBRARY AND INFORMATION LITERACY CENTER

The focus of the library programme is for students to access information efficiently and effectively, to evaluate information critically
and competently, to employ an understanding of information accurately and creatively, and to read for pleasure. The following is
a sampling of some of the particular skills learned:
Find, evaluate and select appropriate resources.
Demonstrate mastery of tools for accessing information and pursuing inquiry.
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Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
Follow ethical and legal guidelines when gathering, using, and presenting information.
Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a
member of the community.
Organize knowledge so it is useful and can be called upon easily.
Share knowledge and learning with others, both face to face and through technology
Read widely and ﬂuently to make connections with self, the world, and previous reading.
To accomplish this, a wide range of resources, technologies, and services are made available to meet students’ learning and
information needs. Currently the library collection holds more than 35,000 items with a range of fiction, nonfiction and reference
sources, as well as having subscriptions to several print periodicals and online databases, making the IST library a sizeable collection
for any school.
Students can check out materials during scheduled sessions as well as during recess, lunch, and after school. Parents also are
welcome and encouraged to take advantage of the ample resources and check out materials for their personal and family use.
The library’s OPAC (online public access catalog) and extensive online reading and research resources also can be accessed from
home.
Student Services Department
MISSION STATEMENT
The Student Services Department enables students for whom English is a Second Language (ESL) and students with Individual
Needs to participate fully in the academic and related social programs of the school.
PHILOSOPHY
The Student Services Department believes:
that the Student Services Department should liaise with and support classroom teachers in curriculum design, lesson planning
and implementation of diverse teaching strategies
all parents are partners in their children’s education by taking an active interest and by supporting their children’s learning
all students are able to take academic risks in their learning
all students can be self-directed learners
that the mother tongue and culture of all students is valued
that the acquisition of the English language is essential for communication and academic success at IST
all teachers are language teachers and are responsible for making the curriculum accessible to all students
children acquire language best when they are provided with a language-rich environment both at home and at school
all ESL students can become confident and skillful users of the English language
language acquisition occurs at different rates so that some students may require additional language support after they have
exited the formal ESL programme
all students with Individual Needs can meet maximum success within their capability
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INDIVIDUAL NEEDS
The Individual Needs programme is aimed at students who have special learning needs, and who need special support to participate
in the school’s programs. Students with Individual Needs are placed in the regular class and are expected to follow the school’s
academic and social curriculum. Support is provided in a variety of ways to enable the student with Individual Needs to participate
fully in the curriculum. Support is based on the students’ individual needs, and may consist of support within the classroom, or
support through small group instruction. Students may be withdrawn from their classroom for small group instruction but the
majority of their time at IST is spent with their peers in the regular class.
Currently, IST accepts students with mild to moderate learning difficulties. It is recommended that parents of students with special
learning needs contact the school to discuss the needs of their child prior to enrolment.
STUDENT SUPPORT TEAMS

Student Support Teams (SSTs) are school-based, problem-solving groups whose mission is to assist teachers, administrators and
school staff with intervention strategies for dealing with the academic and social-emotional behavioral needs of regular education
students. Such groups seek creative ways to maximize the use of available resources and formalize what is already being done for
students in the building. In addition, SSTs serve as a way to address individual student needs and to enhance existing methods of
operation within the school organization.
The purpose of the Student Support Team is to design a support system for students having difficulty in the regular classroom.
Once activated, this process will assist teachers and students by generating classroom instructional suggestions, classroom
accommodations and /or intervention plans. The team may also act as a resource for additional services or programs.
At IST, the Elementary Student Support Team consists of the Student Services Coordinator, the Counselor, and the Elementary
Principal.
The Secondary Student Support Team consists of the Student Services Coordinator, the Counselor, and the relevant Principal.
ESL – English as a Second Language

As in most international schools, many students at IST do not use English as their first language and require support to ensure
their acquisition of English. To meet this need, we provide an ESL programme, allowing students to succeed in an English-based
classroom.
Language acquisition is most successful when it takes place in meaningful contexts. IST creates a secure environment where
students have the opportunity to acquire and develop language in real life settings alongside fluent English speakers.
ESL students at IST spend most of the school day with their English proficient peers in the mainstream classroom.
When students first apply to the school they are tested to gauge their ability in the English language. If the results show the student
needs to improve their English then the student is placed in the ESL programme. All ESL students are assessed for their English
Language Proficiency on the Language Assessment Scales (LAS Links). Currently, LAS Links testing is carried out upon application to
join IST and then periodically throughout the year. Progress testing is carried out periodically throughout the year to monitor the
progress of ESL students.
ESL and Homework

ESL students are held to the same expectations for homework as non-ESL students, with regard to time commitment and quality:
all students are expected to complete assigned tasks to the best of their ability, taking into consideration the fact that teachers are
expected to differentiate tasks and formative assessment criteria according to the individual needs and abilities of their students.
ESL Exit Criteria

All kindergarten to grade 12 students will receive an English language proficiency assessment before exiting the ESL programme.
The English proficiency of students in the school will be measured using the assessment appropriate for their current grade level.
The decision to exit students from ESL is based upon formal proficiency assessments, school progress reports, and input from
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relevant academic staff. The following exit criteria provide broad guidelines for exiting ESL based upon formal English language
proficiency assessments.
Kindergarten: Level 4 (Proficient – Oral only)
Grades 1-5: Level 4 (Proficient). Students will, in most cases, be expected to score a minimum of Level 3 (Intermediate) in all four
areas of the assessment (speaking, listening, reading, and writing). Class and subject feedback is also taken into consideration
before a student is exited.
Counseling
IST COUNSELING PHILOSOPHY

The School Counseling Department at IST focuses on the three broad and interrelated areas of student development: academic,
career and personal/social development.
There is a collaborative effort between the school counselor and other educators that creates an environment which promotes
school success.
The school counselor helps students:
Learn to take responsibility for their behavior and learning.
Develop healthy decision-making skills.
Integrate their ability to think and feel with their ability to take action.
Explore choices in their everyday lives that will help them to take an active, positive role in the shaping of their own future.
The school counselor values and responds to the diversity and individual differences in our societies and communities. Due to the
generally transient nature of international schools, students and families are often dealing with relocation and cross-cultural issues
that affect their identity and worldview. The counselor offers support services for students and families to manage issues related
to studying and living in an international environment. As a student advocate, the school counselor consults and collaborates with
teachers, administrators and families to help students achieve academic, vocational, and personal goals.
The school counselor respects the individual’s right to privacy. Information is kept confidential unless disclosure is required
to prevent clear and imminent danger to the individual and/or others. Services are student-centered and are delivered in an
environment that is welcoming, safe and caring.
Counseling also may include:
Support for PYP, MYP, and IB curriculum
Group Activities
Parent Workshops and Instruction
SAT and PSAT examinations
Individual Student Planning
Collaborate with Student Services Team
Individual and Small Group University/College Placement and Summer Programs Advisement
Components of the Counseling Programme:
Guidance Curriculum
Classroom Instruction (Health and Social Education Curriculum)
Support for PYP, MYP, and IB curriculum
Group Activities
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Parent Workshops and Instruction
SAT and PSAT examinations
Individual Student Planning
Collaborate with Student Services Team
Individual and Small Group University/College Placement and Summer Programs Advisement
Secondary School Homeroom Programme

In the Secondary School, each student’s day starts in a ten minute grade-level homeroom, with their homeroom teacher. Extended
homeroom periods are scheduled once a week to allow for the necessary contact time for advisory. Homerooms form a pastoral
base focused on the whole child, including student welfare, team spirit, ethics and study skills. Daily information is communicated,
student attendance and punctuality are tracked and homeroom teachers are involved in planning community and service activities,
as well as Week Without Wall trips with their homeroom group. Homeroom teachers have a holistic picture of each student in
their care and therefore are a key point in home-school communications.
PRIVATE TUTORS
Parents are advised to seek the advice of their child’s class/homeroom teacher or principal before hiring private tutors for their
children. Please note that IST teachers are not permitted to provide tuition for their own students.
Education Beyond The Classroom
COMMUNITY AND SERVICE

The IST school philosophy places great emphasis on the importance of our local and global community. International education
must extend beyond intellectual attainment to include not only responsible attitudes but also thoughtful and appropriate action.
IST, like all international schools, aims to meet the challenge of offering all learners the opportunity and the power to choose their
actions, to act, and to reflect on these actions in order to make a difference in and to the world. As part of the IB curriculum, all
students are regularly involved in a range of community and service activities.
IB PYP ACTION
Action in the PYP addresses community and service as a natural outcome of the program of inquiry. Community and Service in
the elementary school does not have to be grandiose, and begins at the most immediate and basic level: in the children’s families,
in their classrooms, in the hallways and playgrounds. Children at IST are encouraged to exercise their own initiative in taking
responsibility for their actions, and, especially for younger children, it is grounded in their own concrete experience. Teachers
provide appropriate support in order to facilitate student efforts and provide alternatives and choices for them as they seek to
make a positive difference in their world.
IB MYP COMMUNITY AND SERVICE

Community and Service is one of the five Areas of Interaction that run through the MYP Curriculum. The goal of the Community
and Service Area of Interaction is to help students answer these questions:
How do we live in relation to each other?
How can I contribute to the community?
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How can I help others?
By answering these questions students learn about themselves and the communities of which they are members. As students
become increasingly aware of and engaged with different issues facing society through their learning within the MYP curriculum,
they also have opportunities to take action through their Community and Service Action Groups, which normally meet once a
week. Students choose their own avenues of action, working together with their teacher supervisors to develop and implement
their plans. In recent years, action groups have supported local organizations, such as the Tianjin Children’s Cancer Hospital, and
the Qizhi School for the Disabled, and worked on consciousness-raising within the IST community on global issues. Other groups
have performed service projects within the school, such as buddy reading or running lunchtime activities.
IB DIPLOMA CREATIVITY, ACTION, SERVICE (CAS)

The spirit of Community and Service is continued in the IB Diploma through the creativity, action, service programme which forms
a core element for grades 11 and 12.
The CAS programme aims to develop students who are:
reflective thinkers—they understand their own strengths and limitations, identify goals, and devise strategies for personal
growth
willing to accept new challenges and new roles
aware of themselves as members of communities with responsibilities towards each other and the environment
active participants in sustained, collaborative projects
balanced—they enjoy and find significance in a range of activities involving intellectual, physical, creative, and emotional
experiences
Throughout their two-year program, students engage in a wide variety of creativity, action, and service activities, many of them
self-initiated, and they maintain reflective documentation of their activities.
Recent examples include:
Japan Earthquake Relief
Teaching English and Music in our local village
Leading student trips
Student council service
Organizing school activities
Sports
Performing Arts
Field Trips
As a part of the total learning experience, all classes will participate in a variety fieldtrips during the course of the school year.
As students become older the length and challenges associated with these excursions increases until such time that our senior
students are expected to become actively involved in the planning and leading of outings for younger students, with teacher
support of course.
When your child is first admitted to our school, you will sign a parental agreement granting permission for your child to participate
in all fieldtrips that take place within Tianjin during the school day. For out of town and/or overnight fieldtrips, you will be asked
to sign additional permission slips.
ELEMENTARY FIELD TRIPS
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Elementary students participate in regular fieldtrips throughout the course of each school year. The majority of these excursions
will be day outings in the Tianjin area associated with ‘Units of Inquiry’; however, as students become older they will venture
further away from Tianjin until eventually they participate in a mini ‘Week Without Walls’ preparation trip which will involve them
spending several nights away from their homes with their classmates and teachers.
SECONDARY SCHOOL – WEEK WITHOUT WALLS ( WWW )

The Secondary School Week Without Walls programme usually takes place each September and offers our students a genuine
and meaningful exposure to, engagement and interaction with and appreciation of our host country, China. It also provides our
students with an opportunity to demonstrate positive personal development. Week Without Walls has natural and meaningful
interdisciplinary links with the Secondary School curriculum. Destinations in the past have included Beijing Survival Island, Suzhou,
Hanzhou, Tai Shan, Henan, Nanjing , Gui De, Qingdao and Shao Lin Si.
Education For Sustainable Development (ESD)
VISION AND STRATEGY
Vision
IST aspires to be a sustainable school with a globally aware and active student body.
We define sustainable development as:
“. . . development that meets the needs of the present without compromising the ability of future generations to meet their own
needs.” World Commission on Environment and Development, 1987
Sustainable development is also defined as consisting of three interrelated areas of the environment, economy, and society. At the
center of the three areas is human well-being.
We recognize that education is held to be central to sustainability. As such, we strive to be a center of education that:
Integrates and promotes concepts of sustainability into the school’s PYP, MYP, and DP curricula.
Reduces our personal ecological impacts and our ecological impact as an institution.
Strategy
We will work towards this vision by taking the following actions:
Appointing an ESD coordinator to oversee ESD progress at IST
Providing professional development for staff regarding ESD
Establishing a standing ESD steering committee
Realigning existing education towards sustainability
Defining and highlighting the knowledge, skills, and dispositions of ESD
Reviewing current ecological practices via the environmental review
Setting targets via the action plan
Monitoring and reviewing progress
Publicizing results and celebrating success
Encouraging research and innovation
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Extra-Curricular Activities
IST students have the opportunity of pursuing new interests and developing new talents to balance their academic programme.
These activities vary.
Examples of activities offered in the past include:
Sports (ACAMIS, ISAC): Coordinated by the Athletics Director, IST has a strong sports programme which includes our
membership of ACAMIS (Association of Chinese and Mongolian International Schools) and ISAC (International Schools
Athletics Conference- Beijing & Tianjin). Students are encouraged to try out for school teams including girls’ and boys’
basketball, volleyball, soccer, track and field. Teams represent the school in seasonal inter-school matches and tournaments,
both locally and nation-wide.
Drama (school productions; ACAMIS Cultural Convention; Valentine’s Show, assemblies)
Music and Vocal (school productions, ACAMIS Cultural Convention, Valentine’s Show, assemblies)
Model United Nations (MUN) (public speaking)
Outdoor expeditions (International Award scheme)
Examples of Clubs Offered:
Art
Drama
Electric Bass
Rock Climbing and Adventure Sports
English
Homework
Swimming
Jewellery
Crafts
Horse riding
Chess
Photography
Astronomy
Advanced Band
Newspaper
Chamber Ensemble
Computer
Indoor Sports
Inter-school sports
Secondary students are encouraged to initiate their own clubs and activities, with adult supervision.
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School Spirit And Leadership
STUDENT GOVERNMENT
IST students are represented by the Elementary and Secondary School Student Council whose purpose is outlined in its constitution:
To promote the good of all members of the school community
To provide students with a voice and a means to carry out the overall objectives of the student body
To improve the school atmosphere
To prepare students for global responsibilities
To represent the Student Body to the administration, faculty and IST community
To foster pride and positive spirit
To raise funds for the good of the student body, the IST community or those causes chosen that are sup ported by Student
Council.
The Elementary Student Council is structured as follows:
An Executive Council consisting of five members: one President, one Vice President, one Treasurer, one Secretary, and one
Communicator.
A Representative Council, consisting of two Room Representatives from each Grade 1 to 5 homeroom.
All members of the IST Elementary School are eligible to attend meetings.
The Secondary Student Council is structured as follows:
There shall be a Council consisting of twelve members: one President, one Vice-President, one Treasurer, one Secretary, and
eight Committee Chairs.
There shall be a four standing committees, each open to all students
The four committees are the Bridge Builders, the Alchemists, the Social Surfers and the Middle School Committee
All members of the Secondary IST are eligible to attend committee meetings.
Student Council meets once a week to discuss student issues and plan for events.
Student Awards And Recognition
Honor and High Honor Rolls

The Honor and High Honor Rolls are announced at the end of each semester. Student placement on the honor rolls is based upon
grades achieved in all subjects, using the International Baccalaureate grading system from 1 (very poor) to 7 (excellent). The
semester grades for each student are averaged to give a Grade Point Average (GPA). Students in grades 6 to 10 receiving a GPA of
5.8 or above will receive an Honor Roll certificate, and those receiving a GPA of between 6.4 or above will receive a High Honor
Roll certificate. In grades 11 and 12 a GPA of 3.33 or above is required for the Honor Roll, while a student achieving a GPA of 4.0 or
above will be awarded High Honors.
In order to be placed on the Honor and High Honor Rolls, a student must also meet the following criteria:
1.Students must receive a grade of 4 or above in all subjects
2.Students must not receive a failing grade in Community and Service
3.Students must exhibit the following learning behaviors:
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Attend class regularly (no more than 5 unexcused absences in any one quarter) and be punctual
Demonstrate self-motivation (complete homework/seek help when required/demonstrate independence)
Actively contribute to class discussions (expectations will vary depending on the level of language acquisition)
Demonstrate academic honesty at all times (no disciplinary offenses concerning academic honesty)
4.Students must demonstrate the following citizenship skills:
Actively participate in the homeroom and school community.
Demonstrate a multicultural attitude through inclusive behaviors towards students from all cultural backgrounds (achieving
an average strictly greater than 2.00 on the “Uses the school’s language of instruction to build friendship and community”
Citizenship descriptor on the semester report card)
Please note: Honor Roll, High Honor Roll, and other year-end award certificates are presented at a special awards assembly to
which parents are always invited.
ELEMENTARY SCHOOL RECOGNITION AWARDS

All elementary students receive an award at an assembly at some point throughout the year, acknowledging some of their
accomplishments towards becoming a truly international student. These acknowledgments are related to the IB Learner Profile
attributes, a list of ten key learning characteristics that constitute what the IBO considers a truly international student.
SECONDARY SCHOOL AWARDS PROGRAMME

The secondary school awards scheme provides a variety of awards which celebrate students’ academic and non-academic
achievement and effort in and beyond the IB curriculum. It recognizes students who make a difference in the school at different
stages of their development and encourages participation and perseverance in and commitment to education by each student.
IB DP Awards
CAS Award - for a student who participates beyond the minimum expectations of the CAS program - end of the year
Leadership Award - for a student who demonstrates leadership in the Secondary School – end of the year
IB MYP Awards
Outstanding Personal Project Award - voted on by MYP teachers – end of the year
Exemplary MYP Learner Awards - end of the year
Academic Awards
Academic Effort Awards - To celebrate outstanding effort/perseverance – given by homeroom teachers in grade-specific gatherings
at periodic times throughout the year.
Special Accomplishment Awards - To recognize a unique or noteworthy accomplishment – given by homeroom teachers in grade-
specific gatherings at periodic times throughout the year.
Outstanding Subject Achievement Awards – To celebrate high standards or excellence – end of the year.
Graduation Awards
Valedictorian - The award goes to the student with the highest GPA over the course of their last two years of IST education,
assuming none of the conditions below are violated. Each semester’s grades counts equally towards the final GPA.
Students must receive a grade of 4 or above in all subjects.
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Students must attend class regularly (generally no more than 5 days missed in any one quarter) and be punctual.
Students must demonstrate self-motivation (complete homework/seek help when required/demonstrate independence).
Students must actively contribute to class discussions.
Students must demonstrate academic honesty at all times.
Salutatorian - Chosen by vote by the graduating class, subject to endorsement by the Grade 12 Diploma teachers.
International Awards
Given at the end of the year.
EARCOS Global Citizenship Award - This award is presented to a student who embraces the qualities of a global citizen.
CIS Award - This award recognizes the contributions to school and community improvement made by students in CIS member
schools.
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IST CURRICULUM
IST CURRICULUM
HANDBOOK
HANDBOOK
2014
2014
- 2015：Elementary
- 2015：General
ELEMENTARY SCHOOL ACADEMIC

PROGRAMME
The International Baccalaureate

Primary Years Program (IB-PYP)
NURSERY TO GRADE 5
IST is a fully authorized IB-PYP school and has been successfully implementing this highly regarded international elementary school
programme for elementary students since August 2003. On the following pages, the PYP curriculum is described in the form of
answers to 8 frequently asked questions.
WHAT IS THE PYP?

The PYP is an international curriculum for students between the ages of 3 and 12 years designed over the past 15 years by the
International Baccalaureate Organization (IBO). The PYP curriculum aims to synthesize the best research and practice from a range
of national systems with the wealth of knowledge and experience in international schools to create a relevant, engaging and
rigorous educational framework for students. The PYP focuses on the total growth of the developing child, encompassing social,
physical, emotional and cultural needs in addition to academic welfare.
In the early 1990s a number of highly experienced teachers and administrators began to ask questions about what was the most
appropriate ‘content’ knowledge for students in international schools. Is it relevant and appropriate, for instance, for students
from the United States to focus on the kings and queens of England or for Korean students to master the names of the 50 American
states? The answer may be “yes” in certain situations but a more significant question is: what is it that students need to know, to
be able to do, and to be like, to be successful in the challenging global technological world of the 21st century?
The answer to this question is the PYP, a significant, engaging, relevant and challenging international curriculum that focuses not
on increasingly outdated and obsolete information specific to one country, but rather on what it is that we all need to be successful
international citizens in a global setting.
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IST CURRICULUM HANDBOOK 2014 - 2015：Elementary
HOW DOES THE PYP ORGANIZE FOR LEARNING?

Unlike the majority of curricula that focus almost exclusively on the two traditional areas of content knowledge and skills, the PYP
incorporates five essential elements into its curriculum, each viewed as a critical component in promoting the development of the
whole child.
Concepts (provide the underlying structure for the exploration of the

content of the entire programme)
Form: What is it like?
Function: How does it work?
Causation: Why is it like it is?
Change: How is it changing?

Connection: How is it connected to other things?
Perspective: What are the points of view?
Responsibility: What is our responsibility?
Reflection: How do we know?
KNOWLEDGE (the traditional disciplines each encompassing essential

content knowledge)
Languages
Mathematics
Science
Social Studies
The Arts
Personal, Social and Physical Education
SKILLS (a set of 5 transdisciplinary skills that children acquire and apply

within and across the traditional disciplines)
Research Skills
Communication Skills
Thinking Skills
Research Skills
Self-management Skills
Attitudes (12 key attitudes to be developed by students, all of which

contribute to a truly international person)
Appreciation
Commitment
Confidence
Cooperation
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Creativity
Curiosity
Empathy
Enthusiasm
Independence
Integrity
Respect
Tolerance
Action
The PYP believes that international education must extend beyond intellectual attainment to include not only responsible attitudes
but also thoughtful and appropriate action. IST, like all international schools, can and should meet the challenge of offering all
learners the opportunity and the power to choose their actions, to act, and to reflect on these actions in order to make a difference
in and to the world.
The PYP is a curriculum that emphasizes conceptual development relevant to all learners and it is therefore firmly focused on
‘meaning and understanding’. It identifies a body of significant knowledge for students in nursery (3 year olds) through grade 5 (11
year olds), much of which requires students to inquire into, within the context of integrated units of inquiry. These units of study
are based around six universal themes of importance for learners of all countries and cultures – the ‘Transdisciplinary Themes’.
WHAT ARE THE ‘TRANSDISCIPLINARY THEMES’?

The six ‘Transdisciplinary Themes’ direct students to meaningfully inquire into the written curriculum and the traditional subject
disciplines. Six key questions focus the themes:
Who we are ?
Where we are in place and time?
How we express ourselves?
How the world works?
How we organize ourselves?
Sharing the planet?
Children at IST inquire into and learn about globally significant phenomena in the context of the six Units of Inquiry covered by
each grade each year (four units in Nursery and Pre-Kindergarten), each of which addresses a particular transdisciplinary theme.
The six transdisciplinary themes translate into a total of 44 units of inquiry that students at IST inquire into during their time in
elementary school and these collectively form the IST ‘Programme of Inquiry’.
What Will My Child Look Like, Having Attended A Pyp School?

The PYP is committed to developing the content knowledge and skills central to traditional curricula; however, like the IBO, at IST
we believe that this alone will not make for a truly internationally educated person. It is vital that we also focus on the educational
development of the total child and on the development of positive attitudes towards people, towards the environment, and
towards learning. It is essential that this be addressed consciously, professionally and explicitly within the written curriculum and
accepted and modeled by the entire school community.
The philosophy of the IBO as it directly affects the child, is expressed as a series of desired attributes and traits that characterize
students with an international perspective. These characteristics and traits come together in the ‘IB Learner Profile’. As a community
of learners and educators, the faculty at IST is committed to working together collaboratively to ensure that our programme
expressly addresses the development of the characteristics and traits outlined in the student profile and at the same time ensures
that there is consistency in learning outcomes, expectations, assessment, and reporting practices.
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Elementary Specialists:
‘Focus’ IB Learner Profile Attributes
LANGUAGE
Communicators: The student expresses ideas and information using different genre and modes of expression.
Reflective: The student reflects on their own learning and is thoughtful about how to improve their language work.
Risk-takers: The student is willing to try new roles, ideas and strategies to extend their use of language.
MATHEMATICS
Inquirer: The student acquires skills that enable them to research new ideas and solve problems.
Thinker: The student uses critical and creative thinking to solve problems.
Knowledgeable: The student has in-depth knowledge and understanding of Mathematics.
ESL
Risk-takers: Willingly speaks, reads and writes in all language situations, even when they may not feel comfortable.
Reflective (Grade 1-2): Thinks about the progress they are making in learning English, their mother tongue, and other
languages.
Open-minded (Grades 3-5): Respects differences and similarities of other languages, ideas and cultures.
Communicators: Confidently uses all kinds of language including pictures, body language, sign language, English and their
mother tongue to explain their thoughts and feelings.
World Languages
Risk-takers: Willingly speaks, reads, and writes in Chinese language situations, even when he or she may not feel comfortable.
Open-minded: Respects differences and similarities between Chinese and other languages, ideas, and cultures.
Communicators: Confidently uses all kinds of language including pictures, body language, sign language, Chinese and their
mother tongue to explain their thoughts and feelings.
Art
Inquirer: The student develops natural curiosity and shows independence in learning in making art and in using tools and
materials.
Thinker: The student applies thinking skills critically and creativity in their visual explorations.
Reflective: The student is thoughtful about their artworks and ways in which they can improve them.
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Physical Education
Balanced: The student enjoys movement from all P.E strands and is physically active during each week.
Knowledgeable: The student knows a lot about movement and can apply what they know to new activities.
Reflective: The student thinks about movements that they have done and tries to improve them.
Music
Communicators: Values and uses ideas and imagination as well as play and sensory experiences as the basis for making &
sharing musical activities.
Risk-takers: Confidently uses the skills, techniques, processes, conventions and technologies of the musical arts.
Reflective: Engages with and makes simple personal responses to own musical works and activities and those of others &
accepts that there may be a range of different responses.
How Do I Know What My Child Is Learning And

What Are The Learning Expectations?
ELEMENTARY CURRICULUM SUMMARIES

Brief grade-based curriculum summaries and Elementary-wide subject discipline summaries and learning expectations are outlined
in the following section.
Please Note:
Children mature and develop at different rates and at different times and observations about a child’s learning are based upon
evidence at points in time that are intended to be neither summative of all aspects of the child’s learning nor reflective of the
child’s potential. This is especially true for young learners and parents should beware of comparing their child to others as observed
differences in achievement may simply be the result of developmental readiness and not of actual learning potential.
Parents of ESL children (English Second Language learners) should be aware that all students are assessed in accordance with grade
level achievement benchmarks from the IST curriculum established for native English speaking students. These assessments may
or may not be reflective of the student’s ability to perform or achieve in his or her mother tongue.
Students who have only recently started learning English and those still receiving ESL support are very unlikely to meet grade level
expectations in most subject areas, and particularly in those subjects in which written English is a fundamental component of
the programme, and parents should therefore be mindful of not placing unrealistic expectations upon their children with regard
to meeting native English speaking achievement levels in the short term. Close attention should, however, be given toward the
teacher comments indicating the student’s effort as this is entirely independent of language proficiency and is the key towards
improved learning and the achievement of grade cased learning expectations.
Language Arts
At the IST Elementary School, the language arts curriculum is based on sound research in child growth and development, language
and literacy acquisition, as well as acknowledged best practice and learning theory. The curriculum is concerned both with what
students need to know and with what they are able to do. Listening, speaking, reading and writing are integrated throughout all
subject domains in a developmentally appropriate language-rich environment.
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3 - 5 YEARS (Language arts)
Oral communication: listening and speaking

Students will use oral language for social interaction and to obtain knowledge of people, places and things in their environment
and in the wider community. They will communicate needs, feelings and ideas in order to respond to a variety of experiences.
They will participate appropriately in conversations, tell stories and events in sequence, and they will give and follow instructions.
In order to learn to communicate effectively, students will be given daily opportunities to listen and speak in authentic contexts,
either independently, in small groups or with the whole class.
Written communication: reading and writing

Students will be eager to read. They will enjoy playing and experimenting with reading behaviours as they practice reconstructing
text. They will show an interest in books, stories, charts and songs as they “read” simple, familiar text using visual, contextual and
memory cues to make sense of print. Students will “read” daily with support and guidance, either independently, in small groups
or in whole-class situations. They will be encouraged to focus on the meaning of texts rather than on reading word by word with
complete accuracy. Students will be read to daily, and they will have opportunities to read with and to one another, and to discuss
what they have read. Through these experiences, students will gain an understanding of concepts about print.
Students will be curious about print. They will enjoy playing and experimenting with writing by making marks to emulate writing. They
will progress from scribble or “pretend” writing, to writing letters and words. Drawing, sketching and diagramming are important
parts of early writing development as students imitate, rehearse and think about the process. Students will use representations
of their name (and/or those of family members) in a variety of ways. Regardless of their stage of written development, they will
assign meaning to messages, and will gradually produce recognizable (though not necessarily conventional) spellings of a range of
words. Students will be encouraged to write daily with or without support and guidance, either independently, in small groups or
with the whole class.
Visual communication: viewing and presenting

Students will play, experiment, talk about and relate to a variety of media. They will enjoy using media to make sense of their
world, and they will learn to respond both verbally and non-verbally. They will show a natural curiosity and interest in many forms
of familiar visual communication and, with guidance and support, they will make connections between the real and the imaginary.
Students will view and react to media items or factual information in order to understand and describe what they see.

Students will use a variety of oral language appropriately and with increasing confidence. They will talk about their own thoughts,
feelings and opinions, and they will be able to work in groups to discuss their ideas. They will appreciate that listening is important
and, in both small- and large-group situations, listen with increasing concentration and consideration. They will be able to pick
out main events and relevant points, and they will increase their ability to anticipate and predict. Students will listen to others
carefully and with sensitivity.

Students will read for pleasure and information with increasing independence. They will be confident about their own reading
and will continue to develop a range of reading strategies to decode and make sense of text. They will discuss stories heard and
read, demonstrate an awareness of the role of the characters and plot, and they will respond to the ideas and feelings expressed.
They will begin to use a variety of reference books and dictionaries independently. A balanced learning experience includes
opportunities to participate either independently, in small groups or in whole-class situations. Daily independent and instructional
reading are essential.
Students will write confidently, with developing legibility and fluency. They will write for a variety of purposes and will develop
an understanding of different story structures. They will begin to plan, edit and review their own writing, showing an increasing
ability to spell high-frequency words. They will begin to use spelling patterns and will continue to use their phonetic skills to
spell, especially when constructing more complex words. As risk-takers, they will demonstrate confidence in attempting to write
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unfamiliar words using a variety of strategies. Daily independent and instructional writing are essential.

Students will understand that communication involves visual, verbal and kinesthetic features. They will understand that signs and
symbols carry meaning, and they will begin to read a range of signs widely used in their immediate environment. They will be able
to read and use texts with different types of layout, and they will understand information presented by a range of visual media
including television, theatre and computer. Using a variety of visual and technological media, students will search for, record and
present information. As they continue to develop an increasing understanding of what they view, they will make more informed
choices.

Students will appreciate the power of oral language, and they will use speech with increasing awareness and responsibility. They
will participate appropriately in discussions and will talk about a wide range of topics. They will use increasingly complex language
confidently and creatively, with increasing accuracy, detail and range of vocabulary. They will become increasingly aware of the
use of oral language to articulate, organize and reflect on learning. They will begin to communicate in more than one language.

Students will read a variety of fiction and non-fiction books confidently, fluently and independently, and they will be able to select
books appropriate to their reading level and for a specific purpose. They will be interested in a variety of literature and will begin
to show an appreciation of different literary styles. They will understand and respond to the ideas, feelings and attitudes expressed
in various reading materials, and they will be able to use reference books, dictionaries and information technology independently.
They will read daily in class and will regularly read for a sustained period of time, both in class and at home.
Students will develop fluency in writing, and they will write independently and with confidence. They will begin to use a wide and
vivid vocabulary with supporting details. They will understand that different types of writing have different structures. They will
write for a range of purposes, both creative and informational, and they will plan, edit and review their own writing. They will spell
most high-frequency words accurately, and will use a range of strategies to spell words of increasing complexity. They will present
their writing appropriately using a consistent, legible style.

Students will experience a wide variety of visual media materials. They will respond to viewing experiences orally and in writing.
They will interpret visual media and recognize the power of visual media to influence thinking and behavior, and they will begin to
learn how to make informed choices in their personal viewing experiences. They will use a variety of materials to plan and create
projects with different media, and will use electronic media (for example, CD-Rom. Internet) to find information.
9 - 12 YEARS (Language arts — extending)

Students will show an increasing awareness of the power of oral language and how it helps them to construct meaning and
connect with others. They will use speech responsibly to inform, entertain and influence others. They will understand that oral
language is a
They will interact confidently with others in a variety of situations. They will use a wide variety of linguistic structures and features
of spoken language to develop and present ideas and information, adapting their listening and speaking strategies to the context,
purpose and audience. By reflecting on their own approach to communication and the ways in which others interact, they will
monitor and asses their own learning.
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Students will read a wide range of texts with understanding and accuracy, and they will be able to use a variety of reading strategies
for different texts and purposes. They will recognize and appreciate the various literary styles, forms and structures, and appreciate
the structural and stylistic differences between fiction and non-fiction. They will be able to discuss what has been read, reflect on
and talk about the feelings and motivations of the characters in a story, and analyze details of plot and characterization. They will
appreciate the author’s use of language, and they will begin to recognize meaning beyond the literal. They will locate and use a
range of reference materials to find information, and they will understand that this information can be used to generate ideas and
opinions and to guide research. They will read for enjoyment and information daily for sustained periods, both in school and at
home.
Students will write fluently and effectively for a wide range of purposes, both creative and informal, using a range of styles. They
will understand that different types of writing have different styles and structures, and that they are used for different purposes.
Their writing will show a clear awareness of audience. They will use relevant and appropriate supporting details, a wide range
of effective vocabulary, and a variety of sentence structures and sentence lengths. They will use an appropriate writing process
independently and confidently; planning, revising and editing their own writing. Considering and acting on the responses of
others, students will gain an awareness of themselves as authors, and they will develop their own voice and style to personalize
their writing. They will write for enjoyment and communication daily for sustained periods, both in school and at home.

Students will demonstrate appropriate viewing behavior for a large range of visual material (movies, posters, CD-ROMs, atlases,
architectural plans, sculptures, paintings, graphic organizers, codes). They will respond to viewing experiences orally and in writing
using specific vocabulary and terminology. They will show an understanding of media elements and the effect of design on the
meaning of the visual. They will identify stereotypes and the purpose of visual material. They will be willing to work with a variety
of materials to plan and carry out different projects. They will recognize the implications of commercial media, and they will make
informed judgments about television, film and video productions.
MATHEMATICS
At IST we consider it essential that students gain understanding, skill, and confidence from their early quantitative explorations.
Such accomplishments support the fundamental goal that mathematical learning be seen as a means of solving and understanding
everyday problems in children’s lives. At IST teachers use a range of mathematical texts to support the written curriculum. The
curriculum establishes a framework for a dialogue about mathematics between teachers and children, and among children
themselves. The programme’s goal is to make thinking with mathematics become as natural as thinking with language.
3 - 5 YEARS (Mathematics)
Data Handling
Learners will develop an understanding of how the collection and organization of information helps to make sense of the world.
They will sort, describe and label objects by attributes and represent information in graphs including pictographs and tally marks.
The learners will discuss chance in daily events.
Measurement
Learners will develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing
of events. They will be able to identify, compare and describe attributes of real objects as well as describe and sequence familiar
events in their daily routine.
Shape and Space

Learners will understand that shapes have characteristics that can be described and compared. They will understand and use
common language to describe paths, regions and boundaries of their immediate environment.
Pattern and Function

Learners will understand that patterns and sequences occur in everyday situations. They will be able to identify, describe, extend
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and create patterns in various ways.
Number
Learners will understand that numbers are used for many different purposes in the real world. They will develop an understanding
of one-to-one correspondence and conservation of number, and be able to count and use number words and numerals to represent
quantities.
Data Handling
Learners will understand how information can be expressed as organized and structured data and that this can occur in a range
of ways. They will collect and represent data in different types of graphs, interpreting the resulting information for the purpose
of answering questions. The learners will develop an understanding that some events in daily life are more likely to happen than
others and they will identify and describe likelihood using appropriate vocabulary.
Measurement
Learners will understand that standard units allow us to have a common language to measure and describe objects and events,
and that while estimation is a strategy that can be applied for approximate measurements, particulartools allow us to measure
and describe attributes of objects and events with more accuracy. Learners will develop these understandings in relation to
measurement involving length, mass, capacity, money, temperature and time.
Shape and Space

Learners will continue to work with 2D and 3D shapes, developing the understanding that shapes are classified and named
according to their properites. They will understand that examples of symmetry and transformations can be found in their immediate
environment. Learners will interpret, create and use simple directions and specific vocabulary to describe paths, regions, positions
and boundaries of their immediate environment.

Learners will understand that whole numbers exhibit patterns and relationships that can be observed and described, and that
the patterns can be represented using numbers and other symbols. As a result, learners will understand the inverse relationship
between addition and subtraction, and the associative and commutative properties of addition. They will be able to use their
understanding of pattern to represent and make sense of real-life situations and, where appropriate, to solve problems involving
addition and subtraction.
Number
Learners will develop their understanding of the base 10 place value system and will model, read, write, estimate, compare and
order numbers to hundreds or beyond. They will have automatic recall of addition and subtraction facts and be able to model
addition and subtraction of whole numbers using the appropriate mathematical language to describe their mental and written
strategies. Learners will have an understanding of fractions as representations of whole-part relationships and will be able to
model fractions and use fraction names in real-life situations.
Data Handling
Learners will continue to collect, organize, display and analyse data, developing an understanding of how different graphs highlight
different aspects of data more efficiently. They will understand that scale can represent different quantities in graphs and that
mode can be used to summarize a set of data. The learners will make the connection that probability is based on experimental
events and can be expressed numerically.
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Measurement
Learners will continue to use standard units to measure objects, in particular developing their understanding of measuring
perimeter, area and volume. They will select and use appropriate tools and units of measurement, and will be able to describe
measures that fall between two numbers on a scale. The learners will be given the opportunity to construct meaning about the
concept of an angle as a measure of rotation.
Shape and Space

Learners will sort, describe and model regular and irregular polygons, developing an understanding of their properties. They will
be able to describe and model congruency and similarity in 2D shapes. Learners will continue to develop their understanding of
symmetry, in particular reflective and rotational symmetry. They will understand how geometric shapes and associated vocabulary
are useful for representing and describing objects and events in real-world situations.

Learners will analyse patterns and identify rules for patterns, developing the understanding that functions describe the relationship
or rules that uniquely associate members of one set with members of another set. They will understand the inverse relationship
between multiplication and division, and the associative and commutative properties of multiplication. They will be able to use
their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve
problems involving the four operations.
Number
Learners will develop the understanding that fractions and decimals are ways of representing whole-part relationships and will
demonstrate this understanding by modelling equivalent fractions and decimal fractions to hundredths or beyond. They will
be able to model, read, write, compare and order fractions, and use them in real-life situations. Learners will have automatic
recall of addition, subtraction, multiplication and division facts. They will select, use and describe a range of strategies to solve
problems involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of
their answers.
Data Handling
Learners will collect, organize and display data for the purposes of valid interpretation and communication. They will be able to
use the mode, median, mean and range to summarize a set of data. They will create and manipulate an electronic database for
their own purposes, including setting up spreadsheets and using simple formulas to create graphs. Learners will understand that
probability can be expressed on a scale (0-1 or 0%-100%) and that the probability of an event can be predicted theoretically.
Measurement
Learners will understand that a range of procedures exists to measure different attributes of objects and events, for example, the
use of formulas for finding area, perimeter and volume. They will be able to decide on the level of accuracy required for measuring
and using decimal and fraction notation when precise measurements are necessary. To demonstrate their understanding of angles
as a measure of rotation, the learners will be able to measure and construct angles.
Shape and Space

Learners will understand the properties of regular and irregular polyhedra. They will understand the properties of 2D shapes
and understand that 2D representations of 3D objects can be used to visualize and solve problems in the real world, forexample,
through the use of drawing and modelling. Learners will develop their understanding of the use of scale (ratio) to enlarge and
reduce shapes. They will apply the language and notation of bearing to describe direction and position.
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Learners will understand that patterns can be represented, analysed and generalized using algebraic expressions, equations or
functions. They will use words, tables, graphs and, where possible, symbolic rules to analyse and represent patterns. They will
develop an understanding of exponential notation as a way to express repeated products, and of the inverse rlationship that exists
between exponents and roots. They students will continue to use their understanding of pattern and function to represent and
make sense of real-life situations and to solve problems involving the four operations.
Number
Learners will understand that the base 10 place value system extends infinitely in two directions and will be able to model,
compare, read, write and order numbers to millions or beyond, as well as model integers. They will develop an understanding of
ratios. They will understand that fractions, decimals and percentages are ways of representing whole-part relationships and will
work towards modelling, comparing, reading, writing, ordering and converting fractions, decimals and percentages. They will use
mental and written strategies to solve problems involving whole numbers, fractions and decimals in real-life situations, using a
range of strategies to evaluate reasonableness of answers.
SCIENCE
Within the Science and Technology curriculum students at IST inquire into:
Living Things: the study of humans and other animals, plants, and the environment and the interactions between them
Earth and Space: the study of the planet Earth and its relationship to the universe
Materials and Matter: the study of origins, properties and uses of natural and human-made solids, liquids and gases
Forces and Energy: the study of energy, its origins and transfer, and its effects
3 - 5 YEARS (Science)
Students will develop their observational skills by using their senses to gather and record information, and they will use their
observations to identify simple patterns, make predications and discuss their ideas. They will explore the way objects and
phenomena function, and will recognize basic cause and effect relationships. Students will examine change over varying time
periods and know that different variables and conditions may affect change. They will be aware of different perspectives, and
they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or
provide explanations using their own scientific experience and vocabulary.
Students will develop their observational skills by using their senses to gather and record information, and they will use their
observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena
function, identify parts of a system, and gain an understanding of cause and effect relationships. Students will examine change
over varying time periods, and will recognize that more than one variable may affect change. They will be aware of different
perspectives and ways of organizing the world, and they will show care and respect for themselves, other living things and the
environment. Students will communicate their ideas or provide explanations using their own scientific experience.
Students will develop their observational skills by using their senses and selected observational tools. They will gather and record
observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make
predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena
function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They
will examine change over time, and will recognize that change may be affected by one or more variables. They will be aware
of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may
have been formulated. Students will consider ethical issues in science-related contexts and use their learning in science to plan
thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will
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communicate their ideas or provide explanations using their own scientific experience and that of others.
Students will develop their observational skills by using their senses and selected observational tools. They will gather and record
observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make
predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena
function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will
examine change over time, and they will recognize that change may be affected by one or more variables.
SOCIAL STUDIES
Within the Social Studies curriculum students at IST inquire into:
Human systems and economic activities: The study of how and why people construct organizations and systems; the ways in
which people connect locally and globally; the distribution of power and authority.
Social organization and culture: The study of people, communities, cultures and societies; the ways in which individuals,
groups and societies interact with each other.
Continuity and change through time: The study of the relationships between people and events through time; the past, its
influences on the present and its implications for the future; people who have shaped the future through their actions.
Human and natural environments: The study of distinctive features that give a place its identity; how people adapt to and
alter their environment; how people experience and represent place; the impact of natural disasters on people and the built
environment .
Resources and the environment: The interaction between people and the environment; the study of how humans allocate
and manage resources; the positive and negative effects of this management; the impact of scientific and technological
developments on the environment.
3 - 5 YEARS (Social studies)

Students will explore their understanding of people and their lives, focusing on themselves, their friends and families, and their
immediate environment. They will practise applying rules and routines to work and play. They will gain an increasing awareness of
themselves in relation to the various groups to which they belong and be conscious of systems by which they organize themselves.
They will develop their sense of place, and the reasons why particular places are important to people. They will also develop their
sense of time, and recognize important events in their own lives, and how time and change affect people. They will explore the
role of technology in their lives.

Students will increase their understanding of their world, focusing on themselves, their friends and families and their environment.
They will appreciate the reasons why people belong to groups, the roles they fulfill and the different ways that people interact within
groups They will recognize connections within and between systems by which people organize themselves. They will broaden their
sense of place and the reasons why particular places are important to people, as well as how and why people’s activities influence,
and are influenced by, the places in their environment. Students will start to develop an understanding of their relationship with
the environment. They will gain a greater sense of time, recognizing important events in their own lives, and how time and change
affect people. They will become increasingly aware of how advances in technology affect individuals and the environment.

Students will extend their understanding of human society, focusing on themselves and others within their own community as
well as other communities that are distant in time and place. They will investigate how and why groups are organized within
communities, and the ways in which communities reflect the cultures and customs of their people. They will recognize the
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interdependency of systems and their function within local and national communities. They will increase their awareness of how
people influence, and are influenced by, the places in their environment. Students will explore the relationship between valuing
the environment and protecting it. They will extend their understanding of time, recognizing important events in people’s lives,
and how the past is recorded and remembered in different ways. They will broaden their understanding of the impace of advances
in technology over time, on individuals, society and the environment.

Students will recognize different aspects of human society, focusing on themselves and others within their own community as
well as groups of people that are distant in time and place. They will extend their understanding of how and why groups are
organized within communities, and how participation within groups involves both rights and responsibilities. They will understand
the interdependency of systems and their function within local and national communities. Students will gain an appreciation
of how cultural groups may vary in their customs and practices but reflect similar purposes. They will deepen their awareness
of how people influence, and are influenced by, places in the environment. They will realize the sighificance of developing a
sense of belonging and stewardship towards the environment, valuing and caring for it, in the interests of themselves and future
generations. Students will consolidate their understanding of time, recognizing how ideas and actions of people in the past have
changed the lives of others, and appreciating how the past is recorded and remembered in different ways They will gain an
understanding of how and why people manage resources. They will understand the impact of technological advances on their own
lives, on society and on the world, and will reflect on the need to make responsible decisions concerning the use of technologies.
PERSONAL SOCIAL AND PHYSICAL EDUCATION (PSPE)

Within the Personal Social and Physical Education curriculum students at IST inquire into;
Personal Education: the study of the growth of the individual in respect to emotions, self-concept and moral values.
Social Education: the study of the growing interactions of the individual within his/her family, learning community and
society, and the world at large.
3 - 5 YEARS (Social education)

Students will develop an awareness of their self-identity and recognize some of their strengths and weaknesses. They will show self-
confidence and self-worth. They will learn to recognize and communicate their own feelings and emotions in an appropriate way.
They will reflect on their own abilities and behavior. Students will show awareness of healthy lifestyle choices. They will develop
a sense of safety and an ability to protect themselves from danger and abuse. Students will show increasing independence, and
they will approach learning with flexibility, creativity and commitment. They will develop social skills when interacting with others
in different situations, and they will develop and maintain appropriate relationships. They will show awareness of and respect for
the views, needs, rights and differences of others. They will become aware of different ways of dealing with conflict situations.
5 - 12 YEARS (Social education)

Students will develop an awareness of their self-identity and recognize their strengths and weaknesses. They will show self-
confidence and self-worth. They will learn to recognize, communicate and manage their own feelings and emotions. They will
reflect on their own abilities and behavior and will set achievable personal goals. Students will show awareness of and take
responsibility for the choices they make to maintain a healthy lifestyle. They will develop a sense of safety and an ability to protect
themselves from danger and abuse. Students will show initiative and self-direction with increasing independence, and they will
approach learning with flexibility, creativity and commitment. Students will develop social skills when interacting with others in
different situations, and they will develop and maintain appropriate relationships. They will show awareness of and respect for the
views, needs and rights of others. They will show appreciation of cultural, racial, social, linguistic and religious differences. They
will recognize and deal appropriately with conflict situations.
PHYSICAL EDUCATION
Physical Education is the study of all that which contributes to personal lifelong health. It involves the study of the human body and
its care and fitness. At IST we believe that the early years provide a critical opportunity for the growth and mastery of the skills and
attitudes that form the basis for later sports and life long pleasure in physical activity. The Nursery-grade 2 programme emphasizes
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developmentally appropriate opportunities to learn and improve basic skills. Children in grades 3-5 explore skill related activities
and developmentally appropriate sports and recreational activities.
3 - 5 YEARS (Physical education)
Health-related activities
Students will be aware of some of the elements of a healthy lifestyle (rest, well-balanced nutrition, exercise and so on) and that it is
important to be physically active. They will recognize some basic changes that occur to their bodies when exercising and be made
aware of safety aspects when exercising.
Body control and spatial awareness

Students will develop their spatial awareness, gross motor skills and creative skills through movement.
Athletic activities
Students will learn a variety of movements and associated vocabulary, for example, jump, hop, slide, rock, exploring different ways
of moving on the floor and on apparatus. They will create small movement patterns, holding their body weight in stillness using
various body parts as bases. They will be introduced to one or two basic skills, for example, a pin jump. They will explore different
ways of moving with small equipment.
Games
Students will explore coordination, manipulation and balance in a range of games. They will travel in different ways, maintaining
body control, changing speed and direction of movement. They will handle small equipment using various body parts. They will
participate in, and follow instructions for, simple games requiring little or no equipment.
Movement to music
Students will explore non-locomotor and locomotor skills (including traveling, changing direction, altering pathways, and
transferring weight) using music as a stimulus. They will use their imagination and original ideas to respond to a range of stimuli
to express feelings and moods and be introduced to short sequences using basic step patterns.
Adventure challenge
Students will explore and develop the ability to solve tasks individually, in pairs or in small groups.
Students will recognize the elements and the benefits of a healthy lifestyle (rest, well-balanced nutrition, exercise and so on), and
they will become aware of the importance of physical activities in daily life. They will recognize basic changes that occur to their
bodies when exercising, and they will demonstrate safety when exercising.

Students will develop an awareness of space, direction and levels in relation to others and to their working environment. They
will travel in different ways, changing speed and direction with control. They will handle different apparatus and small equipment
using various body parts (manipulative skills), and hold their body weight using various body parts as bases (balance and stability).
Athletic activities
Students will develop traditional gymnastic skills, involving physical agility, flexibility, strength and coordination. They will interpret
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and answer movement tasks in their own way, and at their own level, on the floor and using apparatus. They will combine
locomotor and non-locomotor skills while using small equipment.
Games
Students will develop coordination, manipulation and balance, travel in different ways, changing speed and direction while
maintaining body control. They will explore different apparatus and small equipment using various body parts. They will participate
in, and follow instructions for, simple games requiring little or no equipment.
Movement to music
Students will combine locomotor and non-locomotor skills in order to develop rhythmic responses. They will express feelings
and moods using imagination and original ideas, and they will respond through movement to a range of stimuli. They will create
simple individual movement sequences, and they will be introduced to short sequences using basic step patterns. They will master
a dance containing basic step patterns that has a beginning, middle and end.
Adventure challenge
Students will solve challenging problems, with or without apparatus, individually, in pairs or in small groups. They will participate
in small group activities to accomplish a common goal.
Students will identify and recognize the elements and the benefits of a healthy lifestyle (rest, well-balanced nutrition, exercise and
so on), and they will be aware of the importance of physical activity in daily life. They will recognize the physical changes that occur
to their bodies when exercising, and they will demonstrate safety when exercising.

At this age, body control and spatial awareness activities will be incorporated into other PE content areas.
Athletic activities
Students will combine simple movements to create short sequences and improve their gymnastic skills, involving physical agility,
flexibility, strength and coordination. They will interpret and answer movement tasks in their own way, and at their own level,
on the floor and using apparatus. They will combine locomotor and non-locomotor skills while using small equipment. They
will develop the basic techniques and rules of jumping, throwing and running events. They will be introduced to collecting and
recording results, and they understand and apply the basic safety rules in athletic events.
Games
Students will develop coordination, manipulation and balance, participating in activities that develop spatial awareness and
locomotor skills. They will handle different apparatus and small equipment using various body parts, participating in simple lead-
up games. They will begin to develop their own games and related activities.
Movement to music
Students will combine locomotor and non-locomotor skills in order to improve rhythmic responses, and they will respond through
movement to a range of stimuli. They will express feelings and moods using imagination and original ideas, create simple movement
sequences, master a dance containing basic step patterns with a partner or in small groups, and begin to master dances with more
complex step patterns.
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Adventure challenge
Students will solve challenging problems, with or without apparatus, individually, in pairs or in small groups, and they will participate
in group activities to accomplish a common goal.
Students will identify and recognize the elements and benefits of a healthy lifestyle (rest, well-balanced nutrition, exercise and so
on) and they will be aware of the importance of physical activity in daily life. They will recognize the physical changes that occur
to their bodies when exercising, and they will demonstrate and apply safety when exercising.

At this age, body control and spatial awareness activities will be incorporated into other PE content areas.
Athletic activities
Students will combine movements to create sequences, refine their gymnastic skills, involving physical agility, flexibility, strength
and coordination. They will interpret and answer movement tasks in their own way, and at their own level, on the floor and using
apparatus. They will combine locomotor and non-locomotor skills while manipulating small equipment. Students will practice
specific techniques for jumping, throwing and running events. They will learn and apply the rules, including safety, of these various
events, including collecting and recording results. They will evaluate their athletic performance and understand how they can
improve their performance.
Games
Students will develop coordination, manipulation, balance and spatial awareness, and they will participate in activities that refine
locomotor skills. They will become competent in handling different apparatus and small equipment, and they will participate in
lead-up games and in scaled-down of adapted versions of the recognized sports, for example, invasion games, fielding and striking
games, net games and target games. They will develop their own innovative games and related activities.
Movement to music
Students will demonstrate controlled combinations of movement, changing speed and direction, and they will combine locomotor
and non-locomotor skills in order to refine rhythmic responses. They will respond through movement to a range of stimuli,
expressing feelings and moods using imagination and original ideas. They will create more complex movement sequences, and
they will be exposed to a range of dances containing more complex step patterns. They will master dances containing complex step
patterns with partners and in small groups, and they will begin to recognize techniques and forms of dance. They will be aware of
the different purposes and types of dance, and they will appreciate the dances of different countries and cultures.
Adventure challenge
Students will solve challenging problems, with or without apparatus, individually, in pairs or in groups, and they will participate in
group activities to accomplish a common goal.
THE ARTS: DRAMA, MUSIC and VISUAL ARTS

Students at IST are exposed to the arts in both the homeroom and through attendance at specialist classes. Where appropriate
the arts will be taught within the context of the units of inquiry with at least one unit per grade level per year having a major arts
specialist focus.
Drama is incorporated into the Language Arts Program and units of inquiry by the homeroom teacher. In addition students will
perform in assemblies and shows throughout the year.
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DRAMA
3 - 5 YEARS (Drama)
Students will work together, share ideas and begin to make group decisions. They will listen and respond positively to the
suggestions of others. Students will welcome the variety of cultural backgrounds inherent within their group, and the dramas they
develop. They will develop an awareness and acceptance of differences in traditions, celebrations, beliefs and behavior. Students
will use drama to explore concepts in the units of inquiry taken from the programme of inquiry, and they will be introduced to
teacher-in-role. Students will use a variety of stimuli to initiate classroom play and make-believe activities. They will develop the
confidence to create their own dramas through play, and to share these with others where appropriate. Students will be willing
and eager to explore movement and space using music and other stimuli. Where possible, students will be exposed to a variety of
performance and presentation experiences, and they will discuss what they have seen and experienced.
5 - 7 YEARS (Drama)
Students will work together, sharing ideas and making group decisions. They will listen and respond positively to the suggestions of
others. Students will welcome the variety of cultural backgrounds inherent within their group, and they will value the cross-cultural
aspects of the dramas they develop. They will develop an awareness and acceptance of differences in traditions, celebrations,
beliefs and behaviour. Students will use drama to explore concepts in the units of inquiry taken from the programme of inquiry, and
they will be introduced to teacher-in-role. Students will use a variety of stimuli to initiate classroom play and make-believe activities.
They will develop the confidence to create their own dramas through play, and to share these with others where appropriate.
Students will be willing and eager to explore movement and space using music and other stimuli. Where possible, students will be
exposed to a variety of performance and presentation experiences, and they will discuss what they have seen and experienced.
7 - 9 YEARS (Drama)
Students will work independently and with confidence in small groups and with partners. They will apply their knowledge of the
content of the programme of inquiry to develop dramas. Students will apply their knowledge of cross-cultural differences when
creating dramatic roles and locations. They will use personal experiences and other stimuli to create a drama. Students will reflect
and comment on their own work and on the work of others in a sensitive and positive way. They will be able to adopt a role and
switch in and out of role to discuss their discoveries. They will be able to respond to contributions from the teacher in role.
Students will develop an understanding of the way in which body and voice can be used to depict a character through specific voice
and body exercises and activities. Where possible, students will be exposed to performance conventions from other cultures, and
to a variety of performance and/or presentation experiences; they will observe carefully and they will be able to discuss what they
have seen.
9 - 12 YEARS (Drama)
Through creative exploration and expression, students will reach an emotional and conceptual understanding of the areas being
studied. Students will make immediate connections between fantasy and real-life situations. They will practice self-discipline in
the presentation of material to an audience as well as within the role of the audience. They will incorporate production elements
effectively to enhance their work, using costume, make-up, set, lights, sound and props. Students will bring original text to life using
a variety of conventions. They will continue to explore the way in which body and voice can be manipulated to depict a character,
an emotion or a concept through a variety of exercises. Students will work towards creating a healthy group dynamic, where they
feel comfortable making suggestions and accepting criticism on how their work, and the work of others, can be developed. They
will listen carefully to suggestions, and they will begin to be able to apply these to the development of their work. They will be able
to work independently, in pairs, in small groups and as a class group. They will use a journal to reflect on and evaluate their work,
to record their ideas, their discoveries and the subjects being addressed. Students will be introduced to performance conventions
from other cultures, and they will be given the opportunity to practice these in their dramas. Where possible, students will be
exposed to a variety of performance and/or presentation experiences; they will be encouraged to discuss and evaluate what they
have seen, to identify what was effective, and to begin to transfer these discoveries to the presentation of their own work.
MUSIC
Music is taught by a qualified music teacher in a specialized music room. Music may be integrated into a Unit of Inquiry but is
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mostly taught as a stand-alone subject. There are opportunities for students to perform at assemblies and in shows.
3 - 5 YEARS (Music)
Music is the study and exploration of sound and the expressive use of musical elements through the singing of songs and the
playing of instruments. Students will join together in musical activities, using their voices and simple instruments to develop
concepts about sound and musical awareness. They will participate, both individually and in groups, in games, songs, and creative
movement activities. Students will develop musical ideas in composition using musical notation. They will begin to develop an
awareness and appreciation of music from different cultures.
5 - 7 YEARS (Music)
Students will gain an awareness and appreciation of music in all its forms from a range of times, places and cultures. Students
will sing and play a variety of songs and pieces with an awareness of beat. Students will have the opportunity to experiment with
sounds in composition tasks and to make expressive use of musical elements such as pitch and rhythm. They will use notation to
develop musical ideas. They will develop an awareness and appreciation of music from different cultures, and they will be able to
describe and compare sounds using simple appropriate musical vocabulary.
7 - 9 YEARS (Music)
Students will gain an awareness and appreciation of music in all its forms from a range of times, places and cultures. Through
singing songs and playing instruments, students will develop the ability to perform accurately and confidently, making expressive
use of musical elements. They will control and develop musical ideas in composition, and they will use notation as an aid to storing
and refining ideas. They will listen with greater understanding to a range of music from different times and places.
9 - 12 YEARS (Music)
Students will develop musical ideas in composition using musical notation. They will gain an awareness and appreciation of music
in all its forms from a range of times, places and cultures. Students will experience a wide range of songs in different languages and
from different times, and will perform them with sensitivity and accuracy. They will create their own music and perform it to others
using increasingly sophisticated instruments, and they will be able to interpret the music of others through the understanding of
complex notation. They will continue to develop their understanding of music from different sources and cultures.
VISUAL ART
Visual arts may take place in the homeroom, but students also receive instruction from a specialized art teacher in a designated
art room.
3 - 5 YEARS (Visual arts)

Students will enjoy working both individually and in small groups. They will begin to develop an understanding of the varied
functions and uses of different materials and tools. They will learn to choose the best materials and tools for a particular task and
to care for them appropriately.

Students will use first-hand source materials, including their immediate environment and their imagination, as an inspiration for
their work. They will exhibit an increasing ability to concentrate on and complete a piece of artwork. They will discover and develop
their own preferences and individual interests that will contribute to the development of understanding and artistic vision. They
will continue to explore the use of a wide variety of materials, tools and media, and they will draw on their increasing knowledge
and skills to express their ideas, observations and feelings. Students will be exposed to and will respond to artifacts and artworks
of varied cultural origins, and they will become familiar with the process of reflection and how to appreciate their own and others’
artworks.
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Students will establish a foundation of self-awareness about their own interests and preferences in art. They will develop this
interest by exploring and experimenting with a variety of tools, materials and techniques. Students will exhibit confidence in
choosing tools and materials that are appropriate for their artworks and that reflect their growing individual creative vision. They
will exhibit greater control and purpose in their use of a variety of media and tools. They will make initial sketches, and they will
be aware that a piece of artwork requires thought, planning, effort and revision. They will discuss their work using specific art
vocabulary, and they will be increasingly aware of the fact that other students and groups will produce work that varies in style
and content. Students will search beyond the classroom for resources, and they will begin to see links with other areas of the
curriculum. They will respond reflectively to the artwork of others.

Students will develop confidence in seeing themselves as artists, and they will have a growing appreciation of their individual artistic
interpretation and vision. Their responses to tasks will demonstrate increased levels of technical detail and heightened levels of
sophistication. They will continue to develop skills of observation and to seek out a variety of resources. They will be confident in
the everyday use of sketchbooks for recording observations, ideas, pattern and colour. They will choose the appropriate materials
for the task, building on previous skills and experiences when using a variety of materials. They will develop the skill of looking at
artworks and artifacts from different periods, and they will draw conclusions and make predictions about their function. Students
will work well, both alone and in groups, and they will be sensitive to the work of others, suggesting modifications and discussing
reactions constructively. They will be aware of the elements and principles of art and design, and they will develop a more critical
stance to their own immediate environment.
CHINESE
Students in Kindergarten to Grade 5 are identified as being at one of four development learning levels with regard to each of the
three strands of the Chinese language curriculum (oral language, writing, reading) and are assessed against these levels.
Level 1 corresponds with a ‘Foundation’ to ‘Standard’ level of proficiency. Level 2 corresponds with a ‘Standard’ to ‘Advanced’ level
of proficiency. Level 3 corresponds with an Advanced’ to ‘Native’ level of proficiency. Level 4 corresponds with ‘Native’ or ‘First
Language’ level of proficiency.
INFORMATION LITERACY (Library and IT)

The IST library and technology programs are integrated into the instructional programme of the school, where library and
technology specialists, students, teachers, and parents are partners and collaborators in learning. The library and technology
progams encourage students to use information technologies effectively, efficiently and in meaningful ways. The integrated
library and technology programs are flexibly and collaboratively scheduled. Students and teachers are able to come to the centers
throughout the day to use information and technology sources, to read for pleasure, to meet and work with other students and
teachers, and to produce finished products in a variety of mediums. This integration strengthens the teaching/learning process so
that students can develop the vital skills necessary to incorporate knowledge, research, and design principles in problem-solving
contexts.
The focus of the library programme is for students to access information efficiently and effectively, to evaluate information critically
and competently, to use it accurately and creatively, and to read for pleasure. The following is a sampling of some of the particular
skills learned: To accomplish this, a wide range of resources, technologies, and services are made available to meet students’
learning and information needs. Currently the library collection holds more than 35,000 items with a range of fiction, nonfiction
and reference sources, as well as having subscriptions to several print periodicals and online databases, making IST library a
sizeable collection for any school. The following list is a sample of the kinds of activities that students will be engaged in during in
formation literacy lessons:
 Classifying information
 Reading a variety of genres and mediums
 Evaluating websites
 Using the OPAC (online public access catalog to retrieve information)
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 Using reference materials
 Identifying award winning books
 Citing sources
 Sharing books
 Caring for materials
The aim of information technology instruction at IST is to encourage students to be confident and active users of technology.
A wide range of skills and applications are introduced and consolidated throughout the PYP years. As students move through
kindergarten to grade 5, they experience progression in the complexity of tasks and skills applied. The following list is a sample of
the types of skills, knowledge, and concepts students will develop during their PYP years:
 Creative thinking and constructive knowledge
 Development of innovative products and processes
 Communication and collaboration
 Gathering, evaluating, and using information
 Planning and conducting research
 Project management
 Problem solving
 Selecting appropriate digital tools and resources
 Understanding the human, cultural, and societal issues related to using technology
 Safe, legal, and responsible behavior
 Understanding of technology concepts, systems, and operations
At IST there are stand-alone computer labs, mobile labs, mini-labs and MacBooks in the library to check out. Mini-labs adjacent
to each elementary homerooms cater for individual work and smaller groups. All computers in the school are networked with
Internet access and are loaded with a standard suite of software. The library and technology programs foster students to construct
knowledge and new meanings through individual and collaborative disciplined inquiry and to make connections beyond school.
The responsibility for developing information-literate students who are lifelong learners is shared by the entire school community.
ELEMENTARY COMMUNITY SERVICE

IST is committed to facilitating the development of our students as true international learners who embody the attributes of the IB
learner profile. International students are caring, show “a personal commitment to service,” and “act to make a positive difference
to the lives of others and to the environment.” Our community service program is designed to give students practical experience
with identifying, planning, implementing, and reflecting on service projects. The IB notes: “Through such service, students are able
to grow both personally and socially, developing skills such as cooperation, problem solving, conflict resolution, and creative and
critical thinking. Moreover, these actions are ways in which the students exhibit their commitment to the attributes of the learner
profile and to the attitudes that we seek to engender within the PYP classroom. In fact, the actions that the students choose to
take as a result of the learning may be considered the most significant summative assessment of the efficacy of the programme.”
While the complexity of the projects is developmentally appropriate for each grade level, students of all ages can apply the action
cycle to apply their learnings from every classroom inquiry.
Each grade level studies a unit of inquiry that has a community service focus. During this unit, they explore actions that they
can take and sustain for the remainder of the year. In the lower grades, projects are largely focused on the service to the IST
community, and the upper grades look more towards students developed actions that can make a real contribution to the local
community and beyond.
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PYP GRADE-BASED PROGRAMME SUMMARIES

The following section contains a brief programme summary for each Elementary grade level, from Nursery/Pre-Kindergarten to
Grade 5.
NURSERY/ PRE-KINDERGARTEN
Nursery and Pre-Kindergarten is an early childhood programme, which caters for children aged 2.9 – 5 years of age. Our programme
provides children with a rich range of opportunities to grow and develop holistically according to their needs, strengths and
interests. We are committed to setting our young children up for success and consistently value the unique contributions our
students bring to the programme as individuals.
At IST, play is the heart of the instruction. We believe that the most powerful way that children learn is through play. Social and
emotional development is also central to all areas of learning in a young child’s life. We believe that children require opportunities
to develop qualities of self-assurance and being involved in new experiences. Encouraging young children to explore, be creative
and use their imagination allows them to express their thinking and feelings and, develop a sense of self-worth. Play is an essential
vehicle for allowing children to build on experiences and further develop skills in all areas. Through ensuring our children feel safe
and secure in their school environment we can better support them as they transition into school life, and experience their first
separation from parents and family.
Students in the early childhood program inquire into and learn about globally significant phenomena in the context of four units
of inquiry. Students inquire using concepts to guide their thinking. We aim to develop conceptual understanding and make
connections to the transdisciplinary themes. Students work towards developing a deep understanding of each central idea, using
lines of inquiry to clarify, extend and focus their learning.
Our early childhood environments are set up to encourage exploration across all curriculum areas. Centers change on a regular
basis to reflect current interests and units of inquiry. Throughout a given day, children will be encouraged to work across a range
of the following areas:
 Dramatic play
 Messy play e.g. water, sand, paint
 Block and construction
 Art
 Literacy
 Inquiry centers
 Music and movement
 Outdoor play
In addition to the learning programme provided in the classroom, students in early childhood attend the following specialist
classes:
 Library – one period a week
 Physical Education – two periods a week
 World Language – three periods a week
 Music – two periods a week for Pre-Kindergarten students
The early childhood area is a safe, secure and nurturing environment where children develop confidence to take risks, explore their
creative talents and develop healthy dispositions for lifelong learning. Families are made to feel welcome and parent participation
is encouraged with our school’s “Open Door” policy.
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UNITS OF INQUIRY (Nursery)

Students in Nursery inquire into and learn about globally significant phenomena in the context of four Units of Inquiry, each of
which addresses a particular transdisciplinary theme. The units for Who We Are and How We Express Ourselves are year-long units.
WHO WE ARE
Transdisciplinary theme: Who we are
Central idea: We are special ever-changing individuals with unique characteristics.
Lines of inquiry:
Ways in which we are similar and different
Ways in which we are changing
Learner Profile:
The students are reflective as they give thought to who they are as unique individuals and how they have grown from babies to
toddlers
The students are caring as they show empathy, compassion and respect for the feelings and needs of others in their real-life
experiences and dramatic play
CHANGES AROUND US
Transdisciplinary theme: How the world works
Central idea: Our activity is connected to the Earth’s natural cycles
Lines of inquiry:
Changes take place around us
Climate and seasonal changes
Night and day cycles (dark and light)
Learner Profile:
Students are thinkers as they decide which activities to pursue at different times
Students are risk takers as they try new activities
PLAY
Transdisciplinary theme: How we express ourselves
Central idea: We make choices about what we play for different resons.
Lines of inquiry:
The different play areas and toys in our classroom
How we can play with others
Reflecting on how we played and how we can improve
Learner Profile:
The students are communicators as they share their wants, ideas and challenges during independent and small group play
The students are principled as they learn to share
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The students are thinkers as they develop and apply problem-solving strategies during play
LIVING THINGS
Transdisciplinary theme: Sharing the planet
Central idea: Living things have certain requirements in order to grow and stay healthy.
Lines of inquiry:
Characteristics of living things
Our needs pets and animals
Our responsibility for the well-being of other living things
Learner Profile:
The students are inquirers as they develop their natural curiosity around living things
The students are knowledgeable as they explore concepts and ideas around how things grow
The students are thinkers as they apply their acquired knowledge of living things to their own experiences
UNITS OF INQUIRY (Pre-Kindergarten)

Students in Pre-Kindergarten inquire into and learn about globally significant phenomena in the context of four Units of Inquiry,
each of which addresses a particular transdisciplinary theme. The units for How We Express Ourselves and How the World Works
are year-long units.
FRIENDSHIPS
Transdisciplinary theme: Who we are
Central idea: Friendships enrich our lives and require nurturing in order to develop.
Lines of inquiry:
How friendships can be developed
What friends do for each other
Ways we can appreciate and maintain friendships
Learner Profile:
The students are communicators as they share, listen, write and read about experiences with their friends
The students are caring as they show empathy, compassion and respect for their friends
The students are principled as they share their own feelings as well as listen to their friends
The students are reflective as they think about their personal experiences and show they are connected to those of others
MATERIALS
Transdisciplinary theme: How the world works
Central idea: Materials have properties that determine their use.
Lines of inquiry:
Different kinds of materials and their properties
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How materials are the same and different
How different materials can change
Learner Profile:
The students are inquirers as they explore and learn about the different materials in their environment
The students are knowledgeable as they use their acquired skills through arts and crafts, building and creating
The students are risk-takers as they participate in experiments as well as use their acquired skills with all the materials that they
have learnt
EMOTIONS
Transdisciplinary theme: How we express ourselves
Central idea: Ideas and emotions are conveyed and expressed in various ways.
Lines of inquiry:
Different types of emotions and experiences
Ways in which stories, drama and music can show and share emotions
Learner Profile:
The students are communicators as they share their feelings as well as listen to others
The students are open-minded as they empathize with how others feel
The students are balanced as they express how they feel in different ways
PLANTS
Transdisciplinary theme: Sharing the planet
Central idea: Plants have specific needs in order to grow and stay healthy.
Lines of inquiry:
Our responsibilities towards the plants we choose to grow
Characteristics of plants
What plants read to grow
Learner Profile:
The students are inquirers as they examine plants and find more information through research
The students are knowledgeable as they develop an understanding what plants provide us
The students are thinkers as they understand connections and the importance of plants
The students are caring as they make conscious effort to take care of the plants
KINDERGARTEN (5-6 YEARS)

The Kindergarten programme at IST is the first formal year of elementary schooling and as such it is an important link year between
the productive play-based pre-school and the more structured academic programmes of the elementary school.
A blend of developmentally-appropriate directed and self-directed activities promote a love of learning and encourage social,
emotional, physical and academic development within a supportive, lively environment that effectively bridges the pre-school and
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lower elementary school years.
In addition to the learning programme provided in the homeroom, students in Kindergarten attend the following Specialist classes
 Art: one period per week
 Music: two periods per week
 Physical Education: two periods per week
 World Languages: four periods per week
 Library: once a week
 IT: once a week
Kindergarten students have immediate access to their own mini-lab of networked computers and also attend information literacy
classes in the computer laboratories and library. These classes are taught in collaboration with the homeroom teacher and the
information technology teacher and librarian.
UNITS OF INQUIRY
Students in kindergarten inquire into and learn about globally significant phenomena in the context of six units of inquiry, each of
which addresses a particular transdisciplinary theme.
THE SENSES
Transdisciplinary Theme: Who We Are
Central idea: We use our senses to explore our environment.
Lines of Inquiry:
What the senses are
How we use our senses
Learner Profile:
The students are risk takers as they explore a variety of materials in the environment through each of their senses
The students are balanced as they choose to challenge each of their senses through a variety of activities
WHERE WE LIVE
Transdisciplinary Theme: Where We Are in Place and Time
Central idea: People live in different places and in different ways.
Lines of Inquiry:
Where I live
Where I come from
How I live
Learner Profile:
The students are reflective as they compare and contrast the different places people live
The students are knowledgeable about the different ways people live and about their city, Tianjin
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CELEBRATIONS
Transdisciplinary Theme: How We Express Ourselves
Central idea: People celebrate in many ways.
Lines of Inquiry:
What people celebrate
Similarities and differences of different celebrations
Learner Profile:
The students are knowledgeable about the similarities and differences in the ways cultures celebrate
The students are open-minded as they participate and inquire into the celebrations of different cultures
The students are communicators as they share the celebrations of their families and cultures
ANIMAL CHARACTERISTICS
Transdisciplinary Theme: How the World Works
Central idea: Animals have characteristics that help them to adapt to their environment.
Lines of Inquiry:
Characteristics of animals
Animal life cycles
How an animal’s characteristics help them to live in their environment
Learner Profile:
The students are inquirers as they observe the characteristics that make animals unique
The students are knowledgeable about the characteristics that enable animals to adapt to their environment
TRANSPORTATION SYSTEM
Transdisciplinary Theme: How we organize ourselves
Central idea: Transportation systems are organized for people to travel from place to place.
Lines of Inquiry:
Types of transportation systems
How people use transportation systems
Reasons for choosing different transport systems over another
Learner Profile:
The students are thinkers as they plan to use transportation systems
The students are communicators as they explain why they have to travel by a particular transportation system
CARING FOR OUR OCEANS
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Transdisciplinary Theme: Sharing the planet
Central idea: Our actions impact life in the ocean.
Lines of Inquiry:
What lives in the ocean habitat
The effect humans can have on the ocean
Our responsibility when using the ocean
Learner Profile:
The students are principled as they take action in their unit to honor their environment pledge
The students are caring as they show empathy for the plight of ocean animals
The students are reflective as they consider their responsibility in caring for the ocean
GRADE 1 (6 - 7 YEARS)
Grade 1 at IST is the second formal year of elementary schooling. The developmental needs of these students are met by providing
active learning and concrete experiences through programme that uses a multi-sensory approach.
Although students in Grade 1 continue to experience and enjoy opportunities for self-directed developmental play, the programme
shifts firmly towards a formal focus on the consolidation of the core literacy and numeracy skills, introduced during the pre-school
and Kindergarten years.
In addition to the learning programme provided in the homeroom, students in Grade 1 attend the following Specialist classes
 IT: once a week
Grade 1 students have immediate access to their own mini-lab of networked computers and also attend information literacy
UNITS OF INQUIRY
Students in Grade 1 inquire into and learn about globally significant phenomena in the context of six Units of Inquiry, each of which
addresses a particular transdisciplinary theme.
THE HUMAN BODY

Central idea: Our bodies are made up of different parts which work to keep us alive.
Lines of Inquiry:
The various parts in the human body and how they work
How the parts of the body work together
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Learner Profile:
The students are inquirers as they ask questions to find out how our body works
The students are knowledgeable about the different body parts and how they work together
MY FAMILY HISTORY
Transdisciplinary Theme: Where We Are in Place and Time
Central idea: Every family has a history .
Lines of Inquiry:
Different family groups
Significant events that are important to a family
How our personal histories are the same and different
Learner Profile:
The students are open-minded as they listen to their peers sharing their family histories
The students are communicators as they share information about their families and their learning with their parents at the Family
History presentation
STORIES
Central idea: People tell stories for different reasons and in different ways.
Lines of Inquiry:
What a story is
Why people tell stories
Different ways that stories are presented
Learner Profile:
The students are balanced as they share stories in a range of different ways
The students are risk-takers as they share stories with others
The students are communicators as they listen to and share stories
MAKING THINGS MOVE

Central idea: Forces help us move things and make things work.
Lines of Inquiry:
What forces are
What forces do
The different ways that forces make things move
Learner Profile:
The students are inquirers as they explore and ask questions about the different types of simple machines
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The students are thinkers as they use their problems solving skills to discover how simple machine save us time and effort
OUR SCHOOL COMMUNITY

Transdisciplinary Theme: How We Organize Ourselves
Central idea: Everyone has an important role in our school community
Lines of Inquiry:
The jobs/roles people have in our school community
The different areas of our school
The importance of everyone’s job in the school community
Learner Profile:
The students are communicators as they interview members of our school community
The students are caring as they consider and appreciate the contributions of others in our school community
MINI BEASTS
Transdisciplinary Theme: Sharing our planet
Central idea: Mini beasts play an important role in our environment.
Lines of Inquiry:
Identifying minibeasts and where they live
The role of minibeasts in their environment
How change in their environment can affect them and their role
Learner Profile:
The students are caring as they think of ways that they can have a positive impact on the environment
The students are principled as they make the right choices about garbage
The students are reflective as they think about the choices they can make about garbage
Grade 2 at IST is the third formal year of elementary schooling. During this year students make significant strides towards
consolidating a set of increasingly sophisticated core skills with an emphasis on the development of independent and cooperative
work habits, personal responsibility and an enjoyment of learning.
 IT: once a week
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Grade 2 students have immediate access to their own mini-lab of networked computers but also attend information literacy classes
in the computer laboratories and library. These classes are taught in collaboration with the homeroom teacher and the information
technology teacher and librarian.
UNITS OF INQUIRY
Students in Grade 2 inquire into and learn about globally significant phenomena in the context of six units of inquiry, each of which
HEALTHY CHOICES
Central idea: Healthy choices play an important role in how our bodies work.
Lines of Inquiry:
What happens inside our bodies when we eat or drink
Making balanced choices to stay healthy
Learner Profile:
The students are balanced as they understand and apply strategies for balanced eating and lifestyle choices
The students are open-minded as they listen to others’ ideas on group projects and try foods from diverse cultures
CULTURE THROUGH STORIES

Transdisciplinary Theme: Where we are in time and place
Central Idea: Stories retold and shared can reflect the beliefs and values of different cultures.
Lines of Inquiry:
The purpose, features and message of traditional tales
Different myths, legends and tales from around the world
Learner Profile:
The students are communicators as they work together and share their group presentations
The students are open-minded as they consider other perspectives when interpreting and discussing art
The students are risk-takers as they experience different art and cultural offerings
COMMUNICATION
Transdisciplinary Theme: How we express ourselves
Central idea: Humans have developed many different ways to communicate over time
Lines of Inquiry:
Different ways that we communicate
How we have communicated over time
Reasons for different types of communication
Learner Profile:
The students are knowledgeable as they show their understanding of a communication device and their place in time
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The students are communicators as they work together to present their findings by using time lines and feature checklists
The students are thinkers as they make connections as to why and how communication devices have changed over time
EARTH, SUN, MOON

Central idea: The relationship between the Sun, Moon and Earth affect how we live on our planet.
Lines of Inquiry:
Characteristics of the Earth, Sun and Moon and their place in the solar system
How the Moon, Sun and Earth work together
How we measure time on Earth
Learner Profile:
The students are knowledgeable as they gather and organize facts using a variety of media
The students are inquirers as they show curiosity and ask meaningful and relevant questions
UNDER-GOING CHANGE
Central idea: People harvest and charge natural resources in order to satisfy needs and wants.
Lines of Inquiry:
Natural resources and materials
The process of charge that natural resources go through
Learner Profile:
Why humans change resources and how they use them
The students are reflective as they think about how we can use natural resources effectively
The students are thinkers as they analyse a product from start to finish
ENDANGERED ANIMALS
Central idea: Human actions can preserve or endanger animal life.
Lines of Inquiry:
How animals survive
Animal habitats
Our responsibilities towards keeping animals from extinction
Learner Profile:
The students are caring and respectful in their treatment of living things. They show understanding of how they help animals and
care for their environments
The students are principled when they do their research for projects as they cite their resources and use their own words
The students are knowledgeable as they do their research findings on reasons why animals and habitats are endangered and what
is being done
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Grade 3 at IST is the fourth formal year of elementary schooling and whilst basic skill development remains a key focus, students
in Grade 3 begin to make the transition from learning to read and write to reading and writing to learn.
Learning to organize themselves remains a challenging task for most eight and nine year olds and during Grade 3 the use of student
diaries and folders are introduced to assist students as they learn to manage materials and information. Self management becomes
increasingly important as students become responsible for the independent completion of homework, much of which comes in
the form of longer term projects.
 Art: two periods per week
 Physical Education: three periods per week
 IT: once a week
UNITS OF INQUIRY
BODY SYSTEMS
Central Idea: The human body has interconnected systems that assist it to function properly.
Lines of Inquiry:
Parts of the body that make up our body systems
How various systems work together
What happens when a system doesn’t function
Learner Profile:
The students are inquirers as they explore and extend knowledge of body systems
The students are knowledgeable as they learn how different body systems work together
The students are thinkers as they reflect on what happens when a system doesn’t fun
EARTH CHANGES
Central Idea: The Earth’s components are interrelated and are continually changing.
Lines of Inquiry:
Natural features of the Earth

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Earth’s components
What causes changes in the Earth
Learner Profile:
The students are inquirers as they use experiments to investigate changes in our earth
The students are thinkers as they consider the different componens of our Earth
The students are knowledgeable as they learn about Earth’s natural features
HEROES
Transdisciplinary Theme: Where We Are in Time and Place
Central Idea: Peole from the past and present have influenced and inspired others in different ways
Lines of Inquiry:
Past and present heroes
Attributes of heroes
Everyday heroes and ways they can inspire or influence us
Learner Profile:
The students are principled as they take action for fairness and justice, and recognize this quality in others
The students are caring as they show commitment to service, and perform acts to make a positive difference
The students are risk-takers who will arise to take individual action to become an everyday hero
CITIES
Central Idea: Cities are organized to meet the needs of their inhabitants
Lines of Inquiry:
What a city is
What people need and want in a city
Infrastructures to meet needs
How cities are organized
Learner Profile:
The students are inquirers as they investigate the various system in place in a city
The students are knowledgeable as they understand the infrastructure that supports life in a city
PERFORMING ARTS
Central idea: The performing arts can be used to entertain, move and educate audiences.
Lines of Inquiry:
What are the different types of performances
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How performances can entertain, move and educate audences, with examples
How different cultures use performance
Learner Profile:
The students are communicators as they use performance to express ideas to an audience
The students are risk-takers as they perform in front of an audience
The students are balanced as they appreciate the role of the arts in a balanced life
EARTH-FRIENDLY LIVING
Central Idea: People can establish practices to sustain and maintain Earth’s resources
Lines of Inquiry:
Natural resources and how they are used/shared
Ways to sustain resources
Earth friendly choices and practices
Learner Profile:
The students are thinkers as they analyze the effects of everyday actions
The students are principled as they take responsibility for their actions as they improve the environment
The students are caring as they show care for the earth through tending our own garden
Grade 4 at IST is the fifth year of elementary schooling. Further refinements of key skills in the fourth grade are highlighted by
greater emphasis on independent study including frequent use of a variety of available resources for assignments and regular
long-term projects and presentations.
Fourth graders begin to demonstrate high levels of general academic competence, especially with numeracy and literacy, and
this, when combined with their special enthusiasm and intellectual curiosity forms the foundation upon which their programme
is developed.
 IT: once a week
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UNITS OF INQUIRY
BELIEFS
Transdisciplinary Theme: Who You Are
Central idea: Beliefs and values influence the way people live.
Lines of Inquiry:
The beliefs and values of our families
Different belief systems
Similarities and differences among belief systems
Learner Profile:
The students are reflective as they consider their own beliefs, attitudes, feelings and abilities
The students are balanced as they understand that there are different areas in which everybody can excel and strive to be well
rounded
MATTERS
Central idea: Matter exists in different forms and can undergo changes.
Lines of Inquiry:
States of matter and their properties
How and why matter changes
How a scientific process can be used to answer questions
Learner Profile:
The students are thinkers as they as they analyze and think scientifically about the world
RULES AND LAWS

Central idea: Government systems use rules and laws to influence the lives of citizens.
Lines of Inquiry:
Different types of government
Rules and laws
The impact of rules and laws on citizens
Learner Profile:
The students are open-minded as they learn about rules and laws from different cultures and countries
The students are thinkers as they reflect on how rules and laws impactus
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DISCOVERIES AND INVENTIONS

Central idea: Human inventions and discoveries are a response to needs and are developed over time.
Lines of Inquiry:
Inventions in our everyday lives
How inventions have changed
Why inventions have changed over time
Learner Profile:
The students are knowledgeable as they research for information and accurately document valid sources
VISUAL ARTS
Central idea: The visual arts provide us with the opportunity to reflect on, and enjoy creativity.
Lines of Inquiry:
The art that we connect with and appreciate
How art elements are used
Our ability to use our skills to express ourselves artistically
Learner Profile:
The students are reflective as they consider their own interests and areas of talent and use imagination to create and express
themselves
The students are communicators as they use visual arts as a method of communication
ECOSYSTEMS
Transdisciplinary Theme: Sharing the Planet
Central idea: Ecosyslems are made up of living things which are interdependent on one another.
Lines of Inquiry:
Features of ecosystems
Food chains
Effect of natural and human influences on ecosystems
Learner Profile:
The students are inquirers as they independently research about different ecosystems.
The students are thinkers as they consider the impact of humans and natural change on ecosyslems

Grade 5 at IST is the sixth and final year of elementary schooling and it is during the course of this year that students begin to
make the physical, intellectual and emotional transformations that distinguish them from their younger elementary peers and
which prepares them for the challenges of the middle school. In making this transformation Grade 5 students are expected to
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demonstrate visible leadership and serve as role models for the rest of the elementary student body.
THE GRADE 5 EXHIBITION

By the end of Grade 5 students are expected to have acquired a range of skills, knowledge, dispositions and understandings that
prepare them well for middle school and for life as truly international citizens. To showcase their learning Grade 5 students carry
out a whole class project or “exhibition” requiring them to analyze and propose solutions to real-world issues or problems, drawing
on all that they have learned in the PYP.
The Grade 5 Exhibition, as the culminating activity of Grade 5 and of the entire PYP programme, represents a significant collaborative
effort in which each student must make a substantial, identifiable contribution.
 IT: once a week
UNITS OF INQUIRY
Students in Grade 5 inquire into and learn about globally significant phenomena in the context of six Units of Inquiry, one of which
is the Exhibition, and each of which addresses a particular transdisciplinary theme.
TRANSITIONS
Central idea: A variety of factors affect our physical, emotional and social growth.
Lines of Inquiry:
Puberty and the physical changes that take place
Transitioning from Elementary to Secondary School
Feelings, issues and questions we have in relation to the changes taking place
Learner Profile:
The students are communicators as they talk about issues that are important to them
The students are open-minded as they consider new challenges and opportunities
The students are balanced as they learn more about themselves and each other
HUMAN MIGRATION
Central idea: Human migration is a response to challenges and opportunities.
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Lines of Inquiry:
The reasons why people migrate
Migration throughout history
The effects of migration on communities, cultures and individuals
Learner Profile:
The students are inquirers as they research and learn about different examples of migration
The students are risk-takers as they present their findings to other people
The students are knowledgeable as they learn how and why people migrated throughout history
EFFECTIVE DESIGN
Central Idea: Effective design can communicate a powerful message.
Lines of Inquiry:
The design cycle
Strategies used to communicate a message
How design can influence people’s reactions
Learner Profile:
The students are communicators as they describe and explain the process behind their design
The students are reflective as they consider the strengths and areas of improvement in their own designs and those of others
The students are thinkers as they inquire into the creative process of design
The students are risk-takers as they try out new ideas in the design cycle
ELECTRICITY
Central idea: We transform and use electricity in various ways.
Lines of Inquiry:
The forms of energy that electricity can be transformed into
Circuits and materials that are electrical conductors
Learner Profile:
The students are knowledgeable as they learn about different forms of energy
The students are inquirers as they find out how different materials and circuits conduct electricity
The students are consider the forms of energy we use and how this impacts our daily lives
THE MARKETPLACE
Central idea: Marketplaces depend on the ability to produce goods and supply services that can be exchanged.
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Lines of Inquiry:
How the value of a good is determined in a trade
How supply and demand creates a marketplace
The development of money and banks
Learner Profile:
The students are inquirers as they final out about systems of supply and demand
The students are thinkers as they learn about how banks and money systems work
PYP EXHIBITION
Transdisciplinary Theme: Sharing the Planet
Central idea: Human actions or inactions impact people, the environment and the world.
Lines of Inquiry:
Students will inquire into areas of their interest
Learner Profile:
During the exhibition the students display all of the IB learner project attributes as they develop this student led unit of work
HOW WILL I KNOW HOW MY CHILD IS DOING?

The PYP promotes the use of a range of assessment strategies, which are designed to give a clear picture of your child’s progress.
The primary objective of assessment is to provide feedback on the learning process and it is central to the PYP goal of thoughtfully
guiding students through the five essential elements of learning: the understanding of concepts, the acquisition of knowledge, the
mastering of skills, the development of attitudes, and the decision to take action.
Meaningful assessment is critical to the PYP and to IST’s definition of a rigorous, child-centered education and as such we employ
a variety of techniques for assessment that take into account the diverse, complicated and sophisticated ways that individual
children use to understand experience.
Students at IST are assessed in all subject areas in a variety of ways including amongst other methods, observational assessments,
performance assessments, graded assignments, home and class work, and formal school-wide assessments. Additionally, the PYP
and IST stress the importance of both student and teacher self-assessment and reflection.
REPORTING STUDENT PROGRESS

Student learning is reported to parents in a number of ways including:
 Informal Meetings and Communication
 Parent-Teacher Conferences
A parent-teacher conference is scheduled at the commencement of the second quarter (typically in mid to late October) and is a
formal opportunity for teachers to meet individually with parents to discuss each child’s education. We hope to answer questions
and to share information about our school, our curriculum, and each child’s learning, along with ideas as to how parents might
assist their child at home.
STUDENT-LED CONFERENCES
A student-led conference is scheduled at the commencement of the fourth quarter (typically in early to mid April). This conference
differs from a traditional parent-teacher conference in that it is a ‘student’ rather than ‘teacher’ directed. During a student-led
conference the student leads his or her parents through a presentation that they have prepared with their teacher on their work
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at school. Students share examples of their work representing their learning with regard to both process and product and together
with their parents reflect upon ways in which they have grown as learners and how they can continue to grow in the future. The
goals of this style of conferencing are:
 To encourage students to accept responsibility for their learning
 To teach students the process of self-evaluation
 To facilitate the student’s oral and organizational skills
 To increase their self-confidence, and
 To encourage students, parents and teachers to engage in open and honest discussion
STUDENT WORK SAMPLES AND PORTFOLIOS

Throughout the year parents will see samples of their child’s school work, some of which will be selected by the student and
teacher to be displayed in the student’s ‘Work’ Portfolio, a collection of work from the current school year showing examples of
student work in all areas of our IB-PYP curriculum. The ‘Work’ Portfolio will provide the basis of the student-led conference and is
taken home by the student at the end of the academic year as a keepsake and record of their year at school. Each student at IST
also has a formal ‘Assessment’ Portfolio, a cumulative collection of formal school-wide assessment samples, including literacy and
mathematics assessments, ESL and individual needs assessments, and school reports. Teachers will use this portfolio, in addition
to the ‘Work’ portfolio, to support parent conferences and to aid in the writing of reports. The ‘Assessment’ portfolio is passed on
to the child’s next teacher as evidence of past learning and to provide a starting point for future learning.
FORMAL REPORTS
Student progress is formally reported to parents twice per year, at the end of the first and second semesters. Students are assigned
‘grades’ based upon their progress towards meeting academic learning objectives or ‘Grade Level Benchmarks’. Teachers will also
include an assessment of the student’s effort through a written comment, describing the consistency with which they appear
to demonstrate attitudinal and character dispositions identified by the school as being conducive to effective development and
learning within the framework of the PYP curriculum and the philosophy and objectives of the school.
Grading:
 Students are assigned academic grades based upon their progress towards meeting academic learning objectives and
benchmarks.
 Grading shows the achievement of the student in two forms:
i) Their achievement as a developmental phase based on age or grade level.
ii) A specific numerical grade from 1 to 7 describing the exact level of achievement of the student.
Nursery to Pre Kindergarten Developmental Phases

 Emergent – The student is not yet performing within the normal range of developmental expectation for their age.
 Proficient – The student is performing within the normal range of developmental expectation for their age.
 Exceeding - The student is performing beyond the normal range of developmental expectation for their age.
Kindergarten to Grade 5 Developmental Phases

 Emergent - The student is not yet performing within the normal range of grade level expectation. These students are achieving
academic grades of 1 or 2.
 Proficient - The student is performing within the normal range of grade level expectation. These students are achieving
academic grades of 3, 4 or 5.
 Exceeding - The student is performing beyond the normal range of grade level expectation. These students are achieving
academic grades of 6 or 7.
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Kindergarten to Grade 5 Academic Grades (Applies to all subjects except Unit of In-
quiry)
 7 – Excellent
 6 – Very Good
 5 – Good
 4 – Satisfactory
 3 – Developing
 2 – Beginning
 1 – Not Yet Evident
Kindergarten to Grade 5 Unit of Inquiry Grades
 7 – The student understands the central idea, and can apply and interpret the concepts in different contexts. The student
independently initiates and completes an inquiry or action.
 6 – The student understands the central idea and is beginning to apply and interpret the concepts in different contexts. The
student is beginning to independently initiate and complete an inquiry or action.
 5 – The student understands the central idea and develops new knowledge through the lines of inquiry. With support, the
student develops and completes an inquiry, question or action.
 4 – The student understands the central idea and develops some new knowledge through the lines of inquiry. With support,
the student develops and completes a simple inquiry, question or action.
 3 – The student understands the central idea and develops some new knowledge through the lines of inquiry. With support,
the student develops and completes a simple inquiry, question or action.
 2 – The student has a simple understanding of the central idea and acquires some new knowledge through the lines of inquiry.
The student shows curiosity and interest during inquiry activities.
 1 – The student has a limited understanding of the central idea and acquires some basic knowledge through the lines of
inquiry. The student shows curiosity and interest during some inquiry activities.
Approaches to Learning
 C – The attitude or disposition is ‘Consistently’ evident
 U – The attitude or disposition is ‘Usually’ evident
 S – The attitude or disposition is ‘Sometimes’ evident
 R – The attitude or disposition is ‘Rarely’ evident
HOW CAN I SUPPORT MY CHILD’S LEARNING?

 At IST we see learning as a partnership between student, parent and school. The degree of parental involvement may vary but
the fundamentals of parental support remain the same.
 You can help your child by:
 Maintaining regular contact with the school
 Sharing books with your child
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 Supporting your child’s mother tongue
 Assisting your child with research projects
 Attending curriculum information sessions at school and parent/teacher and student-led conferences
 Providing an appropriate setting and structured routine for doing homework
WILL THE PYP HELP MY CHILD FIT INTO ANOTHER SCHOOL?

 Although no school or curriculum can guarantee a perfect fit when children transfer to a new school, particularly a school in a
different country, parents may feel reassured by the following points.
TRANSFER TO SCHOOLS FOLLOWING A NATIONAL CURRICULUM

 Close attention is paid to a range of national curricula when developing the PYP curriculum
 Students transferring from international schools usually have no trouble with the standards of national schools
TRANSFER TO OTHER SCHOOLS OFFERING THE PYP

Students in other schools implementing the PYP curriculum will have common learning experiences in terms of conceptual
development, skill acquisition, positive attitudes and meaningful action. There will be less uniformity of specific content in certain
areas, since schools will naturally wish to reflect the unique nature of their own locations. However, a commitment to academic
rigor is a consistent feature of IB schools.
The IBO is working towards agreement on a common set of assessment, recording and reporting strategies that will facilitate the
transfer of students.
WHAT SHALL I DO IF I STILL HAVE QUESTIONS?

As the teachers at the International School of Tianjin (IST) continue to implement the International Baccalaureate Primary Years
Programme (IB-PYP) there will be a number of opportunities for parents to meet with faculty and students to further develop their
understanding of this exciting programme. You will hear and see much new terminology as you share with your child elements of
his or her school experience and as you walk about our campus. We warmly welcome parents into our classrooms at IST as part of
our open door policy and look forward to the opportunity to regularly share with you our excitement and enthusiasm for the PYP.
Note: Much of the information about the IB-PYP outlined in this document has been obtained from the International Baccalaureate
Organization (IBO) handbook ‘Making the PYP Happen’ as well as from the IBO website at www.ibo.org Parents are encouraged to
visit this website for further information.
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IST
ISTCURRICULUM
CURRICULUMHANDBOOK
HANDBOOK2014
2014- -2015：Elementary
2015：Secondary
SECONDARY SCHOOL ACADEMIC

PROGRAMME
All students in the Secondary School follow the five year Middle Years Programme of the International Baccalaureate in grades 6-10,
whilst in grades 11-12, they study courses in the IST Diploma and the Diploma Programme of the International Baccalaureate. The
IB offers a world-class education which, through its fundamental concepts, emphasizes the importance of intercultural awareness,
holistic education and communication. The IB Diploma is recognized by top universities world-wide and provides a breadth and
balance as a preparation for further studies and lifelong learning.
University Recognition
Graduates of IST are awarded the IST Diploma on completion of their studies and attend some of the world’s best universities. To
date, students from IST’s graduating classes have been accepted by the following universities and colleges:
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IST CURRICULUM HANDBOOK 2014 - 2015：Secondary
THE INTERNATIONAL BACCALAUREATE

MIDDLE YEARS PROGRAMME (IB MYP)
GRADES 6 - 10
The International Baccalaureate’s (IB) Middle Years Programme (MYP) provides a framework of academic challenge and life skills
for students aged 11-16 years. The five-year programme offers an educational approach that embraces yet transcends traditional
school subjects.
The IB builds the MYP programme around the basis that adolescent students are in a particularly critical phase of personal and
intellectual development. The MYP programme provides adolescents with discipline, skills, and challenging standards, but also
with creativity and flexibility. As well, the MYP is concerned with students developing a personal value system, which guides their
own lives, as they become thoughtful members of local, national and global communities.
The fundamental concepts of the MYP are:
Intercultural Awareness
Holistic learning
Communication
In addition, the MYP provides the following features:
learning in a broad range of disciplines.
course objectives that include skills and processes as well as a framework of concepts.
concurrent learning, whereby students deal with a balanced curriculum each year.
the use of a variety of teaching and learning methodologies.
the development of the whole child, including what is learned outside the classroom.
a balance between formative and summative assessment
teacher assessment, group evaluation, peer evaluation, and self-evaluation.
The curriculum model shows the 8 subject areas that are studied in the MYP: Language A (English, Korean, French, German,
Chinese), Humanities, Sciences, Mathematics, Arts (Visual Art, Music, Drama), Language B (English, Chinese), Physical Education,
and Technology (Design, Computer).
In addition to showing the 8 subject areas, the curriculum model includes five perspectives known as the Areas of Interaction (AOI’s)
that sit at the center of the MYP: approaches to learning, community and service, health and social education, environments,
human ingenuity. These AOI’s pervade and recur in each of the eight subject groups throughout the five years of the MYP, as well
as through interdisciplinary work, whole school activities, and the Personal Project (See below for more details on the project).
The Areas of Interaction are seen as the foundation upon which all learning occurs. Through these AOI’s, students are given
opportunities for lifelong learning and for gaining an appreciation for learning itself. The Areas of Interaction help students create
links between their many and varied educational experiences.
MYP ASSESSMENTS
Teachers assess student work according to prescribed criteria that are published by the IB. The IB criteria state final levels of
achievement in each discipline. These assessment criteria are included in MYP students’ semester reports.
The MYP places special emphasis on formative assessment, which is used at different stages of the learning process to measure
the progress of the student and make necessary adjustments to teaching plans and methods. The students are also involved in
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formative self-assessment of their own work, and they are required to reflect on their own approaches to learning.
MYP PERSONAL PROJECT

The Personal Project is the culmination of a student’s work with the Areas of Interaction, and it has an important role to play in the
MYP. Completion of a Personal Project is undertaken by all students in Grade 10. Each student is supervised by an MYP teacher
during the completion of the project. After all the projects are completed in February, they are marked by the supervisors. The
projects then go through a process of internal standardization before being sent to the IB for external moderation of assessment.
The final marks awarded by the personal project supervisors are recorded on Grade 10 students’ Semester 2 reports.
MYP CERTIFICATION
Students at IST who complete Grades 9 and 10 in the MYP will receive official IB MYP certificates. These certificates are given to
students who meet the following criteria:
gained at least a grade 2 in all 8 MYP subjects
gained at least a grade 3 for the Personal Project
have met the IST expectations for Community and Service
have gained a total of 36 points (out of a possible 63 points) for their grades in all 8 subjects and the Personal Project
All students who complete Grade 10 at IST will also receive an IB Portfolio of Achievement indicating the IB-moderated grades that
they have achieved in each of the eight subjects.
Students who do not attend IST for both Grades 9 and 10, but who complete a Personal Project and all eight MYP subjects, will
receive an IST certificate for successful completion of the MYP.
Students who do not study Language A (English, Korean, French, German, Chinese) during both Grades 9 and 10 are not eligible
for an IB certificate nor an IB Portfolio of Achievement; however, these students are eligible for an IST certificate for successful
completion of the MYP if they satisfy these criteria:
gained at least a grade 2 in all of their MYP subjects
gained at least a grade 3 for the Personal Project
have met the IST expectations for Community and Service
have gained a total of 36 points (out of a possible 63 points) for their grades in all 8 subjects and the Personal Project
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THE INTERNATIONAL BACCALAUREATE

DIPLOMA PROGRAMME (IB DP)
GRADES 11 - 12
The curriculum contains six subject groups together with a core made up of three separate parts. This is illustrated by a circle with
the three parts of the core at its center.
Students study six subjects selected from the subject groups. Normally three subjects are studied at higher level (courses representing
240 teaching hours), and the remaining three subjects are studied at standard level (courses representing 150 teaching hours).
All three parts of the core—extended essay, theory of knowledge and creativity, action, service—are compulsory and are central to
the philosophy of the Diploma Programme.
The three core requirements are:
extended essay
theory of knowledge
creativity, action, service
All Diploma Programme students must engage in these three activities.
EXTENDED ESSAY
The extended essay is an independent, self-directed piece of research, culminating in a 4,000-word paper. As a required component,
it provides:
practical preparation for the kinds of undergraduate research required at tertiary level
an opportunity for students to engage in an in-depth study of a topic of interest within a chosen subject.
students are supported throughout the process with advice and guidance from a supervisor (usually a teacher at the school).
Emphasis is placed on the research process:
formulating an appropriate research question
engaging in a personal exploration of the topic
communicating ideas
developing an argument.
Participation in this process develops the capacity to:
analyse
synthesize, and
evaluate knowledge
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THEORY OF KNOWLEDGE (TOK)

The theory of knowledge (TOK) requirement is central to the educational philosophy of the Diploma Programme.
It offers students and their teachers the opportunity to:
reflect critically on diverse ways of knowing and on areas of knowledge
consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
In addition, it prompts students to:
be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
recognize the need to act responsibly in an increasingly interconnected but uncertain world.
As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed
almost entirely of questions. The most central of these is “How do we know?”
It is a stated aim of TOK that students should become aware of the interpretative nature of knowledge, including personal ideological
biases, regardless of whether, ultimately, these biases are retained, revised or rejected.
TOK also has an important role to play in providing coherence for the student as it transcends and links academic subject areas, thus
demonstrating the ways in which they can apply their knowledge with greater awareness and credibility.
CREATIVITY, ACTION, SERVICE (CAS)

Creativity, action, service is at the heart of the Diploma programme, involving students in a range of activities that take place alongside
their academic studies throughout the IB Diploma Programme. The component’s three strands, often interwoven with particular
activities, are characterized as follows:
Creativity - arts and other experiences that involve creative thinking
Action - physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IB Diploma
Programme
Service - an unpaid and voluntary exchange that has a learning benefit for the student.
Creativity, action, service (CAS) encourages students to be involved in activities as individuals and as part of a team that take place
in local, national and international contexts. Creativity, action, service enables students to enhance their personal and interpersonal
development as well as their social and civic development, through experiential learning, lending an important counterbalance to
the academic pressures of the rest of the IB Diploma Programme. It should be both challenging and enjoyable - a personal journey
of self-discovery that recognizes each student’s individual starting point.
Activities should provide:
real, purposeful activities, with significant outcomes
personal challenge - tasks must extend the student and be achievable in scope
thoughtful consideration, such as planning, reviewing progress and reporting
reflection on outcomes and personal learning
THE SIX ACADEMIC SUBJECTS

Over the course of the two-year programme, students:
study six subjects chosen from the six subject groups complete an extended essay
follow a theory of knowledge course (TOK)
participate in creativity, action, service (CAS).
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Normally:
three of the six subjects are studied at higher level (courses representing 240 teaching hours)
the remaining three subjects are studied at standard level (courses representing 150 teaching hours).
GROUP 1 – STUDIES IN LANGUAGE & LITERATURE

It is a requirement of the programme that students study at least one subject from group 1.
Language A1 is the study of literature and other writing in a student’s first language, including the study of literature in translation.
Forty five languages are regularly available at either higher level or standard level. Other languages may be studied provided:
there is sufficient written literature available
a request is received by the IB well in advance of the examination period.
In studying their first language, students are able to develop:
a personal appreciation of the literature
skills in literary criticism
strong written and oral skills
respect for the literary heritage of their first language
an international perspective.
The range of texts studied in language A1 courses is broad, and students grow to appreciate a language’s complexity, wealth and
subtleties in a variety of contexts. A specific aim is to engender a lifelong interest in literature and a love for the elegance and richness
of human expression.
GROUP 2 – LANGUAGE ACQUISITION

The aim is to promote an understanding of another culture through the study of a second language. A large range of modern
languages are available plus two classical languages (Latin and classical Greek).
The main emphasis of the modern language courses is on language acquisition and use in a range of contexts and for different
purposes. Three options are available to accommodate students with different backgrounds.
Language ab initio courses are for beginners, i.e. students who have no previous experience of learning the language they have
chosen. These courses are only available at standard level.
Language B courses are intended for students who have had some previous experience of learning the language. They may be
studied at either higher level or standard level.
Language A2 courses are designed for students who have a high level of competence in the language they have chosen. They include
the study of both language and literature, and are available at higher level and standard level.
GROUP 3 – INDIVIDUALS AND SOCIETIES

It is a requirement of the programme that students study at least one subject from group 3. Studying any one of these subjects
provides for the development of a critical appreciation of:
human experience and behavior
the varieties of physical, economic and social environments that people inhabit
the history of social and cultural institutions.
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In addition, each subject is designed to foster in students the capacity to identify, to analyze critically and to evaluate theories,
concepts and arguments relating to the nature and activities of individuals and societies.
GROUP 4 –SCIENCES
Each subject contains a body of knowledge together with scientific methods and techniques which students are required to learn and
apply. In their application of scientific methods, students develop an ability to:
analyze
evaluate, and
synthesize scientific information.
A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise
is collaborative and interdisciplinary: students analyze a topic or problem which can be investigated in each of the science disciplines
offered by the school. It is also an opportunity for students to explore scientific solutions to global questions.
GROUP 5 – MATHEMATICS
It is a requirement of the programme that students study at least one course in mathematics These courses serve to accommodate
the range of needs, interests and abilities of students, and to fulfill the requirements of various university and career aspirations.
The aims of these courses are to enable students to:
develop mathematical knowledge, concepts and principles
develop logical, critical and creative thinking
employ and refine their powers of abstraction and generalization.
Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and
historical perspectives.
GROUP 6 – THE ARTS

The study of a subject from group 6 is optional. The subjects in group 6 allow a high degree of adaptability to different cultural
contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres.
The assessment of these subjects reflects an eclectic attempt to combine contrasting aesthetics and forms of assessment from
around the world. In particular, there is no indication of a western-oriented bias.
This information has been obtained from the International Baccalaureate Organization website at www.ibo.org (May 2009).
Diploma Choices at IST
IST Diploma
The IST Diploma is a fully accredited high school diploma. Students who choose the IST Diploma option are required to select from
among the same courses as IB Diploma students. However, they may choose only one Higher Level course and they will not be
required to complete the Extended Essay component of the program. In lieu of Extended Essay, IST Diploma students will complete
an inquiry project. They will develop the specifications and scope of this project in direct consultation with the Secondary Principal.
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IB Certificates/IST Diploma
IST is aware of the fact that the IB Diploma is not suitable for all students. For students who wish to pursue other options, IST provides
a choice of IB Certificates or the IST Diploma
Students may choose to receive certificates for completing certain IB courses without the full Diploma. In those cases, students will
work with the Diploma Coordinator and Secondary Principal to choose certificate courses. After course selection, students will be
registered for appropriate exams and courses of study. The details of each available certificate program are available from the IB
Diploma Coordinator.
In most cases, it is preferred that students begin their course of study with the intention of completing the full IB Diploma.
All students will study TOK and will complete the CAS program.
The formation of classes will be dependent on student interest, need, staffing and timetable considerations.
Course Changes
Students may change courses within the first quarter of Grade 11. However, they must first obtain permission from both subject
teachers, the Diploma Coordinator and their parents. Course changes after the first quarter will be determined on a case-by-case
basis in consultation with subject teachers, the Diploma Coordinator and Secondary Principal.
Choosing final IB examinations

The school does not register candidates for examination until the beginning of the final year of school. It is therefore possible to delay
making the decision about whether to complete the full Diploma, take Certificate courses or undertake IST Diploma courses until
then however, students should begin Grade 12 with a clear idea about their intended goals.
Grading
All IB/IST Diploma students receive scores on a scale of A-I (incomplete). Students who receive a “D” or below, will also be subject to
remediation in their courses at the direction of the subject teacher. Remediation required indicates that the student is performing
below average levels. In the case of an “I” (Incomplete) students will have an additional quarter in which they can re-do assessment
tasks or complete new tasks. The “I” from the previous report can then be changed to a minimum of a D or a possible C–. If however,
a student continues to fail to meet basic course standards after the period of remediation, then additional counseling will be required
and the student may receive an “F” on their final transcript.
IB Diploma Retake Examinations

There are a variety of reasons that students may wish to retake their IB Diploma examinations. IST allows examination retakes for all
fully registered IB Diploma candidates. Examination retakes will take place in November (six months after the first exam session) or
in May of the following year. The precise dates of the examinations are determined by the IB. Further information available in the IST
‘Into Grade 11’ Handbook
Advantages of the IB program

There are two main advantages of studying the IB Diploma program or IB Certificates.
University Entrance
Students with IB Diplomas or IB Certificates have international recognition of their achievements at school. Colleges and universities
in most countries in the world, including Korea, now recognize this unique and highly respected program. IB students are frequently
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given advanced placement in US universities and colleges. Details of entrance requirements for tertiary education can be obtained
from the Counselor or the Diploma Coordinator. Alternatively, information can be gained by accessing University websites, and the
International Baccalaureate website at www.ibo.org.
Recruitment—actively recruit Diploma Program students
Admission—ensure that the IB diploma is fully recognized in the admissions process; address Diploma Program students specifically
in documentation and publications
Placement—acknowledge the rigor of IB courses and establishing prerequisites for IB courses that are fair and equitable in comparison
with those for state, provincial and/or other examination courses; understand and acknowledge the English language proficiency of
international Diploma Program students
Credit—provide detailed information on the courses for which credit is possible based on Diploma Program examination scores;
specifically understanding and recognizing theory of knowledge (TOK), the extended essay and the content of standard level (SL)
courses as well as the content of higher level (HL) courses
Scholarships—provide scholarships or scholarship opportunities specifically for IB Diploma students
Personal growth
The nature of the program encourages personal growth in a wide variety of ways. Academic achievement is important, but so is the
holistic development of the person. At the end of an IB program, it is reasonable to expect students to be:
Self confident, yet be able to demonstrate humility
Competent in a broad base of subjects with detailed knowledge of some disciplines
Able to identify, analyze, synthesize and evaluate
Communicate in more than one language
Willing to help others
Able to research and critically evaluate their findings
Curious and self-reflective
Able to formulate and justify personal opinion
Able to write a well reasoned and presented research paper
Most students can be successful IB Diploma students. All students benefit from the program.
In order to maximize chances of success, an IB student should be:
Willing to work hard
Prepared to be challenged and excited
Prepared to be frustrated and disappointed at times.
Willing to learn collaboratively
Able to commit to the CAS program
Capable of independent work
Well organized and able to meet deadlines
Prepared to work consistently throughout the two years, including class and homework time.
Willing to show initiative
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Subject Areas in the secondary

school
Please note that the information in this curriculum guide was correct at the time of production. However the International
Baccalaureate offers a dynamic programme. It is certain that there will be considerable change in terminology and assessment,
particularly within the MYP programme, implemented from 2014-15. Our programmes will develop to reflect the changes that are
required.
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EELL (English & European Language

& Literature)
English and European Languages and Literature offers instruction in IB Middle Years Programme Language A and the IB Diploma
Programme Language A and B. EELL provides students with academically rigorous, inquiry-based units of instruction to help students
gain the content knowledge, strategies, and skills necessary for them to reach their full linguistic potential. We also seek to help
students develop and understanding of and appreciation for the role language and literature plays in shaping our lives. Language
and literature are the vehicles of communication by which we live, work, share, create, and build ideas and understandings of the
present, reﬂect on the past, and imagine the future. The ideas, experiences, and cultural perspectives we discover through the study
of language and literature help us shape our vision of the world. The insights we gain enable us to understand and share our cultural,
linguistic, and literary heritages
Offering instruction in English, Danish, German, and French, EELL’s Middle Years Programme (MYP) builds on students’ learning
experiences in the IB Primary Years Programme (PYP) and prepares them for study in the IB Diploma Programme. MYP Language
A develops students’ oral, written and visual communication skills using a balanced approach to language and literature. Each year
students explore a full range of texts from cultures around the world and participate in learning situations designed to promote
mastery of the language. All units are taught using an inquiry-based approach to learning and each addresses one of the five areas
of interaction: approaches to learning, community and service, health and social education, environments, human ingenuity.
Expected Outcomes
During their study of Language A, students will learn to:
use language as a vehicle for thought, creativity, reflection, learning, self-expression, and social interaction
develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts
develop critical, creative and personal approaches to studying and analyzing literary and non-literary works
engage in literature from a variety of cultures and representing different historical periods
explore and analyze aspects of personal, host and other cultures through literary and non-literary works
engage with information and communication technology in order to explore language
develop a lifelong interest in reading widely
apply language A skills and knowledge in a variety of real-life contexts.
Assessment Types
EELL recognizes that acquaintance with content, strategies, and skills does not equal mastery. The language arts are highly recursive
and must be continuously developed allowing students to engage with more complex ideas, texts, and tasks as they progress through
the program. Each year students complete a similar set of required reading, writing, speaking, listening, viewing and expressing tasks
in order to refine their skills, deepen their understanding language and literature and achieve mastery. Students are assessed in each
of the following areas at least two times per semester.
Writing Assignments
Students complete a wide range of writing tasks that fall within one of three categories: creative writing, personal response to
literature and literary analysis essay. The length of these written assignments varies depending on the grade level and the nature of
the task. Students also participate in minor writing tasks throughout the year. These include short responses to literature and one-
paragraph essays. Short writing assignments vary in frequency and length from year to year. In order to develop their understanding
of the writing process and build their writing skills, students engage in a wide range of writer’s workshops throughout the year.
Interactive Activities
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Interactive activities are at the center of learning and, therefore, every course. These activities allow students to develop their
capacities to reason, marshal evidence for their arguments, defend their ideas orally and deepen their understanding of the course
content. Some of the interactive activities students engage in throughout the years include: think-pair-share, online discussions,
debates, small and large group discussions, writer’s workshop, role playing, and Socratic seminar.
Oral Presentations
All students are required to complete at least two formal presentations each year. Formal presentations may include interactive,
digital and group presentations as well as formal speeches, text recitations, and dramatizing excerpts from core texts.
Independent Reading
Each year students are required to read at least two dramatic or narrative texts on their own in addition to their coursework. Students
are given at least 15 minutes of independent reading time during each double period. Students are required to present one of their
independently reading texts to the class each semester through either a written or oral task.
Exams & Quizzes
All students participate in comprehensive semester exams at the end of each semester. Quizzes are given throughout the term to
assess students’ reading comprehension and skills attainment.
Assessment Criteria
Throughout the MYP, students engage in a wide variety of authentic assessment tasks. These tasks acknowledge multiple ways
of knowing and demonstrating understanding and are designed to provide students with the knowledge, skills and dispositions
necessary to succeed in middle years and beyond.
MYP Language A is assessed against 3 criteria:
A – Content
understands and analyses language, content, structure, meaning and significance of both familiar and previously unseen oral,
written and visual texts
compares and contrasts works, and connects themes across and within genres
analyses the effects of the author’s choices on an audience
expresses an informed and independent response to literary and non-literary texts
composes pieces that apply appropriate literary and/or non-literary features to serve the context and intention
applies language A terminology in context
B – Organization
creates work that employs organizational structures and language-specific conventions throughout a variety of text types
organizes ideas and arguments in a sustained, coherent and logical manner
employs appropriate critical apparatus
C – Style And Language Mechanics
uses appropriate and varied register, vocabulary and idiom
uses correct grammar and syntax
uses appropriate and varied sentence structure
uses correct spelling/writing
uses language to narrate, describe, analyze, explain, argue, persuade, inform, entertain and express feelings
uses language accurately

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In the following section, we provide a sample outline of MYP courses in each of the European languages
Grade 6 Danish Overview
Semester One
Fairytales: What Can We Learn About Ourselves From Fairytales?

Time: 8 weeks
Fairytales are a big part of Danish culture. We believe fairytales tell much about people, their interactions and culture. This unit
introduces Danish culture and background for the student through reading and reflections.
Unit Assessment
Write a short 600-750 word narrative of a 1-2 hour event.
Oral Individual: What Does It Mean To Be Fluent?

Time: 2 weeks
Students develop an appreciation of the relationship between the storyteller and the audience in this unit. They will share a story,
observing the techniques used to draw an audience in. They also explore what it means to be fluent.
Unit Assessment
Read a 2-3 minute excerpt from the unit one narrative (dramatic reading of an original or published work, book review).
Dead Or Alive: Life Isn’t Always That Easy!

Time: 8 weeks
The chosen text will depend on the student interest related to individuality. Students explore the novel genre and tackle the big
question of how do others’ ideas influence our own. Students examine the elements of plot and characterization.
Unit Assessment
Write a 600-750 word literary analysis essay focusing on theme.
Semester Two
Reflection: What Is Life About? What Makes A Source Good Or Bad?

Time: 8 weeks
The student will study different kinds of articles and produce a discussion letter to a Danish newspaper. Students will explore the
concept of what is truth. They will improve their research skills and their ability to develop an argument on a chosen topic. Students
also explore ways to evaluate the strengths and weaknesses of different sources.
Unit Assessment
A 600-750 word argumentative essay.
Argument: How Can Language Be Used To Influence People?

Time: 2 weeks
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Students will take on the challenge of debating a topic. Without knowing which side they will be arguing, students will have to
consider just what is the truth and whether both sides can be right.
Unit Assessment
Present argument essay & formal debate.
Big And Small– A Drama Study: The One Who Laughs Last Laughs Longest?
Time: 8 weeks
In what ways does language enable us to express ourselves? Students explore how we physically enhance the underlying meaning
of the words we say. Students analyse, through Drama, their use of movement and modulation to become effective communicators.
Unit Assessment
 Interpret a key scene by acting it out, creating a digital artefact, or writing an essay.
Semester One
Poetry: How Can I Use Words To Express Myself?

Time: 8 weeks
How can poetry reflect the world around us? The students read a variety of poems about the world we live in and learn to analyze
the effect key poetic devices have on the reader. They will also write their own poems, employing those key poetic devices in their
own work. The students will meet different ways to show movement, ideas, feelings and moods.
Unit Assessment
Poetry anthology of 5-6 poems using a variety of forms and poetic devices.
This Is I! - Poetry In Motion: How Can We Express Meaning Through Performance?

Time: 2 weeks
The student has to produce a poem which shows who they are - and explain the idea of symbols and words in the poem. Students
focus on the art of speaking loudly, clearly and with expression to convey emotion to an audience through techniques employed by
speech choirs and performance poets.
Unit Assessment
Select one poem from anthology and present it as part of a group in the style of performance poetry to emphasize the poetic
devices.
To Be Different: You Are Not Wrong - Just Different.

Time: 8 weeks
How do life experiences shape us? The student will give a short response to statements related to the unit question and then write
an essay related to the response. The students explore tension, how it is created, how we deal with conflict and how it drives the
narrative of story. Students will look at how reactions to conflict shape character and plot.
Unit Assessment
A 600-800 word literary analysis essay focusing on conflict.
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Semester Two
Argument - Media : How Do Media Influence Our Lives?

Time: 8 weeks
The students make an argumentative presentation in a topic they have chosen. The students read and view advertisements with an
emphasis on the language techniques used to persuade the target audience to buy the product.
Unit Assessment
A 600-800 word expository essay analyzing how a specific medium persuades.
Persuade Me: What Is The Art Of Persuasion?

Time: 2 weeks
The students prepare an oral presentation on a topic. Building upon the previous unit, students will put their knowledge and
understanding of the language of advertising into practice. In the role of advertising executives, students will pitch an advertising
campaign, analyzing how they have manipulated their target audience in a bid to have their campaign chosen by the company CEO.
Unit Assessment
Present expository essay
Your Worst Enemy: Who Are You - Who Are They?

Time: 8 weeks
How does a great book become a great film? The students will explore one text in two different forms: written and visual, and explore
what is involved in the craft of converting the written story into a screenplay, and ultimately a film. They will be asked to make
judgments of both forms of the story, and justify those opinions. The topics in the movie are bullying and friendship.
Unit Assessment
A 400-500 film review and adaptation of an excerpt from text to film.
Semester One
Short Stories Over Times: To Understand The Present You Have To Know The Past
Time: 8 weeks
Why do we tell stories? Short stories show a lot about the world and culture today. Will that be different when our stories are read
in the future? Students explore folktales, myths and legends across time and space to understand how these stories shaped culture
historically and continue to influence our lives. Students develop their skills in analyzing plot, sub-plot, conflict, theme and point of
view.
Unit Assessment
A 500-600 word personal response to literature where students create their own folktale, legend or myth.
Individual Oral: How Can We Tell A Story That Inspires Others To Believe?
Time: 2 weeks
This short unit builds on the previous unit and develops students’ speaking skills in the oral tradition. Students become bards and
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retell their story using convincing composure, voice, clarity and tone.
Unit Assessment
A 3-4 minute performance of students’ personal response to literature from the previous unit.
Read And Reflect: What Types Of Relationships Do We Benefit From The Most?
Time: 8 weeks
Students engage in a close reading of ‘Of Mice and Men’ and explore the significance and variety of relationships in life. Students look
deep into the text as well as themselves. Students develop their skills in analyzing plot, theme, point of view, and foreshadowing.
Unit Assessment
A 600-800 word literary analysis essay.
Semester Two
War: Friends Or Enemy Are There Any Differences? How Can We Influence Change?
Time: 8 weeks
Students explore the lives of refugees across time and place and examine the situations that led to their refugee status. Students
research a current refugee crisis in a specific region of the world and develop a persuasive essay that raises awareness about a
particular refugee group and persuades audience members to take a specific action to help this group. There will also be focus on
articles regarding this topic but from different periods in history. Also the Danish “Hvis der var krig i Norden” (Janne Teller) will be
used to help the student reflect and see refugees anew.
Unit Assessment
A 600-800 word argumentative essay.
Individual Oral: How Can We Use Speech To Persuade Others To Act?

Time: 2 weeks
Building on the previous unit, this short unit asks students to transform their persuasive essay into a persuasive presentation that
personalizes a refugee’s story and inspires the audience to take action towards influencing change. Students focus on adapting their
written text to a different medium.
Unit Assessment
A 2-4 minute persuasive presentation using the essay from the previous unit.
A Love Story: How Do My Relationships Within And Across Groups Affect Others?
Time: 8 weeks
Through a close reading of Romeo & Juliet, students explore how literature written long ago can still mean something today; how
decisions can have long -term effects; and how human relationships involve conflicting loyalties. Students develop their skills in
analyzing theme, structure, conflict, tragic hero, comic relief, foil and soliloquy (Taught in collaboration with Danish, English, French,
German)
Unit Assessment
Interpretation of a key scene using a multiple intelligences approach (digital artefact, movie poster, scene performance, writing
a missing scene, or soundtrack).
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Semester One
Poetry: Is Poetry A Luxury Or A Necessity?

Time: 8 weeks
The student will meet the kind of poems that relate to their lives. The students will recognize themselves to understand and read the
texts. Students explore the role poetry plays in helping us make sense of the world. Students examine the works of contemporary
poets and will have the opportunity to work as poets to fully understand the process and purpose of the poet.
Unit Assessment
Students write 5-6 poems using symbolism, imagery, motif, repetition, irony, metaphor, simile, personification and allusion.
Individual Oral: Techniques In Poetry

Time: 2 weeks
What does literature have to say about the range of human emotions, behaviors and issues? Having developed an appreciation for
poetry in the previous unit, students develop their ideas further through a poetry presentation. More than one poem is compared
in the presentation
Unit Assessment
Digital reading of one poem with selected images that heighten the poet’s use of symbolism, imagery and motifs.
The Meaning Of Life: How Does Literature Enable Us To Have Healthy Debates About The
Big Issues?
Time: 8 weeks
Students explore the importance of points of view in gaining a deeper understanding of a novel’s themes and issues. Students look
at the social context of the novel to strengthen their appreciation of the text and make them more informed debaters on the social
issues presented.
Unit Assessment
Write a 800-1000 word literary analysis essay focusing on point of view.
Semester Two
Famous Speeches - The Power Of Rhetoric: How Can Language Be Used To Influence Peo-
ple?
Time: 8 weeks
Students study speeches from over the world, translated into Danish. A question is why have we chosen to translate those and not
others? Students will examine the techniques and tools that allowed great speeches to change the course of history.
Unit Assessment
Write a 500-700 word persuasive speech.
Speak To Me: How Does Language Communicate Emotion?

Time: 2 weeks
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This unit builds on the theoretical knowledge developed in the previous unit. Students will examine domestic or global issues that
they wish to lend their voice to for change. The unit culminates in the presentation of an original speech that demonstrates their
understanding of the skills of the orator. The presentation will be given in Danish but in collaboration with Danish, English, French,
German.
Unit Assessment
A 2-4 minute presentation of persuasive speech.
Literature To Film: Violence Is The Strongest Language

Time: 8 weeks
How does technology communicate emotion? This unit explores the language of film. Students delve into how filmmakers manipulate
the viewer through film motifs and symbolism to shape and deepen their understanding of universal themes.
Unit Assessment
Digital presentation of a filmmaker’s work, showing how symbolism, motifs and point of view are used.
Semester One
Short Stories: What Does It Mean To Be An Outsider?

Time: 8 weeks
What can I learn about myself, my relationships and my world from reading stories? Stories from different period of the literature.
The students will have to find the conflict and theme in the text but not with out using time as an aspect in the analyze. Student
explore a wide range of short fiction and answer the question how does story reflect and shape our lives. Students examine how an
author uses elements of literature and literary devices to evoke thoughts and feelings in the reader. Students focus on developing
their skills analyzing and applying plot, setting, theme, foreshadowing, and dialogue.
Unit Assessment
A 900-1000 word short story using plot, foreshadowing, suspense and three literary devices.
Oral Individual: Literary Periods

Time: 2 weeks
The student can choose to use the same topic at the previous analyze in Unit 1 but thee it has to be another text related to the
presentation. This short unit builds on the previous unit and develops students’ speaking skills by asking them to tell a story creatively
using emotion and appropriate composure, voice, clarity and tone.
Unit Assessment
A 3-4 minute creative reading of the short story from the previous unit.
Young And Innocent: Is It Ever Possible To Refuse To Entre The Grown Up’s World?
Time: 8 weeks
What elements of society keep the savage side of humans controlled? The unit question is the statement of the essay. It is necessary
that the student have knowledge regarding the period for the novel to understand the themes by this also the structure, families
and society. Student conduct a close literary reading of a novel examine how all humans have the potential for good and bad, how
fear can lead to irrational behavior and how defects in society can be traced to the defects in individuals. Students develop an
understanding of literary characterization, character development, the function of major and minor characters, motives and causes
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for action, and moral dilemmas that characters encounter. Students specifically analyze how the author uses symbolism, archetypes,
and conflict to develop a theme.
Unit Assessment
A 900-1000 word literary analysis essay focusing on the use of symbolism, characterization, or conflict to develop theme.
Semester Two
Argument Writing: How Can I Take A Stand On A Topic Affecting My Community?

Time: 8 weeks
The student will search for his/hers own opinion related to the topic in the novel. It will also be requested the essay will include
solutions or advise to the characters in the novel. Students explore current issues facing their communities and use research to
identify, explain and evaluate different perspectives on those issues. Students examine different types of argument writing and learn
how to take a position on an issue and defend that position using a structure appropriate to purpose and audience.
Unit Assessment
A 900-1000 word argument essay using one of the types of argument writing—mediation, convincing, persuasion.
Individual Oral: How Can We Convince An Unreceptive Audience?

Time: 2 weeks
Building on the previous unit, his short unit asks students to transform their argument essay into a formal speech using composure,
voice, clarity and tone appropriate for audience and purpose.
Unit Assessment
A 3-5 minute argument speech.
The Good Man: How Do Our Environments Influence Our Morality?

Time: 8 weeks
Students conduct a close literary reading of The Good Person From Szechuan and examine how an all-consuming desire for power
combined with ambition can cause individuals to act in negative ways despite their knowledge of likely consequences. Students
examine closely the features of tragedy and the role of fate in characters’ lives, the function of different motifs within the play
and their role in reflecting changes in character, themes and mood. Students specifically analyze how the author uses symbolism,
archetypes, motifs, and conflict to develop a theme. In collaboration with Danish, English, French, German.
Unit Assessment
A 800-1000 word literary analysis essay examining how the author uses symbolism, archetypes, or motifs to develop a specific
theme.
Grade 6 English Overview
Semester One
The Writer’s Studio: When Does A Writer Become A Writer?

Time: 8 weeks
Students enter the magical world of fairytales and deconstruct them to gain a deep understanding of these classic tales before
entering their own writer’s studio. In writer’s studio, students explore the idea of when does one become a writer.
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Unit Assessment
 Write a short 600-750 word narrative of a 1-2 hour event.
Raconteur: What Does It Mean To Be Fluent?

Time: 2 weeks
Students develop an appreciation of the relationship between the storyteller and the audience in this unit. They will share a story,
observing the techniques used to draw an audience in. They also explore what it means to be fluent.
Unit Assessment
Read 2-3 minute excerpt from unit one narrative (dramatic reading of an original or published work, book review).
That’s Novel: How Do Others’ Ideas Influence Our Own?

Time: 8 weeks
Students explore the novel genre and tackle the big question of how do others’ ideas influence our own. Students examine the
elements of plot and characterization.
Unit Assessment
Write a 600-750 word literary analysis essay focusing on theme.
Semester Two
Write Your Wrongs: What Makes A Source Good Or Bad?

Time: 8 weeks
Students will explore the concept of truth. They hone their research skills and their ability to develop an argument on a chosen topic.
Students also explore ways to evaluate the strengths and weaknesses of different sources.
Unit Assessment
600-750 word argument essay.
That’s Debatable: How Can Language Be Used To Influence People?

Time: 2 weeks
Students will take on the ultimate challenge of debating a topic. Without knowing which side they will be arguing, students will have
to consider just what is the truth and can both sides be right. It will come down to who can use language in the most influential
manner.
Unit Assessment
Present argument essay & formal debate.
Treading The Boards – A Drama Study: In What Ways Does Language Enable Us To Express
Ourselves?
Time: 8 weeks
Students explore how we physically enhance the underlying meaning of the words we say. Students analyze their use of movement
and modulation to become effective communicators.
Unit Assessment
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Interpret a key scene by acting it out, creating a digital artifact, or writing an essay.
Semester One
The Wordsmith: How Can Poetry Reflect The World Around Us?
Time: 8 weeks
The students read a variety of poems about the world we live in and learn to analyze the affect key poetic devices have on the reader.
They will also write their own poems, employing those key poetic devices in their own work.
Unit Assessment
Poetry anthology of 5-6 poems using a variety of forms and poetic devices.
Poetry In Motion: How Can We Express Meaning Through Performance?

Time: 2 weeks
Students focus on the art of speaking loudly, clearly and with expression to convey emotion to an audience through techniques
employed by speech choirs and performance poets.
Unit Assessment
Select one poem from anthology or by a famous poet and present it as part of a group in the style of performance poetry or
speech choir to emphasize the poetic devices. Piece may be screened in Barista or another public venue.
Shaping Identities: How Do Life Experiences Shape Us?

Time: 8 weeks
The students explore tension, how it is created, how we deal with conflict and how it drives the narrative of story. Students will look
at how reactions to conflict shape character, destiny and plot.
Unit Assessment
A 600-800 word literary analysis essay focusing on conflict.
Semester Two
Media Manipulations: How Does Media Influence Our Lives?

Time: 8 weeks
The students read and view advertisements with an emphasis on the language techniques used to persuade the target audience to
buy the product.
Unit Assessment
A 600-800 word expository essay analyzing how a specific medium persuades.
Persuade Me: What Is The Art Of Persuasion?

Time: 2 weeks
Building upon the previous unit, students will put their knowledge and understanding of the language of advertising into practice.
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In role as advertising executives, students will pitch an advertising campaign, analyzing how they have manipulated their target
audience in a bid to have their campaign chosen by the company CEO.
Unit Assessment
Present expository essay.
Adaptations: How Does A Great Book Become A Great Film?

Time: 8 weeks
The students will explore one text in two different forms: written and visual, and explore what is involved in the craft of converting
the written story into a screenplay, and ultimately a film. They will be asked to make judgments of both forms of the story, and justify
those opinions.
Unit Assessment
A 400-500 word film review and adaptation of an excerpt from text to film.
Semester One
Folktales, Myths And Legends: Why Do We Tell Stories?

Time: 8 weeks
Students explore folktales, myths and legends across time and place to understand how these stories shaped culture historically and
continue to influence our lives and shape who we are today. Students develop their skills in analyzing plot, sub-plot, conflict, theme
and point of view.
Unit Assessment
500-600 word personal response to literature where students create their own folktale, legend or myth.
Becoming A Bard : How Can We Tell A Story That Inspires Others To Believe?
Time: 2 weeks
This short unit builds on the previous unit and develops students’ speaking skills in the oral tradition. Students become bards and
retell their story using convincing composure, voice, clarity and tone.
Unit Assessment
A 3-4 minute performance of students’ personal response to literature from the previous unit.
Shaping Identities: What Types Of Relationships Do We Benefit From The Most?

Time: 8 weeks
Students engage in a close reading of Of Mice and Men and explore the significance and variety of relationships in life. Students
develop their skills in analyzing plot, theme, point of view, and foreshadowing.
Unit Assessment
A 600-800 word literary analysis essay.
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Semester Two
Influencing Change: How Can We Influence Change?

Time: 8 weeks
Students explore the lives of refugees across time and place and examine the situations that led to their refugee status. Students
research a current refugee crisis in a specific region of the world and develop a persuasive essay that raises awareness about a
particular refugee group and persuades audience members to take a specific action to help this group.
Unit Assessment
A 600-800 word argument essay.
Making Their Voices Heard: How Can We Use Speech To Persuade Others To Act?
Time: 2 weeks
Building on the previous unit, this short unit asks students to transform their persuasive essay into a persuasive presentation that
personalizes a refugee’s story and inspires their audience to take action towards influencing change. Students focus on adapting their
written text to a different medium.
Unit Assessment
A 2-4 minute persuasive presentation using the essay from the previous unit.
Reconsidering Relationships: How Do My Relationships Within And Across Groups Af-

fect Others?
Time: 8 weeks
Through a close reading of Romeo & Juliet, students explore how literature written long ago can still mean something today, how
decisions can have long -term effects, and how human relationships involve conflicting loyalties. Students develop their skills in
analyzing theme, tragic plot structure, conflict, tragic hero, comic relief, foil, soliloquy, aside.
Unit Assessment
Interpretation of a key scene using a multiple intelligences approach (digital artefact, movie poster, scene performance, writing
a missing scene, or soundtrack).
Semester One
Poet’s Corner: Is Poetry A Luxury Or A Necessity?

Time: 8 weeks
Students explore the role poetry plays in helping us make sense of the world. They examine works of contemporary poets and have
the opportunity to work as poets to fully understand the process and purpose of the poet.
Unit Assessment
Write 5-6 poems using symbolism, imagery, and motif, repetition, irony, metaphor, simile, personification, allusion.
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Voice It: What Does Literature Have To Say About The Range Of Human Emotions, Behav-
iors And Issues?
Time: 2 weeks
Having developed an appreciation for poetry in the previous unit, students develop their ideas further through a poetry presentation.
This unit looks at how to maximize the intention of the poet and the reader’s interpretation through careful selection of vocal
technique and movement.
Unit Assessment
Digital reading of one poem with selected images that heighten the poet’s use of symbolism, imagery and motifs. (Option to be
screened on the Barista screen, Thursday Night Live or It’s Speaking Time).
Viewpoints: How Does Literature Enable Us To Have Healthy Debates About The Big Is-
sues?
Time: 8 weeks
Students examine To Kill a Mockingbird to develop an understanding of how classic literature reveals themes still relevant to us today.
Students explore the importance of points of view in gain a deeper understanding of the novel’s themes and issues. Students look
at the historical and social context of the novel to strengthen their appreciation of the text and make them more informed debaters
on the social issues presented.
Unit Assessment
Write a 800-1000 word literary analysis essay focusing on point of view.
Semester Two
The Power Of Rhetoric: How Can Language Be Used To Influence People?

Time: 8 weeks
This unit is an inspirational ode to the power of speech. Students will examine the techniques and tools that allowed greats like
Martin Luther King Junior and Winston Churchill to change the course of history with their words proving that the pen is indeed
mightier than the sword.
Unit Assessment
Write a 500-700 word persuasive speech.
Speak To Me: How Does Language Communicate Emotion?

Time: 2 weeks
This unit builds on the theoretical knowledge developed in the previous unit. Students will examine domestic or global issues that
they wish to lend their voice to for change. The unit culminates in the presentation of an original speech that demonstrates their
understanding of the skills of the orator.
Unit Assessment
A 2-4 minute presentation of persuasive speech.
Screen Journeys: How Does Technology Communicate Emotion?

Time: 8 weeks
This unit explores the language of film. Students delve into how filmmakers manipulate the viewer through film motifs and symbolism
to shape and deepen their understanding of universal themes.
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Unit Assessment
Digital presentation of a filmmakers work showing how symbolism and point of view are used and any motifs in the collection
of films or analytical essay.
Semester One
The Power Of Story: What Can I Learn About Myself, My Relationships And My World
From Reading Stories?
Time: 8 weeks
Student explore a wide range of short fiction from around the world to answer the question of how stories reflect and shape
our lives. Students examine how an author uses literary devices to evoke thoughts and feelings in the reader. Students focus on
developing their skills analyzing and applying plot, setting, theme, foreshadowing, and dialogue.
Unit Assessment
Telling My Story: How Can I Tell A Story That Evokes Thoughts And Feelings?
Time: 2 weeks
This short unit builds on the previous unit and develops students’ speaking skills by asking them to tell a story creatively using
emotion and appropriate composure, voice, clarity and tone.
Unit Assessment
Good Vs. Evil: What Elements Of Society Keep The Savage Side Of Humans Controlled?
Time: 8 weeks
Student conduct a close literary reading of Lord of the Flies and examine how all humans have the potential for great good and
great evil, how fear can lead to irrational behavior and how defects in society can be traced to the defects in individuals. Students
develop an understanding of literary characterization, character development, the function of major and minor characters, motives
and causes for action, and moral dilemmas that characters encounter. Students specifically analyze how Golding uses symbolism,
archetypes, and conflict to develop a theme.
Unit Assessment
Semester Two

Time: 8 weeks
Students explore current issues facing their communities and use research to identify, explain and evaluate different perspectives
on those issues. Students examine different types of argument writing and learn how to take a position on an issue and defend that
position using a structure appropriate to purpose and audience.
Unit Assessment
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A 900-1000 word argument essay using one of the types of argument writing—mediation, convincing, persuasion.
Arguing Out Loud: How Can We Convince An Unreceptive Audience?

Time: 2 weeks
Building on the previous unit, his short unit asks students to transform their argument essay into a formal speech using composure,
Unit Assessment

Time: 8 weeks
Students conduct a close literary reading of The Good Man From Szechuan and examine how an all consuming desire for power
archetypes, motifs, and conflict to develop a theme.
Unit Assessment
An 800-1000 word literary analysis essay examining how the author uses symbolism, archetypes, or motifs to develop a
specific them.
Grade 6 French Overview
Semester One
Texts For Childhood: How fairy tales/fables may reflect past and contemporary so-
ciety?
Time: 8 weeks
Examine different styles in literature and different lengths of text. Starting with something familiar, the students will then move to
more developed texts.
Unit Assessment
Write a short 600-800 word narrative of a 1-2 hour event
How Can We Deliver Stories In Fluent And Comprehensible Language?

Time: 2 weeks
Students will develop an appreciation of how to tell a story and of how the audience understands it.
Unit Assessment
Students will read fairytales and create one of their own, based on modern life. Students will present their stories in class,
using appropriate expression, tone of voice and body language. At the same time students will be able to evaluate how
fluent, comprehensible and articulate they are, through their classmates’ impressions and perceptions of the story.
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Imagination And Influence In French Speaking Countries: What Can We Learn About
Humans Through Literature?
Time: 8 weeks
Authors from different parts of the world have one common language to exchange ideas and give expression to their creativity.
Unit Assessment
A 600 word literary analysis essay focusing on theme
Semester Two
Texts From Antiquity Are Still Valuable Today: What Beliefs From Antiquity Still Influ-
ence Our Societies Today?
Time: 8 weeks
Explore beliefs and ideologies that built the ancient world.
Unit Assessment
Argumentative essay
Debate Time: How Has Antiquity Influenced Our Way Of Thinking And Made Us More
Critical Thinkers?
Time: 2 weeks
Students will debate a controversial topic in class not knowing in advance which part they will be arguing. They will have to make
use of their personal knowledge and what they have learnt through the previous unit.
Unit Assessment
Present an argument and engage in formal debate.
Theater – Comedies: What Is Comedy In Theater?

Time: 8 weeks
Discover theater from one of the masters in the genre—Moliere
Unit Assessment
Students’ Choice: Interpretation Project where students interpret a key scene by acting it out, creating a digital artefact, or
writing an essay
Semester One
Playing With Language: In Which Ways Do We Use Emotion In Literature?

Time: 8 weeks
Expression of emotions and feelings
Unit Assessment
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Poetry anthology of 5-6 poems using a variety of forms and poetic devices
Poetry In Action: How Can We Express Emotion And Feeling Through Performance?
Time: 2 weeks
Students will focus on how to convey emotion and feeling to the audience, using variety of techniques used by poets.
Unit Assessment
Select a poem from a famous poet and present it to the group.
Adventures And Traveling: What Can We Learn About Other Cultures Through Litera-
ture?
Time: 8 weeks
We explore visions of others, and depictions of other cultures.
Unit Assessment
Literary analysis essay focusing on conflict
Semester Two
Medieval And Renaissance Literature: How Does Literacy Influence The Spread Of Na-
tional Literature?
Time: 8 weeks
The evolution and influence of literature over the Medieval and Renaissance periods.
Unit Assessment
An expository essay analyzing how a specific medium persuades others.
The Art Of Eloquence, The Spirit Of Gentlemen: How To Persuade And Stand Up For
Your Ideas
Time: 2 weeks
Students will use their knowledge and understanding of language to persuade their audience, following the gentlemen’s code of
conduct.
Unit Assessment
The presentation of a previously written piece.
What Is The Importance Of Comedy And Theater In Our Culture?

Time: 8 weeks
Satire, social criticism and caricatures of society.
Unit Assessment
Film review
Adaptation of an excerpt from text to film (or vice versa)
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Semester One
Short Stories In The Nineteenth Century: how do writers describe their society
through the writing of short stories?
Time: 8 weeks
Different aspects of writing a realistic description of society in the XIXe century.
Unit Assessment
Write a short 800-1000 word narrative of a 1-2 hour event
Becoming A Writer For A Newspaper In Nineteenth Century: How To Tell A Story While
Maintaining The Suspense Until The End.
Time: 2 weeks
Students will develop and reinforce their speaking skills in speech and as a story teller.
Unit Assessment
Students will make a short story presentation of no longer than 5 minutes, with appropriate dramatic effects
Novel In Nineteenth Century: How do romantic characters appear in psychological

novels and what is their view of society
Time: 8 weeks
Approaches to literature from authors of different genders can offer different perspectives and visions, which will help students in
their development of critical thinking and critical approaches.
Unit Assessment
Literary analysis essay focusing on characters and characterization
Semester Two
Intimate confidences: Writing about self through epistolary genre and lyrical po-
etry
Time: 8 weeks
Writers revealing feelings and secrets through their letters or poems.
Unit Assessment
¶ write different types of letters and lyrical poems
Age of enlightenment: How writers and artists were involved in social criticism?
Time: 2 weeks
Students will study briefly the values of republic through the eyes of different writers from the XVIII century. Students will also see
the themes of the main battles: slavery, absolute power and social justice.
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Unit Assessment
¶ Written quizzes and comprehension questions.
Classical Theater: To cry or to laugh? This is the question?

Time: 8 weeks
Students will study the characterization of laughter in comedy. Students will discover theater as a performing art and inquire about
comedy and tragicomedy.
Unit Assessment
Multiple Intelligence Interpretation of key scenes
Semester Exam
Analyze a dramatic piece
Semester One
Lyricism in the Nineteenth and Twentieth Centuries: What Can We Learn About The
Voices Of Poets And Their Points Of View?
Time: 8 weeks
Offer personal opinions about major aspects of authors’ lives and environments.
Unit Assessment
Write 5-6 poems using symbolism, imagery and motifs
Leave Your footprint: How To Evaluate And Appreciate The Voices Of Poets And Their
Points Of View
Time: 2 weeks
Students will look in depth at the intentions of poets and the perceptions of readers, as well as the interpretations of presenters.
Unit Assessment
Students will present a selection of poems attempting to bring them alive in the spirit of their original authors
How a child or a teenager can find himself through his/her writing?

Time: 8 weeks
The importance of writing for children. The autobiography genre in the XX and XXI centuries’ literature
Unit Assessment
Write a 800-100 word literary analysis essay focusing on point of view
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Semester Two
How authors can influence society through their writing.

Time: 8 weeks
Arguments on the topic of happiness in written and oral forms.
Unit Assessment
A speech analysis essay examining elements of persuasion
Rhetorical Method: How Can We Communicate Effectively, Using Emotion, Sensation

And Feelings?
Time: 2 weeks
Students will use their knowledge to present an effective speech.
Unit Assessment
A presentation of no longer than 5 minutes which seeks to be convincing, emotional and effective.
Tragedy: What Can We Learn About The Influence Of Past Writing on Theater?
Time: 8 weeks
Tragedy from antiquity to the present day – developments and innovations in the genre.
Unit Assessment
Digital presentation of a filmmaker’s work showing how symbolism and point of view are used and showing any motifs
employed in the films
Semester One
The Power Of Story: What Can I Learn About Myself, My Relationships And My World
From Reading Stories?
Time: 8 weeks
Students explore a wide range of short fiction from around the world to answer the question of how stories reflect and shape
our lives. Students examine how an author uses literary devices to evoke thoughts and feelings in the reader. Students focus on
developing their skills analyzing and applying plot, setting, theme, foreshadowing, and dialogue.
Unit Assessment
Telling My Story: How Can I Tell A Story That Evokes Thoughts And Feelings?
Time: 2 weeks
This short unit builds on the previous unit and develops students’ speaking skills by asking them to tell a story creatively using
emotion and appropriate composure, voice, clarity and tone.
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Unit Assessment
Good Vs. Evil: What Elements Of Society Keep The Savage Side Of Humans Controlled?
Time: 8 weeks
Students examine how all humans have the potential for great good and great evil, how fear can lead to irrational behavior and
how defects in society can be traced to the defects in individuals. Students develop an understanding of literary characterization,
character development, the function of major and minor characters, motives and causes for action, and moral dilemmas that
characters encounter. Students specifically analyze how Golding uses symbolism, archetypes, and conflict to develop a theme.
Unit Assessment
Semester Two

Time: 8 weeks
Students explore current issues facing their communities and use research to identify, explain and evaluate different perspectives
on those issues. Students examine different types of argument writing and learn how to take a position on an issue and defend that
position using a structure appropriate to purpose and audience.
Unit Assessment
A 900-1000 word argument essay using one of the types of argument writing—mediation and persuasion.
Arguing Out Loud: How Can We Convince An Unreceptive Audience?

Time: 2 weeks
Building on the previous unit, this short unit asks students to transform their argument essay into a formal speech using composure,
Unit Assessment

Time: 8 weeks
Students conduct a close literary reading of The Good Man From Szechuan and examine how an all-consuming desire for power
archetypes, motifs, and conflict to develop a theme.
Unit Assessment
An 800-1000 word literary analysis essay examining how the author uses symbolism, archetypes, or motifs to develop a
specific them.
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Grade 6 German Overview
Semester One
Short Narrative: Fairytales: Can I Write An Exciting, Interesting And Well-Structured

Fairytale?
Time: 6 weeks
Students will learn an understanding of characteristics of the fairytale, the basic structure of a fairytale, topic-specific vocabulary
and how to create a fairytale outline.
Unit Assessment
Write a short 600 - 800 word narrative of a 1-2 hour event.
Prose Fiction - Short Story: How Do Authors Write Short Stories, In Different Genres,
That Appeal To Children?
Time: 6 weeks
Students will read short stories from different genres. They will research characteristics and learn how to write beginnings and
endings for a story. They will have dialogue and will analyze techniques.
Unit Assessments
Create a story outline for a short story using a planning pro-forma
Analyze and explain the author’s intentions and techniques in a short story extract
My Place: Why Does “Where” Matter?

Time: 6 weeks
Students will find out about connections to places. They will understand that places are interconnected and explore places in
different areas around the world. Students will compare relationships between people and their environments.
Unit Assessments
AOI activity
Reflection writing on favourite places
Name the “World” Blank Map (continents and countries).
Semester Two
People And Societies : How Do We Know And Why Should We Care?

Time: 6 weeks
Students will learn which tools historians use to gain knowledge about features of a civilization They will figure out that civilizations
are similar and different and will research people and societies in the past. Students will observe chronology that links people,
places and events through time.
Unit Assessment
Communication and creation assessment: create a presentation effectively (including “oral text” to complement visuals,
using “Notes” and feature of PowerPoint) and publish the finished product onto SlideShare.com or into the school blog site.
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Non-Literary Essay: How Do My Life Style Choices Affect My Environment?

Time: 6 weeks
Students will deal here with Language “A” terminology in context. They will compose pieces; serve the context and intention explore
ideas and arguments. The kids will express their feelings, narrate, describe, argue, persuade and inform. They will furthermore
learn about sentence structure, correct grammar and syntax.
Unit Assessment
Write an autobiography from the perspective of a river (including pictures and data presentation based on research conducted
on a chosen river)
Essay writing (autobiography structure)
Oratory presentation (for effective visual communication).
Conjugation : How Do I Get Fit For Fluency And Accuracy?

Time: 6 weeks
Students will learn how to remember endings of words and their spelling according to different learning types; they will find out
about best personal strategies. They will listen and practice pronunciation and find out about structures and/or rules to be applied
to the language.
Unit Assessment
This Unit is more about experiencing and practicing how to learn and prepare for tests.
Semester One
Poetry: Homo Faber - What Makes Poetry Effective?

Time: 6 weeks
Students will analyze and explain poems by focusing on poet’s intentions and techniques as well as investigating rhythm in poems
to learn and perform a rhythmic poem. They will research range of rhyming patterns used in poetry and investigate rhythm and
rhyme in writing a limerick.
Unit Assessment
Analyze and explain a poem by focusing on poet’s intentions and techniques
Personal response to a chosen poem
Written limerick.
Drama: In What Ways Are Play Scripts Different From Novels?

Time: 6 weeks
Students will compile experiences in the historical context of the 18th/19th Century. They will explore by interpreting non-verbal
communication and verbal communication as well as reading from a play script. Students will furthermore analyze and compare
personalities and argue effectively.
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Unit Assessment
Rewrite a narrative passage as a drama script (written)
Debate a case for whether the Monster’s revenge can be justified (oral).
Media Information Texts: How Can We Present Information In A Way That Is Suitable
For Our Audience?
Time: 6 weeks
Students will read and analyze a variety of information texts (relating to other subject areas if possible) and will learn to write
structured paragraphs (GEE) as well as explore how to organize information in a clear manner for the reader/viewer (headings,
captions, short paragraphs, bullet points).
Unit Assessment
Create a magazine article relating to an aspect of school life (teacher-led modeled writing, collaborative writing, student
editing)
Semester Two
Narrative Analysis: How Can I Develop A Greater Appreciation Of Literature?

Time: 6 weeks
Students will read novels in small group settings and respond to them in a variety of ways. They will research context for the novel
(using Encarta, video clips and non-fiction books) and have comparisons of a movie and book.
Unit Assessment
Vocabulary extension testing worksheets
Analyze and explain author’s techniques and intentions in a chosen extract from the novel.
Children’s Literature: How Can We Use Picture Books To Raise Awareness About Envi-
ronmental Issues And Promote Responsible Behavior?
Time: 6 weeks
Students will learn to understand the concept of target audience; the complexities involved in creating a children’s story and the
importance of concise/concentrated use of language. The children will also use alliteration and rhyme to provide interest for their
story.
Unit Assessment
Write a formal letter using appropriate structural and linguistic conventions (address, salutations, formal register, short
paragraphs containing one point or idea, polite formal register, modality).
Debate And Argumentative Language: How Can I Use Peaceful, Non-Violent Means To
Convince Others Of My Opinions?
Time: 6 weeks
Students will understand the characteristics of an effective speech including, tone, pace, volume, eye contact, emphasis, use of
note cards, body language. They will explore the structure and different roles of each speaker in a debate and understand and
identify the features and structure of argumentative texts.
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Unit Assessment
Planning and writing a short argument/letter to the editor.
Semester One
Narrative - Short Stories: Heroic Lit: How Have Myths And Legends Come Down To Us
Through The Centuries?
Time: 6 weeks
Students will explore the history and evolution of literature and study cultural and historic variations in the universal concept of a
hero. They will be introduced to point of view, theme and elements of plots such as exposition, rising action, climax, falling action,
resolution, protagonist, antagonist, suspense and surprise.
Unit Assessment
Comparative essay writing: about what is a hero and how do modern heroes differ from their ancient counterparts? Or: Why
is a reputation important and what factors influence a person’s reputation?
Drama: How Do Pandemics Affect Social Attitudes, Human Relationships, And Reli-
gious And Medical Beliefs?
Time: 6 weeks
Students will learn the plot and structural elements of different genres and the impact of offstage action on events on stage and
playwright’s choice of what is shown and not shown. They will explore the function of different set designs in conveying meaning
and message as well as the function of different motifs within the play and their role in reflecting changes in character, themes
and mood.
Unit Assessment
Oral presentation
Formal essay
Media – Advertising: How Does Advertising Shape/ And Affect Or Alter Our Percep-
tions, Beliefs & Opinions?
Time: 6 weeks
Written analysis of print advertisement and design own print, radio or TV-ad for their specific product and target audience; the
students will furthermore explain their concept and design (oral and written).
Unit Assessment
Creative Assessment: a) Music – writing jingles for advertising or b) IT/DT – design a product package.
Semester Two
Argumentative Writing - Diary Of Anne Frank: What Impact Has War on People /How
Can People Still Feel Love And Compassion Under Inhumane Conditions?
Time: 6 weeks
Students will learn the life of the main character in war situation in terms of what problems does she have to deal with. They are
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reading the diary of Anne Frank, reflecting about R. Klügers poem written in Auschwitz and look at children’s drawings from camps.
The students will also watch the movie Anne Frank, reading parts of “Weisse Rose” and read the Anne Frank Tree comments on
the web.
Unit Assessment
Combination Assessment: Characterization, Research and presentation (e.g. power point, poster or video etc.)
Poetry: How Can I Get Ideas For Poetry?

Time: 6 weeks
Students will explain and analyze their own poems. Mainly they will learn how to identify poetic devices – simile, metaphor,
personification, alliteration, assonance, and onomatopoeia – and how they could create mood and atmosphere. Therefore, they
will begin to use specific examples to illustrate their points related to key images and symbols (animals, colors) and explore their
various connotations.
Unit Assessment
Poem. Students explain how they create mood and atmosphere & analyze the result.
Script And An Introduction To Film Techniques: How Can We Convey Character Through
Dialogue / What Are The Conventions Of Script Writing And Film Production?
Time: 6 weeks
Students will explore different genres and figure out about dramatic devices, form and structure. They will research emphasis/
affect, specific emotional response, dramatic techniques, analytical response, identify techniques, visual and aural.
Unit Assessment
a) Writing and recording a short extract of a Simpsons script demonstrating an awareness of the speech and mannerisms
of significant characters in the series or b) producing a script, camera directions and storyboard for an extract from a horror
novel from their extensive reading program or c) writing a film review of a film of choice for a teen audience.
Grade 9 - German
Semester One
Bias In The Media: Can We Trust The Media?

Time: 6 weeks
Students will locate examples of biased headlines and photographs. They will do a newspaper Scavenger Hunt and explore examples
of bias together. They will study articles and images as well as bias in Sports, bias in the Nightly News assignment and explore bias
through graphs.
Unit Assessment
Writing a newspaper article (persuade/ inform).
Romeo And Juliet: To What Degree Are We Responsible For Tragedies That Befall Us?
Time: 6 weeks
Students will do an online Shakespeare Scavenger Hunt. They will write journal reflections and take detailed notes. They will have
class discussions of “who’s to blame” and will watch different versions of the play and explore different directorial choices.
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Unit Assessment
Students’ choice: Essay on Play (imagery, characterization), Tableaux Assignment or writing a Newspaper article.
War Poetry: How Can Poetry Be Used To Explore The Nature Of War And Change Our
Attitudes?
Time: 6 weeks
Students will learn the definition of what war represents and will learn how to write a poem using simile, metaphor, and
personification. They will furthermore look at pro-war songs and anti-war songs and explore poetry in the lyrics as well as take a
look at the effect of music on mood.
Unit Assessment
Creative Assessment, students’ choice: a) produce a pro or anti-war propaganda poster, b) letter to family explaining the
reality of war or journal reflection (HSE/HF/ENV).
Semester Two
Argumentative/Persuasive Speeches: How Does War Change People? Speeches Of Adolf

Hitler
Time: 6 weeks
Students will read speeches of Adolf Hitler and respond to them in a variety of ways: researching context for the speech or
comparisons of movie and speech. They will study new vocabulary in combination with literature circle work in analyzing author’s
techniques and intentions.
Unit Assessment
Essay writing—analyze and explain author’s techniques and intentions in an extract from the speech
Debate relating to an issue in the speech
Ethics - Morality And Culture : Can Morality Be Universal?

Time: 6 weeks
Students explore if it is possible, or even necessary, to reach global consensus on moral issues. For example, can force in Iraq be
justified? Should western NGOs teach African men to use condoms? Do western governments have the right to tell Chinese officials
to reduce their carbon emissions? Do French feminists have the right to tell Afghan women to disobey their husbands by shedding
their burqas?
Unit Assessment
Write an essay about “would you try to change things?”
Young People And Their Parents: What Are The Different Roles Of Children And Par-
ents?
Time: 6 weeks
Students will understand the role of faithfulness and the impact it has on family lives: they will figure out different aspects of
relationships with parents and discuss in role plays going out issues, boy/girl friend issues/understanding parents and their role/
pocket money/bad habits concerning tidying up the room, helping in the household, etc.
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Unit Assessment
Perform in role-plays
Create a portfolio/poster/collage or write an essay about understanding parents and their role.
Semester One
World Literature - Short Stories: What Common Conflicts Do Characters Face Across
Different Societies?
Time: 6 weeks
Students will find out how historical events (can) inform fiction, how norms values, law and justice functions. The students will
think about morality, conflict-resolution, historical events or a historical period.
Unit Assessment
Write a historical short story based on an historical event.
Media – Film Study: How Do Different Shots Create Different Impacts On Viewer?
Time: 6 weeks
Students will analyze documentaries and videos critically and technically, e.g. editing, movements, sounds etc.), montage, camera
angles, shots, movements, sound effects, interview, dramatic reconstruction. They will find out the balance between education
and entertainment in documentary/techniques of persuasion and how filmmakers use music.
Unit Assessment
Create a documentary video with sound effects, interview and dramatic reconstruction.
Heroic Literature – Greek World & Theatre, Tragedy: What Can We Learn About No-
tions Of Heroism?
Time: 6 weeks
Students will explore the origins of and influences of early Greek theatre; comedy and tragedy, the world-view of the ancient
Greeks, and how this is reflected in their myths and plays. Greek tragedy – plot and structural conventions and features, characters
and characterization, role of chorus, common themes (role of fate) and messages.
Unit Assessment
Students’ Choice: a) power point presentation or b) webpage presentation about myth and legends of Greece
Semester Two
Personal Health: What Can I Do To Keep Myself Healthy And Fit?

Time: 6 weeks
Students will explore health. They will research sports, nutrition, smoking and stress management. They will think about how
to “look after ourselves”, “understand ourselves” and research about “ourselves and others” as well as “ourselves in the wider
society”
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Unit Assessment
Write an article for a school magazine and give advice to your peers (about health issues such as food, sport, drugs, mental
and spiritual health)
Prose Fiction: How Readers Are Positioned To Empathize (Or Otherwise) With Key Char-
acters?
Time: 6 weeks
Students will deal with conflicts and tensions which are established and developed and find relations to the historical, cultural,
geographical or political context. They will learn about functions of images, symbols and motifs and learn about connotations in
development of characters, themes, mood and atmosphere.
Unit Assessment
Students’ Choice: Write an essay about a) why novels are an important agent for social criticism and/or provoking reflection
about society or b) how symbols serve an important function in terms of how we comprehend meaning
Drama - The Good Man From Szechuan: How Do Our Surroundings Influence Our Mo-
rality?
Time: 6 weeks
Students will understand that an all-consuming desire for power combined with ambition can cause individuals to act in negative
ways despite their knowledge of likely consequences. Students will find out the significance of entries and exits to plot, action,
mood and place as well as the impact on action on events and playwright’s choice of what is shown and not shown.
Unit Assessment
Essay writing and oral skills in context of the question: Are morals a public matter or a private concern?
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IB Diploma Language A and

Language B Overview
EELL offers two tracks for Diploma Programme students: Language A Literature and Language B.
Language A Literature develops students understanding of the techniques involved in literary criticism and enhances their the
ability to form independent literary judgments through a rigorous course of study. Students examine a wide range of critical
approaches to literature and engage in close, detailed analysis of works from cultures and languages throughout the world. This
course places a strong emphasis on developing students’ written and oral presentation skills and introduces them to genre-specific
literary conventions and critical approaches to literature. The aims of the course are to prepare students for study at the university
level, promote the enjoyment of and lifelong interest in literature, and foster an authentic understanding of the relevance of
literary works for students’ conception of their own world. Language A Literature is offered in English, Danish, German, and French
and is a four-part course taken over a period two years. During grade 11, students study parts 4 and 1 of the IB DP syllabus and
in grade 12 they study parts 2 and 3. All of the texts selected for this course, with exception of part 4, are selected from IB DP
prescribed book lists.
Language B in the Diploma Programme aims to help students gain competence in a modern language other than their mother
tongue. Students in English B will show a high level of competence in English, but are not yet be ready to undertake the language
as a language A. The course is comprised of a number of high interest thematic units designed to consolidate, promote and extend
skills in reading, writing, speaking and listening. In addition to the acquisition of language skills, the Language B course is also
designed to familiarize students with the culture(s) of the countries where English is spoken. EELL offers instruction for Language B
in English only. The English B syllabus consists of 7 units (HL) and 5 units (SL): 3 core units, 2 options and 2 literary texts (HL only).
Each unit has been designed to integrate all aspects of the course specified above and will be of approximately 8 weeks in duration.
Assessment Weighting and Grading Scale
Students are assessed against the published IB Language criteria for all IB DP assessments and for the majority of IST assessments.
Please refer to the IB’s Language A Literature and Language B Guide for the criteria. The published criteria represents the
achievement levels expected of students in year two of the program. Because students in year one have not yet fully developed
their language skills, they are not expected to attain the highest grades in each criterion for their IST grades. Students in year one
will be allocated an additional 10% at the end of semester one and two to determine their final grade band. IST assessments are
converted into a percentage in order to arrive at the final grade band. All assessments are weighted by category using the following
IST and IB Grade Distribution system:
Language A Grade Scheme
IST Language A Grade Distribution
Students are assessed in each of the following areas at least twice a semester:
Interactive Oral Activities 25%
Individual Oral Tasks 20%
Written Tasks 25%
Independent Reading 10%
Exams 20%
IB DP Language A Grade Distribution
Students are assessed in the following areas once throughout the two-year program:
Interactive Oral Presentation 15%
Written Assignment 25%
Individual Oral Commentary 15%
Paper 1 20%
Paper 2 25%
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Language B Grade Distribution
IST Language B Grade Distribution
Students are assessed in each of the following areas at least twice a semester:
Interactive Oral Activities 20%
Individual Oral Tasks 15%
Receptive Skills 15%
Written Tasks 20%
Independent Reading 10%
Exams 20%
IB Language B Grade Distribution
Students are assessed in the following areas once throughout the two-year program:
Interactive Oral Activity 10%
Written Assignment 20%
Individual Oral 20%
Paper 1 25%
Paper 2 25%
Varieties of Assessment
Written Tasks
Each semester students will produce several pieces of writing to demonstrate their ability to manipulate language to suit a variety
of audiences and purposes. They should be able to write about wide range of complex subjects using English accurately and
appropriately given the context. Their ability to structure their writing coherently and logically will also be taken into account.
Some of the written tasks students engage in include: short answer essays, extended essays, book critiques, feature articles, news
articles, diary entries, personal letters, letter to the editor, brochures, personal response to literature.
Interactive Activities
Interactive activities are at the center of language learning and, therefore, every course. These activities allow students to speaking
and listening and they promote authentic language production. These activities also allow students to develop their capacities to
reason, marshal evidence for their arguments, defend their ideas orally and deepen their understanding of the course content.
Some of the interactive activities students engage in throughout the years include: think-pair-share, online discussions, debates,
small and large group discussions, writer’s workshop, role playing, and Socratic seminar.
Individual Oral Tasks
An important focus of this course is to develop in students the ability to speak English clearly, fluently and accurately. They should
also be able to communicate their thoughts coherently and with some authenticity through the use of idiomatic expressions.
Oral presentations also contain an interactive component, which assesses the student’s ability to engage in a meaningful, suitably
complex and authentic discussion.
Receptive Skills (Reading and Listening)
Each semester students will also complete a variety of tasks designed to develop their receptive skills. They will read a wide
range of texts from the English-speaking world in order to develop their comprehension skills and to improve their knowledge of
Anglophone cultures. Listening skills will also be developed through responding to a range of audio media.
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Independent Reading
Each year students are required to read at least two dramatic or narrative texts on their own in addition to their coursework.
Students are given at least 15 minutes of independent reading time during each double period. Students are required to present
one of their independently reading texts to the class each semester through either a written or oral task.
Exams & Quizzes
Language A Grade 11
Semester One
Part 4 – Options: Pre-Critical Response To Literature: How Does An Author Use Ele-
ments Of Literature, Literary Devices And Style To Evoke Thoughts And Emotions?
Time: 1 semester
Students read a selection of texts from range of literary genres. Texts are chosen by the teacher and the course of study is chosen
from a list of four options provided by the IB. SL students are required to read two texts for this part and HL students are required
to read three. Some of the texts that have been used in previous years include:
English
Poetry of Seamus Heaney
The Kite Runner
Things Fall Apart
Song of Solomon
Burmese Days
German
Homo Faber: Homo Faber: Max Frisch - Drama
Das Parfum: Die Geschichte eines Mörders
Siddartha: Herman Hesse
Danish
Elverhøj
Et skud i Tågen
Vi folder drømmens faner ud
Serafia
French
Le Zèbre
Cyrano de Bergerac
Les Aurores Montréales
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Unit Assessments
Short Written Responses, Socratic Seminar and IB Oral Presentation.
End of Semester Assessments
Independent Reading Book Presentation, Semester Exam.
Language A Grade 11
Semester Two
Part 1 – Works In Translation: What Roles Do Culture And Context Play In Understand-
ing A Literary Text?
Time: 1 semester
This part of the course is a literary study of works in translation. Students conduct close readings of course texts and develop and
understanding of and appreciation for the ways time and place matter when analyzing a text. SL students are required to read two
texts for this part and HL students are required to read three. Some of the texts that have been used in previous years include:
English
Woman at Point Zero
If this is a Man
Hedda Gabler
The Stranger
Antigone
Chronicle of a Death Foretold
German
Antigone
Nora - Ein Puppenheim
Der Fremde
Danish
Farven Lilla
Madame Bovary
Døden i Venidig
French
Le Parfum
Chronique d’une mort annoncée
La Métamorphose
Unit Assessments
Short Written Responses, Socratic Seminar, Independent Reading Presentation and IB 1200-1500 Word Written Assignment.
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Language A Grade 12
Semester One
Part 2 – Critical Approaches To Literature Study: How Can Different Critical Perspec-
tives Aid In An In-Depth Analysis And Subsequent Interpretation Of Texts?
Time: 1 semester
The focus of this part is on detailed analysis of a work, both in terms of content and technique. Students are introduced to a variety
of critical perspectives and learn to conduct close readings in order to develop critical responses to literature. All works for this part
are chosen by the teacher from a prescribed list of authors.
English
· The Crucible, by Arthur Miller
· In Xanadu, by William Dalrymple
· Poetry of Sylvia Plath
German
Goethe-Schiller-Hölderlin-Rilke-Kästner-Storm
Jakob der Lügner
Brief an den Vater
Danish
Erasmus Montanus
Livsens Ondskab
Digte fra 1906
Uden mål – og med
French
Poésie
Nouvelles
Roman
Unit Assessments
Short Written Responses, Socratic Seminar, Short Individual Oral Commentaries, IB Formal Oral Commentary.
Language A Grade 12
Semester Two
Part 3 – Literary Genres: How Do Genre Specific Conventions Work To Shape A Text?
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Time: 1 semester
Students examine a group of works selected from the same literary genre. Students examine literary features unique to the genre
and how writers use these conventions, along with elements of literature and literary devices to evoke thoughts, feelings and,
ultimately, theme. Though any genre may be selected for this part, most courses choose poetry or drama. Some texts that have
been used in previous terms include:
English
· The Great Gatsby, by F. Scott Fitzgerald
· The Quiet American, by Graham Greene
· The Road, by Cormac McCarthy
· Purple Hibiscus, by Chimamanda Ngozi Adichie
German
Leutnant Gustl
Sansibar oder der letzte Grund
Jugend ohne Gott
Die Schachnovelle
Danish
Et dukkehjem
Melodien, der blev væk
Teenagelove
Marie Grube
French
Thérèse Raquin
L’Étranger
L’homme Rompu
La fée Carabine
Unit Assessments
Socratic Seminar
Short Written Responses
Individual Oral Presentation.
IB Paper 1
Paper 2 exam.
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Language B Grade 11
Semester One
Communications & Media Unit (Core): How Can I Learn To Be A Better Communicator?
Time: 9 weeks
Students explore the different ways we communicate and develop strategies for becoming effective listeners and speakers in a
variety of situations. Students also explore the importance of audience and communications conventions vary depending on the
texts type.
Unit Assessments
Short Written Reponses
Reading Comprehension Quizzes
Socratic Seminar
Brochure on Communication
IB Interactive Oral Activity.
Social Relationships (Core): How Do My Relationships Influence Who I Am?

Time: 9 weeks
Students examine the different types of relationships present in their lives and the role those relationships play in influencing and
shaping their Identities. Students explore sensitive issues related to family, friends and school and different methods for navigating
these complex issues. HL students examine delve deeper into the complexities of social relationships through a close reading of
Perks of Being a Wallflower.
Unit Assessments
Socratic Seminar
Independent Reading Book Critique
Semester Exam.
Language B Grade 11
Semester Two
Cultural Diversity (Option): What Are The Benefits Of Cultural Diversity?

Time: 9 weeks
Students explore the components of culture and the affects cultural diversity has on language, tradition and identity. Students
conduct interviews with native English speakers on a specific aspect of cultural diversity and write feature articles.
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Unit Assessments
Feature Article
Resume And College Admissions Essay: How Can Use Writing To Present Myself And My
Experiences To Others And Achieve My Life Goals?
Time: 9 weeks
Students explore the college application process and develop key text types for presenting their strengths and accomplishments.
Students write resumes and personal essays in preparation for their college applications. Students learn the technical writing skills
such as chunking, visual hierarchy, white space, chunking, and scanning, and they learn how to use the essay format to present
personal experience.
Unit Assessments
Resume
College Essay
Independent Reading Book Presentation
Semester Exam.
Language B Grade 12
Semester One
Global Issues (Core): How Does The Way We Produce, Consume And Dispose Of Products
Affect Our Environment And Social Well-Being?
Time: 9 weeks
Students examine how the unsustainable production and consumption, distribution of products impact the health, environments,
and social-economic well-being of communities across the globe. HL students take a closer and more personal look at some of
these issues through a close reading of Never Let Me Go.
Unit Assessments
Socratic Seminar
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Personal Letter
Diary Entry
Science And Technology (Option): How Do Developments In Science And Technology

Impact Our Lives And Communities?
Time: 9 weeks
Students examine the impact innovations in science and technology have on their lives and communities. Student explore the
role social media and handheld devices affect play in shaping their communities, families and school lives.
Unit Assessments
Socratic Seminar
Hard News Story
IB Written Assignment.
Independent Reading Book Presentation
Semester Exam.
Language B Grade 12
Semester Two
Creativity: What Role Does Creativity Play In My Learning And My Life?

Time: 9 weeks
Students explore the role creativity plays in shaping their learning and their lives. Students examine the use of creativity in
different approaches to education across the globe and its presence in their own lives.
Unit Assessments
Letter to the Editor
Socratic Seminar
IB Individual Oral Activity: an 8-10 minute presentation and discussion based on a photograph connected either the
communications and media or science and technology unit.
Exam Strategies: How Can I Develop Successful Exam Strategies That Best Suit My
Learning Style?
Time: 9 weeks
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Students explore exam strategies and identify and practice specific strategies that best suit their learning style.
Unit Assessments
Blog Entry
Socratic Seminar
IST Mock Exam
IB Paper 1 (Receptive skills) and Paper 2 (Written productive skills).
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Introduction to MYP Chinese A

Offering instruction in Chinese, the Middle Years Programme (MYP) builds on students’ learning experiences in the IB Primary Years
Programme (PYP) and prepares them for study in the IB Diploma Programme. MYP Language A develops students’ oral, written
and visual communication skills using a balanced approach to language and literature. Each year students explore a full range of
texts from cultures around the world and participate in learning situations designed to promote mastery of the language. All units
are taught using an inquiry-based approach to learning.
Expected Outcomes
Throughout their course of study, students will learn to:
MYP Chinese A recognizes that acquaintance with content, strategies, and skills does not equal mastery. The language arts are
highly recursive and must be continuously developed allowing students to engage with more complex ideas, texts, and tasks as
they progress through the program. Each year students complete a similar set of required reading, writing, speaking, listening,
viewing and expressing tasks in order to refine their skills, deepen their understanding of language and literature and achieve
mastery.
Writing Assignments
Students complete a wide range of writing tasks that fall within one of three categories: creative writing, personal response to
literature and literary analysis essay. The length of these written assignments varies depending on the grade level and the nature
of the task. Students also participate in minor writing tasks throughout the year. These include short responses to literature. Short
writing assignments vary in frequency and length from year to year in order to develop student understanding of the writing
process.
Oral Presentations
All students are required to complete at least two formal presentations each year. Formal presentations may include interactive,
digital and group presentations as well as formal speeches, text recitations, and dramatizing excerpts from core texts.
Independent Reading
Each year students are required to read at least two dramatic or narrative texts on their own in addition to their coursework.
Exams & Quizzes
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Assessment Criteria
MYP Chinese A is assessed against 3 criteria:
A – Content
B – Organization
C – Style and Language Mechanics
uses language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express feelings
Grade 6-7 Overview
Semesters 1 & 2
Students will use two years to develop their foundational skills for the MYP Chinese A course. The skills include the reading and
writing of Chinese characters, and basic skills for analyzing literature and academic articles.
Narrative
6-8 Weeks
A series of articles about people’s attitudes towards life will be introduced and appreciated.
Unit Assessment
Students are required to finish one reading comprehension task, write a narrative, and practice characters.
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Narrative and short story

6-8 Weeks
A series of articles about relationships between the people will be introduced and appreciated
Unit Assessment
Students are required to finish one or two reading comprehension tasks and write an essay to show their understanding of
interpersonal relationships. They will also have Chinese character practice.
Culture Weeks
3 Weeks
Cultures of China are introduced in this unit. Students have an opportunity to access and participate in Chinese cultural events,
such as Calligraphy, Chess, Beijing Opera, and Kung Fu.
Unit Assessment
Students are required to do tasks in Calligraphy writing and Mask Painting. They must also participate in a Chess competition
as well as creating a presentation about Kung Fu
Prose and Explanation

6-8 Weeks
A series of articles about the environment will be introduced and appreciated.
Unit Assessment
Students are required to write a travel story and two reading comprehension tasks. They will also have Chinese character
practice.
Ancient Chinese Prose and Poetry

5-6 Weeks
A series of ancient prose and poetry pieces will be studied in this unit. General knowledge and skills will be introduced here.
Unit Assessment
Students are required to translate ancient prose into modern Chinese. In so doing they will learn about ancient China.
Grade 8 Overview
Semesters 1 & 2
In Grade 8, students will continue to develop their Chinese language skills (vocabulary, characters, grasp of idiom and understanding
of Chinese history and culture). We will begin to analyze a wider variety of literary works.
Short stories
6-8 Weeks
A series of short stories about relationships between the people will be introduced and appreciated
Unit Assessment
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Students are required to finish one reading comprehension task, one piece of creative writing and an analytic essay.
Explanation
6-8 Weeks
A series of explanations will be introduced and appreciated.
Unit Assessment
Students are required to finish two reading comprehension tasks, one writing task and to do an analytic presentation about
a building in Tianjin which they examine.
Culture Weeks
3 Weeks
Unit Assessment
Prose and Explanation

6-8 Weeks
A series of articles about the environment will be introduced and appreciated.
Unit Assessment
Students are required to do one creative writing task, two reading comprehension tasks and a presentation.
Ancient Chinese Prose and Poetry

5-6 Weeks
A series of ancient prose and poetry pieces will be studied in this unit. Students are expected to develop their analytic skills of
ancient prose.
Unit Assessment
Students are required to translate the ancient prose into modern Chinese. In so doing they will learn about ancient China.
Grade 9 Overview
Semesters 1 & 2
Ninth grade students begin to learn the basic skills of literary analysis and commentary. They also explore several genres of
literature as well as writing analytic essays about those genres during the year.
Poetry
4 Weeks
A series of Chinese poems (ancient and modern) will be introduced and appreciated.
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Unit Assessment
Students are required to do an analytic presentation on a poem of their own choosing. They must also write one poem by
themselves.
Short Stories
8-10 Weeks
A series of short stories (ancient, modern and in translation) will be introduced and appreciated.
Unit Assessment
Students are required to write an analytic essay, and also a narrative about a person.
Prose
6-8 Weeks
A series of prose (ancient, modern and in translation) will be introduced and appreciated.
Unit Assessment
Students are required to participate in an in-class debate, and they must also complete one writing task using the formal
letter format.
Culture Weeks
3 Weeks
Unit Assessment
Argument
5-6 Weeks
A series of arguments will be introduced.
Unit Assessment
Students are required to participate in an in-class debate as well as completing one oral task and one written argument.
Chinese ancient prose and poetry

5-6 Weeks
A series of ancient prose and poetry pieces will be studied in this unit. Students are expected to develop their analytic skills
through ancient prose.
Unit Assessment
Students are required to translate the ancient prose into modern Chinese and they will also write an analytic essay about
Zhu Ge Liang.
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Grade 10 Overview
Semesters 1 & 2
Tenth grade students continue to develop their skills in literary analysis and commentary. They also explore several genres of
literature as well as writing analytic essays about those genres during the year.
Short stories
8-10 Weeks
A series of short stories (ancient, modern and in translation) will be introduced and appreciated.
Unit Assessment
Students are required to write an analytic essay on the background of《祝福》 including a complete bibliography in MLA format.
Students must also create a short story, providing an outline and all drafts.
Poems
4 Weeks
A series of Chinese poems (ancient and modern) will be introduced and appreciated.
Unit Assessment
Students are required to do an analytic presentation on a poem of their own choosing.
Culture Weeks
3 Weeks
Unit Assessment
as well as creating a presentation about Kung Fu.
Drama
5-6 Weeks
A drama 《雷雨》will be learned in this unit. Knowledge and skills specific to dramatic analysis will be introduced.
Unit Assessment
Students are required to write an analytic essay based on one scene. They must also write their impression of the different
“loves” shown by each character in the drama.
Novel
5-6 Weeks
A novel 《活着》will be studied in this unit. Knowledge and skills specific to the analysis of novels will be introduced.
Unit Assessment
Students are required to summarize the structure and plot of the whole novel in a form based on the society background.
Students are also required to do an analytic presentation on one element of the novel, providing a draft of the presentation
and a power point.
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Introduction to MYP Korean A

Offering instruction in Korean, the Middle Years Programme (MYP) builds on students’ learning experiences in the IB Primary Years
Programme (PYP) and prepares them for study in the IB Diploma Programme. MYP Language A develops students’ oral, written
and visual communication skills using a balanced approach to language and literature. Each year students explore a full range of
texts from cultures around the world and participate in learning situations designed to promote mastery of the language. All units
are taught using an inquiry-based approach to learning and each addresses one of the five areas of interaction: approaches to
learning, community and service, health and social education, environments, human ingenuity.
Expected Outcomes
Throughout their course of study, students will learn to:
Assessment Criteria
MYP Chinese A is assessed against 3 criteria:
A – Content
B – Organization
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C – Style and Language Mechanics
uses language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express feelings
Grade 6-7 Overview
Semesters 1 & 2
6th and 7th grade students are just starting their education in literature. Thus, they will learn the definition of literature and will
learn about some of the general features of literary works. Through the processes, students will begin to appreciate the complex
interplay between literature, creative imagination and reality.
Imagine Without Limitations

7-8 Weeks
A selection of novels, poems, and folk songs will be introduced and appreciated.
Unit Assessment
After reading a story write an alternate ending for it
Write an alternate ending of a story without knowing its actual ending
Conflict And Resolution

7-8 Weeks
A selection of novels and dramas will be introduced and appreciated.
Unit Assessment
Analyze how conflicts between characters are resolved in the works studied
Write an essay about how the resolution can alter the final outcome of a story and state whether the resolution was
productive based on personal experience
The Essay And The Author

8-9 Weeks
A selection of novels, poems, essays and explanatory texts will be introduced and appreciated.
Unit Assessment
Write an essay based on personal experience
Write an essay about a social issue
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Interaction With The Past And Present

7-8 Weeks
The genres of classic novel, fable, classic poem, poem, novel and documentary will be introduced and appreciated.
Unit Assessment
Compare and contrast the characters of classic literature with those of modern literature
Reinterpret a work of classic literature from a modern perspective
Grade 8 Overview
Semesters 1 & 2
8th grade students are beginning to show their personal opinions in the study of literary and non- literary work. Based on their
general understanding of literary work, students will be able to learn how the composition and expression of works of literature
contribute to an understanding of the literature’s theme. Students will further be able to analyze and develop a critical view of
non-literary works.
Literary And Non- Literary Works

7-8 Weeks
Literary theory as it relates to poetry, novels and explanatory documentary will be introduced and appreciated.
Unit Assessment
Find a creative method to express ideas inside a piece of analysis
Use effective forms of writing to create an argumentative essay
My Life And The Lives of Other People

7-8 Weeks
A selection of poems, novels, documentaries and other movies will be introduced and appreciated.
Unit Assessment
Self-reflect and give a presentation after producing a biographical video
Literature And The Author

8-9 Weeks
A selection of poems, novels and other documents will be introduced and appreciated.
Unit Assessment
Choose a poem and a piece of music that matches with the poem. Recite the poem while the music is playing
Think about the poem from the standpoint of the author. Write a story about the author and the poem that will be sent to
a radio station
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Critical Reading
7-8 Weeks
Rhetorical writing, documentaries and other movies will be introduced and appreciated.
Unit Assessment
After watching the movie ‘Guang-Hae’, write an essay stating which leadership abilities are required for a true king and
further discuss the leadership skills needed in our modern society
Grade 9 Overview
Semesters 1 & 2
At the end of courses students should be able to:
Understand and comment on the language, content, structure, meaning and significance of various writings
Narrate, describe, analyze, explain, argue, persuade, inform, entertain and express feelings about those writings
Demonstrate a critical awareness of a range of written and visual texts
Demonstrate the ability to approach works independently
Express ideas with clarity and coherence and structure ideas and arguments in a sustained and logical way, and support them
with relevant examples
Use correct grammar with appropriate and varied sentence structure showing awareness of the need for an effective choice
of register suited to the audience
Conflict Of Cultures: How Do We Respond To Different Cultures?

9 weeks
Cultures can effect one another. We will examine conflicts between traditional and modern culture, conflicts between
Eastern and Western cultures and conflicts between the two religions of Shamanism and Christianity.
Novel – 이미륵, <압록강은 흐른다>
Short story – 김동리, <무녀도>
Unit Assessments
Analytical Essay about main character’s inner conflict in <압록강은 흐른다>
Analytical Essay about external between two main characters in <무녀도>
Dreams And Potential Power: How Can We Fulfil Our Dreams?

9 weeks
Everyone has his/her own potential power. Students will read a memoire and a biography about people who fulfil their
dreams by developing their inner potential power of creation and innovation.
Memoire – 한비야, <지도 밖으로 행군하라>
Biography – William Kamkwamba, <How I Harnessed the Wind>
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Unit Assessments
An oral presentation
Avarice: What Are Some Consequences Of Greed?

9 weeks
Greed can cause greater loss than gain.
Drama - <맹 진사 댁 경사>
Unit Assessments
Students will write a response to Literature
20th Century Korean Poetry: How Can We Express Our Feeling, Emotion, Ideas And Opin-
ions Through Poems?
9 weeks
Different literary techniques or skills bring different effects. Students will examine some twentieth century Korean poetry in
an attempt to better understand poetic devices and their effects on the reader.
Unit Assessments
Students will write a commentary
Grade 10 OVERVIEW
Semesters 1 & 2
At the end of courses students should be able to:
Understand and comment on the language, content, structure, meaning and significance of various writings
Narrate, describe, analyze, explain, argue, persuade, inform, entertain and express feelings about those writings
Demonstrate a critical awareness of a range of written and visual texts
Demonstrate the ability to approach works independently
Express ideas with clarity and coherence and structure ideas and arguments in a sustained and logical way, and support them
with relevant examples
Use correct grammar with appropriate and varied sentence structure showing awareness of the need for an effective choice
of register suited to the audience
Power And The Mass Of People: How Do We Respond To Dictatorship And Injustice?
9 weeks
Absolute power corrupts absolutely.
Short story: 황석영, <아우를 위하여>
Novel: 이문열, <우리들의 일그러진 영웅>
Novel: George Orwell, <Animal Farm>
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Unit Assessments
Comparative Essay: <우리들의 일그러진 영웅>과 <아우를 위하여>
Response to Literature: <동물농장>
Victim Of The History: How Do Individuals Act Or React Differently In Same Social Con-
texts?
9 weeks
Individuals are influenced by the social contexts.
Novella: 최윤, <저기 소리 없이 한 점 꽃잎이 지고>
Short story: 선우휘, <불꽃>
Unit Assessments
Response to Literature: Writing a letter to the main character in <저기 소리 없이 한 점 꽃잎이 지고>
Analytical Essay: <불꽃>
Criticism And Resistance: How Can We Criticize And Resist Injustice?

9 weeks
A writer is an acute observer of the world, one who affects his/her community through writing.
Unit Assessments
Creative writing: Students will write a poem and a rationale
Past And Present: What Can We Learn From The Past And The Present?
9 weeks
Those who cannot remember the past are condemned to repeat it.
Unit Assessments
Students will make an oral presentation about a current issue.
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Introduction to MYP Chinese B

MYP Chinese B at IST encourages students to learn languages other than their mother tongue to develop their intercultural awareness
and international-mindedness. It promotes intercultural understanding and global citizenship through communicating in a variety
of modes in more than one language, as well as the possibilities to reflect upon and explore different cultural perspectives. Chinese
B takes the view that language is central to learning, as well as to literacy.
Learning Chinese B at IST equips students with the necessary skills and attitudes to communicate successfully in the global contexts
of the 21st century. It greatly contributes to the holistic development of students while strengthening their lifelong learning skills.
Chinese B also provides students with the opportunity to develop insights into the features and processes of language, and to
realize that there are diverse ways of living, behaving and viewing the world.
The materials and units may change slightly from year to year depending on the language levels of the students. The materials
studied and assessments may also change to better meet the needs of different groups of students.
Expected Outcomes
During their study of Chinese B students will learn to:
Interact comfortably
Listen to others critically and ask questions
Participate in debates
Follow a lecture or presentation, take notes and restructure information
Understand main points and some details in a variety of media
Use images to make meaning of text
Use his or her own examples to share understanding
Share cultural perspectives and share stereotypes presented in visual texts
Discuss a range of visual language formats and why they were created.
Show understanding of a wide range of texts
Read texts and criticize, argue, evaluate, conclude, judge and justify
Read texts and evaluate specific information, ideas, opinions and attitudes.
Write a certain number of words
Understand elements of a story
Write a story
Write various types of essays with the help of a model
Write to inform, entertain and influence others about topics related to personal interest and global significance
Assessment
MYP Chinese B is assessed against 4 criteria:
A – Oral Communication
responds to a range of spoken texts

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communicates in a range of spoken situations
uses spoken language appropriate to a range of interpersonal and cultural contexts
uses aspects of register in formal and informal oral communication
uses spoken language accurately
interacts using comprehensible pronunciation and intonation/correct tone.
B – Visual Interpretation
responds to information presented in visual texts
understands and draws conclusions from visual texts presented with spoken and/or written text
responds to specific information, ideas, opinions and attitudes presented in visual text with spoken and/or written text
responds to visual conventions used in texts
responds to a range of visual texts.
C – Reading Comprehension
responds to specific information, ideas, opinions and attitudes presented in written texts
responds to main ideas and supporting details, and draws conclusions from written texts
responds to aspects of format and style in written texts
responds to a range of written texts.
D – Writing
communicates in a range of written situations
uses written language appropriate to a range of interpersonal and cultural contexts
uses written language accurately
uses aspects of register in formal and informal written communication
Grade 6-7 Overview
Semesters 1 & 2
Material and other requirements will be varied in different class levels and grade levels based on student ability and background.
About Me & Others

Greetings, Family (members, nationality, address, housing, occupation), Making Friends, Education (school, grade, subjects),
appearance (body parts), Dress code, Daily Routine, Feeling, Personalities, Hobbies, Health (illness, hospital)
Business & Services

Shopping (stores, markets, bargain), public facilities, catering, hotel, service (categories, standards, requirements, eg. moving
company), Factory/Company, Tax, Import & Export, Stock Market, Funds, Emergency Phone Call
Environments & Community

Natural Environment (TJ, China geography, pollution, protection, garbage collection)
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Social Environment (community, society tendency, social problem, religions, criminals, technology development)
Leisure & Travel

Tourist Sites, Historic Relics, Local Conditions and Customs, Transportation, Foods, Media, Sports, Talents, Games
Assessment
Specific assessments will vary in different class levels and grade levels, but will all include the following varieties:
Oral communication tasks such as dialogue, role play, presentation, debating, group discussion, interviews, etc.
Visual interpretation tasks
Reading comprehension tasks whereby students read various articles on unit topic and then demonstrate their understanding by
answering comprehension questions;
Writing tasks such as diaries, letters, posters, notices, notes, advertisements, postcards, articles etc.
Skills
By the end of grades 6-7 students will have had the opportunity to:
Observe and reflect upon aspects of Chinese language and culture
Use language skills in inquiry & negotiation
Cooperate with others
Use research skills in matters relating to Chinese language and culture
Plan & promote in Chinese
Make reservations
Grade 8 Overview
Semesters 1 & 2
About Me & Others

Business & Services


Leisure & Travel

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Assessment
Skills
By the end of grade 8 students will have had the opportunity to:
Problem solving skills
Make a phone call to meet someone known to them only by description
Describe a criminal to police in writing
Write a diary describing their new lives in China
Inquiry & research skills
Practice dialogue which occurs at the airport/post office
Write a thank-you note
Thinking & reflection
Discuss effective ways to help one know China better
Send a postcard to a friend and email him/her about their new life in China
Write how a country’s climate affects people’s lives there
Promotion & problem solving skills
Create a flyer for a culture trip in China
Practice inquiring about a culture trip in China through phone calls and email
Practice writing a complaint letter to a travel agency and requesting compensation
Grade 9 Overview
Semesters 1 & 2
About Me & Others

Business & Services

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Leisure & Travel

Assessment
Skills
Observation & Reflection
Discuss the difference between life in China and life in their home countries
Write an interview transcript of current developments in Chinese culture for a national newspaper in their home country
Present on cultural developments in their home country
Making Reservations
Write a report on a current car or house loan
Making Reservations
Make inquiries to rent a car
Make phone calls to reserve seating at a restaurant for a gathering of friends
Research & reflection skills
Engage in a class debate about environmental protection and industrial development
Write a report about local water pollution
Write a speech advocating environmental protection
Research & promotion skills
Design a travel brochure to promote a particular province in China and then present it in class
Write an interview transcript about a country’s traditional sports and entertainment as if they were a Chinese journalist.
Lecture on the advantages of Chinese traditional sports
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Grade 10 Overview
Semesters 1 & 2
About Me & Others

Business & Services


Leisure & Travel

Assessment
Skills
Observe & Reflect
Discuss life style changes in high school and how can one improve time management skills
Write a report about the rising problem of early death
Write an interview transcript of a health counselor talking about the balance between life and work
Practice negotiation, argument & promotion skills
Engage in a class debate about the use of credit cards
Form a plan for a new business
Lecture to investors to solicit support for a business plan
Design an advertisement for a new business
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Research skills & creative thinking
Make a poster about environmental destruction and means of protection
Offer a lecture in the UN about new techniques developing for environment protection
Engage in a class debate about the necessity of China’s single child policy
Develop observation & research skills
Pretend to be a tour guide engaging in dialogue with a traveler in the Beijing Hutong.
Research a famous tourist attraction from somewhere in the world and post a detailed travel plan online to find a travelling
companion
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IB Diploma Chinese A Overview

Chinese Literature develops students’ understanding of the techniques involved in literary criticism and enhances their ability to
form independent literary judgments through a rigorous course of study. Students examine a wide range of critical approaches to
literature and engage in close, detailed analysis of works from cultures and languages throughout the world. This course places
a strong emphasis on developing students’ written and oral presentation skills and introduces them to genre-specific literary
conventions and critical approaches to literature. The aims of the course are to prepare students for study at the university level,
promote the enjoyment of and lifelong interest in literature, and foster an authentic understanding of the relevance of literary
works for students’ conception of their own world.
Chinese Literature is a four-part course taken over a period of two years. During grade 11, students study parts 4 and 1 of the IB DP
syllabus and in grade 12 they study parts 2 and 3. All of the texts selected for this course, with the exception of part 4, are selected
from an IB Diploma prescribed book list.
Assessment & Grading Schemes

Students in Chinese Literature are assessed on a number of criteria and through a variety of different assessment tasks. Grades are
divided into four significant areas: Homework; Oral Commentary and Essays; Projects; and Semester Exams/Mock Exams.
Homework – 20%
Homework in Chinese Literature will include a variety of tasks. Reading all assigned texts is considered essential homework. It
must be completed when asked. Students will also complete regular written homework that will ask them to analyze literary
works.
Oral Commentary & Essays – 30%
Commentaries enable students to demonstrate the application of their skills and knowledge, and to pursue their personal interests,
without the time limitations and other constraints that are associated with written examinations. Commentaries are based on
each literary work or part of the elements or skills of the work. Students must analyze the literary work using the knowledge and
concepts learned in class. IB releases set criteria for the grading of commentaries.
Projects – 20%
Researching and presentation will be some of the tasks required by the course. It will constitute 20% of the IST grade in Chinese
Literature.
Semester/Mock Exams – 30%
Due to the cumulative nature of semester exams and the mock exams taken in the second semester of Grade 12, these exams will
be weighted separately from other exams in the course. As with all other exams in the Chinese Literature course, semester and
mock exams will be based on past Chinese literature examinations.
Semester One
Part 4 – Options: Literary Introductions (Short stories, Poetry and Prose)
Higher Level students study 3 works
Standard Level students study 3 works
Major Assessment Tasks
Commentary Essays
Individual Oral Presentation
Semester Exam
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Semester Two
Part 1 – World Literature Study
Written Assignment
Semester Exams
Semester Three
Part 2 – Detailed Study of Classical Literature (Poetry, Prose and Drama)
Semester Four
Part 3 – Literary Genres
Commentary Essays
Mock Exam
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IB Diploma Korean A Overview

Korean Literature develops students’ understanding of the techniques involved in literary criticism and enhances their ability to
form independent literary judgments through a rigorous course of study. Students examine a wide range of critical approaches to
literature and engage in close, detailed analysis of works from cultures and languages throughout the world. This course places
a strong emphasis on developing students’ written and oral presentation skills and introduces them to genre-specific literary
conventions and critical approaches to literature. The aims of the course are to prepare students for study at the university level,
promote the enjoyment of and lifelong interest in literature, and foster an authentic understanding of the relevance of literary
works for students’ conception of their own world.
Korean Literature is a four-part course taken over a period of two years. During grade 11, students study parts 4 and 1 of the IB DP
syllabus and in grade 12 they study parts 2 and 3. All of the texts selected for this course, with the exception of part 4, are selected
from an IB Diploma prescribed book list.
Assessment & Grading Schemes

Students in Korean A are assessed on a number of criteria and through a variety of different assessment tasks. Grades are divided
into four significant areas: Homework; Written or Oral Commentaries; Formal Essays or Oral Presentations; and Semester or Mock
Exams.
Homework – 15%
Homework in Korean A will include a variety of tasks. Reading all assigned texts is considered essential homework. It must be
completed when asked. Students will also complete regular written homework that will ask them to analyze the literature works.
Written or Oral Commentaries – 30%
each literary work or part of the elements or skills of the work. Students must analyze the literary work using the knowledge and
concepts learned in class. IB releases set criteria for the grading of commentaries.
Formal Essay / Oral Presentation – 30%
Essay writing and individual oral presentations will be some of the tasks required by the course. They will constitute 30% of the IST
grade in Korean A.
be weighted separately from other exams in the course. As with all other exams in the Korean A course, semester and mock exams
will be based on past Korean A examinations.
Semester One
Part 4 – Options: Literary Introductions (Short stories, Poetry Prose and Travel Writing)
Higher Level and Standard Level students study 3 works:
빌 브라이슨, <나를 부르는 숲>, 1998 (미국, 영어)
유홍준, <나의 문화유산답사기 1>, 1993
박지원, <열하일기>, 1780
Commentary Essays
Individual Oral Presentation
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Semester Exam
Semester Two
Part 1 – World Literature Study
루쉰, <광인일기>, <약>, <고향>, <아Q정전>, 1918-1921 (중국, 중국어)
헨릭 입센, <인형의 집>, 1879 (노르웨이, 노르웨이어)
프란츠 카프카, <변신>, <판결>, <시골의사>, <굴>, 1915-1924 (체코, 독일어) HL only
Written Assignment
Semester Exams
Semester Three
Part 2 – Detailed Study of Classical Literature (Poetry, Novels and Drama)
고은, <고은 시선집>, 1960-2010
유치진, <토막>, 1933
최인훈, <광장>, 1960 HL only
Individual Oral Commentary
Semester Four
Part 3 – Literary Genres (Novels)
이문구, <관촌수필>, 1972
조세희, <난쟁이가 쏘아올린 작은 공>, 1978
박경리, <김약국의 딸들>, 1962
이청준, <당신들의 천국>, 1976 HL only
Comparative Analysis
Commentary Essays
Mock Exam
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IB Diploma Chinese B Overview
IB Assessment Components
External Assessment
Paper 1 (1.5 hours):
SL&HL: Text-handing exercises on four written texts, based on the core.
Paper 2 (1.5 hour):
Section A- SL&HL: one writing exercise of 250-400 words from a choice of five, based on the options.
Section B - HL: Response of 150-250 words to a stimulus text, based on the core.
Written Assignment
SL: Inter-textual reading followed by a written exercise of 300-400 words plus a 100-word rationale, based on the core.
HL: Creative writing of 500-600 words plus a 150-word rationale, based on one of the literary texts read.
Internal Assessment:
Individual Oral (8-10 minutes) SL&HL:Based on the options: 15 minutes’ preparation time and a 10-minute presentation and
discussion with the teacher.
Interactive oral activity SL&HL: Based on the core: Three classroom activities assessed by the teacher.
Assessment & Grading Scheme

Students in Chinese B are assessed on a number of criteria in order to make up their final grades for the course. Grades are divided
into four significant areas: Homework; vocabulary quizzes; internal assessments; and exams. Percentages listed are per-semester.
Homework– 30%
Chinese B homework basically takes the forms of vocabulary practice, journal writing, cultural learning and project work, and oral
recording or memorization. Students should be prepared to listen, speak, read and write almost every day.
Vocabulary Quizzes– 10%
Students will have a vocabulary quiz in each lesson throughout the course. Because of the unique writing system of the Chinese
language, in-class quizzes are an important part of the course as they help students to review the vocabulary on a regular basis.
Internal Assessments– 30%
Students will complete a number of linguistic tasks throughout the course. These are designed to help them achieve success in their
final assessments in the course, providing them with a basis for further study, work and leisure through the use of an additional
language as well as helping them better develop intercultural understanding and awareness of the role of language in relation to
other areas of knowledge. A series of reading comprehension texts will be included in this assessment as well as a requirement that
students produce a dialogue which mimics a real life context. They will also be required to produce writing of various text types.
Exams– 30%
Exams in both levels constitute 30% of student performance. Grade 11 students in both levels will complete formal written exams
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once per semester. In Grade 12, the mock exams taken in March will be counted as completed second semester exams for the
purposes of determining the IST diploma score.
Grading
Unless otherwise indicated, most assessed work in Chinese B is based directly on IB criteria, with specific descriptors provided for
each band.
Semester One
Communications & Media Unit (Core): How Internet And Other Media Function In Peo-
ple’s Daily Life?
Time: 9 weeks
Unit Assessments
Short Written Reponses, Reading Comprehension Quizzes, IB Interactive Oral Activity.
Global Issues (Core): What’s The Relationship Between Human Beings And The Nature?
How Does This Relationship Influence The Environment?
Time: 9 weeks
Unit Assessments
Short Written Responses, Reading Comprehension Quizzes, Personal Letter, Diary Entry, IB Interactive Oral Activity.
Semester Two
Social Relationships (Core): How Does Education Influence A Person’s Life? How Can
One Maintain A Positive Relationship Between Oneself And Others?
Time: 9 weeks
Unit Assessments
Short Written Responses, Reading Comprehension Quizzes, IB Interactive Oral Activity.
Health (Option): How Does Diet Influences Our Health? Why Is Mental Health Especially
Important For People In Modern Times?
Unit Assessments
Short Written Responses, Reading Comprehension Quizzes, Feature Article, IB Interactive Oral Activity.
Independent Reading Book Critique, Semester Exam.
Semester Three
Leisure (Option): Hobbies And Travelling

Time: 9 weeks
Hobbies and travelling bring pleasant experiences to people and help them to have a better life.
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Unit Assessments
Written Assignment, Reading Comprehension Quizzes, Brochure on Travelling Information, IB Individual Oral Activity.
Writing Format Introduction: How Do I Use Appropriate Formats In Different Situa-

tions?
Time: 9 weeks
Unit Assessments
Varieties of writing: Letter, Resume, College Essay, Speech, Email, Poster etc.
Semester Four
Exam Strategies: How Can I Develop Successful Exam Strategies That Best Suit My
Learning style?
Time: 9 weeks
Unit Assessments
Reading Comprehension Quizzes, Socratic Seminar, IB Individual Oral Activity.
IST Mock Exam, IB Paper 1 (Receptive skills) and Paper 2 (Written productive skills).
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Introduction to ELL
(English Language Learning)
English B at IST encourages students to learn English to develop their intercultural awareness and international mindedness. It
promotes global citizenship through communicating in a variety of modes in more than one language, as well as the possibilities
to reflect upon and explore different cultural perspectives. English B takes the view that language is central to learning, as well as
to literacy.
Learning English B at IST equips students with the necessary skills and attitudes to communicate successfully in the global contexts
of the 21st century. It greatly contributes to the holistic development of students while strengthening their lifelong learning skills.
English B also provides students with the opportunity to develop insights into the features and processes of language, and to
realize that there are diverse ways of living, behaving and viewing the world.
Students are taught according to Phases. IST currently offers Phase 3 (English B Standard) and Phase 5 (English B Advanced). When
students have a strong enough English level to move to Phase 6, they are placed in English A.
The materials and units studied may change slightly from year to year to best accommodate the varying language levels of the
students.
Expected Outcomes
During their study of English B students will learn to:
Interact comfortably
Listen to others critically and ask questions
Participate in debates
Follow a lecture or presentation, take notes and restructure information
Understand main points and some details in a variety of media
Use images to make meaning of text
Use his or her own examples to share understanding
Share cultural perspectives and share stereotypes presented in visual texts
Discuss a range of visual language formats and why they were created.
Show understanding of a wide range of texts
Read texts and criticize, argue, evaluate, conclude, judge and justify
Read texts and evaluate specific information, ideas, opinions and attitudes.
Write a certain number of words
Understand elements of a story
Write a story
Write various types of essays with the help of a model
Write to inform, entertain and influence others about topics related to personal interest and global significance
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Assessments Types
ELL recognizes that acquaintance with content, strategies, and skills does not equal mastery. The language arts are highly recursive
and must be continuously developed allowing students to engage with more complex ideas, texts, and tasks as they progress
through the program. Each year students complete a similar set of required reading, writing, speaking, listening, viewing and
expressing tasks in order to refine their skills, deepen their understanding language and literature and achieve mastery.
Independent Reading
Students are expected to use the independent reading time in lessons in a responsible way.
Grade 6 OVERVIEW
Semester 1 & 2
Looking to the Future: Autobiographies and goal-setting (non-fiction and narra-

tive)
8-10 Weeks
Students explore the question, “How do my decisions affect my future?” to explore concepts of other people affecting their future,
and that a healthy mind, body and soul are crucial for a successful future.
Unit Assessment
All four criteria will be assessed.
Differences: Novel Study

8-10 Weeks
Students explore the question, “How do differences affect our lives?” to explore the idea that differences can have advantages and
disadvantages. Some novels previously studied have been “Billy Elliot” and “Freak the Mighty.” Some skills that students study are
theme, climax, resolution, suspense and setting.
Unit Assessment
Making the Foreign Familiar: Writing and Short Stories

8-10 Weeks
Students explore the question, “What can we learn through travelling?” to produce descriptive narratives about experiences and
life with other cultures. Some skills that students study are basic sentence and paragraph structure, as well as research skills about
foreign cultures.
Unit Assessment
Emotions: Drama Study

8-10 Weeks
Students explore the question, “How can we express our thoughts and feelings?” to express themselves using a variety of short
plays. This unit places special emphasis on oral language.
Unit Assessment
 All four criteria will be assessed.
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Grade 7 OVERVIEW
Semester 1 & 2
Life Experiences: Poetry

8-10 Weeks
Students explore the question, “How can poetry reflect the world around us?” to allow reflection on events that shape their lives.
Some concepts that students study are personification, simile and metaphor, theme, lines and line breaks. This unit places special
emphasis on oral language.
Unit Assessment
Whose Rules Should I Follow?: Short Story/Novel

8-10 Weeks
Students explore the question, “How can we judge rules?” to look at the idea that rules are necessary, but not all rules are fair.
Previously studied novels are “Journey to Jo’ Burg” and “Skellig.” Some concepts that students study are theme, climax, resolution,
suspense and setting.
Unit Assessment
Whose World Is It?: Report Writing and Media Study

8-10 Weeks
Students look at different forms of media manipulations and how to formulate arguments. Some concepts that students study
are basic sentence and paragraph structure, as well as proper punctuation, with an emphasis on research skills and report writing.
Unit Assessment
What are the Forces Around Me?: Film Study

8-10 Weeks
Students study different forms of conflict and how it shapes characters using short films and excerpts of films or cartoons. Some
concepts that students study are types of characters, plot, theme, cinematic and theatrical devices.
Unit Assessment
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Grade 8 OVERVIEW
Semester 1 & 2
Risk: Short Story Study

8-10 Weeks
Students explore the question, “What are the advantages and disadvantages of risk?” to reflect on how to evaluate risks and how
risks influence teenage development. Some short stories and novels previously studied have been “Dr. Jekyll and Mr. Hyde,” and
“Tuck Everlasting.”
Unit Assessment
The Influence of Media: Analytical Writing

8-10 Weeks
Students look at how the popular media affects us through advertising. In this unit, there is special emphasis analyzing the formats
and messages of various types of advertisements.
Unit Assessment
All four criteria will be assessed
Shaping Identities: Novel Study

8-10 Weeks
Students study the structures of stories, and how different ways of writing can show different sides to every story. This unit has a
strong visual emphasis, including story-boarding, which will help prepare students for assessments in the next HEAL/Humanities
unit.
Unit Assessment
Reconsidering Relationships: Drama – Romeo and Juliet

8-10 Weeks
Students look at various written and film versions of “Romeo and Juliet” to compare how scenes and characters are portrayed. This
unit places special emphasis on oral language.
Unit Assessment
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Grade 9 OVERVIEW
Semester 1 & 2
Poet’s Corner: Poetry

8-10 Weeks
Students explore the role poetry plays in helping us make sense of the world. Previous themes have included various types of war
poetry.
Unit Assessment
Speak to Me: Writing – Different Genres of Communication

8-10 Weeks
Students explore different ways in which language can communicate information, with a focus on formal and informal language.
This unit places special emphasis on oral language.
Unit Assessment
Viewpoints: Novel Study

8-10 Weeks
Students will explore the question of how literature can allow healthy debates about the big issues. Previously studied books have
included “The Boy in the Striped Pyjamas” and “The Giver.”
Unit Assessment
No Man is an Island: Film Study

8-10 Weeks
Students study different filming and camera techniques to explore how different emotions and effects are created. Previous films
studied have included “Castaway.”
Unit Assessment
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Grade 10 OVERVIEW
Semester 1 & 2
The Power of Story: Short Stories

8-10 Weeks
Students explore a wide range of short fiction from around the world and explore how stories reflect and shape our lives. This unit
places special emphasis on oral language.
Unit Assessment
The Surveillance Society: Argument Essay

8-10 Weeks
Students use various texts to explore the concepts of individual privacy versus group security, both in the physical and the virtual
world. Previous texts have been an adapted version of the novels, Brave New World, 1984 and Fahrenheit 451.
Unit Assessment
Growing Up: Novel Study

8-10 Weeks
Students study novels to examine themes of loyalty, friendship and relationships while growing up. Previously studied novels
include “The Outsiders,” “Refugee Boy,” and “A Little Piece of Ground.”
Unit Assessment
My World: Film/Drama Study

8-10 Weeks
Students look at the question, “What are the consequences of learning the truth?” to examine how different perceptions of truth
can lead to peer pressure and stereotyping. Some previous films studied have been “Erin Brockovich” and “The Truman Show.”
Unit Assessment
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Introduction to Humanities
Humanities at IST encourages students to investigate, respect and understand the world around them, and provides a skills base
to facilitate the ongoing study of individuals, societies and environments. It fosters a sense of global citizenship, enabling students
to identify and respond to opportunities for action. Humanities also encourages students to understand and respect their own
countries and cultures and those of others, especially our host country China.
The teaching of Humanities at our school uses a range of teaching methodologies, to promote integrated acquisition and
development of knowledge, understanding, skills and attitudes. Student learning is assessed through a range of assessment tools
that provide an authentic evaluation of students’ achievement. Students also participate in their own evaluation through self-
assessment and reflection. Humanities enables students to make connections among skills, disciplines, cultures and experiences.
Expected Outcomes
During their study of humanities students will learn to:
demonstrate content knowledge using a variety of media and methods
formulate effective questions to guide research and meet research objectives
perform independent research on a variety of topics using multiple sources
engage in field work and collect relevant data to support conclusions
present information and understanding in an engaging and effective manner
write coherent essays that outline simple and complex themes and make connections to the humanities curriculum
respect and understand others’ perspectives, values and attitudes
understand people, cultures and events in a variety of places at different times
recognize the interactions and interdependence of individuals, societies, and their environments
respond to the causes and consequences of change through physical and human actions and processes
enjoy and further cultivate a personal interest in humanities.
Effective and meaningful assessment is fundamental to good teaching. Student in the humanities should experience a wide range
of assessment tasks that challenge and inspire them as well as prepare them for more demanding work in the future. Through
meaningful formative and summative assessment tasks, students can reinforce important knowledge and skills as well as explore
concepts with greater depth.
While assessments can be divided and subdivided into a wide variety of categories, for the purpose of this document assessment
tasks are placed into two significant groups: Writing (Essay and Exam), Presentations: Visual and Oral. It is understood that many
assessment tasks will contain shared elements and their placement in these categories does not suggest an order of cardinal
importance. This outline reflects a number of points in the Research Guidelines and assumes that most humanities assessments
will afford students research opportunities. Students will also perform a variety of field-work tasks within the curriculum. With the
exception of examinations and certain formative assessments, all summative assessment tasks must include an MLA bibliography
as a component of completion. All humanities teachers are required to know and understand the basic structure and format of an
MLA bibliography.
Writing
Writing in this category is specifically defined as expository writing for research based reports, essays, research papers and
examinations. Teachers will explicitly teach writing tasks as well as the mechanics of writing correct English within each year group:
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Reports: Students should write a variety of shorter report styles during their study of humanities. Reports can be simple, five-
paragraph essays, letters, film reviews or other simple reportage. Reports should almost always be accompanied by either an
element of reading or research, regardless of the year level. All report writing must be in complete paragraph form.
Essays and research papers: While essays share many similarities with reports they differ in length and complexity. Essays should
contain a thesis or an argument that allows students an opportunity to analyze a concept, theme or issue. All essays must
incorporate a word count and an MLA bibliography as a required component. Ideally, essays should be the product of research and
revision as students prepare drafts for critical review. Teachers should pay close attention to proper grammar, spelling, syntax, etc.
Examinations
Exam writing is an important skill that is fundamental to student success. All humanities students will take a series of written exams
throughout their career at IST. Humanities teachers should focus on the development of two specific types of exam: response to a
question/prompt in complete sentences or paragraphs and visual/audio/textual stimulus response exam writing.
Presentations: Visual and Oral
Presentation skills should form an important part of humanities classes. Through presentations, students have the opportunity
to display their understanding and incorporate technologies and a variety of media into their work. Presentations also afford
students opportunities to practice their speaking skills. Presentations may include a wide variety of tasks such as, maps, charts,
graphs, posters, brochures, newspaper articles, graphic organizers, slideshows, digital displays, documentary film, photo essays,
oral reports, interactive oral discussions, Socratic seminars, recitations, dramatizations, role plays, models, dioramas, moderated
class discussions, narratives, storytelling and retelling, etc. Presentation types that require writing skills have been included in this
category but should still adhere to proper writing guidelines and format.
Field Work
Field-work may include a variety of tasks and activities that relate to the humanities curriculum. Students will have opportunities
to formulate research questions, collect and analyze data and communicate their findings.
Grade 6 Overview
Semester 1 & 2
Humanities students in Grade 6 will explore a variety of exciting and interesting topics. They will also learn some very important
academic skills such as effective note taking and paraphrasing techniques that will assist them throughout their secondary school
career.
Prehistoric Developments
8-10 Weeks
A brief introduction to the foundations of human culture from Australopithecines to Homo Sapiens, hunter gatherers to agrarian
society
Field Trip
Trip to Peking Man site at Zhou Kou Dian
Unit Assessment
Write a magazine article on one development during prehistoric times.
Introduction to Geography
8-10 Weeks
(Maps) An introduction to simple maps, mapping keys, geography concepts and different types of maps
Unit Assessment
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Unit Exam– Students will respond to questions about a visual stimulus (map, chart, etc) and draw comparative conclusion.
China: Then and Now

8-10 Weeks
An introduction to Chinese civilization in past and present contexts
Unit Assessment
Group/pair oral presentation
Our Dynamic Earth

8-10 Weeks
A look at some of the exciting processes that change and shape our earth, from weather to simple tectonics and other geological
forces
Unit Assessment
Visual presentation
Grade 7 Overview
Grade 7 students will continue to explore the development of human culture and society by looking at extraordinary individuals as
well as ancient civilizations. They will also continue to develop their critical thinking and research skills.
The Silk Roads

8-10 Weeks
An examination of the Silk Roads and the importance of these routes as conduits for social interaction. (E.g. the Silk Road, Marco
Polo, Plano Carpini)
Unit Assessment
Visual Presentation–annotated map
Ancient Civilizations
8-10 Weeks
A look at the cultures of ancient Greece and/or Rome. Students will explore the foundations of Western civilization as well as
significant social and political developments.
Unit Assessment
Unit Exam based on visual stimulus (map, chart, etc).
Historical Biography
8-10 Weeks
An examination of important figures in history who have had a significant impact on the course of human events from a variety of
perspectives: social, political, technological, military, etc.
Unit Assessment
Biographical Essay.
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Changing Environments
8-10 Weeks
A look at how humans interact with their environment and how the environment is changed by human interaction as well as how
people have adapted to their environments over time.
Unit Assessment
Field work project
Grade 8 Overview
Semester 1 & 2
Eighth grade students look at historical topics such as the development of feudal societies and also spend considerable time and
effort working on research based projects.
River Landscapes
8-10 Weeks
A look at river processes and the landscapes created by them. Students will also investigate the way that humans have altered river
environments both in an urban and rural setting. This unit will be supported by local field-work.
Unit Assessment
Field work project
East Meets West

8-10 Weeks
A look at Commodore Matthew Perry’s expedition to Japan through the book In the Land of the Shogun
Unit Assessment
Unit Exam: Summarize and respond to questions about a previously unseen text source (preferably including at least one
primary source.
Digital Stories
8-10 Weeks
An investigation into issues in African history from the slave trade to imperialism.
Unit Assessment
Multimedia presentation
World Religions
8-10 Weeks
An introduction to major belief systems throughout the world– Buddhism, Judaism, Christianity and Islam
Unit Assessment
Group/pair presentation
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Field Trip
Places of worship in Tianjin. A mosque, Nanjing Lu Cathedral, Dabeiyuan
Grade 9 Overview
Semester 1 & 2
Grade 9 students begin their year looking at global citizenship. They will also learn about important social and political revolutions
and will work on a significant research-based assessment and conduct field-work.
Global Citizenship
8-10 Weeks
What does it mean to be a global citizen? In this unit students examine important social issues that impact our globe and our daily
lives
Unit Assessment
Field work project
Social Revolution: The Industrial Revolution

8-10 Weeks
A look at significant social revolutions from the 18th to 20th centuries
Unit Assessment
Unit Exam: Timed essay responding to sources (DBQ), Response to two texts or visual sources to be analyzed and evaluated
in a critical essay in response to a prompt within a time-limit.
Political Revolution: US, France, Russia or India

8-10 Weeks
A look at significant political revolutions from the 18th to 20th centuries
Unit Assessment
Research paper– Students must write an essay of 1000-1200 words with a thesis statement, an outline, multiple drafts and a
complete bibliography in MLA format.
Development
8-10 Weeks
Students will learn important aspects of global development in the contemporary world.
Unit Assessment
Oral presentation
Grade 10 Overview
Grade 10 students begin their year looking at the history, organization and structure of the United Nations. They are also expected
to play a significant role in the school’s UN Day celebrations as part of their first major assessment task.
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First Semester
United Nations
In this unit students will examine the history and structure of the United Nations as well as the many challenges faced by the UN.
They will conduct independent research on a variety of international organizations
Unit Assessment
Presentations, Oral & Visual (Individual): Students will complete a variety of presentation projects that incorporate both oral
and visual components. These might be documentary films, slideshows, multimedia presentations, interactive oral presentations,
dramatizations or some other form of dynamic presentation. Each presentation type will allow students the opportunity to develop
an independent argument and conduct research to complete the work.
Global Topics
Students examine the effects of a specified topic in a variety of areas such as Economics, Geography and History. Students will
engage in critical examinations of major causes and consequences of a current global issue such as tensions on the Korean Peninsula.
Unit Assessment
Unit Exam.
Second Semester
Science and Society

Students will conduct independent research on a selected topic within the research guidelines.
Unit Assessment
Research Paper
Systems of Economics and Governance

Students will learn economic foundations of the modern world as well as the social and philosophical impulses that led to the
development of modern democracy.
Unit Assessment
Unit Exam
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Introduction to HEAL
The HEAL (Humanities in English as an Additional Language) course is designed to support students in their English language
acquisition while teaching similar content, concepts and skills as the Mainstream Humanities. Because HEAL concentrates on
teaching academic vocabulary, English writing, comprehension and research skills, some of the content may not be covered as
deeply as in Mainstream Humanities and some of the units and assessment may be slightly different. At least one unit in each grade
includes activities, research or field-work projects where students from both HEAL and Mainstream Humanities classes work and
cooperate together. HEAL students are assessed using the same MYP criteria as Mainstream Humanities students, meaning that it
will often be difficult, but not impossible, for them to achieve higher marks in HEAL.
IST students are given a standardized English Placement test upon arrival to the school, as well as in December and May. They
are placed into HEAL or Mainstream Humanities at the beginning of each semester based on a combination of these English
Placement test scores, their report card marks in both HEAL and in English Language B and after consultation with their teachers.
This ensures that their English language skills and their understanding of Humanities concepts is strong enough to help them
succeed in Mainstream Humanities, as well as in their other subjects where English is required.
Expected Outcomes, Assessments, Assessment Criteria see humani-

ties above.
Grade 6 OVERVIEW
Semester 1 & 2
HEAL students in the sixth grade will explore a variety of exciting and interesting topics. They will also learn some very important
academic skills such as effective note taking and paraphrasing techniques that will assist them throughout their secondary school
career.
Prehistoric Developments
8-10 Weeks
A brief introduction to the foundations of human culture from Australopithecines to Homo Sapiens, hunter-gatherers to agrarian
society.
Field Trip
Trip to Peking Man site at Zhou Kou Dian
Unit Assessment
Write a magazine article on one development during prehistoric times.
Introduction to Geography
8-10 Weeks
(Maps) An introduction to simple maps, mapping keys, geography concepts and different types of maps.
Unit Assessment
Unit Exam – Students will respond to questions about a visual stimulus (map, chart, etc)
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China: Then and Now

8-10 Weeks
An introduction to Chinese civilization in past and present contexts.
Unit Assessment
Oral presentation
Our Dynamic Earth

8-10 Weeks
A look at some of the exciting processes that change and shape our earth, from weather to simple tectonics and other geological
forces.
Unit Assessment
Visual presentation
Grade 7 OVERVIEW
Semester 1 & 2
Grade 7 HEAL students will continue to explore the development of human culture and society by looking at extraordinary
individuals as well as ancient civilizations. They will also continue to develop their critical thinking and research skills.
The Silk Roads

8-10 Weeks
An examination of the Silk Roads and the importance of these routes as conduits for social interaction (E.g. the Silk Road, Marco
Polo, Plano Carpini).
Unit Assessment
Visual Presentation – Students will prepare an annotated map.
Ancient Civilizations
8-10 Weeks
A look at the cultures of ancient Greece and/or Rome. Students will explore the foundations of Western civilization as well as
significant social and political developments.
Unit Assessment
Unit Exam.
Historical Biography
8-10 Weeks
An examination of important figures in history who have had a significant impact on the course of human events from a variety of
perspectives: social, political, technological, military, etc.
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Unit Assessment
Biographical Essay – Students will write an essay of 300-500 words.
Changing Environments
8-10 Weeks
A look at how humans interact with their environment and how the environment is changed by human interaction as well as how
people have adapted to their environments over time.
Field Trip
Tanggu and Tianjin shoreline.
Unit Assessment
Field work project and final exam.
Grade 8 OVERVIEW
Semester 1 & 2
Grade 8 HEAL students look at historical topics such as the development of feudal societies and also spend considerable time and
effort working on research based projects.
River Landscapes
8-10 Weeks
A look at river processes and the landscapes created by them. Students will also investigate the way that humans have altered river
environments both in an urban and rural setting. This unit will be supported by local fieldwork.
Unit Assessment
Field work project.
Feudalism in Japan
8-10 Weeks
A look at feudalism in Tokugawa Japan.
Unit Assessment
Unit Exam, annotated poster showing the class structures and other related elements in Feudal Japan.
Digital Stories
8-10 Weeks
An investigation into the Middle Passage and its role in the Triangular Slave Trade.
Unit Assessment
Multimedia presentation (i.e. digital/electronic)
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World Religions
8-10 Weeks
An introduction to three of the world’s major belief systems: Judaism, Christianity and Islam.
Field Trip
Places of worship in Tianjin. A mosque, Nanjing Lu Cathedral, Dabeiyuan
Unit Assessment
Grade 9 OVERVIEW
Semester 1 & 2
Ninth grade HEAL students begin their year looking at global citizenship. They also learn about important social and political
revolutions and will work on a significant research based assessment and conduct fieldwork during the year.
Global Citizenship
8-10 Weeks
In this unit students examine important social issues that impact our globe and our daily lives, with a focus on what it means to be
a global citizen.
Unit Assessment
Fieldwork project
Social Revolution: The Industrial Revolution

8-10 Weeks
A look at the causes and effects of the Industrial Revolution in Great Britain.
Unit Assessment
Unit Exam
Political Cartoon
Topic Talks
Political Revolutions: US, France, Russia or India

8-10 Weeks
A look at significant political revolutions from the 18th to 20th centuries
Unit Assessment
Debate and simulation of events
Research Essay
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Development
8-10 Weeks
Students study important aspects of global development in the contemporary world.
Unit Assessment
Annotated Development and Geographical Map
Knowledge exam
Grade 10 OVERVIEW
Semester 1 & 2
Grade 10 students begin their year looking at global citizenship. They will also learn about important social and political revolutions
and will work on a significant research based assessment and conduct fieldwork during the year.
United Nations
8-10 Weeks
Students use the formation of the United Nations to research other major international organizations.
Unit Assessment
Presentations, Oral & Visual.
Global Topics: Refugees

8-10 Weeks
Students examine the major causes and consequences of refugee movement around the world before researching these in one
specific country or region.
Unit Assessment
Unit Exam: assessment based on terminology and factual information.
Researching and recounting three refugee stories
Current events research into a region where refugees are a major issue.
Current Issues
8-10 Weeks
A study of multiple perspectives on chosen current issues. Some topics previously studied have been: the death penalty, eating
disorders, bullying, environmental waste, AIDS and alcohol abuse.
Unit Assessment
Research Paper– Students write an essay assessment that adheres to the following structure:
Government and Economic Systems

8-10 Weeks
Students study and compare various government and economic systems.
Unit Assessment
Knowledge Exam
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IB Diploma History
Standard Level Topics
Topic One: Causes, Practices and Effects of Wars
World War One
The Interwar Years
The Third Reich
World War Two
Topic Two: The Cold War
Early Years (1945-60)
Deep Cold War (1961-78)
Second Cold War (1979-91)
Topic Three: Communism in Crisis
Soviets in Afghanistan
Solidarity and Poland
From Mao to Deng Xiaoping
The Fall of the USSR
Higher Level Topics

Topic One: Late Imperial China
Opium Wars
Taiping Rebellion
Reform Movements
Boxer Rebellion
Topic Two: Republican China
The Early Republic
Warlordism
China at War
The Civil War
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Topic Three: Communist China
Establishing the New State
The Great Leap Forward
The Cultural Revolution
Deng Xiaoping and Modernization
Assessment & Grading

Students in History are assessed on a number of criteria in order to make up their final grades for the course. Grades are divided
into five significant areas: Engagement, Homework, Essays, Projects and Exams. Percentages listed are per-semester.
Homework– 15%
History homework at both Standard and Higher Levels is almost always in the form of reading assignments. Students should be
prepared to complete a minimum of about ten pages of reading per week with an occasional maximum of thirty to forty pages per
week.
Essays– 30%
Students will write a number of throughout the course. Essays generally simulate those taken in final examinations and are often
completed in class. In class writings are an important part of the course because they help students work under timed conditions
to learn proper time management skills. Essays done outside of class time generally require bibliographies and more thorough
research.
Projects– 30%
Students will complete a number of extended projects throughout the course. These are designed to help them achieve success
in their final assessments in the course as well as to help them better understand the discipline of history and develop their
critical thinking skills. Projects may include making short films, researched essays, annotated timelines, bibliographies, etc. The
Historical Investigation assignment is included in this section of the syllabus, as are its component parts, the on-line webpage and
bibliography. This portion of the grade will be assessed beginning in the second semester of Grade 11.
Exams– 25%
Exams in both levels constitute 20% of student performance. Grade 11 students in both levels will complete formal written exams
once per semester. In Grade 12, the mock exams performed in March or early April will be counted as completed second semester
exams for the purposes of determining the IST diploma score.
Grading
Unless otherwise indicated, most assessed work in History is based on a simple 20 point criterion with specific descriptors provided
for each band. The 20 point scale is applied to both Standard and Higher Level course material. Descriptors are provided in class
and are available for download on the course website.
Project and Assignment Deadlines
Semester 1
September
Essay: ABC-CLIO Causes of the First World War essay from a pre-determined research list.
Project: Mind mapping. Students will prepare a simple mind-map of the causes of the First World War.
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October
Essay: In class essay writing on course material
Project: Causes of war assignment. Oral presentation on the significant causes of the First World War.
November
Essay: Students will complete researched essays on review topics related to the First World War.
Project: Historical film project. Students will complete a 5-7 minute film that answers a specific historical question.
December
Exam: Semester examination from the Standard Level course. Higher Level students will write two essays, one from the
Standard selection and one from the Higher selection.
Semester 2
January
Essay: ABC-CLIO Fascist Europe essay assignment on the development of fascism and National Socialism in Europe between
1922-1939.
Project: Historical Investigation. Students will be introduced to the internal assessment component of the course. This
assessment constitutes a major part of the overall IB Diploma grade and is also factored into the Coursework requirement for
first semester scores in Grade 12. (SL/HL)
February
Project: Cause of war annotated bibliography.
March
Essay: Students will prepare a series of essay tasks discussing aspects of the Second World War.
Project: Historical Investigation. As part of their Historical Investigation, students are required to build and maintain a website
that details their progress and shows their relevant research. (SL/HL)
April
Exam: Students will complete an exam paper in the style of the IB Paper One on subjects relating to Nazi Germany.
Project: Wartime Conferences presentation on one of the significant wartime Allied conferences– Tehran, Yalta or Potsdam
May
Exam: Semester exam consisting of two questions from the Standard Level course. Higher Level students will write two
essays, one from the Standard selection and one from the Higher selection.
August
Project: Historical Investigation. Students should have nearly completed materials written and prepared for the Historical
Investigation. Website review required.
Semester 3
September
Project: Cold War presentations. Students will prepare a short in class presentation on a relevant aspect of the Cold War up
to the Cuban Missile Crisis.
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October
Project: Historical Investigation. Completed projects are due. All sections of the assessment must be complete for full IST
marks and completed papers will be sent to the IB for internal assessment purposes.
Essay: In class essay writing. The format and structure of this task will be discussed in class.
November
Essay: In class essay writing. The format and structure of this task will be discussed in class.
December
Exam: Grade 12 in class exams on Cold War topics. Higher Level students will write a separate series of essays in their courses.
Fourth Semester: January– May
January-February
Essay: Students will complete a series of in class essay samples patterned on the Paper One model of the IB History exam.
March-April
Exam: Mock exams. The IB Diploma mock exams serve as final semester exams for Grade 12 students completing the IST
diploma.
IB Diploma Economics
Semester 1
Introduction to Economics
Beginning of Microeconomics
Major assessment tasks: Chapter/Unit Exams, Semester Exam
Semester 2
Finish Microeconomics
Macroeconomics
Major assessment tasks: Chapter/Unit Exams, 2 Commentaries, 2 Semester Exams
Semester 3
Revision of Grade 11
International Economics
Major assessment tasks: Chapter/Unit Exams, 1 Commentary
Semester 4
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Development Economics
Course Revision
Major assessment tasks: Chapter/Unit Exams, 1 Commentary, Mock Exams

Students in Economics are assessed on a number of criteria and through a variety of different assessment tasks. Grades are divided
into five significant areas: Engagement, Homework, Commentaries, Chapter/Unit Exams and Semester/Mock Exams.
Projects – 10%
Students will complete a number of extended projects throughout the course. These are designed to help them achieve success
in their final assessments in the course as well as to help them better understand the discipline of economics and develop their
critical thinking skills. Projects may include presentations, Socratic seminars, etc.
Homework – 20%
Homework in Economics will include a variety of tasks. Reading all assigned texts is considered essential homework. It must be
completed when asked. Students will also complete regular written homework that will ask them to revise lessons learned in class
or apply the concepts and knowledge learned in class to real-world situations.
Commentaries – 30%
current news stories found in popular newspapers. Students must evaluate the economic concepts that are most prevalent within
the article using the knowledge and concepts learned in class. Each commentary is to be 650-750 words in length. IB releases set
Criteria for the grading of the Commentary,
Chapter/Unit Exams – 30%
In order to reflect the high weight exams have in determining final IB Diploma grades, Exams will constitute 30% of the IST grade
in Economics. All exams will reflect IB Diploma Economics past exams questions. Assessment criteria supplied by IB will be used
to assess all exams.
be weighted separately from other exams in the course. As with all other exams in the Economics course, semester and mock
exams will be based on past Economics examinations.
IB Diploma Geography
Semester 1
Populations in Transition
Students begin the Diploma program by looking at worldwide and country specific population trends and patterns. They focus on
reasons for migration and issues of gender inequality, studied with the help of case studies.
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Disparities in wealth and development

This unit looks at the origin of disparities of wealth around the world, analyzing the Millennium Development Goals, examining the
impact of aid and debt relief.
Semester 2
Patterns in environmental quality and sustainability

Within this unit students study the atmospheric energy budget, causes and consequences of soil degradation, water management
and biodiversity and effects of deforestation.
Patterns in resource consumption

Students spend time looking at their own ecological footprints and theories about population and resources. Patterns in energy
use with reference to fossil fuels and renewables is included as well as the geopolitical and environmental impacts of oil and global
initiatives to tackle climate change.
Internal Assessment
This work is begun at the end of Grade 11 and completed at the beginning of Grade 12.
Semesters 3 and 4
Leisure, Sport and Tourism

Students study the factors that have led to the growth and changing patterns of international tourism, significance of urban
regeneration, ecotourism and tourism as a development strategy.
The geography of food and health

Students explore variations in health across the world, global patterns of food intake, food production and food markets, geographic
factors affecting the spread of disease.
Internal Assessment
Completed in G12
Higher Level Topics
Semester 1
Measuring global interactions

Students study different ways of measuring globalization and look at the spatial pattern of global interaction.
Changing space – the shrinking world

Students examine the relative changes in the speed and capacity of different modes of transport and study the development of
telecommunications network and ICT on a global scale.
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Semester 2
Economic interactions and flows

Students examine the flow of capital between the developed core areas and the peripheries. They also examine the influence of
governments, world trading organizations and financial institutions in the transfer of capital.
Environmental change
Students identify the causes of environmental degradation within raw material production. They also study the effects of
transnational manufacturing and services.
Sociocultural change
Students will examine the process of cultural diffusion resulting from the movement of workers, tourists and commodities.
Semester 3
Political outcomes
Students focus on the links between the diminishing effectiveness of political borders and the flow of goods, capital and labour
and ideas, and the role of one multi-governmental organization. They also look at concept of nationalism and anti-globalization
movements.
Global interactions at the local level

Students distinguish between the terms globalization and globalization and examine the extent and reasons for commercial
activities becoming globalized. Civil society is discussed and its response to globalization.
Semester 4
Hazards and disasters – risk assessment and response

This unit focuses on the full range of human adjustments and responses to hazards and disasters at a variety of scales. Case studies
of tectonic activity, a hurricane, a drought and a human induced disaster are all used to illustrate the risks and responses.

Geography students are assessed on a number of different criteria in order to make up their final grades for the course. Grades are
divided into four significant areas: Homework, Essays, Presentations and Examinations.
Homework 30%
Homework within Geography comes in many different forms ranging from research based tasks to preparing to lead discussions
within class. Students should be aiming to spend about 3-5 hours a week on homework depending on whether they are SL or HL.
Geography Journal and knowledge extension presentations 15%
Students are expected to keep a Geography journal in which they carry out note-taking and extended research, which will support
their learning.
Students are required to regularly present on a topic of interest to them that is directly related to the Geography specification.
These presentations should be about current events and help students to see the connections between classroom learning and
real life. For more information and expectations about the Geography Journal and presentations refer to the separate handout.
Exams, tests and internal assessments 30%
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At the end of each semester students will take formal written examinations, in addition students will also be given in-class tests
which will help to prepare them for these formal examinations. At the beginning of Grade 12 students will complete their formal
Internal Assessment which will make up part of their final IB grade.
Essays, projects and presentations 25%
Students will prepare a number of essays, detailed projects and presentations that will support their learning throughout the two-
year course. These will require detailed research and analysis and may be individual or group assessments.
A general note on expectations and assessment

There is an expectation that all IB Geographers will take an ACTIVE role in their learning, this means ensuring that they engage fully
with the subject and participate constructively during class time.
There will be formal examinations at the end of each semester as well as at the end of each unit (usually around the end of the
quarter). In addition there are numerous vocabulary, factual and understanding tests throughout each unit. It is vital that students
remember that in order to succeed you must engage with the subject both in and out of the classroom and if in doubt – ask!
It is important that students subscribe to the department blog for readings and extra homework:
http://istianjinelearning.org/catherinebartram/
Students must also be familiar with how to access online databases through the IST Library OPAC.
Students are invited to visit the IST Library Writing Centre for help with assignments and assessments that are completed outside
of normal class time.
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Introduction to Science
The vision of MYP science is to contribute to the development of students as inquirers, scientifically literate, caring and responsible
individuals who will think critically and creatively when solving problems and making decisions about aspects affecting themselves,
others and their social and natural environments.
Science and its methods of investigation offer a way of learning that contributes to the development of an analytical and critical
way of thinking. Inquiry is at the heart of MYP sciences and aims to support students’ understanding of sciences by providing them
with opportunities to independently investigate relevant issues through both research and experimentation.
Learning science relies on understanding and using the language of science, which involves more than simply learning technical
scientific terminology. MYP sciences aims for students to become competent and confident when accessing, using and communicating
scientific information. Students are expected to use scientific language correctly and select appropriate communication formats
for oral and written communication.
MYP sciences aims to provide students with the opportunity to show their understanding of the main concepts and processes of
science, by applying these to solve problems in familiar and unfamiliar situations. Students should demonstrate critical-thinking
skills to analyse and evaluate information in order to make informed judgments in a variety of contexts.
Students should also learn to appreciate and respect the ideas of others and further develop their sense of responsibility as
individuals towards the natural, built and virtual environment. Their engagement, interest and enjoyment in science should foster
a positive response to science and contribute to the development of opinion-forming, decision-making and ethical-reasoning skills.
Taken from the MYP Sciences Guide, For Use From September 2010 or January 2011, published by the International Baccalaureate
Organization, May, 2010.
Expected Outcomes
During their study of science students will:
develop curiosity, interest and enjoyment towards science and its methods of inquiry
acquire scientific knowledge and understanding
communicate scientific ideas, arguments and practical experiences effectively in a variety of ways
develop experimental and investigative skills to design and carry out scientific investigations and to evaluate evidence to
draw a conclusion
develop critical, creative and inquiring minds that pose questions, solve problems, construct explanations, judge arguments
and make informed decisions in scientific and other contexts
develop awareness of the possibilities and limitations of science and appreciate that scientific knowledge is evolving through
collaborative activity locally and internationally
appreciate the relationship between science and technology and their role in society
develop awareness of the moral, ethical, social, economic, political, cultural and environmental implications of the practice
and use of science and technology
observe safety rules and practices to ensure a safe working environment during scientific activities
engender an awareness of the need for and the value of effective collaboration during scientific activities.
Assessment
Science is assessed against 6 criteria:
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A – One World
explain the ways in which science is applied and used to address a specific problem or issue
discuss the effectiveness of science and its application in solving the problem or issue
discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of
science and its application in solving specific problems or issues.
B – Communication in Science
use scientific language correctly
use appropriate communication modes and formats
acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized
referencing system.
C – Knowledge and Understanding
recall scientific knowledge and use scientific understanding to construct scientific explanations
apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
critically analyse and evaluate information to make judgments supported by scientific understanding.
D – Scientific Inquiry
state a focused problem or research question to be tested by a scientific investigation;
formulate a testable hypothesis and explain it using scientific reasoning
design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a
method to be followed, and the way in which the data is to be collected and processed
evaluate the validity and reliability of the method
judge the validity of the hypothesis based on the outcome of the investigation
suggest improvements to the method or further inquiry, when relevant.
E – Processing Data
collect and record data using units of measurement as and when appropriate
organize, transform and present data using numerical and visual forms
analyse and interpret the data
draw conclusions consistent with the data and supported by scientific reasoning.
F – Attitudes in Science
work safely and use material and equipment competently
work responsibly with regards to the living and non-living environment
work effectively as individuals and as part of a group by collaborating with others.
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Grade 6 OVERVIEW
Semesters 1 & 2
General: The Nature of Science

Time: 4-6 Weeks
The main goal of the unit is to introduce students to the scientific method and dismiss possible misconceptions about science and
scientists. Students will conduct investigations that will allow them to become knowledgeable regarding the steps of the scientific
method and problem solving. They will understand the role science plays in society and the strengths and limitations of the subject
to solve a variety of problems.
Physics: Machines and Friction

Time: 8-10 Weeks
The main goals of the unit are to increase students’ ability to analyze cause and effect relationships as they apply to the movement
of objects. Students will investigate the role of friction in the efficiency of simple machines.
Physics: Electricity and Magnets

Time: 8-10 Weeks
The main goal of the unit is to familiarize students with electromagnetic forces.
Biology: From your Cells to your body

Time: 7-9 Weeks
The main goal of the unit is to familiarize students with the organization, structure and function of human organ systems. They will
investigate how these systems work together allow day-to-day tasks
Grade 7 OVERVIEW
Semesters 1 & 2
Biology: Kingdoms
Time: 10-12 weeks
The main objective of the unit is to introduce students to the variation in life forms on the planet. Students will investigate how
different forms of life use varied strategies to meet their basic needs, and how their physical makeup reflects their adaptations.
Geology: The History of the Earth

Time: 6-8 weeks
The main goal of the unit is to introduce students to internal structure of the Earth and processes that change the planets surface.
They will study plate tectonics, the rock cycle, the geologic time scale, and current theories of the evolution of life on Earth.
Physics: Forces
Time: 4-6 Weeks
The main objective of the unit is to understand the role forces play in energy transfer between objects. Students will study Newton’s
law and their implications to kinetic energy transfer.
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Astronomy: Where Do We Come From?

Time: 4-6 weeks
The main objective of the unit is to introduce students to the history and structure of the universe. Students will investigate the
roles of gravity and fusion in the life of stars, and the history and future of our solar system. They will be introduced to the Big Bang
theory and its possible implications for the future of our galaxy and the universe.
Grade 8 OVERVIEW
Semesters 1 & 2
Biology: Plants - How Can Plants Enable Us To Create A Better, More Sustainable
World?
Time: 10-12 weeks
In this unit, plants are studied as an essential component of all living things, not only for sustenance, but also for sustainability. The
students will learn the impacts of plants on nature, society, economy and well-being.
Chemistry: Chemistry And Society - To What Extent Has Human Technology Impacted
Our Planet And Climate Change?
Time: 10-12 weeks
After an introduction to basic chemistry concepts, students will understand the importance of understanding how humans and
other matter interact to affect the health of our planet. They will understand that we can either be the caretakers or the destroyers
of the biosphere. The students will understand our roles when discovering it is our use of science/technology that gives us the
power to care for or destroy our planet.
Physics: Energy - How Does Electricity Travel And How Can We Control It?
Time: 10-12 weeks
In this unit, students will investigate how the control of electricity has given humans a way to transport energy. Electricity is a type
of energy humans have controlled and used to change the way we live. Once students have an understanding of electricity and
humans’ dependency on it, we will research ways to create the perfect, sustainable city.
Physics, Chemistry And / Or Biology: Science Fair Project - What Can We Do As Individu-
als To Help In Fighting Climate Change?
Time: 10 Weeks across units
In this unit, students will research and perform an original experiment that can relate to the health of our planet. They will
understand that they are the caretakers or the destroyers of the biosphere, and it is their use of science/technology that gives them
that power. The students will have the opportunity to perform and present their experiment on any science subject. However, they
must then make a connection to how it relates to climate change as well as how it relates to the Compass Model for sustainable
thinking.
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Grade 9 OVERVIEW
Semesters 1 & 2
Biology: Body Systems And Homeostasis - How Do Living Organisms Regulate Their In-
ternal Environment In Response To Their External Environment?
Time: 14-16 weeks
In this unit, students will use the scientific method to investigate the social and physical implications of disease, digestion, nutrition
and homeostasis. Using a case study approach, students will track a particular disease that eventually leads them to the digestive
system. Students will then need to understand how the digestive system works by learning how the disease in question affects it.
Once digestion is thoroughly understood, the students will research nutrition and the proper balance that must be met with the
ingestion of nutrients, vitamins and minerals. As time allows, other body systems will be explored. Human reproduction will be the
last topic studied.
Chemistry: Chemical Bonding - How Has Matter Come To Exist And What Are The Pos-
sible Combinations?
Time: 10-12 weeks
Students will learn that humans use symbols to represent and understand the world around them. In particular, they will learn
the different combinations of symbols that allow scientists to have a common language and understanding. The students will
investigate valence electrons, core electrons, ionic bonding, covalent bonding, metallic bonding, ions, Nobel Gas configurations,
ionic compounds, relating bonding and properties, structural formulas, bonding tendencies, Lewis dot structures, the Octet Rule
and Ester synthesis. Several lab practicals will be performed in order to reinforce the concepts of the unit.
Waves – Physics - How Do We See What We See And Hear What We Hear?
Time: 10-12 weeks
Students will explore the different effects waves have on our sight, hearing, touch and even technology. In this unit, students will
learn how we are able to see, hear or feel certain waves. Further, they will explore the different ways in which technology has
incorporated the properties of waves to support modern modes of communication.
Grade 10 OVERVIEW
Semesters 1 & 2
Physics: Forces And Motion – How Can We Measure The Effect Of Force On Motion?
Time: 10-12 weeks
In this unit, students will investigate speed, velocity, force and acceleration. By learning how to describe everyday movement,
students will gain an appreciation of the applications of physics in real life. Newton’s three laws will be investigated, as well as
work, power, energy and momentum. Understandings will be enhanced with practical laboratory investigations. Assessments may
include lab reports on motion that require drawing and analyzing distance- time and velocity- time graphs, a lab report on Force
requiring drawing and analyzing mass versus acceleration graphs.
Chemistry: Physical Chemistry – How Does An Understanding Of The Parts Give Us A Bet-
ter Understanding Of The Whole?
Time: 7-8 weeks
In this unit, students will investigate atomic structure, chemical bonding (both ionic and covalent), and balancing equations.
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In addition, students will be introduced to quantitative aspects of chemical reactions as a preparation for Diploma chemistry.
Assessments will include experiment design, experiment performance and lab reports on chemical reactions. These activities
require planning, collecting and analyzing data. Next, students will further explore more complex chemical reactions and special
types of reactions occurring within the environment. Students will also learn specific chemical reactions used in industrial chemistry.
At the end of this section there will be a unit test.
Nuclear Medicine – What Benefits And Ethical Issues Are Associated With The Applica-
tion Of Physics To Medicine?
Time: 10-12 weeks
In this unit students will investigate radioactivity, types of radioactive decay, the concept of half-life and the risks and benefits of
the use of radioactive isotopes. Application of nuclear techniques in medical sciences will be studied. In particular application of
X-rays, MRI, CT Scan, radiotherapy and radio-imaging will be studied. USG techniques, will be included in this unit, even if it is not
a nuclear technology per se. Application of radioactivity in other sciences and medicine – carbon dating, radiotherapy – will be
studied in greater depth. Next, students will explore wave motion and its relation to electromagnetic radiation. Also sound waves
will be studied, as they are related to the USG technology. Finally practical, moral and ethical issues will be discussed.(benefits and
limitations of science).
Genetics – Whose Genes Are They Anyway?

Time: 8 weeks
In this unit, students will investigate modes of inheritance, genetic disorders, biotechnology and issues in genetics. A significant
portion of the unit will be devoted to substantive conversations in the class regarding ethics and issues.
IB Diploma Biology Overview

IBDP Biology at IST involves studying vast amounts of information relating to living organisms, but also revolves around four major
concepts. These biological concepts include the complex structure and function of biology, universality found in the enormous
diversity of the biological world, equilibrium existing in both living organisms and ecosystems, and finally, evolution in regards to
the change leading to the diversity of adaptations of structure and function.
All HL Biology students will learn both SL and HL material together. Students will be assessed in the course both internally and
externally. Internal assessment involves several hours of practical work, and a group 4 project assessing personal skills. The use
of ICT is assessed in data logging, software for graph plotting, data processing on a spreadsheet, database analysis and computer
modeling/simulations. Finally, several multiple choice questions, short response questions, data analysis-styled questions, long
response and essay questions will be given to help prepare for external assessment.
The SL course involves six core topics of study (80 hours), with an additional 2 option topics (30 hours) given at strategic times in
the school year, and 40 hours of practical work relating to topics of study.
The HL course involves eleven core topics of study (135 hours), with an additional 2 option topics (30 hours) given at strategic times
in the school year, and 60 hours of practical work relating to topics of study.
Both SL and HL will have ten hours of group 4 project work.
Following is a general breakdown of the topics covered in SL and HL Biology along with an approximate timeline in regards to the
amount of time devoted to each topic along with a logical order to the course. Please note that as each class consists of students
from different backgrounds and different levels of ability, the time allotted and order for each topic can vary slightly, but the overall
hours setting will remain the same.
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IBDP Biology Standard Level Overview
Semester One
Topic 5, Option G and Option D: Ecology, evolution and conservation
Time: 15 weeks
*Note: an alternative option may be chosen by students
Topic 1: Statistical analysis
Time: 1 week
Semester Two
Topic 6: Human health and physiology
Time: 4 weeks
Topic 3: The chemistry of life
Time: 7 weeks
Topic 2: Cells; Topic 3.7: Cell Respiration; Topic 3.8 Photosynthesis
Time: 2 weeks
Semester Three
Topic 2: Cells; Topic 3.7: Cell Respiration; Topic 3.8 Photosynthesis Continuation
Time: 6 weeks
Topic 4: Genetics
Time: 6 weeks
Semester 4
Work on additional laboratory investigations or other course work in all topics as needed
Time: 5-6 weeks
Review of all topics for Mock Exams
Time: 2 weeks
Review of all topics for May Exams
Time: 4-5 weeks
IBDP Biology Higher Level Overview
Semester One
Topic 9: Plant Science
Time: 5 weeks
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Option G HL: G4 and G5 Ecology and conservation subtopics
Time: 3 weeks
Topic D HL: D4 and D5 Evolution subtopics
Time: 6 weeks
Semester Two
Topic 11: Human health and physiology
Time: 7 weeks
Topic 7: Nucleic acids and proteins
Time: 7 weeks
Topic 8: Cell respiration and photosynthesis
Time: 5 weeks
Semester Three
Topic 8: Cell respiration and photosynthesis Continuation
Time: 8 weeks
Topic 10: Genetics
Time: 8 weeks
Semester Four
Work on additional laboratory investigations or other course work in all topics as needed
Time: 5-6 weeks
Review of all topics for Mock Exams
Time: 2 weeks
Review of all topics for May Exams
Time: 4-5 weeks
Assessment Overview For Grades 11 and 12

Unit Assessments & Labs 70%
Activities and simulations 30%
IB Diploma Physics Overview

IBDP Physics at IST is a two-tier course that provides a thorough introduction and foundation to the field of Physics over a two year
timeline. The Standard Level (SL) tier consists of 150 hours of in class learning. The Higher Level (HL) tier consists of 240 hours, the
same 150 hours as SL along with additional course material and lab work.
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Here at IST, the HL Physics class is taken in addition to the SL class and as a result, the students learn both SL and HL material
together.
The SL course consists of 8 topics of Core material (80 hours), 2 Options (30 hours) and practical lab work (40 hours) that cover a
wide range of topics that enable students to specialize in any numbers of fields in science and provides them with the skills and
knowledge to make connections between the different areas of science in their future studies. This is specifically highlighted in the
Group IV project that involves all students in Science in designing and carrying out an investigation of a topic connecting Physics,
Biology and Chemistry.
The HL course consists of the same 8 topics as SL along with 6 topics of Additional Higher Level material (55 hours), 2 Options (45
hours), and practical lab work (60 hours). The HL course enables students keen to specialize in the field of physics or many of its
applicable fields (i.e engineering), to not only build a solid foundation in all the areas of physics but also to investigate specific
topics both in depth and breadth. The Options component especially allows students to choose, with the help of their teacher, two
topics that allow a very close look at specific areas that can be tied to set careers and aspirations.
Standard Level Overview

Semester One
Topic 2: Mechanics
Time: 5 weeks
Topic 5: Electric Current
Time: 2 weeks
Topic 6: Fields & Forces
Time: 3 weeks
Topic 3: Thermal Physics
Time: 2-3 weeks
Semester Two
Topic 4: Oscillations & Waves
Time: 3-4 weeks
Topic 7: Atomic & Nuclear Physics
Time: 3 weeks
Semester Three
Topic 8: Energy, Power & Climate Change
Time: 6 weeks
Option 1: To Be Determined
Time: 5 weeks
Semester four
Time: 5 weeks
Note: Topic 1 (Physics & Physical Measurement) is a foundational topic that is covered within all the different topics in the course
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Higher Level Overview
Semester One
Topic 9: Motion in Fields
Time: 4 weeks
Topic 12: Electromagnetic Induction
Time: 4 weeks
Topic 10: Thermal Physics
Time: 3 weeks
Semester Two
Topic 11: Wave Phenomena
Time: 7-8 weeks
Topic 14: Digital Technology
Time: 3 weeks
Semester three
Topic 13: Quantum Physics & Nuclear Physics
Time: 9-10 weeks
Time: 10-12 weeks
Semester four
Time: 10-12 weeks

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IB Diploma Chemistry Overview

IB Chemistry is a rigorous two year course which encompasses all the major topics of chemistry in detail. Over the course of
two years, the students will study thirteen topics: atomic structure, quantitative chemistry, periodicity, bonding, redox reactions
and measurement and data processing in year 1; energetics, kinetics of chemical reactions, equilibrium, acids and bases, organic
chemistry are studied in year 2. Two optional units: environmental chemistry and chemistry in industry and technology are taken
in year 1 and year 2. Laboratory work is the essential component of the course. The use of technology in all aspects of the course
is strongly promoted and encouraged.
The Standard Level course consists of 11 topics of Core material (80 hours), 2 Options (30 hours) and practical lab work (40 hours)
that cover a wide range of topics that enable students to specialize in any numbers of fields in science and provides them with
the skills and knowledge to make connections between the different areas of science in their future studies. This is specifically
highlighted in the Group IV project that involves all students in Science in designing and carrying out an investigation of a topic
connecting Physics, Biology and Chemistry.
The Higher Level course consists of the same 11 topics as Standard Level along with 9 topics of Additional Higher Level material (55
hours), 2 Options (45 hours), and practical lab work (60 hours).
The workload in this course is substantially higher than it is in grade 10 Science. The course conceptually poses some challenges
and requires a lot of self-discipline and excellent work habits. Consistent, daily work is a must. On the average a student is expected
to spend 20 to 30 minutes daily on the subject. It is important to realize that certain amount of independent work is expected and
will be assigned in this course. The course aims to develop skills of independent learning in each student by assigning research
questions, experiment design, presentations etc. Advanced technology ability in data processing is expected. Strong mathematics
ability is recommended.
Standard Level Overview

Semester One
Topic 1: Qualitative chemistry
Time: 5 weeks
Topic 2: Atomic Structure
Time: 2 weeks
Topic 3: Periodicity
Time: 3 weeks
Topic 4: Bonding
Time: 2-3 weeks
Semester Two
Topic 5: Energetics
Time: 3-4 weeks
Topic 6: Kinetics
Time: 3 weeks
Topic 7:Equilibrium
Time: 3 weeks
Topic 8: Acids and bases
Time: 5 weeks
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Semester Three
Topic 9: Oxidation and reduction
Time: 6 weeks
Topic 10: Organic Chemistry
Time: 7-8 weeks
Time: 5 weeks
Semester Four
Time: 5 weeks
Higher Level Overview
Semester One
Topic 12: Atomic structure
Time: 2 weeks
Topic 13: Periodicity
Time: 3 weeks
Topic 14: Bonding
Time: 3 weeks
Semester Two
Topic 15: Energetics
Time: 3-4 weeks
Topic 14: Kinetics
Time: 2-3 weeks
Topic 15: Equilibrium
Time: 3 weeks
Topic 15: Equilibrium
Time: 3 weeks
Topic 16: Acids and bases
Time: 4 weeks
Semester Three
Topic 19: Oxidation and reduction
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Time: 4 weeks
Topic 20: Organic chemistry
Time: 4-5 weeks
Time: 10-12 weeks
Semester Four
Time: 10-12 weeks

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Introduction to Mathematics
Mathematics plays an essential role both within the school and in society. It promotes a powerful universal language, analytical
reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. Moreover,
understanding and being able to use mathematics with confidence is not only an advantage in school but also a skill for problem
solving and decision-making in everyday life. Therefore, mathematics should be accessible to and be studied by all students.
Mathematics is well known as a foundation for the study of sciences, engineering and technology. However, it is also increasingly
important in other areas of knowledge, such as economics and other social sciences. MYP mathematics aims to equip all students
with the knowledge, understanding and intellectual capabilities to address further courses in mathematics, as well as to prepare
those students who will use mathematics in their workplace and life in general.
Criteria and Expected Outcomes

A – Knowledge and understanding
know and demonstrate understanding of the concepts from the five branches of mathematics (number, algebra, geometry
and trigonometry, statistics and probability, and discrete mathematics)
use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including
those in real-life contexts
select and apply general rules correctly to solve problems, including those in real-life contexts
B – Investigating patterns
select and apply appropriate inquiry and mathematical problem-solving techniques
recognize patterns
describe patterns as relationships and general rules
justify or prove mathematical relationships and general rules
C – Communication in mathematics
use appropriate mathematical language in both oral and written explanations
use different forms of mathematical representation
communicate a complete and coherent mathematical line of reasoning using different forms of representation when
investigating problems
D – Reflection in mathematics
Explain whether his or her results make sense in the context of the problem
Explain the importance of his or her findings in connection to real life where appropriate
Justify the degree of accuracy where appropriate
Suggest improvement to methods when necessary
Expected Outcomes
enjoy mathematics and to develop curiosity as well as an appreciation of its elegance and power
develop an understanding of the principals and nature of mathematics
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communicate clearly and confidently in a variety of contexts
develop logical, critical and creative thinks, and patience as persistence in problem solving
develop power of generalization and abstraction
apply and transfer skills to a wide range of situation including real life, others areas of knowledge and future developments.
appreciate how developments in technology and mathematics have influenced each other
appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its
multicultural and historical perspectives
appreciate the contribution of mathematics to other areas of knowledge
develop the ability to reflect critically upon his or her own work and the work of others.
Effective and meaningful assessment is fundamental to good teaching. Student in mathematics should experience a wide range
of assessment tasks that challenge and inspire them as well as preparing them for more demanding work in the future. Through
meaningful formative and summative assessment tasks, students can reinforce important knowledge and skills in addition to
exploring concepts with greater depth.
Criterion A – These tasks are likely to be classroom tests, exams, real-life problems and investigations that may have a variety
of solutions.
Criterion B – These tasks are likely to be complex mathematical investigations that allow students to choose their own
techniques to solve problems, while reasoning from the specific to the general. Assessment tasks could have a variety of
solutions and may be set in real life contexts.
Criterion C – These tasks are likely to be projects/investigations set in real-life contexts, as well as tests and examinations.
Criterion D – These tasks are likely to be projects/investigations set in real-life contexts. Generally these types of tasks will
provide students with opportunities to use mathematical concepts and skills to solve real world problems.
Grade 6 Overview
Semesters 1 & 2
Whole Numbers: Prime time

Time: 9 weeks
The unit addresses basic number theory: factors, multiples, prime and composite numbers, even and odd, square numbers, square
roots, GCF, LCM and prime factorization. A primary goal of this unit is to help students learn some new and useful strategies for
finding factors and multiples of whole numbers – strategies that they then apply to gain familiarity with prime and composite
numbers and to solve real-life problems.
Unit Assessments
Criterion A – Quizzes & Unit test
Criterion B – Investigating Square Tiles
Criterion C – “My Special Number” Project
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Statistics: Data about Us

Time: 9 weeks
This unit engages students in investigation about themselves. The unit introduces key concepts and processes in statistics and data
analysis. As one of the early units in the curriculum, Data About Us is designed to help students learn to work in groups. Students
use a variety of tables and graphs to organize data and use Range, mode, median and mean to draw conclusions.
Unit Assessments
Criterion A – Unit test
Criterion B – Ice Cream and Handshakes
Criterion C & D – Jumping Rope
Criterion C & D - Unit Project: “What is typical about grade six?”
Rational Numbers: Bits and Pieces

Time: 10 Weeks
The unit focuses on operations of rational numbers (fractions, decimals, and percents) and how we use rational numbers to
describe the world around us. Students explore a variety of real world situations in which they need to apply operations with
rational numbers in order to solve problems. At the end of the unit, students apply what they have learned to investigate the rate
of deforestation around the world.
Unit Assessments
Criterion A – Quizzes & Unit Test
Criterion B – The Flip Side
Criterion C & D – Unit Project: “Should we be concerned about the disappearing rainforests?”
Geometry: Covering and Surrounding

Time: 8 weeks
The overall goal of this unit is to help students to understand what it means to measure area and perimeter of a variety of shapes
and to determine the degree of accuracy. The problems in this unit are structured so that students can build a deep understanding
of what it means to me measure area and perimeter of regular and irregular shapes. The unit project “Planning a Park” allows
students to design a park drawn to scale that satisfy specific constraints.
Unit Assessments
Criterion A – Quizzes & Unit test
Criterion B –Arranging Tables
Criterion C & D - Unit Project: “How would I design a park?”
Grade 7 Overview
Semesters 1 & 2
Algebra: Variables and Patterns

Time: 8 weeks
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This algebra unit develops student’s ability to explore a variety of situations in which changes occur. Students use tables, graphs
and equations to show changes between two different variables. The setting within the unit which these situations take place is
the formation of a company that arranges bicycle tours. The students learn use technology (graphing calculators and computer
programs) to create tables and graphs that allow them to see change in different forms. Students then begin to describe change
in the form of equations. The unit project “Calculating Costs and Profits” explores algebraic models through the use of technology.
Unit Assessments
Criterion B – Calculating costs and profits (In class assessment)
Criterion C & D - Calculating costs and profits (Project).
Geometry: Stretching and Shrinking

Time: 7 Weeks
This unit investigates the idea of similarity and what it means to transform objects and diagrams. Students also investigate
properties of polygons in order to calculate angle measures for a variety of polygons and regular polygons. At the end of the unit,
students use what they have learned and use ratios and proportions to indirectly measure objects in their own environment.
Unit Assessments
Criterion B – Investigating Polygons (In class assessment)
Criterion C & D – “How can we indirectly measure an object?” (Project).
Number: Accentuate the Negative

Time: 6 weeks
The goal of this unit is for students to develop strategies for adding, subtracting, multiplying and dividing with negative numbers.
The inverse relationships between addition and subtraction and between multiplication and division are investigated to help
students generalize rules for these four operations. Students explore negative numbers through a variety of activities and games
to reinforce their understanding.
Unit Assessments
Number: Comparing and Scaling

Time: 7 weeks
The broad purposes of this unit are to develop student’s ability to make intelligent comparisons of quantitative information - using
ratios, proportions, fractions, decimals, percentages and unit rates – and to use quantitative comparison information to make
larger or smaller scale models of given situations. An additional goal of this unit is to not only have students learn different ways to
reason in proportional situations, but to recognize when such reasoning is appropriate.
Unit Assessments
Criterion B – Paper Pool
Criterion C & D – “Estimating Wildlife Population” (Project).
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Algebra: Moving Straight Ahead

Time: 8 weeks
In this unit students study linear functions and relationships. Students build on the idea of rate of change that was introduced in
Variables and Patterns unit. Student learns about slope/gradient and how to find the slope of a line from a table, graph and/or an
equation. Students investigate the general form of a linear equation, y = mx+b, and how to determine the equation of a line given
any two points on the line.
Unit Assessments
Criterion B – Flip for it!
Grade 8 Overview
Semesters 1 & 2
Number
Time: 4 weeks
In this unit students revise the basic number concepts including addition, subtraction, multiplication and division of fractions,
decimals and percentages. They also practice rounding numbers, estimating solutions and using their calculators to perform
complex calculations.
Unit Assessments
Criteria B and C
Looking for Pythagoras

Time: 6 weeks
In this unit students investigate the links between coordinate geometry, measurement, and Pythagoras’ theorem.
Unit Assessments
Criteria A, B and C.
Introductory Algebra
Time: 4 weeks
In this unit students form algebraic expressions, simplify these expressions by collecting like terms and practice substituting into
formulae. They also add, subtract, multiply and divide algebraic fractions.
Unit Assessments
Criteria A and D.
Growing, Growing, Growing

Time: 6 weeks
In this unit students use their knowledge of indices to find and describe patterns of exponential growth in table, graphical and
equation form. They determine growth factors for a variety of real life situations and from a given percentage increase. Students
compare exponential growth to linear growth and exponential decay. Findings throughout the unit are then used to determine the
index laws.
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Unit Assessments
Criteria C and D
Frogs, Fleas and Painted Cubes

Time: 9 weeks
In this unit students investigate the properties of quadratic relationships, through their graphs, tables and equations. They factor
quadratic expressions and link solutions of quadratic equations to the x-intercepts of graphs. Students learn to find the quadratic
rule describing a table of values by finding the second difference of that table.
Unit Assessments
Criteria B, C and D
Samples and Populations

Time: 4 Weeks
In this unit students use data from a range of sources to investigate, compare and contrast different variables and their relationships
with each other. They create and interpret tables, bar charts, histograms, line graphs, scatter plots, measures of central tendency
and measures of spread.
Unit Assessments
Criteria C and D
Transformations
Time: 3 weeks
In this unit students use technology to transform 2D shapes using combinations of translation, reflection, rotation and enlargement.
They use the skills they develop in the unit to create a kaleidoscope on Geometers Sketchpad.
Unit Assessments
Criteria A
Grade 9 Standard Overview
Semesters 1 & 2
Taxis
Time: 8 weeks
In this unit students will review operations on rational numbers and extend this to irrational numbers. They will also review work
on linear relationships and try to model real-life situations that can be solved by using simultaneous equations.
Unit Assessments
Criteria A, B, C and D
Measurement
Time: 7 weeks
In this unit students investigate the designs of particular containers. They will develop their knowledge of estimation, errors,
capacity, surface area and volume.
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Unit Assessments
Geometrical Relationships
Time: 7 weeks
In this unit students investigate geometrical properties of shapes. They use transformations, congruent and similar triangles, circle
and angle theorems, scale drawing and trigonometric properties of right triangles.
Unit Assessments
Algebraic Techniques
Time: 8 weeks
In this unit students investigate how functions can be used to model the world around them. They investigate how exponential and
quadratic functions can be used to model situations relating to the environment and also investigate index laws.
Unit Assessments
Game of Pig
Time: 6 weeks
In this unit students will study how to find the probability of single and multiple events. They will apply their knowledge to create
a game of chance and to think about taking risks in general.
Unit Assessments
Criteria A, C and D
Grade 9 Extended Overview
Semesters 1 & 2
Taxis
Time: 5 weeks
In this unit students will review operations on rational numbers and extend this to irrational numbers. They will also review work
on linear relationships and try to model real-life situations.
Unit Assessments
Measurement
Time: 5 weeks
In this unit students investigate how they can use their knowledge of estimation, errors, capacity, surface area and volume to
design different containers.
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Unit Assessments
Criteria A and D
Algebraic Techniques
Time: 10 weeks
In this unit students investigate how functions can be used to model the world around them. They investigate how exponential and
quadratic functions can be used to model situations.
Unit Assessments
Criteria A, B and C
Geometrical Relationships
Time: 7 weeks
In this unit students investigate geometrical properties of shapes. They use transformations, congruent and similar triangles, circle
and angle theorems, scale drawing and trigonometric properties of right triangles.
Unit Assessments
Criteria A, B and C
Game of Pig
Time: 6 weeks
In this unit students will study how to find the probability of single and multiple events. They will apply their knowledge to create
a game of chance and to think about taking risks in general.
Unit Assessments
Criteria A, C and D
Discrete Mathematics
Time: 3 weeks
In this unit students will investigate the properties of logic and networks.
Unit Assessments
Criterion A
Grade 10 Standard
Semesters 1 & 2
What do you expect?

Time: 7 weeks
In this unit students will study how to find the probabilities of complex compound events and conditional probability. They will
study how to produce a variety of sequences, including arithmetic and geometric and how to predict a term in a sequence.
Unit Assessments
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Criteria A, B and C
Watch your money grow

Time: 7 weeks
In this unit students will investigate financial mathematics including discounts, mark-ups and simple and compound interest. Students
also investigate what it means to “break even”. Students research investment types and make informed decisions about which
investment type is best for them.
Unit Assessments
Criteria A, C and D
Fireworks
Time: 8 weeks
In this unit students will investigate quadratic functions. They will use these functions to model real world situations and will be
asked to analyze how useful the models are.
Unit Assessments
Do Bees Build it best?

Time: 8 weeks
In this unit students investigate the reasons behind the shape of a bee’s honeycomb. They use trigonometry, geometry and
optimization to explain why the hexagon is the best design for a stacked container.
Unit Assessments
Criteria B and D.
Is There Really a Difference?

Time: 6 weeks
In this unit students will investigate the different ways to organize and represent data. They will study how to analyze data
represented in a variety of forms and how find summary values for different data sets. They will use chi-squared analysis to test
hypotheses and analyze their results.
Unit Assessments
Criteria A and D.
Grade 10 Extended
Semesters 1 & 2
What do you expect?

Time: 8 weeks
In this unit students will study how to find the probabilities of complex compound events and conditional probability. They will
study how to use technology to produce a variety of sequences, including arithmetic and geometric, and how to find the sum of
finite and infinite series.
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Unit Assessments
Criteria A, B and C
Watch your money grow

Time: 7 weeks
In this unit students will investigate the billing of utilities, credit cards, budgeting, mortgages, loans and bank accounts. The unit
culminates with students applying the mathematics of compound interest to real bank accounts.
Unit Assessments
Criteria A and D
Functions
Time: 14 weeks
In this unit students will investigate linear, quadratic, exponential, logarithmic and trigonometric functions. They will use these
functions to model real world situations and be asked to analyze how useful the models are.
Unit Assessments
Criteria: A, B, C and D
Discrete Math
Time: 4 weeks
In this unit students will review the work done in Grade 9 on networks, trees and paths and extend this to critical path analysis.
They will be able to find the most efficient ways to complete related tasks.
Unit Assessments
Criterion A
Statistics
Time: 3 weeks
In this unit students will investigate the different ways to organize and represent data. They will study how to analyze data
represented in a variety of forms and how find summary values for different data sets.
Unit Assessments
Criterion A
Mathematics SL/HL and Mathematical Studies

During the course of their two year study, students taking Mathematics SL or HL must complete at least one Mathematical
Exploration.
During the course of their two year study, students taking Mathematical Studies students must complete a project on a mathematical
subject of their choosing.
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Students in Mathematics are assessed on a number of criteria and through a variety of different assessment tasks. Grades are
divided into these areas:
Grade 11 Semesters 1 & 2 and Grade 12 Semester 1

Mid Semester Tests/Quizzes – 30%
Unit tests or quizzes could make up this grade. It is up to the teacher to share specific information with students.
End of Semester Exam – 40%
Assessing the entire course learned to this point.
Exploration Task (SL/HL) / Project (MS) – 20%
These allow students to develop the necessary skills in preparation for the final IBDP internal assessment requirement. They will
be assessed using IST developed criteria.
Exploration Task (SL/HL) / Project (MS) Presentation – 10%
This will be assessed using IST developed criteria.
IB Diploma Mathematics Standard Level (SL) Overview
Grade 12 Semester 2
Mid Semester Tests/Quizzes – 30%
Unit tests or quizzes could make up this grade. It is up to the teacher to share specific information with students.
Mock Exam – 40%
Assessing the entire course learned to this point.
Exploration Task (SL/HL) / Project (MS) – 20%
IBDP internal assessment graded using IB developed criteria and externally moderated.
Exploration Task (SL/HL) / Project (MS) Presentation – 10%
This will be assessed using IST developed criteria.
IB Diploma Mathematics Standard Level (SL) Overview

This course focuses on introducing important mathematical concepts through the development of mathematical techniques. The
intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on mathematical
rigor. This course does not have the depth found in the mathematics HL course. Students wishing to study subjects with a high
degree of mathematical content should therefore opt for the mathematics HL course rather than a mathematics SL course.
Grade 11
Topics
Algebra
Functions & Equations
Statistics & Probability
Circular Functions & Trigonometry

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Grade 12
Topics
Calculus
Vectors
IB Diploma Mathematics Higher Level (HL) Overview

This is course caters for students with a good background in mathematics who are competent in a range of analytical and technical
skills. The majority of these students will be expecting to include mathematics as a major component of their university studies,
either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject
because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems.
This course is a demanding one, requiring students to study a broad range of mathematical topics through a number of different
approaches and to varying degrees of depth. Students wishing to study mathematics in a less rigorous environment should
therefore opt for one of the standard level courses, mathematics SL or mathematical studies SL.
Grade 11
Topics
Algebra
Functions & Equations
Circular Functions & Trigonometry
Statistics & Probability
Calculus
Grade 12
Topics
Calculus
Vectors
Option Topic – to be determined by the teacher and students
IB Diploma Mathematical Studies (SL) Overview

This course is intended for students who are not necessarily strong mathematically, as well as students who have realized that their
post secondary studies will not require math.
Students are exposed to a wide variety of mathematics that can be applied to real life situations. A strong focus is also placed on
using technology, including graphing calculators.
Grade 11
Topics
Number, Sets and Venn Diagrams
Trigonometry
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One and Two Variable Statistics
Sequences, Series and Financial Math
Probability
Grade 12
Topics
Linear Algebra and Geometry
Quadratics
Trigonometric and Exponential Functions
Logic
Calculus
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Introduction to Drama
Drama at IST encourages students to use their creative intelligence to make sense of, and to challenge, their world. Students
develop their skills of team-work, leadership, problem solving, initiative, time-management and collaboration through the creative
cycle or process.
The study of Drama focuses on the meaningful communication of human behavior, global themes and issues through a variety of
different storytelling genres ranging from Peking Opera to Physical Theatre. Students draw on a range of content and use role and
expressive physical skills to create, embody and present dramatic works. They analyze the development of their performances
and explore the actor–audience relationship. Students develop an understanding of dramatic elements, stagecraft and theatrical
conventions appropriate to performance genre from a range of cultural contexts including that of their host country China. They
view and analyze performances by professionals and other drama practitioners through video samples, field trips, the theatre and
schools.
The teaching of Drama promotes the IB Learner Profile by creating opportunities through research, workshops, performance or
reflection to primarily be inquirers, thinkers, communicators, open minded, courageous and reflective. Students are encouraged
to find the joy in learning. Assessment is not an end result but rather a way to facilitate learning as an on-going informant of
classroom practice. Drama students are expected to make links between what they are learning and the world they live in.
VARIETIES OF ASSESSMENT
Meaningful assessment should underpin the academic growth of the student and facilitate a love of life long learning that becomes
a part of the students everyday work in the classroom. The Drama student experiences a rich array of demanding but meaningfully
creative and innovative assessment tasks. Through meaningful formative and summative assessment tasks, students can inform
their daily class practice and execute with greater confidence and accuracy.
Essays
Drama students answer set questions that develop their theoretical knowledge of the form’s historical, social and political context,
as well as the conventions that underpin the genre. The essay task requires students to connect these new understandings to work
done in class through an impact statement that concludes the essay.
Performance Work
Each MYP Drama unit at IST has a performance component to allow students to demonstrate application of knowledge. Students
are expected to perform having memorized lines and movement with a commitment to professionalism. Performances sometimes
take the form of a film but are generally live, although all performances are recorded for student evaluation and reflection purposes.
Performing in front of an audience is a mandatory experience throughout the Drama course.
Developmental Workbook
The Developmental Workbook is a detailed record of the students’ artistic journey in Drama. It documents the creation phase
through to the final product, which is the performance. This document uses a wide range of recording methods such as graphic
organizers, annotated diagrams, audio recordings, video, research material, annotated scripts, costume and make up designs,
written and videoed assessment et cetera. By the end of the unit the Developmental Workbook should be an anatomy of the
Drama brain. The Developmental Workbook is the greatest contributing factor to overall achievement levels because it is evidence
of the planning and execution of task skills and consequently covers all 4 assessment criteria.
Criterion A – Knowledge and Understanding (theory of Drama)
Criterion B – Application (How you use your knowledge or theory in the real world)
Criterion C – Reflection (being able to look back and understand the effect of your choices and knowing why you made your
choices)
Criterion D – Personal Engagement – the way you support, encourage, and work with others as well as your participation, motivation
and commitment to learning
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GRADE 6 OVERVIEW
SEMESTERS 1 & 2
PANT-O-MONIUM
Time: 1 semester
Students explore British Pantomime, while being introduced to theatre history and the conventions of Drama. This unit allows
students to develop basic directing knowledge and skills in shaping Drama and presenting. This developing knowledge of Physical
Theatre, slapstick and stock characters forms links with grade 8 and 10 Drama, while their work with script and directing work is
common to all grade levels.
Unit Assessments
Devised or scripted performance,
A minimum of 3 mini research tasks
Developmental Workbook: evidence of application and reflection using a variety of recording methods.
GRADE 7 OVERVIEW
SEMESTERS 1 & 2  
PEKING THROUGH THE BAMBOO CURTAIN

Time: 1 semester
This unit exposes students to the exciting and challenging arts that underpin Peking or Beijing Opera. Students experiment with art
forms such as Kung Fu, Ribbon Dancing, Kung Fu Fan Dancing, acrobatics and percussion. Students then collaboratively develop a
Drama performance that is influenced by the conventions of Peking Opera and tell the story of the Monkey King or an alternative
Chinese Classic. This developing knowledge of Visual and Physical Theatre forms links with units notably grade 8 and 10 Drama.  
Unit Assessments
GRADE 8 OVERVIEW
SEMESTERS 1 & 2
REAL TO REEL
Time: 1 semester
In this unit, students study melodrama through silent film. They experience the process of taking a script through to live performance
and the medium of film. Students experiment with film techniques and apply their knowledge of melodrama acting techniques to
their culminating task of collaboratively producing a film in the style of the silent era. Their developing skill set surrounding Physical
Theatre and slapstick creates continuing links with grade 10 Drama, while their developing knowledge of theatre history forms the
foundation of grade 9 Drama.
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Unit Assessments
GRADE 9 OVERVIEW  
SEMESTERS 1 & 2
STAN, S.P.A.M. BUT NO HAM

Time: 1 semester  
Having explored Melodrama in the previous year, students explore how this gave rise to the most influential Drama genre
dominating global television - Realism. They explore the themes and issues within a nominated text through improvisation, role-
play, Drama conventions, elements of Drama and theatre craft as they develop both their directing and performance skills. The
course outline further prepares grade 9 students for the study of Drama in grade 10.  
Unit Assessments
GRADE 10 OVERVIEW  
SEMESTERS 1 & 2
STARING IS NOT SEEING  

Time: 10 weeks  
Epic Theatre is a challenging form of Political Drama developed by Bertolt Brecht as a way to educate people about social and
political issues. Students explore Brecht’s philosophy and theatrical conventions to learn how to manipulate Drama to communicate
their knowledge, opinions and feelings to make sense of their world in an entertaining manner.  
Unit Assessments
A Research Essay
COMMEDIA OF ERRORS  
Time: 9 weeks  Commedia Dell ‘Arte is the Drama form that introduced the comedy characters and storylines used in contemporary
films and television. Students laugh their way through their studies as they explore this comic form and associated conventions
like improvisation, slapstick and mask work, while developing a deeper understanding of relationships and how we communicate.
Unit Assessments
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A Research Essay
PHYZZ
Time: 10 weeks
“Scientists attach great importance to the human capacity for spoken language but we also have a parallel track of nonverbal
communication, which may reveal more than our carefully chosen words, and sometimes be at odds with them.” (Leonard
Mlodinow). This Phyzz unit challenges students to take control of their bodies and what they communicate through movement.
They reinterpret classic texts and/or communicate powerful, universal themes through movement and other visual forms (shadow
puppetry, stilt walking, acrobatics, stunt choreography, dance etc) that are enhanced by minimal use of language.  
Unit Assessments
A Research Essay
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Introduction to Music
Music functions as a means of personal and communal identity and expression, and embodies the social and cultural values of
individuals and communities. This scenario invites exciting exploration and sensitive study.
Music, and all of its associations, may vary considerably from one musical culture to another: yet music may share similarities. Such
richness offers a variety of ways to encounter and engage with a constantly changing world.
A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through such a study
of music we learn to hear relationships of pitch in sound, pattern in rhythm and unfolding sonic structures. Through participating
in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of
others across time. Informed and active musical engagement allows us to explore and discover relationships between lived human
experience and specific sound combinations and technologies, thus informing us more fully of the world around us, and the nature
of humanity.
Expected Outcomes
During their study of Music students will learn to:
understand how the music plays a role in developing and expressing personal and cultural identities
appreciate how music innovates and communicates across time and culture
become informed and reflective practitioners of music
experience the process of making music in a variety of situations
explore, express and communicate ideas
become more effective learners, inquirers, and thinkers
develop self-confidence and self-awareness through music experiences
appreciate lifelong learning in and enjoyment of music
Assessment
Meaningful assessment should underpin the academic growth of the student and facilitate a love of life long learning that becomes
a part of the students everyday work in the classroom. The Music student experiences a rich array of demanding but meaningfully
creative and innovative assessment tasks. Through meaningful formative and summative assessment tasks, students can reinforce
important knowledge and skills as well as explore concepts with greater depth.
Performance: During this study students should aim to develop performance skills through solo or group music making.
Performance demands self-discipline and focus on the part of students as they learn to recreate music.
Composition: Composing is the creating of music through the manipulation of musical elements. It can begin from imitating
other music, or from improvising. Students can choose to compose in many different ways: each music composition can be purely
functional, purely traditional, purely abstract, a combination of these, or designed to fulfill any other expressive purpose. Students
may choose sounds from a wide range of media, including traditional instruments, voices and/or electronically or computer-
generated sounds. Students must demonstrate understanding of the technical capabilities (and limitations) of chosen instruments.
Students who compose for voices and traditional instruments must demonstrate understanding of vocal and instrumental ranges,
transpositions and other characteristics.
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Written Examinations: Music examinations differ from other subject areas and may include elements of practical performance,
analysis, demonstrations of knowledge and understanding and composition.
Reports & Essays: All written reports, essays and research presentations must be submitted with an MLA bibliography as part of
standardized practice within IST.
Assessment Criteria
MYP Music (and Arts, more broadly) is assessed against 4 criteria:
A – Knowledge and Understanding
demonstrates knowledge and understanding of the art form studied in relation to societal, cultural, historical and personal
contexts
demonstrates knowledge and understanding of the elements of the art form studied, including specialized language, concepts
and processes
communicates a critical understanding of the art form studied in the context of his/her own artwork.
B – Application
develops an idea, a theme or a personal interpretation to a point of realization, expressing and communicating his/her artistic
intentions
applies skills, techniques and processes to create, perform and/or present art.
C – Reflection and Evaluation
reflects critically on his/her own artistic development and processes at different stages of his/her work
evaluates his/her work
uses feedback to inform his/her own artistic development and processes.
D – Personal Engagement
shows commitment in using his/her own artistic processes
demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks
supports, encourages and works with their peers in a positive way
is receptive to art practices and artworks from various cultures, including his/her own.
Grade 6 Overview
Semesters 1 & 2
African Music: How Do Physical Environments Shape Music?

10 weeks
In this unit students discover the diverse nature of music in the African continent. They explore how music has been shaped by its
environment, whether natural or man-made, physical or spiritual. To support this inquiry, students will listen to a variety of music
from different parts of Africa and begin to analyse and discuss these using the specialised language of music. Students will also
study African instrumentation and the Hornbostel & Sachs classification system. Musical skills will continue to be strengthened
and developed through class singing of African songs, music theory and music games. Keyboard studies will continue throughout
this unit.
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Music Of Asia: Why Does The Music Of Asia Sound Unique?

10 weeks
In this unit students will discover music from many different Asian cultures. They explore how music has been shaped by its
environment, whether natural or man-made, physical or spiritual. To support this inquiry, students will listen to a variety of music
from different parts of Asia and analyze and discuss these using the specialized language of music. Musical skills will continue to be
strengthened and developed through class singing of Asian songs, music theory and music games. Keyboard studies will continue
throughout this unit.
Grade 7 Overview
Semesters 1 & 2
Music Of The People: How Do Groups Of People Use Music As A Vehicle For Expression?
10 weeks
This unit focuses on how music has been used by communities of people for very specific purposes. We first link in with the last
unit covered in grade 6, African music by taking a look at the African-American spiritual. Students will discover how African slaves,
with miserable lives and much of their culture suppressed, were able to create songs of freedom. Assessment for this unit will
include writing a rhythm and melody for an African-American spiritual. We then look at the Sea Shanty and how this musical genre
helped sailors in their work aboard the square rigged ships of yesteryear. Finally the students will explore the world of the protest
song and how music has been used as a catalyst for change. We specifically look at the songs of John Lennon. Students will also
investigate the traditional music from their own country through an independent research assignment. Musical skills will continue
to be strengthened and developed through class singing of Songs relevant to the unit as well as music theory and music games.
Particular music skills studied in this unit will include syncopated rhythms, word-setting, introduction to the bass clef and extended
pentatonic work. Keyboard studies will continue throughout this unit.
Music For Film & TV: How Do Film Music Composers Create Music For The Moving Im-
age?
10 weeks
In this unit students discover the ways in which film composers create music for the movies. Through a guided listening program
they will investigate how music is used to create emotion, describe a character, evoke a time or place or create an atmosphere.
There will be two pieces of assessment for criteria B in this unit. In the first, students will use their musicianship skills to create
a theme and soundtrack for a movie set in China. For the second they will choose a piece of film music suited to their level of
keyboard skill and perform it to the class. Criterion A assessment will be in the form of a final exam where students will answer
questions and discuss their knowledge of the unit content including music theory. New music theory covered in this unit will
include compound time, major and minor scales and pillar tones.
Criterion D – In MYP music, students are also assessed on their commitment to the course. This will be a holistic judgement
based on a student’s bookwork, tardiness, class participation and commitment to due dates.
Grade 8 Overview
Semesters 1 & 2
Jazz & Blues: Why Is Jazz Sometimes Considered Music For All People?
10 weeks
Through this unit students will explore the history of jazz and blues. They will investigate the many styles of jazz through intelligent
listening and practical performance. Students will show their knowledge and understanding of the topic by way of an in-class test.
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They will apply their knowledge of the blues genre through the composition of a blues song.
Spanish Music & Rodrigo: How Are The Musical Elements Organised To Create The
Unique Sound Of Flamenco Music?
10 weeks
Through this unit students will explore the unique sound of Spanish music and in particular, flamenco. They will investigate the
rhythmic style in detail including compas, golpe, tapadeado & palmas. They will also study the melodic features, instrumentation
and something of the history. They will then focus on Spanish composer Joachin Rodrigo’s Guitar Concerto, one of the most popular
guitar concertos of the twentieth century. They will be deconstructing this fascinating work to discover the influence of Spanish
Flamenco style. Students will show their knowledge and understanding by investigating the guitar through a research assignment
and by way of an in-class test. Because this unit is very much about rhythm, students will learn to clap the complex Spanish
rhythms using the traditional style of Palmas Fuertas & Palmas Sordas which will culminate in a performance for assessment..
Grade 9 Overview
Semesters 1 & 2
The Beatles: Why Were The Beatles Songs So Successful?

8 weeks
This unit focuses on the music of “The Beatles”, a 20th Century success story. Students will explore the history of the group in
detail from their beginnings and early success through their middle experimental period and towards their final demise. The
unique songwriting partnership of John Lennon & Paul McCartney will be explored by deconstructing their songs using the musical
elements. Beatles songs will also be investigated further through class singing. Music theory covered in this unit will form a
foundation for the second unit “Songwriting” and as such will include everything up to and including popular chord progressions.
This will be examined in a summative class test, which will also include contextual material from the Beatles unit itself. A group
performance of a Beatles song will be another major focus for assessment in this unit.
Songwriting: How Can We Create Songs?

4 weeks
This is a short unit that forms an extension of the work covered in the Beatles unit. The primary focus for assessment is on
songwriting skills and the correct scoring of a popular song. Much of the music theory needed in preparation for this piece of
assessment will have been covered in the previous unit. Specific scoring details and word-setting technique will be the focus here.
Students will be given a specific songwriting structure to follow.
Ceremony: How Is Music Used For Ceremony?

8 weeks
In this unit students will explore how music has been used in different times and places in a ceremonial function. A number of
diverse pieces of music will be selected for detailed analysis using the musical elements. Students will undertake a research
assignment where they explore one of the musical elements in detail and then make detailed connections between this element
and a chosen piece of ceremonial music. There will also be an arranging task where students take a piece of ceremony music and
arrange it for contemporary listeners using the program Garageband.
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Grade 10 Overview
Semesters 1 & 2
Heroes & Villains: How Can I Create A Character Using The Leitmotif Technique?
8 weeks
This unit is based around the leitmotif technique that has been used in opera, film and other dramatic works to represent a character
or idea. The focus is on composition and requires the student to research a number of characters and then to choose one. They
will then write a leitmotif theme for this character and vary the theme to suit at least four different moods. Much of this work
will be done using the Noteflight software program. These leitmotifs will then be orchestrated using the Garageband program.
Students will be expected to document the entire process and to make brief personal reflections. To support this unit there will be
music theory and guided listening, which will include Fantastique Symphony by Berlioz and the OST from Batman. There will be an
in-class test at the end of the unit that will examine music theory and listening material covered in the unit.
Art & Music: How Have Composers & Songwriters Been Influenced By Other Art-Forms?
6 weeks
This unit is all about connecting music with other art-forms. Various stimulus pieces will be examined in detail in class for example
Dance Macabre by Saint-Saens, an instrumental piece based on a poem. Further to their work in class students will carry out
independent research into similar works. They will then choose a piece to perform or as a stimulus for a composition project. This
piece will also form the basis for a research assignment that will require depth of analysis. Students will document everything and
make regular reflections on their work. A formal evaluation of their work will be required at key points in the unit.
Music For Film & TV: How Can I Create Music For Film?
6 weeks
This unit will look at film music composition and the different techniques used by composers to match music with the moving
image. Through a guided listening program they will investigate how music is used to create emotion, describe a character, evoke
a time or place or create an atmosphere. Through a research assignment, students will choose scenes from a movie of their choice
and describe how the composer has used the musical elements. Students will also create music for a scene from a short film clip
and describe the process in their workbooks. They will continue to reflect regularly and submit formal evaluations at key points
in the unit.
IB Diploma Music Overview

The Diploma Programme music course provides an appropriate foundation for further study in music at university level or in music
career pathways. It also provides an enriching and valuable course of study for students who may pursue other careers. This course
also provides all students with the opportunity to engage in the world of music as lifelong participants.
Grade 11 – Western Art Music

Units (Standard and Higher Level)
Music Theory – Grade 11 will begin with a concentrated study of music theory. The skills learnt in this unit provide a
foundation for analysis and composition.
Composition – Students will learn how to create music through a sequential program of study. Students will develop these
creative skills through exploration, control and development of the musical elements.
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Performance – During this study students will develop performance skills through solo or group performing. There will be a
number of performance opportunities offered throughout the year.
Analysis – In grade 11 students will learn analytical skills through the study of the works of Western Art Music. Musical styles
covered will include Medieval, Renaissance, Baroque, Classical, Romantic and twentieth century.
Grade 12 – Jazz and World Music

Units (Standard and Higher Level)
IB Set Works – This unit will be centered on a thorough exploration and analysis of the set works chosen by the IB for the
grade 12 exams.
Composition – During semester 1 students will continue create music through exploration, control and development of the
musical elements.
Performance – During semester1 students will continue to develop performance skills through solo or group performing.
Analysis – In grade 12 analysis students will broaden their analytical skills through the study of jazz, popular and world music.
Semester 1 Major Assessment Tasks
Performance recital
Composition tasks
Analysis exam
Listening logs
Semester 2 Major Assessment Tasks
Analysis exam (Mock)
Musical investigation
Standard Level Assessment and Grading

Standard level students choose either composition or performance as their practical study. Students are assessed on a number
of different criteria in order to make up their final grades for the course. Grades are divided into a number of significant areas:
participation, homework, listening logs, analysis Exam, theory exam and either composition or performance
Semester 1 and 2
Theory Exam (semester 1) 30%
Music theory will be a concentrated study at the start of grade 11 and will be assessed as part of the end of semester exam.
Homework 10%
Homework within music comes in many different forms including theory work, composition work or rehearsing for a performance.
Analysis exam 30%
Formal analysis exams come at the end of each semester and test the students on studied as well as unstudied work.
Listening Logs (semester 2) 30%
Students analyse a number of set pieces over semester 2 which allow them to hone their listening and analysis skills in preparation
for formal exams and the musical investigation.
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Performance or Composition 30%
At standard level students choose either performance or composition as their main practical study.
Semester 3 and 4
Homework 10%
Performance or Composition (Semester 1) 30%
At standard level students choose either performance or composition as their main practical study.
Analysis exam (Semester 1) 30%
for formal exams.
for formal exams.
Mock exam (Semester 2) 30%
The mock exam in grade 12 (March) simulates the real exam in May.
Musical investigation (Semester 2) 30%
In grade 12 students carry out a musical investigation of two distinct musical cultures as part of their external assessment.
Higher Level Assessment and Grading

High level students are assessed on a number of different criteria in order to make up their final grades for the course. Grades are
divided into a number of significant areas: Participation, Homework, Analysis Exam, Composition, Performance and listening logs.
Semester 1 and 2
Theory Exam (semester 1) 30%
Music theory will be a concentrated study at the start of grade 11 and will be assessed as part of the end of semester exam.
Homework 10%
Analysis exam (Semester 1 & 2) 30%
Listening Logs (Semester 2) 30%
for formal exams and the musical investigation.
Composition (semester 1 & 2 - 15%)
At high level students take both composition & performance for their internal assessment studies.
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Performance (semester 1 & 2 - 15%)
At high level students take both composition & performance for their internal assessment studies.
Semester 3 and 4
Homework 10%
Composition (semester 1 - 15%)
Students take both composition & performance for their internal assessment studies.
Performance (semester 1 - 15%)
Students take both composition & performance for their internal assessment studies.
Analysis exam (Semester 1) 30%
for formal exams.
for formal exams.
Mock exam (Semester 2) 30%
The mock exam in grade 12 (March) simulates the real exam in May.
Musical investigation (Semester 2) 30%
In Grade 12 students carry out a musical investigation of two distinct musical cultures as part of their external assessment.
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Introduction to Visual Arts

Visual Arts at IST encourages students to explore, define, and create their identity. It provides students with an opportunity to build
skills to communicate, interpret and analyze the world in which they exist. Our society has come to value creative people who can
use imagination to offer alternative solutions to critical problems. The visual arts, which value intuition, imagination and originality,
can offer ways for learners to explore their own creativity and that of others.
The teaching of Visual Arts at our school uses a range of teaching methodologies, to promote technical ability and development
of critical analysis. Student learning is assessed through a range of assessment tools that provide an authentic evaluation of
students’ achievement. Students also participate in their own evaluation through self-assessment and reflection. Visual Arts
enables students to make connections among skills, disciplines, cultures and experiences.
Expected Outcomes
During their study of Visual Arts students will learn to:
demonstrate knowledge and understanding of a variety of artists’ and art movements.
show understanding of arts elements and design principles.
communicate critical understanding of techniques, styles and art making disciplines.
develop ideas, themes or interpretations into personal and expressive artworks
apply skills, techniques and processes to create and present artworks.
reflect critically on their own and others art making
evaluate the quality of artworks
support, encourage and work with their peers in a positive and constructive way
Assessments
Meaningful assessment should underpin the academic growth of the student and facilitate a love of lifelong learning that becomes
a part of the students’ everyday work in the classroom. The Visual Arts student experiences a rich array of demanding but
meaningfully creative and innovative assessment tasks. Through meaningful formative and summative assessment tasks, students
can reinforce important knowledge and skills as well as explore concepts with greater depth.
Visual Arts is assessed against 4 criteria that manifest simply as the Developmental Workbook, the Resolved Artwork, Reflection
Writing and Personal Engagement in the classroom. Students will perform a variety of smaller tasks within each of these criteria.
Some theoretical and practical tasks may offer opportunities to be assessed within multiple bands of criterion. All written reports
and essays must be submitted with an MLA bibliography as part of standardized practice within IST’s assessment guidelines.
Assessment Criteria
MYP Visual Arts (and Arts, more broadly) is assessed against 4 criteria:
A – Knowledge and Understanding
demonstrates knowledge and understanding of the art form studied in relation to societal, cultural, historical and personal
contexts
demonstrates knowledge and understanding of the elements of the art form studied, including specialized language, concepts
and processes
communicates a critical understanding of the art form studied in the context of his/her own artwork.
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B – Application
develops an idea, a theme or a personal interpretation to a point of realization; expressing and communicating his/her artistic
intentions
applies skills, techniques and processes to create, perform and/or present art.
C – Reflection and Evaluation
reflects critically on his/her own artistic development and processes at different stages of his/her work
evaluates his/her work
uses feedback to inform his/her own artistic development and processes.
D – Personal Engagement
shows commitment in using his/her own artistic processes
demonstrates curiosity, selfmotivation, initiative and a willingness to take informed risks
supports, encourages and works with peers in a positive way
is receptive to art practices and artworks from various cultures, including his/her own.
Grade 6 Overview
Semesters 1 & 2
Renaissance to Realism
Time: 1 Semester
Students in Grade 6 are offered a semester of visual arts study. Students begin their coursework exploring the Renaissance.
Students will study Leonardo Da Vinci’s Mona Lisa, and the impact his work had on the visual arts. They will learn some important
art making techniques and analysis skills that will help lay the foundations for future years of arts study. Students will be offered
the opportunity to create artworks in a range of different media areas.
Unit Assessments
Developmental Workbook, in-class investigation tasks
Mona Lisa inspired painting (acrylic)
Observational Study drawing (graphite)
Critical self-reflections
Artistic statement
Grade 7 Overview
Semesters 1 & 2
Pop Art
Time: 1 Semester
Students in Grade 7 are, again, offered a semester of visual arts study. Students are given the chance to explore the exciting
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Modern Art revolution, Pop Art. Students will study Warhol and other key artists, and the impact their work had on the visual arts
in an intensive exploration into product design, consumerism and the impact that mass-produced items have on our lives. Students
will design and create a range of eye-catching works that are linked to the ideals of this popular movement.
Unit Assessment
Graphical Product Design
Screen Printing and/or stencilling
Artist Statement
Grade 8 Overview
Semesters 1 & 2
Van Gogh and the Impressionists

Time: 1 Semester
In this unit students explore the key themes and techniques behind one of the most influential movements of modern art. By
investigating historical and technical milestones of this movement, students will develop the skills and techniques to create works
in the style of Vincent Van Gogh and the Impressionists.
Unit Assessment
Starry Night Appropriation (oil pastel)
Self Portrait (colour pencil)
Artist Statement
Grade 9 Overview
Semesters 1 & 2
I Scream, You Scream, We All Scream For Edvard Munch?

Time: 1 Semester
Expressionism in the 20th Century was the time when artists began to create artworks that were said to be the ‘inner-landscape
of their soul’. Students will be given opportunities to explore their emotional side and create exciting and dynamic artworks from
this in class by investigating the two leading German groups of this movement, students will develop understandings of how art
can be both emotive and expressive.
Unit Assessment
Scream Appropriation (Acrylic)
Observational Study (oil pastel)

Critical Reflections
Artist Statement
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Grade 10 Overview
Semesters 1 & 2
Cubism
Time: 1 Semester
Cubism was a revolutionary artistic movement that revitalized the tired traditions of Western Art. Led by Picasso and Braque,
Cubism was a response to the rapidly changing world in the early 20th Century. In this unit students will explore Cubist ideologies
and techniques through the media of painting and drawing. Students will examine Picasso’s unique style and create works based
on the famous Guernica.
Unit Assessment
Guernica Appropriation (Acrylic)
Self-directed Cubist work (media of own choice)
Artist Statement
Still life and Vanitas

Time: 9 weeks
A constant source of subject matter is the Still Life. Artists’ for centuries have explored still life arrangements for compositional
practice. In this unit, students will examine Still Life works through history and how artists have employed the use of symbolism
and vanitas imagery to create beautiful and vibrant works. Our students will explore Still Life through the medium of Printmaking.
Unit Assessment
Still Life with Vanitas (Linoleum Print)
Artist Statement
Introduction to IB Visual Arts

Time: 9 weeks
In this last unit of Grade 10 Visual Arts, students are required to undertake an art-making project that is almost entirely independent.
Students will be given the tools of how to explore a specific concept, investigate relevant artists and design and construct an
artwork that is a testament to their own creativity. This unit is designed to allow students to understand the working methods
of senior Visual Arts. Students are guided through the art making process, but given a certain level of autonomy with their work.
Unit Assessment
Resolved work (Medium of their own choice)
Artist Statement
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IB Diploma Visual Arts Overview

The impulse to make art is common to all people. From the earliest times, humans have displayed a fundamental need to create and
communicate personal and cultural meaning through art. Visual Arts continually create new possibilities and challenge traditional
boundaries. This is evident in both the way we make art and the way we understand what artists from around the world do.
The Diploma Programme Visual Arts course enables students to engage in both practical exploration and artistic production,
and in independent contextual, visual and critical investigation. It does so by offering students a choice of one of two weighting
allotments for practical vs. theoretical work:
Option A has a focus upon practical work. Investigation (theory) is worth 40%, Studio (practical) is worth 60%
Option B has a focus upon theoretical work. Investigation (theory) is worth 60%, Studio (practical) is worth 40%
Investigation Work involves:
the analysis and comparison of art from different cultures and historical contexts
the use of specialist visual vocabulary
reflections and review of artistic process
explained connections between the work of themselves and of others
the development of ideas, strategies and documentation of the art making process
the use of appropriate sources and acknowledgements of their investigations
Studio Work involves:
the production of artworks
the exploration of media, including the use of materials and equipment
the exploration and development of artistic qualities in visual arts
the study of relationships between form, meaning and content in visual arts
the study of a variety of social and cultural functions in visual arts
the appreciation and evaluation of students’ own work and that of others.
When the two options above are combined with a choice of Higher or Standard level study students are faced with four possible
course structures from which they can choose:
Course Structures
Higher Level A /B
240 hours of study
Up to 18 Works completed by the end of the course
Standard Level A/B

150 hours of study
Up to 12 Works completed by the end of the course
Due to the nature of the subject, HL and SL students work on the same content in class.
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Semester 1 and 2
Quarter 1 - Let’s Make A Start

Time: 9 weeks
Students will be teacher-directed through a range of processes to lay the foundations for a successful course of study.
Investigations into the following areas will occur:
How to develop a successful Investigation Workbook
Artist research and analysis
Investigation and research skills
Technical experimentations with a variety of different media
Students will also be led through 2-3 different artworks that allow for expression in a range of different media. These initial
artworks will allow students to explore their strengths and weaknesses in the visual arts, and make connections to possible future
ideas/concepts for them to study.
Quarters 2-4 - Independent Studio Work

Time: 27 weeks
After the first few months students are expected to embark on their own artistic journey. With teacher guidance through the entire
course, students are required to develop their own artistic processes and develop a range of works that showcase the development
of skills, techniques and concepts that are relevant to them.
Students are encouraged to develop different approaches to the practices of visual arts. They are to develop their own perspectives
and approaches to art making. A student’s own aesthetic preferences will play a vital role in determining their individual course
of study.
In this period of study, students can explore any media they wish and any concepts they might be interested in. It is encouraged,
although not compulsory, that students develop a specific focus for their work and continue to explore this during their studies.
Semester 3 and 4
Quarters 1-3 - Independent studio work

Time: 27 weeks
Students continue to develop their artistic processes and their range of works.
Once again, in this period of study, students may explore any media they wish and any concepts which might interest them.
The culmination of the 2 years course of study is a student-led exhibition showcasing their best works from the course.
Quarter 4 – Exhibition
Time: 9 weeks
In the final stages of this course, students are to curate a final exhibition of their best works from the entire course of study.
Students will be involved in framing, hanging and labeling works as would occur in a professional gallery. Students will also submit
a folio of their Investigation Workbooks that demonstrates evidence of specific investigation into a range of different criteria.
The final assessment item is an interview where students discuss their artistic processes and their journeys through the entire two
years of the course.
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Introduction to Physical Education

IB MYP Physical Education at IST aims to have all students experience success and enjoyment as they actively participate in a
diverse range of physical activities. The course is designed to develop each student’s knowledge, movement skills and attitudes
needed to understand, value and commit to an active and healthy lifestyle. Units of instruction for practical classes may be selected
from the following:
Soccer
Badminton
Volleyball
Table tennis
Track and field
Gymnastics
Dance
Field hockey
Floor hockey
Fitness testing
American football
Climbing
Teamwork unit
Orienteering
Game sense- invasion games, strike/field games, net/wall games, target games, line games
Fitness and strength
Sport education
During each day, whether at home, at school, or in the community, there is structured and unstructured time available that
contributes to student well being and helps to meet the aims of the physical education program. Consideration should be given to
maximizing the amount of time available within the school context. An approach that is sensitive to developmental and culturally-
appropriate practice is most likely to foster a desire in students to participate in lifelong physical activity. Physical activity is vital to
all aspects of normal growth and development, and the benefits are widely recognized.
Students are expected to be able to perform in a range of activities, and show skills and techniques ranging from basic to complex.
They should be able to apply tactics, strategies and rules in both individual and group situations.
Criteria
A – Use of Knowledge
uses physical education terminology in context
demonstrates an understanding of concepts, strategies, techniques and rules related to a variety of physical activities, and
applies them in various contexts
demonstrates an understanding of the various principles that contribute to fitness, and their importance in various contexts
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uses his/her knowledge to analyze situations and solve problems.

B – Movement Composition
explores movement possibilities and variations in accordance with the principles of a particular aesthetic activity
composes aesthetic movements
links movements in order to compose aesthetic sequences, taking into account the concepts of space, time, level, force and
flow.
C – Performance
demonstrates the skills and techniques necessary for active participation in a variety of physical activities
applies tactics, strategies and rules in both individual and group situations
performs movement concepts and sequences of movement in a variety of physical contexts.
D – Social Skills and Personal Engagement
communicates effectively, including verbal and non-verbal forms of communication
demonstrates attitudes and strategies that enhance his/her relationships with others
shows respect and sensitivity to his/her own and different cultures
takes responsibility for his/her own learning process and demonstrates engagement with the activity
reflects critically upon his/her own achievements
sets goals to enhance learning and takes action towards achieving them.
Grades 6-8 Overview

Students in these grades work through fourteen units each year. They receive opportunities to be exposed to a variety of sports
and activities, which are crucial to their skill, knowledge and understanding. These years generally shape the direction of their
adult sporting and recreational pursuits, so insight and understanding needs to be clear and practical.
Energiser/ teamwork unit

4 weeks
Students complete a variety of challenges within small groups. They must be a communicator, risk taker, inquirer and principled
within their approach to achieve the challenges. The challenges vary each year from Grade 6 through to 8 in an attempt to expose
them to a variety of activities that challenge the above attributes.
Unit assessment:
Criterion D – The student’s ability to provide suggestions and positive outcomes for the group.
Fitness Testing
2 weeks
Students complete 13 tasks twice a year, gaining a clear picture of their overall physical development. The benchmarks vary
throughout each Grade as they physically and mentally develop. From this they can start to process their future direction in sports
and activities.
Unit assessment:
Criterion D – Students complete an overall spreadsheet that provides an overall rating of 52 based on criterion C. They work
through the tasks using effective time management to complete as many trials as possible.
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Orienteering
2 weeks
Students utilize a variety of maps to discover the importance of space and direction. They look at the use of the compass and how
current technology has an impact. Grade 6 students look mainly at simple map reading and line orienteering. As they progress
through to Grade 8 they use a variety of maps and become exposed to compass work and trail searching.
Unit assessment:
Criterion A – Students complete a rubric ranking based on their knowledge and understanding. Students will also be visually
assessed in their ability to assist and give direction and advice to their partner.
Dance
3 weeks
Students have the opportunity to experience a variety of dances from different countries at a variety of tempos and levels.
Students are exposed to a completely different range of dances throughout each year of the program that increases their skills and
knowledge.
Unit assessment:
Criteria B, C & D – Students will put together a structured sequence with a partner. They will look at creating a visually
stimulating performance (Criterion B), which is filmed to assess against Criterion C (Performance) and Criterion D (Personal
Engagement).
Game Sense- Invasion games

4 weeks
Students play a variety of modified games to increase their understanding of attack, defense and ball in dispute. They apply these
concepts to many of the invasion sports including basketball, soccer. Students develop the basic concepts and work through to
higher order thinking. This comes about by playing similar games and activities, but modifying many of the aspects of the game e.g.
size of the court, type of equipment and goals used. These are sequenced comparative to the class taught.
Unit assessment:
Criteria A, B & D – Students set goals for this overall unit of work that lasts 15 weeks. Students complete a written test on the
game concepts (Criterion A), visual concepts of performance (Criterion C) and their engagement in a variety of team settings
(Criterion D).
Game Sense- Strike/ Field Games

3 weeks
Students look at how to strike using implements and how to field with a variety of numbers and different layouts. They understand
the importance of working together in a team format. Students start looking at T-ball and the basic forms of cricket in Grade 6
leading through to softball, baseball and the game of cricket as played at an amateur and professional level.
Unit assessment:
Criteria A, C & D – Students complete a written test (Criterion A) as well as receiving a visual assessment on their overall
performance (Criterion C) and their positive engagement within a team (Criterion D).
Game Sense- Net/ Wall Games

3 weeks
Students learn how to play individual and partner sports of badminton, tennis, table tennis, volleyball and squash. They learn
where to move and more importantly place of the object. The concepts and expectations each increase to the demands of their
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physical and mental development. For example within tennis, students by Grade 8 should be able to strike fluently on forehand
and backhand as well as position themselves correctly on the court.
Unit assessment:
Game Sense- Target Games

3 weeks
Students discover a variety of formats through space; look at how angles impact and how team work needs to play an important
role. These challenges are team orientated to maximize strategies (thinking), risk taking and communication. Students in Grade 6
explore simple team based challenges to encourage co-operation and communication (teamwork), in Grade 7 they explore harder
concepts while in Grade 8 they look at complex games and golf as a focus for future years.
Unit assessment:
Game Sense- Line Games

2 weeks
Students look at how to run forward and pass backwards to create space and run to their advantage. They focus on communication
and the ability to apply knowledge. Initially they look at throwing techniques and work toward touch football and modified gridiron
(flag football). The development of this unit is dependent on the present class. By Grade 8 students are expected to have a strong
concept of the attack and defensive phases of the game.
Unit assessment:
Criterion C – Students complete brief in class data coach work. They look at the importance of each phase of the game and
how to make a positive contribution to their team. They also receive a performance based assessment.
Fitness and Strength

3 weeks
Students look at a range of fitness activities from rock climbing, exercise balls and a variety of other apparatus. They learn to
understand how training programs are developed and how a wide spread of fitness equipment is used. Students use an independent
learning approach to obtain as many points as possible from the variety of activities. The task cards demonstrate how to complete
the task. The tasks are wide spread to engage all students. The overall outcomes are leveled for students from Grade 6 to 8.
Unit assessment:
Criterion C – Students complete a worksheet outlining their achievements within the tasks. The students will hand this along
with a reflection to receive a performance rating.
Gymnastics
3 weeks
Students develop a variety of body management skills through participating in statics, balances, rolls and apparatus. They put
together a sequenced routine with a partner using floor mats and jumping equipment. The routine should demonstrate a variety
of movements in sequence with their partner. Students have a variety of movements to choose from that include simple and
complex moves. As students move toward Grade 8 they are expected to include more complex moves like round offs and double
forward rolls.
Unit assessment:
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Criteria B, C & D – Students complete a storyboard of their performance that is used to create a visually stimulating
performance. The routine has some established guidelines (Criterion B). Students will also complete a reflection (Criterion
D) and an overall score on their performance (Criterion C). The teacher will also include their own scores from the filmed
product.
Athletics
2 weeks
Students look at all the structured track and field events as well as a variety of novelty based events. Students look at the major
Olympic events, how to prepare and improve their skills and knowledge as well as work in groups to complete a variety of novelty
events. In Grade 6 students will look more at the simple novelty events, shorter track events, long jump and shot putt. As they
move toward Grade 8 they will look at hurdles, javelin, discus, triple and high jump etc.
Unit assessment:
Criteria C & D – Students will complete a one page assignment on a chosen event. It will include suggested dynamic warm
ups, training techniques and how to effectively complete. Students will receive a performance assessment (Criterion C) and
effective group member assessment (Criterion D).
Sport Education
1 week
Students develop a roster and complete a chosen sport/ activity where they control the competition. They referee, score, tally all
the components that make up a sporting competition. Within their chosen teams of 4 they must delegate roles and responsibilities
to ensure each game runs effectively. The sports chosen vary between grades to ensure they receive a variety of games played.
Unit assessment:
Criterion D – Students will complete a rubric based on teamwork (Criterion D) where they self and group assess each members
involvement.
Assessments used:
Table spreadsheets e.g. fitness testing
Rubric rankings e.g. target games self analysis
Video analysis e.g. invasion game- where to move analysis
Photo discovery e.g. net/ wall snap shots to capture knowledge of movement
Diagrammatic and written tests
Use of computer software- Data coach
Development of routines- Gymnastics, dance and fitness
Variety of visual assessments throughout the school year
Grades 9-10 Overview

Students engage in a variety of sports and physical movement units geared towards IBMYP moderated student work in grade 10.
Volleyball
4 weeks
Why is the team concept of play so important for success in volleyball game play? In this unit students will explore their
responsibilities in making informed choices about understanding of competitive situations and proper behavior.
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Unit Assessment
Performance assessment video of skill drills/game play.
Fitness Testing
1 week- twice a year
Setting realistic short and long team goals while evaluating achievements. Students complete 6 tasks twice a year, gaining a clear
picture of their overall physical development.
Unit Assessment
Fitness test scores as compared to percentile averages for like aged students.
Soccer
4 weeks
How can we use fundamental skills and strategies to effectively utilize team strengths? In this unit students will come to recognize
and understand that participation in regular skill development activities is a key element to success.
Unit Assessment
Climbing
3 weeks
How does safely climbing up a steep, difficult wall provide a sense of self-confidence? In this unit students will explore their ability
to confront a physical challenge by improving technique and persistence over multiple chances to confront the challenge. The
students will develop and understanding of complex procedures and the need to follow procedures.
Unit Assessment
Performance assessment video of skill drills/game play and knowledge assessment of belaying technique while working with
the climber.
Basketball
4 weeks
How can you use your basketball knowledge and skills to contribute successfully to a team? In this unit students will develop and
understanding of the benefit of playing sport to improve lifestyle and fitness, competitive situations, and systematic team play.
Grade 9 students are introduced to a basketball offensive system. The grade 10 students practice and implement a basketball
offensive system to learn higher level offense strategies.
Unit Assessment
Written knowledge assessment of basketball offensive system.
Gymnastics
4 weeks
How will playing badminton regularly help me as a lifelong physically active person? How can working effectively with a partner
help prepare me for lifelong fitness? As students work independently to create a sequence, they will develop their awareness and
understanding of how a sequence changes over time; what is involved in the role of composer; how can we make a sequence more
complex? Grade 9 students practice and develop a moderate level 15 move gymnastics sequencing routine with a partner. Grade
10 students develop a higher level 20 move routine using a scaffolding process to achieve move complex routine results.
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Unit Assessment
Video performance and movement sequencing assessment, including detailed written description of scaffolding process to
create movement sequence routine with partner.
Badminton
4 weeks
How will playing badminton regularly help me as a lifelong physically active person? In this unit students will come to recognize
and understand the strategies required for success in individual and pairs games. Grade 10 students are expected to have a strong
concept of game strategies and offense/defense phases of the game.
Unit Assessment
Performance assessment video game play and written knowledge assessment of game rules.
Floor Hockey
3 weeks
How does this game compare with other court or field games? In this unit students will explore multiple aspect of the game of
floor hockey, including: proper stick grip and use; movement around the floor to control puck; hockey rules; hockey positions; and
experience the speed of the game.
Unit Assessment
Softball:
4 weeks
What skills are needed to play softball? In this unit students will:
Consistently and correctly throw a ball overhand as well as catch a thrown ball with a gloved hand
Demonstrate the proper swing to bat a pitched ball, proper base running rules, proper technique for fielding a ground ball, proper
technique for fielding a fly ball, and effective defensive play as a fielding unit
Understand the basic rules of the game
Unit Assessment
Written knowledge assessment of game rules.
226
Introduction to Design
Technology is the know-how and creative processes that may assist people to utilize tools, resources and systems to solve problems
and enhance control over the natural and manmade environment in an endeavor to improve the human condition. These processes
can be utilized to solve personal, community and world problems with practical outcomes.
Students learn that technology is a part of their daily lives and how it impacts our world from environmental, social and ethical
perspectives. We assist students in understanding the processes behind different technologies and how they help shape our world.
Students are encouraged to use technology products to effectively access, process and communicate information, and to solve
problems. Students design solutions that have practical outcomes, which include artifacts, systems and information products.
Using the design cycle they make judgments about the process and solutions and suggest ways to improve them.
Technology must be accessible to all students. Our students are provided with the opportunities to use different learning styles
and encouraged to explore the role of technology in both historical and contemporary contexts. Awareness of technological
opportunities and challenges contributes to students’ sense of responsibility as world citizens and the need to respond critically
and resourcefully to real-life challenges.
Design Cycle
The Design Cycle is the basis for all project work and provides
a logical guide and coherent stages for complex projects in
Technology.
Assessment Criteria
Assessment criteria are explained in each stage of the Design
Cycle. Technology is assessed against 6 criteria:
A – Investigate
Identifies the problem to be solved:
evaluates the importance of the problem for life, society

and the environment
outlines the design brief
Develops the design brief:
formulates and discusses appropriate questions that guide

the investigation
identifies and acknowledges a range of appropriate sources of information
collects, analyses, selects, organizes and evaluates information
evaluates the sources of information
Formulates a design specification:
lists the specific requirements that must be met by the product/solution
designs tests to evaluate the product/solution against the design specification
227
B – Design
designs the product/solution:
generates several feasible designs that meet the design specification
evaluates the designs against the design specification
selects one design and justifies its choice
C – Plan
plans the product/solution:
constructs a plan to create the product/solution that has a series of logical steps
constructs a plan to create the product/solution that makes effective use of resources and time
evaluates the plan and justifies any modifications to the design
D – Create
uses appropriate techniques and equipment:
uses a range of appropriate techniques and equipment competently
ensures a safe working environment for themselves and others
Follows the plan:
follows the plan to produce the product/solution
evaluates the plan and justify any changes to the plan (when necessary)
Creates the product/solution:
creates a product/solution of appropriate quality
E – Evaluate
evaluates the product/solution:
carries out tests to evaluate the product/solution against the design specification
evaluates the success of the product/solution in an objective manner based on testing, his/her own views and the views of
the intended user
evaluates the impact of the product/solution on individuals and on society
explains how the product/solution could be improved
Evaluates his/her use of the design cycle:
evaluates his/her performance at each stage of the design cycle
suggests ways in which his/her performance could be improved
F – Attitude to Technology
carries out units of work in technology using materials and techniques safely and responsibly
works effectively as a member of a team, collaborating, acknowledging and supporting the views of others
provides evidence of personal engagement with the subject (motivation, independence and a general positive attitude) when
working in technology
228
Grade 6 Overview – Digital Design

In IT-6, students explore the use of the design cycle as a tool for finding solutions to everyday problems. They start to use the design
cycle to develop their ideas, record their creative work, and to achieve specific outcomes. At the same time, students become
familiar with hardware and software applications and learn to use them confidently.
Introduction to MYP Technology: What is MYP Technology?

3-4 weeks
In this project students are asked to create a power-point presentation showing how the design cycle is used to find technological
solutions to problems. Students will learn how to create effective power-point presentations using the KISS (Keep It Straight and
Simple) technique. Emphasis will be given to the use of visual aids, presentation notes, text-color contrast, animation effects,
background music, etc. (Students will be asked to create their own background music using Garage Band).
Unit Assessment
All stages of the Design Cycle will be assessed. (These are the basic requirements for your “Power Point Presentation”)
We will use the “KISS” (Keep It Straight and Simple) approach
One slide should be created for each phase of the design cycle
Every slide should have a title and a meaningful picture representing the content
Each slide should have no more then 3 key words or statements
Every slide should have your narration explaining the content
No more than 2 animation effects per slide
The background music should be played across all slides and created by you in Garage Band
The volume of the background music should be lower in contrast with your narration
News Reporting And Validating Web Content: Do You Believe All You Read On Newspa-
pers The Internet?
3-4 weeks
In this project students are asked to investigate about media influence in our society and how news reporters find and report news
events. Particular emphasis will be given to the use of the source evaluation tool C.A.R.S (credibility, accuracy, reasonableness and
support) for validating online resources. Students are asked to find news events within IST or from around our community and
to write an editorial news story as well as to design a cover-page for a newspaper using publisher or news-letter templates from
Word.
Unit Assessment
All stages of the Design Cycle will be assessed. (These are the basic requirements for your “News Paper Cover Page”)
You need to categorize your news events in 3 groups
Breaking News
Top News
Editorial News
Your cover page needs to have at least two columns
The photo for the editorial news should be taken by you
You need to have at least two optimized photos
You need to use different font colors and styles on the body of text
229
Logo Design Project: How Can We Use IT Tools And Skills To Support Communication
And Promote A School Event?
4-5 weeks
In this project students are asked to investigate about product branding, product identity and logo design. Students will explore
the concept of “a picture is worth a thousand words” and how people seldom remember the name but they remember the image
or logo associated with a company or product. At the same time, students will learn about photo editing software programs, and
digital manipulation of images.
Unit Assessment
All stages of the Design Cycle will be assessed. Basic requirements for the “WWW Logo Design Project”:
The logo must be the original design and creativity of the student
You should use Photoshop to create the Logo
The size of the logo should be 600x400 pixels
The logo design should reflect each of the 5 IB Learner Profiles
The logo needs to combine text and images to convey meaning
The final logo design must be saved as a JPG file
Grade 6 Overview – Product Design

Technology students in the sixth grade are inducted into the exciting realm of construction and explore a variety materials and
techniques. They learn how to conduct themselves in a workshop, to maximize their efficiency while ensuring the safety for
themselves and others. The foundations of design practice are be laid and students are required to review, improve and extend
their capabilities in this area throughout their Middle School learning experience.
Introduction to Design Cycle: What is Design? What is Technology?

2 weeks
An introduction to the Design Cycle and how it is used in a variety of design environments. In this project students are asked to
explore the wide range of technological and design professions and disciplines that contribute to their lives. Cooperative learning
games and mind-mapping are techniques used to encourage deeper understandings.
Unit Assessment
Quizzes
Visual presentations
Mind-maps, Graphic Organizers and collage
Safety
1-2 weeks
An introduction to D&T working environment and work and safety requirements.
Unit Assessment
Oral assessment
230
Structural Systems: How Do We Use Structures to Improve Our Lives?

8-10 weeks
Theoretical basis of structural design supported by hands-on independent, paired and group projects building useable structures
in a range of materials. Individual and group project construction tasks.
Unit Assessment
Written assessments
Each practical task is self assessed on an evaluation template:
Description
Visual Image (photo or drawing)
Description of procedure and techniques
3D Design
3-4 weeks
Visualization and drafting techniques for realizing and communicating design ideas.
Unit Assessment
Orthographic Rubric. Clear and easy to understand rubrics are attached to each drawing task. Students can see their level
and follow their progress in:
Accuracy
Layout
Understanding
Line Quality
Grade 7 Overview – Digital design

In IT-7, students use the design cycle to develop their research skills and begin to question the plausibility and quality of information.
They learn to think about what products are used for and the needs of the people who use them. They draw on knowledge and
understanding from other areas of the curriculum and use computers in a range of ways. Finally, they learn how to amend their
work and present it in a way that suits its audience.
Digital Citizenship: How Do We Use Technology Responsibly?

3-4 weeks
Students will investigate about the challenges of growing up online and how to use technology responsibly. Students are asked
to choose a target audience and create a teaching tool to raise awareness about one of the nine norms of Digital Citizenship. As
part of this project students will create a personal blog to put in practice their digital citizenship knowledge. Students will also be
encouraged to participate in online forums with students from around the world and with members of our school community as
well.
Unit Assessment
All stages of the Design Cycle will be assessed. (These are the basic requirements for your “Digital Citizenship Movie”)
Investigate your topic thoroughly (Internet, books and experts)
Write the skit or story for your movie creatively
231
Create a story board, identifying the introduction, the body and conclusion of your movie
Perform your skit and take photos and movie clips for your movie
Using iMovie or Movie Maker arrange photos and movie clips on the timeline
Narrate as you play content across the time-line and teach about your digital norm
Add transition and sound effects on your movie
Publish you movie (accepted formats .mov, .mp4, .mpeg, .avi, or .wmv) and save your movie in the share folder
Best Jobs of the Future: How Do We Prepare Ourselves For The Jobs Of The Future?
3-4 weeks
In this project students are asked to research and choose the top 7 jobs of the future. They will briefly mention the first 6 jobs in
order of preference; then, they are asked to choose one job to do a thorough investigation and to reflect about the impact of this
job on individuals and upon society. (All jobs should be real, except one that students are allowed to create). Students are asked to
create a website in order to show evidence of work in each phase of the design cycle.
Unit Assessment
All stages of the Design Cycle will be assessed. (These are the basic requirements for your “Jobs of the Future Website”)
The website should have a home page introducing what your website is about
The home page should have a voki avatar welcoming online visitors
The home page should have a background texture created by you in Photoshop
The home page should have an animation advertising the chosen job of the future
It should have at least 7 different pages (Home, Investigate, Design, Plan, Create and Evaluate)
You need to embed at least one web gadget in your website
The create page should have the list of jobs in order of preference
During the oral presentation you will talk more about job 1
Each job should be separated by a horizontal divider (see below)
Your website should be easy to navigate and display great eye appeal

Technology students in the seventh grade make extensive use of the Design and Technology workshop. They are instructed in the
use and a range of hand tools and a limited range of power tools. The principle material utilized will be timber and timber based
materials. A high priority is placed on responsible use of the workshop facilities.
Safety
1 week
A review of D&T working environment and work and safety requirements.
Unit Assessment
Written assessment
232
Product Design
3-4 weeks
An introduction to D&T working environment and work and safety requirements.
Unit Assessment
Process Journal - In addition to the practical tasks, students describe and reflect on their progress in a process journal.
Evaluation of Product - On completion of the product students document the product, assesses and evaluate both the
product and their learning:
Description
Evaluation of product
Reflection on learning
Mechanisms
10-11 weeks
Theoretical basis of mechanical design supported by hands-on independent projects. Mechanisms explored may include:
Levers
Cranks & Pulleys
Crank shafts
Cams
Unit Assessment
Description
3D Design
3-4 weeks
Review and extension of visualization and drafting techniques for realizing and communicating design ideas.
Unit Assessment
Orthographic and Isometric Rubrics. Clear and easy to understand rubrics are attached to each drawing task. Students can
see their level and follow their progress in:
233
Accuracy
Layout
Understanding
Line Quality

In IT-8, students become increasingly independent in the use of the design cycle. They generate ideas and they recognize that
their designs have to meet a range of different needs. They select appropriate tools, techniques and applications; explaining their
choices, and they are able to make realistic plans to achieve their aims. Students, at this stage become more focused, efficient and
rigorous in their use of software applications, allowing them to carry out complex tasks.
Eco-Friendly Home Design Project: How Can I Create Responsibly?

5-6 weeks
By following the design cycle students are asked to create a virtual reality tour video of their eco-friendly dream home
designs. Then, they are asked to embed it in their websites for final assessment. The floor plan will be drawn using
floor-planner, the 3-D representation of the eco-friendly home will be drawn using Google Sketch-Up, and the virtual
reality tour of the home will be done using screen cast-o-matic, iMovie or any other suitable movie-making program.
In order to show progress and evidence of work, students are asked to create a website showing each step of the design cycle.
Unit Assessment
All stages of the Design Cycle will be assessed. (These are the basic requirements for your “Virtual Home Tour Video”)
The length of the movie should be between 3-5 minutes
The virtual tour video should show the top, front and side views of your house
All Eco-friendly elements of your house should be evident in the video
You should record your voice as you show and explain the different areas of your eco-friendly home
Your virtual tour video should have background music, sound effects and transitions effects throughout the movie.
The final format of your virtual tour video should be: .mp4, .mpeg, .mov, flv, or .wmv
Game Making Project: How Computer Games Can Be Used As Teaching Tools?
5-6 weeks
In this project students are asked to create an educational game, where the focus of the game will be one of the IB learner profile
attributes (i.e. caring, risk-taker, communicator, etc.). Students will investigate about the key elements of game design and create
their own games using Scratch, Alice, Game Maker or any other game-making engine. The presentation medium to show the
development of work in the design cycle will be a website.
Unit Assessment
All stages of the Design Cycle will be assessed. These are the basic requirements for your “Game Making Project”:
It should reflect at least one IB Learner Profile Attribute (i.e., Inquirers, Knowledgeable, Thinkers, Communicators, Principled,
Open Minded, Caring, Risk-takers, Balanced, Reflective)
It should be educational and geared towards a specific age group
It should have instructions on how to play the game
It should have at least two levels
It should have background music effects
234

Technology students in the eighth grade make extensive use of the Design and Technology workshop. They extend their use of
hand tools and power tools and explore a wider range of materials that will include polymer products. Responsible use of the
workshop facilities continues to be a high priority.
Production: What Are The Processes Available To Improve And Increase Production
Of Useful Products?
5-6 weeks
Using a simple carpentry task, students are challenged to work efficiently and creatively to solve design issues.
Unit Assessment
Description
3D Design
3-4 weeks
Students are challenged to solve 3D design issues and communicate their ideas clearly and effectively in a variety of media.
Computer graphics are used as a means of visualizing and rendering design ideas.
Unit Assessment
Computer presentation
Orthographic and Isometric Rubrics. Clear and easy to understand rubrics are attached to each drawing task. Students can
see their level and follow their progress in:
Accuracy
Layout
Understanding
Line Quality
Desktop Storage: What Are The Processes Available To Improve And Increase Produc-
tion Of Useful Products?
6-7 weeks
Utilizing skills and knowledge of materials and techniques from two previous units students will design and build a practical desktop
unit.
Unit Assessment
235
Description

In IT-9, students are introduced to robotics as part of the IT curriculum. They explore the use of robots in everyday life and use the
design cycle to make models and drawings to test their design ideas. They learn about sensors and how to create sequences of
instructions to control robots, and understand the need to be precise when framing and sequencing instructions. Students, also
learn how to use different media to present information in different forms and the need for quality in their presentations.
Artificial Intelligence - An Introduction To Robotics: Will Robots Ever Be As Complex

And Intelligent As Humans?
6-7 weeks
In this project students are asked to investigate the history and development of artificial intelligence, the rise and use of robots
in everyday-life and the impact of robots on society. Students then will build a test-robot using Lego NXT parts in order to learn
programming skills using different sensors. At the end, students are asked to work in teams and build a robot to participate in a
sumo, or a tug-of-war completion amongst classroom teams. In order to show evidence of work in each phase of the design cycle,
students are asked to create a website.
Unit Assessment
All stages of the Design Cycle will be assessed. These are the basic requirements for your “NXT Test Robot”:
It must use at least two motors
It must sense the environment trough the use of sensors
It must be programed to perform a task with each sensor
Rotational Sensor (drive robot in a square path- 50cm2)
Sound sensor (by clapping make your robot move forward and say “good job” and then go back to the starting position.
Light sensor (make your robot follow a line)
Ultrasonic sensor (make your robot detect an object and turn away from it 90 degrees to the right)
Touch sensor (make your robot touch an object, play a music tune and go back to the starting point)
The Maze: By applying all your programing skills drive your robot to complete the table maze from Start to Finish.
Emerging Technologies And Their Impact On Society: How New Technologies Affect
Individuals And Societies
6-7 weeks
In this project students are asked to investigate and identify the top 7 emerging technologies from across different IT fields.
236
Students then are asked to create a movie introducing the top 6 emerging technologies and to choose one to do an in-depth study.
The chosen emerging technology should be presented and explained thoroughly and greater emphasis should be given to showing
the impact of this technology upon society and the environment.
Unit Assessment
All stages of the Design Cycle will be assessed. These are the basic requirements for your “Emerging Technologies Movie”:
The length should be between 3-5 minutes
You should briefly introduce the top 7 new technologies
You should choose one Emerging Technology to do an in-depth research
You should explain the impact of this new technology upon society and the environment
Only key words and relevant photos should convey meaning for each new technology
You should narrate and explain each new technology across the movie
It should have transition and animation effects
It should have background music and sound effects when appropriate

Technology students in the ninth grade are challenged to utilize their accumulated knowledge of design and production to create an
educational product for students of elementary school age. A review of electrical systems from the science curriculum is combined
with a range of hands-on tasks. Students document all work in their ninth grade in a design portfolio/project folder.
Review of Electrical Circuits

3-4 weeks
Working in teams students carry out investigations and building tasks to consolidate their understanding of electrical circuits.
Switches
Schematic Circuit Diagrams
Voltage, Resistance, Current
Unit Assessment
Complete each structured task.
Demonstrate the operation of each type of switch.
Represent the circuit in sketch and schematic diagram.
Understand electric symbols.
Educational Game: Children Learn Through Play. How Can Parents And Educators Use
Games To Enhance Learning?
14 weeks
Technology students in the ninth grade are challenged to utilize their accumulated knowledge of design and production to create an
educational product for students of elementary school age. A review of electrical systems from the science curriculum is combined
with a range of hands-on tasks. Students document all work in their ninth grade in a design portfolio/project folder.
237
Unit Assessment
Students will be assessed in all the phases of the Design Cycle.
Product - The finished product will be tested and evaluated by a sample from target market (elementary students, grades
3-4). Feedback forms and comments will be collated and evaluated by students and included in their design portfolio.
Design Portfolio – Student-generated folder documenting all work in this unit structured on design cycle stages

In IT-10, students are encouraged to take part in informed discussions about the social, economic and ethical issues raised by the
use of robots in our society. Also, students need to show a deeper understanding about the impact of technology and creations
upon the environment and society. Students at this stage are expected to have a clear understanding of the use of the design cycle
as a tool to find solutions to problems and are asked to complete two projects for moderation purposes.
Open Source Vs. Licensed Software Project: Video Tutorial - “Please show me how, do
not tell me how”
6-7 weeks
In this project students are asked to examine the concept of open-source and proprietary software; then, students are asked to
select a piece of educational open-source software and produce a video tutorial to show non-expert users how to use the software
package. Also, students are asked to create a banner to be embedded on the home page of their websites, advertising their chosen
software application.
Unit Assessment
Students will be graded in all the stages of the Design Cycle. Basic guidelines for Final Product (Video Tutorial):
Your video file should be no larger than 90 MB. (Megabytes)
The video length should be between 3-5 mins
The final file type of your video tutorial should be (.mov, .mp4, .flv or .mpeg)
The video tutorial should have an introduction about the author and what the tutorial is about
You should clearly say what you will be teaching in the video tutorial
You should teach one specific area or skill of the software application
You should speak slowly and clearly throughout the video tutorial
Avoid the use of um’s and ah’s across your video tutorial
The final video tutorial should reflect grade 10 IT skills and knowledge
Social and Ethical Issues Related to the Use of Robots: Can Humans And Robots Peace-
fully Co-exist?
6-7 weeks
In this project students are asked to investigate how robots are used in our society, and to focus on the social and ethical issues
related to the use of robots (i.e. robots in the medical field, robots in the military service, robots and humans in space exploration,
robots as teachers, robots as human companions, etc). Then, students are asked to design and program a NXT-LEGO robot to
perform a specific task based on the chosen application of robotics they have investigated. At the end, students are asked to write
an evaluation, reflecting on the ethical and social issues related to the use of robots in our society.
238
Unit Assessment
Students will be assessed in all the phases of the Design Cycle. Basic guidelines for Final Product (Written Reflection):
Answer the two first questions and choose one more from the list below
What was the Robotics’ topic you chose and what did you learn from it?
What are the ethical and moral issues associated with your topic?
What are the pros and cons of using robots in the military field?
If robots and humans were allowed to develop a romantic relationship, what would be the moral implications for our society?
If robots become cheaper to produce and more efficient in the work they do, should companies be allowed to replace
humans for robots in the workforce?
What are next 7 jobs that will be replaced by robots?

Students in their final year of the Middle School Programme are challenged to design and make a product that includes an electronic
sensor. A short introductory session informs students on the principles of electronics and provides instructions on electronic
components and assembly. Students document all work in a design portfolio / project folder.
Electronic Sensor: How Can A Simple Electronic Sensor Be Used In A Range Of Possible
Business And Personal Contexts?
18 weeks
Students are challenged to design and make a product that includes an electronic sensor. After short introductory session informs
students on electronics students begin a semester long project that begins with investigation and culminates in the testing and
evaluation of their product. Students document all work in a design portfolio / project folder that follows the outline of the design
cycle.
Unit Assessment
Product - The finished product will be tested and evaluated using students’ specifications.
Design Portfolio - Student generated folder documenting all work in this unit, structured on the design cycle stages
Personal reflection
239
INTERNATIONAL SCHOOL OF TIANJIN
Weishan South Road, Shuanggang, Jinnan District
Tianjin, 300350, Peoples Republic of China
Tel: +86 (22) 2859 2001 Fax: +86 (22) 2859 2007
Website: Www.Istianjin.Org Email: Info@Istianjin.Net
2014 - 2015

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International School of Tianjin is a fully authorized

Grade 6 French Overview.......................................................................................................... 98

Expected Outcomes................................................................................................................... 149

IB Diploma Physics Overview..................................................................................................... 181

Assessment Criteria.................................................................................................................. 212

Dear Parents and Students,

“The school encourages parents to attend

2014-2015 Academic Faculty

IST GUIDING STATEMENTS

Learning Objective Statements

AN INTRODUCTION TO THE IST

Subject Area Philosophies

N-12 ARTS PHILOSOPHY

N-12 ENGLISH LANGUAGE PHILOSOPHY

N-12 HUMANITIES PHILOSOPHY

N-12 LIBRARY AND INFORMATION LITERACY PHILOSOPHY

Information Power: Building Partnerships for Learning. Chicago: ALA, 1998.

N-12 MATHEMATICS PHILOSOPHY

N-12 PHYSICAL EDUCATION PHILOSOPHY

N-12 SCIENCE PHILOSOPHY

N-12 TECHNOLOGY PHILOSOPHY

N-12 ASIAN LANGUAGE & LITERATURE PHILOSOPHY

Examples of academic dishonesty include:

IST ASSESSMENT PHILOSOPHY

IST ASSESSMENT POLICY STATEMENTS

Purpose of Assessment for Students

 Provides motivation and purpose for learning

 Provides evidence that students can apply learning in a variety of situations

 Provides evidence of individual student performance

 Provides opportunities to reflect on learning through evaluation of results and feedback

 Allows students to demonstrate critical and creative thinking

 Demands the setting and appraisal of individual goals

 Identifies students’ personal strengths and learning styles

Purpose of Assessment for Teachers and Administrators

 Maintains curriculum and teaching standards

 Provides evidence for useful feedback to students, parents and administrators

 Provides evidence for differentiation requirements and individual student needs

 Allows for accurate recording and reporting of student progress

Purpose of Assessment for Parents

 Confirms the progress of their children relative to benchmarks and standards

 Engages parents in their child’s education

Purpose of Assessment Practices

 Self, peer, and teacher assessments are used

 Teachers provide students with timely assessment feedback

 Common assessments are standardized within year levels

 To develop a love of learning

 To promote connections to and knowledge of the world around us

 To promote responsibility, independence and lifelong learning

 To develop study skills and work habits, including time management

 To develop critical and creative thinking skills

 To develop collaborative learning skills

 To support class work

 To extend class work, including practice and development of skills

 To prepare for future classes

 Independent reading (personal choice of text)

 Class reading (assigned novels, articles)

 Research (texts, internet, databases)

 Extensions from group assignments

 Journal writing (process journal, diary, developmental workbook, fitness journal)

 Composition or essay writing

 Areas of interaction reflection journal

 Self and/or peer evaluation or editing

Grade 6 French Overview.......................................................................................................... 98

Expected Outcomes................................................................................................................... 149

IB Diploma Physics Overview..................................................................................................... 181

Assessment Criteria.................................................................................................................. 212

Provides motivation and purpose for learning

Provides evidence that students can apply learning in a variety of situations

Provides evidence of individual student performance

Provides opportunities to reflect on learning through evaluation of results and feedback

Allows students to demonstrate critical and creative thinking

Demands the setting and appraisal of individual goals

Identifies students’ personal strengths and learning styles

Maintains curriculum and teaching standards

Provides evidence for useful feedback to students, parents and administrators

Provides evidence for differentiation requirements and individual student needs

Allows for accurate recording and reporting of student progress

Confirms the progress of their children relative to benchmarks and standards

Engages parents in their child’s education

Self, peer, and teacher assessments are used

Teachers provide students with timely assessment feedback

Common assessments are standardized within year levels

To develop a love of learning

To promote connections to and knowledge of the world around us

To promote responsibility, independence and lifelong learning

To develop study skills and work habits, including time management

To develop critical and creative thinking skills

To develop collaborative learning skills

To support class work

To extend class work, including practice and development of skills

To prepare for future classes

Independent reading (personal choice of text)

Class reading (assigned novels, articles)

Research (texts, internet, databases)

Extensions from group assignments

Journal writing (process journal, diary, developmental workbook, fitness journal)

Composition or essay writing

Areas of interaction reflection journal

Self and/or peer evaluation or editing

Application of technology skills

Marking self or peer work with a rubric

Review of class work or in preparation for texts, exams or quizzes

Lab report writing

Extended problem solving

Group work projects

Clear guidelines will be provided to assist students with completing homework.

Clear assessment criteria or rubrics will be provided for students.

In grades K-8, no holiday homework will be set, except for reading.

Non-IST commitments will not normally be considered for extensions of deadlines.

Teacher should discuss this with students.

Students will resubmit the homework to required expectations.

Find, evaluate and select appropriate resources.

Demonstrate mastery of tools for accessing information and pursuing inquiry.

Organize knowledge so it is useful and can be called upon easily.

all students are able to take academic risks in their learning

all students can be self-directed learners

that the mother tongue and culture of all students is valued

Learn to take responsibility for their behavior and learning.

Develop healthy decision-making skills.

Support for PYP, MYP, and IB curriculum

Parent Workshops and Instruction

SAT and PSAT examinations

Individual Student Planning

Collaborate with Student Services Team

Components of the Counseling Programme:

Classroom Instruction (Health and Social Education Curriculum)

Support for PYP, MYP, and IB curriculum

Parent Workshops and Instruction

SAT and PSAT examinations

Individual Student Planning

Collaborate with Student Services Team

How do we live in relation to each other?

How can I contribute to the community?

How can I help others?

willing to accept new challenges and new roles

active participants in sustained, collaborative projects

Japan Earthquake Relief

Teaching English and Music in our local village

Leading student trips

Student council service

Organizing school activities