Middle Years Programme - Handbook 2020 2021 - UNIS Hanoi

 
Middle Years Programme - Handbook 2020 2021 - UNIS Hanoi
Middle Years Programme
Handbook
2020 - 2021
              Grade 6-10 Curriculum Handbook   1
Middle Years Programme - Handbook 2020 2021 - UNIS Hanoi
Table of Contents
UNIS Hanoi Values, Mission and Vision       4   Mathematics                                     26

IB Learner Profile                          5   The Arts                                        28

The IB Continuum                            6   Physical and Health Education                   34

IB Middle Years Programme                   6   Design                                          36

UNIS Hanoi MYP Certificate                  7   Personal Project                                38

Approaches to Learning                      8   English as an Additional Language and Student
                                                Support Services                                39
MYP Subject Groups & Course Descriptions    9
                                                Independent Study                               39
Language and Literature                    10
                                                Service Learning                                40
Language Acquisition                       17
                                                Assessment                                      41
Individuals and Societies                  22

Sciences                                   24

2   UNIS Hanoi
Middle Years Programme - Handbook 2020 2021 - UNIS Hanoi
Abbreviations Used at UNIS                            MRISA Mekong River International Schools

Hanoi                                                        Association

AGM     Annual General Meeting (for parents)          MS     Middle School

APAC Asia Pacific Activities Conference               MUN    Model United Nations

AQI     Air Quality Index                             MYP     Middle Years Programme (also IBMYP)

ASA     After School Activities                       PE     Physical Education

BoD     Board of Directors                            PSEL   Personal, Social and Emotional Learning

CHQ     Co-Curricular activities online platform to   PYP    Primary Years Programme

        sign up for ASAs except UTA & UAA             SCO    School Community Organization

Disc    Discovery Programme                           SDGs Sustainability Development Goals
DP      Diploma Programme                             SHC    School Health Centre
EAL     English as an Additional Language             SL     Service Learning
ECC     Early Childhood Centre                        SST    Student Success Service
ES      Elementary School
                                                      TIA    Teacher Inquiry & Action
IB      International Baccalaureate
                                                      UAA    UNIS Aquatics Academy
iBlock Interdisciplinary and Exploratory courses
                                                      UMA    UNIS Music Academy
        for 6-10 students

IT      Information Technology
                                                      UTA    UNIS Tennis Academy

HAC     Hanoi Activities Conference
                                                      UoI    Units of Inquiry

HS      High School                                   VX     Veracross - School Information Management
                                                             System
LS     Learning Support

MAP     Measures of Academic Progress

                                                                                Grade 6-10 Curriculum Handbook   3
Middle Years Programme - Handbook 2020 2021 - UNIS Hanoi
UNIS Hanoi
Values, Mission and Vision
                                                                                      Mission and
                                                                                      Guiding Principles
                                                                                      Our mission is to encourage students
                                                                                      to be independent, lifelong learners
                                                                                      who strive for excellence and become
                                                                                      responsible stewards of our global
                                                                                      society and natural environment,
                                                                                      achieved within a supportive community
                                                                                      that values diversity and through a
                                                                                      programme reflecting the ideals and
                                                                                      principles of the United Nations.

                                                                                      The United Nations principles as
                                                                                      applied to the school are to:

                                                                                      •   Promote peaceful solutions
                                                                                          to problems.
                                                                                      •   Develop friendly relations
                                                                                          among children and adults
                                                                                          of different nationalities.
Values and Beliefs                          •   Respect and appreciate diverse
                                                cultures, beliefs and languages       •   Promote cooperation in problem
UNIS Hanoi values LEARNING,                     to deepen our understanding               solving in economic, social, cultural,
and believes that we:                           of local and global issues.               and humanitarian matters.
                                            Because UNIS Hanoi values                 •   Encourage respect for fundamental
•   Learn, think and reflect critically
                                            RESPONSIBILITY, UNIS                          freedoms and equality for all,
    in an inspiring environment,                                                          without distinction as to race,
    using a dynamic curriculum that         Hanoi believes that we:
                                                                                          sex, language or religion.
    exceeds international standards;
                                            •   Act with integrity to make and
•   Use and apply knowledge in the
    classroom and beyond for life-
                                                defend reasoned decisions based on
                                                respect, compassion and fairness;
                                                                                      Vision
    long personal development, as we
                                            •   Take ownership and are                Our learning community
    strive for happy, balanced lives;           accountable for our thoughts,         will be an inspirational role
•   Question and research collaboratively       actions and their consequences;       model for a better world.
    to seek innovative solutions
                                            •   Face challenges with courage,
    for local and global issues.                resilience and an independent
                                                spirit, whilst remaining responsive
UNIS Hanoi values COMMUNITY,                    and adaptable to change.
and believes that we:
•   Pro-actively connect with others
    to make supportive, long-lasting
    and diverse friendships;
•   Take action to create a safe, caring,
    and sustainable environment;

4     UNIS Hanoi
Middle Years Programme - Handbook 2020 2021 - UNIS Hanoi
IB Learner Profile
                                           range of points of view, and we are
                                           willing to grow from the experience.      BALANCED

                                                                                     We understand the importance of
                                           KNOWLEDGEABLE                             balancing different aspects of our
                                                                                     lives—intellectual, physical, and
                                           We develop and use conceptual             emotional— to achieve well-being for
                                           understanding, exploring knowledge        ourselves and others. We recognize
                                           across a range of disciplines. We         our interdependence with other people
                                           engage with issues and ideas that have    and with the world in which we live.
                                           local and global significance.

                                                                                     PRINCIPLED
                                           CARING
                                                                                     We act with integrity and honesty,
                                           We show empathy, compassion and           with a strong sense of fairness and
                                           respect. We have a commitment             justice, and with respect for the dignity
                                           to service, and we act to make a          and rights of people everywhere. We
                                           positive difference in the lives of       take responsibility for our actions and
                                           others and in the world around us.        their consequences.
The aim of all IB programmes is to
develop internationally minded people
who, recognizing their common              THINKERS                                  REFLECTIVE
humanity and shared guardianship of the
planet, help to create a better and more   We use critical and creative thinking     We thoughtfully consider the world
peaceful world. The IB learner profile     skills to analyse and take responsible    and our own ideas and experience. We
represents 10 attributes valued by the     action on complex problems. We            work to understand our strengths and
IB and UNIS Hanoi http://www.ibo.org/      exercise initiative in making reasoned,   weaknesses in order to support our
                                           ethical decisions.                        learning and personal development.

As IB learners, we                         RISK-TAKERS
strive to be:                              We approach uncertainty with
                                           forethought and determination;
INQUIRERS                                  we work independently and
                                           cooperatively to explore new ideas
We nurture our curiosity, developing       and innovative strategies. We are
skills for inquiry and research. We        resourceful and resilient in the
know how to learn independently            face of challenges and change.
and with others. We learn with
enthusiasm and sustain our love
of learning throughout life.               COMMUNICATORS

                                           We express ourselves confidently
OPEN-MINDED                                and creatively in more than one
                                           language and in many ways. We
We critically appreciate our own           collaborate effectively, listening
cultures and personal histories, as        carefully to the perspectives of
well as the values and traditions          other individuals and groups.
of others. We seek and evaluate a

                                                                                           Grade 6-10 Curriculum Handbook        5
Middle Years Programme - Handbook 2020 2021 - UNIS Hanoi
The IB Continuum                            IB Middle Years                              IB MYP SUBJECT GROUPS
An IB education, in all of the
programmes offered at UNIS Hanoi,
                                            Programme                                    The IB MYP spans the Middle School
                                                                                         (Grades 6-8) and High School
empowers young people for a lifetime
of learning, both independently and in      WHAT IS THE IB MIDDLE                        (Grades 9-10) years in the UNIS Hanoi
                                            YEARS PROGRAMME?                             Secondary School. Students will study
collaboration with others. It prepares
                                                                                         courses from eight subject groups
them to engage with complex global
                                            The IB Middle Years Programme (IB            and will make connections between
challenges through a dynamic
                                            MYP) is designed for students between        subjects through interdisciplinary units.
educational experience framed by
inquiry, action and reflection.             the ages of 11 and 16, grades 6 to 10,
                                            at UNIS Hanoi. The IB MYP provides
                                                                                         •   Language and Literature
                                            academic challenge and develops the          •   Language Acquisition*
                                            life skills appropriate to this age group.   •   Individuals and Societies
                Inquiry
                                            The programme model shows a holistic
                                                                                         •   Sciences
                                            framework for international education        •   Mathematics
                                            in which learning transcends the             •   The Arts: performing and visual

Reflection                  Action
                                            boundaries of traditional disciplines by     •   Physical and Health Education
                                            fostering interdisciplinary understanding.
                                                                                         •   Design
                                                                                         * Students may study two courses
                                            UNDERSTANDING                                from Language and Literature
                                            CONCEPTS

                                            Concept-based learning focuses on            PROGRAMME CORE
                                            powerful organizing ideas that have
                                                                                         At the core of the MYP are the
                                            relevance within and across subject
                                                                                         IB Learner Profile and:
                                            areas. They extend beyond national
                                            and cultural boundaries, help to             Approaches to learning
                                            integrate learning, add coherence to         General skills and dispositions
                                            the curriculum, deepen disciplinary          for learning.
                                            understanding, build students’ capacity
                                            to engage with complex ideas and allow       Service and action
                                            transfer of learning to new contexts. The    Service to different communities
                                            understanding of concepts is introduced      through organised UNIS Hanoi service
                                            in the Primary Years Programme               activities and curricular opportunities.
Learning in the MYP is:                     and further developed in the Middle
                                                                                         Personal Project
•   student-centred                        Years and Diploma Programmes
                                                                                         Culminating independent inquiry
                                            through various subject disciplines.
•   understanding concepts                                                              for grade 10 students.
•   embedded in relevant global contexts
•   approaches to teaching and learning
•   responsible action
•   service learning
•   independent projects
•   within and across subject disciplines

6     UNIS Hanoi
Middle Years Programme - Handbook 2020 2021 - UNIS Hanoi
UNIS Hanoi                                  All students will be issued course
                                            results, detailing all subjects with their
                                                                                         please refer to the IB Diploma Handbook
                                                                                         or contact the IB DP Coordinator at
MYP Record of                               final IB MYP grade.                          dpcoordinator@unishanoi.org

Achievement                                 Beyond IB MYP                                For further information regarding the
In the final year of the IB MYP, students   In Grades 9 and 10, the IB MYP overlaps      UNIS Hanoi Diploma, please refer to the
can gain an UNIS Hanoi issued Record        with the requirements for the UNIS           Secondary School Handbook or contact
of achievement in the IB Middle Years       Hanoi High School Diploma and leads          the HS counsellors, Franko Cifizzari
Programme. To gain this Record, they        into the IB Diploma Programme in             fcifizzari@unishanoi.org and Brianna
must meet the following requirements:       Grades 11 and 12.                            Palmer bpalmer@unishanoi.org

•   Minimum of 28 points from
                                            Students have three options for their
    6 subject groups and the
                                            Grade 11 and 12 programme at UNIS
    Personal Project combined
                                            Hanoi:
•   Gained at least a grade 2 in at least
    one subject from each subject groups    Option 1: UNIS Hanoi Diploma and the
•   Studied two languages, at least         IB Diploma
    one at language and literature
    or mother tongue level                  Option 2: UNIS Hanoi Diploma and IB
•   Successful completion of MYP            Course Certificates
    Personal Project: grade 3 or higher
                                            Option 3: UNIS Hanoi Diploma
•   Successful participation in the
    Service Learning programme
                                            For further information on the IB Diploma
•   Participated in the MYP
                                            Programme and general course options,
    during at least Grade 10

                                                                                               Grade 6-10 Curriculum Handbook   7
Middle Years Programme - Handbook 2020 2021 - UNIS Hanoi
Approaches to
Learning
All three IB programmes emphasise
learning to learn. Students develop
transferable approaches to learning
(ATL) – attitudes, dispositions and
skills that will equip them across a
range of situations to do well.

When teachers plan, they identify the
specific ATL skills that students will need
to develop alongside the subject group
objectives in order to be successful.

There are five main categories
of approaches to learning:

 IB ATL CATEGORY                          FOCUS AREAS IN THE MYP YEARS
 I. Communication                         Communication skills          Exchanging thoughts, messages and information
                                                                        effectively through interaction
                                                                        Reading, writing and using language to gather and
                                                                        communicate information
 II. Social                               Collaboration skills          Working effectively with others
 III. Self-management                     Organization skills           Managing time and tasks effectively
                                          Affective skills              Managing state of mind (e.g. mindfulness, perseverance,
                                                                        emotional management, self-motivation, resilience)
                                          Reflection skills             (Re)considering the process of learning; choosing and
                                                                        using approaches to learning
 IV. Research                             Information literacy skills   Finding, interpreting, judging and creating information
                                          Media literacy skills         Interacting with media to use and create ideas and
                                                                        information
 V. Thinking                              Critical thinking skills      Analysing and evaluating issues and ideas
                                          Creative thinking skills      Generating novel ideas and considering new perspectives
                                          Transfer skills               Using skills and knowledge in multiple contexts

8    UNIS Hanoi
Middle Years Programme - Handbook 2020 2021 - UNIS Hanoi
MYP Subject
Groups & Course
Descriptions
The following pages provide an
overview of the courses offered in
each subject group. Details include:

•   Aims
•   Assessment objectives
•   Key and related concepts
•   Course descriptions (High School
    courses indicate course credits)
Beside is an overview of
the IBMYP course offerings
according to subject groups.

                                       Grade 6-10 Curriculum Handbook   9
Middle Years Programme - Handbook 2020 2021 - UNIS Hanoi
Language and                                    COURSES
                                                                                               KEY CONCEPTS
Literature                                      All students are required to study             communication – connections –
                                                English (either Language and Literature        creativity – perspective
AIMS                                            or Language Acquisition) in each year.
                                                In addition to English Language and
                                                                                               RELATED CONCEPTS
The aims of MYP Language                        Literature, UNIS Hanoi offers courses          audience imperatives – character
and Literature are to encourage                                                                – context – genre – intertextuality
                                                in Korean and Vietnamese Language
and enable students to:                                                                        – point of view – purpose – self-
                                                and Literature for mother tongue
                                                                                               expression – setting – structure
                                                speakers. Swedish courses can also
•   use language as a vehicle for                                                              – style – theme
    thought, creativity, reflection,            be offered on request. In all Language
    learning, self-expression,                  and Literature courses, students
    analysis and social interaction             will study a balance of language and       English Language and Literature 7
•   develop the skills involved in listening,   literature, a balance of genres, and a     is a one-year course in which students
    speaking, reading, writing, viewing         range of literature representing diverse   develop a stronger understanding
    and presenting in a variety of contexts     settings and styles. Courses will also     of literary elements and a deeper
                                                                                           appreciation of the use of language
•   develop critical, creative and personal     include a range of language modes:
                                                                                           in literary texts and their own writing
    approaches to studying and analysing        oral, written and visual modes.
                                                                                           and speaking. The course investigates
    literary and non-literary texts
                                                                                           themes such as the way dystopian
•   engage with texts from                      ENGLISH LANGUAGE AND                       literature provides comment on
    different historical periods
                                                LITERATURE                                 current issues and how texts present
    and a variety of cultures                                                              differing perspectives on the nature
•   explore and analyse aspects of              English Language and Literature            of the human experience. Units which
    personal, host and other cultures           6 is a one-year course which aims          draw on novels, film and the popular
    through literary and non-literary texts     to introduce students to reading           media create the stage for group
•   explore language through a                  interpretation, writing genres, public     discussions, writing workshops, text
    variety of media and modes                  speaking, and critical thinking.           analysis and the production of a variety
                                                Students learn about literary essay        of text types including films, creative
•   develop a lifelong interest in reading
                                                writing, in particular how to structure    writing and analytical arguments.
•   apply linguistic and literary               and organise their ideas. In addition,
    concepts and skills in a variety            they explore other modes of writing,       Prerequisites: Completion of English
    of authentic contexts                       such as poetry and biography, and          Language and Literature 6, or English
                                                consider how language is used in           Language Acquisition based on teacher
ASSESSMENT                                      both their own writing and the texts       recommendation. For new studetns,
                                                they read and view. Students will be       appropriate score on the UNIS Hanoi
Assessment for Language and                     assessed using a range of different        palcemen tests.
Literature courses in Grades 6-10               strategies and skills, introducing the     Credits: 1.0 / year
is based on the following criteria:             methods used throughout the IB MYP.
                                                                                           English Language and Literature
                                                                                           8 is a one-year course which aims
                                                                                           to facilitate student development in
 Criterion A       Analysing                                            Maximum 8          interpreting a range of texts, improving
                                                                                           their formal writing skills, speaking for a
 Criterion B       Organizing                                           Maximum 8
                                                                                           range of audiences and purposes, and
 Criterion C       Producing text                                       Maximum 8          critical thinking. Students continue to
 Criterion D       Using language                                       Maximum 8          develop their essay writing and close

10    UNIS Hanoi
textual analysis skills, in response to      write creatively and analystically.            literary essay writing to include analytic
both texts and global issues. In addition,   They cultivate reading habits that             as well as evaluative interpretations. In
they explore how characterisation            facilitate enriched meaing making              addition, they explore other modes of
in fiction enables empathy, and, in a        through careful oservations of textual         writing and deepen their understanding
semi-independent literary analysis           detail. Through various classrooom             of how language is used in both their
unit, inquire into how experiences of        activities students work independently         own writing and the literature they read.
conflict cross cultural boundaries.          and collaboratively to refine critical         Incorporating a variety of assessment
Students are assessed using a range          thinking and communication skills.             strategies, teacher and class study
of methods, from structured debates          A major element of this course is the          novels thematically, supplemented by
and essays to creative empathetic            development of students’ awarness              various other genres, including essays,
responses and performance poetry.            of how meaning is created in text.             poetry, a play and short stories. In
                                                                                            preparation for IB Diploma Program,
Prerequisites: Completion of English         Prerequisites: Completion of                   students are introduced to the skills of
Language and Literature 7, or English        English Language and Literature                commentary (both oral and written).
Language Acquisition based on teacher        8, or English Language Acquisition
recommndation. For new studetns,             based on teacher recommndation.                Prerequisites: Completion of
appropriate score on the UNIS Hanoi          For new students, appropriate score            English Language and Literature
palcemen tests.                              on the UNIS Hanoi placement tests.             9, or English Language Acquisition
Credits: 1.0 / year                                                                         based on teacher recommndation.
                                             Credits: 1.0 / year                            For new students, appropriate score
English Language and Literature 9                                                           on the UNIS Hanoi placement tests.
is a one-year course in which students       English Language and Literature
analyse various fictional genres,            10 English Language and Literature 10 is       Credits: 1.0 / year
audio-visual media and non-fiction           a one-year course that aims to develop
texts, as well as produce various            and refine skills in reading interpretation,
text types for expressing their own          writing, speaking, and critical thinking.
critical thinking. Students consistently     Students continue to develop their

                                                                                                  Grade 6-10 Curriculum Handbook    11
Prerequisites: Entrance tests will be        Prerequisites: Completion of Korean
KOREAN LANGUAGE AND                           conducted to determine that all students     6 or placement tests for new Korean
LITERATURE                                    can speak, read and write Korean at          students.
                                              mother tongue proficiency.                   Credits: 1.0 / year
Korean Language and Literature
                                              Credits: 1.0 / year
6: 6학년은 문학과 비문학 등의 다양한                                                                     Korean Language and Literature
장르를 읽고 기초 지식을 습득하는                            Korean Language and Literature               8: 은 1년 과정으로서 다양한 작품을
일년 과정입니다. 학생들은 문학의                            7: 7학년은 문학과 비문학을 깊이                          이해하고 해석하며 격식있는 글쓰기
특징과 기능을 익히게 됩니다. 또한                           있게 읽고 분석하며 비판적 사고를                           기술, 청중과 목적에 적합한 말하기와
문학을 유려하게 읽어내는 힘을                              만드는 일년 과정입니다. 학생들은                           비판적 사고를 발전시키는 것을
기르고 분석적 사고력을 키우기도                             또한 창작 글쓰기와 분석적 사고력을                          목적으로 합니다. 학생들은 텍스트와
합니다. 학생들은 텍스트의 상세내용을                          키우기도 합니다. 학생들은 교재들                           국제적인 이슈에 대해서 에세이 쓰는
더 잘 이해하기 위한 독서 습관도                            속에서의 다양한 의미를 지닌 어휘들에                         기술을 훈련하게 됩니다. 여기에
익히게 됩니다. 여러 형태의 작문                            대해서 다양한 방법으로 더 나은                            더해서 시와 다큐멘터리 영상 만들기와
뿐만 아니라 다양한 발표를 통해서                            이해력을 키울 것입니다. 여러 형태의                         설득력있는 연설하기 등 다양한
언어 사용에 있어서 분석력과                               작문 뿐만 아니라 다양한 발표를                            양식의 커뮤니케이션 방식을 탐구하게
비평적 사고력도 기를 것입니다. 이                           통해서 언어 사용에 있어서 분석력과                          됩니다. 학생들은 다양한 전략과
교과과정의 주 요소는 장르마다 가진                           비평적 사고력도 기를 것입니다. 이                          기술을 사용하여 평가를 받게 되는데
차이를 배우고 분석하는 것입니다.                            교과과정의 주 요소는 다양한 텍스트                          이것은 MYP 프로그램에서 사용되는
이 과정에서 학생들이 공부하는                              속에서 과거, 현재, 미래를 알고                           것들입니다. 이 과정에서 학생들이
텍스트는 시 엄마 걱정, 우리가                             나의 삶에 대해 고민하는 것입니다.                          공부하게 되는 텍스트는 ‘지도밖으로
눈발이라면, 소설 자전거 도둑,                             이 과정에서 학생들이 공부하는                             행군하라’ ‘봄바람’ 김소월 시 모음집,
옥상에 핀 민들레 꽃 등입니다.                             텍스트는 다양한 기사문, 소설                             그리고 다양한 단편소설들입니다.
                                              아몬드, 기억 속의 들꽃, 사랑 손님과
This is a one-year course in which we                                                      This is a one-year course which aims
                                              어머니, 그리고 여러 문학 등입니다
will interact with various genres, such                                                    to facilitate student development in
as literature and non literature and          This is a one-year course that reads and     the interpretation of a range of texts,
acquire basic knowledge. Students             analyzes literature and non-literature       improving their formal writing skills,
will learn the features and functions of      texts in depth. Students also focus          speaking for a range of audiences and
literature. Students will also develop        on creative writing and hone their           purposes, and critical thinking. Students
the power to read literature carefully        analytical skills. Students will build       continue to develop their essay writing
and develop analytical thinking skills.       understanding through various texts as       skills, in response to both texts and
Students will also develop reading habits     a way to engage with various nuances         global issues. In addition, they explore
to better understand the details of the       in the texts. Through presentations          other modes of communication, such
text. Through formal presentations            as well as various models of writing,        as poetry, documentary filmmaking
as well as various modes of writing,          students will refine their analytical and    and persuasive speech. Students will
students will refine their analytical and     critical thinking skills. The main element   be assessed using a range of different
critical thinking skills in language usage.   of this curriculum is to know the past,      strategies and skills, giving them
The main element of this curriculum           present and future in various texts and      exposure to the methods used later in
is to learn and analyze the differences       to think about one’s own life. Texts         the MYP Korean programme. Texts for
between different genres. Texts for           for this course may include ; novel          this course may include Marching off the
this course may include; poetry Mom           Almond, A wild flower in memory, A           map, Spring breeze and a selection of
Concern, If We’re snowflakes novel,           suffering father and son and various         Kim So Wol poetry and short stories.
A Bicycle Thief, A Dandelion Flower           literature. also a variety of articles
on the rooftop and various texts                                                           Prerequisites: Completion of Korean
                                                                                           7 or placement tests for new Korean
                                                                                           students.
                                                                                           Credits: 1.0 / year

12   UNIS Hanoi
학생들은 다른 양식의 글쓰기를
                                                                                             탐구해 보면서 자신들이 쓴 글과
                                                                                             읽은 문학 작품속에서 언어가 어떻게
                                                                                             사용되는지를 더욱 이해하게 됩니다.
                                                                                             다양한 평가 방법을 활용하여 주제별로
                                                                                             소설을 공부하고 비문학 글과 시와
                                                                                             희곡, 단편소설등을 보충해서 공부하게
                                                                                             됩니다. IB 한국어를 준비하기 위해서
                                                                                             학생들은 말과 글로 논평하는 기술을
                                                                                             습득해야 합니다. 선별한 텍스트는
                                                                                             김유정, 채만식의 단편소설집과 꺼삐딴
                                                                                             리, 장마 그리고 다양한 한국시와 그외
                                                                                             자료들입니다.

                                                                                             This is a one-year course that aims
                                                                                             to develop and refine skills in reading
                                                                                             interpretation, writing, speaking, and
                                                                                             critical thinking. Students continue to
Korean Language and Literature              skills. Students cultivate reading habits        develop their literary essay writing to
9: 은 1년 코스로서 학생들은 시와                        that facilitate better retention of textual      include analytic as well as evaluative
단편소설, 희곡과 소설등 다양한                           detail. Through dramatic interpretations         interpretations. In addition, they explore
장르의 글을 읽고 본문을 인용한                           and presentations as well as various             other modes of writing and deepen
다양한 형식의 분석적인 에세이를 쓰게                        models of writing and class discussion,          their understanding of how language
                                            they will refine their analytical and critical   is used in both their own writing and
됩니다. 학생들은 창의적인 글쓰기와
                                            thinking skills. A major element of this         the literature they read. Incorporating
영상물을 보고 비평적인 글쓰기도 하게
                                            course is the development of students’           a variety of assessment strategies,
됩니다. 텍스트의 세부사항을 더욱 잘                        awareness of how meaning is created              teacher and class study novels
이해하기 위한 읽기 습관을 기르게                          in text. Recent, literary selections have        thematically, supplemented by various
됩니다. 다양한 형식의 글쓰기와                           included the following: Park Si Jeon             other genres, including essays, poetry, a
토론수업뿐만 아니라 극적인 해석과                          and Hong Gil Dong Jeon, Our Distorted            play and short stories. In preparation for
발표를 통해서 학생들은 분석적이면서                         Hero, narrative short fiction, and               the rigors of IB Korean, students acquire
비평적인 사고력을 훈련하게 됩니다.                         selected poetry and visual texts.                the commentary skills(both oral and
이 과정에서 중요한 것은 텍스트안에서                        Prerequisites: Completion of Korean              written). Reading will be chosen from
어떻게 의미가 형성되는지를 발견하는                         8 or placement tests for new Korean              texts such as Kim Yoo Jeong and Chae
학생들의 인지력이 발전되는 것입니다.                        students.                                        Man Sik’s short stories, The Captain
이 과정에서 공부하게 되는 텍스트들은                        Credits: 1.0 / year                              Lee, The Rainy Season and a variety of
박씨전과 홍길동전, 우리들의 일그러진                                                                         poems and other genres.
영웅, 한국 단편 소설들과 선별한 시와                       Korean Language and Literature                   Prerequisites: Completion of Korean
영상들입니다.                                     10: 은 1년 과정으로서 학생들의                              9 or placement tests for new Korean
                                            독해와 글쓰기, 말하기 그리고                                 students.
This is a one-year course in which                                                           Credits: 1.0 / year
                                            비판적인 사고력을 발전시키고
students read various genres, including
                                            훈련시키는 것에 목적을 두고
poetry, short stories, plays and novels,
                                            있습니다. 학생들은 해석하고 평가하는
and explore different formal analytic
                                            것 뿐만 아니라 분석이 들어간
essay formats, using textual evidence
as support. Students also do creative       문학적 에세이 쓰기를 지속해서
writing and hone their analytical viewing   발전시키게 됩니다. 이에 더해서

                                                                                                   Grade 6-10 Curriculum Handbook   13
VIETNAMESE LANGUAGE
AND LITERATURE

Vietnamese Language and
Literature 6: Chương trình tiếng Việt       This is a one-year course in which            Vietnamese Language and
lớp 6 sẽ cung cấp cho học sinh kiến thức    students are exposed to many                  Literature 7: Chương trình lớp 7 sẽ
văn học, ngôn ngữ cũng như hiểu biết về     different types of texts including folk       cung cấp cho học sinh kiến thức văn
lịch sử xã hội và văn hóa Việt Nam. Học     stories, poems, newspapers, diary             học, ngôn ngữ cũng như hiểu biết về lịch
sinh sẽ được học nhiều thể loại văn học     and reports. In literature, students          sử, xã hội và văn hóa Việt Nam. Học sinh
khác nhau bao gồm truyện dân gian,          develop skills in understanding the           sẽ được học nhiều thể loại văn học khác
thơ, các bài báo, nhật kí và báo cáo. Các   content of the texts, identifying the         nhau bao gồm truyện ngắn, thơ và thành
em sẽ rèn kỹ năng đọc hiểu nội dung,        main ideas and recognizing character’s        ngữ tục ngữ Việt Nam. Các em sẽ rèn kỹ
tóm tắt được ý chính và nhận dạng các       traits. Responding to literature helps        năng đọc hiểu nội dung và nhận biết các
đặc điểm nhân vật trong các tác phẩm        students explore ideas, think critically      biện pháp nghệ thuật của tác giả trong
văn học được học. Đọc và cảm thụ văn        and represent own opinions about the          các tác phẩm văn học được học. Đọc
học sẽ giúp học sinh có kỹ năng sáng        texts. Writing is focused on the skills of    và cảm thụ văn học sẽ giúp học sinh có
tạo, suy nghĩ lô gic và biết nêu ý kiến     expressing ideas clearly, using correct       kỹ năng sáng tạo, suy nghĩ lô gic và biết
đánh giá về tác phẩm. Các em cũng sẽ        writing format and the effectiveness of       nêu ý kiến đánh giá riêng về tác phẩm.
được rèn luyện cách trình bày rõ ràng       writing process. In language, the study       Các em cũng sẽ được rèn luyện cách
mạch lạc, sắp xếp bố cục bài viết lô gic    of grammar, sounds and language               trình bày rõ ràng mạch lạc, sắp xếp bố
và tuân theo qui trình viết văn một cách    usage are integrated in each unit.            cục bài viết lô gic và tuân theo qui trình
có hiệu quả trong các thể loại kể chuyện,   Speaking, listening and presenting skills     viết văn một cách có hiệu quả trong các
miêu tả và viết báo. Khóa học cũng sẽ       are included in many oral activities. Texts   bài viết văn thể loại kể chuyện, biểu cảm,
bao gồm các bài học về ngữ pháp và từ       include: Truyện dân gian Viêt Nam, Dế         nghị luận và cảm thụ văn học. Một phần
vựng tiếng Việt. Các em cũng sẽ được        Mèn phiêu lưu kí, Lượm và Đêm nay Bác         quan trọng trong khóa học này là các em
làm việc nhóm để rèn kỹ năng thuyết         không ngủ.                                    sẽ luyện kỹ năng trình bày một bài văn
trình và tranh luận. Các tác phẩm chính:    Prerequisites: Entrance tests will be         với bố cục rõ ràng, các phần của bài viết
Truyện dân gian Việt Nam, Dế Mèn phiêu      conducted to determine that all students      được viết đúng chức năng và cách nêu
lưu kí, Lượm và Đêm nay Bác không ngủ.      can speak, read and write Vietnamese at       trích dẫn. Các bài học về ngữ pháp và từ
                                            mother tongue proficiency.                    vựng tiếng Việt sẽ được tích hợp trong
                                            Credits: 1.0 / year                           các bài học trong suốt năm học. Các em

14   UNIS Hanoi
cũng sẽ được làm việc nhóm để rèn kỹ          Vietnamese Language and
năng thuyết trình và tranh luận.Các tác       Literature 8:
phẩm chính: Cổng trường mở ra, Cuộc           Đây là chương trình một năm nhằm
chia tay của những con búp bê, Mẹ tôi,
                                              cung cấp cho các em những kiến thức
Nghèo, Cha tôi, Sông núi nước Nam,
                                              về văn học Việt Nam cũng như thế giới,
Buổi chiều đứng ở phủ Thiên Trường
trông ra, Bài ca Côn Sơn và thành ngữ         thông qua việc học các thể loại văn
tục ngữ Việt Nam.                             học khác nhau, bao gồm thơ, truyện
                                              ngắn, và tiểu thuyết. Học sinh cũng có
This is a one-year course in which            cơ hội nâng cao kiến thức về ngữ pháp
students are exposed to many different        và từ vựng qua việc khám phá các thể
kinds of texts including short stories,       loại văn phân tích khác nhau, dùng dẫn
poems, newspaper articles and folk            chứng minh họa cụ thể, cũng như làm
literature. In literature, students develop   các bài văn sáng tác. Các kỹ năng mới
skills in understanding the content of        như giao tiếp nói và viết, nghiên cứu,
the texts, identifying the effectiveness
                                              tổ chức, trình bày, đưa ra quyết định,
of authors’ writing styles and language
                                              làm việc nhóm sẽ được giới thiệu. Khóa
use. Responding to literature helps
                                              học cũng tạo một môi trường học tập
students explore ideas, think critically
and represent own opinions about              cho học sinh thêm say mê về văn học,       appreciation of language, literature,
the materials they have read. In              ngôn ngữ, lịch sử và văn hóa cũng như      history, and culture, and of various
writing, students focus on expressing         các lĩnh vực khác nhau trong đời sống      perspectives of life. An objective is
ideas clearly, using correct formats          với mục tiêu khuyến khích học sinh trở     to encourage students to have an
for different kinds of writing and the        thành những người ham học hỏi trong        intellectual and cultural foundation
effectiveness of writing process through      tương lai. Các tác giả chính trong khóa    for becoming long-life learners. The
narrative writing, prose, argument and        học này gồm có Ngô Tất Tố; Nguyên          main authors for this course include
literature response. There is a focus         Hồng; Nam Cao; Guy-do-Mo Pat-Xang;         Ngô Tất Tố; Nguyên Hồng; Nam
on oral as well as written modes of           O.Henri; Andersen; và Trần Đăng Khoa.      Cao; Guy-do-Mo Pat-Xang; O.Henri;
expression and analysis, particularly in
                                                                                         Andersen; and Trần Đăng Khoa.
the second semester. A major focus is         This is a one-year course that provides
on the development of writing structures      students with a better understanding       Prerequisites: Completion of
with supporting details and quotations        of Vietnamese and World literature,        Vietnamese 7 or placement tests for new
from texts. In language, the study of         through the use of different genres,       Vietnamese students.
grammar, word studies and language
                                              including poetry, short stories, and       Credits: 1.0 / year
usage are also integrated in each unit.
                                              novels. Students also spend time
Texts for this course include: Cổng
trường mở ra, Cuộc chia tay của những         working on grammatical structures          Vietnamese Language and
con búp bê, Mẹ tôi, Nghèo, Cha tôi,           and vocabulary through exploring           Literature 9:
Sông núi nước Nam, Buổi chiều đứng ở          different formal analytic essay formats,
                                                                                         Chương trình học trong năm này sẽ tiếp
phủ Thiên Trường trông ra, Bài ca Côn         using textual evidence, as support,
                                                                                         tục bồi dưỡng kiến thức văn học, ngôn
Sơn và thành ngữ tục ngữ Việt Nam.            as well as doing creative writing.
                                                                                         ngữ cũng như hiểu biết về xã hội và văn
Prerequisites: Completion of                  New skills such as communicating
                                                                                         hóa cho học sinh. Trong chương trình,
Vietnamese 6 or placement tests for new       effectively in both oral and written
                                                                                         các em sẽ học các tác phẩm văn học
Vietnamese students.                          form, researching, organisation,
                                                                                         Việt Nam và các tác phẩm nước ngoài
Credits: 1.0 / year                           presentation, decision-making,
                                                                                         được dịch sang tiếng Việt… Các em sẽ
                                              group/team work will be studied. The
                                                                                         rèn luyện kỹ năng phân tích, nghị luận
                                              course also provides students with an
                                                                                         và thuyết trình dựa trên các bài đọc

                                                                                               Grade 6-10 Curriculum Handbook    15
cho chương trình IBDP. Các tác giả được
                                                                                          học trong chương trình bao gồm tác
                                                                                          giả dân gian; Nam Cao; Nguyên Hồng;
                                                                                          Nguyễn Công Hoan; Nguyễn Khuyến;
                                                                                          Nguyễn Minh Châu; Lỗ Tấn. Mục tiêu
                                                                                          của khoá học là thông qua các tác phẩm
                                                                                          văn học Việt Nam và thế giới các em
                                                                                          sẽ được cung cấp những kiến thức về
                                                                                          ngôn ngữ, văn học, lịch sử và văn hóa,
                                                                                          cũng như hiểu biết xã hội sâu sắc.

                                                                                          This is a one-year course that aims
                                                                                          to develop and refine skills in reading
                                                                                          interpretation, writing, speaking, and
                                                                                          critical thinking. Students continue to
                                                                                          develop their literary essay writing to
                                                                                          include analytic as well as evaluative
                                                                                          interpretations through different genres
                                                                                          such as short stories, poetry, plays,
                                                                                          etc. Oral components will also be
đa dạng, phong phú như thơ, truyện            using textual evidence as support.
                                                                                          emphasized in preparation for the IBDP
ngắn, kịch và tiểu thuyết, đồng thời          Students practice creative writing
                                                                                          Vietnamese. The main authors include
cũng khám phá các thể loại văn phân           and hone their analytical skills as well
                                                                                          Nam Cao; Nguyên Hồng; Nguyễn Công
tích khác nhau, dùng dẫn chứng minh           as working on other skills such as
                                                                                          Hoan; Nguyễn Khuyến; Nguyễn Minh
họa cụ thể. Các em cũng sẽ luyện kỹ           researching, organisation, presentation,
                                                                                          Châu; Lỗ Tấn. After the completion of
năng sáng tác, làm việc nhóm, nghiên          decision-making, group/ team work,
                                                                                          the course, students will be provided
cứu, đưa ra giải pháp … Các tác giả           etc. The main authors include Nguyễn
                                                                                          with knowledge and understanding
được học trong chương trình bao gồm:          Thành Long; Nguyễn Quang Sáng;
                                                                                          of language, literature, history, and
Nguyễn Thành Long; Nguyễn Quang               Kim Lân; Thanh Hải; Nguyên Hồng;
                                                                                          culture, as well as about various
Sáng; Kim Lân; Thanh Hải; Nguyên              Ta-go; Lỗ Tấn; Ma-xim Go-Ki.
                                                                                          perspectives on life from both traditional
Hồng ; Ta-go; Lỗ Tấn; Ma-xim Go-Ki.
                                              Prerequisites: Completion of                Vietnamese and World Literature.
This is a one-year course that will           Vietnamese 8 or placement tests for new
                                                                                          Prerequisites: Completion of
continue to provide students with             Vietnamese students.
                                                                                          Vietnamese 9 or placement tests for new
knowledge and understanding of                Credits: 1.0 / year
                                                                                          Vietnamese students.
language, literature, history, and culture,
                                                                                          Credits: 1.0 / year
as well as various perspectives on life. It   Vietnamese Language and
addresses both traditional Vietnamese         Literature 10:
and World Literature in translation to
                                                                                          SWEDISH LANGUAGE AND
                                              Chương trình ngữ văn lớp 10 sẽ giúp các     LITERATURE
provide students with local and global
                                              em phát triển và rèn giũa các kỹ năng
perspectives. Both written and oral
                                              đọc, viết, nói và tư duy lô gic . Các em    Courses in Swedish A are offered
skills are emphasized through reading
                                              sẽ tiếp tục luyện kỹ năng phân tích, bình   on request for mother-tongue
various genres, including poetry, short
                                              luận các văn bản khác nhau như truyện       speakers enrolled in grades
stories, plays and novels, and exploring
                                              ngắn, thơ, kịch, v.v. Khoá học cũng chú     6-10. Additional costs apply.
different formal analytic essay formats,
                                              trọng vào các kỹ năng nói để chuẩn bị
                                                                                          Credits: 1.0 / year

16   UNIS Hanoi
Language                                           understanding of the perspectives
                                                   of people from their own and                 KEY CONCEPTS
Acquisition                                        other cultures, leading to
                                                   involvement and action in their
                                                                                                communication – connections –
                                                                                                creativity – perspective
                                                   own and other communities
AIMS
                                               •   foster curiosity, inquiry and a              RELATED CONCEPTS
By teaching Language                               lifelong interest in, and enjoyment          audience imperatives – character
Acquisition we aim to:                             of, language learning                        – context – genre – intertextuality
                                                                                                – point of view – purpose – self-
•   gain proficiency in an additional          ASSESSMENT                                       expression – setting – structure
    language while supporting                                                                   – style – theme
    maintenance of their mother                Assessment for Language Acquisition
    tongue and cultural heritage               courses in Grades 6-10 is based
•   develop a respect for, and                 on the following criteria:
    understanding of, diverse
                                                Criterion A             Listening                          Maximum 8
    linguistic and cultural heritages
                                                Criterion B             Reading                            Maximum 8
•   develop the student’s communication
    skills necessary for further                Criterion C             Speaking                           Maximum 8
    language learning, and for study,           Criterion D             Writing                            Maximum 8
    work and leisure in a range of
    authentic contexts and for a variety
    of audiences and purposes                                        Continuum of language development
•   enable the student to develop
    multiliteracy skills through the            Novice-            Intermediate-    Intermediate-    Inter-High        Advanced
    use of a range of learning tools,           Beginner           Low              Mid
    such as multimedia, in the various
    modes of communication                      Phase 1            Phase 1-2        Phase 2-3        Phase 3-4         Phase 4-5
•   enable the student to develop
    an appreciation of a variety of
    literary and non-literary texts and
    to develop critical and creative
    techniques for comprehension
    and construction of meaning
•   enable the student to recognize
    and use language as a vehicle of
    thought, reflection, self-expression
    and learning in other subjects, and
    as a tool for enhancing literacy
•   enable the student to understand
    the nature of language and the
    process of language learning, which
    comprises the integration of linguistic,
    cultural and social components
•   offer insight into the cultural
    characteristics of the communities
    where the language is spoken
•   encourage an awareness and

                                                                                                    Grade 6-10 Curriculum Handbook    17
English, and refining students’ use        which is assessed by using four MYP
ENGLISH LANGUAGE                            of language in terms of accuracy and       Assessment Criteria. The course offers
ACQUISITION                                 effectiveness. Equal emphasis is           many opportunities to develop and
                                            placed on reading, writing, speaking,      assess analytical skills, to express ideas
English Language Acquisition is             and listening, which is assessed by        and opinions, and to consider personal
a course for students who are still         using four MYP Assessment Criteria.        perspectives, as well as considering
developing proficiency in academic          The criteria also assess analytical        those of others from different cultures.
English. Students in English Acquisition    skills, expression of personal ideas and
are appropriately placed as a result        opinions, and personal connections         Credits: 1.0 / year
of language proficiency testing, and        and global/ multicultural perspectives.
are closely tracked throughout the
                                                                                       English B 9 This course develops
academic year to ensure their best          Credits: 1.0 / year
                                                                                       students’ communication skills
possible placement in the English
                                                                                       and grammatical knowledge in an
Language Acquisition programme,             English B 7 This course develops           academically, socially and culturally
where teachers deliver direct instruction   students’ communication skills and         supportive environment. This course
of English language skills through          grammatical knowledge of English,          enables students to refine their use
content. In addition, the special nature    through exploration of various concepts    of language in terms of accuracy and
of many of our multilingual students is     and contexts, and encourages students      effectiveness. Learning explores various
recognized within this program. Focus       to apply previously learned skills,        concepts and contexts. Equal emphasis
is placed on deepening an awareness         knowledge and understandings from          is placed on reading, writing, speaking,
and appreciation of the English             English 6. Increasing importance is        and listening, which is assessed by
language, as well as international          placed on developing academic English,     using four MYP Assessment Criteria.
mindedness. Furthermore, teachers           and refining students’ use of language     The course offers many opportunities to
are often aware of and are in support       in terms of accuracy and effectiveness.    develop analytical skills, to express ideas
of the development of each student’s        Equal emphasis is placed on reading,       and opinions, and to consider personal
mother tongue, as this is known to          writing, speaking, and listening. The      perspectives, as well as considering
have a critical role in the process of      course offers many opportunities to        those of those from different cultures.
learning additional languages. In the       develop and assess analytical skills,
MYP, assessment is closely aligned                                                     Credits: 1.0 / year
                                            to express ideas and opinions, and
with the written and taught curriculum.     to consider personal and global            English B 10 This course develops
Each strand from MYP Language               perspectives, as well as considering       students’ communication skills
Acquisition has a corresponding             those of others from different cultures.
strand in four assessment criteria
for this subject group, which are           Credits: 1.0 / year
aligned with increasingly complex
demands for student performance at
                                            English B 8 This course develops
higher levels of achievement. (MYP
                                            students’ communication skills and
Language Acquisition Guide 2014)
                                            grammatical knowledge of English,
                                            through exploration of various concepts
English B 6 This course takes into          and contexts, and encourages students
account the acquisition of skills, and      to apply previously learned skills,
development of concepts and contexts        knowledge and understandings from
from PYP units of enquiry. It develops      English 7. Increasing importance is
students’ communication skills and          placed on developing academic English,
grammatical knowledge of English,           and refining students’ use of language
through exploration of various concepts     in terms of accuracy and effectiveness.
and contexts. Increasing importance         Equal emphasis is placed on reading,
is placed on developing academic            writing, speaking, and listening,

18   UNIS Hanoi
and grammatical knowledge in an
academically, socially and culturally
supportive environment. This academic
course enables students to refine their
use of language in terms of accuracy
and effectiveness. Learning explores
various concepts and contexts.
Equal emphasis is placed on reading,
writing, speaking, and listening,
which is assessed by using four MYP
Assessment Criteria. The course offers
many opportunities to develop analytical
skills, to express ideas and opinions,
and to consider personal perspectives,
as well as considering those of others
from different cultures. Students who
graduate from the English Language
Acquisition Program at the end of Grade
10 may study either Literature A or
Language and Literature A at Diploma
level depending on the progress
they have made during the year.              and allow a smooth transition to the     Mandarin Phases 1-2
Credits: 1.0 / year                          IB Diploma language B program.           (Intermediate-Low)

                                             Languages & Levels:                      Mandarin Phases 2-3 (intermediate-Mid)

                                             French:                                  Mandarin Phases 3-4
LANGUAGE ACQUISITION                                                                  (Intermediate-High)
COURSES: FRENCH,                             French Phase 1 (Novice-Beginner)
MANDARIN, SPANISH AND                                                                 Vietnamese:
                                             French Phases 1-2 (Intermediate-Low)
VIETNAMESE                                                                            Vietnamese Phase 1 (Novice-Beginner)
                                             French Phases 2-3 (intermediate-Mid)
UNIS Hanoi also offers French,                                                        Vietnamese Phases 1-2
Mandarin, Spanish, and Vietnamese            French Phases 3-4 (Intermediate-High)    (Intermediate-Low)
as second language acquisition courses
                                             French Phase 5 (Advanced)                Phase 1 (Novice-Beginner) is offered
which follow the ACTFL standards.
Complete beginner students start their                                                in French, Mandarin, Spanish,
                                             Spanish:
journey in Phase 1 (novice-beginner                                                   and Vietnamese . This course is
courses) while other emergent students       Spanish Phase 1 (Novice-Beginner)
(those who have been exposed to
the language) may start in the Phase         Spanish Phases 1-2 (Intermediate-Low)
1-2 (Intermediate-Low) course. More
                                             Spanish Phases 2-3 (intermediate-Mid)
capable communicators are offered
courses from Phases 3 (intermediate-         Spanish Phases 3-4 (Intermediate-High)
Mid) to 5 (Advanced). All Language
Acquisition courses at UNIS Hanoi            Mandarin:
aim to develop the students language
                                             Mandarin Phase 1 (Novice-Beginner)
proficiency, explore the richness and
diversity of the target language cultures,

                                                                                           Grade 6-10 Curriculum Handbook   19
designed for complete beginners to        Phase 1-2 (Intermediate-Low)               rehearsed and unrehearsed exchanges
develop basic communication skills        is offered in French, Mandarin,
in the target language. The students      Spanish, and Vietnamese.
will learn to identify basic facts and                                               Prerequisites: Phase 2
messages related to a limited range       This course is designed to develop the     proficiency in French.
of everyday situations. The different     skills for students to communicate in      Credits: 1.0 / year
concepts studied are related to their     a limited range of familiar situations.
own immediate surroundings. Students      Students are emergent communicators
will be engaged in making a personal      who are learning to recognize
response by using basic short phrases     and understand basic facts, draw
and a range of vocabulary, grammatical    conclusions from simple messages
structures and conventions and will       and identify main ideas with supporting
interact in simple and rehearsed          details in familiar situations. The
exchanges. This course leads to           different concepts studied are
Phase 1-2 (Intermediate-Low)              related to their local environment.
                                          Students will be engaged in making a
Prerequisites: No prior knowledge of      personal response by using phrases
target language is required. Open to      and basic grammatical structures
students in grade 6 or students new       and conventions to communicate
to UNIS Hanoi in grades 7-10 without      ideas, feelings and information and
prior knowledge of target language.       interacting in basic rehearsed and
Credits: 1.0 / year                       some unrehearsed exchange.

Phase 1-2 (Intermediate-Low)
is offered in French, Mandarin,           Prerequisites: Phase 1
Spanish, and Vietnamese.                  roficiency in French.
                                          Credits: 1.0 / year
This course is designed to develop the
skills for students to communicate in
a limited range of familiar situations.   Phase 2-3 (Intermediate-
Students are emergent communicators       Mid) is offered in French,
who are learning to recognize             Mandarin, and Spanish.
and understand basic facts, draw
conclusions from simple messages          This course is designed to develop the
and identify main ideas with supporting   skills for students to communicate in
details in familiar situations. The       familiar and some unfamiliar situations.
different concepts studied are            Students are capable communicators
related to their local environment.       who are learning to show
Students will be engaged in making a      understanding of messages, identify
personal response by using phrases        main ideas with supporting details
and basic grammatical structures          and are able to draw conclusions
and conventions to communicate            in familiar and some unfamiliar
ideas, feelings and information and       situations. The different concepts
interacting in basic rehearsed and        studied are related to the students’
some unrehearsed exchanges                own experience of the world. They
                                          will be engaged in making a personal
Prerequisites: Phase 1                    response based on their personal
proficiency in French.                    experiences and opinions using
Credits: 1.0 / year                       language accurately and interacting in

20   UNIS Hanoi
Phases 3-4 (intermediate-                Prerequisites: Phase 3                     Prerequisites: Phase 4
High) is offered in French,              proficiency in French.                     proficiency in French.
Mandarin, and Spanish                    Credits: 1.0 / year                        Credits: 1.0 / year

This course is designed to develop
the skills for students to communicate   Phase 4-5 (Advanced) is
in familiar and unfamiliar situations.   only offered in French.
Students are capable communicators
who are learning to construct            This course is designed to develop the
meaning and interpret stated and         skills for students to communicate in
implied information, main ideas with     a range of social and some academic
supporting details and can draw          situations. Students are very capable
conclusions related to familiar and      communicators who are learning
unfamiliar situations. The different     to to analyse and draw conclusions
concepts studied are related to global   from information, main ideas and
awareness. Students will be engaged      supporting details in a wide range of
in making a personal response based      situations. The different topics studied
on their personal experiences and        are also related to global awareness.
opinions using language accurately       The students will be engaged in
and being engaged actively.              analysing ideas, opinions and attitudes
                                         and by making a Personal response
                                         based on their experiences and
                                         opinions from a global perspective.

                                                                                         Grade 6-10 Curriculum Handbook   21
Individuals and                            COURSES
                                                                                          KEY CONCEPTS
Societies                                  All students are required to study             change – global interactions –
                                           Integrated Humanities in each                  time, place and space – systems
AIMS                                       year, from Grades 6-10. These
                                           courses are designed to develop                RELATED CONCEPTS
The aims of MYP Individuals                students’ understanding of                     causality – choice – culture –
and Societies are to encourage             concepts from Geography, History,              equity – globalization – identity
and enable students to:                    Economics and other disciplines.               – innovation and revolution –
                                                                                          perspective – power – processes
•   appreciate human and environmental     Individuals and Societies 6                    – resources – sustainability
    commonalities and diversity            integrates concepts and content from
•   understand the interactions and        history, geography and philosophy.
    interdependence of individuals,        The units of study are: Global
    societies and the environment          Citizenship, World Belief Systems,          of the diversity of UNIS Hanoi and
                                           Geography and Mapping skills and
•   understand how both
                                           Early Civilizations. Students explore
                                                                                       the world around them. The second
    environmental and human                                                            semester focuses on history and
                                           early humans through a context of           mapping with a mapping study into
    systems operate and evolve
                                           scientific and technical innovations        Ancient Rome and then focuses on
•   identify and develop concern for the   and World Belief systems through a          “Times of Chaos”, which explores social
    well-being of human communities        context of Identity and Relationships.      change in Europe from 500 to 1500 CE.
    and the natural environment
•   act as responsible citizens of         Prerequisites: None.                        Prerequisites: Completion of
    local and global communities           Credits: 1.0 / year                         Individuals and Societies 6.
•   develop inquiry skills that lead                                                   Credits: 1.0 / year
                                           Individuals and Societies 7 is a year-
    towards conceptual understandings      long course in which students explore       Individuals and Societies 8 is a year-
    of the relationships between           the concepts: identity, culture, change     long course where students explore
    individuals, societies and the         and creativity. The first unit examines     the concepts Change, Systems Global
    environments in which they live.       heritage and sustainability through an      Interactions and Time, Space and Place.
                                           examination of various UNESCO World         Students in the first semester look at the
ASSESSMENT                                 Heritage sites. Then students explore       basis of Citizenship that developed in
                                           the role that culture plays in forming      the Enlightenment period and continues
Assessment for Individuals and             individual and group identities. Students   today in the ideals of the United Nations.
Societies courses in Grades 6-10           develop a better understanding of their     Students will also look at protest
is based on the following criteria:        own social development, their roles         movements and how the rights and
                                           as global citizens and an appreciation      responsibilities of citizens have changed.
                                                                                       In the second semester students will
 Criterion A       Knowing and understanding                       Maximum 8           focus on Mapping skills through a
 Criterion B       Investigating                                   Maximum 8           unit on Geo-politics and then finish
                                                                                       the year studying about Development
 Criterion C       Communicating                                   Maximum 8           Economics, with a specific emphasis
 Criterion D       Thinking Critically                             Maximum 8           on our host country of Vietnam and the
                                                                                       UN Sustainable Development Goals.

                                                                                       Prerequisites: Completion of
                                                                                       Individuals and Societies 7.
                                                                                       Credits: 1.0 / year

22    UNIS Hanoi
Individuals and Societies 9 is an          international community and what role       contexts. The final unit, No Bystanders is
integrated Humanities course in which      they play in dealing with human issues.     a student’s self-directed study and links
students explore interactions between                                                  into the UN Sustainable Development
people and the world around them. In       Prerequisites: Individuals and              Goals. Critical thinking, problem
the first semester, students look at the   Societies 8.                                solving and communication skills will
role of Industrialisation and how it has   Credits: 1.0 / year                         be reinforced throughout this course.
made an impact economically, socially      Individuals and Societies 10 is an
and environmentally. This provides a                                                   Prerequisites: Individuals
                                           integrated course in which students         and Societies 9.
nice transition into the next unit where   consider how the past shapes the world
the students examine the process of        we live in today in order to better solve   Credits: 1.0 / year
Human and Natural Disasters. By using      the important issues of tomorrow. The
the concept of Systems, students           first semester begins with a study of
will look at how things have changed       Ideology. This is followed by a unit on
from the past, the present and to the      Human Rights and Genocide. Students
future. The second semester focuses        study specific examples such as
on Conflict and students will have an      Armenia, the Ukraine, the Holocaust,
opportunity to study multiple real world   Rwanda and Darfur. The second
conflicts. Students will research their    semester examines conflict resolution
own Case Study, before embarking on        and the role that the United Nations has
their own investigation into a conflict.   played in various peacekeeping missions
Students will end the year looking at      in different political and geographical
the role of the United Nations in the

                                                                                             Grade 6-10 Curriculum Handbook   23
Sciences                                          KEY CONCEPTS
                                                                                          Phuong National Park, and use their
                                                                                          scientific knowledge and skills to
                                                                                          take action as conservationists in
                                                  change – relationships – systems
AIMS                                                                                      their service learning projects.

The aims of MYP Sciences are to
                                                  RELATED CONCEPTS                        Moving on to Chemistry, students
encourage and enable students to:                 balance – CONDITIONS - con-             learn about the Scientific Process
                                                  sequences – DEVELOPMENT -               and how to perform experiments in
•   understand and appreciate                     energy – environment – evidence         the lab safely and successfully. To
    science and its implications                  – form – function – interaction         do this, students focus on learning
•   consider science as a                         – models – movement – patterns          about physical and chemical
    human endeavour with                          – TRANSFER - transformation             properties and changes in matter,
    benefits and limitations                                                              as well as how to control chemical
•   cultivate analytical, inquiring and                                                   interactions safely and successfully.
    flexible minds that pose questions,        COURSES                                    The final unit in Grade 6 focuses
    solve problems, construct
                                                                                          on electricity. Students take a
    explanations and judge arguments           All students are required to study         historical approach to learning
•   develop skills to design and               integrated Sciences courses from           about the scientific discoveries and
    perform investigations, evaluate           Grades 6-10. The courses are designed      innovations that have led to our current
    evidence and reach conclusions             to develop students’ understanding         understandings and technologies,
                                               of concepts from Biology, Chemistry,
•   build an awareness of the                                                             and possible future innovations.
    need to effectively collaborate            Physics and Earth Sciences while
    and communicate                            at the same time integrating the           Students continue their hands-on,
                                               understanding of science as a human        practical approach to science by
•   apply language skills and knowledge
                                               endeavor and science inquiry skills.       building their own functional electrical
    in a variety of real-life contexts
                                                                                          machines by following their own circuit
•   develop sensitivity towards the            Sciences 6 is a one-year course in         diagrams and notes on energy flow.
    living and non-living environments         which students engage in the following
•   reflect on learning experiences            units: Living things, Matter and change,   Text: Science Focus Volumes 1- 4
    and make informed choices.                 Extreme weather, Electricity.              Pearson

                                               Grade 6 students start their year in       Prerequisites: None.
                                               Science with a focus on life on land.      Credits: 1.0 / year
ASSESSMENT                                     In their first unit, students research
                                               classification systems, relationships      Sciences 7 is a one-year course
Assessment for Science courses                 within ecosystems, and biotic and          in which students engage in the
in Grades 6-10 is based on                     abiotic factors that affect life on our    following units: Mixtures and pure
the following criteria:                        planet. Students have an opportunity       substances, Body Systems, Forces.
                                               for field research on their trip to Cuc
                                                                                          The grade 7 course offers students
                                                                                          a diverse experience through the
                                                                                          disciplines of science. An experiential
Criterion A        Knowing and understanding                            Maximum 8         approach that is grounded in scientific
Criterion B        Inquiring and designing                              Maximum 8         content and disciplinary understanding
                                                                                          first takes students through the
Criterion C        Processing and evaluating                            Maximum 8
                                                                                          basics of the chemistry of matter.
Criterion D        Reflecting on the impacts of science                 Maximum 8
                                                                                          Using practical experiments to
                                                                                          explore, mixtures, compounds and

24    UNIS Hanoi
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