Middle Years Programme - Handbook 2020 2021 - UNIS Hanoi
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Middle Years Programme
Handbook
2020 - 2021
Grade 6-10 Curriculum Handbook 1
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
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
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
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
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
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
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
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
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 Hanoitextual 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 11Prerequisites: 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 Hanoi학생들은 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 13VIETNAMESE 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 Hanoicũng 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 15cho 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 HanoiLanguage 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 17English, 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 Hanoiand 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 19designed 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 HanoiPhases 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 21Individuals 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 HanoiIndividuals 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 23Sciences 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
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