MYP Curriculum Guide 2019-2020 - International School of ...

 
MYP Curriculum Guide 2019-2020 - International School of ...
MYP Curriculum Guide
          2019-2020
MYP Curriculum Guide 2019-2020 - International School of ...
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MYP Curriculum Guide 2019-2020 - International School of ...
Contents

Introduction                    4   Language and literature              29
                                       Dutch                             29
IB MYP core                     5      English                           30
    Approaches to learning      6      French                            32
    MYP assessment              6      German                            33
    Service as action           9      Japanese                          34
    Personal project            9      Spanish                           35

Arts                           10   Mathematics                          36
       Drama                   10      MYP years 1-5                     36
       Media                   11      Extended                          38
       Music                   12
       Visual                  14   Physical and health education        39
                                       MYP years 1-5                     39
Design                         16
    Digital                    17   Sciences                             40
    Food product               17       MYP years 1-5                    40
    Product                    18
                                    Further ISA offerings                43
Individuals and societies      19       Communications                   43
     MYP years 1-5             19       Counselling                      43
                                        Interdisciplinary learning       43
Language offerings             21       Learning support                 44
                                        Tutored languages                44
Language acquisition           22
   Dutch                       22   Middle Years Programme Glossary      46
   English                     23
   English - Content support   24
   French                      25
   Mandarin                    26
   Spanish                     27

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MYP Curriculum Guide 2019-2020 - International School of ...
Mission

Our Mission
To educate for international understanding

Our Vision
To create a community of life-long learn-
ers who value inquiry, critical and creative
thinking, take informed risks, and act with
integrity and compassion.

Our Beliefs
At ISA we believe in developing:

Minds
         Inquiry and reflection
         Critical and creative thinking
         Curiosity and open-mindedness
         Professional development

Character
        Integrity and compassion
        Respect and collaboration
        Choices and risks
        Balanced lives

Communities
      Unity in diversity
      Sustainable futures
      Strong connections
      Empathy

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MYP Curriculum Guide 2019-2020 - International School of ...
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MYP Curriculum Guide 2019-2020 - International School of ...
Introduction

This guide is intended for students and      passionate and lifelong learners who
parents as an outline of the courses and     understand that other people, with their
programmes offered at ISA in grades 6        differences, can also be right.
through 10. The overviews provided are
relatively brief, however more details can   We believe that students who graduate
be obtained from the International Bac-      from ISA are well prepared for lifelong
calaureate (IB) Middle Years Programme       learning, and that the IB programmes
(MYP) Coordinator, teachers, and heads of    and our school help them to develop the
departments.                                 skills necessary to learn how to learn. ISA
                                             teachers focus on teaching for genuine
As you review this document and consid-      understanding, challenging students’ as-
er courses for the MYP years, we recom-      sumptions about the nature of knowledge
mend that you reflect on some of the core    and requiring them to construct sound,
values that underpin the IB, and that are    informed perspectives on a wide range of
captured in its mission statement:           subjects.

The International Baccalaureate aims to      This guide includes information and text
develop inquiring, knowledgeable and         that have been taken from published IB
caring young people who help to create a     MYP guides. Please let us know if you
better and more peaceful world through in-   have any questions about the information
tercultural understanding and respect.       included.

To this end the organization works with      Matthew E. Sipple
schools, governments and international       Head of ISA Upper School
organizations to develop challenging pro-    msipple@isa.nl
grammes of international education and
rigorous assessment.                         Paul Griffiths
                                             MYP Coordinator
These programmes encourage students          pgriffiths@isa.nl
across the world to become active, com-                                    August 2019

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MYP Curriculum Guide 2019-2020 - International School of ...
MYP Core
IB Middle Years Programme:                    These eight subjects include:
Grades 6 - 10
                                                Arts
The International School of Amsterdam           Design
embraces the International Baccalaureate        Individuals and societies
programmes in all phases of its curriculum.     Language acquisition
In grades 6 to 10, all students encounter a     Language and literature
wide range of courses. In addition to this,     Mathematics
all students embrace a series of Service as     Physical and health education
action opportunities, with Grade 10 stu-        Sciences
dents culminating their final MYP year with
the personal project.                         All IB Middle Years students complete a
                                              personal project during their final year,
As represented in the below diagram, the      under the supervision of a faculty super-
IB Middle Years Programme stipulates             visor on a topic of their personal choice.
that students study across                              They also take part in a series of
eight subjects over a                                         Service as action opportuni-
5 year period.                                                        ties during each year
                                                                                of the MYP.

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MYP Curriculum Guide 2019-2020 - International School of ...
MYP Core
MYP Approaches to Learning                         The ATL ‘tools for learning’ are developed
                                                   across all subject areas, scaffolded and
MYP Approaches to Learning (ATL) are               implemented within the teaching contexts
positioned at the very centre of the MYP           of our MYP classrooms here at ISA. The
teaching and learning philosophy.                  ATL’s are used to support the content and
                                                   conceptual nature of our MYP courses and
MYP ATL’s equip MYP students with the              equip students, over time, with the neces-
skills to help them ‘learn how to learn’.          sary skills required to be lifelong learners.
These skills are taught and developed
through their MYP learning experiences             ATL’s are not formally assessed in the
allowing them to use, reflect and articulate       MYP, although they contribute significantly
their own learning process.                        towards a student’s achievements across
                                                   all subject areas.
The MYP identifies five ATL skill catego-
ries, divided into a set of 10 skill clusters,
as represented below:                              Assessment in the MYP
                                                   MYP assessment allows teachers to plan,
                                                   develop and implement a wide variety of
   ATL Skill Category        ATL Skill Cluster
                                                   rigorous tasks. Teachers assess student
                                                   learning through the prescribed subject-
 1. Communication        1. Communication          group specific objectives, making use of
                                                   the assessment criteria for each subject,
 2. Social               2. Collaboration          within each year of the programme.

 3. Self-management      3. Organisation           MYP assessment is a transparent, teacher
                         4. Affective              judgement that is guided by the subject
                         5. Reflection             specific assessment criteria. This ‘criterion
                                                   related’ approach ensures that all students
 4. Research             6. Information literacy   are assessed against the criteria, and not
                         7. Media literacy         against each other.

 5. Thinking             8. Critical thinking      Assessment in the MYP aims to:
                         9. Creative thinking
                         10. Transfer              •   support and encourage student
                                                       learning by providing feedback on the
                                                       learning process
                                                   •   inform, enhance and improve the
                                                       teaching process
                                                   •   provide opportunities for students to
                                                       transfer skills across disciplines, such
                                                       as in the personal project and interdis-
                                                       ciplinary unit assessments

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MYP Curriculum Guide 2019-2020 - International School of ...
MYP Core
•     promote positive student attitudes                      •   support the holistic nature of the
      towards learning                                            programme by including in its model
•     promote a deeper understanding                              principles that take account of the
      of subject content by supporting                            development of the whole student.
      students in their inquiries which are                   •   Subject group criteria, through the
      set in real-world contexts                                  use of a 1-8 achievement level, are
•     promote the development of critical-                        implemented for teachers to gather
      and creative-thinking skills                                an understanding of student learning
•     reflect the international-mindedness                        over time.
      of the programme by allowing assess-
      ments to be set in a variety of cultural                (MYP: From Principles into Practice, 2017)
      and linguistic contexts

The MYP assessment criteria across subject groups can be summarised as follows:

                              A                      B                     C                    D

                         Knowing and
          Arts                             Developing skills      Thinking creatively      Responding
                        understanding
                         Inquiring and                                Creating the
        Design                             Developing ideas                                 Evaluating
                           analysing                                    solution
    Individuals and      Knowing and
                                             Investigating          Communicating       Thinking critically
       societies        understanding
     Language and
                          Analysing              Organizing         Producing text       Using language
       literature
                        Comprehending      Comprehending
       Language
                          spoken and         written and            Communicating        Using language
      acquisition
                           visual text       visual text
                                                                                             Applying
                         Knowing and         Investigating
     Mathematics                                                    Communicating         mathematics in
                        understanding          patterns
                                                                                        real-world contexts
                                                                                            Reflecting
      Physical and       Knowing and         Planning for            Applying and
                                                                                          and improving
    health education    understanding        performance              performing
                                                                                           performance
                         Knowing and         Inquiring and          Processing and       Reflecting on the
       Sciences
                        understanding          designing              evaluating        impacts of science
                         Disciplinary
    Interdisciplinary                        Synthesising           Communicating           Reflecting
                          grounding

     MYP projects        Investigating           Planning            Taking action          Reflecting

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MYP Curriculum Guide 2019-2020 - International School of ...
MYP Core
The MYP 1-7 grading scale below is used to determine final MYP grades in each
year of the MYP.

           Boundary
  Grade                                                   Descriptor
           guidelines

                        Produces work of very limited quality. Conveys many significant
                        misunderstandings or lacks understanding of most concepts and contexts.
    1         1–5
                        Very rarely demonstrates critical or creative thinking. Very inflexible,
                        rarely using knowledge or skills.

                        Produces work of limited quality. Expresses misunderstandings or signifi-
                        cant gaps in understanding for many concepts and contexts. Infrequently
    2         6–9
                        demonstrates critical or creative thinking. Generally inflexible in the use of
                        knowledge and skills, infrequently applying knowledge and skills.

                        Produces work of an acceptable quality. Communicates basic understanding
                        of many concepts and contexts, with occasionally significant misunder-
    3        10–14      standings or gaps. Begins to demonstrate some basic critical and creative
                        thinking. Is often inflexible in the use of knowledge and skills, requiring
                        support even in familiar classroom situations.

                        Produces good-quality work. Communicates basic understanding of most
                        concepts and contexts with few misunderstandings and minor gaps. Often
    4        15–18      demonstrates basic critical and creative thinking. Uses knowledge and
                        skills with some flexibility in familiar classroom situations, but requires
                        support in unfamiliar situations.

                        Produces generally high-quality work. Communicates secure understand-
                        ing of concepts and contexts. Demonstrates critical and creative thinking,
    5        19–23      sometimes with sophistication. Uses knowledge and skills in familiar
                        classroom and real-world situations and, with support, some unfamiliar
                        real-world situations.

                        Produces high-quality, occasionally innovative work. Communicates
                        extensive understanding of concepts and contexts. Demonstrates critical
    6        24–27      and creative thinking, frequently with sophistication. Uses knowledge and
                        skills in familiar and unfamiliar classroom and real- world situations, often
                        with independence.

                        Produces high-quality, frequently innovative work. Communicates compre-
                        hensive, nuanced understanding of concepts and contexts. Consistently
    7        28–32      demonstrates sophisticated critical and creative thinking. Frequently
                        transfers knowledge and skills with independence and expertise in a
                        variety of complex classroom and real-world situations.

    8
MYP Core
MYP Service as action                         es that are both initiated by academic and
                                              homeroom topics, as well as independent,
The Service as action programme is a part     extra-curricular actions.
of the MYP core curriculum which engages
all students in grades 6 to 10. It encour-
ages learners to be caring members            MYP Personal project
of the community through action and
service and teaches students how to take      The Personal project is an independent
action on issues of importance through the    learning opportunity for our Grade 10
Service learning cycle:                       (MYP5) students to practice and con-
                                              solidate their approaches to learning,
•   investigation into an issue               and subject-specific learning, within an
•   preparation for action                    area of personal interest. The project
•   taking action                             allows for an exploration of our MYP
•   reflection                                global contexts and the creation of a
•   demonstration                             personal and often creative end product or
                                              outcome.
In grades 6-8, students begin to identify
their own strengths and areas for growth      At ISA this learning journey begins at the
and learn how they can use their skills and   very end of Grade 9, when students are
knowledge in service of others. They en-      introduced to the requirements of the pro-
gage in a variety of school and local com-    ject, choose a topic and appropriate goal,
munity-based service projects, delivered      as well as get assigned a teacher super-
through the homeroom programme, and           visor.
are encouraged to take action and under-
take challenges that will help them develop   The journey continues in the Autumn/Win-
new skills. In grades 9-10, students build    ter of Grade 10, when students engage in
upon the fundamental skills established in    a consistent cycle of inquiry, action and
the first three years of the MYP by perse-    reflection. Many of the IB Learner profile
vering in action and committing to longer-    attributes are explored, and the project
term service experiences that are increas-    culminates with the development and im-
ingly independent.                            plementation of the Personal project ex-
                                              hibition for our school-wide community
They engage more frequently in student-       to engage with and experience. It is our
planned initiatives; they collaborate with    intention that the project further consoli-
peers, teachers and community resources,      dates and fosters the development of in-
both local and global; they are asked to      quisitive, lifelong learners.
consider the ethical implications of their
actions and develop international-minded-
ness through global engagement. Across
the grades, and progressively so in the
last two years of the programme, students
participate in Service as action experienc-

                                                                               9
Arts
ISA Students engage in a series of semester-long Arts courses
which are listed below:

    MYP Year          Grade           Drama    Media           Music            Visual

       1             Grade 6

       2             Grade 7

       3             Grade 8

       4             Grade 9

       5            Grade 10

Drama                                          sitcoms and the origins of comedy
                                               through Greek Theatre. To conclude,
MYP1 - Grade 6                                 students present the mechanicals from
During Grade 6 Drama, students begin to        A Midsummer Night’s Dream by Wil-
build the basic skills of the dramatic arts.   liam Shakespeare and reflect how these
These skills involve working with others       moments still hold comic value today.
and creating characters and scenes that
are focused and based around a variety
of contexts. Students also learn how to        MYP2 - Grade 7
reflect and effectively evaluate practical     Grade 7 Drama provides an opportunity
work, using specific examples and drama        for students to engage in text and devis-
language. The statement of inquiry ‘How        ing work. Students explore the themes
something is presented can be more im-         and language of a Shakespearean play
portant than what is presented’ and the        and work towards creating an artistic in-
key concept of ‘aesthetics’ enable stu-        tention. They consider staging that inten-
dents to explore a wide range of stimu-        tion with the aim to create an impact on an
li and dramatic techniques. The BFG by         audience. Students work with designing
Roald Dahl is the starting point for this      costumes and using light and sound. The
and students develop original dream            statement of inquiry ‘The future of live per-
sequences, monologues and physical             formance will be challenged in this techni-
theatre pieces. Students devise comic          cal age’ and the key concept of ‘change’
pieces inspired by simple jokes and then       enables students to explore a wide range
develop these further by looking at modern     of stimuli and dramatic techniques. They

   10
Arts
create dramatic pieces based on Ray            response to the contemporary devised
Bradbury’s The Pedestrian and also devise      play, 100, (Diene Petterle, Neil Monaghan,
work using a range of stimuli including If     & Christopher Heimann), which uses
You Push A Button by Takagi Kyozo and          physical theatre, ensemble and minimal
The Persistence of Memory by Salvador          production elements to communicate a
Dali. They contemplate the positive and        powerful message. ‘How do you make
negative aspects of technology on society.     an audience laugh?’ is the focus of the
                                               second part of the course as students
MYP4 - Grade 9                                 explore Commedia dell’Arte, the history
‘Deconstructing Drama’ and ‘Construct-         of the comic genre, as well as modern
ing Theatre’ is essentially the framework      comic playtexts and their own lazzi. Finally
for Grade 9 Drama. Students develop            students explore The Laramie Project,
and extend their range of dramatic skills      (Moises Kaufman and Tectonic Theatre
and participate in a number of practical       Company) and use this to work collab-
workshops of contemporary practitioners,       oratively to create a piece of Verbatim
including the physical theatre company,        Theatre, which allows them to create
Frantic Assembly. Students explore a           a powerful and ethical piece of theatre
range of play texts that have young people     based on real people and real-life events.
as central characters and explore the
commonality of themes with those written
in the past to those written in more recent    Media arts
times. They create their own interpretation
of The Changing Room by Chris Bush as          MYP4 - Grade 9
an opportunity to develop their own per-       Unit 1: Advertising changed my life
sonal message for an audience. Finally         Through learning about media and how to
using Dina Goldstein’s Fallen Princesses       create media, students have the chance to
as a starting point, students embark           understand its power as a tool for expres-
on a collaborative theatre project that        sion and investigation. During the Grade 9
is influenced by the practitioner Bertolt      Media arts course, students learn about
Brecht. Students use Brechtian-theatre         photography, the application of semiot-
techniques and current global events to        ics, modes of rhetoric, lighting techniques,
create their own original meaningful, and      composition, and target audiences as they
powerful, pieces of theatre. All practical     relate to advertising and print media. The
work is peer-evaluated using specific          unit culminates in students creating a se-
examples.                                      ries of photographic advertisements for a
                                               charitable organisation, a school event or
MYP5 - Grade 10                                clubs. Photography is a medium used to
Through Grade 10 Drama, students ex-           tell stories that immediately cross cultur-
plore the relationship between actor and       al boundaries to speak in a universal lan-
audience. Primarily, this involves develop-    guage. This media course is engineered to
ing their practical skills and approaches to   allow students to develop creative thinking
staging to apply a new lense of creative       and transfer skills within a highly motivat-
possibility. Students develop scenes in        ing context.

                                                                              11
Arts
Unit 2: Film forms                               Bauhaus philosophy. Students are intro-
Within this Media arts unit, students uti-       duced to a plethora of media environments
lise and build upon their understanding of       where their own type and graphic design
still photography to analyse forms used to       skills can be applied.
create narrative film texts. Students learn
to analyse film scenes, short films and          Unit 2: The power of posters
animation to identify concepts of character,     Within this second Grade 10 Media arts
goal, and conflict and the three-act struc-      unit, students learn about the history of
ture. The history and techniques of anima-       posters and their ability to communicate
tion and montage are explored as a means         perspectives that are both personal and
of creating complex and compelling story-        cultural. Students explore the principles
telling. Students utilise established forms      of gestalt, illustration, and techniques for
of animation and film production planning        visual communication in order to establish
such as loglines, shot types and story-          visual literacy skills and engender a
boarding. By analysing these common              critically-minded disposition necessary to
forms students gain a greater understand-        accurately discuss the many implications
ing of how narrative films are capable of        of visual messages. Moreover, concepts
informing an audience’s perception of            of culture and selfhood are explored from
time and space. Moreover, the Media arts         an international perspective with an em-
course offers students engaging content          phasis on differences, commonalities, and
wherein they may further hone their              respect. Students create posters that are
creative thinking and transfer skills.           informed by their knowledge gleaned from
                                                 our first unit on typography and culminates
MYP5 - Grade 10                                  in posters that service a variety of school
Unit 1: Changing type                            activities, events, and clubs which gives
Grade 10 Media arts is a semester-based          their learning an immediate real-world
arts course wherein students learn about         context.
various types of media including typogra-
phy, poster, and graphic design. Students
explore media through historical and cul-        Music
tural contexts and examine areas of per-
sonal interest in order to develop their         MYP1 - Grade 6
visual communication skills. The course          The semester begins with a unit on pro-
focuses on illustration, principles of gestalt   gramme music with students listening
and page design. Research and commu-             to a variety of music including that of
nication skills form the core approaches         Antonín Dvořák and Bedřich Smetana.
to learning addressed in the course.             Students develop composition and per-
Typographers and graphic designers               forming skills during collaborative work.
studied include Johannes Gutenberg,              Students chose an aspect of music from
Paul Renner, David Carson, and Paula             a country of their choice to research and
Scher. Additionally, the differences and         present in class during the world mu-
similarities between applied and fine arts       sic unit. Irish tin whistle, glockenspiel,
are investigated through the lens of the         guitar, and keyboard are introduced

   12
Arts

and taught throughout the semester.           complete a unit that focuses on drumming
Students are encouraged to challenge          and allows the students to compose their
themselves and to develop their musical       own pieces of music, using a tool called
skills and understanding. A class ensemble    MuseScore. Students also learn to play
is formed, exploring ideas and incorpo-       the Gamelan and complete a research
rating a variety of instruments culminating   task on a music genre. Within the final
in a public performance and showcase.         unit, students create a music video around
Students learn to perform and analyse         the theme of ‘beauty’. Individual musical
music, dance and songs in different styles    contributions to this video are made
and languages. Instrument playing is per-     and each student is responsible for the
formed in small groups and as a whole         rehearsal schedule, recording and editing
class. The class collectively organise,       of the video.
prepare and present a two-hour musical
programme to senior citizens of two local     MYP4 - Grade 9
retirement homes.                             In Grade 9, music students investigate the
                                              importance that musical texture, or layer-
MYP3 - Grade 8                                ing, plays in expressing the complexities
During this semester course, students         of the human condition. In composing

                                                                            13
Arts
an original piece of electronic music as      Visual arts
well as singing as a choir, students form
a deeper understanding of the musical         MYP2 - Grade 7
elements at play in any piece of music        During this semester based Visual arts
and how artists manipulate the musical        course students explore the idea of how
material to achieve a specific outcome. The   artists can comment and contribute to dis-
students then build upon this knowledge       cussions connected to the environmental
by investigating how musical elements         issues of our time. Initial investigations
in genres from the Americas have been         feature artists such as Andy Goldsworthy
influenced by music from Sub-Saharan          and Hundertwasser who dedicated much
Africa, developing analytical vocabulary      of their creative work to producing work
and listening skills. Through this investi-   of ecological significance. We also review
gation, students re-contextualise informa-    the work of Vincent Van Gogh to explore a
tion they have previously learned about       greater range of mark making techniques
the transatlantic slave trade and develop     and colour work relating to nature. Through
understanding of how migration influences     various artistic formal qualities such as
art. Finally, students work collaboratively   line, pattern, colour and composition stu-
to improvise music to accompany physical      dents will develop original artworks that
human movement, further cementing their       reflect both the technical elements stud-
ability to perform, create and analyse        ied together with creative development
music as a tool to express ideas.             of independent thematic concepts about
                                              the environment. The process journal that
MYP5 - Grade 10                               students contribute to is a central tool that
Within this course, students will continue    scaffolds independent research work, cre-
to explore the question “What do musi-        ative process routines and reflection.
cians do?” focusing specifically on how
musicians use music to inspire changes        MYP3 - Grade 8
in society through protest music. In order    During this semester based Visual arts
to arrive at an understanding of the struc-   course students are introduced to the
tural components of protest music, stu-       concept of visual representation of nar-
dents will learn about harmony and how        ratives using symbolism and metaphor to
musicians incorporate chord progressions      communicate ideas and stories. This is
in their work. Students continue to work      carried out through initial investigations
with music notation software and improve      into various artefacts from cultures such
the skills of reading and notating. Dur-      as Aboriginal, Egyptian, Prehistorical, and
ing a large part of the semester, students    Celtic, providing a historical framework of
learn how to play the guitar and apply        reference through which we explore more
their knowledge of harmony to performing      contemporary examples. Students will ex-
various songs and composing their own         plore notions of identity, both social and
pieces. Finally, students investigate the     individual and create artworks that utilise
qualities of an effective protest song and    visual techniques studied to evolve novel
work collaboratively on a performance of      visual interpretations of text based narra-
protest music at the end of the semester.     tives. Creative writing routines will gener-

   14
Arts
ate original texts that are encoded visually     the conceptual underpinnings and the shift
using independently designed symbols             in perspectives resulting from the period.
and pattern for their culminating artwork. A     Students investigate how art can be a
variety of materials will be used. The Visual    powerful and resonant voice in the com-
Art Journal is a central tool that scaffolds     munication of issues of our times. Small
independent research work, creative pro-         and large scale painting exercises are
cess routines and reflection.                    made as part of the initial phase, which
                                                 concludes with an extended group based
MYP4 - Grade 9                                   study of Picasso’s painting, Guernica. This
During this semester based Visual arts           iconic painting is used to illustrate how
course students explore the art of visual        artists can communicate ideas, record his-
storytelling across different cultures and       torical events and express feelings about
backgrounds. Student will investigate the        key local and global events. Later students
symbolic and metaphorical use of visual          develop their own individual paintings that
elements and their significance within spe-      reflect a personal response to an event or
cific contexts. Questions are asked such         issue. Visual Art Journal processes heavily
as: How can images be used to construct          underpin and facilitate the creative cycle.
meaning? How can the artist act as a so-
cial commentator? Can artists affect social      Semester 2. In this semester students en-
change? Students look at the work of             gage in an Installation Arts project around
contemporary artists such as Kara Walker,        the theme of “Them and Us”. The unit ex-
Banksy, Sheparf Fairey and William Ken-          plores the opportunities of working with
tridge. Students investigate silhouette and      group-based installation artmaking and
stencil making and create their own stu-         topical issues. Students explore the work
dio pieces employing these techniques. In        of a variety of contemporary international
addition, history paintings are investigated     installation artists. The unit enables stu-
for examples of content and symbolism.           dents to broaden their experience of the
Students develop an original individual          creative process and apply new tech-
artwork reflecting an artistic intent of their   niques and conventions to their experience
own choosing that visually represents a          in Visual art. Content is largely chosen by
theme, with their work culminating with a        the students and includes issues of our
series of group-based stop-motion anima-         day such as migration, homelessness and
tions inspired by William Kentridge and/or       identity. Research provides a rich bedrock
independent graffiti stencil art. The Visual     on which the art production is built and site
Art Journal is a central tool that scaffolds     specific artworks are designed. Visual Art
independent research work, creative pro-         Journal processes heavily underpin and
cess routines and reflection.                    facilitate the creative cycle.

MYP5 - Grade 10
Semester 1. The theme for this semester
is centered on the influential and revolu-
tionary art movement; Cubism. Research
initially focuses on the historical context,

                                                                                 15
Design
ISA Students engage in a series of semester-long Design courses
which are listed below:

    MYP Year           Grade           Design*           Digital        Food Product        Product

        1             Grade 6

        2             Grade 7

        3             Grade 8

        4             Grade 9

        5             Grade 10

*Design courses in Grade 9 and Grade 10 are focused on a combination of both product and digital design.

Design                                                    •    Will stores disappear and become
                                                               online design sites selling products to
MYP4 - Grade 9                                                 be 3D printed at home?
In Year 4 Design, students learn to inde-
pendently research, design, make, and                     Students explore and research how to
evaluate high quality products to meet                    solve their chosen problems and then cre-
specific customer needs. The focus in                     ate products using design software and
Design is on solving problems in a global                 3D print them. At the end of the semester,
context, not on making things.                            students conduct user trials of their
                                                          products with the entire Grade 9 group to
The students’ inquiry prompt is as follows:               get feedback on how effectively they solve
Ideas can be transmitted across a distance                their chosen problem.
to become physical objects that solve a
problem. Questions asked are:                             MYP5 - Grade 10
•   How can a 3D printer be used to                       In Year 5 Design, students continue to
    create change?                                        learn to independently research, design,
•   What is the difference between a                      make, and evaluate high-quality products
    design in a 3D virtual environment and                to meet specific customer needs. The
    a final printed object?                               focus in Design continues to be on solving

   16
Design
problems in a global context, not on mak-       software. Students then create a controller
ing things.                                     to work with either this game, or another one
                                                that they have created, using a variety of
During the semester students explore            electronic and physical materials available
and research how to solve customers’            in the Design department.
problems and then create products using
digital tools to solve them. Students will      MYP3 - Grade 8
use design skills learned from Year 1 to        In Digital design, students learn to inde-
Year 4 to investigate, design and create        pendently research, design, make, and
digital learning solutions to meet a            evaluate high quality products to meet
customer’s needs.                               specific customer needs. The focus in
                                                Digital design is on solving problems in
Students are asked to build on the              a global context, not on making things.
principles of interactive design in order to    In Grade 8 students consider a sub-
create a prototype for a digital interactive    ject that they care about, which they re-
experience that helps guide their customer      search and present a multimedia artefact
towards new knowledge. Using the                to convince others to care about it. The
design cycle students will work with a          resource could be:
customer to create an interactive digital       •    an animation
learning / teaching resource to aid learning.   •    an infographic
Students may use a variety of digital tools     •    an electronic game
to solve the problem.
                                                In addition to researching their topics,
                                                students learn about and use appropriate
Digital design                                  digital tools for creating their final product.
                                                They develop skills using the software,
MYP1 - Grade 6                                  design ideas for the project electronical-
In Digital design, students learn to in-        ly using the iPad Pro and Apple Pencil
dependently research, design, make,             and industry standard image manipula-
and evaluate high quality products to           tion software. The course culminates with
meet specific customer needs. The fo-           them creating their own multimedia prod-
cus in Digital design is on solving prob-       uct, which they present via a website, and
lems in a global context, not on making         then evaluate using a variety of evaluative
things. In Grade 6 Digital Design we            methods.
create a learning game. We create this
game using Scratch, an online block-
based coding program developed by               Food product design
Massachusetts Institute of Technology
(MIT). The purpose of this game is to teach     MYP1 & MYP2 - Grade 6 & 7
people about a place that they consider,        In Food product design, students research
or have considered, home. Students also         and analyse different food preservation
have the opportunity to create designs          techniques (Grade 6) and varying dietary
using an iPad Pro and iPad pencils, using       needs (Grade 7) using the design cycle. In
industry standard image manipulation

                                                                                  17
Design
both courses, students develop ideas by         op ideas, create and evaluate their pro-
choosing solutions that meet the needs of       ject. Hand tools and some machinery will
the specific dietary requirements of their      be introduced with this project along with
chosen target audience. Before creating         standard workshop safety procedures.
the solutions, students construct a logical     The project aims to help students to devel-
plan. A presentation of their plan, including   op drawing skills, technical knowledge and
how they use their time and resources           facilitate critical thinking and reflection.
efficiently, is required through photographs
showing details of their product. Finally,      MYP3 - Grade 8
students evaluate their results and identify    This Product design course challenges
whether or not their creations meet their       students to design and create a mov-
design specifications, i.e. their products’     ing animal toy to educate and engage a
essential features. They discuss changes        young target audience. All four stages of
to their plans and identify which areas         the design cycle - inquiring and analysing,
could be improved upon.                         developing ideas, creating a solution, and
                                                evaluating will be explored in the devel-
                                                opment of this project. Using the design
Product design                                  process students will research their cho-
                                                sen animal, methods of movement and
MYP2 - Grade 7                                  materials needed for construction, devel-
Product design is a course challenging          op ideas, learn new skills and create and
students to design and create a mirror          evaluate their project. Hand tools and
project to educate a target audience about      some machinery will be introduced with
a 20th-century design movement. All four        this project along with workshop safety
stages of the design cycle will be explored     procedures. The project aims to help de-
in the development of this project. Us-         velop drawing skills, technical knowledge
ing the design process students will re-        and facilitated critical thinking, problem
search their chosen design movement and         solving and reflection.
materials needed for construction, devel-

   18
Individuals and societies
Individuals and societies                          of their own choosing, and create a google
                                                   site to share their learning with their peers.
MYP1 - Grade 6                                     When exploring the impact of inventions
Within Grade 6 Individuals and societies,          on the individuals, societies and industries
students work to continue building founda-         in the Industrial Revolution, students pres-
tional skills within the social sciences. They     ent a business pitch. Central to the course
are asked to think critically about their world,   is a focus on communication, and inquiry
so that they might understand the causes           - building curiosity and understanding for
and consequences of social processes               the world we inhabit as global citizens.
such as conflict, migration, and inequal-
ity. Through guided investigations using           MYP3 - Grade 8
both historical and modern case studies,           Within this MYP 3 Individuals and societies
students explore questions within these            course the students will explore a number
themes so they might form their own con-           of topics and will be asked to think crit-
clusions based on analysis of available            ically at different levels from the macro
evidence, and effectively communicate              to the micro. Emphasis will be on skills
these ideas to their peers. Through this           acquisition, and the use of evidence to
class students should develop a better             substantiate arguments and conclusions
understanding of the world around them,            throughout all units of work. This course
be able to start seeing and predicting so-         follows three broad topics which pos-
cial patterns, and be able to critically think     sess a good blend of historical, economic
through how to address and impact some             and geographical elements. The course
common social issues.                              opens with an investigation into the Dutch
                                                   Century, with questions such as “How
MYP2 - Grade 7                                     did the Netherlands we know today come
Within this Grade 7 Individuals and soci-          about” and “How can a relatively poor and
eties course students explore the factors          very small country became the largest trad-
that drive human progress through the              ing nation on earth, and herald in a Gold-
lens of faith and reason from a thematic           en Age.” The emphasis shifts to Regional
perspective. Students explore the basic            Disparity: “How and why does a wealthy
doctrine and history of the five major world       country like Italy display some of the great-
religions. From there they will progress           est disparities in wealth and development
through the Medieval Ages, debating the            within a single country?” and “What are
impact of faith in Medieval Europe and the         the consequences and what can be done
Islamic Empire. As humanity progresses to          to improve the situation?” Debatably, the
the Industrialised Age, students consider          event that changed the course of the 20th
the impact of scientific thought, culminat-        Century, was that of the First World War.
ing in an interdisciplinary unit with Science      which broke up the old alliances that had
about disease. The year-long course                prevailed in Europe from the 19th Centu-
allows students opportunities for individual       ry. In this unit students will look at how
choice, and a range of assessments                 changes in technology changed the way
to showcase different strengths. When              wars were fought.
studying religion, students research a topic

                                                                                    19
Individuals and societies
MYP4 - Grade 9                                    MYP5 - Grade 10
Grade 9 Individual and societies students         Within this course students explore so-
explore the significant global issues of our      cietal changes in different contexts, but
time, and search for alternative ways of          always through the lens of the global
co-existing with each other and with the          community. Students gain an appreci-
earth. The course begins with an examina-         ation that issues which impact different
tion of resources and sustainability, placing     places and take place at various times
an emphasis on student-driven inquiry             all call for the development of universal
and action. Students consider the de-             values of fairness, responsibility, empathy,
bate around whether we can manage the             sustainability and a balanced perspective.
change brought about by our unsustaina-           In gaining these attitudes students further
ble resource consumption through the use          develop a range of approaches to learn-
of new technologies and action at person-         ing. Each unit provides students with the
al, institutional, national, and global levels.   opportunity to practice and improve their
In culmination, the students work collab-         research, communication, thinking and
oratively on Service as action projects fo-       self-management skills. Collaboration
cused on the sustainable use of resources;        and social skills in particular are promot-
creating novel solutions to complex prob-         ed through students’ involvement in the
lems. In addition, we consider responses          writing of a group human development re-
to extreme events of the 20th century,            port. Students learn about how individuals
exploring the roles of perpetrators, by-          and societies are impacted by conflict
standers and upstanders, as well as the           with the focus on Early Cold war tensions,
significance of propaganda and of me-             how best to measure development, and
dia representation of events and ideas in         the main causes of permanent interna-
communicating messages about identity.            tional migration. Finally, specific Individ-
Finally, students consider the creation of        uals & societies skills are addressed by
global institutions in response to these          several tasks including source analysis,
significant global challenges. Students           persuasive essays and the accurate
critically examine the effectiveness of           and subject specific use of relevant
such systems as the United Nations                terminology.
and non-governmental organisations.
Skill development this year is focused on
information and on media literacy and
research skills. Students are encouraged
to make informed choices and to act
as ethical researchers; seeking a range
of perspectives from multiple sources.
Throughout the programme, students
work both collaboratively and individually
to communicate their findings to a range
of audiences, using varied techniques and
styles.

   20
Language offerings
Language acquisition                                       Language and literature
ISA believes that students should be                       A child’s social, academic and linguistic
able to achieve the benefits of additive                   development, as well as a child’s sense of
bi/multilingualism i.e. acquiring a sec-                   identity, are rooted in the development of
ond or third etc. language with little to no               his/her home language/s*. The Language
detriment to the development of their                      and literature framework, listed in the ta-
home language(s). Wherever feasible, ISA                   ble below, allows students to develop their
encourages students to study their home                    skills in their home language(s). ISA values
language(s) in addition to English as part                 languages and is committed to facilitat-
of their MYP school programme, and to                      ing home language(s) development, thus,
take one or more Language acquisition                      aims to provide opportunities beyond
courses. These courses are listed be-                      those below through our Tutored languag-
low, however, further language learning is                 es programme.
offered through ISA’s Tutored languages
programme.

     Language offerings*
                 Language acquisition                           Language and literature

                          Dutch                                           Dutch

                         English                                         English

                English - Content Support                                French

                         French                                          German

                        Mandarin                                        Japanese

                         Spanish                                         Spanish

     *See the Tutored languages section (page 44) of this guide for all other language offerings.

                                                                                              21
Language acquisition
Dutch Language acquisition                     of practical communication and to build
                                               confidence in communicative abilities. The
Phase 1                                        course enables the student to commu-
In this course we introduce the basic el-      nicate effectively, both orally and in writ-
ements of the Dutch language, practic-         ing and to develop fluency and accuracy
ing simple conversation skills about daily     in spoken Dutch and to begin to use a
life: introducing yourself and how to meet     broader range of expressions. In the pro-
people, family and friends, likes and dis-     cess, students increase their vocabulary
likes, making arrangements, school life,       and obtain a greater range of expression
shopping, time, hobbies and holidays.          as well as accuracy in written Dutch. They
Basic grammar is introduced: regular and       become competent and confident listen-
irregular verbs, conjugation in present and    ers and readers, especially in the social
past tense, plural, word order, question       use of Dutch and further develop their
words, prepositions and possessives. We        language learning strategies. Students
focus on communication and active use of       become acquainted with the culture
the language through role plays and dia-       of Dutch-speaking countries and the
logues. Dutch culture, current events and      language conventions. We strive to create
the map of the Netherlands are discussed.      independent learners and to set the basis
Students learn to communicate effec-           for further language learning.
tively both orally and in writing, whilst at
the same time becoming competent and           Phases 4-5
confident listeners and readers. They will     In these courses advanced elements of
learn from their mistakes and will gain con-   the Dutch language are introduced, in-
fidence in their communicative abilities.      cluding practicing advanced conversa-
In addition, students become acquainted        tion skills about daily life: introducing
with the culture of the country.               yourself and how to meet people, family
                                               and friends, likes and dislikes, making
Phases 2-3                                     arrangements, school life, shopping, time,
This course is a natural follow-up of          hobbies and holidays. The concepts that
Dutch language acquisition, phase 1.           are connected with these topics are:
Students further develop their commu-          creativity, culture, and context and point
nicative and linguistic competences            of view. Advanced grammar is introduced:
in Dutch. Grammar elements that have           regular and irregular verbs, conjugation
been previously studied are revised and        in present- and past tense, plural, word
consolidated while more complex struc-         order, question words, prepositions and
tures are introduced. Speaking, listening,     possessives. Students are introduced to
writing and reading are further developed      the different formats in which they express
through a theme-based course with a            their writing skills, while their oral skills are
strong focus on communication and the          practiced in presentations of several topics
use of language in various contexts.           that are related to the Dutch multicultural
                                               society and its celebrations. We focus on
The main aim is to enable students to          communication and active use of the lan-
use the language effectively as a means        guage through role plays and dialogues.

   22
Language acquisition
English Language acquisition                    MYP3 - Grade 8
Emphasis of all courses below is placed         In all phases, students read a variety of
on developing the English language skills       poems in connection to our unit on how
of reading, writing, listening, speaking        language is used to express feelings and
and viewing through a literature-based          ideas.
curriculum. Students will read, analyse and
respond to a selection of poems, visuals,       Phases 2-3
fiction and non-fiction texts while simulta-    More specifically, students read The Mon-
neously developing their language skills.       key’s Paw and various independently cho-
                                                sen texts to develop vocabulary, reading
A list of various course texts and units are    comprehension and writing skills. They
detailed in the tables below.                   also read the adapted versions of The Ele-
                                                phant Man and The Black Tulip in connec-
MYP1 - Grade 6                                  tion to our unit on empathy.
In all phases of English acquisition in
Grade 6, students read and view various         Phases 4-5
biographies for our unit on identity, analyse   More specifically, students read the short
the novel The Secret Garden in connection       stories Lamb to the Slaughter and The
with our unit on relationships, examine a       Doll’s House to develop analytical read-
series of non-fiction texts and videos in       ing and writing skills. They also read the
connection with our unit on culture and         novel Wonder in connection to our unit on
study various poems on our creativity unit.     empathy, and read an adapted version of
                                                Romeo and Juliet in connection to our unit
MYP2 - Grade 7                                  on Character Archetypes.

Phase 1                                         MYP4 - Grade 9
Students read the biographies of Nel-
son Mandela, Malala Yousafzai and Rosa          Phases 2-3
Parks in connection with our unit on build-     Students read and view various biogra-
ing communities. They also read adapted         phies for our unit on identity and belong-
versions of Frankenstein and The Picture        ing. Students also study The Wave in
of Dorian Gray in connection to our unit        connection with our unit on conflict and
on defining beauty and write their own          bystanders, and in addition, a series of
versions of William Carlos Williams This is     non-fiction texts and videos in connection
Just to Say in our poetry unit.                 with our unit on taking action to stop glob-
                                                al issues.
Phases 4-5
Students read the biographies of Nel-           Phases 4-5
son Mandela, Malala Yousafzai and Rosa          In phases 4-5, students view a series of
Parks in connection with our unit on build-     videos in connection with our unit on iden-
ing communities, various short stories in       tity and relationships. Students also read
connection with our narrative voice unit,       individual fiction texts in connection to our
and The Giver in connection to a unit on        unit on the portrayal of mental health in the
belonging.

                                                                                23
Language acquisition
media, and in addition, read The Hate U        English - Content support
Give in connection with our unit on identi-
ties and brands.                               Offered for year levels
                                               MYP1 to 5 and Grades 6-10
MYP5 - Grade 10                                The English Content support course is
                                               designed for students who are continuing
Phases 4-5                                     to acquire English as an academic language
Specifically, we read the short story The      and are not yet able to achieve a good
Lottery and the play version of ‘Lord of the   level of success within Individuals and
Flies’ in connection with our unit on power,   Societies and Science without additional
the novel Animal Farm in connection with       English language support. Students in this
our unit on propaganda, and the novel          course are in phases 1 - 4. Emphasis is
Brave New World in connection with our         placed on developing academic English
unit on careers.                               language skills of reading, writing, listening,
                                               and speaking through content specific
                                               work. Students will be provided opportu-
                                               nities to clarify expectations, receive feed-
                                               back on written and spoken assignments,
                                               and work on projects for other classes
                                               under supervised conditions. At times, the
                                               course also uses the time to frontload and
                                               re-teach the content and vocabulary need-
                                               ed for academic success in other classes.

   24
Language acquisition
French Language acquisition                     texts that help them understand how Euro-
                                                pean and African immigration has played a
Phase 1                                         fundamental role in the construction of the
Within this first year of French Language       French nation. Others units talk about mu-
acquisition, students are introduced to         sic, French gastronomy and even prehis-
a concept-based programme through a             toric people and how they communicate.
communicative approach that give them           Classes are taught fully in French.
free rein to express themselves. Stu-
dents are encouraged to develop a large         Phases 4-5-6
range of skills such as: listening, speak-      This French Language acquisition course
ing, writing and reading, intercultural and     aims to cater to the needs of capable com-
global awareness. Through a variety of          municators in phase 4 as well as proficient
material (movies, clips, songs, new tech-       communicators in phase 5-6. Students are
nologies), recreational activities and tasks,   encouraged to express their understand-
students will explore communication,            ing and opinions on topics of personal
critical and creative thinking. We share        interest and global significance. We ex-
ideas through themes like health, sports,       plore six broad contexts; ‘Identities and
family and holidays. The main aim of this       relationships’, ‘Orientation in space and
course is to enable students to use the         time’, ‘Personal and cultural expression’,
basis of the language effectively, as a         ‘Scientific and technical innovation’, ‘Glo-
means of practical communication in daily       balisation and sustainability’ and ‘Fairness
life, and become independent learners to        and development’. We examine, analyse
prepare them for phase 2.                       and express specific information, ideas
                                                and attitudes about themes order to dis-
Phases 2-3                                      cuss, develop and extend thinking and
In French Language acquisition, student’s       understanding. The themes studied are:
knowledge and understanding is devel-           technology, environmental issues, Art, the
oped through learning French language,          consuming society, eating habits, being
through language and about language.            famous and making history. Each lesson
                                                aims at constructing meaning, analysing,
Students are encouraged to develop fun-         evaluating and drawing conclusions from
damental skills such as comprehending           information gathered in social and aca-
spoken and written texts as well as com-        demic situations. A variety of text types are
municating, debating and organising ideas       studied and conventions are analysed and
using French language. Students construct       interpreted. Communication with a sense
meaning in discussion-based classes,            of formality, purpose and style is at the
they learn about themselves and the world       heart of everything we do, whether orally
through different perspectives. Units are       or written. Using complex grammar and a
designed so that students learn a specif-       wide range of vocabulary is an essential
ic vocabulary in order to talk about facts,     expectation of the course.
news, movies… For instance, students ex-
plore concepts of patriotism and cultural
diversity. They read and listen to different

                                                                                25
Language acquisition
Mandarin Language acquisition                   plex structures in a variety of time frames
                                                will be introduced. Within this course, stu-
Phase 1                                         dents explore the following topics:
MYP Mandarin phase 1 introduces the             •    how a balanced and healthy diet con-
learning of the Mandarin language through            tributes to a healthy lifestyle
the exploration of China and Chinese cul-       •    how our traveling experiences and
ture. The basic elements of the Mandarin             journey have broadened our horizon
language, the phonetic (pinyin) and written     •    how modern technology affects our
(character) system, are introduced to stu-           lives
dents at the beginning of the course. Stu-      •    how we are educated and empowered
dents focus on developing balanced and               for the future
comprehensive language skills in listening,     •    what we can do for a sustainable
speaking, reading and writing. Within this           world based on the United Nations
course, students explore how to express              Sustainable development goals
various individual, cultural and social iden-
tities, how daily experiences and events        Through      personalised     project-based
shape our lives, and how important the          learning, students comprehensively ex-
relations between individuals and commu-        plore the opportunities that enable them to
nities are in the modern world.                 make connections with their prior knowl-
                                                edge, apply new skills and demonstrate
Through personalised project-based learn-       their evidence of learning in formative and
ing, students comprehensively explore the       summative assessments. This course ex-
opportunities that make connections with        plicitly focus on developing effective skills
their prior knowledge, apply new skills and     of communication, collaboration, critical
demonstrate their evidence of learning in       thinking, problem solving and reflecting.
formative and summative assessments.            By the end of the course, students are ex-
This course is also explicitly focused on       pected to understand and use language
developing effective skills of communica-       clearly and effectively in a range of inter-
tion and collaboration, as well as the in-      personal and intercultural contexts.
ternational-mindedness to enhance inter-
national understanding.                         Phase 4-5
                                                The MYP Mandarin phases 4-5 courses
Phase 2-3                                       are a natural follow-up for students who
MYP Mandarin phases 2-3 build upon the          have mastered the four language skills:
fundamental language skills established         listening comprehension, oral communi-
in phase 1: listening comprehension, oral       cation, reading comprehension and writ-
communication, reading comprehension            ing whilst studying phases 2-3. Students
and writing in various genres. Students are     further develop their communicative and
empowered to further develop their com-         linguistic competencies in Mandarin. Ba-
municative and linguistic competencies          sic and complex sentence structures in a
in Mandarin. Basic sentence structures in       variety of time frames that have been pre-
present tense previously studied will be        viously studied will be revised and consol-
revised and consolidated while more com-        idated, and more complex structures will

   26
Language acquisition
be introduced through the study of a vari-       Spanish Language acquisition
ety of authentic articles in different genres.
                                                 Phase 1
All four skills (speaking, listening, writing    Within this course, students are taught
and reading) are further developed through       with a communicative approach in all four
a theme and project-based course with a          language skills: listening, reading, writing
strong focus on communication and the            and speaking. Through a series of topics
use of language in various contexts. Stu-        developed in the course units, students
dents explore the listed topics:                 are exposed to vocabulary and grammar
•    how to maintain our physical health         structures that allow for effective commu-
     and mental wellbeing                        nication in practical situations. These situ-
•    how customs and traditions are sim-         ations range from introducing themselves
     ilar or different across cultures and       and their families or talking about school
     how they can shape our beliefs              life, to describing their home and looking
•    how human innovation affects our            at different aspects of a healthy life.
     world
•    what our roles are in identifying and       Students gain confidence in their commu-
     providing solutions to social issues        nicative abilities, develop language learn-
•    what actions we can take to achieve a       ing strategies and critical thinking, become
     better and more sustainable future for      acquainted with the culture of Spanish
     all, through understanding the global       speaking countries, as well as develop ap-
     challenges                                  proaches to learning that are transferable
•    opportunities we face in the modern         to other subject areas and to learn other
     world                                       languages. The aim of the course is for
                                                 students to start to become independent
Through     personalised        project-based    learners and to develop open-mindedness
learning, students are empowered to use          and intercultural awareness for a better un-
the language effectively as a means of           derstanding of Hispanic cultures.
practical communication, to increase con-
fidence in their communicative abilities,        Phase 2-3
as well as to make connections with their        In phases 2-3, students develop an in-
prior knowledge, while applying new skills       creasingly accurate use of Spanish gram-
and demonstrating their evidence of learn-       mar. Building on their work in previous
ing in formative and summative assess-           levels, students learn more subtle and idi-
ments. This course explicitly focuses on         omatic uses of grammatical forms includ-
developing effective skills of collaboration,    ing contrasting uses of the preterit and
research, critical thinking, transdisciplinary   imperfect tenses. All four skills (speaking,
understanding. By the end of the course,         listening, writing and reading) are further
they are expected to be independent              developed through a theme-based course
learners.                                        with a strong focus on communication and
                                                 the use of language in various contexts.

                                                                                 27
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