MYP Curriculum Guide 2019-2020 - International School of ...
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MYP Curriculum Guide
2019-2020
ISA is a proud member of the Eco-Schools programme promoting sustainability for our school and community.
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
1
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
2
3
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
4
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.
5
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
6
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
7
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.
8MYP 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-
9Arts
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
10Arts
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.
11Arts
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
12Arts
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
13Arts
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-
14Arts
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,
15Design
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
16Design
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
17Design
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-
18Individuals 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
19Individuals 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.
21Language 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.
22Language 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.
23Language 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.
24Language 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
25Language 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
26Language 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.
27You can also read
