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Holistic learning - representing the notion that all knowledge is interrelated and that the curriculum should cater for the development of the whole person, attributes of which are described by the IB leaner profile. Particular emphasis is placed on:
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The understanding of concepts
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The mastery of skills |
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The development of attitudes that can lead to considered and appropriate action | |
Intercultural awareness - the encouragement and promotion of international-mindedness as reflected in the attributes of the IB learner profile. |
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Communication - the development and encouragement of open and effective communication which are important skills that contribute to international understanding as exemplified by the attributes of the IB learner profile.
At CIS, all mainstream MYP students in grade 7 are required to study the eight curriculum areas listed below:
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| Learning Focus: |
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The Writing Process. This is a major focus throughout the year and develops the understanding of the knowledge and skills required to be an effective writer. The exploration of a range of genres and the Six Traits of writers is integral to this programme.
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Short Story: What are the features of the short story genre? |
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Novel study: How do individual perspectives influence decision making? Bloomability. |
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Novel study: How does culture influence gender role? An in-depth inquiry into the plot, character, setting and themes within a novel - Pavana. |
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Mystery/Novel Study: How does environment play a role in building suspense? Westing Game. |
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Reading Menu: |
As a part of an initiative to increase circulation of independent reading books, a list of recommended reading has been developed. Students have a wide range to choose from, but are required to read a certain number of books and respond to those books with a variety of projects.
The book list is regularly updated as students move from sixth through to seventh and eighth grade and as new literature is released. The list is adjusted to reflect the IB Learner Profile. As part of their response, students discuss how their choice fits or does not fit with particular profiles, for example, how does a character or plot illustrate or exemplify being a Risk-taker or being Principled. This initiative has been very successful in guiding students to make good choices in their independent reading, to choose books they may not have been exposed to and to have students look at the IB Learner Profile as a path to understanding a character or a novel.
| Assessment Criteria |
| The end of semester report assesses a student's performance throughout the semester against these assessment criteria: |
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Content (Receptive and Productive)
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Organisation |
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Style and Language Mechanics |
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| Learning Focus: |
In Mandarin, students are grouped according to their learning needs. The contexts for learning include school life. Speaking, Listening, Reading, Writing and Presenting are included in the programme as appropriate to the learning stage of the students.
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Colour and Clothing
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Hobbies |
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Mid-Autumn Festival and Ceremonies |
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Weather and Vacation |
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Chinese New Year Celebration/ Heritage |
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School and Community Environment (Giving and following directions) |
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| Oral |
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Present an oral presentation of 8-10 sentences using vocabulary suited to the purpose |
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Identify the main idea and supporting details in simple oral texts |
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Respond to oral texts in familiar and spontaneous situations |
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Use pronunciation and/or intonation that do not interfere with comprehensibility |
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Maintain the flow of conversation for 2 minutes and show spontaneous engagement |
| Reading |
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Skim and scan for key information in reading materials with familiar vocabulary and context |
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Draw conclusions and recognize implied opinions and attitudes |
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Produce a variety of simple responses, in structured and open-ended situations, to convey understanding of written text |
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Identify aspects of format and style |
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Use reading strategies in deriving meaning (e.g. predicting; deducing; visual cues; repetition) |
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Expectation minimum: 450-700 characters |
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Communicate relevant information and ideas clearly |
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Use pre-writing strategies in guided and cooperative writing tasks |
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Use varied and relevant vocabulary appropriate for this level |
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Write simple and compound sentences |
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Write characters using correct strokes and sequences with minimum guidance |
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Proofread and correct final drafts, focusing on grammar, punctuation and character writing with assistance |
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Write in different forms following a model and making substitutions and minor adaptations to the model |
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Expectation minimum: 140-200 characters |
In French, students are grouped according to their learning needs. Student learning is based on the contexts developed through the Accelerated Integrative Method (AIM) programme and other related materials. Speaking, Listening, Reading and Writing are developed through interactive activities during the year.
Teachers will choose the A.I.M. play/s that best fit/s a particular class and students. Generally, and depending on the students' language skills, the following play/s will be studied at each grade level. Adaptations may be made to suit individual students, and additional materials will be used to reinforce language skills. MYP elements will be integrated into the units when applicable.
The programme in Grade 7 has different commencement stages. Students will further develop and study grammar concepts, and they will read and write different types of texts. They will use technology to research and prepare for presentations and assignments. Cultural elements will continue to be introduced at each level and will include information about people, places and interesting facts about the francophone celebrations.
| Foundation |
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Salut mon ami! |
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Themes: friendship, sports, perseverance, keeping a positive attitude |
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Veux-tu danser? |
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Themes: friendship, fashion, teenage issues |
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Possibilities of plays |
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Chat Angora, |
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Themes: humour, using one's wits, intrapersonal, detective's work |
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Cultural notes: Charles Perrault - Author Study |
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Le bistro des animaux |
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Themes: accepting and appreciating others' differences, humour |
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Cultural notes: French in Louisiana, the Mardi Gras |
| Standard B |
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Possibilities of plays |
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Veux-tu aller au carnaval? |
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Themes: friendship/interpersonal relationships, believing in oneself, being honest |
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Cultural notes: Carnaval of Quebec |
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Marc le magicien |
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Themes: humour, self-awareness, acting for the greater good vs. self-interest |
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Cultural notes: francophone entertainers |
| Assessment Criteria |
| The end of semester report assesses a student's performance throughout the semester against these assessment criteria: |
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Speaking and Listening / Oral Communication |
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Speaking / Oral Communication |
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Writing - Message and organisation |
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Writing - Language and Style |
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Reading Comprehension / Text Interpretation |
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| Learning Focus (may include) |
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Introduction unit to thinking skills and the Design Cycle |
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Egg Drop challenge |
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Designing and creating a balloon powered vehicle |
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Children's digital story book. An application of multi-media to design and create a children's book to share with elementary students |
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The design of a game. The design and use of a simple electronic circuit and an application of the design cycle |
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Digital Yearbook: Capturing our memories |
| Assessment Criteria |
| The end of semester report assesses a student's performance throughout the semester against these assessment criteria: |
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To Investigate |
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To Design |
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To Plan |
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To Create |
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To Evaluate |
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Geographical and Historical Interpretative skills focus with an emphasis on: interpretation and analysis of trends and patterns e.g. Map reading, using statistics, types of maps, symbols, scales, grid reference, direction, latitudes, longitudes, population distribution and density, birth and death rates.
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Culture, Beliefs and Values, Nationalism and Identity: What is identity? How are some of the features in our individual culture unique? What shapes a culture? What role do traditions play in modern society?
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An investigation into Economics: formal and informal economic activity, quality of life, macro and micro economics, allocation of resources, economic systems, supply and demand. What is the difference between material and non-material wealth? How do different economic systems affect the lives of its citizens? How are our buying habits influenced by marketing? What is economics and how does scarcity of resources affect our decision making?
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Industrialization: Great Britain during the 18th century. Agriculture advances, urbanization, cottage industry and factory systems, child labor, environment impacts. How does industrialization affect people? What are the benefits and consequences?
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| Assessment Criteria |
| The end of semester report assesses a student's performance throughout the semester against these assessment criteria: |
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Knowledge |
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Concepts |
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Skills |
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Organisation and Presentation |
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Co-operative games |
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Fitness and personal goal setting |
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Healthy Eating |
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Athletics |
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Movement/Dance |
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Invasion Games (touch football, lacrosse) |
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Health and Human Growth and Development |
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Target games (archery, basketball) |
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Net and Wall games (volleyball, netball) |
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Striking and Fielding skills and related games |
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Adventure challenge |
| Assessment Criteria |
| The end of semester report assesses a student's performance throughout the semester against these assessment criteria: |
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Use of Knowledge |
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Movement / Composition |
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Performance |
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Social Skills and Personal Engagement |
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The Scientific Method as a process of inquiry |
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How do scientists investigate and communicate? |
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Investigation of and interaction with a range of ecosystems. |
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An inquiry into pure substances and mixtures |
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Heat & Temperature: How does temperature affect how substances react? |
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Design, Structures, Energy and Forces |
| Assessment Criteria |
| The end of semester report assesses a student's performance throughout the semester against these assessment criteria: |
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One World |
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Communication In Science |
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Knowledge and Understanding of Science |
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Scientific Inquiry |
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Processing Data |
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Attitudes in Science |
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Learning Focus: |
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Review of Grade 6 Mathematical Concepts and Skills with emphasis on whole numbers, decimals and fractions
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Problem Solving strategies
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Percentage, Commission, Simple Interest |
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Ratios, Rates and Scale Drawing |
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Patterns and Algebra |
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Fractions and Binominals |
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Solving Equations and Graphing Inequalities |
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Graphing: Information gathering and representing |
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Geometry: How should I design my playground? |
| Assessment Criteria |
| The end of semester report assesses a student's performance throughout the semester against these assessment criteria: |
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Knowledge and Understanding
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Investigating Patterns
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Communication in Mathematics |
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Reflection in Mathematics |
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| Art and Design Learning Focus |
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Introduction to the visual art media and ideas: Where do I get my ideas?
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Frottage: How is surface quality of an object shown? |
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Paper Mache: Where do artists/designers get their ideas for fantastic imaginative creatures? |
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Art-drawing imagination: How can you take common objects to create new purposes? |
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Observational drawing nature: What is a calligraphic print? |
| Drama Learning Focus |
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Drama-Connections and relationships: How can we use our bodies and therefore ourselves? creatively? How are we affected by our environment? |
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Me and the World: How can we use literature to explore universal themes? |
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Drama-Comedy: What are the elements of a comedy? |
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Drama-Mystery: What is mystery and how do we create it? |
| Music Learning Focus |
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Ongoing growth, development and proficiency with selected instrument. |
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Exploration and application of musical elements: Large ensemble applying Italian terms and rehearsal techniques. |
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Approaches to learning through multiple intelligence. |
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Applications of musical terms: E.g. rhythm, volume, dynamics, tempo, mood, etc. |
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Classic Romantic: How are the musical elements used to create mood in Romantic music? Inquiry into composers. |
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Score study: Elements applications; How do we create mood in music as a performer? |
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Large ensemble: element application and rehearsal techniques. |
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How do we polish our performance? |
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Small ensemble. |
| Assessment Criteria |
| The end of semester report assesses a student's performance throughout the semester against these assessment criteria: |
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Knowledge and Understanding |
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Application |
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Reflection and Evaluation |
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Personal Engagement | | |
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