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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 8 are required to study the eight curriculum areas listed below:
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| Learning Focus |
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The writing process: Understanding and extending the knowledge and skills required to be an effective writer.
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Identity Unit: Novel study. The Outsiders. Who or what determines our identity? |
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Freedom and Struggle Unit: An active viewing film-based unit. What does freedom mean? How can freedom be achieved without war or armed struggle? |
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Novel Study: The Giver. What would a perfect society look like? |
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Travel Writing: What is the difference between a traveler and a tourist? |
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Poetry: What is poetry? What do poets and poetry add to our culture? |
| 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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| 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.
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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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School Life
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Mid-Autumn Festival and Heritage / Ceremonies |
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Describing Appearance |
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Chinese New Year Traditions |
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Seeing a Doctor |
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Eastern and Western Meals. Buying Food and Using Currency |
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Give an oral presentation of 10-15 sentences using vocabulary suited to the purpose identify the main idea and supporting details in oral texts |
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Respond appropriately to questions and ideas 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 2-3 minutes and show spontaneous engagement |
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Analyze unfamiliar text to comprehend its meaning
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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 of unfamiliar language |
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Expectation minimum: 500-750 characters |
| Writing |
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Communicate relevant information and ideas with details
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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, compound and complex sentences |
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Organize information in paragraphs: Write characters using correct strokes and sequences without guidance |
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Proofread and correct final drafts, focusing on grammar, punctuation, character writing |
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Produce a variety of forms of writing, following and making adaptations to a model |
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Expectation minimum: 180-240 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 |
| Standard A |
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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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Digital Citizenship: Review of the design cycle, Autobiographies, How do I conduct myself appropriately online? Desktop Publishing
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Design Task Number 1: Hydraulic/Pneumatic Toy. How can I design a toy that uses fluid power? (i.e hydraulic/pneumatics). 3D Graphic software |
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Design Task Number 2: Museum exhibit design project: How can I design an interactive exhibit on an item of technology? Online searching tools |
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Design Task 3: Movie Making. Design Project Film Editing |
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Travel Blog Design Project: How can I use multimedia to communicate experiments? Blogging |
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Radio News Broadcast Design Project: How has communication tools changed our time? Podcasting |
| 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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Attitudes in Technology |
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Learning Focus
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A review of research skills through Approaches to Learning: What are the components of Humanities?
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Migration and Colonialism: What is the impact on communities? Why do people move? What are some barriers to migration? What are the effects of migration on culture? |
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An Inquiry into Cultural Tension: Present day and historical perspectives. Explore reasons for cultural tension: Ignorance, Racism, Discrimination, Prejudice, Stereo-typing/labeling Human rights. Who are the advocates for human rights? |
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Political Ideologies: Why do nations need to establish government? Why are some political systems more prone to collapse? What are different forms of government? What are the different political ideologies? Where do I fit in the political spectrum? |
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Religious Ideologies: What similarities are there amongst the major religions? Is there a difference between spirituality and organized religion? What spatial patterns are found throughout major religions? |
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Renaissance: What are the negative impacts of the Renaissance? Who were some of the important thinkers and why do we remember them today? |
| 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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Learning Focus
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Fitness, personal goal setting and review
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Athletics |
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Games of Low Organisation: Students will be involved in high activity games that can be played in a variety of ways |
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Healthy Eating: Students discuss the elements that they know contribute to a healthy lifestyle and share their opinions with the class |
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Movement/Dance |
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Invasion Games: Team games where the purpose is to invade the opponents' territory with the aim being to score more points within the time limit than the opposing team, while endeavouring to keep their score to a minimum. i.e. Basketball, touch football, lacrosse. |
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Target Games: The aim of target games is to place a projectile near or in a target in order to have the best possible score. i.e. Archery, bocce ball, ring toss, golf |
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Net/Wall Games: Games that it cannot be played or returned within the court boundaries. i.e. volleyball, badminton, wall ball. |
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Human Growth and Development: Students will be discussing issues that relate to human growth and puberty. |
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Striking/Fielding Games: A contest between the fielding and batting team where the aim is to score more runs than the other team using the number of innings and time allowed. |
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Track and Field: Students will be learning and practicing various track and field events. |
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Adventure Challenge: Students will be engaging in various outdoor challenges that will involve teamwork and pushing their boundaries. |
| 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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Learning Focus
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The Scientific Method: A review of the process of inquiry and related communication skills
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Cells and cell systems - What are the building blocks of life? |
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An Inquiry into Light and Optics |
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Human Body: An investigation into systems of the body |
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Mechanical Forces & Machines |
| Assessment Criteria |
The end of semester reports assess 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 basic skills related to whole numbers, decimals, fractions and ratios
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Problem solving with rates and percentage. Measurement of shapes Venn diagrams |
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Ratio and proportion |
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Algebraic expressions with all operations Grouping and substitutions |
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Trigonometry, Pythagoras |
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Study of Indices |
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Equations and Inequations |
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Graphing: Gradient |
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Angles of geometric construction: Why are angle sums important? |
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Measurement: How do I know my measurements make sense? |
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Statistics and Probability: How do I use statistics in my everyday life? |
| 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 Design
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Visual Arts- Perspective, Two point perspective: How do we create the illusion of depth on a 2D surface? |
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Mandala: A cultural art investigation |
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Anamorphic Pictures: Art Movements: Surrealism. How do we create a surrealist artwork? Pop culture |
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Anamorphic Pictures: What is 3D art? Collaborative free standing sculpture |
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How do other cultures view the same object? Context - Fish |
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Lino cuts: What is a print? |
| Drama Learning Focus |
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Who can I be? What universal pattern and themes are evident n various culture's stories and experiences
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Improvisation |
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Children's theatre: What are the elements of children's entertainment? |
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Storytelling: How are stories of our world told to others? |
| Music Learning Focus |
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How do I use what I know to set new goals in collaboration with others? Review in small ensemble
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How does popular music affect me? Links to visual arts |
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Large ensemble, small ensemble, solo Performance |
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Preparation and performance |
| Music Learning Focus |
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How do I use what I know to set new goals in collaboration with others? Review in small ensemble
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How does popular music affect me? Links to visual arts |
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Large ensemble, small ensemble, solo Performance |
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Preparation and performance |
| 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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