Design Technology - International School of Duesseldorf

Grade 6 – 10 Curriculum Handbook
2010 – 2011
Niederrheinstrasse 336
40489 Düsseldorf
Telephone Number: Senior School 0211 9406 704/715
Fax Number: Senior School 0211 9406 780

INDEX
Mission Statement & Philosophy 3
IB Learner Profile 4
IBMYP 5
ISD Diploma 12
Homework 13
Learning Development Support 13
Course Offerings
Language A
English 17
German 18
Japanese 19
Korean 20
Language B
German 23
French 26
Spanish 28
English as a Second Language (ESL) 30
Humanities 32
Science 34
Mathematics 38
Visual Arts 40
Music 42
Theater Arts 44
Technology 47
Physical Education 49
Electives and Options 51
2

MISSION STATEMENT
Our goal is to provide the students of the International School of Düsseldorf
with the best possible program of academic and personal development in a
challenging and supportive environment.
PHILOSOPHY
We, the International School of Düsseldorf, believe it is important to provide
our students, both local and international, with a challenging academic
program in a caring environment. We aim to promote the development of the
whole child and work closely and openly with parents to accomplish this. We
will encourage students to achieve their potential in all areas of learning. We
willingly accept the demands, high level of dedication, continuous evaluation
and review necessary to achieve excellence. We believe in the ideals of
international understanding and responsible citizenship.
EDUCATIONAL PRINCIPLES
• To instill a love of learning
• To provide an appropriate and challenging course of study
• To offer a balanced program with an interdisciplinary approach where
appropriate
• To develop self-discipline and responsible behavior
• To foster an awareness and concern for the well-being and dignity of every
individual
• To foster a sense of community
• To develop learning partnerships involving teachers, students and parents
• To develop a truly international perspective
3

The
IB
Learner
Profile
The
aim
of
all
IB
programmes
is
to
develop
internationally
minded
people
who,
recognizing
their
common
humanity
and
shared
guardianship
of
the
planet,
help
to
create
a
better
and
more
peaceful
world.
IB
learners
strive
to
be:
Inquirers
They
develop
their
natural
curiosity.
They
acquire
the
skills
necessary
to
conduct
inquiry
and
research
and
show
independence
in
learning. They
actively
enjoy
learning
and
this
love
of
learning
will
be
sustained
throughout
their
lives.
Knowledgeable
They
explore
concepts,
ideas
and
issues
that
have
local
and
global
significance.
In
so
doing,
they
acquire
in‐depth
knowledge
and
develop
understanding
across
a
broad
and
balanced
range
of
disciplines.
Thinkers
They
exercise
initiative
in
applying
thinking
skills
critically
and
creatively
to
recognize
and
approach
complex
problems,
and
make
reasoned,
ethical
decisions.
Communicators
They
understand
and
express
ideas
and
information
confidently
and
creatively
in
more
than
one
language
and
in
a
variety
of
modes
of
communication.
They
work
effectively
and
willingly
in
collaboration
with
others.
Principled
They
act
with
integrity
and
honesty,
with
a
strong
sense
of
fairness,
justice
and
respect
for
the
dignity
of
the
individual,
groups
and
communities.
They
take
responsibility
for
their
own
actions
and
the
consequences
that
accompany
them.
Open­minded
They
understand
and
appreciate
their
own
cultures
and
personal
histories,
and
are
open
to
the
perspectives,
values
and
traditions
of
other
individuals
and
communities.
They
are
accustomed
to
seeking
and
evaluating
a
range
of
points
of
view,
and
are
willing
to
grow
from
the
experience.
Caring
They
show
empathy,
compassion
and
respect
towards
the
needs
and
feelings
of
others.
They
have
a
personal
commitment
to
service,
and
act
to
make
a
positive
difference
to
the
lives
of
others
and
to
the
environment.
Risk­takers
They
approach
unfamiliar
situations
and
uncertainty
with
courage
and
forethought,
and
have
the
independence
of
spirit
to
explore
new
roles,
ideas
and
strategies.
They
are
brave
and
articulate
in
defending
their
beliefs.
Balanced
They
understand
the
importance
of
intellectual,
physical
and
emotional
balance
to
achieve
personal
well‐being
for
themselves
and
others.
Reflective
They
give
thoughtful
consideration
to
their
own
learning
and
experience.
They
are
able
to
assess
and
understand
their
strengths
and
limitations
in
order
to
support
their
learning
and
personal
development.
©
International
Baccalaureate
Organization
2006
5
IB
learner
profile
booklet
4

The International Baccalaureate Middle Years Programme (IBMYP)
The IBMYP was introduced at ISD in 2002-03 and we received our official IB
authorization to offer the full programme in January 2005.
What is the IBMYP?
The IBMYP covers the age range 11 – 16 (Grades 6 – 10) and it provides schools
with a framework within which to organize their programs and activities. The IBMYP
aims to achieve academic rigor while equipping students with the skills and attitudes
appropriate to meet the challenges and opportunities of contemporary society.
The IBMYP Curriculum Model
There are three fundamental concepts underpinning the IBMYP:
Holistic/Global Education
Communication
Intercultural Awareness
A major emphasis in the IBMYP is ‘holistic’ or ‘inclusive’ learning. While insisting on
the thorough study of the various academic subjects, the IBMYP also highlights their
interrelatedness, thus encouraging a holistic view of knowledge, situations and
problems. Learning in each subject is strengthened because the students are
continually cross-referencing and reinforcing what they are learning.
One way in which the students are helped to make connections between the subjects
is through the ‘Areas of Interaction’. These are themes running through the
subjects, which both widen the scope of subjects and allow ideas to cross boundaries
from one subject to another. The AOls also help connect what students learn in the
classroom to what is happening in the world.
There are five Areas of Interaction: Environments, Human Ingenuity, Health & Social
Education, Community & Service and Approaches to Learning (AtL).
5

In keeping with the IB’s principles, as well as holistic learning the IBMYP emphasizes
intercultural awareness to promote better understanding of, and respect for,
students’ own, and other cultures, and stresses the importance of communication
through the command of their own language and a foreign language.
Students following the IBMYP will study from each of the eight subject groups:
Language A the student’s best language, often the language of
instruction
Language B a modern foreign language
Humanities history and geography
Science biology, chemistry, physics
Mathematics
Arts visual art/design, music, drama
Technology information technology and design technology
Physical Education
The Areas of Interaction
At ISD we use the icons shown below to give the students a visual representation of
each of the five Areas of Interaction.
6

AREA OF INTERACTION: APPROACHES TO LEARNING (AtL)
• How do I learn best?
• How do I know?
• How do I communicate my understanding?
AtL is concerned with the development of effective study skills, sometimes referred to as “learning how to learn.” Beyond useful
techniques, the goal is to nurture the intellectual discipline and habits of mind that will result in critical, coherent, and independent
thought, and in the capacity for problem solving and decision-making.
At ISD, we have organized the skills, attitudes and values we believe students need to be successful learners into the following six domains:
Organizational Values & Attitudes Collaborative Communication Informational Problem Solving&
Meta-strategies
Developing
• Information
Processing skills
• Enquiry skills
• Reasoning skills
• Creative thinking
Skills
• Evaluation skills
Developing Self
Assessment Skills:
• Assessment
against a rubric
• Knowing when to
ask for help
• Identification of
strengths and
weaknesses
• Identification of
alternatives and
strategies
• Analysis of
criticism
• Assessment of
work across a
time period
• Defining the problem
• Locating the needed
information
• Selecting resources
• Organizing information
• Presenting findings
• Evaluating the work
done
• Listening carefully and
actively to others
• Identifying the
message and the
purpose of a
speaker/writer, both
explicit and implied
• Reading fluently a
range of literary, nonfiction,
and non-print
texts and reflecting
critically on what is
read
• Presenting thoughts
clearly, coherently,
and passionately
• Establishing a
functioning
cooperative group
• Managing the group’s
activities in completing
the task and
maintaining an
effective working
relationship among
others
• Evaluating the
progress of the group
• Resolving conflicts
effectively
• Confidence that one
can solve problems
and think creatively
• Willingness to take
risks - confidence to
succeed and fail
without anxiety
• Motivation to do ones
best
• Honesty, personally
and intellectually
• Respect for self, as
well as for the ideas
and feelings of others.
• Managing time
• Coming to class
equipped, ready to
work
• Organizing materials
• Evaluating goals
Approaches to Learning is not a separate class; it is an integral part of every class in grades 6-10. Teachers will focus on only a selected number of
skills per unit. AtL skills are not graded but the student’s progress will be noted on the report card. The intention is to enable students to become
masters of their own learning. By “learning how to learn”, ISD students will be able to access and utilize information, to transfer and apply knowledge,
to make meaningful links between subject areas, to tap multiple intelligences, and to succeed in an independent and changing world.
7

AREA OF INTERACTION: COMMUNITY AND SERVICE
• How do we live in relation to each other?
• How can I contribute to the community?
• How can I help others?
These are the questions we ask students to ask themselves
through the Community and Service area of interaction.
These questions are not only directed towards distant places,
but also to the environment of our school and home. Through
the awareness and discovery of how we can make our world a
better place, we are creating a culture of caring in our school. We want the
students to care for each other, their immediate environment and the world in
which they are growing up. There are already real examples of how this is
happening.
Our students are very aware of problems in the world, war, natural disasters,
poverty, and disease as they learn about them through the media. The will to
help is there and many of the projects we support have come through
suggestions from the students. They have suggested where we could help
and how.
The Community and Service projects should connect to the students' areas of
study and complement the curriculum. This connection between learning and
doing is a vital element of the program. Through it we hope to educate
students to be aware, considerate and caring.
8

AREA OF INTERACTION: ENVIRONMENTS
• What are our environments?
• What resources do we have or need?
• What are my responsibilities?
This area of interaction is concerned with the development of
students’ awareness of their interdependence with the environment
so that they recognize and accept their responsibility for maintaining an
environment fit for present and future generations. At ISD, students are given
opportunities to develop insights into local and global environmental problems,
as well as related political and socio-economic concerns. Teachers help
students gain an understanding of these issues by guiding their investigations
through the perspectives of awareness, responsibility, action and reflection.
Students are expected to encounter and deal with environmental issues within
the context of all of their subjects, not only in science.
Important themes include an appreciation for the variety of natural and manmade
environments; the gravity and scope of environmental issues;
conservation and the role of international organizations; sustainable
development and human impact.
Through their direct involvement in a range of school-based and local
projects, students at ISD are given opportunities to gain the motivation, skills
and commitment needed to tackle and help solve environmental problems.
Students are required to reflect on their experiences and to display not only an
awareness of their environment, but also an appreciation for their own actions
and the impact they have. Over time, through investigation, discussion,
debate and reflection, students will increase their own awareness and develop
an appropriate set of skills and attitudes to the environment.
9

AREA OF INTERACTION: HEALTH AND SOCIAL EDUCATION
• How do I think and act?
• How am I changing?
• How can I look after myself and others?
HEALTH AND SOCIAL EDUCATION deals with key aspects
of development leading to complete and healthy lives. It
encompasses physical, social, and emotional health and
intelligence. The aim is to develop in students a sense of responsibility for
their own well-being and for their physical and social environment.
In particular, the exploration of this area in the subject groups allows students
to discuss and reflect on the following aspects of health:
• physical
• psychological
• sociological
• economic
• legal
As students move through the MYP, the integration of the Health and Social
Education area of interaction throughout the curriculum will provide them with
the opportunity to explore and reflect on the complex network of relationships
that they form with others. This journey will challenge students to consider the
cultural, political, social, and economic influences of different relationships at
the school, community, national, and international level.
The objectives of the Health and Social Education area of interaction are also
examined in concentrated form in life skills classes which complement the
MYP and are organized around the following themes:
• Values & Attitudes
• Personal Relationships
• Organizational & Practical Skills
• Personal Health
• Sexual Health
• Citizenship
• Substance Use & Misuse
• Problem Solving
• Professional Skills & Career Development
• Research Skills
During the year each grade will focus on one or more specific topics chosen
from these broad themes. The themes and topics may be revisited in
consecutive years of the program, or treated solely in one particular year
when it is determined to be more appropriate to the age and level of
development of the students.
10

AREA OF INTERACTION: HUMAN INGENUITY
• Why and how do we create?
• What are the consequences?
HUMAN INGENUITY deals with the creative and imaginative genius
of people and their impact on society and on the human mind. The
purpose of this area of interaction is to develop opportunities for students to
appreciate the human capacity and drive to invent, create, transform, enjoy
and improve the quality of life over time.
The major aspects of Human Ingenuity:
1. Inventive genius: any particular inventor, philosopher, artist etc.
covered in a subject area. What has been the impact of his/her
creations and inventions?
2. Students creating: opportunities are given to students to invent and
create their own original ideas. Do situations exist where they are able
to express and interpret ideas or thoughts through the use of
expressive writing, oral presentation of ideas, role-play, exploring
properties and the use of materials?
3. Advancement through time: the development of subject-related thought
and theories through time.
4. The development of peoples: the study of civilizations, races and
cultures over a period of time, resulting in a greater understanding of
human nature and thus of oneself and others. We place the area of
study into a cultural context through the examination of historical, social
and artistic developments of the times.
5. Aesthetic judgments: the changing perspectives of technological
advancement.
6. Creating change: the human ability to create change, and the
subsequent impact on society. Change may be generated as a
response to political or religious influences, due to popular demand or
necessity. The positive and negative aspects of change
11

ISD Diploma
In grades nine and ten the MYP overlaps with the requirements for the ISD
diploma and leads into the IB diploma in grades eleven and twelve.
Normally, a 9th grader is scheduled for ten courses, a tenth grader for nine or
ten.
To be awarded the ISD diploma a student must have
• completed four years of education in grades 9-12 or their equivalents.
• successfully completed ninth and tenth grades (at ISD this normally
means having followed years 4 and 5 of the IBMYP, including at least
three options) with no more than two final academic achievement
grades below 3 in either year.
• earned a minimum total of 40 points over grades 11 and 12, with no
more than four final academic achievement grades below 3, of which
no more than two may be earned in 12 th grade.
• successfully completed the CAS programme during each year of
attendance (G9-12) at ISD. 1
In addition each student should have:
• taken at least one year of mainstream English
• taken three consecutive years of the same foreign language
• studied German to a minimum competency level equivalent to ISD's
"Advanced German" (normally three years).
There may, under exceptional circumstances, be students for whom these
requirements might not be appropriate. In these cases the principal will determine
whether or not the student has met the conditions under which an ISD diploma can
still be awarded.
IB DIPLOMA
The International Baccalaureate Diploma is offered as a supplement to the
ISD diploma.
The IB diploma curriculum consists of a comprehensive and rigorous two-year
program, normally undertaken in the 11th & 12th grades (in exceptional cases
in grades 12 and 13). Based on the educational pattern of no single country, it
is a deliberate compromise between the specialization required in some
countries and the breadth and depth preferred in others. Since its inception in
the late 1960's, the IB diploma has become a symbol of academic integrity
and intellectual promise, and is accepted widely throughout the world as a
university entrance qualification.
IB diploma candidates must pass examinations in six areas, including
Language A (best or native language); an additional language; individuals and
societies; experimental sciences; mathematics; and a sixth subject, an
elective. Of the six examinations, three must be taken at the higher level and
three at the standard level.
1 This requirement only becomes operative when a CAS program has been set up in grades 6-12.
12

Other requirements are
• The completion of the "Theory of Knowledge" course (the role of
language and thought; logic; ways of knowing and areas of knowledge,
e.g. mathematics, natural sciences, human sciences, history, and
value judgments, e.g. moral, political and aesthetic judgments);
• The submission of an extended essay (4,000 words on a research topic
of the candidate's choice) and
• Participation in CAS activities, encompassing elements of creativity,
action and service.
Further detailed information about the IB diploma program can be obtained
from the IB diploma coordinator or the senior school principal.
Students who do not require the full IB diploma for university entrance may
work towards individual IB certificates.
HOMEWORK
Homework is an extension of the daily school program. The amount of
homework assigned varies from time to time, but generally increases as the
student moves up the grades. In most full-time courses teachers give regular
homework. In grades 6-8 a range of 1-2 hours of homework is typical, with 2-
3 hours per night for grades 9 and 10. Parents can be most helpful to their
children by providing a routine time and place that are conducive to
undisturbed study. Students can seek help in developing more effective study
skills from the counselors, the learning support department or from their
homeroom teachers
LEARNING DEVELOPMENT SUPPORT
A full-time learning specialist is available to assist students who have
diagnosed, mild learning disabilities. Students with severe behavioral,
emotional or learning disabilities are not accepted because there is no selfcontained
program available to meet their needs.
Students who are identified by their teachers as experiencing problems during
their time at ISD will be taken through the referral procedure. After external
assessment is completed and a full report has been sent to the learning
support department by the relevant professional, carefully planned and
suitable learning challenges will be set to respond to the student’s learning
needs. Progress will be monitored carefully by setting the appropriate
objectives and targets for the students.
An Individualized Education Plan (IEP) is developed for each student
receiving learning support by withdrawal from some classes. The IEP
contains learning goals, broken down into learning outcomes, and states the
achievement criteria which will be used in assessing these outcomes.
It is possible for a student diagnosed with a recognized learning disability e.g.
dyslexia, ADHD, etc. to receive exam concessions such as additional time or
the services of a reader.
13

The teaching, learning process at ISD is seen as a partnership between
school, students and parents. Parents will be expected to comply with the
school’s request for any and all additional testing required. Failure to comply
will place the student’s admission or continued enrollment at risk.
14

Language A
The Language A curriculum provides students with the opportunities and
resources to develop the language skills they need to pursue their goals in life
and to participate in their societies as articulate, literate, informed, reflective,
critical and creative members. The MYP areas of interaction are incorporated
into unit plans through natural links, enabling students and teachers to gain
original, meaningful and insightful perspectives on learning, inquiry and
reflection.
Philosophy
We believe language is essential to most human activities. It is the principal
means by which we experience, create and interpret the changing world in
which we live. It is the way we think and communicate.
We believe language acquisition grows incrementally through a constant and
natural interaction of the four modes: listening, speaking, reading and writing.
The language curriculum recognizes and respects the varied interests,
abilities, needs and diverse cultural backgrounds of our students. It
encompasses a progressive course of study which gives insight into
structures and functions of the language, emphasizes communication and
ultimately encourages students’ development of a critical appreciation of
literature.
We believe that literature, the written word, is an indispensable tool for the
development of language competence. Students should be given
opportunities to create and explore language through literature. We want this
to stimulate and elicit critical and creative responses from our students which
will lead to an understanding and life-long appreciation of literature.
Finally, we believe that each student should be challenged through the
implementation of a variety of instructional methods and strategies within a
positive environment conducive to further learning. It is our conviction that
this approach will foster an atmosphere of tolerance and respect for the ideas
of others and increase the individual’s awareness of self-identity.
The aims of the Grade 6-10 Language A program are:
• To encourage students to develop effective listening and speaking
skills and to use the language as a vehicle for reflection, learning, selfexpression
and creativity
• To enable students to read, comprehend, interpret, respond to and
appreciate a wide range of texts
• To provide opportunities for students to write effectively for a wide
variety of audiences and purposes
• To enable students to consider the role of literature both culturally and
historically
• To assist students in comprehending more clearly aspects of their own
culture and those of other cultures by exploring the interdependence of
human beings through a variety of works
• To encourage and enable students to use language as a tool for
personal growth, social interaction and for developing relationships
within the international community
15

• To develop students’ critical awareness in viewing media
• To develop students’ research skills using a variety of technological
and informational resources
Assessment:
Assessment is an integral part of our teaching and learning and is a
continuing process. Homework and class participation are further essential
aspects of ongoing assessment. Various methods, both formative and
summative, are used to determine the extent of students’ learning and ways in
which they can improve, based on the following criteria:
Criterion A: Content: refers to the student’s ability to demonstrate: an
awareness of the function of language through critical and creative writing, an
understanding of the works studied and an effective response to literature.
Criterion B: Organization: covers the student’s ability to express ideas with
clarity and coherence, structure arguments in a sustained and logical fashion,
and support these arguments with relevant examples.
Criterion C: Style and Language, Mechanics: refers to the student’s ability
to use language for a variety of purposes, including description, analysis and
persuasion. Appropriate register and language should be chosen, according
to intention and audience.
Typical assessment tasks include:
• Oral presentations
• Speeches and debates
• Large and small group discussion
• Narrative, descriptive, persuasive, journalistic and expository writing
• Creative writing
• Poetry, prose and media analyses
• Written and oral commentaries
• Tests and quizzes
• Individual and group projects
16

ENGLISH
In grades 6 – 8 the emphasis is on the development of reading
comprehension skills and an interactive approach to the study of literature.
The skills of listening, speaking, reading, writing, viewing and research are
integrated with the study of texts whose themes complement the topics
explored in humanities classes. This allows for the development of
interdisciplinary projects, fields trips and other activities which explore the
MYP areas of interaction in a creative and original manner.
Through the study of international literary texts, media and a variety of genres
including fiction, non-fiction, drama, short stories and poetry students develop
their listening, speaking, reading, writing, research and viewing skills in
addition to learning to appreciate cultural diversity. Whenever common
themes with other subject areas such as humanities, drama, music, and art
lend themselves to cooperation between teachers and classes, links between
these subject areas are actively pursued.
Developing a variety of approaches to learning skills is a further important
component of the program and is documented in our unit plans. Ultimately,
the major goal at all levels is to imbue students with the language skills which
will lead them to a life-long appreciation of literature and cultural diversity.
Units studied include works such as:
Grade 6 Short Stories
The Clay Marble
1 new Independent Reading unit
Drama: Introduction to Shakespeare
Optional: Journey to Jo’burg and Chain of Fire
Grade 7 Short Stories
The Hobbit or Abridged Odyssey
Midsummer Night’s Dream
Speeches
Poetry
The Outsiders
Amond the Hidden
1 new Independent Reading Unit (City of Embers)
Grade 8 Robert and the Dog (Short Story)
Romeo and Juliet
This Same Sky (Poetry anthology)
Optional: Flowers for Algernon
The diary of Anne Frank (30)
Address Unknown
Independent Reading
Grade 9 Multicultural Short Story Anthology
2 new Independent Reading Units
Much Ado About Nothing
Lord of the Flies
Grade 10 International Short Story Anthology
Brave New World
Taming of the Shrew
Optional: The Outsider (Camus)
All Quiet on the Western Front/War Poetry
17

The department also offers an options course in creative writing, which
is described in the final section of this handbook.
GERMAN
In our native-speakers’ courses in grades 6-8 we focus on language as an
important tool that needs to be mastered efficiently to prepare the students to
be able to work with literature and to develop critical thinking skills.
In grade 9 and 10 native classes we seek to further the students’ appreciation
of literature, to develop critical thinking skills and to master the language as an
efficient tool also for the study of other disciplines. We believe that through the
study of literature students will be able to develop a deeper understanding of
themselves and of Man in Society. Literature also offers the students the
opportunity to experience and evaluate ways of thought which differ from their
own.
Preparation for “Zentrale Abschlussprüfung” is reflected in the curriculum.
Consequently, the native-speakers’ curriculum presents a progressive
course of study which gives insight into basic structures and functions of the
language, emphasizes communication and ultimately leads to an
understanding and appreciation of literature.
Our goals:
• to develop the students ability to communicate effectively
• to enable the students to experience a sense of achievement through
effective communication
• to help the students to understand and apply the linguistic tools of
meaningful communication
• to develop the four major language skills (listening, speaking, reading
and writing) in a challenging course of study
• to encourage and develop a critical appreciation of German literature
• to prepare students for their respective IB diploma examinations
The Courses
In order to serve the needs of our students who come from different
backgrounds with different experiences we offer German 6-10 native classes
for native-speakers and speakers with near native competence.
These classes meet for 7 fifty-minute periods in a nine-day cycle.
After they complete German 10, those students who have the potential to do
IB diploma work may continue in the International Baccalaureate (IB) A1 or A2
language program. For non-IB students we offer a German Studies course.
Texts studied include works such as:
Grade 6 O. Preußler: „Krabat“, Fabeln, griechische Sagen
Grade 7 M. Levoy: Ein Schatten wie ein Leopard“
Grade 8 Roman Cornelia Funke, Tintenherz
Morton Rhue, Die Welle ausgewählte Kurzgeschichten Thema
„Grenzsituationen“
Grade 9 Jana Frey „Höhenflug abwärts“
Kurzgeschichten
18

Zeitungsprojekt: Rheinische Post
S. Zweig „Schachnovelle“
Nonfiktionale Texte (Erörterung)
Grade10 Werbung
Massenmedien
B. Brecht „Der gute Mensch von Sezuan“ /F. Dürrenmatt „Die
Physiker“
Stadtgedichte des 20. Jahrhunderts
Stereotype – Vorurteile (Kurzgeschichten)
T. Brussig “ Am kürzeren Ende der Sonnenallee”
Subject field trips and special projects, which are organized to make use of
the unique opportunity of studying German and the German culture in
Germany, supplement our courses.
Placement
Placement tests are used to determine the level of German for incoming
students.
JAPANESE
Objectives
The Japanese 6 – 10 curriculum aims to develop the students’ ability to
understand the Japanese language accurately and to express themselves
appropriately, deepen their interest in linguistic culture, enrich their sense of
language, and to develop an attitude of respect for the Japanese language
and culture.
Content:
In grades 6 – 10 great emphasis is placed on students’ having their own ideas
and on the development of their ability to reason, express themselves
appropriately depending on the purpose and the situation and comprehend
the content of reading accurately. The development of mind to become
familiar with reading is also considered. Class activities like giving
explanations, holding debates and making reports support this approach.
Texts studied include works such as:
Grade 6 Momo, Senso Dowa shu, Kusanojo no hanashi, Chumon no ooi ryoriten
Grade 7 Makuranososhi, TN kun no denki, Mujun, Sokoni boku wa ita, Tobu
kyoshitsu
Grade 8 Hashire Merosu, Kumo no ito, Krabat, Taketori monogatari
Grade 9 Eikyu Ketsuban, Haiku, Media o manabu, Ichigo Domei, Ugetsumonogatari,
Manyo Kokin Shinkokin, Tsugumi, Shonen H, Making a brochure, Girl with a
Pearl Earring
Grade 10 Rashomon, Yubi, Bo, Seimei no Fushigi, Sakaime, Shi no Kokoro wo yomu,
Isemonogatari, Machibuse,The best Christmas present in the world
19

KOREAN
The aims and objectives for these grades follow the new MYP Language A subject
guide and include the present aims and objectives of the Korean department which
are compatible with the Korean Language 6-10 requirements of the Korean Ministry
of Education.
The emphasis is on developing the four major language skills (listening, speaking,
reading and writing) in a challenging course of study appropriate for the respective
level. Persuasive, informative, and expressive written and speaking forms are taught,
and overall fluency in writing is stressed. Special emphasis is also placed on
students developing confidence and fluency in public speaking. The reading and
literature program focuses on applying developmental reading strategies and the
understanding of basic literary concepts. These concepts are applied to a variety of
poems and short stories, as well as a variety of novels. We also deal with Chinese
letters and Korean history, which are recommended by the Korean Ministry of
Education.
Texts studied include:
Grade 6: A Pine Tree (poem), The Presents of Understanding (novel),
Puberty (scenario), Anne’s Diary, The Star, Black Cat, Story of
soups
Grade 7 Literature Appreciation, A Flower Bud (poem), The Noise (short
Story)
Grade 8 Silkworm and Genius (essay), A Desk is a Desk (short story)
At the Field (drama)
Grade 9 Her house (novel), 4 poems, 3 miscellanies, A Lucky Day (short story),
History of Korean modern literature, Yi dynasty (a part of history)
Grade 10 Ku un mong (classic novel), Dancing with Mask (drama),
Our Twisted Hero (critical novel), Bombom (short story), Letters of
Jung, classic and modern poems
20

LANGUAGE B
The Language B curriculum is based on the MYP philosophy. It brings a
holistic approach to learning, which provides students with opportunities to
experience, explore and study a foreign language through the lenses of the
areas of interaction. Throughout the Language B program, students gain an
increasing responsibility for their learning and become aware of their roles and
responsibilities as members of communities. Additionally, students expand
their learning by making connections to personal, social and global issues,
thus developing their intercultural awareness.
Philosophy
We believe language is essential to most human activities. It is the principal
means by which we experience, create and interpret the changing world in
which we live. It is the way we think and communicate.
We believe language acquisition grows incrementally through a constant and
natural interaction of the four modes: listening, speaking, reading and writing.
The language curriculum recognizes and respects the varied interests,
abilities, needs and diverse cultural backgrounds of our students. It presents a
progressive course of study which gives insight into structures and functions
of the language, emphasizes communication and ultimately encourages the
development of a critical appreciation of literature.
We believe that learning a foreign language is essential in a global society. It
raises the students’ awareness as citizens of the world open to international
exchange, capable of critical analysis and appreciation, and enables them to
be more aware of their own identity, language and culture. It allows students
to gain access to realities beyond their native language concepts and thus
contributes to international understanding.
We believe that learning a foreign language involves communicating in the
target language as well as knowing about the language. Therefore the
students should be actively engaged in meaningful, authentic and purposeful
learning tasks, allowing for opportunities for creative and aesthetic
expression.
Finally we believe that each student should be challenged through the
implementation of a variety of instructional methods and strategies within a
positive learning environment conducive to further learning. It is our
conviction that this approach will foster an atmosphere of tolerance and
respect for the ideas of others and increase the individual’s awareness of self
identity.
The aims of the Grade 6-10 Language B program are:
• To develop the four major language skills (listening speaking reading
and writing) in a challenging course of study appropriate for the
respective level
• To develop the students ability to communicate effectively in the target
language in a variety of situations including work, leisure and further
study of the language as well as complementing other areas of study
21

• To help the students to understand the process of language learning
and to understand and apply linguistic tools of meaningful
communication
• To develop curiosity, interest and enjoyment in the target language
• To offer insight into the life and civilization of the communities where
the target language is spoken and encourage integration with the local
community , where relevant
• To encourage positive attitude towards speakers of other languages
and develop an appreciation of other cultures
Assessment
Assessment is an integral part of our teaching and learning and a continuing
process. Various methods, both formative and summative, are used to
determine to what extent learning expectations have been met. Assessment
criteria for the skills are established in rubrics and students are assessed in
listening, speaking, reading and writing. Students are encouraged to evaluate
their oral and written performance self-critically. Consistent, determined and
constructive participation in class and regular homework are necessary
throughout the course.
The main criteria for language B courses are:
Criterion A
Speaking: Message and Interaction
This criterion refers to the effectiveness of the speaker in communicating the
required message and maintaining the flow of conversation.
Criterion B
Speaking: Language
This criterion refers to the accuracy and fluency of the language used by the
speaker.
Criterion C
Writing: Message and Organization
This criterion refers to the effectiveness of the writer in communicating the
required message, and the organization and cohesion of the text.
Criterion D
Writing: Language
This criterion refers to the linguistic competence of the writer (vocabulary,
register,
grammatical structures).
Criteria E and F
Listening and Reading
These criteria refer to the effectiveness of the listener to recognize,
understand and interpret texts or dialogs.
Typical assessment tasks include:
• Prepared and spontaneous dialogs
• Oral presentations
22

• Written and oral response
• Applied writing tasks (letters, pamphlets, announcements, etc)
• Creative writing tasks
• Individual and group projects
• Tests and quizzes
GERMAN
Placement
As students have different aptitudes and experiences with foreign language
learning, it is not easy to say how long it will take a particular individual to
reach IB diploma entry standards. However, a student who starts at the
beginning of 7 th grade and who works consistently should be able to reach IB
diploma entry level by the end of 10 th grade.
Our flow chart shows the regular progression in our program.
However, if students demonstrate in a placement test that they have
developed a more advanced competence of speaking and writing German -
for example through a summer course - they will be placed accordingly. This
could be the case, if a student aims for a full IB diploma with German as the
B-language, but has not reached the German Intermediate 9 level yet, when
(s)he enters grade 9, or the Advanced 10 level in 10 th grade.
Placement tests are also used to determine the level of German for incoming
students with previous knowledge of the language.
In our foreign language courses we seek to convey that learning the German
language within the native environment opens the door of communication
between people of different cultural backgrounds and leads to a better
understanding of present-day German society, its history and traditions.
The Courses
In order to serve the needs of our students who come from different
backgrounds with different experiences and either start German or continue
their studies, we provide a wide range of courses divided by proficiency level
rather than by years.
.
For foreign speakers we offer the B language program:
German Basic, Advanced Basic, Intermediate and Advanced are offered in
grades 6-10. These classes meet for 7 fifty-minute periods in a nine-day
cycle. In grade 10, Pre-IB diploma German is offered for students who
have completed Advanced and are preparing for IB German B Higher
Level or A2 in grade 11.
After they complete the advanced level in grade 10, those students who have
the potential to do IB diploma work may continue in the International
Baccalaureate (IB) diploma language B program.
23

Skills and Content
Students will work on the four language skills.
• Listening: understanding and interpreting the spoken language from
various sources on a variety of topics
• Reading: understanding and interpreting both non-literary and literary
written texts
• Speaking: communicating clearly, resourcefully and appropriately with
other speakers
• Writing: communicating ideas clearly, resourcefully and appropriately in
writing
At the same time, students will increase their language range, expand and
consolidate their vocabulary and increase their understanding of grammar.
The topics explored allow students to relate to the language work while
reflecting on the areas of interaction. Students also pursue the school’s goal
of intercultural awareness by becoming aware of the different countries in
which German is spoken.
Subject field trips and special projects, which are organized to make use of
the unique opportunity of studying German and the German culture in
Germany, supplement our courses.
Methodology
The department aims to follow a methodology which stresses:
• that language is used for communication
• learner-centered instruction
• that different students can learn in different ways
• variety
• authentic material
• creative material
• creative and open-ended activities to motivate and challenge a range of
abilities.
24

German 10
(A1/A2)
Gr. 10
IB German A1
S/H1
Gr.11
IB German A1
S/H2
Gr.
12
Chart of Classes
GERMAN DEPARTMENT
Basic 10
Advanced
Basic 10
**Intermediate
10
Advanced
10
**German
Intermediate
Gr. 11-12
German
Advanced
Gr. 11-12
**IB German B
Exceptional cases only- placement test
after additional studies/summer course.
IB German A2
S/H1
Gr. 11
IB German A2
S/H2
Gr. 12
25
Average Student
Strong Student for the ISD
From Advanced 9
German
Pre IB
Gr. 10
IB German B
Standard 1
Gr. 11
IB German B
Standard 2
Gr. 12
Weak Student
German
Ab Initio 1
Gr. 11
German
Ab Initio 2
Gr. 12
IB German B
High 1
Gr. 11
IB German B
High 2
Gr. 12

FRENCH
Placement
The French and Spanish programs in grades 6-10 are primarily designed to meet the
continuing needs of second-language learners of varying proficiencies entering in
grades 6-9. From time to time we may be able accommodate a small number of
native or near-native speakers on a case-by-case, year-by-year basis.
At each grade level there are usually 2-4 separate classes in each language, which
meet at the same time. Sometimes grade levels are combined so that we can
provide more flexibility by creating a greater number of sections
At the beginning of the year students are placed in classes based on their proficiency
level as determined by placement tests or interviews (if new to ISD) or performance
in the previous grade (if they are returning ISD students). The teacher gears the
content to the proficiency levels of the students in the class and differentiates
instruction internally to ensure that the students make appropriate progress over the
year. Additional flexibility is provided by the fact that students can easily be moved
between sections, without interfering with their other subjects, because the sections
meet at the same time.
French is taught at 3 levels: Beginners, Intermediate 1, and Intermediate 2. All
courses are theme-based and taught through the four skills: reading, writing,
listening and speaking.
Many activities related to these themes will enable the students to discover, research
and work on a link to the areas of interaction.
French 6 – 8
Beginners is an introductory course to the French language and culture. The
students will learn the basics of the language through a theme-based presentation.
Some themes include: personal data, family and friends, school life, sport and other
activities. Students will also learn about the customs and culture in France and
French speaking countries. Grammar includes: present tense of regular and some
irregular verbs, immediate future, easy forms of past tense, agreement and gender of
nouns and adjectives.
Intermediate 1 (year 2) is a continuation of the beginners’ course with an emphasis
on developing more proficiency in the language and more emphasis on oral
communication. Some themes include: fashion, health, TV programs, movies,
hobbies, holidays and travels. The grammar includes: irregular forms of verbs and
adjectives, past tense, future, comparative and superlative, negative forms.
Intermediate 2 (year 3) is a continuation of the two first foundation years. It
reinforces the previously acquired vocabulary and grammar, adds new syntax and
enables the students to start writing essays and be more involved in discussions and
debates. We will also emphasize the importance of reading through novels and
authentic documents.
26

We continue to focus on the four major skills, writing, speaking, reading and listening
and explore more deeply the cultural aspect of France and other francophone
countries.
Major themes: dates, special events, festivals, favorite celebrations in France and
aboard; transport, holidays, travel documentation; pocket money, personal budget,
party; communication, learning a language, speaking on the phone, sending emails,
writing formal and informal letters; visiting France, linguistic stay, adventure tour.
Many activities related to these themes will enable the students to find, research and
work on a link to the areas of interaction.
Grammar: past tenses (reviewing of passé-compose with simple and irregular verbs
and imperfect), their formation and value; irregular adjectives places before nouns;
temporal phrases; reviewing of comparatives and superlatives; complex negative
structures; imperative and its negation; relative pronouns; cohesive devices for essay
writing; reviewing of such phrases such as “il faut, on doit…”; direct and indirect
personal pronouns and their places in a more complex structure; le future-simple.
French 9 and 10
Beginners is an introductory course to the French language and culture. The
students will learn the basics of the language through a theme-based presentation.
The main themes include: personal data, ordering at a café, booking a hotel,
reserving a special room, giving and asking for directions, leisure time activities,
traveling, fashion, at the restaurant, visit to Paris. Students will also learn about the
customs and culture in France and French speaking countries. Grammar includes:
present tense of regular and irregular verbs, immediate future, past tense, agreement
of nouns, and adjectives.
Intermediate 1 (year 2) is a continuation of the beginners’ course with an emphasis
on developing more proficiency in the language and more emphasis on oral
communication. Some themes include: house, fashion, rent a car, holidays/weather,
sports, health, family life and traditions. Grammar includes: irregular forms of verbs
and adjectives, past tenses, future, comparative and superlatives, prepositions,
personal pronouns, adverbs. Targeted debates and discussions will allow students to
improve their interaction skills.
Intermediate 2 (year 3) is a continuation of the two first foundation years. It
reinforces the previously acquired vocabulary and grammar, adds new syntax and
enables the students to start writing essays and to be more involved in discussions
and debates. We will also emphasize the importance of reading through novels and
authentic documents.
Major themes: special events, festivals, favorite celebrations in France, transport,
holidays, pocket money, communication, speaking on the phone, sending emails,
writing formal and informal letters. Many activities related to these themes will
enable the students to find, research and work on a link to the areas of interaction.
Grammar: past tenses, irregular forms of adjectives, past participles, temporal
phrases, complex negative structures, relative pronouns, cohesive devices for essay
writing, personal pronouns and future tense.
27

French Advanced: after three years of French the students can reflect and
communicate their thoughts with more ease. New grammatical tools and more
specific vocabulary will enable them to refine their wording and feel more convincing
and confident during targeted debates. We continue to explore the cultural aspect of
France and francophone countries through literature, authentic documents, and the
targeted viewing of theme-related films and testimonies.
Themes: le fait divers (news in brief), description, particulars, sport, the tierce; the
film industry, film criticism; food and health; fashion and personality; the place where
we live.
These themes are developed in depth and linked up to the areas of interaction.
Grammar: the past tenses; imparfait, passé-compose and plus perfect; temporal
phrases and cohesive devices; the passive form; the “future anterieur”; the
subjunctive with “il faut que”; the more complex interrogative sentence; the
gerundive; the present conditional (and past); indefinite pronouns and phrases as
well as verbs expressing the idea of quantity; demonstrative and relative pronouns;
the indirect interrogation (indirect speech); relative clauses and subjunctive sense.
SPANISH
Spanish 6-8
Beginners (year 1) is an introductory course to the Spanish language and culture.
The students will learn the basics of the language through a theme-based approach
encompassing the four language skills – reading, writing, listening and speaking.
Some themes include: personal data, family and friends, pets, describing people,
daily routines, school life, sports and free time. Grammar topics include the present
tense of regular and some irregular verbs, gender and agreement of articles, nouns
and adjectives and the immediate future.
Intermediate I (year 2) is a continuation of the beginners’ course with an emphasis
on developing more proficiency in the language. Some themes include holidays,
biographies, foods, health, clothes and shopping. Some grammar topics are irregular
verbs in the present tense, present progressive, past tense (pret. indefinido),
comparative and superlative, determiners, relative pronouns, direct and indirect
object pronouns. Themes taught in Beginners’ Spanish are reviewed and reinforced.
Intermediate II (year 3) is a continuation of the two first foundation years. It enables
students to develop more precision in both their written and verbal expression. Some
themes include: childhood, communication and media, friendship, self-esteem, and
relationships. Some grammar topics include the pret. imperfecto, a constrast
between pret. indefinido and pret. imperfecto and relative pronouns .
Spanish 9-10
Intermediate I (year 2) is a continuation of the beginners’ course with an emphasis
on developing more proficiency in the language. Some themes include holidays,
biographies, foods, health, clothes and shopping. Some grammar topics are irregular
verbs in the present tense, present progressive, past tense (pret. indefinido),
comparative and superlative, determiners, relative pronouns, direct and indirect
object pronouns. Themes taught in Beginners’ Spanish are reviewed and reinforced.
28

Advanced I (year 4) reinforces the previously acquired vocabulary and grammar and
includes additional nuances in the past tenses. At this stage, students begin writing
argumentative essays and are more involved in discussions and debates.
Some themes include drugs, natural disasters, personality, coming of age and school
rules. Some grammar topics are pret. perfecto and pret. pluscuamperfecto,
conditional and future tense as well as formal connective words.
Advanced II (year 5) adds new grammatical tools and more specific vocabulary
through the study of literature, newspaper articles and films. Some topics include
careers, the media, NGOs, the rights of children related to labor, the world of art,
cinema and music and short fiction.
Grammar topics include a review of all tenses in different contexts, commands and
present subjunctive.
29

ENGLISH AS A SECOND LANGUAGE (ESL)
Philosophy
We believe that language is essential to most human activities. It is the principal
means by which we experience, create and interpret the changing world in which we
live. It is the way we think and communicate.
We believe language acquisition grows incrementally through a constant and natural
interaction of comprehensible input and the four skills: listening, speaking, reading
and writing. The language curriculum recognizes and respects the varied interests,
abilities, needs and diverse cultural backgrounds of our students. It presents a
progressive course of study, which gives insight into structures and functions of the
language and emphasizes communication.
We believe that all second language students whose language level is insufficient to
cope with a full curriculum in English should be offered ESL classes or in-class
support appropriate to their age and level to enable them to succeed in the
mainstream. We believe that the most efficient way to achieve this is by immersing
the students in an authentic language environment which is comprehensible, yet
challenging, where specific language is targeted for instruction, where acquired
language is used in meaningful tasks and where an attempt is made to mirror grade
level content and teaching styles.
Finally, we believe that each student should be challenged through the
implementation of a variety of instructional methods and strategies in a positive
environment, which is conducive to further learning. It is our conviction that this
approach will foster an atmosphere of tolerance and respect for the ideas of others
and increase the individual’s awareness of self-identity.
Grades 6 - 10
ESL classes take place during the mainstream English and humanities periods and
students are taught in grade-level groups. During all other subjects the ESL students
participate in mainstream classes. The ESL classes aim to develop the skills and
attitudes required for effective communication and study; reading writing, listening
and speaking. To develop an appreciation, knowledge and understanding of literature
and language, a variety of teaching strategies, instructional materials, flexible
assignments and additional services are used as needed. The ESL department
understands that students learn in different ways and at different speeds, therefore
we aim to provide support and encouragement for each student on their way to full
proficiency.
During ESL classes the students study both English and humanities using a variety
of texts and materials. The ESL teachers are in constant close communication with
their mainstream colleagues on the content and requirements of the mainstream
classes. The literature read in ESL classes is chosen to reflect the topics covered by
the mainstream classes. The content of the humanities mainstream classes is also
followed as far as is linguistically possible by the ESL class to ease the transition
from ESL to the mainstream class. Whenever possible the mainstream and ESL
classes work together on assignments and projects.
30

In addition to the English and humanities ESL classes, students are generally
required to take further ESL support classes during the G 9 & 10 options block.
These may be additional communication skills classes or ESL science, which are
courses designed to assist the students with the specific language requirements of
these subjects.
The ESL department undertakes to support students in all aspects of their academic
studies and social integration as far as possible.
Exit procedure
Students can exit the program at any time during the school year when their work
reaches the required standard of fluency and accuracy to succeed in the mainstream
classroom. This decision is reached jointly by the ESL and mainstream teacher.
Evaluation/Assessment
Student assessment is both formative and summative and is based on student
participation, oral work, quizzes, tests, project work, homework and teacher
observation. The progress indicators used on report cards are based on individual
student progress rather than one standard class expectation. In addition to the ESL
specific criteria, students will be assessed using the MYP criteria. In English these
are content, organization, and style and language use. In humanities they are
knowledge, application and understanding of key concepts, development of skills,
and organization and presentation of the material. Students will be assessed using
clearly stated criteria or rubrics.
31

HUMANITIES
PHILOSOPHY
Humanities investigates the past, present and potential future interactions of people
with each other and with the environment. Students examine local and international
communities as well as their own cultures. Emphasis on global interdependence
highlights individual differences and responsibilities, fostering tolerance and
understanding. Our ultimate aim is to teach relevant knowledge and skills, which
promote the social, intellectual and emotional development of each student
PROGRAM
The aim of the program is to encourage students to gain and develop knowledge,
conceptual understanding, research skills, analytical and interpretive skills, and
communication skills, as well as contributing to the development of the student as a
whole. The program aims to encourage a respect for and understanding of the world
around them, and provide a skills base for further study. This is achieved through the
study of individuals, societies, and environments in a wide context, integrating
historical, geographical, political, social, economic, religious, technological, cultural,
and current perspectives.
Key concepts include time, place and space, change, systems, and internationalism.
Fundamental skills to be developed over the five years of the MYP include technical,
analytical, problem-solving, and investigative skills.
Aims: to encourage and enable the student to develop:
• an enquiring mind
• a sense of time and place
• a respect and understanding of others’ perspectives, values, attitudes
• awareness and understanding of people and cultures in a variety of places at
different times
• an understanding of the interactions and interdependence of individuals,
societies, and their environments
• an understanding of the causes and consequences of change through physical
and human actions and processes
• the skills necessary for the effective study of humanities
• an understanding of contemporary humanities issues
• a sense of internationalism and a desire to be proactive as a responsible global
citizen
• an awareness of the links with other subjects
• a lifelong interest in, and enjoyment of, humanities.
The objectives of the humanities program relate directly to four assessment criteria:
knowledge of the subject matter, application and understanding of the key
concepts, the development of skills, and the organization and presentation of
the material. Assessment is both summative and formative. Students will be
assessed against criteria that clearly outline the learning objectives. Types of
assessment will include: unit tests, source analysis, essays, oral presentations,
homework assignments and individual/group projects.
32

GRADE
LEVEL
Six
Seven
Eight
Nine
Ten
SEMESTER
ONE
33
SEMESTER
TWO
Basic Map and Geography Skills Case Studies – Europe Africa,
Asia
The Characteristics of Cultures
Five Themes of Geography North America – Indigenous
History and Culture
Advanced Mapping Skills South America – Aztec, Maya,
Inca
World Religions, Comparative
Analysis
Development Current day South Africa
Civil Rights in USA
Slavery, Historical &
Contemporary
Anti-apartheid in South Africa The Holocaust
Media Blitz - understanding &
organizing plethora of information
Revolution (political, economic,
religious etc.) and Change
Case Study: French Revolution
Research/oral reports on other
Urbanization - why & how cities
begin and develop
revolutions in history
Cities in LEDCs and MEDCs Empires: Case Study: Iran, with
an examination of other
empires
Industrial Revolution – The Effect of
Technological Change
The Spread of Industrialization
Rivers: Location of Industry Case
Study: The Rhine and the Ruhr
World War One – Technology and
the Home Front
World War Two – Technology
and the Home Front
The Cold War
The department also offers options courses (Introduction to Psychology,
Global Issues, and Business and Management), which are described in the final
section of this handbook.

SCIENCE
Philosophy
The study of science is a fundamental part of the education of all young people; to
function effectively in, and contribute positively to society, they need to be
scientifically literate and to have knowledge of science. Effective science education
must have a firm practical basis and must be relevant to the everyday experience of
the students.
Students should be given opportunities to study and gain experience of natural
phenomena through research and discovery to develop a range of practical and
communicative skills. Students need to learn to analyze scientific information, to
recognize relevant facts and to develop critical thinking and rational problem solving
skills in science. Students should be encouraged to develop good attitudes to work
including cooperation, punctuality and safety.
Finally, science teaching should promote a view of science as a global pursuit
requiring worldwide communication and international cooperation.
PROGRAM
The principal objective is to provide students with a foundation that will make them
scientifically literate so that they may make informed judgments and decisions about
scientific issues, and can use the scientific process skills for problem solving.
Science is presented as a cooperative venture, involving collaboration between
individuals and cooperation on a national and international level. Students learn to
look on science as an activity which is constantly changing and developing and which
is influenced by social, economic, political, technological, ethical, moral and cultural
factors.
Learning about science is based on the process of enquiry. This involves studying
the ways in which scientists investigate the natural world and propose explanations
based on the evidence they collect. Enquiry-based activities are important in helping
students to develop an understanding of the scientific process.
Students are provided with opportunities to participate actively in scientific
investigations, and to use and apply their knowledge and understanding when
formulating explanations. Students are expected to be personally engaged in the
learning process and to have a positive attitude towards their work. This is
encouraged by involving students in enquiry-type activities and investigations and
through the use of a variety of continuous assessment techniques.
We adopt a holistic approach to learning which is reflected in a number of ways. We
work closely with our colleagues within the department and, where appropriate, with
other departments. The subject matter is coordinated across the scientific disciplines
and appropriate links with other subjects are pursued. The areas of interaction form
an integral part of the program. Students are provided with opportunities to develop
an awareness of environmental and health issues as well as the interdependence of
science and society and the historical development of scientific ideas.
There are strong links between science and technology and these are encouraged
and underpinned through the use of technology in a number of ways. In science the
34

use of the TI-83+ calculator, which is required for mathematics, is encouraged and
supported for students in grades 9 and 10. Students are also encouraged to make
use of computer technology for word processing, data analysis and research. Data
processing using spreadsheets and graphing software is encouraged and supported.
The course is coordinated in the sense that it deals with all of the major areas of
science including topics in biology, chemistry, physics and earth science.
The science department is currently in a five year cycle of rewriting its courses for
Grades 6 to 10. This year has seen the development of the Grade 6 and 8 courses.
This will continue next year with Grades 7 and 9. The Grade 10 courses remain in
their current format.
Grade Six:
The theme running throughout the year is Being a Scientist, and Human
Achievement is the main area of interaction focus. Some possible questions that will
be answered are: How do we know what we know? How can we be sure? What is
the scientific method? How and why are discoveries made? How do we know what
living and non-living things are made of?
Grade Seven:
The theme running throughout the year is Me Myself, and Health and Social
Education is the main area of interaction focus. Some possible questions that will be
answered are: Are we all the same? How do I sense my surroundings? How do I
change? How do I survive?
Grade Eight:
The theme running throughout the year is Where I Live and Environments is the main
area of interaction focus. Some possible questions that will be answered are: Where
do I come from? How does life survive on Earth? How does life evolve with time?
How do I affect my environment? What would happen if there was no sun?
Grade Nine:
The theme running throughout the year is My Lifestyle and Health and Social
Education is the main area of interaction focus. Some possible questions that will be
answered are: How does my body cope? What’s good for me? How do I keep
healthy? How do I communicate with others? How do I relax?
Grade Ten:
Chemistry/Biology
The Chemistry/biology course consists of 2 chemistry units and 3 biology units:
• Carbon chemistry
Carbon and its compounds, fossil fuels, energy content of fuels, properties
and uses of alcohols, carboxylic acids, manufacturing soap
• Industrial chemistry
Metal extraction, iron and steel making, electrolysis, effects of chemical
industries on the environment
• Microbiology
The study of microorganisms; bacteria, fungi, viruses, cells, microscope
drawing, growth and culturing of microorganisms, food preservation
35

• Ecology
Ecosystems and physical variables, food chains and webs, energy flow, the
carbon cycle, field techniques
• Variation and evolution
Classification, variation, natural selection and evolution, biodiversity and
conservation
Chemistry/Physics
The Chemistry/Physics course is an integrated course of combined chemistry and
physics topics set in context based on a common science theme of energy. The
environments area of interaction runs as a common thread through all topics
including; energy conservation, pollution, waste disposal.
The topics are:
• Energy from fossil fuels
Hydrocarbons, combustion and bond energy, processing crude oil, thermal
power stations, electromagnetic induction and ac generators
• Energy from nuclear reactions, wind and water
The atom and nuclear fission, nuclear power stations, wind turbines, potential
and kinetic energy, hydroelectric power stations, wave and tidal turbines
• Energy from cells
Chemical cells, the electrochemical series, hydrogen fuel cells, solar cells,
semiconductors and the p-n junction diode
• Transporting electrical energy
Transformers, high voltage transmission lines, efficiency and power loss
• Energy in industry
Metal reactions and extraction, iron and steel making, copper purification,
aluminium electrolysis, plastics and polymerization
• Energy in the home
Paying for electricity, circuit breakers and electromagnets, electric motors,
heating and lighting, fluorescent tubes and filament lamps
• Energy in transport
Petrol and electric driven cars, car lighting and LED’s, safety features, air bags
and crumple zones, stopping distances
ASSESSMENT
There are six broad assessment criteria for MYP science and for each criterion
students are assessed against a set of agreed, grade-specific learner outcomes.
The criteria are:
One World, an appreciation of science and how it relates to society,
Communication in Science, including written and oral aspects as well as the use of
various media,
Knowledge and Understanding of Science including laws, theories concepts,
problem solving, analysis and evaluation (and terminology),
Scientific Inquiry including the ability to formulate a hypothesis, decide on
appropriate variables and critically evaluate an experiment,
Processing Data including the use of graphs and mathematical analysis and the
ability to make predictions and draw conclusions based on data, and
Attitudes in Science which includes working safely and responsibly and
collaborating with other students.
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Performance against these criteria is assessed using a range of instruments
including (but not limited to) unit tests, data analysis, laboratory reports, oral reports,
practical tests, posters, and research essays.
COURSE CHOICE For 10 th Grade
Here are some frequently asked questions that may help students when choosing
which science course to study in 10 th Grade.
Why are there two courses?
This allows the students to study two science subjects in more depth. This should
prepare the students better for IB science courses in 11 th and 12 th Grade.
If I find out during 10 th Grade that I don’t like chemistry and physics, can I still
choose IB Biology in 11 th Grade?
Yes, at Standard Level. In some special circumstances it may be possible to choose
Higher Level Biology.
If I find out during 10 th Grade that I don’t like chemistry and biology, can I still
choose IB Physics in 11 th Grade?
Yes, at Standard Level. In some special circumstances it may be possible to choose
Higher Level Physics.
Is one course easier than the other?
No, both courses are of the same standard. They are as easy (or difficult!) as each
other.
Is one course assessed in a different way from the other?
No, both courses are assessed using the same six MYP criteria that are used in 9 th
Grade.
What factors should I consider when making my choice?
You should base your choice primarily on what subjects you enjoy or are interested
in the most. You might also want to consider what particular skills and abilities you
have. You may also consider at this early stage what subjects fit better with courses
you may wish to study at university.
What factors should I ignore when I make my choice?
You should ignore what your friends want to do and make a decision based solely on
what is appropriate for you. You shouldn’t base your decision on what teacher you
might get (even the teachers don’t know what classes they will be teaching next
year!).
I’ve heard a rumor that biology is the easiest science in the IB. Is this true?
No, all science subjects are of the
same standard. You should ignore
any rumors that you hear about
science courses. The best way to
get accurate information is to ask a
science teacher.
37

MATHEMATICS
PHILOSOPHY
We believe that mathematics is an integral part of everyday life. Mathematics is a
way of thinking characterized by processes such as exploration, manipulation,
discovery and classification. It is a precise and concise means of communication
used to represent, to interpret and to predict aspects of our changing world.
We maintain that mathematics is more about process than results. Thus, students
should be expected to communicate effectively, orally and in writing, using
terminology relevant to the discipline. The mathematics program strives to establish
an atmosphere of self-discovery within the classroom, recognizing that students need
to be active participants within the learning process. Students will be taught using a
variety of methods, which include the use of technology and manipulative materials.
The mathematics' classroom will provide a safe and respectful environment that is
tolerant of mistakes and considerate of the learner's language level.
Our goal is to help students gain an understanding of mathematical relationships
across topics as well as an appreciation of mathematical applications across various
subject areas. We aim to establish a mathematical awareness that moves beyond
the classroom itself, enabling students to value the essential nature of the subject.
PROGRAM
The courses aim to give students an appreciation of the usefulness, power and
beauty of the subject. The program provides a framework for mathematics outlining
five branches of mathematical study:
• Number
• Algebra
• Statistics and probability
• Geometry and trigonometry
• Discrete mathematics (graph theory)
In grades six and seven all students will study at the same level with extension
opportunities offered to more able students as appropriate.
In grade eight all students will study in a mixed-ability section at the standard level.
Throughout the year all students have the opportunity to attempt extended math
activities that develop skills and concepts at the extended level. Success in these
tasks leads to course credit at the extended level.
In grade nine all students study in a mixed-ability section. After an appropriate
number of assessments the teacher will identify students deemed capable of
extended-level mathematics. Students will then have the opportunity to develop
skills and understand concepts at the extended level, qualifying for course credit at
this level.
In grade ten students will study at either the standard level or the extended level in
separate sections specifically set to differentiate between the two levels.
In general throughout the program, students who demonstrate highly developed
mathematical abilities will be provided opportunities for enriching their understanding.
These enrichment opportunities can be offered both in and outside of the classroom.
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The objectives of the IBMYP relate directly to four assessment criteria: knowledge
and understanding of the concepts, investigating patterns, the student's ability to
communicate, as well as reflection in mathematics. Assessment at all levels of the
mathematics program will include both summative and formative components.
Students will be assessed against criteria that clearly outline the learning objectives
within each branch. Assessment tasks will include tests, quizzes, mathematical
investigations, mathematical modeling assignments, group activities and individual
presentations, as appropriate, as well as comprehensive summative
examinations.
The vertical progression of concepts and skills can be found on ISD’s intranet site. A
hard copy is available through your child’s classroom teacher.
Course placement relative to the IB diploma program:
• Students exiting grade eight or nine at the extended level will typically be
future IB Mathematics SL or IB Mathematics HL students for the IB diploma
program.
• Students exiting grade eight or nine at the standard level will typically be future
IB Mathematics SL or IB Mathematical Studies students. Note: The German
Kultusministerium does not recognize the validity of IB Mathematical Studies.
• Students enrolled in grade ten extended level will have access to IB
Mathematics SL or IB Mathematics HL for IB diploma program registration.
Students enrolled in grade ten standard level will have access to IB
Mathematics SL or IB Mathematical Studies for IB diploma program
registration. Note: The German Kultusministerium does not recognize the
validity of IB Mathematical Studies.
A note about Graphics Display Calculators:
• The Texas Instruments TI-84+ calculator is now a requirement in the G9-12
mathematics program. The school will provide the calculators at a reduced
price to the students resulting from a bulk order. For details contact the Chair
of the Mathematics Department.
The department also offers option courses (Focus Math and Further
Mathematics which are described in the final section of this handbook.
39

The Visual Arts
PHILOSOPHY
We believe in providing a broad, balanced, cyclical arts curriculum, based on
practical learning, in which students of all abilities can grow aesthetically and
creatively in the areas of music, visual art and theatre arts. Knowledge and
Understanding, Application, Reflection and Evaluation, and Personal Engagement,
learned within the separate arts subjects, can be applied across the curriculum,
providing students with strategies to become lifetime learners. A wide range of
assessment strategies are used, with the developmental workbook forming a
common thread between the arts subjects.
The visual arts are an integral part of the MYP and are a requirement for all students
until the end of the 10 th Grade. After that time, students may advance to the IB Visual
Arts, as part of the IB diploma.
Central to the IB philosophy is the concept of a balanced curriculum for a broadly
based education. The visual arts offer unique learning opportunities, which can
contribute to the quality of the general curriculum.
Visual literacy for all of our students, regardless of previous experience, is the main
goal of our visual arts program. To this end, we have designed courses to enhance
perception, develop artistic confidence and to practice skills for life long enrichment.
Through critical studies, students learn to analyze works of art and reflect about the
world of art from different cultures. This research is recorded through written and
visual entries in their development workbooks.
One feature of our visual arts classes is the importance given to the production of
works of art. The studio is a creative and motivating environment for personal and
collaborative visual expression and communication. The works of art are given full
representation in exhibitions and displays, both in the school and at other venues.
The Visual Arts Program
The visual arts courses in grades 6 to 10 are designed according to MYP
Assessment Criteria.
• Knowledge and Understanding
• Application
• Reflection and Evaluation
• Artistic Awareness and Personal Engagement
• Personal Engagement
The objectives of all courses include: organization; communication; cores cultural
awareness; coloration; creative thinking; experimentation; aesthetic awareness;
contextual research; analytical and synthetic thinking.
The Courses
Core Arts (grades 6-10). The purpose is to develop knowledge and experience in all
the three arts subjects: visual arts, music, and drama, which rotate each trimester.
40

In grades 9 and 10, students may enroll in additional optional courses: Visual Arts I
and Visual Arts II, where they have the opportunity to work on larger, year-long
projects.
The objectives of all courses in the visual arts are directly linked to the MYP/IB
assessment criteria and include: organization; communication; cross cultural
awareness; collaboration; creative thinking; reflection; experimentation; aesthetic
awareness; contextual research; analytical and synthetic thinking.
Table of Visual Art Courses and examples of course themes
Grade
Six
Seven
Eight
Nine
Ten
Course Themes.
Abstraction
The focus is on the elements of art, composition and
design.
Consumer Society
A mixed media exploration of composition, juxtaposition
and teaching based on Pop Art focusing on popular
culture and Pop Art.
Dreams and the Imagination
A study of the creative process focusing on Surrealism.
(Art Museum field trip)
Core Arts
The language of Art:
The elements and principles of Art expressed
by imagination and from observation, including
a study of works by Paul Klee and George
Braque (K20 Museum, Düsseldorf).
Visual Arts I
Exploration of a theme through creativity, and
collaboration
Collaborative and individual study in a variety of media
Core Arts
The Five Skills of Drawing:
Edges, Space, Light & Shade, Proportion, and Gestalt.
Visual Arts II
Collaborative and individual study in painting and
sculpture.
41

MUSIC
PHILOSOPHY
Music in grades 6-10 gives students access to musical experiences that allow for the
development of thinking skills, intuitive skills, practical abilities, communication and
the ability to relate to others. Engagement with existing and emerging music from the
local community and from around the world allows students to understand the
significance of music to the cultures of the world and, by engaging in practical work,
to develop understanding of ho the act of making music is a significant and universal
aspect of human expression. (found on page 18 of the MYP Arts Guide)
MYP CORE MUSIC
In grades 6-10, assessment in music is based on the MYP Arts Assessment Criteria.
These are:
A – Knowledge and Understanding
B – Application
C – Reflection and Evaluation
D – Personal Engagement
In addition, assessment takes into account the development of students AtL skills as
these relate to the class. Evaluation is both formative and summative and all formally
assessed tasks are based on rubrics.
General music is an integral part of the MYP Core Arts course.
Course Outlines for MYP
Topic↓ Grade→ 6 7 8 9 10
Introduction & Soundtracks ♫ ♫
Elements of Music ♫ ♫ ♫ ♫ ♫
Listening Analysis ♫ ♫ ♫ ♫ ♫
Graphic Score Notation ♫
Musical Notation – Rhythm ♫ ♫ ♫ ♫
Musical Notation – Pitch ♫ ♫ ♫ ♫
Notation of 4-bar Compositions ♫ ♫ ♫ ♫
Revision of Notation ♫ ♫ ♫
Melody & Harmony ♫ ♫ ♫
Instrumental Performance ♫ ♫ ♫ ♫ ♫
Keyboard Skills ♫ ♫ ♫ ♫ ♫
Composing "Bumps & Crashes" ♫
Composing "Radio Commercial" ♫
Composing "Pop Song" ♫
Composing “Poetry in (E)motion” ♫
Composing “Opera” ♫
Grades 6 - 8
Classes for grades 6-8 meet for 4 periods in every 9-day cycle, for one third of the
year. Students in grade 7 receive music instruction for 2 additional periods per cycle
during the entire year. The study themes correlate, where possible, with materials
and topics studied in other curricular areas. In addition, topics specific to the study of
music will include elements and history of music, and study of composers and
composition. Assessment and evaluation are based on teacher observation, student
participation, quizzes, tests, self-assessment, performance, group work and projects.
42

Grades 9 - 10
In grades 9 and 10, music classes meet for 5 periods in every 9-day cycle for onethird
of the year. In grade 9, students develop their theory and perceptive listening
skills. . They focus on how composers use the elements of music to create emotion.
The class culminates in composing an original piece of music inspired by a poem of
their choice. In grade 10, the class focuses on the study of musical composition and
expression in relation to musical theatre and western opera. Studies culminate in the
composition and performance of an original opera scene.
Training Band (woodwind, brass and percussion)
This class is not one of the core MYP music classes. Classes take place after school
twice each week and are open to beginners or instrumentalists in their first year of
instruction. This course is a part of the music curriculum and is ideally suited to
students in grades 5 to 7, although others may apply. The program aims to prepare
students for joining a concert wind band – on woodwind, brass or percussion
instruments – after their first year of playing. It is also a unique opportunity for
students to enjoy learning about, and making, music alongside others. A variety of
appropriate musical instruments are available for rental on an annual basis. Please
speak to a music teacher for further details.
The department also offers options courses (Music Composition and
Performance 1 and 2, Senior Choir, and Senior Band), which are described in
the final section of this handbook.
43

THEATER ARTS
Philosophy
We believe in providing a broad, balanced, cyclical arts curriculum, based on
practical learning, in which students of all abilities can grow aesthetically and
creatively in the areas of music, visual art and theatre arts. Knowledge and
understanding, application, reflection and evaluation, and personal engagement,
learned within the separate arts subjects, can be applied across the curriculum,
providing students with strategies to become lifetime learners. A wide range of
assessment strategies are used, with the developmental workbook forming a
common thread between the arts subjects.
Objectives
The theater arts program will address the issues of academic, social and emotional
growth for the student. The goals of the program are to:
• introduce the student to dramatic form
• encourage the students to reflect upon one’s own experiences and use them
to relate to a dramatic situation on stage
• stress cooperation and the ability to work as an ensemble member
• develop the students’ critical appreciation and enjoyment of their work in
theater
• develop a ‘positive’ attitude towards the study and participation in theatrical
exercises
• develop a sense of confidence when making presentations
• develop an awareness of theater as an art form
• develop an interest and appreciation in “theater going”
44

In grades 6-8 students will work in the following skill areas:
Knowledge and
Understanding
What is a play?
How does a story line
develop?
What are different ways to
tell a story?
What is a theme?
How do you properly use a
script?
What are presentation skills?
What is ensemble building?
What is improvisation?
What is a monologue?
What is narration?
What are the elements of a
musical?
What is a duet?
What is mime?
How can you explore real life
situations in theater?
Grade Nine
APPLYING THAT
KNOWLEDGE
45
Theatrical Awareness
Brainstorming ideas
Listening and observing
Voicing and sharing ideas
Unbiased analysis
Bringing the script to life
Improvisation as an art
Individual reflection
Playing a role
Role Play
Movement on stage
Performance skills
Documenting work in the
developmental journal
Learning to trust the
members of the ensemble
Partner work
Working alone
Ensemble work
Self assessment
Being a part of an audience
Respect for the performer
MYP Basics of Speech Communication
Objective: to help the student become a better “presenter” through instruction, selfawareness
and participation
Students will:
• become aware of what makes an “effective presenter”
• use their knowledge and understanding of what it takes to be an “effective
presenter” in their own work.
• assess their personal strengths and weaknesses as a presenter
• determine how to make use of their personal strengths
• determine how to counteract their weaknesses
• demonstrate acceptable oral presentation skills
• make periodical presentations before an “audience”
• participate in the activities associated with the learning of a particular skill
• demonstrate creative performance skills
• make use of technology in making presentations
• make presentations appropriate to the audience
• construct well researched and well structured presentations
• create notes for presentations
• properly document research

• work cooperatively as an individual within the class
• work cooperatively as a member of a group within the class
• participate in peer assessment and evaluation
• participate in self-assessment and evaluation
• be active participants in the class
• demonstrate good behavior and adherence to class rules
• show respect for the environment and for the performer
• document their work in the developmental journal
Grade Ten.
MYP Dramatic Literature
Objectives: to introduce the student to a selection of plays of various genres to help
them develop an appreciation for play reading and how the script transfers to the
stage. It is also the hope that students will begin to develop a better appreciation of
drama as an art form.
Various scripts will be used depending upon the class
Students will:
• participate in the reading of plays selected by the teacher
• participate in the activities associated with the plays read in class
• demonstrate acceptable oral presentation skills
• demonstrate creative performance skills
• demonstrate knowledge and understanding of the content
• show awareness of drama as a art form
• be actively involved in the activities
• make periodical presentations before an “audience”
• participate in peer assessment and evaluation
• participate in self-assessment and evaluation
• work cooperatively as an individual with the class
• work cooperatively as a member of a group within the class
• demonstrate good behavior and adherence to class rules
• show respect for the environment and for the performer
• document their work in the developmental journal
Assessment:
Students will be assessed:
� though written tests and quizzes
� through performance assessments
� projects
� homework assignments
� teacher observation
� peer evaluation
� self-evaluation and reflection
� class involvement
� commitment to the work
The department also offers options courses (drama production and Theater
Arts 9-12), which are described in the final section of this handbook.
46

TECHNOLOGY
The course incorporates information technology and design technology and the emphasis is
firmly on the design process and the development of skills associated with it. The role of
information technology in society is also a feature of this course.
The study of technology is not solely the acquisition of skills and knowledge about processes
which may change or become outdated. It is also about learning how to adapt to new
experiences; being able to approach problems with the appropriate skills and techniques;
being able to identify important aspects of a problem and develop creative and innovative
solutions Technology requires students to develop and continually apply the skills involved in
inventing, creating, constructing, testing, modifying and evaluating, and thus fosters an
awareness of the development, application, impact and implications of technology, while it
encourages students to acquire and perfect technological skills.
Technology is organized into three main branches:
Information…………….Materials………………..Systems
Information Technology
Computers are increasingly an integral part of daily life, and every MYP student has the right
to acquire ‘know-how’ in this area. In particular students should have personal experience of
word processing and the use of appropriate databases, spreadsheets and communication
systems; they should be sufficiently well informed to make use of information technology and
computer applications in continuing education and work. They will be instructed in how to
plan a computer based solution to certain situations within their own experience.
Design Technology
Within design technology students will experience the three branches of technology
(information, materials, and systems) by working with a variety of techniques and materials
associated with some of the following: woods, metals and other building materials; plastics;
electronics; communication.
All work in Technology follows the design cycle, so whether a student is doing a database on
computer, or making a clock, the learning process and assessment procedures are exactly
the same.
The Design Cycle
47

Assessment
The following assessment criteria have been established by the IB for information technology
and design technology subjects in the Middle Years Programme. The final assessment
required for IB-validated grades and certification at the end of the MYP will be based on
these assessment criteria.
Criteria Category Maximum mark
A Investigate 6
B Design 6
C Plan 6
D Create a Product/Solution 6
E Evaluate 6
F Personal
Independence
Engagement and 6
For each assessment criterion, a number of band descriptors, describing a range of
achievement levels, are defined. The lowest level of achievement is represented as
0. The criteria are equally weighted.
The descriptors concentrate on positive achievement, although for the lower levels
failure to achieve may be included in the description. The process by which a
student’s total level of achievement in terms of the assessment criteria is finally
converted to a single grade is published in the MYP Coordinator’s Handbook.
Assessment is an integral part of our teaching and learning and a continuing
process.
Various methods, both formative and summative, are used to determine to what
extent learning expectations have been met. Assessment criteria for the skills are
established in rubrics and students are assessed in the various aspects of the design
cycle. Two major projects in each section must be completed and assessed.
A finished project has 3 elements: product, process journal, document folder.
48

PHYSICAL EDUCATION
The primary goal of Physical Education is to develop interest in, and appreciation of
physical activity, so that students are motivated to participate in sports beyond their
schooldays.
Therefore the PE program tries to offer a comprehensive range of experiences to
meet the needs of the individual students. Physical activity should be an enjoyable
experience and contribute as well to a healthy lifestyle. Our program aims to develop
the physical, intellectual, emotional and social maturity of the students; therefore PE
makes a significant contribution to the total development of the individual. It
especially aims to cultivate a healthy lifestyle. The fundamental concepts of the MYP:
holistic learning, intercultural awareness, and communication are important facets in
the PE program.
Holistic learning is addressed by the physical, intellectual, emotional and social
learning experiences of the students.
The cultural background and traditions of most sports support the development of
intercultural awareness.
Students develop their communication skills by learning to express their knowledge,
and communicate as individuals or as members of larger groups.
Addressing the areas of interaction is a major focus in PE. Through sports students
can develop their global awareness, international understanding and an appreciation
of cultural diversity.
In the area of approaches to learning, organizational skills, values and attitudes,
and collaborative skills, as well as communication are major teaching contents.
The awareness and respect for the school community are developed in class as well
as through open days, sport days, student coaching etc.
In the area of community and service a caring attitude within the local setting is a
special goal. Through participation in the Düsseldorf school championships,
invitational tournaments with local schools as well as local Vereine (clubs) and
through the ISD Sportverein, the students have an intensive integration and
participation in the routines of the local society.
In the area of human ingenuity the development and evolution of sports, skills,
techniques and technology are obvious. Students themselves create, perform and
evaluate movement by composing their own dance, fitness or gymnastics routines,
designing a new game or developing strategies for team play.
In the area of environments, teachers aim for the students to recognize the
importance of safety, take appropriate care for equipment and meet the physical
challenges of the local environment.
Health and social education is a major area of interaction in PE with the aims of
appreciating and understanding the value of physical education and its relationship to
a healthy active lifestyle.
49

Interdisciplinary Teaching
The physical education department aims to offer units or single activities that have
interdisciplinary character with a range of other subjects. As an example, a lot of field
trips in the local area are offered, so that through sports, the host country language
and culture can be experienced. (water-ski day, indoor climbing day, canoeing trip,
Kegeln etc)
Assessment
Students will be assessed in the following criteria:
• use of knowledge: students might from time to time do theoretical work, for
example creating a circuit for training.
• movement composition: dance, gymnastics or fitness sequences are
performed, for example a floor gymnastics sequence
• performance/application: motor skills especially in team sports, for example
passing and trapping in soccer, are assessed.
• social skills and personal engagement: describes the students’ ability for
teamwork, participation and personal effort. Social skills in the form of attitude
and behavior are looked at through approaches to learning.
The department also offers an options course in dance, which is described in
the final section of this handbook.
50

ELECTIVES AND OPTIONS
Elective Program for Grades 6-8
The IB MYP curriculum is complemented in grades 6, 7 and 8 by a broad and
creative elective program. This program is delivered in school scheduled time and
provides opportunities for students to explore, develop and discover their personal
strengths, skills and interests. The choice of electives available is published
separately from this handbook towards the end of the school year, and varies from
year to year.
The elective courses are assessed for skills and personal engagement, but students
do not receive an academic achievement grade.
Every effort is made to honor students’ first choices but registration depends upon
the availability of places. The maximum size per elective group will be determined by
the respective teacher(s) involved.
Grades 9-10 Options
In addition to the MYP courses in grades 9 and 10, there is a wide range of options
classes available. The courses usually last for the whole year and students are
expected to take two per year. The second foreign language courses are listed in the
“Language B” section and the rest are below. Students in options classes do receive
academic achievement grades
Drama Production (Grades 9-10)
Do you like being on the stage? Do you like the feel of the lights on your face? Do
you like dressing up in costumes? How about hearing the sound of the applause? Do
you mind working hard and putting in your best effort to make an excellent
production? Then think about signing up for this course. The course will focus on
producing two major theater presentations. The performances will take place in the
fall and in the spring. Students will be expected to participate in both productions.
This course requires students who have had some theatrical experience. The work
will be intense but certainly rewarding. Students will be expected to occasionally give
some extra time for rehearsals mainly during lunch periods and perhaps after school,
if needed. All students will be expected to give up after school time during the last
two weeks before the performances. The plays have not yet been chosen but they
will certainly be of two different genres. An audition may be required to enter this
class and students will be selected by invitation only. If you have any questions see
Mr. Bryant. There will certainly be plenty of roles for male and female actors.
Introduction to Psychology (Grades 9-10)
Psychology is the scientific study of human behavior, or “Why people do what they
do.” Human behavior is very complex, often being influenced by a variety of internal
and external forces. We will examine several different behaviors, investigating how
biology, beliefs, past experiences, and social context all influence the behavior. The
behaviors will include sleep & dreaming, perception, gender identification, and
psychological disorders. We will also learn about the basic structure and function of
the brain, how the senses and memory work, and how peer pressure influences
behavior.
51

Creative Writing (Grades 9-10)
The Creative Writing Elective will give students an opportunity to explore different
types of creative writing. Students will be given ample time to work on their various
writing projects with time in class to write, draft, edit, peer-edit and share their work
with one another. The elective will be run using a Writer's Club format. Students will
also work toward the completion of a final writing piece by the end of the elective.
Global Issues (Grade 9/10)
This is a full year course that will empower students to work with their peers to
develop solutions for global issues and become globally responsible citizens.
As we know the world is currently facing a crisis in numerous areas and for
numerous reasons. Students will have the opportunity to explore some of these
problems such as water deficits, deforestation, global warming, poverty, fisheries
depletion, education for all, conflict prevention, infectious diseases and the digital
divide.
Technology will play a major role in the course as we will be not only researching
these issues using the internet, we will be communicating with people, young and
old, around the globe to find out how they are affected and involved, and how we can
work with them to develop effective and achievable solutions.
Cooperation and consensus will be the foundation of our working environment.
Music Composition and Performance 1 (Grade 9)
This course is open to all students in grade 9. Previous musical knowledge is
recommended, but not required. In the course, students learn musical concepts such
as theory, composition, and history through composing original pieces of music and
performing. Students develop their performance skills and compose their own music
on keyboards. Computers are used to learn theory, research musical topics and
compose music.
Focus Math (Grade 9)
The course aims to strengthen general analytical skills, particularly number,
geometry, and algebra skills, which have already been covered within the MYP
mathematics’ course. Such reinforcement of skills and concepts will be
complemented with related topics. General approaches to learning (AtL) skills will be
addressed as well. Enrollment in the course is by departmental recommendation
only.
Music Composition and Performance 2 (Grade 10)
This course is a continuation of Music Composition and Performance. It is open to all
students in grade 10, though it is geared towards those planning on entering the IB
music program. Previous musical knowledge and experience are needed to ensure
success in the course. Students continue developing the skills covered in Music
Composition and Performance and deepen their understanding of music theory and
history. Students are also given the opportunity to explore their personal musical
interests as part of the class. Performing and recording live music, formal musical
analysis, the study of film music and independent research on topics of the student’s
choice, are all included in this course.
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Further Math 10 (Grade 10)
This course is designed to complement the grade ten MYP standard level
mathematics course, offering enrichment and extension opportunities within the
specific branches of algebra and geometry. The objective will be to reinforce and
broaden particulars of the presumed knowledge base relative to IB Mathematics SL.
General approaches to learning (AtL) skills will be addressed as well. Enrollment in
the course is by departmental recommendation only.
Dance (Grade 10)
The dance option provides students who enjoy dance and movement the opportunity
to learn dance technique and improve their skills. The ability to dance correctly can
be of great use to both boys and girls in many social situations now and in the future.
Dances learned include Latin American dances such as the Samba, Rumba, Cha
Cha Cha, Salsa, ballroom dances such as Slow Waltz, Vienna Waltz and Quick Step,
and modern dances such as the Disco Fox. Skills developed, and assessed include:
* Rhythm
* Balance, Coordination
* Expression (characteristic of the dance, style)
* Partnering (leading / following, work in groups and perform)
* Knowledge about cultures and traditions of various countries and their dances
There will also be opportunities for field trips to dance competitions and
performances in assemblies and shows.
Business and Management (Grade 10)
The course is based on a wide range of modules that allow students to specialize in
a wide number of business subjects. The course content is designed to give students
a basic understanding of the business world and how it functions. In addition
particular attention is given to developing student skills that will serve to enhance
learning opportunities in the future. Students are encouraged to learn independently
within the guidelines set by the individual units of study. Class time is given to
developing research skills and the presentation of this information in a suitable
format. This is also an opportunity to strengthen the understanding and knowledge of
the content areas in which the students specialize. Units of study include economics
and development, marketing and business organization.
Options program for Grades 9-12
Senior Choir (Grades 9 - 12)
The Senior Choir is open to all students in Grades 9-12 and is especially
recommended for vocalists in grades 9-10 who are planning on taking IB Music in
grades 11 and 12. The primary focus in this class is on the development of vocal
performance skills through exposure to a wide variety of choral literature. Special
attention is paid to proper voice development through independent and collaborative
singing, as well as to the development of music literacy skills such as music reading,
sight-singing and knowledge of musical and cultural contexts. This is a full-time
course and students are expected to practice at home as well as attend all additional
rehearsals.
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Formal performances include the winter and spring choral concerts and a
performance during the graduation ceremony in June. All three of these
performances are required parts of the course. When the choir is part of a musical
theatre production, the rehearsals and performances for this production are also
compulsory.
Senior Band (Grades 9 – 12, woodwind, brass and percussion)
This ensemble provides an opportunity for instrumental students to play in a concert
wind band. It is open to all students in grades 9-12 with adequate musical
experience on woodwind, brass or percussion instruments (and double/electric bass).
It is especially recommended for instrumentalists in grades 9-10 who are planning on
taking IB Music in grades 11 and 12. It provides a range of experiences intended to
improve the individual and ensemble skills of each student. This is achieved through
full and sectional rehearsals, several performing opportunities throughout the year
and the preparation of pieces in a variety of musical styles. This is a year-long course
and students are expected to practice at home as well as attend any additional
rehearsals.
Formal performances include the winter and spring instrumental concerts and some
assemblies. All of these performances are required parts of the course
All students in the Junior and Senior Choirs and Bands are also encouraged to take
part in diverse festivals organized by AMIS 2 (Middle School or High School Honor
Band & Choir Festivals, Solo and Ensemble Festival, etc).
Theater Arts (Grades 9-12)
This course is designed to acquaint students with various aspects of theater. A
variety of games and exercises are designed to focus on the building of ensemble as
well as preparing students for performance. Each year different texts and time
periods of theater history will be studied, thus enabling students to repeat the course
several times if they wish to do so. Technical aspects such as costumes, make up,
sets, sound and lights as well as play direction will be addressed as appropriate.
Students will also have opportunities to watch performances and attend the annual
theater arts festival sponsored by ISTA.
2 Association for Music in International Schools (www.amis-online.org)
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