Design Technology - International School of Duesseldorf

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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
Page 1 and 2: Grade 6 - 10 Curriculum Handbook 20
Page 3 and 4: MISSION STATEMENT Our goal is to pr
Page 5 and 6: The International Baccalaureate Mid
Page 7 and 8: AREA OF INTERACTION: APPROACHES TO
Page 9 and 10: AREA OF INTERACTION: ENVIRONMENTS
Page 11 and 12: AREA OF INTERACTION: HUMAN INGENUIT
Page 13 and 14: Other requirements are • The comp
Page 15 and 16: Language A The Language A curriculu
Page 17 and 18: ENGLISH In grades 6 - 8 the emphasi
Page 19: Zeitungsprojekt: Rheinische Post S.
Page 23 and 24: • Written and oral response • A
Page 25 and 26: German 10 (A1/A2) Gr. 10 IB German
Page 27 and 28: We continue to focus on the four ma
Page 29 and 30: Advanced I (year 4) reinforces the
Page 31 and 32: In addition to the English and huma
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Page 35 and 36: use of the TI-83+ calculator, which
Page 37 and 38: Performance against these criteria
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Page 43 and 44: Grades 9 - 10 In grades 9 and 10, m
Page 45 and 46: In grades 6-8 students will work in
Page 47 and 48: TECHNOLOGY The course incorporates
Page 49 and 50: PHYSICAL EDUCATION The primary goal
Page 51 and 52: ELECTIVES AND OPTIONS Elective Prog
Page 53 and 54: Further Math 10 (Grade 10) This cou

Design Technology - International School of Duesseldorf

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