German B - Copenhagen International School

Contents
The Middle Years Programme page 3
Homework in MYP 1 – 3 page 7
The Subject Groups
Language A page 10
Humanities page 14
Technology page 18
Mathematics page 20
Arts page 22
Science page 27
Physical Education page 31
Language B page 32
EAL page 44
Student Life page 45

The Middle Years Programme at Copenhagen International School
The Middle Years Programme (MYP), designed for students aged 11–16, has been offered by the
International Baccalaureate Organization (IBO) since 1994, and by C.I.S. since 1995.
MYP students are at an important age of transition, of personal, social, physical and intellectual
development, of uncertainty and questioning, of searching for relevance and meaning. Emerging
adolescents, influenced by their years of primary schooling, are entering a phase where their social
and cultural experiences in and outside school have a determining impact on their perception of
themselves, their self­esteem, their sense of identity and their capacity to relate to others. The
programme is devised to help students develop the knowledge, attitudes and skills they need to
participate actively and responsibly in a changing and increasingly interrelated world. This implies a
“living curriculum” (Beane, 1990), one which calls for more than “knowing”: it involves reflective
thinking, both critical and creative, about ideas and behaviours. It includes problem solving and
analysis, clarification and discussion of personal beliefs and standards on which decisions are made.
It also leads to critical thinking and action 1 .
Fundamental Concepts
The Middle Years Programme is based upon three fundamental concepts that are intended to provide
for diversity and balance throughout the programme.
Holistic Learning is an approach emphasized by the programme that includes and extends
traditional school subjects such that students realize that most real­world problems require insight
gained from a variety of disciplines in order for a sustainable solution to be found.
Intercultural Awareness is concerned with developing students’ attitudes, knowledge and skills as
they learn about their own and others’ social and national cultures. It not only fosters tolerance and
respect, but also leads to empathy and understanding.
Communication stresses the importance of verbal and non­verbal modes of communication as
vehicles for realizing the aims of the programme given that language acquisition is fundamental to
cognitive growth, cultural identity, personal development and intercultural awareness.
1
The Middle Years Programme : A Basis for Practice. IBO
3

Curriculum Model
The curriculum model is student­centered and defines the relationship between the individual student,
their ways of understanding and their entry points to the formal curriculum.
4

Areas of Interaction
The five areas of interaction give the MYP its distinctive core. They are implicit in the teaching of the
subject disciplines and provide the basis for transdisciplinary teaching and learning that ultimately
deliver the student success in the Personal Project which is the culminating experience of the MYP in
a student’s final year. The five areas are:
Approaches to Learning (ATL)
­ collecting over time the habits, routines, skills, knowledge and insights of a successful learner
Community & Service
­ giving without expecting to receive
Health & Social Education
­ making informed choices and decisions for yourself and for others
Human Ingenuity
­ understanding the processes of creativity and ingenuity
Environment
­ being responsible for the impact of humankind on the places in which we live
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 in­depth 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.
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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 well­being 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.
The IB learner profile
© International Baccalaureate Organization 2006 IB learner profile booklet
Teaching and Assessment
The learning outcomes of each of the subject disciplines are skills­based and broad enough to allow
for a variety of teaching and learning approaches, thereby facilitating a broad and balanced criterionreferenced
assessment protocol where teachers are expected to use their professional skill and
subsequent judgments in designing assessment items that allow them to best place the student
against published levels of performance corresponding to the subject disciplines learning outcomes.
Teaching and assessment of the aims and learning outcomes address all aspects of learning
including knowledge, understanding, skills and attitudes.
· Knowledge The facts that the student should be able to recall to ensure competence
in the subject.
· Understanding How the student will be able to interpret, apply or predict aspects of the
subject.
· Skills How the student will be able to apply what has been learned in new
situations.
· Attitudes How the student is changed by the learning experience.
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Homework Policy
At CIS we believe in homework as an essential tool in fulfilling our Mission & Philosophy statements:
­ To educate students in a stimulating environment to the highest possible academic standards using
the International Baccalaureate Programmes: PYP (Primary Years Programme), MYP (Middle Years
Programme), and DP (Diploma Programme);
­ To educate students to be adaptable, reflective and questioning throughout their lives;
­ To work with the home to provide a learning environment that is stable and caring.
We believe that homework explicitly:
· encourages students to develop the skills, confidence and motivation needed to study
effectively on their own;
· consolidates and reinforces skills and understanding developed at school;
· extends school learning, for example through additional reading;
· sustains the involvement of parents and carers in the management of students learning and
keeps them informed about the work students are doing.
The Amount and Type of Homework
The figures below regarding the time we expect students to spend on homework are approximate and
should be considered the average over a two week period. Obviously, this will vary from student to
student, but no student should spend more than two hours a day, on average, on homework.
Longer term assignments allow students flexibility in how they organise their time. It is important that
students use their time wisely to avoid having unnecessary pressure points and associated stress.
Students often spend some of the weekend working on homework so that they can participate in
activities during the school week. Not all of the weekend should be taken with homework and
students should spend some time relaxing. Teachers will not ask students to complete large amounts
of homework during the weekend, but might ask them to complete a short reading or exercise if the
timetable necessitates such an arrangement.
Grades 6­8
Grades 9­10
50 ­ 70 minutes per day
80 – 100 minutes per day
The type and duration of homework varies by subject. Mathematics and Foreign Languages for
example prefer short, regular drills as opposed to Technology and the Arts where homework is more
project based. Typically homework will encompass the following tasks;
Investigations, Interviews, Simple experiments, Essay writing, Research, Library visit, Drafting,
Report writing, Reading, Designing, Revision, Making a model, Drawing, Word processing, Desktop
publishing, Projects, Completion of class work.
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Communicating & Coordinating Homework
Each student is given a homework agenda where homework is entered and recorded. Furthermore
each teacher has a class page on the school website where homework is posted; longer pieces of
homework are also posted on the assignment calendar in Veracross, available through the school
website, in order to allow students to manage their time effectively.
Feedback
If homework is to benefit students’ learning they must be given prompt and appropriate feedback on
what they have done. Feedback can comprise both oral and written and come from both peers and
teacher, though with two pieces formally assessed by the teacher against the assessment criteria per
semester. Feedback is most effective when it is immediate; where assignments are formally
assessed ideally they should be returned to students within a week, certainly no more than two.
Written homework, as opposed to longer term assignments or projects, will be corrected and
annotated by the teacher at least twice each quarter.
Subject Guidelines
Mathematics
Students will be given at least two weeks to complete long term assignments and have at least two
weeks notice before they are given. Shorter pieces of homework will be given by the teacher and last
no more than 20 minutes.
Language A
Students will be given at least two weeks to complete long term assignments and have at least two
weeks notice before they are given. Shorter pieces of homework will be given by the teacher and last
no more than 20 minutes. The shorter pieces of homework is often reading and preparing for the next
lesson.
Language B
Frequent practice is needed when learning a language. Therefore, regular short homework is often
given lasting between 15 (MYP 1) and 25 (MYP 5) minutes each lesson. Students will be given at
least two weeks to complete long term assignments and have at least two weeks notice before they
are given.
PE
Homework is primarily used to reinforce work covered in class and prepare students for the next
lesson. Estimated amount of time for an MYP1­3 student is 45 minutes per week and for a MYP4&5
student 60 minutes per week.
Humanities
Students will be given at least two weeks to complete long term assignments and have at least two
weeks notice before they are given. Shorter pieces of homework will be given by the teacher and last
no more than 20 minutes. The shorter pieces of homework is often reading and preparing for the next
lesson.
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Science
Students will be given at least two weeks to complete long term assignments and have at least two
weeks notice before they are given. Shorter pieces of homework will be given by the teacher and last
no more than 20 minutes.
Arts
Arts homework is project­based and ongoing and generally completed over the course of a quarter or
semester.
Technology
Technology homework is project­based and ongoing and generally completed over the course of a
quarter or semester.
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Language A
Language A Department Philosophy Statement
Language is fundamental to all human learning. Language skills are the basis for effective
communication and life­long learning in our multi­cultural world. Aesthetic appreciation of language
means that language and literature can transect culture and time, allowing us to recognise our shared
humanity whilst acknowledging our individual and cultural diversities.
At CIS language arts students explore, critically and creatively, the multi­facetted richness of
language and genres through which ideas are expressed. Through the study of literature and
universal themes, as well as through their own writing, oral expression, and experience, our students
participate in a meaningful, critical and reciprocal discourse about human experience and
communication. The student´s personal voice and his/her appreciation of multiple textual
perspectives are crucial factors in the development of language skills and literary appreciation.
In the four areas of language development (reading, writing, listening and speaking), our students are
offered rich opportunities to experience, appreciate, and explore diverse texts reflecting diversity of
expression, experience and viewpoint. Through learning about the systems of language, our students
acquire the tools necessary to communicate their ideas in the appropriate context in the appropriate
register in a structured and meaningful way.
During the first three years of the MYP programme, all the written and oral skills, processes,
investigations and expressions are deepened and developed via reading, discussion, oral
presentations, written productions and projects both within the Language A classroom and in crosscurricular
activities. The Areas of Interaction are natural and ongoing parts of the programme. The
student is central to the process of learning and his/her engagement is imperative – joyful and
enquiry­based learning is at the heart of language development and expression. In these three years
the student learns to work both collaboratively and independently. Students are introduced to the
MYP Language A criteria in MYP 1 ­ 3. By MYP 4­5 students are expected to have a full and practical
understanding and usage of the criteria.
Expectations of IB MYP 1­3 students
1. Teacher­student and student­student relations are governed by reciprocal respect, courtesy
and patience. Basic courtesy enhances our learning environment.
2. Students are expected to be engaged and diligent, and to read regularly. Students come
prepared to class with the basic tools of learning (notebook, pen, pencil, erasers) and
whatever text is being worked on. It is recommended that a good dictionary and a Thesaurus
are available at home. Students maintain books, binders, folders, etc. in neat and organised
order.
3. Students participate in the class. They actively listen, diligently taking notes and participating
politely in class discussions.
4. Students complete assignments neatly with due attention paid to writing/word processing.
There are guidelines for manuscript writing in the student agenda. Additionally, an organized
notebook is be kept by students and it is periodically checked and assessed.
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English A
Course overview
MYP 1 is a transition year in every sense as students leave the PYP and enter into the MYP where
the demands on their ability to think critically and approach their work more independently increase.
The central focus of the programme is to develop students’ listening, speaking, reading and writing
skills in order to give them the tools for successful communication. To achieve this aim, students
begin to master the mechanics of English, the grammatical and linguistic tools essential to accurate
and thoughtful communication. They are engaged in writing critically and creatively as they learn how
to develop single paragraphs into multi­paragraph assignments that are unified, coherent and exhibit
continuity. Students also begin to learn how personal style in writing is achieved through merging
sentence structures, vocabulary and tone. Finally they are introduced to literary concepts that are
central to class discussions of texts and other media and to the focus of some writing assignments.
MYP 1 students enter a new phase of their learning lives where Approaches to Learning and the
other Areas of Interaction are central to their activities in an enquiry­based and multi­cultural
environment. In the Language A classroom multi­cultural awareness and sensitivity are intrinsic parts
of all language and literature activities. Learning units include interdisciplinary exchanges and
investigations.
The main objectives in relation to writing, speaking and listening are as follows:
· Improvement of student ability to listen actively
· Development of student competence in discussion
· Development of student reading skills
· Development of student written and spoken skills in paraphrasing, analysis and evaluation
· Development of study skills i.e. note taking, revision, pacing, previewing, etc.
· Development and support of students in teamwork/collaborative learning
· Broadening of student experience of texts, including poetry, drama and prose
· Enhancement of vocabulary
· Enhancement of independent thinking and writing
In accordance with the principles of the IB MYP, the curriculum provides students with opportunities
to recognize and utilize appropriately the Areas of Interaction, the cornerstone of the MYP.
Approaches to Learning is a key developmental area as it provides students with basic organizational
tools and thinking approaches. Links with Human Ingenuity, Health and Social Education, Community
and Service and Environment are explored through the study of fiction, non­fiction, poetry and drama.
Assessment guidelines
Assessment in MYP1 follows the 1­7 grading scale and is assessed on the following criteria:
1. Content: Understanding and awareness of how language functions. Critical understanding
and awareness of the works studied and writing techniques. Creative use of language,
including modeling of writing techniques.
2. Organization: Clarity and coherence of expression. Structure, linkage and logic of idea and
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paragraphing. Technical correctness e.g. relevant use of quotations, sourcing and footnoting.
3. Style and Language: Appropriateness of style and register, including grammatical
correctness, appropriate and diverse vocabulary, appropriate usage of punctuation, and ability
to generate varied sentence structures.
Core texts/resources:
Maniac McGee by Jerry Spinelli; Detectives in Togas by Henry Winterfield; Chinese Cinderella by
Adeline Yen Mah. Short stories, plays, essays, poems and folklore are included in the course and
taken from two anthologies, Beginnings in Literature and Glencoe Literature: Reading with Purpose.
N.B. Texts may be subject to change in accordance with class needs. Likewise, there may be
additions to the reading list.
Assessment assignments
Throughout the year, assessments will be generated from tests, quizzes, project work, creative and
analytical writing and finally participation and attitude. In class and home assignments are expected.
To encourage independent thinking and evaluation processes, students are periodically involved in
creating rubrics for assignments and writing self­assessments of their own work.
N.B. Independent Reading Program
In addition to course work, students are required to read 10 books, 8 of which must be in English and
outside the curriculum of the academic school year. The other 2 must have been originally written in
the student´s mother tongue. These books may be fiction or non­fiction, poetry or prose. Each text
must comprise a minimum of 100 pages. Students keep a record of their reading and parents sign off
that the reading has been completed. The record is turned in at the end of the school year.
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Dansk A
Kursusbeskrivelse
MYP1 er en overgangsperiode mellem PYP og MYP. Hovedvægten lægges på elevernes fortsatte
arbejde med begreber opg praktiske færdigheder gennem oplevelse, udforskning, erfaring og
begyndende analyse
I modersmålundervisningen arbejdes der med at videreudvikle elevernes tale­og skriftsprog, således
at det kan fungere tilfredsstillende og nuanceret, ikke kun i hverdagsagtige, men også i mere
undervisningsprægede situationer. I den forbindelse arbejdes der også med elevernes evne til at lytte
aktivt og forstå modersmålet talt på forskellige måder.
Undervisningens formål er at styrke elevernes færdigheder i det danske sprog.
· Det talte sprog
· Det skrevne sprog
Vi veksler mellem mange forskellige arbejdsformer, og processen er lige så vigtig som produktet. Der
lægges vægt på elevens aktive deltagelse i klassediskussioner, notetagning, forberedelse hjemme,
overholdelse af deadlines, evne og vilje til at indgå som samarbejdspartner i gruppearbejde.
Afhængig af det overordnede emne vil undervisningen veksle mellem den mere lærestyrede form,
elevfremlæggelse, gruppearbejde, osv.
Det talte sprog. Kommunikative færdigheder
Der arbejdes med fortsat udvikling af elevernes begrebsdannelse og færdighed i mundtlig fremstilling.
Dialogen i klassen og i mindre grupper er vigtig og kravene til struktur, disponering og argumentation
bliver stadig større. Både fortælling og forberedt mundlig fremstilling står centralt i undervisningen.
Det skrevne sprog: Læsning
Der arbejdes med udvikling og konsolidering af elevernes læsefærdigheder. Læselyst, læsevaner,
læseformål, læsehastighed og læsemåder er vigtige begreber i læsearbejdet. Både kvantiteten og
kvaliteten af læsestof spiller en central rolle i den daglige undervisning. Eleverne læser således et
bredt udvalg af både skøn­og faglitterære genrer.
Det skrevne sprog: Skrivning
Eleverne udvikler deres skriftlige udtryksfærdighed på grundlag af sammenhængen mellem
mundtlighed, skriftligt udtryk og læsning. Der lægges vægt på samspillet mellem sprog, teksttype,
indhold, disponering og situation.
Indholdet i skrivearbejdet hentes fra elevernes egne og fælles ideer, erfaringer og viden.
Der arbejdes med forskellige skriftformer.
· Noget om helte og heltinder
· Sorg og savn.
· På flugt.
· På rejse i tid og rum
Ved arbejdet med disse units vil forskellige genrer blive gennemgået.
Der læses 2 ­ 3 romaner:
Hjørdis Varmer:
Lene Kaaberbøl:
Bjarne Reuter:
Den grå heks
Skammerens datter
Kidnapning.
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H.C Andersen eventyr:
Tværfagligt arbejde med alle danskniveauer i 6.klasse.
Evaluering:
Eleverne bliver bedømt på følgende kriterier både skriftligt og mundtligt
A. Indhold
B. Disponering
C. Sprog
N.B. Dette følger de samme regler som for Language A (criterion A,B,C)
Grundbøger: Ny Dansk i sjette samt arbejdsbog og Stavetræning 3.
Evalueringsopgaver
Evalueringsopgaver består af både mundtlige og skriftlige opgaver af forskellig art. Eleverne skal
aflevere 4­5 skriftlige opgaver på et skoleår.
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Humanities
Humanities Department Philosophy statement
Humanities, as the study of the human condition through time, includes a diversity of academic
disciplines that have as their core endeavor the understanding of human thought and behavior. While
this may embrace such studies as Psychology, Anthropology, Economics, or Sociology, it is History
and Geography that are the areas of focus for content­area knowledge at CIS. Instruction aims to
teach students how to understand and appreciate the richness and multivalency of our human
experience within the contexts of these two disciplines. This is achieved through the study of
individuals, societies and environments in a wide context: historical, contemporary, geographical,
political, social, economic, religious, technological and cultural. Development of skills – learning how
to acquire knowledge, critically analyze it, generate meanings from it, and transform knowledge into
action, are equally valued and emphasized in the course. Students engage in question­formulation,
research projects, discursive exercises, close reading, and critical writing tasks, as well as speech
and debate activities designed to refine their abilities to communicate and share their knowledge with
others.
Humanities Course Overview
The Humanities program in MYP 1 aims to develop the student’s sense of curiosity, imagination and
critical thinking skills. Students will have an opportunity to consider a range of points of view and
detect bias among information given. They will develop an understanding of how environments have
changed over long periods of time and develop an appreciation of their own and other people’s pasts
and traditions.
Students in grade six will participate in several interdisciplinary units of study which focus on the
understanding of ancient civilizations, particularly Ancient Rome and Ancient China. Through the
study of ancient civilizations, students will develop a concept of ‘time’, ‘cause and consequence’,
‘continuity and change’, and ‘similarity and difference’. Students will deal with tasks involving the
increasing analysis of different types of evidence and the investigation and interpretation of past
events.
Grade six students also complete an in­depth study in World Geography. This unit will enable the
students to study the environment as well as recognize that while natural forces shape the Earth,
humans are important in the changing of their environment and significantly affect the world we live
in.
During the last quarter of school, the students will complete an in­depth country study project. This
project is intended to show a culmination of their skills and knowledge acquired in the Humanities
course. During this quarter the students will also learn how to research, take notes, write a formal
report, and properly document their sources as well as creating a visual display for use during the
formal presentation. This is taught as an integrated unit of study with the Language Arts course.
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Quarter 1
Quarter 2
Topic Skills Covered Criteria Assessed
Geography
All units
A, B, C, D
The five themes of
Possible assessment tasks:
geography
and · Cooperative group · Mapping project
vocabulary associated work
· Oral presentations
with continents,
· Test
landforms and oceans. · Technical skills ­
maps, diagrams,
Our world – Plates and
models , scale and A, B, C, D
Volcanoes
tables
Possible assessment tasks:
This unit is designed as
· Dynasty Newspaper
an introduction to ‘Our · Research skills · Test
World, Planet Earth’. Its
· Timeline group
aim to increase
project
awareness for the
· Analytical skills · Billboards of the Silk
awesome power of the · Decision­making
Road
earth and to build a
skills
respect for our planet. · Investigative skills
We will follow the process
through and look at how
ocean ridges, mountain
ranges and volcanoes are
created and where they
are
Quarter 3
Civilizations
This unit on civilizations is
a chance to investigate
old civilizations and how
they rose to power, also,
what can we discover
about how civilizations
sustain themselvessocially,
culturally and
religiously. This unit
focuses on aspects of
different civilizations
culture and traditions,
including religion,
holidays, calendars,
family and social
organization, international
and domestic trade,
literacy, health and
medicine, and foreign
interactions. The aim is to
expose students to
cultural traditions and
achievements and
compare the ancient
eastern and western
worlds.
A, B, C, D
Possible assessment tasks:
· Violence in Rome
essay/debate
· Civilization
achievements project
· Test
Quarter 4
Individual Country Study
Project
This unit is a culmination
unit designed to allow
students to utilize the
knowledge about culture
in two different civilization
A, B, C, D
Possible assessment tasks:
· Written report
· Multiple projects
· Oral presentation
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traditions, and skills of
research, collaboration
and composition gained
throughout the grade 6
year in LA and
Humanities. Students will
undertake an individual
research project on a
specific country of
interest to the student.
Community and Service
project
The future of children.
This unit will focus on the
blight of the world’s
children and what the
future holds for them.
This unit is still to be fully
developed. It will be a
project based learning
unit which must in some
way involve a community
of the student’s choice.
A,B,C,D
Internet based project
Assessment will be based on the MYP Assessment Criteria for Humanities:
Criterion A: Knowledge
Criterion B: Concepts
Criterion C: Skills
Criterion D: Organization and Presentation
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Technology
The CIS Technology Department strives to equip all CIS
students with diverse high level tools, project planning
methods, and academic understanding which prepares CIS
students for a wide range of future challenges, projects and
other areas of study including computer science.
We strongly believe in holistic and contextual teaching and
learning. Starting with inquiry based learning in the PYP,
technology learning/instruction is later driven by the Design
Cycle in the MYP Design Technology and Computer
Technology Coursework.
We are committed to delivering these various programs in the best possible spirit of the IBO
philosophy and guidelines.
The method used at CIS in the MYP for teaching concepts of technology and design are the ones
outlined by the IBMYP and are relevant to both Design Technology and Computer Technology.
Although these disciplines might appear to be very different, the methods of instruction follow the
same pedagogical framework. In both Computer Technology and Design Technology, basic skills
are taught, yet the focus on skill­based learning is temporary, and is focused upon primarily in order
to give the students enough “tools” to follow the Design Cycle, which is our primary “vehicle” of
instruction.
The Design Cycle Diagram:
When guided through these steps, students increase
their knowledge in order to tackle a problem or
challenge given to them. After completing this
investigation, they use this new knowledge to create
a design specification. The students then design
possible solutions to the challenge presented to them.
The students then create a plan explaining what they
plan to do in order create their final product or
solution. Finally the student and teacher evaluate the
final product.
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Assessment of the student’s work focuses primarily on the level of engagement of the PROCESS
of the design cycle. This is to say that sometimes the outcome of a project will not always reflect
the learning that has transpired, and therefore, the product is not weighted exclusively as the
most critical criterion for judging the success of the learning experience.
This emphasis on process is a critical part of the IBMYP Technology Program and means that
students will be asked to maintain records of their progress as they work on projects.
These “process records” (know as Design Folders) will be used by the teacher to gauge the level
of fulfillment of the grading criteria. The grading criteria for a project are precisely the same as the
steps of the design cycle.
Here is list of the grading criteria and the total points possible for each criterion:
Investigation
Plan
Design
Build
Evaluation
Personal Engagement
6 points possible
6 points possible
6 points possible
6 points possible
6 points possible
6 points possible
Grade 6 (MYP 1):
Design and Computer Technology will focus on the introduction of Technology and Design Concepts,
the design cycle, and developing a working knowledge of the basic materials and skills employed in
the class.
Project 1 CT
Project 1 DT
Project 2 CT
Project 2 DT
Magazine cover
Making puppets for a fairy tale performance
A personal website
Making a kite
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Mathematics
Mathematics Department Philosophy Statement
Mathematics, as a foundation of science, engineering and technology, is increasingly important to
future citizens. Providing learners an opportunity to develop abstract, systematic and logical thinking,
problem solving skills and analytical reasoning, the study of mathematics provides students with a
universal language that can be applied to the world they live in. Through the Areas of Interaction,
MYP mathematics focuses on the real life applications of the mathematics that they learn in class
through the development in the skills needed to communicate and think mathematically in class
exercises, tests and mathematical investigations. CIS uses a spiralling integrated curriculum ensuring
that all students see various branches of mathematics every year.
Course Outline
It is expected that each student brings the following to each lesson:
· Middle Years Binder / Maths Exercise Book
· Pencil / Red Pen / Eraser / Ruler
· Protractor / Pair of Compasses (when required)
· Scientific Calculator
Year Outline:
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Algebra
· Algebraic Expressions
· Simplification and Evaluation
· Word Problems
Geometric Figures
· Drawing
· Nets
· Angles
Ratio
· Ratio & Fractions
· Ratio & Proportions
· Changing Ratios
· Word Problems
Percentage
· Finding Percentages
· One Quantity as a Percent of Another
· Word Problems
Time & Speed
· 24 hour Clock, Duration, Time Zones
· Speed & Average Speed
· Word Problems
Area & Perimeter
· Squares, Rectangles, Triangles, Circles
· Radius, Diameter
· Circumference, Area
· Word Problems
Graphs
· Pie Charts, Calculations
Volume
· Solids & Liquids
· Word Problems
20

Texts & instructional Materials:
· Shaping Maths 6A and 6B, Marshall Cavendish
· Other different materials, as appropriate for each application and level.
Assessment:
Assessment will be both formative and summative assessments which could take the form of quizzes,
examinations, in­class investigations and class activities.
As an IBO world school, we use criteria based assessment work handed in to formulate the academic
grades that students receive. The assessment criteria students will be graded against are the
following;
Criterion A Knowledge and understanding Maximum 8
Criterion B Investigating patterns Maximum 8
Criterion C Communication in mathematics Maximum 6
Criterion D Reflection in mathematics Maximum 6
Class Structure and Organisation:
As mathematics is timetabled against science in grades 6­8. Mathematics at CIS is taught in multi­level
ability groups.
21

Arts
Arts Department Philosophy Statement
The arts are a form of human expression through activity. They contribute to a school curriculum by
offering a distinctive way of learning where seeing, feeling, hearing, thinking and creating are
combined in a powerful form of visual, aural and tactile affective communication. Through the arts,
students working both cooperatively and individually have opportunities to research, identify and
discuss issues; to provide insights, opinions, solutions and resolutions; and to reflect on, appreciate
and evaluate artwork. The arts are a powerful medium for the exploration of the human condition, our
society and our world. In this respect they are a powerful educational tool for the exploration of
different areas of the curriculum, the MYP areas of interaction and of different cultures.
At CIS students start the MYP with three years of a quarterly rotation system that allows students to
study each of the three subjects (Drama, Music and Visual). The last quarter will combine the three
Arts in a collaborative project. This holistic approach prepares the students for, at the end of MYP3,
choosing one on the Arts to study in MYP4 and 5, leading into continuing in the Diploma programme.
Drama
Course Overview and Assessment
Course Duration: 1 quarter (7 periods per fortnight)
The Ensemble Approach
Drama in the first three years of the MYP at CIS focuses on developing skills and knowledge of
Theatre Arts through the Ensemble approach. It is essential that students lean about Drama and
themselves in an environment of teamwork and trust. The courage to explore ones own creativity and
expression comes only from a sense of common goal, and an agreement by the whole group to work
as a unit.
Curriculum
The curriculum consists of six units, each concentrating on different aspects of drama and theatre
arts, and on the acquisition and development of a variety of skills.
All the units are covered each year at varying depth, depending on the needs of the class and
the time available. A project may address several units the same time.
Unit 1 – Drama for Understanding, Using drama to examine concepts and ideas
Unit 2 – Social Awareness Drama, Using Drama to examine issues
Unit 3 – The Cultural Perspective, Drama in a Historical/Cultural context
Unit 4 – Page to Stage, exploring texts with the purpose of performance
Unit 5 – Performance and the Art Form, Focusing on theatrical skills (voice, body etc.)
Unit 6 – Personal Development, working as an ensemble, confidence building etc.
Developmental Workbook, a journal and record of the student’s development, ideas and progress
22

Objectives/Assessment Criteria
Criterion A: Knowledge and Understanding
Criterion B: Application
Maximum Level of
Achievement
8
10
CriterionC: Reflection and Evaluation
(Developmental Workbook)
Criterion D: Personal Engagement 8
8
Based on these, students will be given a grade on scale between 1 (Very Poor) and 7 (Excellent)
23

Music
Organisation
The music programme for MYP 1 comprises 7 timetabled lessons over a two­week period. Each class
has music for one quarter.
Aims
· To develop an environment where students identify and discuss musical features of a range of
works across styles, time and cultures
· To understand how music reflects, and is reflected in, peoples lives
· To develop the student’s ability to reflect and evaluate his/her understanding and progress.
· To improve skills and abilities in practical music making and performance
· To develop performance skills in solo and group settings
· To listen to, appraise and create music
Curriculum Overview
Music classes have a practical focus. Students learn about music through experiencing, creating and
performing. Each lesson aims to have a balance of composing, performing and listening activities.
Music history, theory and aural studies compliment and support the practical activities. Students have
the opportunity to perform inside as well as outside the classroom in, for example, the Winter/Spring
concerts, in assemblies and at other events.
Assessment Criteria
Maximum level of Achievement
Criterion A Knowledge and Understanding of Music 8
Criterion B Application:Composing and Performing 10
Criterion C Reflection and Evaluation: Developmental Workbook 8
Criterion D Artistic Awareness/Personal Engagement 8
Topic Assessment Item Due Date Criteria Assessed
Exploring Musical Performing Pulse Grids, August
B
Elements/ Rhythm Rhythm Grids and a
Rhythm Round
Exploring Musical Composing with Copy September
B
Elements / Composition and Answer, Composing
with Mirror Technique
October
and Composing
Descriptive Music
Exploring Musical Performing Jazz on 3 October
B & C
Elements/ Improvisation Notes and Blues Booster
Aural and Theory Skills Notation, ongoing Aural Ongoing
A
and Theory Quizzes
Participation in Class Individual/ Group work Ongoing C & D
Developmental
Evaluation and Ongoing
C & D
Workbook
Reflection
Collaborative Arts
Quarter 4
Project
NB: The above outline is subject to change.
24

The Developmental Workbook in Music
Create (compose)
Recreate (perform)
Appreciate (reflect)
In your Developmental Workbook, you should write about:
· What you do in music
· What you learn
· Working with others
· Your use of time
· Ideas for composing and for performance
· How your skills are developing
· How well a performance has gone
· Performances you do
· The music you are listening to and how it influences you
· Any ideas about music that you want to share
· Any interesting musical experiences you have had.
Criterion C: Reflection and Evaluation
To achieve top marks in this criterion you should explain:
· All the reasons behind what, how and why
· Your creative process and problem solving
· How successful the final result is
· The improvements you would make next time and why
Your opinions and personal responses should be stated in depth
Your DW shows
how you are
thinking, how you
solve problems,
and how your
creative ideas
develop
Write before,
during and after
class. Jot down
your bright
ideas
25

Visual Arts Curriculum overview and Assessment:
Duration: 1 Quarter (7 timetabled lessons over a two­week period).
Course Overview:
Our program in MYP1 is designed to give Students a comprehensive introduction to the Visual Arts in
the Middle Years Program at CIS.
The course includes a wide variety of exercises practising the principles of Art with specific emphasis
on Drawing, and encourages Students to express themselves creatively. Students will be introduced
to the habit of using a personal Developmental Workbook and to a theoretical and practical
knowledge and understanding of the Creative Cycle, which are used extensively throughout all grade
levels of the Middle Years Program.
Detailed Objectives:
Students will document all research, notes and preparatory drawings in their Developmental
Workbooks.
Students will use a variety of graphite pencils.
Students will make observational drawings with particular focus upon line and contour and different
techniques of shading.
Students will make Imaginative and Illustrative drawings.
Students will be introduced to the Creative Cycle and will prepare and execute a unit of inquiry
utilising all phases of the cycle.
Students will paint a value scale from black to white, and execute and original gouache painting in
greyscale based upon one of the drawing exercises.
Students will learn about Composition and its importance or the creation of a 2D artwork.
NB: The above outline is subject to change
Assessment Criteria:
A grade based on 1­7 scale will be awarded based upon evaluation with regard to the following:
Developmental Workbooks. “Criteria A, B, C & D”
Completion of all tasks culminating in the production of original artwork. “Criteria A & B”
Knowledge and Understanding of the project; and the ability to follow directions. “Crit. A”
Production of quality work. “Criteria A & B”
Attitude (perseverance/cooperation/concentration.) “Criterion D”
Reflection/Self Assessment. “Criterion C”
Criterion A Knowledge and Understanding Max.8
Criterion B Application Max. 10
Criterion C Reflection & Evaluation Max. 8
Criterion D
Artistic Awareness & Personal
Engagement
Max. 8
26

MYP1 Science
Science Department Philosophy Statement
The sciences and their methods of investigation offer a way of learning through inquiry that can
contribute to the development of an analytical and critical way of thinking. MYP science emphasizes
the role of inquiry and encourages the development of not only scientific inquiry skills but also
transferable thinking skills.
MYP sciences encourages the development of a scientific way of knowing that enables students to
investigate, understand and explain the world they live in. This scientific way of knowing
encompasses two types of understanding: conceptual understanding and procedural understanding.
Conceptual understanding is concerned with the development of scientific knowledge and an in­depth
understanding of the main scientific ideas and concepts of science. Procedural understanding is
concerned with the skills and processes that students need to develop to understand how science
and scientists work and to evaluate scientific evidence. Conceptual understanding and procedural
understanding cannot be developed independently. Students’ understanding of the skills and
processes used in science enables them to construct their understanding of concepts, and this insight
provides the driving force for the development of further scientific inquiries.
MYP sciences aim to help students develop personal attitudes. Students should be aware of wider
world issues and have a sense of their responsibilities as individuals, towards others and towards the
natural and man­made environment. It is expected that students’ engagement, interest and
enjoyment in science will foster a positive response to science and contribute to the development of
opinion­forming, decision­making as well as ethical­reasoning skills.
Science education in MYP1 aspires to the Aims and Objectives as prescribed by the International
Baccalaureate Organisation (I.B.O.)
Objectives
The objectives reflect those parts of the aims which will be assessed. It is convenient to classify
them under five broad headings, which correspond to
the assessment criteria.
A One World
B Communication in Science
C Knowledge and Understanding of Science
D Scientific Enquiry
E Processing Data
F Attitudes in Science
27

Assessment
Assessment in the MYP aims to:
· support and encourage student learning by providing feedback on the learning process
· inform, enhance and improve the teaching process
· promote positive student attitudes towards learning
· promote a deep understanding of subject content by supporting students in their inquiries set
in real world contexts using the areas of interaction
· promote the development of higher­order cognitive skills by providing rigorous final objectives
that value these skills
· reflect the international­mindedness of the programme by allowing for assessments to be set in
a variety of cultural and linguistic contexts
· support the holistic nature of the programme by including in its model principles that take
account of the development of the whole student.
There is no external assessment provided by the IB for the MYP and therefore no formal externally
set or marked examinations. All assessment in the MYP is carried out by teachers in participating
schools and relies on their professional expertise in making qualitative judgments, as they do every
day in the classroom. In line with the general IB assessment philosophy, a norm­referenced approach
to assessment is not appropriate to the MYP. Instead, MYP schools must follow a criterion­ related
approach. This means that students’ work must be assessed against defined assessment criteria and
not against the work of other students.
Formative assessment is an integral part of the learning experience and should not be an artificial
“add­on”. The objectives addressed by specific assessment tasks should be shared with students,
with feedback taking place as soon as possible.
Summative assessment is the judgment made by the teacher of the standard of achievement
reached by each student at the end of each stage of the programme. Assessment tasks should reflect
the objectives and assessment criteria of the programme. They must be carefully chosen to measure
the achievement level expected for the relevant age group. The forms of assessment and reporting to
parents and students will vary from one school to another.
28

Assessment
Criteria
A One World
B Communication
in Science
C Knowledge and
Understanding
of Science
D Scientific
Enquiry
E Processing
Data
F Attitudes in
Science
MYP1 students should be able to:
­ give examples and make comments on the ways in which science is applied and used to
address specific problems or issues
­ make comments on the effectiveness of science and its application in solving problems or
issues
­ make comments on how science and its application interact with life, society and the world.
­ use scientific language correctly,
­ with guidance, use appropriate communication modes, such as verbal (oral, written), visual
(graphic, symbolic) and communication formats (laboratory reports, essays, presentations)
­ with guidance, acknowledge the work of others and the sources of information used by
documenting them using a recognized referencing system.
­ with guidance, recall scientific knowledge and use scientific understanding to construct s
scientific explanations
­ apply scientific knowledge and understanding to solve problems in familiar and, with
guidance, in unfamiliar situations.
­ analyse scientific information by identifying components, relationships and patterns and,
with guidance, make comments on the validity and quality of the information.
­ with guidance, articulate the problem or research question to be tested by a scientific
investigation
­ ask questions of the type: “What will happen if”, “Why does this happen when” and make
predictions (“If I do this, then this will happen … ”),
­ carry out investigations, consistent with the level of complexity of the units of work covered,
and, with guidance, identify the variables that can be measured (dependent variables), the
variables that can be manipulated (independent variables) and those that must remain
constant (control variables); identify the materials and/or equipment needed; describe a
simple method.
­ with guidance, make comments on the method and the quality of the data collected; ask
questions of the type: “Is the method effective/workable/ feasible”, “Is the data accurate/
reliable”
­ with guidance, make comments on how the outcome of the investigation helps to answer the
research question; ask questions of the type: “Is my hypothesis/ research question
supported by the data”, “Does the outcome of the investigation support the research
question”
­ with guidance, suggest improvements to the method
­ with guidance, collect and record data using units of measurement as and when appropriate
­ with guidance, organize, transform and present data using simple numerical forms (including
mathematical calculations) and visual forms (tables, graphs and charts)
­ with guidance, analyse data/information to identify trends, patterns and relationships,
and use the data to convey understanding/ interpretation
­ with guidance, draw conclusions based on the analysis and interpretation of the data; ask
questions of the type: “What might have caused….”, “How can we explain what happened
using what we know about science…”.
­ work safely and use material and equipment competently
­ work responsibly with regard to the living and non­living environment
­ work effectively as individuals and as part of a group by collaborating with others.
29

Assessment tasks
There is emphasis on the use of a wide range of assessment tasks that reflect and measure the
various ways in which students learn. Students will be assessed in science using assessment
tasks such as; laboratory reports, practicals, unit tests, quizzes, homework questions, essays,
presentations, model making, group work, projects, field work, role plays, Q&A, class discussion.
Week Monday Week Monday
1A Aug 18 Intro to MYP 18B Jan 5
2B Aug 25 Safety & Science Skills 19A Jan 12 Solids, Liquids & Gases
3A Sep 1 20B Jan 19
4B Sep 8 21A Jan 26
5A Sep 15 22B Feb2 CW
6B Sep 22 23A Feb 16
7A Sep 29 24B Feb 23 Cells
8B Oct 6 Intro to Sci Inquiry/ 25A Mar 2
9A Oct 20 Forces and their Effects 26B Mar 9
10B Oct 27 27A Mar 16 Reproduction
11A Nov 3 28B Mar 23
12B Nov 10 29A Mar 30
13A Nov 17 30B Apr 13
14B Nov 25 31A Apr 20 Acids & Alkalis
15A Dec 1 32B Apr 27
16B Dec 8 33A May 4
17A Dec 15 34B May 11 AW
35A May 18
36B May 25
37A Jun1 Science Symposium
38B Jun 8
39A Jun 15
40B Jun 22
30

Physical Education
Physical Education Department Philosophy Statement
Physical education in the MYP aims to work in connection with other subjects to educate, encourage
and enable the students to make informed choices leading to healthy living. The students will be able
to establish links between subjects, cultures and different areas of experience.
These links will be used to create plans for warm­up, training and healthy living as well as raise
intercultural awareness. Students will be encouraged to use their own experiences, both within and
outside of sports, to support and teach others. Throughout the programme the students will be
introduced to a range of sports and physical activities so that they can develop a wide variety of skills
and knowledge.
The overall philosophy of the Physical Education Programme at CIS is to create a learning
environment that emphasizes physical, intellectual, social and emotional wellbeing. We encourage
students to be physically active with the aim of developing lifelong healthy lifestyles.
Course Outline
Welcome back to the start of a new academic year. We would like to take this opportunity to inform
you of a few issues concerning Physical Education here at CIS.
Firstly for hygiene reasons, all students need to change clothes for PE classes.
PE Kit:
Shorts/track pants
Tee­shirt (respectable)
Clean indoor trainers (non­scuffing)
Students will be having the following lessons per ten day cycle:
MYP 1­4: Three double and one single lesson.
MYP 5: One triple lesson.
The double and triple lessons will take part mostly in the gym. Some of these lessons will be
conducted off campus at local community sporting venues.
The single lessons will be in a classroom, where we focus on the theory of physical education and
health and safety issues, as well as working on journals and record keeping.
Students will need to shower after a double lesson so it is important to bring a towel and appropriate
toiletries on these days. For safety reasons it is essential that jewellery is removed for PE lessons.
We require students to store ALL items of value in their lockers, which are located in the main
building. Items of value are not to be brought to PE lessons. This will ensure that valuables are not
damaged or misplaced. This rule also removes temptation from others.
A ‘valuable’s box’ will be available in class, where students can place items on the rare occasion they
have forgotten to place them in their locker. Please do not leave valuables in the changing rooms.
If there is a medical reason your son/daughter is unable to actively participate in a lesson we would
ask for a written correspondence from home. Please note that we may still ask for the student to
participate in a less active role where appropriate.
We are looking forward to an enjoyable year of PE and welcome your support.
31

ASSESSMENT OUTLINE 2010­2011
Topic Assessment Item Due Date Criterion assessed
Volleyball Observation of game Week 37 Criteria C & D
Hockey Skills circuit and week 41 Criteria C & D
Observation of game
Basketball Skills circuit and week 45 Criteria C & D
observation of game.
Racket Skills circuit and Week 49 Criteria C & D
Observation of game
The theory of Write up of Theory Week 49 Criteria A
PE
booklets
Dance performance of their own week 5 Criteria C(B) & D
creation
Soccer Skills circuit and Week 10
observation of game.
Track and Taster week 12 Not assessed
Field Athletics
Handball Skills circuit and Week 15 Criteria C & D
observation of game.
International Taster Week24 Not assessed
games
The theory of Write up of Theory Week 23 Criteria A
PE
booklets
Assessment Criteria
­ Criteria A Use of Knowledge
­ Criteria C (B) Performance (Choreography)
­ Criteria D Social Skills and Personal Engagement
32

Language B
Language B Department Philosophy Statement
The aim of the CIS language B programme is to help the students to gain competence in a language
other than their mother tongue/s­or English­ with the long term goal of multi­lingualism. At CIS we
believe that our programme contributes in an enjoyable and active way to the holistic development of
the student by improving personal skills and fostering an attitude of openness, respect and
understanding in a complex and multicultural world.
All level 1 – 3 Language B courses are assessed against the Foundation Assessment Criteria as
follows:
MYP Language B Assessment Criteria
Criterion A Oral communication ­ message and interaction 8
Criterion B Oral communication ­ language 8
Criterion C Writing ­ message and interaction 8
Criterion D Writing ­ language 8
Criterion E Reading comprehension
16 (8x2)
33

French B
Title / Topic Area of Interaction Focus Assessment
Unit
1
Bienvenue !
Getting to know
others
ATL
· What strategies help me learn a new
language
· How can I meet others with limited
language
Linguistic test (formative)
Unit
2
Ma famille
Describing myself
and my family
HSE
· Who are the members of my family
· What are we like
Linguistic test (formative)
Reading comprehension (E)
Writing: Me and my family (C, D)
Speaking: Interview presenting myself (A,B)
Unit
3
Au collège
School life
ENV
ATL
· How does my school environment compare
to a French school environment
· What do I like and dislike at / about school
· What tools help me make a conversation
Linguistic test (formative)
Reading comprehension (E)
Writing: My school life (C,D)
Speaking: Role‐play on my school day (A,B)
Unit
4
Les passe‐temps
Free‐time activities
HSE
· What do I like to do outside of school Linguistic test (formative)
Reading comprehension (E)
Writing: My pastimes (C,D)
Unit
5
Bon appétit
Food and drink
HI
· What do the French eat
· What is the culture surrounding food and
restaurants in France
Linguistic test (formative)
Speaking: Role‐play at the restaurant (A,B)
34

Unit
6
Chez moi
Where I live
ENV
· Where is my home and what is it like
· How do homes differ around the world
Linguistic test (formative)
Reading comprehension (E)
Writing: My school life (C,D)
Speaking: Interview about your
Text Book / Resources: Daniel Bourdais, Sue Finney & Anne Lisa Gordon – Équipe nouvelle
1 – Student’s book & Workbook (Oxford University Press, 2004) plus supplementary materials.
This course is aimed at students who have had no or limited exposure to French. Some students may
arrive with previous knowledge of the language, for example from our 5 th grade introductory course,
but we start at the beginning again to ensure a solid grasp of the material for everyone and to allow
total beginners to follow the class at no disadvantage. All four language areas ­ speaking, listening,
reading and writing ­ are practised, and as far as possible the language is placed within a cultural
context so that the students learn something of France and the French­speaking world. The target
language is used as much as possible in classroom instruction
Students will be assessed continually throughout the year on ATL skills, homework, grammar and
vocabulary tests, pronunciation and listening comprehension but these do not form part of the formal
MYP assessment (in other words, they don’t count directly towards the grade on reports).
Student Expected Learning Outcomes: At the end of the French Level 1 course, students should be able to do
the following:
Speaking and Listening (Criteria A and B)
· introduce themselves and each other, family members in French
· understand basic teacher instructions and use basic classroom language
· make polite requests (in a classroom context)
· ask and answer questions about: pets; school life; the time; hobbies; sports; after school and
leisure activities; daily routine; places to go; food; the weather; where they live; their room
· talk about likes, dislikes and preferences relating to these topics
· express simple opinions and reasons
· describe main physical features and personality traits of a person
· give a brief oral presentation on above topics
· speak with good pronunciation and use correct intonation for questions and statements
Writing (Criteria C and D)
· write with adequate accuracy about the topics studied
· compose a written piece of at least 100 words on the topics, following a given format (eg.
informal letter or e­mail, article, essay) and using varied sentence structures
Reading Comprehension (Criterion E)
· understand short simplified texts (eg. newspaper articles, graphs, statistics, recipes)
· understand longer passages and texts (up to 200 words) relating to above topics
Grammar (Criteria B and D)
understand and apply the following grammatical structures:
· verbs: present tense regular –er verbs; common irregular verbs (être, avoir, aller, faire);
phrases using –ir and –re verbs (e.g. je bois, je prends, je sors)
35

· adjectives: adjectival agreement and position; possessives (first, second and third person
singular)
· nouns and pronouns: articles (definite and indefinite, singular and plural), gender, subject
pronouns, partitive articles (du / de la / de l’ / des)
· prepositions including au / à la / à l’ / aux
· conjunctions: et, mais, ou, parce que
· numbers 1 ­ 100 and giving dates (day, month, year)
· structural features: simple sentence structure ; question words (qui / que / où / quand /
pourquoi) and forms including yes / no questions; negation (ne… pas) ; il y a ; simple adverbs
of time / time phrases; quantifiers
· the alphabet
recognise and understand the following grammatical structures:
· modal verbs (e.g. je peux / je voudrais + infinitive)
Culture:
· name the different types of schools in France and be familiar with French grades
· name and locate some major cities, rivers, mountains and other geographical features in
France
· recognise and talk about some typical French foods
· begin to understand some holiday (Christmas) traditions
36

German B
Unit 1
Unit 2
Unit 3
Title / Topic Area of Interaction Focus Grammatical structures
introduced
Getting to Know
Each Other
Getting to Know
Germany
Links to gr. 6
Lübeck trip &
Christmas
Puppet play: Die Bremer
Musikanten
A Day in Our
Lives
ATL
ENV
HF
· What strategies help me learn
a new language
· How can I communicate
effectively with limited
language
· What are the major
geographical features of
Germany
· What is “typical German”
HSE · How important are leisure
activities for us
· What is a good balance
between work and leisure
· What makes a “good” day and
a “bad” day
ü Verbs (1 st , 2 nd and 3 rd person
singular, incl. vowel changes)
ü gender, indefinite article (ein, eine)
ü possessive article (1 st and 2 nd
person singular)
ü Syntax:simple sentence structure,
yes/no questions, W­Fragen
(question words),
ü negation (nicht)
ü plural of nouns
ü adjectives­ comparative,
superlatives
ü Verbs: 1 st , 2 nd and 3 rd person
plural
ü Prepositional phrases of time
(wann) and place
(wohin­accusative)
ü syntax: inversion, position of
verbs, time – manner
– place
Summative Assessment
Role Plays: Auf der Party (A, B)
Poster: Das bin ich! (C, D)
Read. Comp. about German
Geography (E)
Interview (A,B)
Interview about daily routine (A,
B)
Read. Comp.: Hum Kumari aus
Nepal (E)
Webpage: Ein guter und ein
schlechter Tag (C, D)
Unit 4
Getting Along in
School
CS · What makes our German class
a community
ü Imperative
ü Cases: nominative and accusative
ü Possessive adjectives
Role Plays : In der Schule (A, B)
Read. Comp. : Tim und Tom (E)
Writing (C,D)
Unit 5
Lesevergnügen
(Happy Reading)
ATL
· How can I read and
understand a book in a foreign
language
ü Modal verbs
Revision / reinforcement of level 1
Role Play: Geld oder Liebe (A, B)
Read. Comp.: Passage from an
Easy Reader (E)
37

· What strategies help me
understand texts containing
unfamiliar language
grammatical structures
38

German B Level 1 Student Expected Learning Outcomes:
At the end of the German Level 1 course, students should be able to do the following:
Speaking & Listening (Criteria A & B: Foundation Level)
­ introduce each other, family members and friends in German
­ express non­understanding / ask for clarification
­ understand teacher instructions
­ make polite requests (in a classroom context)
­ give and request information about school, hobbies, sports, after school and leisure activities,
daily routine, places to go, and health
­ talk about likes, dislikes and preferences and needs relating to these topics
­ give simple reasons
­ describe main physical features/character traits of a person
­ express feelings / complaints related to physical well­being
­ speak with good pronunciation
Writing (Criteria C & D: Foundation Level)
­ write with adequate accuracy about the topics studied
­ compose a written piece of at least 100 words on the topics, following a given format (eg.
letter, article, essay) and using varied sentence structures
Reading Comprehension (Criterion E: Foundation Level)
­ read and understand longer passages and texts (up to 400 words) relating to the topics studied
and the areas of interaction
­ understand short authentic texts (e.g. magazine articles, graphs, statistics, internet)
­ read and understand a level 1 reader
Grammar (Criteria B & D: Foundation Level)
understand and apply the following grammatical structures:
verbs (present tense (including separable‐prefix and stem‐changing verbs), imperative), introduction to
modal verbs
definite, indefinite, negative & possessive articles: nominative & accusative, singular & plural
personal pronouns
adjectives: comparison
question words: welche/er/es
prepositional phrases: time (wann) & place (wohin)
adverbs of time
ordinal numbers and giving dates (day, month, year)
syntax: simple sentence structure, yes/no questions, W‐Fragen (question words), negation (nicht),
inversion, position of verbs, time‐manner‐place
Culture:
­ name the different types of schools in Germany and be familiar with German grades
­ name and locate major cities, rivers, mountains and other geographical features in Germany
­ begin to understand some holiday traditions
­ begin to recognize the contributions of German­speaking countries to world culture (music, art,
science, industry, etc.)
39

DANISH B level 1
Prerequisite:
Length of course:
None
1 year
Periods in ten­day cycle: 7 periods
Text Book / Resources: Excerpts from various textbooks and teacher produced materials
Overview
This course is a beginner’s course in Danish based on the student's situation, where the international
student is staying in Denmark for a couple of years, and thus needs to acquire skills in both spoken
and written Danish. Emphasis is put on the acquiring of vocabulary and pronunciation. Through work
with the textbooks, picture dictionaries, cross words, different games with a linguistic content, field
trips and visits to museums and public service areas close to the school like shops, train station, post
office, etc., the students should reach a basic level of skills in order to help them express themselves
and get on in the different situations of everyday life. As residents of Denmark they should also
become familiar with the Danish country, its culture, history and geography. Through the experience
of living in Denmark the student has an excellent possibility to develop an awareness of differences in
background and cultures.
Expected learning outcomes.
At the end of the Danish Level 1 course, students should be able to do the following:
Speaking & Listening (Criteria A & B)
­ Ask and answer questions
­ Participate in simple conversation and dialogues
­ Express likes and dislikes
­ Express opinions
­ Express wishes and needs
­ Make inquiries (e.g. time, addresses, phone numbers)
­ Narrate and report on people and events (e.g. family, school, hobbies, music)
­ Understand simple phrases, dialogues and questions on topics of this level
­ Identify main idea in short talks and interviews on Level 1 topics
­ Be able to respond to directions and instructions given in the classroom
­ Recognise and reproduce Danish sounds
Writing (Criteria C & D)
­ Complete dialogues, write and answer questions
­ Describe people (family and friends) and every day events (school, hobbies)
[short paragraph around 75 words]
­ Write creatively (letters, posters, poems, brochures)
­ Describe pictures
­ Use basic linguistic structures taught at Level 1 with adequate and increasing
degree of accuracy
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Reading (Criterion E)
­ Understand short texts with illustrations on Level 1 topics
­ Understand simple directions
­ Understand school timetable
­ Understand simple descriptions of people and situations
Grammar (Criteria B & D)
Nouns:
­ Gender (en/et words)
­ Indefinite and definite forms
­ Singular and plural
­ Declension
Verbs:
­ Infinitive
­ Present tense
­ Past tense (selected words)
­ Modal verbs
Adjectives:
­ Forms and endings
Pronouns:
­ Personal
­ Demonstrative
­ Interrogative
­ Possessive
Numbers:
­ Cardinals
­ Ordinals
Adverbs:
­ Simple forms
Other skills:
­ Be able to work with grammar outlines
­ Have memory skills: learning vocabulary
­ Work with different types of language exercises e.g. clause exercise and be able to
work with contextual clues
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Danish B Intermediate
Prerequisite: 1­2 years of Danish B
The goal of the Danish B Intermediate course is to develop the students´ speaking, reading and
writing skills. The course aims at strengthening the students’ understanding of the Danish language,
society and culture as well as developing their appreciation of differences in languages and cultures.
Danish B Intermediate Student Learning Outcomes.
At the end of the Danish Level 3/4 course, students should be able to do the following:
Speaking & Listening (Criteria A & B)
­ Ask and answer definite questions
­ Participate in dialogues, conversations and discussions
­ Express likes, dislikes and opinions
­ Give directions
­ Express wishes
­ Inquiring and reasoning
­ Be able to narrate a sequence of events
­Understand directions and instructions
­ Understand questions, interviews and conversations
­ Identify main points from authentic sources
­ Make presentations on given and self chosen topics
­ Speak with near­standard pronunciation and intonation and an increasing degree of
fluency
Writing (Criteria C & D)
­ Argue for and against a statement
­ Summarise a text
­ Narrate a sequence of events
­ Write creatively in different genres
­ Write a picture story
­ Show an adequate command of vocabulary and use an adequate degree of accuracy
in spelling, grammar and syntax
Reading (Criterion E)
­ Understand simplified texts, fiction and non fiction
­ Draw relevant information from texts and authentic sources
­ Read independently and grasp the gist of the texts
­ Be able to summarise a text
Grammar (Criteria B & D)
Reinforcement of levels 1 and 2
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Nouns
­ Plural endings
Verbs:
­ Imperative
­ Irregular
­ Reflexive
­ Modal
Adjectives:
­ Endings
­ Comparison
Prepositions:
­ Directions
Pronouns:
­ Reflexive
­ Relative
Syntax:
­ Inversion
­ Main sentences
­ Subordinate sentences
Other skills:
­ Use Danish reference books
­ Use a dictionary efficiently
*Material and Learning Outcomes are progressive from grades 6­7. Outcomes are based on MYP
Language B Foundation Criteria.
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EAL Department
Copenhagen International School uses English as the primary language of instruction. CIS provides
language support for all students whose first language is other than English in order that they gain
equal access to the curriculum as well as the opportunity to participate fully in all aspects of school
life.
The EAL department at Copenhagen International School aims to provide a highly flexible and
student centered program that emphasizes the skills needed for the student to make a smooth
transition into all mainstream courses, both academically and socially.
The aim of the EAL program is to integrate LEP (Limited English Proficiency) students into the whole
of the curriculum as quickly as possible by:
a) bringing each student’s English up to a level where he/she can function satisfactorily in
regular academic classes
b) paralleling the skills and content of the regular classes, but in a modified language that
is suitable for the EAL student
c) helping students to understand cultural differences and to adapt to the culture and
expectations of an international school
d) supporting students in the transition from EAL classes to mainstream classes
e) assisting students in becoming socially integrated
The EAL department recognizes the importance of continued Mother Tongue development and
strongly supports the concept of additive bilingualism. All languages and cultures are respected
and valued in and out of the classroom.
EAL support in the Middle Years Program is provided on a number of different levels depending on
the individual needs of the student:
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Student Life
Advisory Programme
The Advisory Programme runs through MYP years 1 – 5 and is designed to meet the personal,
emotional and social challenges a teenager encounters throughout this time of change. The
philosophy of the programme is to equip students with knowledge and skills to enable them to make
informed decisions that are in the best interests of themselves and of others. The Advisory
programme at CIS aims:
To provide each individual student with an understanding advocate
To support through the school and curriculum the personal, social, physical,
emotional and cognitive development of each individual child in an appropriate
context
To respond to the needs of groups or individual students as and when they arise
To foster a sense of belonging and community where relationships are based upon
respect, tolerance and trust
Many of the affective issues of self­management are
approached through the Advisor Programme as
stated. Academically, students are required to
maintain a homework diary/ student agenda in which
they are required at the end of each class to write in
any homework that has been set. Accompanying this
is both a set of guidelines on the amount of
homework that can be set, and guidelines on applying
for extensions if necessary. Additionally students are
provided with a folder which they are expected to use
to organize and maintain the work, books and papers
that they need on a day­to­day basis. The use of
lockers and files at home are encouraged for longerterm
organization of work, books and papers.
Objectives of the Grade 6 Advisory Programme
1. To provide an adult supervisor for each student who is a mentor to, and an advocate for, the
student. This insures that every student is known well by at least one adult in the middle
school. This adult is able to support the student in times of difficulty, to recognize the warning
signs of pre­teen problems, as well as to celebrate the students’ successes.
2. To meet students’ needs to belong to a group, and to help students feel accepted and valued
by teachers and peers.
3. To foster a positive school climate as students develop positive relationships with teachers and
with one and another through organised team­building activities.
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4. To provide a forum to address topics of concern for young adolescents: physical changes
common to middle school students, peer relationships, family relationships, study skills, school
rules and student responsibility, goal setting, problem solving and decision making, sexuality,
respect current events, and community and service.
5. To secure a time to address significant and unexpected events – a death in the family, social
difficulties – in an arena with a higher level of trust and concern than is found in the average
classroom.
6. To prepare students for academic success by discussing the need and implementation of good
ATL skills.
7. To improve home/school communication and relationships.
8. To promote good citizenship through community and service projects.
During Advisory, students are engaged in cooperative learning activities and skill building activities
related to one of our themes:
· Responsibility and Organisation
· Building Relationships
· Problem solving and Conflict Resolution
· Decision making
· Community Involvement
· Am I normal (body awareness)
Advisory class meets twice weekly for a 40 minute period. Every other week (A­week, Thursday)
during advisory class, students attend an assembly for all students in MYP 1 – 3. This time allows
each grade level to share projects and activities with the other middle school students.
Holistic Learning
What we know is that learning is an individual, developmental process and as such there are as many
ways to learn as there are students in a school. As teachers and administrators we have a
responsibility to ensure that we strive to deliver the curriculum in a variety of ways so that it is
accessible to all our students. No easy task, but nonetheless necessary if we are to fulfill our mission
statement.
One approach to delivering the curriculum is to collapse
a period of time and allow students to investigate a
particular concept or skill in greater depth than would be
possible during ‘normal’ school time. On occasion the
MYP collapses the normal timetable and merges the
disciplines into transdisciplinary projects that run from
one day, UN Day for example, to longer periods of time,
Collapsed week and Activity week being examples of
this. On UN Day students study topical global issues
through various activities, propose solutions and test out
how viable they are with the help of teachers and outside
experts. Through MYP 1 to 5 the sophistication of the
inquiry grows, moving from a question of personal
responsibility and action to one of governmental and non­governmental responsibility and action.
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Collapsed Week allows students to investigate a particular concept or skill in greater depth than
would be possible during ‘normal’ school time. At CIS we traditionally collapse a whole week for MYP
Years 1 ­ 3 in February where students step out of the normal timetable and immerse themselves in
an area of interest. Students and teachers alike collaborate in small groups to set goals, plan
strategies to achieve these goals, to manage time and resources and to meet a performance
deadline. Much more responsibility and accountability is placed upon the student and our experience
is that whilst it is new and challenging, most thrive on it. The new approach to learning presented to
them in this week allows them to explore new skills and dispositions not necessarily used in more
traditional learning settings and the work produced is consistently of very high quality.
Educational Trips
Enriching learning in real­world contexts is integral to the interpretation of the MYP here at CIS.
Social Overnight and Activity week are requirements for all students
in MYP years 1 – 5 and are seen as opportunities for disciplines to
conduct field work. Each year group travels and stays together at
particular destinations where they take the knowledge and skills
taught in the classroom environment and attempt to apply them in
real world situations. It is also the start and culmination of much of
the Advisory Programme in that the emphasis on peer to peer
relationships, communication, conflict resolution, teamwork,
collective responsibility and self­reliance are essential for the week
to be a success.
The first day of the year is devoted to community building
activities around a topical or “burning issue” and culminates in
a collaborative product or action. This year, for example, all
students in the secondary school collaborated on creating art
work response to issues of climate change of the UN Climate
Conference
Throughout the year there are numerous extra­curricular trips to venues around the world. Included in
this are NECIS, the after­school sports programme, ISTA for members of the after­school Drama
clubs, Destination Imagination and Team Peru. There are also a number of curricular trips ranging
from a whole week, Activity Week as mentioned, to a few days, Lübeck for MYP 1 and 2 in
December, to a whole host of one day field trips to the Zoo, the Experimentarium, and to the city’s
museums among many others.
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Community and Service
The Community and Service Programme is intended to develop and nurture altruism in students. This
ranges from an extensive extra­curricular programme of sports and arts to clubs such as the
Yearbook, Horizon, Roots and Shoots, Destination Imagination to Service projects such as The
Squad and Team Peru. The philosophy of the Community and Service programme is to establish and
reinforce a sense of community both within and outside of the school.
Through the curriculum learners are given opportunities to
develop awareness of different communities and their
needs. Through raising awareness learners are encouraged
to take active involvement and service that ultimately
manifests itself as responsible, autonomous action. For
example, the Celebration of Humanity in MYP year 3 and
the Team Peru project in MYP years 3­5 effectively merge
the outcomes of the Community and Service Programme
with those of the subject groups for MYP 3.
In all cases, reflection is an essential part of community and
service. It encourages better awareness of needs as well as
the quality of response. It encourages students to develop positive attitudes and to become aware of
their strengths and of the difficulties they need to overcome in order to succeed.
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