German B - Copenhagen International School

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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 © <strong>International</strong> 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. 6
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 <strong>International</strong> 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. 7
Page 2 and 3: Contents The Middle Years Programme
Page 4 and 5: Curriculum Model The curriculum mod
Page 8 and 9: Communicating & Coordinating Homewo
Page 10 and 11: Language A Language A Department Ph
Page 12 and 13: paragraphing. Technical correctness
Page 14 and 15: H.C Andersen eventyr: Tværfagligt
Page 16 and 17: Quarter 1 Quarter 2 Topic Skills Co
Page 18 and 19: Technology The CIS Technology Depar
Page 20 and 21: Mathematics Mathematics Department
Page 22 and 23: Arts Arts Department Philosophy Sta
Page 24 and 25: Music Organisation The music progra
Page 26 and 27: Visual Arts Curriculum overview and
Page 28 and 29: Assessment Assessment in the MYP ai
Page 30 and 31: Assessment tasks There is emphasis
Page 32 and 33: ASSESSMENT OUTLINE 20102011 Topic
Page 34 and 35: French B Title / Topic Area of Inte
Page 36 and 37: · adjectives: adjectival agreement
Page 38 and 39: · What strategies help me understa
Page 40 and 41: DANISH B level 1 Prerequisite: Leng
Page 42 and 43: Danish B Intermediate Prerequisite:
Page 44 and 45: EAL Department Copenhagen Internati
Page 46 and 47: 4. To provide a forum to address to
Page 48: Community and Service The Community

German B - Copenhagen International School

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