MYP Programme Guide - Lincoln Community School

Middle Years 

Programme Guide 

2012-2013 Grades 6-10 

Lincoln 

Community School

Middle Years Program 

Lincoln Community School 

Page 1 

Middle Years 

Programme Guide 

2012-2013 Grades 6-10 

The Middle Years Programme 

guide 2012-2013 is a publication of 

the Secondary School in cooperation 

with the Office of Advancement. 

Editor: Lynne Coleman 

Photography: Gary Craggs, 

Malcolm Khaldy, Tara Nkrumah 

Cover Photo: Gary Craggs 

Design, Production Editor: 

Craig Trygstad 

Editor’s Note: The content of 

this publication draws heavily on 

publications produced by the 

International Baccalaureate. 

©2012 Lincoln Community School. 

Printed and bound in the Republic 

of Ghana. 


Community School 

#126/21 Dedeibaa Street 

Abelemkpe, Accra 

Ghana, West Africa 

Telephone: 

From abroad: +233 30 277 4018 

Within Ghana: 030 277 4018 

Facsimile: +233 302 780985

Page 2 



Table of Contents MYP Program Overview 3 

Areas of Interaction 4 

Student Support 4 

Personal Project 5 

Language A 6 

Mathematics 8 

Humanities 10 

Sciences 12 

Language B: French, Spanish 14 

Visual, Musical, Dramatic Arts 16 

Technology 20 

Physical Education and Health 22



Page 3 

The IB Middle Years Programme at LCS 

Life in the 21st century places many changing 

demands on students making the transition 

through adolescence. They are at a crucial 

period of personal, social, physical and intellectual 

development, of uncertainty and of 

questioning. The IB Middle Years Programme 

(MYP) is designed to help them find a sense of 

belonging in the ever-changing and increasingly 

interrelated world around them and to 

foster a positive attitude to learning. 

Teachers structure varied and valid assessment 

tasks (including tests and examinations) that 

allow students to demonstrate achievement 

according to the objectives for each subject 

group. These include: 

• open-ended, problem-solving activities 

• investigations 

• organized debates 

• hands-on experimentation 

• analysis and reflection. 

MYP curriculum 

The programme consists of eight subject 

groups integrated through five areas of interaction 

that provide a framework for learning 

within and across the subjects. Students are 

required to study: 

• the language of instruction 

• a second language 

• humanities 

• sciences 

• mathematics 

• arts 

• physical education 

• technology 

In Grade 10, the final year of the programme, 

students also engage in a personal project, 

which allows them to demonstrate the understandings 

and skills they have developed 

throughout the programme. 

Taken as a whole, the curriculum provides a 

balanced education that will equip LCS students 

for effective participation in the modern 

world. 

Assessment 

Assessment is criterion-related, so students 

around the world are measured against 

pre-specified criteria for each subject group. 

Teachers set assessment tasks that are assessed 

internally in the school. External checks (either 

moderation or monitoring of assessment by 

IB examiners) are carried out on this internal 

assessment to ensure worldwide consistency of 

standards. 

Continuous assessment 

Teachers organize continuous assessment over 

the course of the programme according to 

specified assessment criteria that correspond to 

the objectives of each subject group. Regular 

school assessment and reporting play a major 

role in the students’ and parents’ understanding 

of the objectives and assessment criteria. 

The IB MYP, for students aged 11 to 16, emphasizes 

intellectual challenge, encouraging 

students to make connections between their 

studies in traditional subjects to the real world 

and to become critical and reflective thinkers. 

The MYP also fosters the development of skills 

for communication, intercultural understanding 

and global awareness, qualities that are 

essential for life in the 21st century: 

• global-mindedness, starting with a foundation 

in students’ own language and culture 

• a positive attitude to learning, demonstrating 

high levels of engagement, creativity, resourcefulness 

and active participation in their communities 

• an ability to make connections between subjects 

and real world issues 

• highly developed communication skills to 

encourage inquiry, understanding, language 

acquisition, and to allow student reflection 

and expression 

• a heightened awareness of their development– 

physically, intellectually, emotionally and 

ethically.

Page 4 



The Areas of 

Interaction: 

Developing 

skills and 

attitudes 

relevant in 

today’s 

global 

society 

The data presented 

here compares pass 

rates of former MYP 

students from moderating 

schools, with 

the whole cohort of 

DP students. 

The MYP has five areas of 

interaction which provide it 

with its unique core. Teaching 

subject areas through these 

contexts allows teaching and 

learning to focus on attitudes, 

values and skills. 

1. Approaches to learning 

(ATL) represents learning skills 

that the student will develop 

and apply during the programme 

and beyond. 

2. Community and service 

considers how students can 

learn about their place within 

communities and be motivated to act in a new 

context. 

3. Health and social education is designed to 

help students identify and develop skills that will 

enable them to function as effective members 

of societies. They also learn about how they are 

changing and how to make informed decisions 

that may relate to their welfare. 

4. Environments considers how humans inter- 

act with the world at large and the parts 

we play in our environments. 

5. Human ingenuity deals with the way in 

which human minds have influenced the 

world and considers the consequences of 

human thought and action. Through this 

area of interaction students can develop 

ways of thinking that are a good preparation 

for the theory of knowledge course in 

the Diploma Programme. 

2009 2010 2011 

All Candidates MYP All Candidates MYP All 

Candidates 

MYP 

Pass rate 78.8% 87.7% 78% 85.2% 78% 84.9% 

Students achieving 40+ 5.4% 6.9% 5.2% 6.7% 5.8% 7.6% 

Pass rate bilingual diploma 24.5% 36.6% 24.1% 39.9% 24% 41.5% 

Student 

Support 

The Student Support Department helps class 

teachers to meet the needs of students learning 

English and those with mild learning needs. 

We believe that parental support is the key to 

children achieving their full potential. Parents 

will be actively encouraged to participate in the 

education process. 

Approaches to Learning (ATL) 

Pull-out and In class support are offered, 

depending on the needs of the student. On 

going monitoring of student progress occurs 

even after a student has exited the program. 

At times, follow-up sessions are undertaken. 

Early identification of any barriers to learning, 

including behavioral issues, means that appropriate 

measures can be taken sooner. 

The Student Support Department may make 

referrals to external specialists for assessment, 

if the need arises. LCS does not offer the services 

of educational and psychological testing, 

speech therapy or physiotherapy but may be 

able to recommend some specialists in these 

areas. Regular communication between 

teachers and support services teachers aims to 

develop a differentiated program to meet the 

needs of your child. 

English as an Additional Language 

(EAL) English language learners in grades 

6-10 who need extra support receive enhanced 

language learning opportunites through EAL 

classes. 

EAL coursework varies according to student 

levels of English, and is based primarily upon 

what students are learning in their core classes 

in science, mathematics, English and humanitities. 

EAL faculty work closely with EAL students 

and their core teachers to support speedy 

acquisition of English. Students are assessed 

against language B criteria (see page 14).



Page 5 

The personal project is an important part of the 

MYP for all students. It is a reflection of a student’s 

ability to manage and direct their own 

inquiry and a reflection of the skills learned 

through the MYP experience. The process 

of completing it is led by the student, with 

supervision by a teacher, and it is a summative 

assessment of students’ ability to conduct independent 

work using the areas of interaction as 

contexts for their inquiries. 

The project is a significant body 

of work produced over 7 months 

and is a product of student’s own 

initiative. It holds an important 

place in the MYP and should 

reflect their experience of the 

program. The project provides an 

excellent opportunity for students 

to produce a truly creative piece 

of work of their choice and to 

demonstrate the skills they have 

developed through approaches to 

learning. 

The five areas of interaction form 

the core of the program: they are 

addressed through the subject 

groups; they bind various disciplines 

together; they are the basis 

of varied learning experiences 

through project work, interdisciplinary 

activities, and real-life 

community involvement. The 

areas of interaction are central 

to the experience of the personal 

project, which is intended to be 

the culmination of your involvement 

with the five areas of 

interaction; the project is therefore 

completed during the first 

semester of Grade 10. 

Extended 

essay grade 

Personal Project Aims 

The aims of the MYP personal 

project are to allow students to 

demonstrate the personal abilities 

and skills required to produce and present 

an extended piece of work. They will engage 

in personal inquiry, action and reflection on 

specific topics and issues as they focus on, and 

demonstrate an understanding of, the areas 

of interaction. Finally, their reflections on their 

learning will allow them to share knowledge, 

views and opinions. 

Assessment 

Students will be assessed against seven criteria: 

A. Planning and development. Students 

should be able to identify a clear and achievable 

goal, describe and justify a focus on the 

chosen area(s) of interaction, describe the steps 

A 

B 

followed to achieve the stated goal, and adhere 

to the stated goal throughout the project. 

B. Collection of information/resources. Students 

should be able to select and use adequate, 

varied resources, identify and use relevant 

information critically, and acknowledge 

sources of information appropriately. 

18.4% 13.9% 

28.3% 

24.7% 

C 36.0% 37.1% 

D 

E 

Overall 

DP Score 

40-45 

35-39 

Former 

MYP Students 

16.5% 

0.7% 

All 

Students 

22.0% 

2.3% 

6.68% 5.22% 

20.10% 

16.33% 

30-34 30.36% 28.74% 

24-29 

Former 

MYP Students 

32.66% 

All 

Students 

34.15% 

The value of the MYP in terms of approaches 

to learning, skill development, and experience 

in the personal project, may be a contributory 

factor in success of Diploma Programme students 

in the extended essay, as can be seen 

from these world-wide grade comparisons. 

C. Choice and application 

of techniques. 

Students should be 

able to choose techniques 

relevant to the 

project’s goal, justify 

this selection, and apply 

the chosen techniques 

consistently and 

effectively. 

D Analysis of information. 

Students should 

be able to analyse the 

information in terms of 

the goal and the focus 

of the project, express 

personal thought, support 

arguments with 

evidence, and respond 

thoughtfully to ideas 

and inspiration. 

E. Organization of the 

written work. Students 

should be able to 

organize their work in 

a coherent manner according 

to the required 

structure, present information 

clearly, and 

present references, 

bibliography and symbolic 

representations 

appropriately. 

F. Analysis of the 

process and outcome. 

Students should be able to identify the 

strengths and weaknesses of the project at 

different stages of development. Where appropriate, 

they should be able to suggest ways 

in which the project could have been tackled 

differently. They will assess the achieved results 

in terms of the initial goal and the focus on the 

chosen area(s) of interaction and show awareness 

of the overall perspectives related to the 

chosen topic or piece of work. 

G. Personal engagement. Students should be 

able to meet deadlines, follow agreed procedures 

and work plans, make appropriate use of 

a process journal, and show initiative, enthusiasm 

and commitment to the task. 

The 

Personal 

Project

Page 6 



Language A: 

English and 

French 

Language and 

MYP language A is “fundamental to learning, 

thinking and communicating, therefore it 

permeates the whole curriculum. The power of 

language is best experienced through quality 

literature. The study of language and literature 

enables students to become highly proficient in 

their understanding and use of their language(s) 

A. In Language A courses, students develop an 

appreciation of language and literature, of the 

nature of language and literature, of the many 

influences on language and literature, and of 

the power and beauty of language and literature. 

“MYP language A is academically rigorous, and 

equips students with linguistic, analytical and 

communicative skills that can also be used in an 

interdisciplinary manner across all other subject 

groups. There are six skill areas: listening, 

speaking, reading, writing, viewing and presenting, 

which develop as both independent and 

interdependent skills. 

“Students continuing on to the Diploma 

Programme (DP) will have a grounding in at 

least one language A that will enable them to 

undertake the DP course options and will have 

developed an inquiring, reflective approach to 

the study of language and literature. If students 

have become proficient in two (or more) 

languages A in the MYP, they may be aiming for 

a bilingual diploma in the DP.” – MYP Language 

A Subject Guide. 

Course Aims 

The aims of the teaching and study of MYP 

language A are to encourage and enable students 

to use language as a vehicle for thought, 

creativity, reflection, learning, self-expression 

and social interaction, develop the skills involved 

in listening, speaking, reading, writing, viewing 

and presenting in a variety of contexts, and develop 

critical, creative and personal approaches 

to studying and analyzing literary and non-literary 

works. Students will also engage in literature 

from a variety of cultures and representing 

different historical periods, explore and analyze 

aspects of personal, host and other cultures 

through literary and non-literary works, engage 

with information and communication technology 

in order to explore language, develop a 

lifelong interest in reading widely and apply 

language A skills and knowledge in a variety of 

real-life contexts. 

Assessment 

Students will be assessed against three criteria: 

A. Content is the ability to understand and 

analyze language, content, structure, meaning 

and significance of both familiar and previously 

unseen oral, written and visual texts, to compare 

and contrast works, and connect themes 

across and within genres, and to analyze the 

effects of the author’s choices on an audience. 

In addition, it includes the ability to express an 

informed and independent response to literary 

and non-literary texts, to compose pieces that 

apply appropriate literary and/or non-literary 

features to serve the context and intention and 

to apply language A terminology in context. 

B. Organization requires students to create work 

that employs organizational structures and language-specific 

conventions throughout a variety 

of text types, to organize ideas and arguments 

in a sustained, coherent and logical manner and 

to employ appropriate critical apparatus. 

C. The Style and Language Mechanics criterion 

requires students to use appropriate and varied 

register, vocabulary and idiom, to use correct 

grammar and syntax, appropriate and varied 

sentence structure and correct spelling/writing 

– in short, to use language accurately. Students 

are asked to use language to narrate, describe, 

analyze, explain, argue, persuade, inform, entertain 

and express feelings. 

Courses: 

Language A6 English: Students will study a 

variety of texts, including Hinton’s The Outsiders, 

Howe’s The Misfits, African Anansi stories, 

selected poetry, monologues, and student-selected 

biographies. Emphasis will be on reading 

for comprehension and pleasure. Students 

will focus on writing skills, gaining experience 

in personal responses to literature, poetry and 

story-writing and academic writing. Finally, 

students conduct Meet-the-Author research and 

gain expereince with oral presentations. 

Language A7 English: Students will particpate 

in readers workshop literature circles, with 

such texts as Spinelli’s Stargirl, Collins’ Hunger 

Games, and Mikaelson’s Touching Spirit Bear, 

among others. Together they will read Lowry’s 

dystopia, The Giver and research other dystopic 

literature. Short stories by Aikin and O’Henry, 

poetry by Sandburg, Rose, and Longfellow, and 

drama by Serling round out student reading 

experiences in this course. Students will write 

extensively, beginning with memoir and continuing 

with poetry and personal response to 

literature. 

Language A8 English: Students will begin 

with a study of stort stories, including Connell’s 

“Most Dangerous Game.” Their analysis of 

Orwell’s Animal Farm will deepen learning both 

in Humanities and English class. Such interdisciplinary 

support will continue with a study 

of Hesse’s Witness and analysis of speeches 

by Martin Luther King, Jr, Barack Obama, and 

Nelson Mandela. Students will keep journals,


develop descriptive and response-to-literature 

essays, particpate in debates and research a 

variety of topics. In addition, students will look 

at film as literature with an analysis of film as 

literature: Slumdog Millionaire. 

Language A9 English: The year will begin 

with a study of African myths & tales from the 

Yoruba, Maian, and Akan traditions and move 

to Greek myth with Homer’s Odyssey. Short 

stories by Achebe and Poe will lead to the 

study of novel, Golding’s Lord of the Flies is an 

example. Students will begin to understand the 

power of poetry and poetic devices through a 

range of poetry, including Akan Drum poetry 

and the Harlem Renaissance Poets (Cullen, 

DuBois, Hughes, Dunbar). Romeo and Juliet will 

offer students opportunities to perform as well 

as to analyze film productions of the play. 

Writing will be center stage for students 

through the year, with experience writing 

aspects of short story, poetic forms, essays, 

and journal writing. Grade 9 students will also 

undertake an extensive unit on research design 

and planning that maintains academic honesty. 


Language A9-10 French: While this course is 

combined grades 9 and 10, the course will be 

differentiated by grade level. Both courses are 

designed to develop the analytical and writing 

skills of native speakers of French. 

Grade 9: Literature will include French African 

short stories, Verne’s Voyage au centre de 

la terre, and Rostand’s Cyrano de Bergerac. 

Students will study short stories by Hugo and 

others, and begin to appreciate the power 

of poetry and poetic devices through a range 

of world poetry. They will hone 

nonfiction reading and writing 

skills through a study of investigative 

journalism. Film will be studied 

as literature through Depardieu’s 

Cyrano. Writing will be at the 

center of the students’ experiences, 

with experience writing aspects of 

short story, poetic forms, essays, 

autobiography and journal writing. 

Grade 10: Literature will include 

Simone’s Le chien jaune and 

Corneille’s Le Cid. Students will also 

study short stories from Ousmane’s 

Le Mantat, appreciate the power of 

poetry and poetic devices through a 

range of world poetry, including 

French African selections. Emphasis will be 

placed on students applying strategies to build 

meaning from complex texts, including texts like 

the film Saraphine. Writing will be of paramount 

importance to the students’ experiences; 

they will draft and bring to final form analytical 

essays, response to literature pieces, poetic 

forms, persuasion, dramatic monologues, 

literary analyses and personal narratives and 

journal writing. 

Page 7 

Language A: 

English and 

French 

Language and 

Literature 

Language A10 English: Students study a 

variety of short stories including several by 

Nadine Gordimer and Gabriel Garcia-Marquez 

and conduct a guided study of a poet of their 

choice from among Wislawa Szymborska, Judith 

Wright, Billy Collins, and others. In addition to 

poetry and short story, the novel study of Yann 

Martel’s Life of Pi will prepare students’ analytical 

skills for success in Diploma Programme 

Language A courses. Students will also study 

Shakespeare’s Merchant of Venice and look at 

film as literature through the films Living and 

Life is Beautiful. As with all Language A courses, 

writing and the writing process is of paramount 

importance in the course. Students will conduct 

and write up research, keep process journals, 

and compose dramatic monologues, literary 

analyses and personal narratives.

Page 8 

Mathematics 

“Mathematics plays 

an essential role both 

within the school 

and in society. It 

promotes a powerful 

universal language, 

analytical reasoning 

and problem-solving 

skills that contribute 

to the development 

of logical, abstract 

and critical thinking. 

Moreover, understanding 

and being able 

to use mathematics 

with confidence is not 

only an advantage in 

school but also a skill 

for problem solving 

and decision-making 

in everyday life. 



“Mathematics is a foundation for the study of 

sciences, engineering and technology. However, 

it is also increasingly important in other 

areas of knowledge such as economics and 

other social sciences. MYP mathematics aims 

to equip all students with the knowledge, understanding 

and intellectual capabilities to address 

further courses in mathematics, as well as 

to prepare those students who will use mathematics 

in their workplace and life in general. 

“Overall, MYP mathematics expects all students 

to appreciate the beauty and usefulness 

of mathematics as a remarkable cultural and 

intellectual legacy of humankind, and as a 

valuable instrument for 

social and economic 

change in society.” 

-- MYP Mathematics 

Subject Guide 

Course Aims 

The aims of teaching 

and learning mathematics 

are to encourage and enable students to 

recognize that mathematics permeates the 

world around us, to appreciate the usefulness, 

power and beauty of mathematics, to 

enjoy mathematics and develop patience and 

persistence when solving problems, and to 

understand and be able to use the language, 

symbols and notation of mathematics. Further, 

the course aims for students to develop mathematical 

curiosity and use inductive and deductive 

reasoning when solving problems. They 

will increase confidence in using mathematics 

to analyze and solve problems both in school 

and in real-life situations as well as develop the 

knowledge, skills and attitudes necessary to 

pursue further studies in mathematics. Students 

will develop abstract, logical and critical 

thinking and the ability to reflect critically upon 

their work and the work of others, develop a 

critical appreciation of the use of information 

and communication technology in mathematics, 

and to appreciate the international dimension 

of mathematics and its multicultural and 

historical perspectives. 

Assessment: 

Students will be assessed against four criteria: 

A. Knowledge and understanding promotes 

learning mathematics with understanding, 

allowing students to interpret results, make 

conjectures and use mathematical 

reasoning when solving 

problems in school and in 

real-life situations. 

B. Investigating patterns supports 

inquiry-based learning. 

Through the use of investigations, 

teachers challenge 

students to experience mathematical discovery, 

recognize patterns and structures, describe 

these as relationships or general rules, and 

explain their reasoning using mathematical 

justifications and proofs. 

C. Communication in mathematics encourages 

students to use the language of mathematics 

and its different forms of representation, to 

communicate their findings and reasoning effectively, 

both orally and in writing. 

D. Reflection in mathematics provides an opportunity 

for students to reflect upon their 

processes and evaluate the significance of their 

findings in connection to real-life contexts.



Page 9 

Reflection allows students to become aware of 

their strengths and the challenges they face as 

learners. 

Courses: 

Mathematics 6: Students learn how to influence 

opinion through the display of data 

through a variety of graphing techniques. 

Number and operation sense allows students 

to flex their mathematical muscles by solving 

introductory level algebraic equations and expressions 

using variables. Geometry concepts 

focus upon learning how to calculate the area 

and perimeter of polygons and the circumference 

and area of circles. Finally, students expand 

their mathematical repertoire by learning 

to add, subtract, multiply, and divide decimals 

and fractions, including mixed numbers. 

Throughout the course, 

students apply concepts 

in real-life examples and 

situations from their own 

lives, identify mathematical 

patterns, and explain in 

writing their mathematical 

understanding. 

Mathematics 7: Students 

study whole numbers, 

fractions, algebra, (expressions 

and evaluation), 

decimal numbers, percentage, 

length and area, algebra (expansion and 

factorization), ratio and proportion, equations, 

polygons, the geometry of solids, line 

graph, circles, chance, statistics, sets, rates and 

algebraic fractions. They work in collaborative 

groups that allow them to communicate and 

reflect on our learning. Students are expected 

to use problem-solving methods to discover 

and analyze real world applications in mathematics. 

Lessons have both skill practice and 

problem solving, including multi-step problems. 

Mathematics 8: Mathematics students learn 

to apply the concepts and skills in all the five 

branches of mathematics - numeracy, algebra, 

geometry/trigonometry, statistics/probability, 

and discrete mathematics. The course gives a 

solid background in mathematics and provides 

a series of investigations and problem 

solving activities for students to apply their 

math learning. It includes a study of whole 

and directed numbers, algebraic operations, 

percentages, algebraic expansion, interpreting/ 

drawing graphs, solving equations, geometry 

of polygons, indices, radicals and pythagoras, 

length, area, volume and capacity, coordinates 

geometry, simultaneous equations, estimating 

probability, transformation, similarity/congruence, 

algebraic factorization, quadratic equations 

and quantitative statistics. 

Mathematics 9: The MYP grade 9 math standard 

level curriculum is intended to expose students 

to the basic skills required for the IB DP 

math studies curriculum. Like the MYP grade 

9 Math extended, it touches on the five main 

branches of mathematics namely: number, 

algebra, geometry/trigonometry, statistics/probability 

and discrete mathematics. This course 

has a slower pace with more hands on activities 

to elicit concepts. It is typically characterized 

by an individualized approach to learning 

and generally fun. 

Extended Mathematics 9: As in all mathematics 

courses, students study the five branches 

of mathematics, namely: number, algebra, 

geometry/trigonometry, 

statistics/probability 

and discrete 

mathematics. Under 

these branches are 

sets of concepts and 

skills which are required 

to be understood 

and mastered 

respectively by students. 

The extended 

aspect of this course 

is an additional set 

of concepts under 

each of these branches which are usually challenging 

but interesting. The major assessments 

in this course include unit tests, project work 

and an end of semester examinations. 

Mathematics 10: Students in this course 

will study the five branches of mathematics, 

preparing for success in the IB DP Math Studies 

curriculum. Topics in the course include: 

descriptive statistics; indices, rational/irrational 

expressions and numbers; factorization; linear 

and exponential graphs, as well as tangent 

lines; quadratic equations and functions; sets, 

probability and Logic; trigonometry; mensuration; 

algebra; simultaneous equations; inequalities 

and limits of accuracy. 

Extended Mathematics 10: Extended mathematics 

in grade 10 has similar topics to the 

standard course, but the treatment of these 

topics in extended mathematics is both deeper 

and more challenging. Topics in extended rational 

and Irrational expressions and numbers; 

factorization; linear and exponential graphs, 

and tangents; quadratic equations and functions; 

sets, probability and logic; trigonometry; 

mensuration; algebra; simultaneous equations; 

inequalities and limits of accuracy. 

Mathematics

Page 10 



Humanities 

“MYP Humanities courses encourage students 

to respect and understand the world around 

them, and provide a skills base to facilitate 

further study. 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. Students 

gain and develop knowledge and conceptual 

understanding as well as the skills of research, 

analysis, interpretation and communication, 

contributing to the development of the student 

as a whole. 

“MYP Humanities enables students to acquire 

a knowledge and understanding of 

such significant concepts as time, place and 

space, change, systems, and global awareness 

that extend into the subjects in the Diploma 

Programme (DP) group three individuals and 

societies.” - MYP Humanities Subject Guide 

Course Aims 

Students will 

develop the 

skills necessary 

for the effective 

study of humanities, 

including 

a sense of 

time and place, 

a respect and 

understanding 

of others’ perspectives, 

values 

and attitudes, 

awareness and 

understanding 

of people, 

cultures and events in a variety of places at 

different times, an understanding of the interactions 

and interdependence of individuals, 

societies, and their environments, an understanding 

of the causes and consequences of 

change through physical and human actions 

and processes, an understanding of contemporary 

humanities issues, a sense of intercultural 

awareness and a desire to be proactive as a 

responsible global citizen, and an awareness of 

the connections with other subjects. 

Assessment 


A. Knowledge is fundamental to studying 

humanities, and forms the base from which 

to explore concepts and develop skills. Knowledge 

and understanding can be assessed 

through a wide variety of tasks that involve 

factual recall or description, and explanation. 

Tasks may include tests, examinations, written 

assignments, oral interviews and presentations, 

extended writing, projects and exhibits. 

B. Concepts are powerful ideas that have relevance 

within and across the MYP, and students 

must explore and re-explore these in order to 

develop understanding. Students develop their 

understanding of a concept to increasing levels 

of sophistication by applying acquired knowledge 

and skills. Assessment tasks will include 

extended writing, oral presentations, research 

projects, case studies, essays and tests. 

C. Skills in humanities (technical, analytical, 

decision-making and investigative skills) are 

critical in enabling the student to undertake 

research and demonstrate an understanding 

of knowledge and concepts. Tasks for assessment 

will include fieldwork, data analysis, map 

analysis, evaluation of sources and/or evidence, 

a research paper or similar piece of extended 

writing, case studies, and oral presentations/ 

interviews. 

D. Organization and presentations help students 

develop 

the ability to 

organize and 

present information 

and ideas 

in order to be 

able to demonstrate 

their grasp 

of humanities 

knowledge, concepts 

and skills. 

Courses: 

Humanities 

6: This course 

is designed to 

acquaint students with ancient civilizations 

beginning with early humans. Students will 

address these questions: what is a social scientist 

How do they get their information How 

do we know their information is accurate 

Students will experience an archeological dig 

and explore the development of civilizations 

in Mesopotamia, Egypt and Greece. They 

will analyze and compare each in the areas of 

geography, politics and culture. 

Humanities 7: Students will investigate the 

birth and the impact of religion on society by 

evaluating the rise of Islam and the influence 

of Christianity in the Middle Ages. Students 

focus on the meeting of cultures through trade 

and exploration. Additionally, students will 

develop skills such as map-reading and the 

effects of climate and geography on human 

development. Students will consider what it 

means to be a global citizen. 

Humanities 8: Students will begin with a 

study of the American, French, and Industrial


Revolutions. Students study 

the effects of the Slave Trade 

and evaluate its outcomes. 

They will investigate current 

global issues focusing on the 

differences between more 

and less economically developed 

countries. Emphasis is 

on the social issues created 

by poverty and the methods 

of development. 


Humanities 

Page 11 

Humanities 9: Students 

study the role of nationalism 

in the creation of Germany 

and Italy; and how this 

concept contributed towards 

the outbreak of the 

First World War. We then 

focus upon conditions in 

the trenches, and the types 

of weapons and tactics 

used in fighting this war. 

A unit on Political Systems 

examines the difference 

between democratic and 

non-democratic forms of 

government, and how right 

wing views differ from left 

wing ones. An assignment 

involves looking at forms of 

government control used 

in George Orwell’s novel 

Nineteen Eighty Four. There 

is a unit on the Second 

World War and a project 

that explores the concept of 

genocide with a focus upon 

the Holocaust. The final unit 

is about globalization and 

the pros and cons of closer 

connections between countries. 

Humanities 10: Students will explore distinctions 

between fact, opinion and bias. They will 

study the construction of news and the importance 

of evaluating and questioning information. 

A unit on apartheid looks at the historical 

background of segregation and students 

will complete a project on reconciliation that 

examines how this system was abolished without 

civil war. A strong economics element is 

included in a unit on post-colonial Africa. The 

final unit involves a study of international conflict 

since 1945: from the Cold War to the War 

on Terror. The focus here will be an appraisal 

of how fear is generated within a society, and 

the ways in which the world has changed since 

September 11, 2001. 

Humanities 10 – GIN/MUN (elective): This 

guided, hands-on, inquiry-based course aims 

to develop students into responsible global 

citizens. Students will study the forces that are 

changing the world that they will soon inherit. 

They will look at what individuals, communities, 

business and governments can do to build 

an economically, socially and environmentally 

sustainable future through the Global Issues 

Network (GIN). They will also participate in 

an authentic simulation of the U.N. General 

Assembly and look closely at other, changeproducing 

means of addressing global issues, 

learn resolution-writing, debate and develop 

actions that will create a positive impact on 

today’s most pertinent issues. In the process, 

they will address the differences of philosophy 

behind grass roots movements and the United 

Nations and how both methods can and are 

being used to affect change. Skills will include 

problem-solving, aspects of conflict resolution, 

research and communication. Students interested 

in this elective course will need to apply 

to the humanities department for admittance.

Page 12 



Sciences 

“The vision of MYP sciences is to contribute to 

the development of students as inquirers, scientifically 

literate, caring and responsible individuals 

who will think critically and creatively when 

solving problems and making decisions about 

aspects affecting themselves, others and their 

social and natural environments. 

“Science and its methods of investigation offer 

a way of learning that contributes to the 

development of an analytical and critical way of 

thinking. Inquiry is at the heart of MYP sciences 

and aims to support students’ understanding 

of sciences by providing them with opportunities 

to independently investigate relevant issues 

through both research and experimentation. In 

addition, it enables students to develop a way 

of thinking and a set of skills and processes 

that, while allowing them to acquire knowledge 

and understanding, equips them with the capabilities 

to tackle with confidence the internal 

assessment component of Diploma Programme 

(DP) group 4 subjects. 

“Moreover, the MYP sciences objectives are 

aligned with the DP group 4 objectives and 

internal assessment criteria and, as such, support 

the smooth transition from the MYP to 

DP. In particular, the “one world” objective is 

further developed in group 4 science (biology, 

chemistry, physics) where it “raise(s) awareness 

of the moral, ethical, social, economic and 

environmental implications of using science and 

technology.” -- MYP Sciences Subject Guide 

Course Aims 


sciences are to encourage and enable students 

to develop curiosity, interest and enjoyment 

towards science and its methods of inquiry, to 

acquire scientific knowledge and understanding, 

to communicate scientific ideas, arguments 

and practical experiences effectively in a variety 

of ways as well as to develop experimental 

and investigative skills to design and carry out 

scientific investigations and to evaluate evidence 

to draw a conclusion. Further, the courses 

aim to develop critical, creative and inquiring 

minds that pose questions, solve problems, 

construct explanations, judge arguments and 

make informed decisions in scientific and other 

contexts. They intend to develop in students an 

awareness of the possibilities and limitations of 

science and appreciate that scientific knowledge 

is evolving through collaborative activity locally 

and internationally. Students will understand 

and appreciate the role of science in their lives 

and the importance of being a scientifically literate 

citizen. 

Assessment 

Students will be assessed against five criteria: 

A. One world enables students to gain a better 

understanding of the role of science in society 

and allows them to explore how scientific 

developments and applications are applied and 

used to address specific problems or issues in 

local and global contexts. Students will explain 

the ways in which science is applied and used 

to address a specific problem or issue, discuss 

the effectiveness of science and its application 

in solving the problem or issue, as well as 

discuss and evaluate the moral, ethical, social, 

economic, political, cultural 

and environmental 

implications of the use 

of science and its application 

in solving specific 

problems or issues. 

B. Communication in 

science enables students 

to develop the communication 

skills to become 

competent and confident 

when communicating 

information in science. 

Students should be able 

to use different communication 

modes, including 

verbal (oral, written) 

and visual (graphic, symbolic), as well as 

appropriate communication formats (laboratory 

reports, essays, and multimedia presentations) 

to effectively communicate scientific ideas, 

theories, findings and arguments in science. 

Students should also be able to use scientific 

language correctly in appropriate communication 

modes and formats, to acknowledge the 

work of others and the sources of information 

used by appropriately documenting them using 

a recognized referencing system. 

C. Knowledge and understanding of science 

enables students to demonstrate their under-



Page 13 

standing of science by applying scientific knowledge 

to construct scientific explanations, solve 

problems and formulate scientifically supported 

arguments. Students should be able to recall 

scientific knowledge and use scientific understanding 

to construct scientific explanations, to 

apply scientific knowledge and understanding 

to solve problems set in familiar and unfamiliar 

situations, and to critically analyze and evaluate 

information to make judgments supported by 

scientific understanding. 

D. Scientific inquiry enables students to design 

and carry out scientific investigations independently. 

Students should be able to state a focused 

problem or research question to be tested 

by a scientific investigation, formulate a testable 

hypothesis and explain it using scientific reasoning, 

and design and carry out scientific investigations 

that include variables and controls, 

material and/or equipment needed, a method 

to be followed, and the way in which the data 

is to be collected and processed. They should 

be able to evaluate the validity and reliability of 

the method, to judge the validity of the hypothesis 

based on the outcome of the investigation, 

and to suggest improvements to the method or 

further inquiry, when relevant. 

E. Processing data refers to enabling students 

to organize, process and interpret quantitative 

and qualitative data. Students should be able to 

collect and record data using units of measurement 

as and when appropriate, organize, 

transform and present data using numerical and 

visual forms, analyze and interpret the data, and 

draw conclusions consistent with the data and 

supported by scientific reasoning. 

Courses: 

General Science 6: Students learn about the 

natural world as they explore topics in earth and 

space, life, and physical sciences. They are introduced 

to scientific classification of the animal 

kingdom and concepts of evolution and natural 

selection. They examine the atmosphere, water 

cycle, and factors affecting climate, then explore 

the structure of the solar system. Their scientific 

journey of discovery includes engaging laboratory 

investigations into the basic structure of 

matter, elements, compounds and mixtures. 

General Science 7: Students start the year with 

an intensive focus on understanding the nature 

of science and scientific inquiry. Students design 

their own labs, analyze and interpret their 

own data, and come to their own conclusions 

during experiments. Students use this conceptual 

base to learn about human biology, with a 

focus on cell biology and the biology of cancer, 

atmospheric and space sciences, the geologic 

time scale, including speciation and evolution, 

physical properties of matter, and forces and 

motion. All of this content is covered with a 

focus on scientific inquiry and understanding 

the relevance of science in our daily lives. 

General Science 8: In Grade 8 Science, 

students review the scientific method and the 

use of scientific inquiry. They design their own 

experiments, and the course focuses particular 

attention on post-experiment data analysis 

and evaluation. Students use this conceptual 

base to learn about genetics and the science of 

heredity, biodiversity and evolutionary biology, 

the water and rock cycle, including plate tectonics, 

physical and chemical properties of matter, 

including chemical reactions, and the laws of 

energy and motion. Content is covered with a 

focus on scientific inquiry and understanding 

the relevance of science in our daily lives. 

General Science 9: Students begin with a 

study of chemistry through laboratory investigations 

to discover characteristics of groups of elements, 

methods of bonding and heat transfer in 

chemical reactions, thus building understanding 

of the periodic table. They examine differences 

between kinetic and potential energy in electromagnetic 

waves as well as the laws of motion 

and properties of electromagnetic forces. Earth 

science study furthers understanding of energy 

through heat and energy transfer in the atmosphere 

and its implications for weather and 

climate. Students explore ties between earth 

science and chemistry as well as life science topics 

that include heredity and biological evolution. 

Science 10 Options: Students must take two 

of the following: 

Science 10 Biology (1 semester) In this course 

students will receive the basic foundations for 

the diploma program biology course. Among 

the topics they will study are cell theory, the 

chemistry of life, genetics, ecology and evolution, 

human health and plant science. Students 

who select this course must select one other 

science 10 option. 

Science 10 Chemistry (1 semester) In this course 


the diploma program chemistry course. Among 

the topics they will study are atomic structure, 

matter and change, the periodic table, bonding, 

the mole concept, oxidation and reduction, 

acids, bases, and salts. Students who select this 

course must select one other science 10 option. 

Science 10 Physics (1 semester) In this course 


the diploma program physics course. Among 

the topics they will study are mechanics, thermal 

physics, wave motion, electricity and magnetism. 

Students who select this course must 

select one other science 10 option. 

Sciences

Page 14 



Language B: 

French, 

Spanish 

Course Aims 

“The aims of the teaching and study of modern 

foreign languages are to enable the student 

to use language(s) effectively as a means 

of practical communication, providing a sound 

base of communication skills necessary for 

future study, work and leisure, to enable the 

student to understand the nature of language 

and the process of total language learning, 

which comprises the integration of linguistic, 

cultural and social components, and to enable 

the student to develop an appreciation of a 

variety of literary and non‐literary texts. The 

courses offer students insight into the cultural 

characteristics of the communities where 

the languages are spoken and encourage an 

awareness and understanding of the perspectives 

of people from other cultures.” -- MYP 

Language B Subject Guide 

Language B Advanced 

Students in Language B advanced show a high 

level of competence in the Language, but will 

not yet be ready to undertake the challenges 

of Language A. Students’ higher level of competence 

may be the result of prior exposure to 

the language, being able to access the language 

in the host community, or other special 

circumstances. As an example,they may be fluent 

in the spoken language, but need greater 

fluency in reading and writing. Language B 

advanced level will be good preparation for DP 

Standard or Higher Level Language B courses. 

Language B Standard 

Students registered for Language B standard 

will have had some study of the language B. 

Language B standard level will be good preparation 

for the DP Standard Level Language B 

course. 

Language B Foundation 

The Language B foundation level is for students 

who have not studied the language B 

previously. For students who will continue into 

the Diploma Programme, aiming for completion 

of French B Foundation 2 in grade 10 

may in some cases prepare students for the 

DP language B courses at standard level or, 

in other cases, for a DP Ab Initio course in 

Spanish. Where students have completed MYP 

language B foundation Level 1, students may 

opt for the DP French Ab Initio course. 

Assessment 


A. Oral communication: message and interaction 

Foundation: To 

what extent can 

the student request 

and/or provide information 

as appropriate 

to the task, 

understand and respond 

to questions 

and statements, 

present his or her 

ideas, giving details 

where appropriate, 

demonstrate the 

ability to maintain a 

coherent and flowing 

conversation. 

Standard: To what 

extent can the 

student communicate 

information, 

ideas and opinions, respond and react to 

questions and ideas (familiar and spontaneous 

situations), contribute to the conversation and 

engage actively, maintain a flow of ideas and a 

logical continuity in the conversation. 

Advanced: To what extent can the student 

communicate information, ideas and opinions, 

respond and react in a sophisticated manner to 

questions and ideas (familiar and spontaneous 

situations), contribute to the conversation and 

engage actively, maintain a flow of ideas and a 

logical continuity in the conversation. 

B. Oral communication: language 

Foundation and Standard: To what extent can 

the student use clear pronunciation and/or 

intonation, correctly use a range of vocabulary, 

correctly use a range of grammatical structures 

Advanced: To what extent can the student use 

clear pronunciation and/or intonation, correctly 

use a range of vocabulary, correctly use a range 

of grammatical structures, show the ability to 

adapt register and style of language to the 

situation. 

C. Written communication: message and organization 

Foundation and Standard: To what extent can



Page 15 

the student provide information and ideas, 

develop ideas, use a format and structure appropriate 

to the task to organize the work 


provide information and ideas, respond to the 

topic in a sophisticated manner and develop 

ideas, use a format and structure appropriate 

to the task to organize the work. 

D. Written communication – language 

Foundation: To what extent can the student 

correctly use a range of vocabulary, correctly 

use a range of grammatical structures, show 

accuracy in spelling or writing of characters. 

Standard: To what extent can the student correctly 

use a range of vocabulary, correctly use a 

range of grammatical structures, show accuracy 

in spelling or writing of characters, write 

with a particular audience in mind. 


correctly use a range of vocabulary and idiom, 

correctly use a range of grammatical structures 

and syntax, show accuracy in spelling or 

writing of characters, write with a particular 

audience in mind. 

E. Reading comprehension 

Foundation: To what extent can the student 

identify specific factual information, identify 

main ideas and supporting details, draw 

conclusions. 

Standard: To what extent can the student 

identify both stated and implied information, 

identify main ideas and supporting details, draw 

conclusions and recognize implied opinions and 

attitudes, identify aspects of format and style. 

Or 

E. Text interpretation 


identify both stated and implied information, 

identify main ideas and supporting details, draw 

conclusions, infer information and recognize 

implied opinions and attitudes, interpret aspects 

of style. 

Courses: 

French B Foundation 1: Students are introduced 

to the world of French and francophone 

cultures. They will explore the immediate contexts 

of their everyday lives. Oral and written 

interactive activities place emphasis on building 

confidence, identifing and understanding 

French sounds, mastering several pronunciation 

structures in order to begin communicating 

in French through simple exchanges. 

French B Foundation 2: This course builds 

upon language skills acquired in level one. It 

invites the curious students to continue exploring 

and relating with French and francophone 

culture while increasing their active vocabulary 

and enforcing mastery of the past tense 

through themes like accommodation, daily 

routines, body ailments, holidays and travel 

and character. In addition to regular individual 

and group oral assignments, students are 

initiated into the rudiments of narrative and 

descriptive expository writing. 

French B Standard 1: Students will expand 

and clarify key grammar concepts and vocabulary. 

They will learn to communicate in greater 

depth about the French and Francophone 

world through topics such as food, emotions, 

environment and employment. Students 

begin to engage in persuasive discussions and 

to make comparisons between their specific 

language and cultural contexts and that of the 

language they are learning. 

French B Standard 2: While vocabulary 

development and grammatical accuracy with 

which students are able to communicate 

competently continues, the main focus of this 

course is motivate students to learn to read, 

write, listen and speak French for pleasure. 

Students produce a more complex level of oral 

and written discourse in their assignments on 

themes like health, adolescence, sports and 

means of communication that displays critical 

and analytical thought. This course reviews and 

consolidates students’ language skills. 

French B Advanced 1: This course is tailored 

for students who wish to pursue French B Higher 

Level in the Diploma Programme. Students 

are expected to demonstrate increased grammatical 

accuracy and knowledge of specific topics 

including short literary texts, such as poems 

and stories, media, art, scientific discovery. They 

are required to demonstrate critical thinking in 

oral and written assignments and to initiate and 

sustain conversations of abstract thought and 

ideas on contemporary societal issues. 

French B Advanced 2: This course is tailored 

for students who wish French B Higher Level 

or French A Standard Level in the Diploma Programme. 

Special focus will be on more complex 

literary and non-literary texts of varying 

lengths. Students will conduct research, and 

master French linguistic conventions. Students 

will develop writing voice in French, aiming for 

conherence, and nuance of expression. 

Spanish B Foundation 1 (grade 10): This 

course introduces students to Spanish language 

and culture. They will explore the immediate 

contexts of their everyday lives through 

Spanish. Oral and written interactive activities 

place emphasis on building confidence, identifing 

and understanding Spanish sounds, mastering 

several pronunciation structures in order 

to begin communicating in Spanish through 

simple exchanges. 

Language B: 

French, 

Spanish

Page 16 



The Arts: 

Music, Drama, 

Visual Arts 

Course Aims 

The aims of the teaching and study of MYP arts 

are for students to understand how the arts 

play a role in developing and expressing personal 

and cultural identities, to appreciate how 

the arts innovate and communicate across time 

and culture, to become informed and reflective 

practitioners of the arts and to experience the 

process of making art in a variety of situations. 

In addition students will explore, express 

and communicate ideas, become more effective 

learners, inquirers and thinkers, develop 

self‐confidence and self‐awareness through art 

experiences and appreciate lifelong learning in 

and enjoyment of the arts. 

Assessment 


A. Knowledge and Understanding. Students 

should be able to demonstrate knowledge 

and understanding of the art form studied 

in relation to societal, cultural, historical and 

personal contexts, demonstrate knowledge 

and understanding of the elements of the art 

form studied, including specialized language, 

concepts and processes and communicate a 

critical understanding of the art form studied 

in the context of their own artwork. 

“In the MYP, the arts challenges students to 

consider authentic issues and develop their 

skills beyond superficiality and imitation. 

Students are provided with opportunities to 

function as artists, as well as learners of the 

arts. To be an artist one has to be curious, and 

by developing curiosity about themselves, 

others and the world, students become effective 

learners, inquirers and creative problem 

solvers. In the MYP, students are guided to 

create, perform and present art in ways that 

engage and convey their own feelings, experiences 

and ideas. 

“In the MYP, development in the arts is not 

seen as a linear process, and students are 

allowed to have varied entry points to their 

understanding in the arts, whether through 

observation, experimentation, reflection on 

existing artwork, practice and development 

of techniques, or through the simple need to 

express an idea. 

“MYP arts values the process of creating artwork 

as much as the finished product; the two 

elements combined tell us what students have 

experienced, learned and attempted to convey. 

In this way, the educational value of any 

artwork is seen by placing it within the context 

of its creation.” – MYP Arts Subject Guide 

B. Application. The practical application of 

the student’s skills to the creation of artwork 

will be strongly informed by knowledge and 

understanding. The student should investigate 

and experiment with his or her artistic 

processes through the planning, creation, 

performance and presentation of artwork, 

developing an initial idea or theme to a point 

of realization. These processes should allow the 

student to develop and experiment with skills 

and techniques, as well as explore, express 

and communicate artistic intentions. At the 

end of the course, students develop an idea, 

theme or personal interpretation to a point 

of realization, expressing and communicating 

their artistic intentions as well as apply skills, 

techniques and processes to create, perform 

and/or present art. 

C. Reflection and evaluation. This criteria 

focuses on the way that a student gradually 

comes to feel and think like an artist. Ongoing 

reflection should be more than just a record 

of what was done. Reflecting critically requires 

the student to question and justify the choices 

that he or she has made and to develop an 

objective evaluation of his or her own work. 

The student is encouraged to seek feedback 

from others and to consider how this feedback 

might inform the work as it develops. At the 

end of the course, students should be able to 

reflect critically on their own artistic development 

and processes at different stages of their 

work, evaluate their work and use feedback 

to inform their own artistic development and 

processes.



Page 17 

D. Personal engagement. Students are expected 

to develop the attitudes essential to engage 

with the artistic processes and the art form 

studied. The student should develop the personal 

and interpersonal skills that will enable 

him or her to initiate, to explore, to negotiate 

with others and to take informed risks during 

his or her artistic experience. At the end of the 

course, students should be able to show commitment 

in using their own artistic processes, 

demonstrate curiosity, self‐motivation, initiative 

and a willingness to take informed risks, support, 

encourage and work with their peers in a 

positive way, and be receptive to art practices 

and artworks from various cultures, including 

their own. 

Courses: 

Visual Arts 6 (1 semester): Students will 

focus on three areas of creative exploration: 

symbolism, personal identity, and community. 

They develop skills 

in drawing, painting, 

printmaking, 

image manipulation, 

multi-media, 

design, and idea 

development. A 

study of printmaking 

focuses on 

the West African 

Adinkra symbols 

and is followed 

by a life-sized 

self-portrait unit 

that incorporates 

technology and multi-media. Linking with their 

class project (tree planting), students will use 

recycled paper from around campus classrooms 

to create large-scale collaborative pieces of tree 

art that focus on sharing an educational message 

relating to tree ecology. 

Visual Arts 7 (1 semester): Three areas of 

creative exploration in this course are natural/ 

local environment as inspiration, celebration 

of culture, and incorporation of message into 

a piece of finished art. Students use botanical 

study of the plant life on campus to experiment 

with composition and blending techniques. 

They work collaboratively to explore 

children’s literature and illustrators whose work 

celebrates diversity, culminating in a large scale 

public painting that becomes a part of the LCS 

permanent collection. In addition, students will 

use recycled materials to create a finished piece 

that celebrates and teaches others about the 

symbolism and power of the West African images, 

Kente weaving motifs, and Asante stools. 

Visual Arts 8 (1 semester): Areas of creative 

exploration in this course include radial design 

and patterning, research in art history, creating 

and submitting art to an online gallery, selfdirected 

multi-media art with an emphasis on 

environmentalism, and portraiture. Students 

will create mandalas which require repetition, 

mirroring patterns and color blending techniques. 

They will work on an environmental, 

Internet-based project in which they explore 

Art History through the lens of environmentalism. 

Students will create and submit their own 

environmental art into an on-line gallery that 

features student works from around the world. 

Visual Arts 9-10 (1 year): In this course, art 

history, criticism and aesthetics will be addressed 

as a part of each project. Students 

keep a developmental workbook that reflects 

their understanding of art and design including 

research, experiments, ideas, sketches 

and personal reflection. Throughout the year 

students look at a wide range of artists and 

cultures and work with practicing local Ghanaian 

artists. At this 

level students use 

the whole design 

cycle from idea 

to outcome. The 

course guides students 

to develop 

a greater mastery 

in applying media, 

techniques, and 

processes; understand 

the visual 

arts in relation 

to history and 

cultures; explore, 

express and communicate ideas; develop selfconfidence 

and self-awareness through art 

experiences and to reflect upon and assess the 

characteristics and merits of their work and the 

work of others. This course meets technology 

and art requirements for grade 10. 

Advanced Visual Arts 10 (1 year): For 

students with a love of the arts who intend to 

continue their study of visual arts in the Diploma 

Program, this course places special emphasis 

on knowledge and skills that prepare young 

artists for the rigors of the diploma course. 

MYP Film and Photography 9/10 (1 semester): 

Students will learn photographic and 

film techniques, develop ideas, produce short 

films and look at historical development and 

samples. This course combines practical and 

theoretical work involving the use of still and 

video cameras along with the critical investigation 

of notable films and photographic works. 

Students will develop a portfolio that showcases 

their own film and photographic works. 

Links are made with other areas of the curriculum, 

in particular, with English and Technology. 

The Arts: 

Music, Drama, 

Visual Arts

Page 18 



The Arts: 

Music, Drama, 

Visual Arts 

Students will keep a developmental workbook 

throughout the course - taking notes, planning 

ideas and storyboards, collecting feedback 

and reflecting on their practical work. This 

course meets technology and art requirements 

for grade 10. 

Drama 6, 7, 8 (1 semester each year): 

Drama 6, 7, and 8 will emphasize to students 

the importance of working as an ensemble. 

Students will gain knowledge and skills related 

to the theatre as they research, devise, write, 

direct, perform, and design for various classroom 

productions. Throughout the program 

drama will be employed to explore socially 

relevant material, as well ideas and issues 

investigated in other courses. A strong focus 

of the class will be on learning about theatrical 

traditions from a variety of times and cultures. 

High School Drama 9/10 (1 

year) The full year drama program 

will include many of the elements 

of the semester-long course, but 

these elements will be examined 

and practiced in much greater 

detail. Students will first be taken 

to the days of Ancient Greece 

through an exploration of Greek 

tragedy, mask, and the Ancient 

Greek chorus. The elements of 

comedy will then be explored 

through a practical examination of 

Commedia dell’Arte and related 

comedic traditions. Examining 

Theatre for Education productions 

and principles, students 

of HS Drama will devise a class 

performance piece with a specific socio-historic 

focus. In the final semester students will gain 

knowledge and understanding of playwright, 

director, designer, actor or technician through 

an independent project of the student’s own 

choosing. Multiple opportunities for student 

performance in and around the community will 

occur throughout the year. This course meets 

technology and art requirements for grade 10. 

Band 6 (1 year): Students explore basic sound 

production on their instrument, the conventions 

of music reading and writing, following 

a conductor and overall band dynamics. 

Throughout the course students develop their 

instrumental skills, performing skills and music 

awareness and appreciation. The major assessments 

in the course include performances, 

practice journals, written commentaries and 

project presentations. 

Band 7 (1 year): Students develop sound production 

on their instrument, use and deepen 

their understanding of music reading and writing, 

following a conductor and overall band 

dynamics. Throughout the course students 

develop their instrumental skills, performing 

skills and music awareness and appreciation. 

The major assessments in the course include 

performances, practice journals, written commentaries 

and project presentations. 

Band 8 (1 year): Students perfect sound production 

on their instrument, deepen their understanding 

and experience of music reading 

and writing with an emphasis on less common 

time signatures and a first attempt at composing. 

They will practice and perform in smaller 

ensembles. Throughout the course students 

develop their instrumental skills, performing 

skills and music awareness and appreciation. 

The major assessments in the course include 

performances, practice journals, written commentaries 

and project presentations. 

Band 9/10 (1 year): In High 

School Band, students perfect 

sound production on their instrument, 

use and deepen their 

understanding of music reading 

and writing. They are exposed 

to jazz and will be challenged to 

write in a variety of styles for a 

range of instruments beside their 

own. They will have the opportunity 

to practice and perform in 

smaller ensembles. Throughout 

the course students develop their 

instrumental skills, performing 

skills and music awareness and 

appreciation. The major assessments 

in the course include 

performances, practice journals, 

written commentaries and project presentations. 

Choir 6 (1 semester): Students explore the 

world of music and engage in performance 

practices in solos, duets, trios and mini choral 

ensembles. The program begins with structured 

technical exercises starting from pitch, 

fragmented melodies and motifs, breath control, 

enunciation and projection as fundamental 

blocks in creating the awareness of music 

in various cultures. Throughout the course 

students gain further insight into different 

styles of music and are guided to understand 

approaches of different songs, their characterization 

and the context in which they were 

written – as models to help students construct 

their own in future. The major assessments in 

the course include presentations in unison and 

two-part harmony showcased as mini-choral 

ensembles, duets and solos. In addition students 

analyze songs and construct a portfolio 

of audio recordings.



Page 19 

The Arts: 

Music, Drama, 

Visual Arts 

Choir 7 (1 semester): Students explore the 

world of music, initiate the development of 

their own style and engage in performance 

practices in solos, duets, trios and mini choral 

ensembles. The program assesses students’ 

capabilities in technical exercises expected of 

one who has had standardized vocal training, 

and selected vocalizations are recommended 

to help overcome deficiencies or develop 

extended work. In addition selected coloratura 

passages in English, French and Italian 

are learnt to help students develop stamina. 

Students investigate the artistic processes for 

interpretation of musical styles such as Musical 

Theater, Classical, Jazz, Music of the Diaspora 

and African Art Songs. Throughout the course 

students are encouraged to develop their own 

approach in the interpretation and delivery of 

a variety of musical genres. Major assessments 

in the course include presentations in unison, 

two and three part harmony showcased as 

solos, duets, trios, with back up singers and 

mini-choral ensembles. In addition comparative 

analysis of songs, a visit to a professional 

recording studio and formal recording are 

conducted. 

Choir 8 (1 semester): In eighth grade chorus 

students explore the world of music, imitate 

musical pieces of selected musical periods[ 

e.g reassance or modern period], initiate the 

development of their own style and perform 

contemporary renditions of classics that tend 

to bridge genrational gaps. The program 

assesses students capabilities oin technical exercises 

expected of one who has had standardized 

vocal training , and selected vocalises are 

recommended to help overcome deficiences. 

Students engage in independent research 

on a contemporay or classical artiste whose 

work they master and present to an audience. 

Throughout the course students are guided 

and encouraged to develop their own orientation, 

approaches and interpretations that enable 

them to create original renditions. 

Choir 9-10 (1 year): Students will experience 

wide variety of tunes and styles, including 

pop songs and jazz. Trios, duets and solos are 

highly encouraged. The focus is on expression 

and deeper understanding and application 

of voice technique. Skills include body as the 

instrument, voice projection and expression, 

and music interval identification. Topics include 

protest songs, taking the lead, and barbership 

quartet. Students should have working knowledge 

of note and rhythm reading. 

Ghanaian Culture, Language and Music 

9/10 (1 semester): This interdiscipinary foundation 

course introduces students to the Twi 

and Akan languages and Ghanaian culture. 

They will explore the immediate contexts of 

their everyday lives in Ghana through Twi. 

Central to the content of this course will be 

Ghanaian music and culture: the language of 

drums and dance, tribal traditions, and basic 

linguistic and artistic interactions with our 

Ghanaian hosts.

Page 20 



Technology 

“MYP technology aims to provide the means 

and the context to help students become skillful 

problem solvers, who can appreciate the 

role of technology in everyday life and society 

and who can respond critically and resourcefully 

to real‐life challenges. The MYP technology 

course intends to challenge all students to apply 

practical and creative‐thinking skills to solve 

problems in technology, encourage students to 

explore the role of technology in both historical 

and contemporary contexts, and raise students’ 

awareness of their responsibilities as world citizens 

when making decisions and taking action 

on technology issues. 

“Inquiry and problem solving are at the heart 

of MYP technology. The courses require use 

of the design cycle as the model of thinking 

and the strategy to help students investigate 

problems and design, plan, create and evaluate 

the products/solutions that they generate. 

A product/solution can be defined as a model, 

prototype, product or system that students 

have generated independently. MYP technology 

expects students to become actively 

involved in and to focus on the whole design 

process rather than on the final products/solutions. 

MYP technology promotes a practical 

and inquiry‐based approach. This helps students 

to develop not only practical skills but 

also creative- and critical‐thinking strategies.” 

-- MYP Technology Subject Guide 

Course Aims 

The study of technology aims to encourage 

and enable students to develop an appreciation 

of the significance of technology for life, 

society and the environment, to use knowledge, 

skills and techniques to create products/ 

solutions of appropriate quality. Students will 

solve problems, think critically and creatively 

through the application of the design cycle. 

They will develop respect for others’ viewpoints 

and appreciate alternative solutions to problems 

as well as use and apply information and 

communication technology to access, process 

and communicate information. 

Assessment 


A. Investigation is an essential stage in the 

design cycle. Students are expected to identify 

the problem, develop a design brief and 

formulate a design specification. Students are 

expected to acknowledge the sources of information 

and document these appropriately. 

B. Design: Students are expected to generate 

several feasible designs that meet the design 

specification and to evaluate these against the 

design specification. Students are then expected 

to select one design, justify their choice 

and evaluate this in detail against the design 

specification. 

C. Plan: Students are expected to construct a 

plan to create their 

chosen product/ 

solution that has 

a series of logical 

steps, and that 

makes effective use 

of resources and 

time. 

D. Create: Students 

are expected to 

document, with 

a series of photographs 

or a video 

and a dated record, 

the process of making 

their product/ 

solution, including 

when and how 

they use tools, 

materials and techniques. They are expected to 

follow their plan and evaluate it as well as justify 

any changes they make to the plan while 

they are creating the product/solution. 

E. Evaluate: Students are expected to evaluate 

the product/solution against the design 

specification in an objective manner based on 

testing, and to evaluate its impact on life, society 

and/or the environment. They are expected 

to explain how the product/solution could be 

improved as a result of these evaluations. 

Courses 

Technology 6: Sixth grade technology is an 

integrated course that encourages creativity 

and personal accountability while emphasizing 

real-world computer concept and skills. 

Students will investigate the ethical, cultural,



Page 21 

and societal issues related to technology, and 

practice responsible use of technology, information 

systems, and software. Students also 

develop positive attitudes towards technology 

uses that support lifelong learning, collaboration, 

personal pursuits, and productivity. 

Topics include Cyber-awareness and computer 

etiquette, research strategies, computer terminology, 

integration of presentation tools and 

desktop publishing. 

Technology 7: Students familiarize themselves 

with computer security, terms of use, networks, 

and organization of data and folders. 

Students brainstorm various ways they can use 

technology to solve 

everyday problems 

in the community. 

They create a floor 

plan and budget to 

furnish of their dream 

room. They learn how 

to calculate, form 

equations, and create 

pie charts and graphs 

with Excel. Other projects 

include blogging, 

Google Apps; online 

virtual school, and 

discussion forums. 

Technology 8: Students explore technology 

through the use of cutting-edge industry standard 

multimedia applications including but not 

limited to the Adobe Creative Suite. Students 

design a website for an historical, personal, or 

evolutionary journey. In the process they use 

Adobe Photoshop, and Dreamweaver to develop 

and create content. Students continue with 

a community-based project where they adopt a 

local non-profit group and help them increase 

visibility through branding and logo design. 

They will use iMovie to write, act, produce, and 

direct their own movies. 

Technology 9: Students will familiarize themselves 

with computer security, networks, and 

organization of data and folders; they learn 

to format and keep process journals. Students 

create spreadsheets that analyze and present 

results of intergenerational surveys. They 

also develop skills in calculation, sorting, and 

filtering data and creating a variety of charts 

are covered. Students also work on innovative 

technology solutions to current technology 

issues, making them more user-friendly and 

more functional. Students create digital portfolios 

to share their work and ideas – the portfolios 

include video advertisements of school 

activities and a Photoshop-designed CD cover. 

Technology 10: Students will create and present 

a personal narrative in the form of a photoessay 

using Adobe Photoshop. They will look 

at design principles and digital photography 

techniques in the process. They will examine 

an analysis of a significant social issue related 

to technology, ranging from the dumping of 

e-waste in the developing world. Students create 

a short animation, with Adobe Flash, that 

addresses an aspect of the issues’ problems 

and solutions. The semester concludes with 

an introduction into sequencing using Skratch 

where students work in groups to design, 

build, and evaluate a water ride for a theme 

park. 

Design and Publishing 10-12: Students are 

responsible for 

producing the 

schools’ story 

over the course 

of the school 

year. Both 

digital and print 

materials will 

be employed to 

record of the 

year’s events 

and their contexts 

in terms of 

students, teachers, 

faculty, the 

community and 

the world. Products will include the Yearbook 

Webpage for the LCS website with print 

supplements. Integrated into the course are 

skills in writing, graphic design, photography, 

desktop publishing, web design, construction, 

and maintenance, goal setting, organization 

and general ethical business practices. Students 

may earn either technology or arts credit for 

this course. 

MYP Design Cycle 

Technology

Page 22 



Physical 

Education 

and Health 

“Physical education in the MYP is concerned 

with more than just participating in sports 

and games. Its primary aims are to encourage 

the development of “intelligent performers” 

and to encourage students to understand the 

importance of a balanced, healthy lifestyle. 

Throughout the five years of the MYP, students 

develop knowledge, critical thinking and reflection 

skills, and a sense of responsibility, as well 

as interpersonal and self-motivational skills. 

This in turn encourages choices that contribute 

to long-term healthy living. 

“Physical education brings the unique perspective 

of learning through the physical, which 

can greatly contribute to students’ approaches 

to learning (ATL) skills, and is transferable 

across other subject groups. The learning and 

development associated with physical education 

contributes to students developing the qualities 

of the IB learner profile and engaging with 

the fundamental concepts of the MYP—holistic 

learning, intercultural awareness and communication.” 

-- MYP Physical Education Subject 

Guide 

Course Aims 


physical education are to encourage and enable 

students to develop an appreciation and 

understanding of the value of physical education 

and its relationship to a healthy, balanced 

lifestyle, an interest in the promotion of health 

and wellness, and the motivation to participate 

fully in all aspects of physical education. 

Students develop their optimal level of physical 

fitness, effective communication strategies, verbal, 

non-verbal and written, and the skills and 

understanding necessary to participate successfully 

in a variety of physical activities. Further 

they develop the ability to reflect critically on all 

aspects of physical education, including being a 

critical performer, an understanding of international 

perspectives on physical activity, sport and 

health education and a lifelong interest in and 

enjoyment of physical activities as a participant. 

Assessment 


A. Use of knowledge. At the end of the course 

students should be able to use physical education 

terminology in context, demonstrate an 

understanding of concepts, strategies, techniques 

and rules related to a variety of physical 

activities, and apply them in various contexts, 

demonstrate an understanding of the various 

principles that contribute to fitness, and their 

importance in various contexts, and use their 

knowledge to analyze situations and solve problems. 

Criterion A must be assessed in a nonperformance/non-playing 

situation. 

B. Movement composition. At the end of the 

course students should be able to explore movement 

possibilities and variations in accordance 

with the principles of a particular aesthetic activity, 

compose aesthetic movements, link movements 

in order to compose aesthetic sequences, 

taking into account the concepts of space, time, 

level, force and flow. For assessment of this objective, 

the student must perform the sequence. 

C. Performance. At the end of the course students 

should be able to demonstrate the skills 

and techniques necessary for active participation 

in a variety of physical activities, apply 

tactics, strategies and rules in both individual 

and group situations, and perform movement 

concepts and sequences of movement in a variety 

of physical contexts. The student must be 

assessed in a performance/playing situation. 

D. Social skills and personal engagement. At the 

end of the course students should be able to 

communicate effectively, including verbal and 

non-verbal forms of communication, demonstrate 

attitudes and strategies that enhance 

their relationships with others, show respect 

and sensitivity to their own and different cultures, 

take responsibility for their own learning 

process and demonstrate engagement with the 

activity. They should reflect critically upon their 

own achievements and set goals to enhance 

learning and take action towards achieving 

them. 

Courses: 

Physical Education 6: The goal of this course 

is to provide a variety of games and activities 

to help students develop the knowledge, 

skills, and the attitude necessary to attain a 

level of health and fitness that enables them to 

function effectively in society: track and field, 

soccer, tee ball, basketball, volleyball, swimming, 

badminton and racket games. Students 

are expected to develop skills such as running, 

sprinting, jumping, shooting, goal-keeping, 

batting, throwing, catching and serving. They 

create and play their own games, enjoying 

healthy competition and practicing good 

sportsmanship. 

Physical Education 7/8: Students will develop 

an approach to healthy, active living 

through participation in a variety of activities 

that have the potential to engage students’ 

interest throughout their lives. We believe that 

students can gain an appreciation for an active 

lifestyle by discovering different activities that 

encourage lifelong participation, by finding 

ways to fit them into their daily life schedules, 

by gaining an enhanced understanding of the 

rules and tactics of different activities and by



Page 23 

Physical 

Education 

and Health 

learning valuable psychomotor skills that will 

enable them to more fully engage and enjoy 

the activity. 

Physical Education 9/10: Students will develop 

the knowledge, skills, and the attitude 

necessary to attain a level of health and fitness 

that enables them to function effectively in 

society and build self-confidence. The course 

introduces them to a variety of activities including 

track and field, soccer, tee ball, basketball, 

swimming, soccer and badminton which also 

help develop interpersonal skills, empathy, 

togetherness, selflessness and mutual respect. 

Students develop skills such as jumping, shooting, 

batting, throwing, catching, running and 

serving. 

Physical Education Leadership 9: Students 

will develop leadership skills and experience 

opportunities to apply them practically in an 

active health setting. In addition to the standard 

MYP PE Aims and Objectives, this course 

focuses on the development of leadership and 

coordination skills related to recreational activities. 

Students will acquire the knowledge and 

skills required to plan, organize, and implement 

recreational events. They will also learn how to 

promote the value of physical fitness, personal 

well-being, and personal safety to others 

through mentoring. The course will consist of 

some classroom based activity but has been 

designed to turn the theoretical components 

into practical experiences so that students will 

continue to experience enjoyment and activity 

in the field during class time. 

Physical Education Leadership 10: This 

course further develops students’ leadership 

potential through hands-on leadership opportunities 

to plan, organize, and implement 

recreational events. The focus is on the development 

of leadership and coordination skills 

related to recreational activities. To that end, 

students will consider their own personalities 

and how best to interact and build rapport 

with others. They will also learn how to 

promote the value of physical fitness, personal 

well-being, and personal safety to others 

through mentoring. The course has been 

designed to turn the theoretical components 

into practical experiences. Students will keep 

physical activity logs, experience practical officiating 

and event planning, as well as play an 

integral part in implementation of school-wide 

sports projects.

Page 24 


MYP Notes 




#126/21 Dedeibaa Street, 



Telephone: From abroad: +233 30 277 4018 


Facsimile: +233 302 780985



Middle Years Programme 

#126/21 Dedeibaa Street, 



Telephone – From abroad: +233 30 277 4018 


Facsimile: +233 302 780985

MYP Programme Guide - Lincoln Community School

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?