Welcome to Grade 8 Middle Years Programme - Programme Information and Curriculum 2017-2018 School Year We inspire excellence - Bonn ...
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Welcome to Grade 8
Middle Years Programme
Programme Information
and Curriculum
2017-2018 School Year
We inspire excellence.PROGRAMME INFORMATION
The Middle Years Programme (MYP) of the International Baccalaureate Organization is
designed for students aged 11 to 16 (Grades 6 – 10). Within the MYP, students are
challenged to make practical, relevant connections between what they learn at school
and the real world. This learning framework empowers students to inquire into a wide
range of issues and ideas of significance locally, nationally and globally. The MYP goal
is to develop intellectually challenged and internationally minded young people who can
empathize with others and pursue lives of purpose and meaning.
Above is the programme model for the MYP.
The first ring around the student at the centre describes the features of the programme
that help students develop disciplinary (and interdisciplinary) understanding. These are:
• Approaches to Learning (ATL): demonstrating a commitment to approaches to
learning as a key component of the MYP for developing skills for learning
• Approaches to Teaching: emphasizing MYP pedagogy, including collaborative
learning through inquiry
• Concepts: highlighting a concept-driven curriculum
• Global contexts: showing how learning best takes place within a specific context
The second ring describes some important outcomes of the programme:
• Community service reflects the themes of responsibility, global perspectives,
outward-looking thinking promoted within the curriculum
• The MYP culminates in the Personal Project (starting in Grade 9 and concluding in
Grade 10)
2The third ring describes the MYP’s broad and balanced curriculum framework.
• The MYP organizes teaching and learning through eight subject groups: Language
and Literature, Language Acquisition, Mathematics, Sciences, Individuals and
Societies, Physical and Health Education, Design and Arts.
• In many cases, discrete or integrated disciplines may be taught and assessed within
a subject group: for example, History or Geography within the Individuals and
Societies subject group; Modular Sciences within the Sciences subject group.
• The distinction between subject groups blurs to indicate the interdisciplinary nature
of the MYP. The subject groups are connected through global contexts and key
concepts.
Subject Groups Individual Subjects Lessons
per 2
week
cycle
Language and Literature English, German 7
Language Acquisition English, German 7
Mathematics Mathematics 7
Sciences Sciences 7
Individuals and Societies Individuals and Societies 6
Physical and Health Education Physical and Health Education 8
Design Digital Design, Product Design 6
Arts Visual Art, Music 6
Options Spanish Language Acquisition Spanish 5
Language and Literature, French Language
and Literature, Band, Musical Theater,
Mother Tongue, Junior Sports Leader,
Media Art, Drama, Study Skills
Assembly 1
Total: 60
*On the basis of individual needs, some students may have Learning Support or
English Language Acquisition in place of one or more of the subjects listed.
The learner profile is the IB’s mission in action. It requires IB learners to strive to
become inquirers, knowledgeable, thinkers, communicators, principled, open-minded,
caring, risk-takers, balanced and reflective. These attributes of internationally minded
people represent a broad range of human capacities and responsibilities that go beyond
a concern for intellectual development and academic content.
3Service in Action
Community service is a central part of the Middle Years Programme and complements
the MYP curriculum. Service in Action is essential for holistic student development and:
● enables students to increase their awareness of the world around them
● fosters positive values and attitudes towards society such as respect and altruism
● increases student’s sense of responsibility
● helps students to develop their leadership and organizational skills
Students keep a journal in which they plan, record and reflect on their service activities.
Some activities may happen in class, but most are likely to be carried out
independently. In the tutor class group or whole class, service activities will be planned
and students are given time to reflect and keep up their journals.
Approaches to Learning
“Approaches to Learning” (ATL) refers to the communication, social, research, self-
management, and thinking skills which help students become independent, life-long
learners. These skills are taught within the context of the different disciplines.
Please see the appendix at the end of this document for a complete list of the
”Approaches to Learning” terms and competencies outlined for each Grade 8
subject group
4ASSESSMENT
MYP assessments are aligned with subject group objectives. Teachers use a range of
tasks relevant to each subject and the nature of the knowledge, skills and
understandings under evaluation.
The criteria related assessments are designed appropriately for the grade level and
reflect the development of the students within the subject group. Assessments provide
evidence of student understanding through authentic performance and not simply the
recall of factual knowledge.
Formative assessment (assessment for learning)
Teachers gather, analyze, interpret and use a variety of evidence to improve
student learning and to help students to achieve their potential. Student peer- and
self-assessment can be important elements of formative assessment plans.
Summative assessment (assessment of learning)
Summative assessments are designed to provide evidence for evaluating student
achievement using required MYP subject group specific assessment criteria.
Assessment criteria and MYP command terms
There are four assessment criteria for all subjects. Each assessment criterion has a
maximum possible achievement level of 8. All assessment criteria and all strands from
each criterion are assessed at least once every semester.
Teachers use the MYP command terms when giving instructions, when questioning
students, when posing problems and when eliciting responses from a class. Students
are expected to understand and be able to respond effectively to the MYP command
terms. Please see the annex at the end of this document for a complete list of the
MYP command terms and the expectations associated with them.
Teachers give feedback to students within two weeks after the assessment date. The
feedback focuses on the criteria and is submitted through ManageBAC If the feedback
is annotated on the work itself there will be a note on ManageBAC as to where to find
the feedback.
Reporting final achievement levels
At the end of each semester, teachers report on their students’ achievement levels for
each of the four criteria based on evidence gathered throughout the assessment period.
The best-fit achievement levels for each of the four criteria are added together to
achieve the composite MYP grade. The final MYP grade is achieved by using the MYP
grade boundaries from the MYP general grade descriptors.
5Grade Boundary Descriptor
guidelines
1 1–5 Produces work of very limited quality. Conveys many significant
misunderstandings or lacks understanding of most concepts and
contexts. Very rarely demonstrates critical or creative thinking. Very
inflexible, rarely using knowledge or skills.
2 6–9 Produces work of limited quality. Expresses misunderstandings or
significant gaps in understanding for many concepts and contexts.
Infrequently demonstrates critical or creative thinking. Generally
inflexible in the use of knowledge and skills, infrequently applying
knowledge and skills.
3 10–14 Produces work of an acceptable quality. Communicates basic
understanding of many concepts and contexts, with occasionally
significant misunderstandings or gaps. Begins to demonstrate some
basic critical and creative thinking. Is often inflexible in the use of
knowledge and skills, requiring support even in familiar classroom
situations.
4 15–18 Produces good-quality work. Communicates basic understanding of
most concepts and contexts with few misunderstandings and minor
gaps. Often demonstrates basic critical and creative thinking. Uses
knowledge and skills with some flexibility in familiar classroom
situations, but requires support in unfamiliar situations.
5 19–23 Produces generally high-quality work. Communicates secure
understanding of concepts and contexts. Demonstrates critical and
creative thinking, sometimes with sophistication. Uses knowledge and
skills in familiar classroom and real-world situations, and, with support,
some unfamiliar real-world situations.
6 24–27 Produces high-quality, occasionally innovative work. Communicates
extensive understanding of concepts and contexts. Demonstrates critical
and creative thinking, frequently with sophistication. Uses knowledge
and skills in familiar and unfamiliar classroom and real-world situations,
often with independence.
7 28–32 Produces high-quality, frequently innovative work. Communicates
comprehensive, nuanced understanding of concepts and contexts.
Consistently demonstrates sophisticated critical and creative thinking.
Frequently transfers knowledge and skills with independence and
expertise in a variety of complex classroom and real-world situations.
Most frequently asked assessment questions:
What if the achievement level is very low?
If the achievement level for any of the criterion is 2 or below, or if the teacher feels
6that the student has performed considerably less than expected, the student will
have to redo the work. Homework Club may be a good venue for students to try
again. Feedback will be provided for the redone work but the first achievement
level will not be changed. Teachers will also be contacting parents to intervene.
What if the work submitted is plagiarised?
When the work submitted is plagiarised the students receive a zero. In addition,
the student is required to complete the task. However the student will receive
feedback only and not an achievement level. The student might be required to
complete the task during after school homework club or during your lesson time or
at home.
What happens if tasks are not submitted on time?
Teachers provide adequate time for students to submit their tasks. Late
submission of work without valid reason (for example Medical) will lead to a zero.
What if a student knows they are going to be absent on an assessment task date?
The student is expected to inform the teacher ahead of time and make special
arrangements to complete the task.
Can a student receive modified work?
Students who are receiving learning support or are in English language acquisition
classes are eligible for modified tasks. If a student is receiving a modified semester
grade, the report will read as “These summative achievement levels are based on
the modified task(s) completed.”
What is the BIS homework policy?
All students are expected to continue their learning outside of their classroom. This
could be revising what it learnt in class or working of tasks that are assigned to be
completed outside of class. Students in Grade 6 - 8 can expect a maximum of 15
minutes per lesson of homework, i.e. every day students have 6 lessons at school
and can expect 6 X 15 = 90 minutes of homework. (Assessment Policy October
2015)
7What is the Homework Club?
Homework Club provides opportunity for students to work in a quiet designated
study time. The Homework Club is available on Monday, Wednesday and
Thursday in Agora Room A1.41 from 15:45 - 16:45 and on Fridays in Waves
Room 120 from 12:55 - 13:30.
Teachers may request students who have not completed their work or students
who are underperforming to attend homework club.
Who are identified as underperforming students?
Students who are receiving achievement levels lower than their potential are
considered underperforming students.
Any student who is receiving an achievement level of 2 or lower in any of the
criteria will be considered as underperforming students.
After each assessment teachers will be contacting parents of students who are
underperforming.
Underperforming students will be expected to attend homework club to complete
the work to their potential.
8LANGUAGE AND LITERATURE: English
Unit Name: Exploring Genres - short stories and writings
Content Assessment
This unit will expose students to a range of literary genres Students will respond critically to each text
and styles within the framework of short texts and narratives. they read in a continuous assessment,
introducing the use the terminology for literary analysis. which may take the form of letters, blog,
Students will read a selection of short stories and texts in a emails, etc.
variety of genres. The unit is designed to reinforce students'
understanding of style and techniques, narrative structure,
stylistic devices, audience expectation, and introducing the
more advanced approaches of literary analysis. Students will
be given a number of genres and texts to read, and have
some flexibility of choice to suit their individual interests.
Unit Name: Poetry
Content Assessment
Students will study a range of poetic styles and forms Students will produce poems in a variety of
through a thematic approach. Approaching the poems forms and styles. They also will engage in
thematically will allow students to identify and interpret the regular poetic analysis, and this will
various themes and purposes of the poems, while culminate in a formal written analysis.
recognising the differences of poetic language and stylistic
choices.
Unit Name: To Kill a Mockingbird - Novel Study
Content Assessment
The study of this novel will be approached through an Students will have occasional quizzes for
exploration of the context and history of racial discrimination reading comprehension and vocabulary.
in the USA. This unit engages students both with the literary They also will respond creatively to the text
functions and mechanics of novel study (characterisation, while reading. The unit will culminate in an
setting, plot structure, etc.) while also engaging students in Opinion/Editorial article.
an important and universally relevant discourse about race,
identity, and discrimination.
9Unit Name: Romeo and Juliet - Shakespeare Study
The study of Shakespeare’s dramatic work is an essential Students will engage in creative
element of the MYP Language and Literature Programme. In responses to the play as they read it.
this unit, students will build upon their prior knowledge of the They also will produce an essay that
context and technique of Shakespeare’s dramas by examining will analytically explore an element of
more closely the poetic and dramatic devices used in a play as the play and its adaptation in a film.
well as looking at cultural reference and allusions to the
Elizabethan context in which they were written and performed.
Emphasis will also be placed on reading the play aloud in class
to facilitate expression of character and meaning in the dialogue.
Students will analyze themes and language of the plays and
interpret the meaning and effects on the audience of the
characters’ actions and speech. They will view at least one film
adaptation to compare to the dramatic text to understand how
performance is inherent to dramatic works.
10LANGUAGE AND LITERATURE: German
Unit Name: Balladen
Content Assessment
Schüler befassen sich mit unterschiedlichen klassischen Balladen. Sie achten Kreativaufgabe,
auf Inhalt, Aufbau, Stil und Sprache. Balladen können verschiedene Ursprünge muendliche
haben, zum Beispiel eine historische Begebenheit (Fontane: Brück am Tay/John Praesentation
Maynard). So kann auch eine Zeitungsmeldung einen Autoren inspirieren eine
Ballade zu verfassen. Balladen können auch fantastische Elemente enthalten
(Goethe: Der Zauberlehrling/Erlkönig). Eine Ballade folgt dem Aufbau in
Strophen und Versen und folgt einem strengen Reimschema
(Paarreim/Kreuzreim). Balladen beinhalten viele Stilfiguren wie Metaphern,
Alliterationen, Wiederholungen etc. Die altertümliche Sprache ist ein weiteres
Merkmal dieser Textsorte. Die Abstimmung von Inhalt, Form und Sprache ist für
eine überzeugende Ballade entscheidend. Auswendig lernen, Informationen
entnehmen, Schlüsselwörter identifizieren. Präsentieren, Konzeption und
Planung, Reimschema erkennen, Sprache effektiv einsetzen.
Unit Name: Tom Sawyer
Content Assessment
Es geht darum den kulturellen Entstehungskontext eines Werkes beim Lesen zu Essay
berücksichtigen und Unterschiede zur eigenen Kultur zu erkennen. Dabei wird
untersucht, welches Verständnis für bestimmte Bereiche, während des
Entstehungszeitpunktes des Romans, im Süden Amerikas herrschte. Themen
wie Schule, Aberglaube, Sprache, Gerichtssysteme etc. werden am
Weltliteraturroman “Tom Sawyer” aufgearbeitet. Auch rassistische Tendenzen
der weißen Bevölkerung gegenüber der schwarzen Bürger werden genauer
betrachtet. Es wird herausgearbeitet, ob es auch heutzutage ähnliche
Annahmen in der Gesellschaft gibt. Die SuS schreiben einen Aufsatz, in dem sie
zeigen, dass sie den Entstehungskontext des Werkes verstanden haben. Das
Aufsatzschreiben wird erklärt. Die strukturelle Gestaltung der drei Teile
Einleitung, Hauptteil und Schluss wird wiederholt und durch Ausdrucksübungen
untermauert. Auch das Einbauen von Textbeispielen mit Belegen, richtige
Schreibkonventionen und Arbeiten nach einem Strukturplan wird geübt.
Unit Name: Rund um die Zeitung
Content Assessment
In dieser Einheit geht es um die Entstehung einer Zeitung und die Kreative, mündliche
verschiedenen Textsorten, die in diesem Medium vorkommen. Es werden Praesentation
verschiedene Sachtexte untersucht und es wird thematisiert, welche Effekte
beim Leser durch sprachliche Mittel und äußere Gestaltungsmittel durch den
Verfasser erreicht werden. Bei den sprachlichen Mitteln werden der Stil (z.B.
formell, informell), dominante Wortarten etc. besprochen, bei der äußeren
Gestaltung Absätze, Schriftgrößen, Fettdruck etc. Der Verfasser möchte mithilfe
der Gestaltung eine bestimmten Zielgruppe ansprechen. Dabei verfolgt er eine
Absicht (z.B. informieren, warnen, unterhalten). Besprochen werden bei der
Textanalyse: Inhalt des Textes, Absicht des Autors, Wirkung des Textes,
Informationen entnehmen, Analysieren/Interpretieren, Schreibkonventionen
beachten (Zitieren etc.).
Es findet ein Besuch beim Generalanzeiger in Bonn statt.
11Unit Name: Kurzgeschichte
Content
In dieser Einheit geht es um die Textsorte Kurzgeschichte und deren spezifische analytisches
Merkmale. Diese werden anhand verschiedener Kurzgeschichten aus unterschiedlichen Essay
historischen Kontexten erarbeitet: u.a. Borchert: Nachts schlafen die Ratten doch (1947),
de Cesco: Spaghetti für zwei (1975). Die Kurzgeschichte als typische Textsorte der
Nachkriegsliteratur wird besprochen.
Merkmale: auf das Wesentliche beschränkte Handlung, relativ einfache, sachliche
Alltagssprache, geringer Umfang, Menschen in Alltagssituationen,
Durchschnittsmenschen etc. Nachfolgend werden im Vergleich andere kurze literarische
Texte untersucht (Anekdote, Erzählung etc.) und bestimmt, inwiefern diese den
Merkmalen von Kurzgeschichten entsprechen. In der Klassenarbeit müssen die SuS
neben Inhaltsverstehen auch ihr Verständnis für die Textsortenmerkmale einer
Kurzgeschichte beweisen.
12LANGUAGE ACQUISITION: English
Unit Name: Power of the Media
13Content Assessment
Students will learn and practice the language of journalese by viewing -Reading comprehension:
examples, analyzing articles, and researching it. Students will then apply Read an article on a current
their knowledge on journalese by analyzing articles, creating headlines, and issue and answer
eventually writing their own newspaper article on an issue of their choice. questions.
For students to be able to write their article, they will research their issue,
cite their sources, learn the structure of a newspaper article and use a -Article: Write an article on
graphic organizer to plan their written piece, as well as learn reported a current issue using
speech. Students will also complete multiple reading comprehension journalistic language.
activities, before a final summative comprehension, on the issues discussed
in articles and how the issues are communicated .
Unit Name: The Cult of The Celebrity: good or bad role-models?
Content Assessment
Students will employ research and argumentative skills when -Listening Comprehension:
presenting their opinion of celebrities as role models to the class. The Listen to a text about a celebrity
knowledge that they use to formulate an opinion will be any prior and answer questions.
knowledge on the topic, as well as knowledge acquired through class
discussions and debates. Students will compare and contrast a chosen -Presentation: Give a
‘good celebrity as a role model’ and a chosen ‘bad celebrity as a role presentation about a chosen
model’, using a double bubble graphic organizer. They will develop celebrity that discusses whether
their argument and present it to the class, demonstrating their current or not they are a good role
persuasive language skills. Students will develop their persuasive model.
language by instruction, analyzing articles on the topic, and practicing
through class discussion. They will learn modal verbs to apply in their
final assessment task. Students will prepare for their persuasive written
task by developing a research question and thesis statement, and
doing research on celebrity influences on society. They will organize
their argument according to a graphic organizer and submit a draft,
which will be reviewed by a peer, before the final presentation is given.
Students will complete a listening comprehension based on the topic. In
order to prepare, students will watch/listen to reports on celebrities and
analyze them according questions asked in the assessment.
Unit Name: New Media
Content Assessment
Students will discuss new forms of media and media technology. They -Reading Comprehension: Read
will look at how advertising is used in order to persuade consumers to a text about the effects of
buy new products. They will discuss the advantages and disadvantages advertising and answer
of various new media, and the effects these have on society. Students questions.
will continue learning and practicing persuasive language, as well as
the imperative form. They will then apply the persuasive techniques Writing: Write a feature article
used in advertising and learned in class to analyze advertisements, as advertising a product.
well as to create an advertisement of their own.
Unit Name: Gender Inequality
Content Assessment
14Students will learn about and discuss workplaces through a variety of -Listening Comprehension:
media. They will also discuss the question of gender roles in the workplace Listen to a text about gender
and in society in general. Grammar from the previous three units will be inequality and answer
reviewed and used to discuss the issue of inequality in the workplace. questions.
Students will engage in a debate about this topic, taking a side to the
argument and preparing to discuss it with their classmates. -Debate: Participate in a
debate about a gender
inequality topic.
15LANGUAGE ACQUISITION: German (Phase 1)
MYP Language Continuum (2017)
German, Spanish & Further Languages at BIS
GERMAN
Grades 11 & 12 ab initio German B German B German A German A
SL SL HL Literature Lang. Lit.
Grades 9 & 10 Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Lang. Lit. x2
Grades 7 & 8 Phase 1 Phase 2a Phase 2b Phase 3 Phase 4 Lang. Lit. x2
Grades 5 & 6 Phase 1a Phase 1b Phase 2a Phase 2b Phase 3a Phase 3b Lang. Lit. x2
FURTHER
SPANISH LANGUAGES
Grades 11 & 12 ab initio Spanish B Spanish A Language A
SL SL Self-taught Self-taught
Grades 9 & 10 Phase 1 Phase 2 Phase 3 Phase 4 Lang. Lit. Lang. Lit.
Grades 6, 7 & 8 Phase 1 Phase 1b/2 Lang. Lit. Lang. Lit.
A “Phase” is not directly equivalent to a year of learning. Students move through the various Phases as appropriate.
It is assumed that students joining the course during a school year will remain in the same Phase for the following year.
updated: 08.06.17
Unit 1: Ich und meine Familie
Students learn the basic vocabulary about family and relations. They learn to introduce Oral
themselves and talk about other people. Basic concepts of the German grammar are Assessment
introduced (article, conjugation). Students compare their own mother tongue to German. and Reading
This way they see how language functions, they learn about parallels of vocabulary,
grammar and non-verbal signals. Furthermore, techniques of foreign language learning
are practiced,wwhilst continuously reflecting on their own learning strategies. We talk
about the topics personal identification, family, pets, numbers Grammatical topics are
nouns, capitalisation, gender, Present Tense (1st & 3rd person), "sein" and "haben", and
regular verbs (kommen, heißen, sprechen...).
16Unit 2: Mein Alltag
Content Assessment
Students will mainly learn how to tell the time, 'die Uhrzeit - es ist...' as well as Written Assessment;
general vocabulary concerning school and describing their daily school life Comprehending Spoken &
'das Schulleben'. In terms of describing their school life, we will focus on Visual Text
vocabulary concerning specific school equipment/material, a day at school,
subjects, after-school activities, as well as expressing their opinion to these
topics in a simplified manner: der Schulbedarf (Materialien) - der Schultag -
die Fächer (Namen, Inhalt, Aktivitäten, Meinung dazu); das Schulgebäude -
die Nebenaktivitäten (Sport, AGs usw.). Furthermore they will learn a bit
about the German school system (‘das deutsche Schulsystem’) and compare
this to their own one.Students learn how to describe their daily routines
(‘Alltag’), put daily routines in correct order and learn phrases to talk about
their routines with each other: der Alltag - die Morgenroutine - die
Abendroutine.
Unit 3: Mein Umfeld
Content Assessment
Students learn about the themes: die Familie; das Haus/die Haustiere; die Written Assessment;
Stadt/der Stadtteil Wo wohnst du? Woher kommst du? Wie sieht das Haus Reading Comprehension
aus? Was ist in deinem Zimmer? Students learn to describe their own room,
their home and their school. They use local prepositions and describing
adjectives. For example: Wie ist dein Zimmer? Es gibt... (Akkusativ), Wie ist
dein Haus? Wie ist dein Stadtteil/deine Stadt?, Was gibt es und was kann
man machen?, Was gibt es in Plittersdorf? – Ausflug > Fotos > Posters, "Mein
Traumhaus" Wie ist deine Region? They describe their area they live in and
advertise their neighbourhood and part of the city. They could develop
information for tourists and recommend certain activities to do in their home
area.
Unit 4: Name: Meine Einkäufe
Content Assessment
Students learn correct sayings and different versions of dialogues for Listening & Visual
shopping at a market and in shops, grocery shopping as well as clothing and Assessment; Written
other items of daily life. They practise in class certain dialogues. They learn Assessment
about special German food and procedures and ways of how to shop in
Germany. They learn polite sentences to use in a restaurant and how to order
different food and dishes in a polite and respectful way. They practise to
understand the polites forms waiters would talk to them. Skills: Wie man
einkauft / Was man in Dld isst und trinkt / Wie man im Restaurant bestellt und
eine Speisekarte liest / Auf dem Markt / Eine Einkaufsliste schreiben / Zahlen
bis 1000 und Mengenangaben (Gramm, Liter, Kilo, eine Tüte, ein Dose etc) /
Richtig essen und trinken: Welches Essen und Getränke sind (un)gesund? /
Grammatik: Negation nicht und kein / Modalverben sollen, dürfen, möchten /
(nicht) gern / Konjunktionen aber, oder , denn, und.
17LANGUAGE ACQUISITION: German (Phase 2)
Unit 1: Sport (Phase 2a)
Content Assessment
Students will talk about their free time with a focus on sports. The students Listening Comprehension
will learn how to describe their equipment and their performance and will Task and Individual Oral
compare it with the performance of others. They can express likes and Assessment
dislikes. The students will learn the comparative and superlative forms and
the conjugation of the modal verbs (müssen, dürfen, können). We will also
cover the rules for word order when applying these new structures. A revision
will also cover the conjugation of other verbs. The students will improve their
listening comprehension skills and will write a text about themselves and their
sports activities.
Unit 2: Was ist passiert? (Phase 2a)
In this unit students will learn the German past tense (Perfekt) of regular and Reading Comprehension
irregular verbs. We will read the book "Papierhelden" and will talk about what Task and Writing Task
happens in the different chapters. They discuss the value of friendship and
evaluate the behavior and reaction of the protagonists of the story. Shorter
writing and oral assignments are based on the events of the story. Besides
the grammar focus past tense and rules of word order, we focus on
broadening the range of vocabulary and learn techniques how to summarize
chapters. Students will be enabled to describe their own free time and talk
about past events in general.
Unit 3: Musik (Phase 2a)
This unit will cover the topic "Music" and the role it plays in our daily lives. Reading and Listening
Students will learn how to describe the music they like and will talk about Comprehension Task and
instruments they play. Describing concerts - whether as a musician or a Individual Oral
spectator - is also part of this unit. The students apply structures from the Assessment
prior units (present perfect and comparative forms) in a new context and will
learn how to use modal verbs (dürfen, müssen, wollen) in the past. The
writing skills focus on the different styles used in objective descriptions and
more personal texts such as diary entries or letters. Students practice their
listening skills and watch the movie "Die Kinder des Monsieur Mathieu".
Some of the tasks will be based on the events of the film.
Unit 4: Wir verreisen (Phase 2a)
In this unit the students will get to know different holiday destinations of Writing Task
Germany. We focus on the region of Northrhine Westfalia but in a short
presentation the students will also present other parts of Germany and what
is of interest there. Preparing this presentation with a partner the students
have to do research on that region and then talk about what they found out in
a language that all the other students of that class will understand. Students
can use either a power point presentation or design a poster. Students will
practice their reading skills by doing research and they have to select
relevant information.
18Unit 1: Mein Leben (Phase 2b)
Content Assessment
In this unit, students begin by revising and practising the language necessary Reading Comprehension
to describe themselves, others and their daily routine, before moving on to Task and Writing Task
apply this more specifically to their school day, revising the school subjects
along the way. They compare their school with German schools in terms of
facilities, subjects, the school system in general and wider aspects of school
life such as extra-curricular activities. Along the way, they learn about the
conventions that govern the way they communicate about their daily life.
Unit 2: Freizeit (Phase 2b)
In this unit students look at free-time and festivals, considering the Listening Comprehension
differences between Germany and other cultures around the world and Task, Reading
discussing their own hobbies and preferences. They further develop their use Comprehension Task and
of cases and awareness of the need to adapt language to fit the format, Oral Assessment
purpose and audience of a text.
Unit 3: Reiseziel Deutschland (Phase 2b)
In this unit students look at tourist destinations around Germany and the Reading Comprehension
more specific attractions of the nearby cities of Düsseldorf and Cologne. Task, Oral Assessment
Using a website featuring the “Top 100 Tourist Destinations in Germany”, and Writing Task
they put together a hypothetical roundtrip based on their own personal
preferences. They then use the Deutsche Bahn website to plan the actual
travel and thus become more familiar with train travel in Germany. Having
considered a number of different ways to report on their travels, they use the
perfect tense to describe their journey in a variety of formats. At the same
time, other texts help them discover how to use the accusative and dative
cases to express destination and location respectively.
Unit 4: Unsere Zukunft (Phase 2b)
In this unit students consolidate the language they have learnt in the previous Listening Comprehension
three units and use it to to take a forwards and backwards look at their Task and Writing Task
achievements this year and their hopes and plans for the future. They reflect
on the connections between their own actions, their personality, the IB
Learner Profile, their own future prospects and the world in which they will be
living. They learn to discuss their use of technology and use a range of
tenses to look at environmental problems and solutions at a basic level.
LANGUAGE ACQUISITION: German (Phase 3)
19Unit Name: Kontakte über Grenzen (Phase 3)
Content Assessment
In this unit, students will firstly learn about Germany and its federal states Reading comprehension,
with their particular culture. Afterwards we will discuss the perception of Audiovisual
different stereotypes, in order to enhance the understanding of cultural comprehension, Writing
differences. Studying a variety of different sources on exchange programs, Task
pen friends or distant relationships students will get to know the advantages
of developing relationships beyond the borders or how it is to grow up in two
or more different cultures. The grammar focus implemented in this unit will
concentrate on the texttype of letter, formulating correct subordinate phrases,
declination and reflective verbs.
Unit Name: Wer oder was ist trendy (Phase 3)?
Content Assessment
Students identify what products, manners and behavioural patterns are Audiovisual
"trendy" today and were in the past. They also have to think about who comprehension, Writing
makes trends and what happens if one does not follow a trend. The students Task, Reading
will practise to express facts and events in the past and present, defend their comprehension
own opinion and work on their presentation skills. They will also increase
their ability to compare and describe people and situations. A revision of the
passive mode and the modal verbs will also be part of this unit.
Unit Name: Unsere moderne Welt (Phase 3)
Content Assessment
n this unit, the students will learn about inventions that changed the world, in Reading comprehension,
particular those ones, that were invented by Germans. They will, for the first Writing Task, Audiovisual
time, become familiar with more technical language and read more complex comprehension
texts. Grammar topics, such as relative pronouns, the passive and modal
verbs will help them to vary their sentences structure and vocabulary. The
students will strengthen their skills in giving and explaining their opinion on a
certain topic - both orally and in writing. Additionally, the students will learn
and practise how text types (Email, SMS and letter) differ in their writing
styles, format and register. During the entire unit, students will communicate
in past, present and future tense and enhance when and how to use what.
20Unit Name: Sei ein Detektiv - Kriminalgeschichten (Phase 3)
Content Assessment
The students will approach the lecture of a crime story. During the course of the unit, Writing Task,
the students will create a "Lesetagebuch" (a digital diary) allowing them to analyze and Oral Assessment
interpret the plot, characters and their relationship and the features of the crime story in
a creative way. The content will include: What makes a good friendship? What power
does money have? What characteristics do children have that could be useful for
adults? While reading the book, the students will apply grammar in context and revise
different grammar topics that are addressed in the novel. As it is the final quarter of the
year, some recurrent and important grammar topics will be actively revised. We will
also work on extending the students vocabulary. With regards to format and style the
students will learn how to summarise a text effectively.
21LANGUAGE ACQUISITION – German (Phase 4)
Unit Name: Foreign Language Learning / Fremdsprachen Lernen
Content Assessment
Students explore if foreign language learning is important and reflect on their own Listening
learning process. Is it useful to learn and speak different languages and why? Comprehension,
Students also explore on different methods of how a language can be learned will Writing
expore what works best for them. They will compare different methods for grammar
and vocabulary and find out where their own strengths and weaknesses are. In the
film "Der ganz große Traum", students will further explore topics such as “discipline”
when learning: Why was discipline so important? Is learning without discipline
possible? Are there any cultural peculiarities in language learning? An important part
of this unit is the vocabulary work as well as vocabulary tests.
Unit Name: German Novel
Content Assessment
Reading a text of fiction is the topic of this unit. Students will learn how to understand Reading
and read a novel in a foreign language. They will summarize the content in writing Comprehension,
and research the historic background. In role plays, they will reproduce different Speaking Task
situations of the novel and study the differences of expression in writing and
acting/speaking. Creative tasks like writing a diary extract and a letter will help
students to use stylistic devices and study their effect on the audience. The grammar
studied will be past tense and the use of prepositions. Describing and analyzing the a
book cover will also be a focus of this unit.
Unit Name: German Mass Media
Content Assessment
In this unit we will look at different German magazines and newspapers and compare Listening
how they differ in style, structure, language, topics, readership and format. We will Comprehension,
especially also take a look at the format of “tabloids” and discuss the quote “you are Writing Task
what you read”. After taking a critical look at different papers we will also briefly look
at topics such as “media manipulation” and “media ethics”. Each pupil will also
choose controversial articles of their interest and compare how they are portrayed in
different media. They will then summarise the main points and write vocabulary lists.
Unit 4: What is important in life? Future plans and goals
Content Assessment
In this unit students will focus on the topic of “what is important in life” and what Writing task: To
defines “happiness”. Within this topic students will reflect on their personal definition be discussed
of this broad term and also think of their personal future plans and goals. We will look
at different texts and media that deal with the topic of what is important in life and goal
settings. Students will study content, language and stylistic devices of different texts
and develop strategies to learn new vocabulary words successfully. The grammar we
study will be a summary of all grammar studied so far and students will develop
methods of proofreading their own work. Films on the topic of “happiness” will allow
students to compare different ideas and thoughts of people across the globe.
22MATHEMATICS
Unit Name: Number
Content Assessment
Students will learn basic set vocabulary (element, subset, null set, etc.), and the Solving a real–life
properties of sets (commutative, associative, distributive). They will learn to draw application using
and interpret Venn diagrams, and use these to solve real life situations. Students Venn Diagrams
will learn to understand and use decimal places and significant figures for rounding
and convert recurring decimals to fractions. Students will learn to understand the Number – Written
concept of Rational and Irrational numbers. They will then learn to use rounding to Unit Test
estimate complex arithmetic problems and will apply this estimating by rounding
every number to one significant figure before calculation. Students will study the
concept of Absolute Value, and will learn to use ratios in more complex situations.
Students will learn to increase and decrease a quantity by a given percentage and
apply proportional change to scale and other problems.
Unit Name: Geometry
Content Assessment
Students will investigate the application of the Pythagorean Theorem and the Pythagorean Triad
relationships of angles in different geometric figures. Students will apply the Investigation
Pythagorean theorem in various settings including real life examples. Students will
investigate Pythagorean Triads and various formulae for producing them. Students Geometry – Written
will solve problems of unknown leg lengths as well as unknown hypotenuse Unit Test
lengths. Students will investigate irrational solutions to the Pythagorean theorem.
Students will extend to the cases of 30-60-90 triangles and 45-45-90 triangles.
Students will investigate adjacent angles, complementary angles, supplementary
angles, vertically opposite angles, alternate angles, co-interior angles and
corresponding angles. Students will continue to use angle properties in increasingly
complex problems involving Algebra. Students will study the relationship of the sum
of the interior and exterior angles of a polygon to the number of sides.
Unit Name: Algebra
Content Assessment
Students will investigate the manipulation of algebraic expressions and apply the Algebra – Written
same skills to solving linear equations. Students will use the algebraic symbol Unit Test
system to manipulate and simplify terms including algebraic fractions. Students will
then move on to manipulating algebraic expressions by combining like terms,
expanding brackets and factoring. Students will then use these skills to solve basic
as well as more complex linear equations and inequalities. Students will practice
writing general algebraic expressions and equations for real situations and use
them to reach solutions to real-life problems. In addition students will investigate
substituting values into formulae and rearranging them to isolate a particular
variable.
23Unit Name: Statistics and Probability
Content Assessment
Students will investigate basic descriptive statistics by collecting data and analyzing Vitruvian Man –
it numerically and graphically. Students will study different types and methods of Real-life application
data collection. Students will organize data examining raw data, repeated data and of Statistics
grouped data. Students will calculate the centroid value as the mean, median and
the mode for grouped and ungrouped data including determining the median with a Great Horse Race –
cumulative frequency plot. Students will discuss the significance of the difference in Probability
values of the centroid. Students will investigate the spread of the data using the Investigation
range and interquartile range. Students will plot and analyze histograms and
frequency plots for both grouped and ungrouped data. Additionally students will
explore and calculate basic experimental and theoretical probabilities.
Unit Name: Further Geometry
Content Assessment
Students will investigate properties of the Cartesian plane including plotting points, Further Geometry –
determining the distance and midpoint between two points and plotting straight Written Unit Test
lines. Students will investigate the equation of a line gradient–intercept form (y = mx
+ b) as well as properties of linear graphs in detail. Specifically they will learn to
calculate the gradient between two points, determine the equation of a line given a
graph, plot a line using calculated ordered pairs, use gradient–intercept form to
rapidly calculate order pairs and calculate the equation given: the gradient and y–
intercept, gradient and a point or two points. Additionally students will calculate the
perimeter and area of circles and basic polygons as well as sectors and compound
shapes.
24SCIENCES
Unit Name: Climate Change
Content Assessment
Students will develop the knowledge to enable them to explain why Earth supports Research project
life when other planets in our solar system do not. They will be able to identify water, with several choices
oxygen, moderate surface temperature and carbon as necessary but not sufficient of format.
prerequisites for life and, understand, in terms of reactants and products, the
processes of photosynthesis and respiration. Students will understand that carbon Test
can be cycled between the Earth, its oceans and atmosphere and be able to
construct, describe and explain a simple version of the carbon cycle. Students will
learn that the ‘greenhouse effect’ is a natural phenomenon without which there
would be no life on Earth. Students will explore some properties of greenhouse
gases and understand that carbon dioxide can retain heat better than other gases in
the air. Human impacts with respect to the enhanced greenhouse effect will then be
explored. The concept of a "carbon footprint" will be introduced and explored.
Unit Name: The Human Body in Health and Disease
Content Assessment
Students will learn that health is more than the absence of infirmity or disease. They Investigation
will look at variations in life expectancy in different countries and find explanations
for this. They learn the factors essential for good health (good nutrition, exercise,
clean drinking water, balance of nutrients, lifestyle, good hygiene). From there, they
consider how the body protects itself and some different causative agents of
infection and disease. They learn about vaccines as one method of combating some
diseases and the impact that these have had on world health and then they look
specifically at HIV, its transmission and AIDS, and learn why there is not yet a
vaccine for this virus. Finally, students use their accumulated knowledge and
understanding from this unit, plus research, to develop a public health strategy for a
disease and report this to the class.
Unit Name: On and Off the Earth
Content Assessment
Students will develop an appreciation for the massive scale of the universe and Research project
understand that the Earth is not at its centre. Specifically, they will be able to with several choices
recognize and identify the main layers of the Earth and develop their understanding of format.
of the effects of pressure and temperature on the Earth’s layers and the effects of
convection currents in the mantle on movement of tectonic plates. Students will then Test
turn to Earth’s closest celestial neighbour and study the phases of the moon.
Students will develop knowledge and understanding that will help them connect tidal
forces with the Moon’s gravitational ‘pull’. They will then focus their attention on the
Sun and build an appreciation of the diversity of planets in our solar system as well
as examining comets and other celestial bodies. Students examine the role of
scientific and technical innovation that has enabled space exploration and explain
how space probes, satellites, and telescopes have increased our knowledge of the
space and the solar system. Students will finally evaluate the theory of the
universe’s beginning, the ‘Big Bang’. They will build knowledge of how this event
formed stars and planets and link this to the universe continuous expansion.
25Unit Name: Sight, Light and Perception
Content Assessment
Students will develop their understanding of concepts associated with vision. This will begin Investigation
with a exploration of the structure and function of the eye that will include a more detailed
analysis of properties such as binocular vision and its impact on depth perception. Students
will distinguish between seeing and perceiving visual sensory information and connect the
role of the central nervous system in perception of visual stimuli. They will explore the role
of the CNS in investigating reaction time. Students will focus on the stimuli of light itself,
and make connections between wavelength and colour through exploring properties of light
including refraction, reflection, and dispersal. Students will experience practically, how to
measure the angles of incidence and reflection using a glass block and observe what
happens when light travels from air into and through a denser substance. They will
recognize that violet wavelengths of light are the fastest moving and relate this to the angle
of refraction. Students will then relate concepts associated with their new notion of light and
colour back to the structure and mechanics of the eye connecting with its two kinds of cells
called rods and cones.
26INDIVIDUALS AND SOCIETIES
Unit Name: 1. Extreme Environments
Content Assessment
Students will learn about different climatic regions around the world Research and creation of a
and will be able to formulate whether they can be classed as newspaper article that shows how
extreme. Students will learn about how mountains form and how different communities of people
communities have adapted to live in the mountains and tundras of the have adapted to living in extreme
world. Students will also learn about how humans have sought to environments.
exploit these extreme environments in their search for natural Research and presentation on the
resources. Students will discuss climate change, its causes and various effects of climate change
impacts. Finally, students will be asked to consider the sustainability on these extreme environments.
of our current practices in terms of natural resources, as well as living
within extreme environments. In-class test to demonstrate
knowledge and critical thinking
skills.
Unit Name: 2. Dark to Middle Ages
Content Assessment
Today, we often believe that a combination of hard work and Research essay, in-class test and
providence or luck enable us to 'get on' in life. But was it always this file check (examining students'
way? Some of our counterparts from the Middle Ages might think book work).
otherwise! This course asks students to investigate what the Dark
and Middle Ages were like for men, women and children of various
stations in life. Students will examine the concept of a 'system' and
how it could be argued that our societies are examples of such
systems. Students will consider how hierarchical systems, often seen
as necessary for providing social order, often impact heavily upon
individuals, both in the past and in the present. This course will
consider the role that religion and the church played in creating social
structures and providing forms of government in Western Europe.
Unit Name: 3. European Research Project.
Content Assessment
Over a series of eight weeks, students will be briefly introduced to a Research presentation on a topic
number of geographical issues that are pressing Europe's of choice that is related to a
communities. These include the renewable energy debate, the current geographical issue facing
potential of nuclear energy, tourism (predicted to become one of the the EU.
world's largest industries and employment sectors) and the
movement and integration of refugees and economic migrants.
During the final three weeks, students will choose one topic and
complete independent research on a topic that they feel strongly
about. Students will be given direction and guidance in terms of
research, source analysis, critical thinking and communication;
however, students will be encouraged to employ their skills in I&S to
direct their own learning. Whilst challenging, this has proven a
valuable learning experience for our students, as they undertake
larger independent research tasks in Grades 9 to 12.
27Unit Name: 4. Native Peoples of the Americas.
Content Assessment
Students will learn about the role of traditional American societies Production of a creatively-
and how they were changed by foreign powers. Part History and part designed magazine on a Native
Anthropology, students will have the opportunity to examine a American tribe or community of
number of the larger historical indigenous cultures of Meso-America, interest, in-class test and a file
including the Maya, Inca, Aztec, Inuit, Woodland and Plains Native check of classroom work.
American communities. Students will consider how these
communities employed technology to adapt and enable them to
sustain a relationship with their local environments. Students will
consider whether change can contribute to sustainable development,
rather than negatively impact it.
28PHYSICAL AND HEALTH EDUCATION
Unit Name: Wellbeing and Nutrition
Content Assessment
Students will look at both nutrition and wellbeing during PE classes and Health. In Personal
Nutrition they will explore basic nutritional needs that they have as teenagers. We will Improvement plan
focus on macro (carbohydrates, protein and fats) and micro-nutrients. Students will (Criterion B)
look at their calorie intake and see where they get their calories from and if they have
too little or too many calories. They will also look at their activity levels and see if they Google slides
need more calories or less. Finally, they will plan a meal that meets their own personal presentation and
nutrient needs and another member of their family which they will make. This unit will making a meal for
allow students to begin developing a balanced and responsible attitude and approach a family member.
to nutrition. (Criterion A)
Students will also look at their personal wellbeing. Wellbeing is a concept that includes
physical, social, mental and emotional and spiritual wellbeing. These 4 things
combined help make us balanced and healthy. Being aware of what our strengths and
areas of improvement are help to improve ourselves. During this unit students will
choose an area to focus on improving and plan for this to promote a greater sense of
total health and wellbeing.
Unit Name: Net/Wall Games - Sepak Takraw
Content Assessment
In this unit, the students will focus on Sepak Takraw, a net game originating from Sepak Takraw
South East Asia. It is a game that incorporates the sports of volleyball and football in a Performance
badminton setting (modified football is used). The purpose of this unit, is to experience Reflection on goal
a sport that may be unknown to our students, allowing them the opportunity to be setting
internationally minded throughout the physical and health education setting. Students (Criteria C and D)
will look at how practice can contribute to the development of new skills and concepts.
Skills will include: kicking, passing, use of space, control, accuracy, timing and co-
ordination of movements as well as communication and teamwork.
Students will inquire into the new sport to gain a new perspective about fairness and
development. They will create a goal on a chosen skill and how they persevere to
achieve it.
Unit Name: Fitness Through Activity
Content Assessment
Students will be taught and or will further develop their inline skating skills to include, Goal setting and
Students will focus on their wellbeing by participating in different sports activities. They reflection Vlog
will improve their fitness level focusing on the one of the health related fitness
components: cardiovascular-endurance, muscular endurance, muscular strength, and (Criterion D)
flexibility. Within this unit students will be assessed on criterion D by setting a goal that
will encourage them to improve their chosen component. They will reflect via a vlog
several times through the unit.
Unit Name: Capoeira
29Content Assessment
In this unit, the students will focus on capoeira. This form of movement was developed Planning a
in Brazil and involves quick and complex maneuvers, predominantly using power, capoeira routine.
speed, and leverage across a wide variety of kicks, spins and techniques. This activity (Criterion B)
is an acrobatic and athletic discipline. Performed by two people, it is often called
“Capoeira game” that is played, not a fight. Capoeira is always played with a smile on
face symbolizing that the capoeiristas are not afraid from the danger that is coming.
The skills that will be looked at are turns, spins, rolls and basic capoeira movements.
Students will plan and develop a routine in pairs to perform.
Unit Name: 3rd World Games
Content Assessment
In this unit, we use the power of play to educate and empower children to 3rd World game
overcome the effects of poverty, conflict and disease in disadvantaged presentation
communities. It’s no secret: children naturally love to run, jump, throw, race,
participate and interact with their surroundings. Through play, they also learn (Criterion A)
important lessons about themselves and their communities. These games engage
students to participate while Reflect-Connect-Apply approach, encourages them to
examine their experiences, relate those experiences to what they already know
and apply that learning to their daily lives. This strategy helps children adopt and
maintain lifelong healthy behaviors and attitudes.
Unit Name: Invasion Games (basketball, netball, handball, frisbee)
Content Assessment
Invasion games involve teams scoring when they move into the opposing team's Invasion games
zone and successfully attack their goal/target area. Tactical problems related to performance.
invasion games include maintaining possession, attacking/defending a goal,
movement into open space and team communication. Within the unit, students will (Criterion C)
have the opportunity to participate in a variety of invasion games including
basketball, handball and lacrosse. The skills developed throughout the unit will
include passing the ball, change of direction, change in speed, pivoting, speed and
agility, spatial awareness, anticipation, use of footwork, teamwork and
communication.
Unit Name: Net/Wall Games- Beach Volleyball
Content Assessment
Beach volleyball is a sport that evolved from regular volleyball, and like the indoor Beach volleyball
sport, it’s all about teams serving and returning a lightweight ball over a tall net. performance
There are a few differences: it is played in a pit of sand and the teams are usually
small, made up of just 2 people. Beach volleyball requires speed, agility, and great (Criterion C)
hand-eye coordination. The games can be very fast and furious, and cooperation
and communication between teammates is key. The best two-person teams can
react like they have a single mind, requiring a good deal of trust. If the players on a
team can’t work as a coordinated unit, it’s nearly impossible to do well at the game.
Part of the fun of the beach volleyball is being out in the sunshine and fresh air.
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