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Middle Years Programme (MYP)

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SUBJECTS OFFERED AT CAIS

 

 

SUBJECT GROUPS

MYP 1

MYP 2

MYP 3

MYP 4

MYP 5

 

LANGUAGE & LITERATURE

English

Chinese

German

 

5 periods

English

Chinese

German

 

5 periods

English

Chinese

German

 

5 periods

English

Chinese

German

 

5 periods

English

Chinese

German

 

5 periods

 

LANGUAGE ACQUISITION

English

Chinese

 

 

5 periods

English

Chinese

 

 

5 periods

English

Chinese

German

Spanish

French

5 periods

English

Chinese

German

Spanish

French

5 periods

English

Chinese

German

Spanish

French

5 periods

 

INDIVIDUALS & SOCIETIES

 

Integrated

 

5 periods

 

Integrated

 

5 periods

 

Integrated

 

5 periods

 

Integrated

 

5 periods

 

Integrated

 

5 periods

 

SCIENCES

 

Integrated

5 periods

 

 

Integrated

5 periods

 

 

Integrated

5 periods

 

 

Integrated

5 periods

 

 

Integrated

5 periods

 

 

 

MATHEMATICS

Maths

 

5 periods

Maths

 

5 periods

Maths

 

5 periods

Extended Maths

Standard Maths

5 periods

Extended Maths

Standard Maths

5 periods

 

 

 

THE ARTS

semester course

Music

 Visual Arts

5 periods

 

Drama

5 periods

semester course

Music

Visual Arts

5 periods

 

Drama

5 periods

semester course

Music

 Visual Arts

5 periods

 

Drama

5 periods

 

 

Media or Music or  Visual Arts

4 periods

 

 

Media, Music or

Visual Arts

4 periods

 

DESIGN

semester course

 

Design

5 periods

semester course

 

Design

5 periods

 

semester course

 

Design

5 periods

 

 

 

Design

4 periods

 

 

Design

4 periods

 

PHYSICAL HEALTH EDUCATION

PHE

4 periods

PHE

4 periods

 

PHE

4 periods

 

PHE

4 periods

 

PHE

4 periods

 

COMMUNITY PROJECT

CP

1 period

 

CP

1 period

 

CP

1 period

 

CP

1 period

 

CP

1 period

 

APPROACHES TO LEARNING SKILLS/

PERSONAL PROJECT

ATL

1 period

 

ATL

1 period

 

ATL

1 period

 

ATL

1 period

 

PP

1 period

 

                  

A detailed desciption of the curriculum can be found on the Subject Group Overview, Unit Planners and Course Outline. We encourage parents and other school community members to attend our Curriculum in Action Days, Parent Information Sessions and IB for Parents Weekend Workshop to learn more about our curriculum, and the inquiry-based nature of the program.

 

 

 

 

 

 

MYP Community Service Requirement at CAIS

 

Year

Level 1

Level 2

Level 3

MYP1

3

1

NA

MYP2

3

1

NA

MYP3

2

1

Community Project

MYP4

1

2

1

MYP5

1

2

1

    

Level

Descriptor

Example of activity

1

Participate in service activity as a member

Simple tasks

Short periods

Volunteering at the school event

Christmas Bazaar, UN Day

Fundraising concert

Community service trip

School organized community trip

Campaign

2

Assisting in a long-term project where the student can develop commitment, collaboration and new skills

Club assistants

Reading buddies, Play buddies, etc

PYP volunteer

Nursing home, Sister School, preparation activity for Habitat for Humanity, etc

Student Council

3

Student-initiated service activity where the student can develop leadership and self-management skills.

Offering clubs

Sports team managers

Organizing a major project

Community Project

 

All MYP students are expected to record their service activity on Managebac and follow the procedures listed on MB. Submission of evidence of every activity is mandatory requirement. The student has a month to complete the requirements in order to be eligible for credit.

Students are encouraged to update their service experience as much as possible to be able to develop their reflective skills. Their records of the Service as Action will be reflected on the final report card.

Students who demonstrate significant outstanding quality service activity record and excellent reflective skills on their service learning will be awarded a certificate at the end of the year.

 

 

II. COURSE DESCRIPTION AND OBJECTIVES FROM THE IB MYP SUBJECT GUIDES

 

MYP Language and Literature

Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication. The subject incorporates creative processes and encourages the development of imagination and creativity through self-expression.

Listening, speaking, reading, writing, viewing and presenting skills develop as both independent and interdependent skills.

MYP language and literature equips students with linguistic, analytical and communicative skills that can also be used to develop interdisciplinary understanding across all other subject groups. Students’ interaction with chosen texts can generate insight into moral, social, economic, political, cultural and environmental factors and so contributes to the development of opinion-forming, decision-making and ethical-reasoning skills, and further develops the attributes of an IB learner.

 

 

 MYP Language Acquisition

The study of additional languages in the MYP provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world.

The acquisition of the language of a community and the possibilities to reflect upon and explore cultural perspectives of our own and other communities:

  • is valued as central to developing critical thinking, and is considered essential for the cultivation of intercultural awareness and the development of internationally minded and responsible members of local, national and global communities
  • is integral to exploring and sustaining personal development and cultural identity, and provides an intellectual framework to support conceptual development
  • greatly contributes to the holistic development of students and to the strengthening of lifelong learning skills
  • equips students with the necessary multiliteracy skills and attitudes, enabling them to communicate successfully in various global contexts and build intercultural understanding.

 

MYP Individuals and Societies (I&S)

MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments.

Students can engage with exciting, stimulating and personally relevant topics and issues. Many sensitive and personally challenging topics require careful consideration in the context of a safe and responsible learning environment characterized by respect and open-mindedness. The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes and beliefs. It also helps students to recognize that content and methodology can be debatable and controversial, and for practicing the tolerance of uncertainty.

 

 

MYP Sciences

With inquiry at the core, the MYP sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. Students explore the connections between science and everyday life. As they investigate real examples of science applications, students will discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment.

Scientific inquiry also fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Students should learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities.

 

MYP Mathematics

The study of mathematics is a fundamental part of a balanced education. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. Mathematics can help make sense of the world and allows phenomena to be described in precise terms. It also promotes careful analysis and the search for patterns and relationships, skills necessary for success both inside and outside the classroom.

 

MYP Arts

In MYP arts students have opportunities to function as artists, as well as learners of the arts. By developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem-solvers. They develop through creating, performing and presenting arts in ways that engage and convey feelings, experiences and ideas. It is through this practice that students acquire new skills and master those skills developed in prior learning.

 

MYP Physical and Health Education (PHE)

MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices.

PHE fosters the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, PHE embodies and promotes the holistic nature of well-being. Students explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make informed decisions and promoting positive social interaction.

 

MYP Design

MYP design challenges students to apply practical and creative thinking skills to solve design problems. Students are encouraged to explore the role of design in both historical and contemporary contexts; and become aware of their responsibilities when making design decisions and taking action.

MYP design requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, the creation of solutions, and the testing and evaluation of the solution. In MYP design, a solution can be defined as a model, prototype, product or system that students have developed and created independently. This enables students to develop not only practical skills but also strategies for creative and critical thinking. The MYP expects all students to become actively involved in, and to focus on, the whole design process rather than on the final product/solution.

 

MYP PROJECTS

MYP projects are student-centred and age-appropriate, and they enable students to engage in practical explorations through a cycle of inquiry, action and reflection. MYP projects help students to develop the attributes of the IB learner profile; provide students with an essential opportunity to demonstrate ATL skills developed through the MYP; and foster the development of independent, lifelong learners.

 

The COMMUNITY PROJECT focuses on community and service, encouraging students to explore their right and responsibility to implement service as action in the community. It gives students an opportunity to develop awareness of needs in various communities and address those needs through service learning. As a consolidation of learning, the community project engages in a sustained, in-depth inquiry leading to service as action in the community.

 

The PERSONAL PROJECT encourages students to practise and strengthen their approaches to learning (ATL) skills, to consolidate prior and subject-specific learning, and to develop an area of personal interest. It provides an excellent opportunity for students to produce a truly personal and often creative product/outcome and to demonstrate a consolidation of their learning in the MYP. The project offers many opportunities for differentiation of learning and expression according to students’ individual needs. The personal nature of the project is important; the project should revolve around a challenge that motivates and interests the individual student. Each student develops a personal project independently.

 

 

MYP Assessment Criteria

 

In the MYP, assessment is closely aligned with the written and taught curriculum:

 

 

A

B

C

D

Language and literature

Analysing

Organizing

Producing text

Using language

Language Acquisition

Comprehending spoken and visual text

Comprehending written and visual text

Communicating

Using language

Individuals and Societies

Knowing and understanding

Investigating

Communicating

Thinking critically

Sciences

Knowing and understanding

Inquiring and designing

Processing and evaluating

Reflecting on the impacts of science

Mathematics

Knowing and understanding

Investigating patterns

Communicating

Applying mathematics in real-world contexts

Arts

Knowing and understanding

Developing skills

Thinking creatively

Responding

Physical and health education

Knowing and understanding

Planning for performance

Applying and performing

Reflecting and improving performance

Design

Inquiring and analysing

Developing ideas

Creating the solution

Evaluating

MYP projects

Investigating

Planning

Taking action

Reflecting

 

Interdisciplinary

Disciplinary grounding

Synthesizing and applying

Communicating

Reflecting

 

 

 

To arrive at a criterion levels total for each student, teachers add together the student’s final achievement levels in all criteria of the subject group.

 

Grade

Boundary

Guidelines

Descriptor

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.

 

 

Additional information about the IB Middle Years Programme can be obtained through the IBO website (ibo.org), the MYP From Principles Into Practice and subject guides documents.