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MYP GuideMiddle Years Programme: Grades 6 - 10

ISBerne IB Middle Years Programme (Grades 6-‐10)

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Table of Contents

The IB Learner Profile ........................................................................................................................... 2

Introduction: ISBerne and the IB Middle Years Programme ................................................................ 3

The IB Continuum at ISBerne ............................................................................................................... 4

An overview of the Middle Years Programme, Grades 6-‐10 ................................................................ 5

The MYP Curriculum Model for Grades 6-‐10 ....................................................................................... 6

Distinctive features of the Middle Years Programme .......................................................................... 7

Subject Options Grades 9-‐12 ................................................................................................................ 9

Advisory programme .......................................................................................................................... 11

Assessment, grades and reporting ..................................................................................................... 12

MYP Attainment: Level 1-‐7 descriptors .............................................................................................. 15

Effort grades ....................................................................................................................................... 16

Grade promotion in the MYP ............................................................................................................. 17

Overview of MYP objectives and assessment criteria for all subjects ................................................ 19

Curriculum documentation ................................................................................................................ 19

Language and Literature ..................................................................................................................... 20

Language Acquisition .......................................................................................................................... 22

Individuals and Societies .................................................................................................................... 24

Sciences .............................................................................................................................................. 25

Mathematics ...................................................................................................................................... 27

Arts ..................................................................................................................................................... 29

Design ................................................................................................................................................. 30

Physical and Health Education ........................................................................................................... 32

For further information ...................................................................................................................... 33

Glossary .............................................................................................................................................. 33

Works cited ........................................................................................................................................ 33


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The IB Learner Profile Through the Middle Years Programme, the International School of Berne aims to develop the dispositions as described in the IB learner Profile, with the goal of developing “internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.” (International Baccalaureate, 2013) As IB learners we strive to be: Inquirers We nurture our curiosity, developing skills for inquiry and research. We know

how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences

Open-‐minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-‐takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-‐being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.


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Introduction: ISBerne and the IB Middle Years Programme The International School of Berne is an accredited member of the Geneva-‐based International Baccalaureate (IB). Founded in 1968, the IB has regional offices throughout the world and currently over 3800 schools in 148 countries offer four challenging programmes to over 1.2 million students aged 3 to 19 years. The philosophy of the International Baccalaureate Programmes is based on the principles of educating the ‘whole person’; of promoting international understanding; of education through a broad, balanced curriculum; and of respect for, and tolerance of, cultural diversity. The IB Programmes offer not only academic excellence but also an education for life and these values are at the heart of the community at the International School of Berne. The International School of Berne is an IB World School and offers three IB Programmes: The Primary Years Programme, ELC – Grade 5 The Middle Years Programme, Grade 6 – Grade 10 The Diploma Programme, Grade 11 – Grade 12


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The IB Continuum at ISBerne

Students at ISBerne have the opportunity to study three of the IB programmes, the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the Diploma Programme (DP). While there are a number of similarities among the three programmes, including a focus on international-‐mindedness, an emphasis on conceptual learning, the importance of approaches to teaching and learning and the centrality of the IB Learner Profile, the approach to different subject groups differs as students progress through the three programmes. In the PYP, students are introduced to the subject groups through units of inquiry, which are transdisciplinary in nature, and are taught largely by the same teacher. In the MYP, the focus shifts to a more disciplinary approach, where different subjects have different teachers, although collaboration between teachers allows for interdisciplinary learning to take place. In the DP, students have more choice about the particular subjects that they want to study within each of the subject groups and the focus is mostly on the disciplines, while the compulsory course Theory of Knowledge allows students to think about, reflect on and compare the nature of knowledge in each of the disciplines. Term Definition Examples Visual representation

Disciplinary Multiple but distinct disciplinary perspectives that may or may not cover similar topics

DP subjects, e.g. the physics of global climate change studied in physics and the environmental impacts of global climate change studied in geography.

Interdisciplinary Working between more than one discipline, blurring boundaries Interaction among disciplines to achieve new, integrated understanding

Informatics (social sciences and technology) MYP unit that explores opportunities for principled action in response to climate change (geography and design)

Transdisciplinary Working across and beyond disciplines, eliminating boundaries Transcends the confines of disciplines to explore an issue using a shared approach for inquiry

A PYP unit of inquiry into the theme “Who we are”

TOK


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An overview of the Middle Years Programme, Grades 6-‐10 Students at the International School of Berne in grades 6 – 10 follow the International Baccalaureate Middle Years Programme, a broad, balanced curriculum set within eight subject groups: Subject group name Subjects taught at ISBerne

Language and literature G6 – 10: English, French, German

Language acquisition G6 – 10: French, German

Individuals and societies G6 – 10: Integrated humanities

Sciences G6 – 9: Integrated Sciences G10: Biology, Physics, Chemistry (students choose to study one or two sciences)

Mathematics G6 – 8: Mathematics G9 – 10: Standard and Extended Mathematics

Arts G6 – 7: Music and Visual Arts (semester classes) G8: Music, Visual Arts, Theatre Arts (modular) G9 – 10: Visual Arts, Theatre Arts, Music (choice of one)

Design G6 – 10: Design

Physical and health education G6 – 10: Physical and health education

Non-‐IB classes provided at ISBerne Online course electives G9 – 10: Range of online elective courses provided by K12.

English as a School Language (ESL) is offered to students who require additional English tuition. The school also has a Learning Support Coordinator who can offer in-‐class and pull-‐out support for students with mild to moderate learning needs. Students also follow a personal and social education programme in their advisory classes. Advisors meet with their advisees once a week to discuss academic and social issues. Furthermore, regular assemblies are held throughout the year.


* Grades 9 – 10 options: Each student entering grade 9 must opt to study either a third language (French or German) or an elective online course, as well as one arts subject. Students must continue with their arts and and at least one of their language choices through the final two years of the programme. In grade 10, students choose between a third language (French or German), a second science or an elective online course.

The MYP Curriculum Model for Grades 6-‐10 The diagram below represents the IB Middle Years Programme curriculum model. The concepts, global contexts and approaches to teaching and learning connect the learners at the centre with the educational experiences in all subject groups, as well as with students’ participation in Service and Action and their completion of the Personal Project in grade 10.

Individuals and societies Integrated humanities

Physical and health education

Mathematics Grades 6-‐8: Mathematics Grades 9-‐10: Standard or Extended

Sciences Grades 6-‐9: Integrated

sciences Grades 10: Choice of up to two sciences from physics,

chemistry, biology

Arts Grades 6-‐7: Visual arts and music (one semester of

each) Grade 8: Visual arts (one semester), music and

theatre arts (one semester) Grades 9-‐10: Visual arts, theatre arts or music*

Design

Language and Literature English, French, German

Language Acquisition Grades 6-‐8: French and German Grades 9-‐10: French and/or

German*


Distinctive features of the Middle Years Programme

Key and related concepts “Key and related concepts are big ideas, which form the basis of teaching and learning in the MYP. They ensure breadth and depth in the curriculum and promote learning within and across traditional disciplines.” (International Baccalaureate, 2014) There are 16 key concepts, which students will come across numerous times over the five years of the programme. They provide breadth of understanding. These are: Aesthetics Change Communication Communities Connections Creativity Culture Development Form Global interactions Identity Logic Perspective Relationships Time, place and space Systems Related concepts are subject-‐specific and provide depth. The prescribed related concepts for each subject are listed in the subject-‐specific section at the end of this guide.

Global contexts “Global contexts provide shared starting points for inquiry into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and global engagement.“ (International Baccalaureate, 2014) They allow us to place concepts into a context and help answer questions such as, “Why are we learning this?” and “Why are these concepts important to understand?” There are six global contexts, which are closely linked to the transdisciplinary themes from the Primary Years Programme: Identities and relationships – Who am I? Who are we? (PYP: Who we are)

Orientation in space and time – What is the meaning of “where” and “when”? (PYP: Where we are

in place and time)

Personal and cultural expression – What is the nature and purpose of creative expression? (PYP:

How we express ourselves)

Scientific and technical innovation – How do we understand the world in which we live? (PYP: How

the world works)

Globalization and sustainability – How is everything connected? (PYP: How we organize ourselves)

Fairness and development – What are the consequences of our common humanity? (PYP: Sharing

the planet)


Approaches to teaching and learning Approaches to teaching and learning (ATL) are skills which help students become responsible for their own learning and which are taught, practiced and mastered across all subject groups. They are transferable skills, which provide students with the skills necessary to be successful in the classroom and beyond. There are five main ATL categories: Communication, Social, Self-‐management, Research and Thinking, grouped into ten clusters: Communication

I. Communication Social

II. Collaboration skills Self-‐management

III. Organization skills IV. Affective skills V. Reflection skills

Research VI. Information literacy skills VII. Media literacy skills

Thinking VIII. Critical-‐thinking skills IX. Creative-‐thinking skills X. Transfer skills

Service and Action Service and Action are essential components of the MYP; at ISBerne students are expected to complete developmentally appropriate requirements (as listed in the ISBerne Service and Action handbook, available on OO7 parents portal) by participating in service in the local and global community in order to meet specified learning outcomes. In 9th and 10th grade, as well as participating in service activities, students are also expected to reflect on their participation in Creativity and Action activities in order to prepare them for Creativity, Action, Service (CAS) in the Diploma Programme.

Personal Project All students completing the MYP in grade 10 are expected to undertake the Personal Project, which is the culminating experience of the MYP. Students apply learning from their various subject groups and their approaches to learning to complete an extended, self-‐directed piece of work, allowing for creative and personal expressions of their learning. Parents and students are introduced to the Personal Project early in grade 10. For more information, please see the ISBerne Personal Project Handbook, available on OO7 parents portal.

Interdisciplinary learning Throughout the MYP, subject group teachers are responsible for developing meaningful ongoing opportunities for interdisciplinary teaching and learning. Furthermore, students will be engaged in at least one collaboratively planned formal interdisciplinary unit in each year of the programme. Interdisciplinary units are not only grounded in the disciplines, but are also integrative (bringing together concepts and methods from different disciplines in order to develop new perspectives) and purposeful (connecting disciplines to help solve real-‐world problems).


* Language A is for students with an advanced, or native, command of the language ** Language B is for beginners or for students with an intermediate knowledge of the language.

Subject Options Grades 9-‐12 A student entering Grade 9 may have begun to consider his/her long-‐term academic and professional future. It is also important that all students begin to study in greater depth so that they are prepared for the rigorous IB Diploma Programme in grades 11 and 12. Therefore, at the beginning of Grade 9 students are asked to make some choices about the subjects they would like to study in Grade 9 and 10. Students in grade 10 are required to continue the study of one of the second languages studied in grade 9 as well as to complete the two-‐year programme in the arts subject that they choose. As students complete the MYP, there are more substantial decisions to be made prior to beginning the IB Diploma Programme in grades 11 and 12. The subjects available in grades 6 – 12 are set out below. IB MYP: Grades 6 –

8 IB MYP: Grade 9 and 10 IB DP: Grades 11 – 12

Language and Literature (Language A*)

English A* or ESL, French A* or German A*

English A* or ESL, French A* or German A*

One Language A* from: English, German, French or tutored or self-‐taught (SL only) mother tongue languages

Second Language (Language Acquisition / Language B or Language and Literature)

German and French (Language A* or B**)

German and/or French (Language A* or B**)

One Language A* (Lit or LangLit) or B** from: English, German, French

Individuals and societies Integrated Humanities

Integrated Humanities One I&S subject from: History, Geography, Economics Sciences Integrated Sciences Integrated science in grade 9/

Biology, Chemistry, Physics (one or two) in grade 10

One science from: Biology, Chemistry, Physics

Mathematics Mathematics Standard Mathematics or Extended Mathematics

Mathematics (HL and SL) or Mathematical Studies (SL)

Arts Integrated Arts Theatre Arts or Visual Arts or Music

Visual Arts or Film or one subject from Groups 1 – 4.

Design

Design Design -‐



Physical and health education -‐

MYP Options -‐ Third language A or B (if taking only one science in grade 10) or elective online course.

-‐


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The table on the previous page demonstrates that almost all subjects are compulsory in grades 6 – 10; however, there are some choices regarding languages, the arts and sciences in grade 9s and 10. These choices may be made in anticipation of the IB Diploma Programme, or because a student may demonstrate talent in a specific subject.

Languages In addition to the study of English, all students complete 3 years of French and German in grades 6 – 8. In grades 9 and 10, students must continue with at least one additional language, French or German. It is possible to choose to study both French and German, but in 10th grade this choice will mean that a student can only study one science. Furthermore, a student who chooses to study two languages will not be able to do an online elective. See the Option Equation on p.11. N.B. English is compulsory in grades 6 – 10. At IB Diploma level students must study two languages as a minimum requirement. The majority of students choose English and either French or German. It is possible to study three languages.

The Arts All students complete 3 years of arts (visual arts, theatre arts, music) in grades 6 – 8. In grades 9 and 10 students must continue with at least one arts subject from visual arts, theatre arts or music (See the Option Equation on p.11). Students are expected to continue with the same Arts subject for the final two years of MYP. At IB Diploma level students can only study one arts subject (visual arts or film – the latter is taught online).

Sciences All students complete four years of integrated science (biology, chemistry and physics) in grades 6-‐9. In grade 10, students have the choice of continuing with either one or two sciences, although if they choose to do two sciences, they can only study one language, and cannot choose to do an online elective. See the Option Equation on p.11. At IB Diploma level students must study one science and can choose to do another science as their sixth subject. Students who have not studied a particular science in grade 10 but would like to do so at Diploma are encouraged to study it at Standard Level.

Online electives ISBerne is pleased to be in the position to offer supervised online courses to students in Grade 9 &10. The significant advantage is the greater breadth of subjects that students may take. There are a number of online electives that students can choose from, including: business, entrepreneurship, marketing, journalism, anthropology, US history, US government and politics, environmental science, computer literacy, web design, digital photography, programming, game design, audio engineering, digital design. These are optional courses, and do not count towards students’ MYP certificate, nor towards grade promotion criteria. They do, however, show up on students’ report


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cards and transcripts, which may be useful for students who need particular credits when returning to their home countries. More information on the range of online courses will be provided at the beginning of each academic year by the online course supervisor.

The option equation

In grade 9 a student may choose: Either: 2 additional languages (French and German) Or: 1 language + online course Grade 9 students also choose which Arts subject they want to pursue. They will need to commit to a two-‐year programme. In grade 10 a student may choose:

Either: 2 additional languages (French and German) + 1 science Or: 1 language + 1 science + 1 online elective course Or: 1 language + 2 sciences One of the languages and an Arts subject must be studied for two years.

Not all combinations of subjects may be possible every year because of timetabling restrictions.

Subject options Students and parents will be informed about opportunities for subject options in the spring prior to entering grades 9 or 10 and will be asked to make choices, in order to help the school finalise timetabling for the following academic year.

Advisory programme Both the school’s own philosophy and that of the IB programmes stress the education of the whole student. An advisory relationship to a group of students assists classroom teachers in appreciating the needs and concerns of students outside the classroom. Teachers serve both as advisors and as advocates for the students in their groups, in order to help them succeed and to be constructive, involved and responsible members of our ISBerne community. The advisors are the adults at school who each student knows are always available to listen and to assist. Advisory groups meet once a week for an hour. The goal of these sessions is to address personal and social education (PSE), develop Approaches to Learning skills (in particular Organization, Communication, Collaboration, Affective skills, Creative thinking and Transfer), discuss current events, improve and evaluate personal approaches to learning, and consider ways of getting involved in Service and Action.


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The aims of the advisory programme are to encourage students to: • develop mutual respect and support • reflect on personal and social issues and make informed choices • be aware of and care for others and for the environment • talk about feelings and be sensitive to the feelings of others • be constructively critical and questioning • be responsible for their behaviour and learning • reflect on, assess and develop their potential.

Assessment, grades and reporting Each student can expect, during the course of each semester,

• a variety of different assessment tasks to be undertaken • to be notified in advance of the criteria for each assessment task • that different assessment tasks will be weighted according to the complexity, length and

relative importance of the assessment. In practice, this means that major projects or unit assessments will provide a more significant contribution to a final (reported) grade than minor completion or reinforcement tasks.

Criteria-‐referencing All assessment is criteria-‐referenced, which means that students are assessed against subject-‐specific achievement goals (criteria). There are four criteria per subject, and each criterion is assessed out of 8. The levels within the criteria are differentiated by the IB for MYP year 1 (grade 6), MYP year 3 (grade 8) and MYP year 5 (grade 10). At ISBerne, we use the year 1 criteria for grade 6, the year 3 criteria for grades 7 and 8 and the year 5 criteria for grades 9 and 10. Furthermore, language acquisition is organised by six phases (see p.22-‐23) and different criteria level descriptors are given for each phase. Teaching and learning in the MYP is developed in a way that allows students to develop the skills needed to meet each of the four learning objectives in that particular subject. Each objective is linked to a particular assessment criterion. Assessment tasks are prepared that allow the student to demonstrate, and teachers to judge, a level of achievement against each criterion. When a student submits a piece of work, the teacher will ask the question: which descriptor for each criterion being assessed best fits the student’s work? For each criterion, a decision is made on the most appropriate descriptor and the corresponding level of achievement is awarded. Where it is not clearly evident which overall level descriptor should be awarded, teachers must use their judgment to select the level descriptor that best matches the student’s work overall. The “best-‐fit” approach allows teachers to select the achievement level that best describes the piece of work being assessed. It is important to remember that a student does not have to achieve against all of the individual descriptor strands in a band to be awarded an overall level in that band. If the work is a strong example of achievement in a band, the teacher should give it the higher achievement level in the band. If the work is a weak example of achievement in that band, the teacher should give it the lower achievement level in the band.


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The intention is to give students clear learning objectives. Students can reflect on their work, study the criteria and the levels of achievement that have been awarded, and then identify any weaknesses, or area for improvement. Below is an of an example of the assessment rubric that would be used for a grade 10 assessment task in English Language and Literature, which is being assessed on criteria B (organizing) and C (producing text). All ISBerne MYP summative assessments should be accompanied by the relevant rubric. The student:

Criterion B: Organizing Criterion C: Producing text

0 does not reach a standard described by any of the descriptors below.

does not reach a standard described by any of the descriptors below.

1–2

i. makes minimal use of organizational structures though these may not always serve the context and intention

ii. organizes opinions and ideas with a minimal degree of coherence and logic

iii. makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.

i. produces texts that demonstrate limited personal engagement with the creative process; demonstrates a limited degree of insight, imagination and sensitivity and minimal exploration of, and critical reflection on, new perspectives and ideas

ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience

iii. selects few relevant details and examples to develop ideas.

3–4

i. makes adequate use of organizational structures that serve the context and intention

ii. organizes opinions and ideas with some degree of coherence and logic

iii. makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.

i. produces texts that demonstrate adequate personal engagement with the creative process; demonstrates some insight, imagination and sensitivity and some exploration of, and critical reflection on, new perspectives and ideas

ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience

iii. selects some relevant details and examples to develop ideas.

5–6

i. makes competent use of organizational structures that serve the context and intention

ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other

iii. makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.

i. produces texts that demonstrate considerable personal engagement with the creative process; demonstrates considerable insight, imagination and sensitivity and substantial exploration of, and critical reflection on, new perspectives and ideas

ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience

iii. selects sufficient relevant details and examples to develop ideas.

7–8

i. makes sophisticated use of organizational structures that serve the context and intention effectively

ii. effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated way

iii. makes excellent use of referencing and formatting tools to create an effective presentation style.

i. produces texts that demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of insight, imagination and sensitivity and perceptive exploration of, and critical reflection on, new perspectives and ideas

ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience

iii. selects extensive relevant details and examples to develop ideas with precision.


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Awarding final levels of achievement A student’s levels of achievement across criteria are collected and final attainment level is awarded, based on published grade boundaries. There are seven attainment levels following the IB grade scale, 1 (low) – 7 (high). In each subject, translation of MYP criteria-‐referenced numeric levels of achievement into a final 1-‐7 reported grade should be achieved by a) determining the most consistent level of achievement for each criterion, achieved by the student during the course of each semester; and b) measuring the final criterion levels total against published IB MYP grade boundaries. Worked example: For example, a student’s grade-‐tracker in humanities may look as follows: A – Knowing and

understanding B – Investigating C – Communicating D – thinking

critically

TOTAL Grade

Presentation 4 5 4 Test* 3 3 Essay 5 6 6 7 Fieldwork report 5 5 4 6

Quiz 5 SEMESTER 5 6 5 6 22 5 This student had five assessments during the course of the semester, of which the fieldwork report and essay were the most significant. This student had a family emergency around the time of the test, so this may not be the best indicator of the student’s abilities. In criterion A, the student showed improvement over the course of the semester, which is why the higher level (5) has been awarded. In criterion B, the teacher could have chosen between level 5 or 6, but when looking at the descriptors, the teacher felt this student had shown enough evidence to be working at a level 6, and a 6 was awarded. In Criterion C, the student showed different levels of achievement and the teacher was confident that a 5 best described the student’s ability. In criterion D, a range of levels were achieved; however, the 3 on the test was not a fair representation of the student’s abilities and improvement was clearly shown over the course of the semester, so a 6 was awarded. When the semester marks for the criteria are totalled, the sum is 22, which translates into a 5 on the MYP 1-‐7 scale. Details of the subject specific criteria (A-‐D, where levels are awarded out of 8), and the descriptors and grade boundaries for the 1-‐7 MYP levels are set out on p.15-‐32. Semester reports give details of student achievement in each criterion in each subject and record an overall attainment grade for each subject over the semester, as well as reporting on effort for the semester. Interim reports are provided once per semester and report a 1-‐7 grade, which indicates the teacher’s professional judgment on a student’s progress to date, as well as a comment and an effort grade. 1-‐7 grades are not awarded to grade 6 students at the first interim, in order to aid their transition to secondary school and to give them more time to get used to the MYP assessment system.


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MYP Attainment: Level 1-‐7 descriptors Grade

boundaries (total points for criteria A-‐D )

MYP descriptors

Grade 7 (Excellent)

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.

Grade 6 (Very good)

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. Grade 5 (Good)

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. Grade 4 (Satisfactory)

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. Grade 3 (Needs improvement)

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. Grade 2 (Poor)

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. Grade 1 (Very poor)

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.


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Effort grades In the IBMYP, students are given a holistic indicator of their approaches to learning through the following criteria: Excellent Always comes to class prepared in every way needed (including homework), and accomplishes

this with no necessary outside monitoring needed. Always on task, engaged with and focused on assigned work without teacher influence necessary to accomplish this; indeed, seeks out additional learning opportunities beyond those immediately given in a lesson Always exhibits a positive attitude and is respectful of classroom rules and expectations, internally motivated to do so Is always on time for class and ready to begin when the teacher is; whenever late, always has a valid reason to justify such

Good

Almost always comes to class prepared in every way needed (including homework), and accomplishes this with little to no necessary outside monitoring needed Almost always on task, engaged with and focused on assigned work without teacher influence necessary to accomplish this; occasionally may seek out additional learning opportunities beyond those immediately given in a lesson Almost always exhibits a positive attitude and is respectful of classroom rules and expectations, and generally internally motivated to do so Is almost always on time for class and ready to begin when the teacher is; whenever late, has a valid reason to justify such

Satisfactory

Is generally and satisfactorily on task, engaged with and focused on assigned work without undue teacher influence necessary to accomplish this Generally exhibits a positive attitude and is respectful of classroom rules and expectations, whether internally or externally motivated to do so Generally comes to class prepared in every way needed (including homework), and accomplishes this with no undue degree of outside monitoring needed Is usually on time for class and ready to begin when the teacher is; whenever late, has a valid reason to justify such

Mediocre

Although may at times meet this criterion, is not often enough on task, engaged with and focused on assigned work without undue teacher influence necessary to accomplish this Although may at times meet this criterion, does not often enough exhibit a positive attitude nor is respectful of classroom rules and expectations, whether internally or externally motivated to do so Does not often enough come to class prepared in every way needed (including homework), and requires outside monitoring to make this happen to a reasonable degree Is occasionally late for class and/or is usually not ready to begin when the teacher is; whenever late, does not always have a valid reason to justify such

Very poor

Rarely on task, engaged with and focused on assigned work even with teacher influence necessary to accomplish this Rarely exhibits a positive attitude and is respectful of classroom rules and expectations Rarely comes to class prepared in every way needed (including homework), even with outside monitoring Is regularly late for class and not ready to begin when the teacher is; whenever late, regularly does not have a valid reason to justify such.


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Grade promotion in the MYP Promotion from grade 6 to 10 Promotion from each grade is not automatic. To be promoted from Grades 6 – 9, a student’s second semester final report should demonstrate:

• A total points score of not less than 30, this figure being achieved by adding together the second semester grade from each of the 8 MYP subject groups (Language and Literature, Language Acquisition, Humanities, Science, Mathematics, Arts, Design, Physical and Health Education). Where a student takes two subjects in one domain (for example, two Arts subjects), the better grade will be counted;

• No more than three subjects at grade 3 or lower;

• Attendance of at least 80% in each course.

The final two years are crucial in terms of preparation for receipt of the MYP certificate, and therefore, ISBerne has different promotion criteria from grade 9 to 10. To be promoted from grade 9 to 10, a student’s second semester final report should demonstrate:

• A total points score of not less than 24 in the following six subject groups: Language and Literature, Language Acquisition, Humanities, Science, Mathematics, and the best grade from Arts, Design and Physical and Health Education. Where a student takes two subjects in one domain (for example, two Language Acquisition subjects), the better grade will be counted;

• No more than three subjects at grade 3 or lower;


Students who fail to meet these criteria at the end of the first semester or who receive a 2 in mathematics, English or science will be put on Academic Notice, which is intended as a means to support students to succeed in the second semester. Students who fail to meet these criteria at the end of the second semester will have their promotion reviewed by the school. Parents and students concerned will be involved in this consultation process.


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Promotion from MYP to 11th grade and award of the ISBerne MYP Certificate Since the Personal Project is a culminating experience as part of the MYP, it plays a large role in successful completion of the Middle Years Programme. In order to be promoted from grade 10 to grade 11 and achieve the MYP certificate, a student’s second semester final report should demonstrate:

• A total points score of not less than 28, this figure being achieved by adding together the second semester grade from the following six MYP subject groups (Language and Literature, Language Acquisition (or second Language and Literature subject), Humanities, Science, Mathematics, and the best grade from Arts, Design and Physical and Health Education), as well as the internally moderated Personal Project grade. Where a student takes two subjects in one domain (for example, two Language Acquisition subjects), the better grade will be counted;1

• No more than three subjects at grade 3 or lower (where the Personal Project also counts as a subject);

• A Personal Project grade of 3 or higher;

• No grade of 1 in any of the subject groups;


Students who fail to meet these criteria will have their promotion reviewed by the school. Parents and students concerned will be involved in this consultation process. Academic Notice provisions may also be made for students who are not meeting these criteria at the end of the first semester of 10th grade. Further to meeting the promotion criteria from grade 10 to grade 11, in order to qualify for MYP Certification awarded by ISBerne as an IB Authorized World School, a student must:

• Have completed two full years at ISBerne, including attendance in all eight subject groups for the full duration;

• Achieve satisfactory progress for Service & Action. This includes participation in two S&A activities, one Creativity activity, and one Action activity (sports, physical well-‐being); a student must also show evidence of having met all seven learning outcomes.

1 Where a student does not take a Language A (e.g. is enrolled in ESL and not English A), satisfactory progress in ESL counts as 4 points.


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Overview of MYP objectives and assessment criteria for all subjects A (out of 8) B (out of 8) C (out of 8) D (out of 8) Language and literature

Analysing Organising 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


Knowing and understanding

Planning for performance

Applying and performing

Reflecting and improving performance

Design Inquiring and analyzing

Developing ideas Creating the solution

Evaluating

Personal Project Investigating Planning Taking action Reflecting Interdisciplinary Integrating

knowledge and understanding

Learning in context

Communicating Reflecting

Curriculum documentation The delivery of each subject is guided by a clear set of aims (what we intend to teach), objectives (learning goals for students), approaches to teaching and learning (how the student will access the curriculum) and assessment criteria (how we measure the student’s achievement against published criteria.) Subject-‐specific information will be shared in the public written curriculum on the Parents Portal early each school year. These documents will also be shared with parents at the annual Secondary School Parent Information Evening in September. The aims, objectives and assessment criteria for each subject group are outlined in the following pages. Each objective is elaborated by a number of strands. Each objective is linked to a particular assessment criterion.


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Language and Literature

English, French and German Aims: The aims of MYP language and literature are to encourage and enable students to:

• use language as a vehicle for thought, creativity, reflection, learning, self-‐expression, analysis and social interaction

• develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts

• develop critical, creative and personal approaches to studying and analysing literary and non-‐literary texts

• engage with text from different historical periods and a variety of cultures • explore and analyse aspects of personal, host and other cultures through literary and non-‐

literary texts • explore language through a variety of media and modes • develop a lifelong interest in reading • apply linguistic and literary concepts and skills in a variety of authentic contexts.

Objectives and assessment criteria: Objective In order to reach the aims of studying language and literature, students should

be able to: A: Analysing i. analyse the content, context, language, structure, technique and style of

text(s) and the relationships among texts ii. analyse the effects of the creator’s choices on an audience iii. justify opinions and ideas, using examples, explanations and terminology iv. evaluate similarities and differences by connecting features across and within

genres and texts. B: Organising i. employ organizational structures that serve the context and intention

ii. organize opinions and ideas in a sustained, coherent and logical manner iii. use referencing and formatting tools to create a presentation style suitable

to the context and intention. C: Producing text

i. produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process

ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

iii. select relevant details and examples to develop ideas D: Using language

i. use appropriate and varied vocabulary, sentence structures and forms of expression

ii. write and speak in a register and style that serve the context and intention iii. use correct grammar, syntax and punctuation iv. spell (alphabetic languages), write (character languages) and pronounce with

accuracy v. use appropriate non-‐verbal communication techniques.


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Key concepts: Communication, Connections, Creativity, Perspective Related concepts: Audience imperatives, Character, Context, Genres, Intertextuality, Point of view, Purpose, Self-‐expression, Setting, Structure, Style, Theme


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Language Acquisition

French and German MYP requirements state that students must study at least one additional language in each year of the MYP; the same language should be studied in each year of the MYP or until satisfactory proficiency has been achieved in phase 4 in order to transfer to another language. At ISBerne, students study French and German in grades 6-‐8 and choose to continue with at least one of these languages through grades 9 and 10. Teaching and learning in the language acquisition subject group is organized into six phases. The phases represent a developmental continuum of additional language learning. Depending on their prior additional language-‐learning experiences, students may commence their language acquisition course in any phase on the continuum and may exit from any phase on the continuum. The phases do not correspond to particular age groups or MYP years. ISBerne will group students into phases at the teachers’ discretion, e.g. beginner students may be grouped with students with some prior experience of the language in a phase 1 and 2 class, while intermediate students could be grouped in a phase 2 and 3 class together or a phase 3 and 4 class together. Students will not usually be grouped into more than two phases together. Teachers may also place students in an earlier phase as a transitional step before grouping them in two broader consecutive phases. For example, a number of students follow phase 1 objectives and learning experiences grouped in the class with phases 2 and 3. After a period of time within the school term or semester, the phase 1 students merge with the phase 2 and 3 group. ISBerne will endeavour to choose the phase that offers the student:

• an academically challenging course • the most opportunities to achieve in the subject • the most suitable pathways for further study.

Aims The aims of the teaching and learning of MYP language acquisition are to:

• gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage

• develop a respect for, and understanding of, diverse linguistic and cultural heritages • develop the student’s communication skills necessary for further language learning, and for

study, work and leisure in a range of authentic contexts and for a variety of audiences and purposes

• enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication

• enable the student to develop an appreciation of a variety of literary and non-‐literary texts and to

• develop critical and creative techniques for comprehension and construction of meaning • enable the student to recognize and use language as a vehicle of thought, reflection, self-‐

expression and learning in other subjects, and as a tool for enhancing literacy


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• enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components

• offer insight into the cultural characteristics of the communities where the language is spoken

• encourage an awareness and understanding of the perspectives of people from own and other cultures, leading to involvement and action in own and other communities

• foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning Objectives and assessment criteria: Objective As appropriate to the phase, the student is expected to be able to: A: Comprehending spoken and visual text

i. listen for specific purposes and respond to show understanding ii. interpret visual text that is presented with spoken text iii. engage with the text by supporting opinion and personal response with

evidence and examples from the text. B: Comprehending written and visual text

i. read for specific purposes and respond to show understanding ii. interpret visual text that is presented with written text iii. engage with the text by supporting opinion and personal response with

evidence and examples from the text. C: Communicating in response to spoken, written and visual text

i. interact and communicate in various situations ii. express thoughts, feelings, ideas, opinions and information in spoken

and written form iii. speak and write for specific purposes.

D: Using language in spoken and written form

i. organize thoughts, feelings, ideas, opinions and information in spoken and written form

ii. develop accuracy when speaking and writing in the target language. In order to meet these objectives, teaching and learning will concentrate on each of the macro-‐skills of language: listening, speaking, reading, writing, viewing and interpreting. Key concepts: Communication, Connections, Creativity, Culture Related concepts: Phases 1–2: Audience, Context, Purpose, Conventions, Message, Word choice, Meaning, Function, Structure, Patterns, Form, Accent Phases 3–4: Audience, Context, Purpose, Conventions, Message, Word choice, Meaning, Function, Structure, Idiom, Empathy, Point of view Phases 5–6: Audience, Context, Purpose, Stylistic choices, Voice Inference, Bias, Theme, Argument, Idiom, Empathy, Point of view


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Individuals and Societies

Integrated Humanities Aims: The aims of MYP individuals and societies are to encourage and enable students to:

• appreciate human and environmental commonalities and diversity • understand the interactions and interdependence of individuals, societies and the

environment • understand how both environmental and human systems operate and evolve • identify and develop concern for the well-‐being of human communities and the natural

environment • act as responsible citizens of local and global communities • develop inquiry skills that lead towards conceptual understandings of the relationships

between individuals, societies and the environments in which they live.

Objectives and assessment criteria: Objective In order to reach the aims of individuals and societies, students should be

able to:

A: Knowing and understanding

i. use terminology in context ii. demonstrate knowledge and understanding of subject-‐specific content

and concepts through descriptions, explanations and examples. B: Investigating i. formulate a clear and focused research question and justify its relevance

ii. formulate and follow an action plan to investigate a research question iii. use research methods to collect and record relevant information iv. evaluate the process and results of the investigation.

C: Communicating i. communicate information and ideas using an appropriate style for the audience and purpose

ii. structure information and ideas in a way that is appropriate to the specified format

iii. document sources of information using a recognized convention. D: Thinking critically i. discuss concepts, issues, models, visual representation and theories

ii. synthesize information to make valid arguments iii. analyse and evaluate a range of sources/data in terms of origin and

purpose, examining values and limitations v. interpret different perspectives and their implications.

Key concepts: Change, Global Interactions, Systems, Time, space and place Related concepts: Causality, Choice, Culture, Equity, Globalization, Identity, Innovation and revolution, Perspective, Power, Processes, Resources, Sustainability


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Sciences

Integrated science, biology, chemistry and physics Aims: The aims of MYP sciences are to encourage and enable students to:

• understand and appreciate science and its implications • consider science as a human endeavour with benefits and limitations • cultivate analytical, inquiring and flexible minds that pose questions, solve problems,

construct explanations and judge arguments • develop skills to design and perform investigations, evaluate evidence and reach conclusions • build an awareness of the need to effectively collaborate and communicate • apply language skills and knowledge in a variety of real-‐life contexts • develop sensitivity towards the living and non-‐living environments • reflect on learning experiences and make informed choices.

Objectives and assessment criteria:

Objective In order to reach the aims of sciences, students should be able to:


i. explain scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in

familiar and unfamiliar situations iii. analyse and evaluate information to make scientifically supported

judgments. B: Inquiring and designing

i. explain a problem or question to be tested by a scientific investigation ii. formulate a testable hypothesis and explain it using scientific reasoning iii. explain how to manipulate the variables, and explain how data will be

collected iv. design scientific investigations.

C: Processing and evaluating

present collected and transformed data interpret data and explain results using scientific reasoning evaluate the validity of a hypothesis based on the outcome of the scientific investigation evaluate the validity of the method explain improvements or extensions to the method.

D: Reflecting on the impacts of science

i. explain the ways in which science is applied and used to address a specific problem or issue

ii. discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue

iii. apply scientific language effectively iv. document the work of others and sources of information used.

Key concepts: Change, Relationships, Systems


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Related concepts: Sciences: Balance, Consequences, Energy, Environment, Evidence, Form, Function, Interaction, Models, Movement, Patterns, Transformation Biology: Balance, Environment, Transformation, Consequences, Energy, Evidence, Form, Function, Interaction, Models, Movement, Patterns Chemistry: Balance, Conditions, Transfer, Consequences, Energy, Evidence, Form, Function, Interaction, Models, Movement, Patterns Physics: Development, Environment, Transformation, Consequences, Energy, Evidence, Form, Function, Interaction, Models, Movement, Patterns


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Mathematics Aims: The aims of MYP mathematics are to encourage and enable students to:

• enjoy mathematics, develop curiosity and begin to appreciate its elegance and power • develop an understanding of the principles and nature of mathematics • communicate clearly and confidently in a variety of contexts • develop logical, critical and creative thinking • develop confidence, perseverance, and independence in mathematical thinking and

problem-‐solving • develop powers of generalization and abstraction • apply and transfer skills to a wide range of real-‐life situations, other areas of knowledge and

future developments • appreciate how developments in technology and mathematics have influenced each other • appreciate the moral, social and ethical implications arising from the work of

mathematicians and the applications of mathematics • appreciate the international dimension in mathematics through an awareness of the

universality of mathematics and its multicultural and historical perspectives • appreciate the contribution of mathematics to other areas of knowledge • develop the knowledge, skills and attitudes necessary to pursue further studies in

mathematics • develop the ability to reflect critically upon their own work and the work of others.

Objectives and assessment criteria:

Objective In order to reach the aims of sciences, students should be able to:


i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations

ii. apply the selected mathematics successfully when solving problems

iii. solve problems correctly in a variety of contexts. B: Investigating patterns i. select and apply mathematical problem-‐solving techniques to

discover complex patterns ii. describe patterns as general rules consistent with findings iii. prove, or verify and justify, general rules.

C: Communicating i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations

ii. use appropriate forms of mathematical representation to present information

iii. move between different forms of mathematical representation iv. communicate complete, coherent and concise mathematical lines

of reasoning v. organize information using a logical structure.

D: Applying mathematics in real-‐life contexts

i. identify relevant elements of authentic real-‐life situations ii. select appropriate mathematical strategies when solving

authentic real-‐life situations


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iii. apply the selected mathematical strategies successfully to reach a solution

iv. justify the degree of accuracy of a solution v. justify whether a solution makes sense in the context of the

authentic real-‐life situation.

Key concepts: Form, relationships, logic Related concepts: Change, Equivalence, Generalization, Justification, Measurement, Model, Pattern, Quantity, Representation, Simplification, Space, System


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Arts

Visual arts, music, theatre arts Aims: The aims of MYP arts are to encourage and enable students to:

• create and present art • develop skills specific to the discipline • engage in a process of creative exploration and (self-‐)discovery • make purposeful connections between investigation and practice • understand the relationship between art and its contexts • respond to and reflect on art • deepen their understanding of the world.

Objectives and assessment criteria: Objective In order to reach the aims of arts, students should be able to:


i. demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-‐specific terminology

ii. demonstrate an understanding of the role of the art form in original or displaced contexts

iii. use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

B: Developing skills i. demonstrate the acquisition and development of the skills and techniques of the art form studied

ii. demonstrate the application of skills and techniques to create, perform and/or present art.

C: Thinking creatively

i. develop a feasible, clear, imaginative and coherent artistic intention ii. demonstrate a range and depth of creative-‐thinking behaviours iii. demonstrate the exploration of ideas to shape artistic intention through

to a point of realization. D: Responding i. construct meaning and transfer learning to new settings

ii. create an artistic response that intends to reflect or impact on the world around them

iii. critique the artwork of self and others. Key concepts: Aesthetics, Change, Communication, Identity Related concepts Visual arts: Audience, Expression, Interpretation, Representation, Boundaries, Genre, Narrative, Style, Composition, Innovation, Presentation, Visual Culture Performing arts (music and theatre arts): Audience, Expression, Interpretation, Presentation, Boundaries, Genre, Narrative, Role, Composition, Innovation, Play, Structure


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Design Aims: The aims of MYP design are to encourage and enable students to:

• enjoy the design process, develop an appreciation of its elegance and power • develop knowledge, understanding and skills from different disciplines to design and create

solutions to problems using the design cycle • use and apply technology effectively as a means to access, process and communicate

information, model and create solutions, and to solve problems • develop an appreciation of the impact of design innovations for life, global society and

environments • appreciate past, present and emerging design within cultural, political, social, historical and

environmental contexts • develop respect for others’ viewpoints and appreciate alternative solutions to problems • act with integrity and honesty, and take responsibility for their own actions developing

effective working practices. Objectives and assessment criteria: Objective In order to reach the aims of design, students should be able to:

A: Inquirying and analysing

i. explain and justify the need for a solution to a problem for a specified client/target audience

ii. identify and prioritize the primary and secondary research needed to develop a solution to the problem

iii. analyse a range of existing products that inspire a solution to the problem iv. develop a detailed design brief which summarizes the analysis of relevant

research.

B: Developing ideas

i. develop a design specification which clearly states the success criteria for the design of a solution

ii. develop a range of feasible design ideas which can be correctly interpreted by others

iii. present the final chosen design and justify its selection iv. develop accurate and detailed planning drawings/diagrams and outline the

requirements for the creation of the chosen solution.

C: Creating the solution

i. construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution

ii. demonstrate excellent technical skills when making the solution iii. follow the plan to create the solution, which functions as intended iv. fully justify changes made to the chosen design and plan when making the

solution v. present the solution as a whole, either:

a. in electronic form, or b) through photographs of the solution from different angles, showing details.


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D: Evaluating i. design detailed and relevant testing methods, which generate data, to measure the success of the solution

ii. critically evaluate the success of the solution against the design specification iii. explain how the solution could be improved iv. explain the impact of the solution on the client/target audience.

Key concepts: Communication, Communities, Development, Systems Related concepts: Adaptation, Collaboration, Ergonomics, Evaluation, Form, Function, Innovation, Invention, Markets and trends, Perspective, Resources, Sustainability


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Physical and Health Education Aims: The aims of MYP physical and health education are to encourage and enable students to:

• use inquiry to explore physical and health education concepts • participate effectively in a variety of contexts • understand the value of physical activity • achieve and maintain a healthy lifestyle • collaborate and communicate effectively • build positive relationships and demonstrate social responsibility • reflect on their learning experiences.

Objective In order to reach the aims of physical and health education, students should

be able to:


i. explain physical health education factual, procedural and conceptual knowledge

ii. apply physical and health education knowledge to analyse issues and solve problems set in familiar and unfamiliar situations

iii. apply physical and health terminology effectively to communicate understanding.

B: Planning for performance

i. design, explain and justify plans to improve physical performance and health

ii. analyse and evaluate the effectiveness of a plan based on the outcome.

C: Applying and performing

i. demonstrate and apply a range of skills and techniques effectively ii. demonstrate and apply a range of strategies and movement concepts iii. analyse and apply information to perform effectively.

D: Reflecting and improving performance

i. explain and demonstrate strategies that enhance interpersonal skills ii. develop goals and apply strategies to enhance performance iii. analyse and evaluate performance.

Key concepts: Change, Communication, Relationships Related concepts: Adaptation, Balance, Choice, Energy, Environment, Function, Interaction, Movement, Perspective, Refinement, Space, Systems


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For further information Please contact the following individuals for more information: About the IB MYP Dr Kathleen Noreisch (MYP Coordinator) Email: [email protected]

Ms Sandra Müller (Personal Project / Service & Action) Email: [email protected]

For ISBerne Publications Ms Deirdre Coghlan (Communication & Marketing) Email: [email protected] Senior Leadership Team Mr Richard Swart (Director) E-‐mail: [email protected]

Mr Scott Jackson (Principal) E-‐mail: [email protected] ISBerne general enquiries: Tel: +41 (0)31 951 23 58 Fax: +41 (0)31 951 17 10 E-‐mail: [email protected] ISBerne Website: www.isberne.ch

Glossary AtL Approaches to Learning ESL English as the School Language IB MYP International Baccalaureate Middle Years Programme IB International Baccalaureate PSE Personal and Social Education

Works cited International Baccalaureate. “IB Learner Profile.” 2013. 26. Aug. 2014 (http://www.ibo.org/myib/digitaltoolkit/files/pdfs/learner-‐profile-‐en.pdf) International Baccalaureate. “The Middle Years Programme: A guide for parents.” 2014. 26. Aug. 2014 (http://www.ibo.org/myib/digitaltoolkit/files/pdfs/MYP-‐guide-‐for-‐parents-‐EN.pdf) IB MYP Subject Guides (2014)

Updated August 2016

International School of Berne AGMattenstrasse 33073 GümligenSwitzerlandPhone +41 (0)31 951 23 58Fax +41 (0)31 951 17 [email protected] Revised August 2016

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