myp grade 9 & 10 course selection guide - aba – an ib...
TRANSCRIPT
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MYP Grade 9 & 10 Course Selection Guide
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Table of Contents
FROM THE MYP COORDINATOR ............................................................................................................... 4
ABA HIGH SCHOOL: THE GOAL................................................................................................................. 5
ACADEMIC PROGRAM: Grades 9 - 12 .................................................................................................. 5
The ABA US High School Diploma .................................................................................................................... 5
Earning High School Credits ............................................................................................................................... 5
High School Transcripts ....................................................................................................................................... 6
IB Diploma ................................................................................................................................................................ 6
Pathways to Graduation ...................................................................................................................................... 6
Preparing for the IB Diploma ............................................................................................................................. 7
GRADES 9 & 10 - CURRICULAR PROGRAM ...................................................................................... 7
IB MYP Year 4 and Year 5 ............................................................................................................................ 7
MYP Personal Project (PP) ................................................................................................................................... 8
Service as Action (SA) .......................................................................................................................................... 8
MYP Assessment ..................................................................................................................................................... 9
IB MYP Subject Area and Course Descriptions ........................................................................ 12
MYP ARTS ................................................................................................................................................................ 12
MYP DESIGN ........................................................................................................................................................... 15
MYP INDIVIDUALS AND SOCIETIES .............................................................................................................. 17
MYP LANGUAGES & LITERATURE ................................................................................................................... 20
MYP LANGUAGE ACQUISITION ....................................................................................................................... 23
MYP MATHEMATICS ............................................................................................................................................. 25
MYP PHYSICAL AND HEALTH EDUCATION .................................................................................................. 28
MYP SCIENCES ...................................................................................................................................................... 30
Frequently Asked Questions............................................................................................................................. 33
Student Choices leading to University Programmes at ABA ............................................................... 34
Important Contact Information....................................................................................................................... 36
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FROM THE MYP COORDINATOR
Dear Parents,
I would like to extend a big welcome to you and your family to the MYP Course Selection Evening for Grade 8 (MYP Year 3) students.
ABA’s Mission Statement outlines our core focus, “to provide an international education of the highest standards”. In order to do so, we have constantly looked at
avenues to improve our curriculum and regularly assess ways in which we can improve what we already have for you and your family.
The IB embarked on a full review of the MYP with the express intention of designing a curriculum that would be rigorous, relevant and right for children in an international
setting. This led to the creation of an external examination that measured the progress of students from Grade 6 to Grade 10. This external examination, the IBMYP eAssessments is regulated by OFQUAL(UK) and was taken for the first time May 2016
by over 75,000 students worldwide. This international benchmark assures schools, students, parents, universities and government bodies that MYP eAssessments are fair, reliable, accessible, and fit for purpose.
We at ABA, believe this is the right decision for our students and for our ABA families. As Gareth Hegarty, Head of MYP assessments said. “…Those schools that choose to take part in eAssessment will also mark their students’ achievement with a recognised and valued qualification. The MYP is truly leading the way globally as a
progressive programme in the digital age.”
The time has arrived for MYP Year 3 students to make choices for the courses they would like to study in MYP Year 4 & 5. This is not an easy decision. Your support is vital to ensure your child makes the appropriate decisions.
This booklet first describes how the High School and the Credit System works and the purpose and value of the transcripts. Then, there is an explanation of the MYP and how eAssessments will impact on your child. The next section provide brief subject descriptions of the different disciplines to support your decision making. The final
section provides some answers to frequently asked questions. I hope you will find this booklet useful.
Remember that we are here to support you at this critical time so do ask for support at any time. At the end of the presentations, you will be given an opportunity to
speak with specific subject teachers to further understand how eAssessment will impact your child in MYP 4 & 5.
Megel Barker
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ABA HIGH SCHOOL: THE GOAL
The goal of the ABA Secondary program is for you to be challenged and guided to reach your maximum potential, through the focused development of approaches to learning (ATLs)
skills that make you confident, responsible and caring lifelong learners.
Grades 9 to 12 comprise a 4-year high school program, but at ABA we place a high value on maintaining the connection and alignment of curriculum and community from grades 6
through grade 12 – all important elements of an overarching secondary program.
The transition from Middle School to High School will challenge you because you will be required to demonstrate:
• Passion for and commitment to learning
• Excellent time management skills
• Increasing independence and self-advocacy
It will challenge you to:
• Assert your views with confidence and clarity, and
• Understand the need for considering alternate
viewpoints and audiences.
The goal for High School is part of the larger ABA Mission,
but as you and your parents will soon realize, in every year, through grades 9, 10, 11 and 12, you will learn to
handle increasing demands for responsibility and independent thought and learning.
ACADEMIC PROGRAM: Grades 9 - 12
All students at ABA are working towards the ABA Diploma, a US-style high school diploma for
which a minimum of 25 credits are required.
The ABA US High School Diploma
The ABA US High School Diploma is accredited by the Middle States Association of Colleges and Schools (http://www.msa-cess.org/). This accreditation gives the ABA Diploma international credibility and is a widely accepted tool for university matriculation.
Earning High School Credits
You will start accumulating credit for their ABA US High School Diploma at the start of Grade
9. Passing IB MYP courses in grades 9-10 and passing IB Diploma courses in grades 11-12 is how students earn credits towards the 25 credits required for the US High School Diploma. In general, passing one semester successfully earns ½ credit.
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The specific credit requirements for graduation are as follows:
Subject Areas
Minimum Credits
Required English 4
Mathematics * 3 or 4
Individual & Societies (Humanities ) 3
Science * 3 or 4
Modern Languages (in the same language) 2
Creative Arts** 1
Physical & Health Education 1
Research Project *** 1
Electives 6
Total 25
* Students must complete 4 credits in either Mathematics or Science. Students will
choose which subject they will complete the 4th credit in. ** May be satisfied by enrolling in any Creative Arts course, e.g., Drama, Art, Music or
Theatre. *** Students must successfully complete either the Personal Project or the Extended Essay
to meet this graduation requirement.
High School Transcripts
Grades earned in each course in grades 9-12 are recorded on the student’s high school transcript.
The transcript is a very important document because it lists the final grade and credit earned for
each course semester by
semester and year by year. In addition, it will document your Grade Point Average (GPA).
A US High School Diploma which is backed with a strong transcript of grades from the start of grade 9 is important from a university application point of view. The transcript attests
that you have demonstrated consistency and strong attainment in studies – very important from a university admissions committee’s point of view.
IB Diploma
Another strong indicator of your preparedness for challenging academic coursework in university is to earn the IB Diploma or some IB certificates. The high school diploma may be enough for some universities, but many prefer if you have successfully complete the IB
Diploma as well.
Pathways to Graduation
To help each you reach your maximum potential, ABA offers you different pathways
depending on your abilities and aspirations. You may pursue the:
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Figure 1 -ABA Pathways to Higher Education
• US High School Diploma only or,
• US High School Diploma + some IB Courses or,
• US High School Diploma + IB Diploma
Each pathway can lead to higher education studies at universities and no one program is
right for every student. ABA counsellors will offer you guidance regarding the right pathway
according to their individual circumstances.
All courses follow the IB Diploma curriculum, but not every student completes all of the elements
required to earn the Diploma.
The majority of ABA students attempt the full IB Diploma (IBDP) in addition
to the high school diploma, but IBDP is a challenging program. The fact
that so many ABA students achieve this is an admirable accomplishment for a non-selective school. The IB
Diploma, nevertheless, is not the right path for every student.
Preparing for the IB Diploma
The best preparation for the IBDP is successful completion of the IB Middle Years
Program (IB MYP) course in grades 9 and 10.
The MYP builds on the knowledge, skills and attitudes developed in the IB Primary Years
Programme (PYP) and will prepare you to meet the academic challenges of the IB Diploma Programme (DP). The MYP stands apart from other curricula in requiring you to develop
analytical skills and to put learning into contextual understanding.
Supporting the MYP courses by engaging in regular reading for pleasure across a spectrum
of genres at home will ensure that you have the academic acumen needed for IB DP.
GRADES 9 & 10 - CURRICULAR PROGRAM:
IB MYP Year 4 and Year 5
Students in grade 9 and 10 engage in eight
(8) subject groups over a two-year period. All of the courses are developed following
the IB MYP curricular framework and philosophy. The MYP is designed for students
aged 11 to 16. It provides a framework of
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learning that encourages students to become creative, critical and reflective thinkers.
The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of
skills for communication, intercultural understanding and global engagement, essential qualities for young people who are becoming global leaders.
MYP subject groups:
• Language and Literature
• Mathematics • Sciences
• Individuals & Societies
• Arts • Design • Physical and Health Education
• Language Acquisition
The MYP:
• addresses holistically students’ intellectual, social, emotional and physical well-being • provides students opportunities to develop the knowledge, attitudes and skills
they need in order to manage complexity and take responsible action for the future
• ensures breadth and depth of understanding through study in eight subject groups
• requires the study of at least two languages to support students in understanding their own cultures and those of others
• empowers students to participate in service with the community • helps to prepare students for further education, the workplace and a lifetime of
learning.
MYP Personal Project (PP)
The personal project encourages you to practise and strengthen their approaches to learning (ATL) skills, to consolidate prior and subject-specific learning, and to research an area of
personal interest. In grade 10 students must research, plan, take action to complete, reflect, report, and present on an inquiry of their choice.
MYP projects help you to develop the attributes of the IB learner profile; provide you with an essential opportunity to demonstrate ATL skills developed through the MYP; and foster the development of independent, lifelong learners. The Personal Project begins in February of
MYP Year 4 (Grade 9), and is completed by January of MYP Year 5 (Grade 10). All students are supported by a supervisor. Achieving a Grade of 3 and above is the minimum
requirement for the Personal Project.
Service as Action (SA)
All ABA High School students are required to engage in activities which are beneficial to both their community and to themselves. This aspect of the curriculum is considered to be complementary to the holistic development of each individual. You will have the additional
advantage of choosing which aspect of community you would like to serve. At the end of Grade 10, you should have met our standards for Service as Action.
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MYP Assessment
Internal assessment of learning in MYP Year 4 & MYP Year 5 (Grade 9 & 10), will be similar to the previous years. You will still be assessed using the MYP Criteria Objectives for each subject. Each Criterion is assessed in levels with a maximum of 8. The table below summarizes the MYP objectives in each subject area.
MYP Criteria A B C D
Language & Literature
Analyzing
Organizing
Producing Text
Using Language
Language Acquisition
Comprehendin
g spoken and
visual text
Comprehending
written and
visual text
Communicating
Using Language
Individuals &
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 & Health
Ed ucation
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
Adapted from IBO Document: From Principles into Practice 2014
External Assessment in the MYP is through the MYP e-Assessment Examinations. These examinations are regulated by OFQUAL in the UK and are useful benchmark for your progress into DP. There are two kinds of assessments
namely, the onscreen assessments and the e-portfolio. A combination of selected e-portfolios, and on screen assessments can lead to the award of the MYP Certificate.
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The table shows the MYP eAssessment subject areas.
To achieve the MYP Certificate, you will need to meet the following criteria in MYP
Year 5.
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MYP Course Selection Steps 2017
(For Years 4 and 5 of MYP)
Process & Instructions
The courses you select through this process will: Ensure the opportunity to earn the ABA credits required for graduation
Satisfy the International Baccalaureate Organization regulations for the Middle Years Program
Prepare students for rigorous IB Diploma courses in Grades 11 and 12 and the future
All students take prescribed courses in Language and Literature, Mathematics
and Physical and Health Education. They continue studying the same second language (Language Acquisition) that is being studied in Grade 8.
Step 1: Jan 12th - The Course Options booklet is shared with parents and students via the Parent Portal.
Step 2: Jan 16th from 5.30 to 7.00 pm - Students and parents attend the Course Options Evening to learn about the ABA high school program and to speak with
teachers about Grade 9 & 10 MYP courses. They receive the official paper form.
Step 3: Jan 19th – 1st Feb - Students and parents complete the Course Selection Form on the back of this page, choosing the desired for their Grade 9 & 10 MYP
courses.
Step 4: Thursday, 26th Jan - Students meet with Grade 10 students to discuss
individual courses, course requirements, homework and so on.
Step 5: Wednesday, 1st Feb - Students submit the Course Selection Form to Ms. Poonam Rishi in SG 23, the Secondary Office (near Mr. Savage’s office).
Step 6: February 5th to March 20th - Each student will meet individually with the school counselor, who will check course selections to ensure the correct balance, and discuss university and career possibilities. Grade 8 students
also receive a Career Education Program in Advisory sessions.
Step 7: March 20th and beyond - If courses or future plans vary significantly from original choices made on the Course Selection Form, then parent-student- counsellor meetings will take place.
Step 8: Upon completion of Secondary Timetable - Final notification of courses for Grades 9 & 10 will be sent to students and parents.
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IB MYP Subject Area and Course Descriptions
The following pages describe the eight subject areas (in alphabetical order) in the MYP at
ABA. Individual courses on offer are varied within each subject. Course options and subject
area continuum diagrams are provided to give parents and students an easy way to see the
options and program of studies 6 through 12.For more information on the DP program, check
the G11-12 Course Options Handbook on the website or parent portal.
MYP ARTS
In MYP Arts you will create, perform and present arts in ways that engage and convey feelings, experiences and ideas as artists, as well as learners of the arts. It is through this practice that you will acquire new skills and master arts skills developed
in your prior learning.
Arts in the MYP will stimulate your imaginations, challenge perceptions and develop creative and analytical skills. Involvement in the arts encourages you to understand the arts in context and the cultural histories of artworks, thus supporting your
understanding of an inquiring and empathetic world view.
At ABA, we organize the study of three arts in the MYP as discrete disciplines,
focusing on Visual Art, Drama and Music in separate courses.
MYP Arts Assessment Criteria
Knowing and
understanding Developing skills
Thinking
creatively Responding
Course Options
Visual Art
If you enjoy art and design, and want to refine your use of visual language, and are excited about developing as an artist then this course is an excellent preparation for the Visual Arts IB Diploma course. The overall goal of the grade
9/10 Visual Art course is for students to become more independent creative thinkers and over the two year’s students make a shift from teacher directed
work to more individual interpretation of unit themes.
Drama Drama in the MYP engages you in an active relationship with and encourages
the growth of creative, reflective and communication skills through practical work. Emphasis is placed on the artistic process (investigation, planning, goal setting, rehearsing, performing, reflection and evaluation) and the students’
understanding of this process as an essential component to their artistic development.
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Music
MYP Music gives you access to musical experiences that allow for the development of thinking skills, intuitive skills, practical abilities, communication
and the ability to relate to others. Engagement with existing and emerging music from the local community and from around the world allows you to understand the significance of music to the cultures of the world and, by
engaging in practical work, to develop understanding of how the act of making music is a significant and universal aspect of human expression.
What to expect in an MYP Arts ePortfolio?
Task 1—Presentation (criteria A and D), an individual presentation of investigations into the
work of master artists, theorists/practitioners; critical appreciation of completed work by an artist
studied in the unit and the relationship between the work and its context
Task 2—Proposal (criterion C), a carefully chosen selection of process journal extracts to show
evidence of the student’s artistic intention and demonstrate a range of creative-thinking
behaviours related to the statement of inquiry
Task 3—Process and product (criteria B and C), evidence of skills and techniques acquired,
developed and applied; exploration of artistic ideas; evidence of product created, performed or
presented
Task 4—Commentary (criteria A and D), the student’s understanding of the unit and the possible
application to new settings; evidence of the application of investigation on the development of the
student’s own artwork; critical appreciation of the student’s own work and its impact on the world
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Student achievement in MYP Arts is assessed as an ePortfolio at the end of
MYP5.
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MYP DESIGN
Inquiry and problem-solving are at the heart of the subject group. 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. MYP design focuses on the
holistic design process rather than final products and solutions.
MYP design will challenge you to:
• apply practical and creative thinking skills to solve design problems
• explore the role of design in both historical and contemporary contexts
• consider their responsibilities when making design decisions and taking action
The grade 9-10 MYP Design subject area offers courses focused on digital and product
design and teaches coding and computer science to design programs.
Design Assessment Criteria
Inquiring and Analyzing
Developing ideas Creating the
solution Evaluating
Course Options
MYP Design
The Design MYP curriculum emphasizes the use of real-life experiences for
designing solutions relevant for our ever changing world with a particular focus on sustainable and responsible design. The MYP Design course includes product design, architectural 3D Computer Modelling, Robotics and Coding. These units
will be specially designed to prepare students for IB DP Computer Science as well as IB DP Design.
What to expect in an MYP Design ePortfolio?
eAssessment in design is offered in design, digital design and product design and is assessed by ePortfolio. The design cycle requires students to present their work for
each unit through the headings of the four criteria. The ePortfolio for design requires students to submit work following the design cycle (encompassing all strands of all
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criteria) to create a solution (or range of solutions) in respect of a particular response, such as an inclusive community. You will be guided toward perspectives you may consider in relation to that response and some ideas which may be explored
for final solutions.
Student achievement in MYP Design is assessed as an ePortfolio at the end
of MYP5.
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MYP INDIVIDUALS AND SOCIETIES
MYP Individuals and Societies incorporates disciplines traditionally studied in the Humanities (History, Geography, Economics, Sociology and Political Science). You will gain a better understanding of the relationships between people, their geography,
culture, and historical context. You will develop a greater appreciation and understanding of the world around you.
As an international student studying Individuals and Societies will enable you to better understand the ever-shrinking world in an era of globalization. In both
Geography and History, a strong emphasis is put on not only content knowledge, but also on learning the critical thinking skills necessary to understand complex economic, political, social, and religious challenges.
While few students will follow a career path to become geographers or historians, all
students will gain skills necessarily in the professional fields of law, management, and human resources (to name just a few). The skills that you form when exploring historical and geographic issues transfers over many other aspects of life that require
critical discernment in a world with so much information.
In Individuals and Societies an emphasis is put on you, the inquirer, to develop your own research questions, carry through with research strategies, and effectively write your findings with clarity. All Individuals & Societies discrete courses integrate skills
and conceptual knowledge that are transferable into the Diploma Programme.
Individuals and Societies MYP Assessment Criteria
Knowing and Understanding
Investigating Communicating Thinking Critically
MYP Individuals and Societies courses at ABA in MYP Year 4 & Year 5 are offered as
discrete courses, focused on the individual disciplines of History & Geography.
Course Options
MYP History
In MYP History you will develop an understanding of the nature of cause and
effect, continuity and change, similarity and difference and find out how to use and understand historical evidence as part of their studies. MYP History will stimulate you further if you already are interested in the past, providing a
basis for further study, and also encouraging a lifelong interest in the subject.
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The topic list for History is shown below:
• Superpowers, empires and supra-national alliances and organizations • Significant individuals • Warfare and peacekeeping • Independence and national identity • Rights and social protest • Industrialization, industry and labour • Trade, aid and exchange • Intellectual and ideological movements/developments • Pioneers, innovators and developers • Medicine and health • Individual, household and daily life
MYP Geography
In the MYP Geography course, you will develop a 'sense of place' by looking at the world around you on a local, regional and global scale. You will examine a
range of natural and man-made environments, and study processes which have affected our development. You will also examine how people interact with our environment and the opportunities and challenges an environment can
present. The topic list for Geography is shown below:
• Demographics and human movements Settlement and urban morphology
• Pioneering and discovery • Trade, aid and exchange • Tourism and development • Atmosphere, weather and climate • Process and management of land and river or coastal environments • Process and management of two biomes (aquatic, deserts, forests,
grasslands, tundra) • Impacts and management of resource extraction, production and
consumption • Impacts and management of natural disasters • Impacts and management of tectonically active areas • The use and outputs of technology to revolutionize geography
Student achievement in MYP Individuals & Societies is assessed as an Onscreen Examination at the end of MYP5
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MYP LANGUAGES & LITERATURE
Inquiry is at the heart of MYP Language learning, and aims to support your understanding by providing you with opportunities to independently and collaboratively investigate, take action and reflect on your learning.
MYP Languages and Literature courses are designed to:
engage you in the study of many aspects of the language and literature of a communities and our cultures
study a wide range of literary and non-literary text types, writing styles and techniques, allowing you to comment on the significance of any possible contexts, audiences, purpose, and the use of linguistic and literary devices
MYP Languages and Literature allows you to develop skills in the following six areas:
• Listening • Speaking • Reading
• Writing • Viewing
• Presenting
MYP Languages and Literature assessment criteria
Analyzing Organizing Producing Text Using Language
MYP language and literature courses feature a flexible and culturally sensitive approach to determining the nature and complexity of your engagement with the subject. There are no prescribed texts; your teachers choose literary and non-literary
texts that:
suit your needs and interests broaden your experiences and perspectives increase historical and intercultural understanding model linguistic competency in communicating effectively with an increasing variety of audiences and purposes
include geographical diversity and translations from other languages.
Forms of literature in MYP language and literature courses typically include poetry, prose (short stories and novels from a variety of genres), mythology and drama.
Additional literary and non-literary texts include:
multimedia texts, including screenplays, film, television programmes and drama
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series biography and autobiography essays, letters, narrative non-fiction and informational text speeches, oral traditions graphic novels
MYP teachers choose written and multimedia texts that allow you to encounter a range of styles in which you can explore linguistic, literary and visual devices, as well as supportive tools. Ideas and issues typically explored in your classroom might
include:
identity, heritage, culture, diversity communities, globalization, migration, displacement social history, civilizations, journeys media and mass communication childhood, adolescence, youth, rebellion, innocence and experience families, friendships, relationships systems, power and protest, justice, peace and conflict, freedom and independence
MYP Language and Literature Course Options
MYP English Languages & Literature
MYP English encompass the factual, conceptual, procedural and metacognitive
dimensions of knowledge. Teachers focus on the elements of literature of language: listening, speaking, reading, writing, viewing and presenting. These language modes are very much interactive and interrelated; though teachers
may deal with them in discrete learning experiences and separate texts.
MYP Arabic Languages & Literature
As the official language of Oman, Arabic is taught in two streams: native/near- native language (Languages & Literature) and foreign language (Language Acquisition). The native/near-native stream maintains and develops the Arabic
language competencies of students for whom Arabic is their first language. The MYP Arabic Language & Literature course prepares students for study towards a bilingual IB Diploma in grades 11 and 12.
Student achievement in MYP Languages & Literature is assessed as an
Onscreen Examination at the end of MYP5.
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MYP LANGUAGE ACQUISITION
The study of additional languages in the MYP provides you 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, viewing and behaving in
the world. At ABA we offer courses in Arabic, French and Spanish.
Language Acquisition is taught in phases so that the complexity and range of language profiles that students bring to their MYP classroom is acknowledged and fostered. Students may have had 3 to 5 years of instruction in a language in grade 9
or may have no prior knowledge or experience of the language to be studied.
MYP students continuing to IB DP will have developed an inquiring and reflective approach to language learning and multi-literacy skills that they will be able to apply and extend in their DP language courses.
MYP Language Acquisition Assessment Criteria
Comprehending
spoken and visual text
Comprehending
written and visual text
Communicating
Using Language
Course Options
Your course option is linked to your previous language of study in MYP Year
3.
MYP Arabic B
Arabic is spoken in more than 18 countries in Africa and the Middle East. Arabic is one of the most beautiful languages in the world with a rich and diverse
history and culture. Students learn Arabic through all four modes of communication: speaking, listening, reading and writing, using the MYP framework.
MYP French B
French, by virtue of its traditional status as the language of European and
international diplomacy, is an ideal course for you. Because of the strong historic French connection to the English language and vocabulary, students of French often perform better and earn higher scores on standardized college
entrance exams written in English. You will have the opportunity to master the grammatical foundations of the language, increase your oral and writing skills, and encourage your exploration into the cultures for which the French tongue is
the primary means of expression.
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MYP Spanish B
Spanish is spoken by over 350 million native speakers around the world is becoming more important as the developing economies of Latin America gain strength and prominence. The general purpose of this course in Spanish is to
provide you with the opportunity to practice the grammatical foundations of the language, increase your oral and writing skills, and encourage exploration into the cultures for which the Spanish tongue is the primary means of expression.
What to expect in an MYP Language Acquisition ePortfolio?
Each submitted ePortfolio will have four assessed tasks:
Task 1: Aural comprehension
Task 2: Written comprehension
Task 3: Interactive oral
Task 4: Writing
Student achievement in MYP Language Acquisition is assessed as an
ePortfolio at the end of MYP5
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MYP MATHEMATICS
In IB MYP Mathematics both inquiry and application are promoted, helping you to develop problem solving techniques that transcend the discipline and that are useful in the world beyond school.
MYP Mathematics skills are useful in a wide range of arenas, including social sciences
and the arts:
• Representing information • Exploring and modelling situations
• Finding solutions to familiar and unfamiliar problems
The MYP mathematics objectives and criteria have been developed with both the
internal and external assessment requirements of the IB in mind. During the MYP Years 4 & 5, the following general topics will be explored:
• Number
• Algebra • Geometry
• Statistics & Probability
The depth of each topic studied will depend on the course.
MYP Mathematics Assessment Criteria
Knowing and understanding
Investigating
patterns
Communicating
Applying mathematics in
real-world contexts
NOTES:
1. Each of the MYP Mathematics courses is designed to prepare students for the rigors of the IB Diploma Mathematics courses of Mathematical Studies Standard
Level (SL), Mathematics SL or Mathematics Higher Level (HL) respectively as well as prepare them for the MYP e-Assessments in MYP Year 5.
2. Placement in MYP Mathematics Extended is based on teacher recommendation supported by an MYP Grade of 6 at the end of MYP Year 3 with a minimum of
Level 7 for Criterion A.
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MYP Mathematics Pathways
MYP Mathematics
This is the main Mathematics Course offered in the MYP that provides a rigorous base for further mathematical study in IB Mathematics. This course is suitable for students who intend to study Mathematics SL or Mathematical Studies SL in DP.
MYP Mathematics: Extended
This Mathematics pathway is an extended course designed to stretch the most able
students in Mathematics. This course is an ideal preparation for DP Mathematics HL.
Student achievement in MYP Mathematics and MYP Extended Mathematics is
assessed as an Onscreen examination at the end of MYP5.
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MYP PHYSICAL AND HEALTH EDUCATION
MYP Physical and Health Education (PHE) focuses on both learning about and learning through physical activity empowering you to understand and appreciate the value of being physically active. The goal is to create independent thinkers with the motivation
for making healthy life choices.
MYP Physical and Health Education courses engage you in physical education
activities for approximately 80% of the total teaching time.
The MYP PHE program contributes a unique perspective to the development of the attributes of the IB learner profile, promoting the health of individuals and communities. Through physical and health education, you will learn to appreciate and respect the ideas of others, and develop effective collaboration and communication
skills.
This subject area also offers many opportunities to build positive interpersonal relationships that can help students to develop a sense of social responsibility.
Course content includes exposure to a variety of activities in:
• Physical and health-related knowledge: components of fitness, training
methods, training principles, nutrition, lifestyle, biomechanics, exercise
physiology, issues in sport and first aid
• Aesthetic movement: gymnastics, aerobics, martial arts, jump rope, yoga or
capoeira
• Team sports: (examples) football, basketball, handball, volleyball, hockey and
others
• Individual sports: (examples) athletics, swimming, squash or fencing
• International sports and activities: including athletic traditions and forms of
movement beyond students’ personal and cultural experiences
• Alternative recreational sports, such as ultimate Frisbee®, in-line skating,
skateboarding or parkour
• Adventure activities: orienteering, hiking or kayaking
Physical & Health Education Assessment Criteria
Knowing and understanding
Planning for performance
Applying and performing
Reflecting and improving
performance
Student achievement in MYP Physical and Health Education is assessed as an
ePortfolio at the end of MYP5.
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An example of an ePortfolio summative assessment for MYP physical and health education:
• Task 1—as coach: client interview and video analysis, and benchmark testing (criteria A and D)
• Task 2—as coach: training plan and interim analysis of results (criteria A, B and D)
• Task 3—as client: demonstration of the skills, techniques and/or strategies developed as part of the improvement plan (criterion C)
• Task 4—as coach: evaluation of the coaching plan and of interpersonal skills; and
as client: evaluation of performance and interpersonal skills (criteria A, B and
D)
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MYP SCIENCES
With inquiry at the core, the MYP Sciences aims to guide you to independently and collaboratively investigate issues through research, observation and experimentation. As you investigate real examples of science application, you will discover the tensions
and dependencies between science and morality, ethics, culture, economics, politics and the environment.
Scientific inquiry fosters critical thinking about research and design, as well as the identification of assumptions and alternative explanations. Through MYP sciences, you
will learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop your sense of responsibility as members of local and global communities.
Learning science involves more than simply learning technical terminology. MYP sciences should enable you to access, use and communicate scientific knowledge correctly and confidently in oral, written and visual modes.
Students will be assessed using the MYP criteria
Knowing and
understanding
Inquiring and
designing
Processing and
evaluating
Reflecting on the impacts of
science
MYP Course Options
MYP Biology
In the MYP Biology course you will delve into the fascinating world of nature around us. It covers classification; organization and maintenance of the organism; development of the organism and continuity of life; relationships of
the organism with one another and the environment. Topics that will be explored through an onscreen examination are:
• Cells • Organisms • Processes • Metabolism • Evolution • Interactions with environment • Interactions between organisms • Human interactions with environments • Biotechnology
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MYP Chemistry
In MYP Chemistry you will acquire a systematic body of chemical knowledge and develop an understanding of Chemistry together with relevant skills, while appreciating that the concepts of science are constantly changing. The result is
to stimulate your interest in chemistry and encourage you to undertake courses for higher study in Chemistry. Topics that will be explored through an onscreen examination are:
• Periodic table • International Union of Pure and Applied Chemistry
• The atmosphere
• Matter
• Pure and impure substances
• Bonding
• Types of chemical reaction
MYP Physics
MYP Physics aims to show the relevance of Physics concepts to your everyday life and to the natural and man-made world. The course enables you to become
confident citizens in a technological world, to take or develop an informed interest in scientific matters, recognize the usefulness and limitations of scientific method and to appreciate its applicability in other disciplines and in
everyday life. Topics that will be explored through an onscreen examination are:
• Forces and energy
• Electromagnetism
• Astrophysics
• Heat, light and sound
• Waves
• Atomic physics
Student achievement in MYP Sciences is assessed as an Onscreen
Examination at the end of MYP5.
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Frequently Asked Questions
1. Will my child still be able to take IGCSEs in Grade 10 at ABA?
No. The MYP……
2. Is there a chance I will not get all of my preferred courses?
Yes. While we aim to give everyone their choices there are some cases where this might not
happen:
a) More students opt for a course than spaces b) Too few students opt for a course
c) The choices are not suitable for that particular child
In all cases, a meeting will be convened to explain the decision and guidance provided to help
with making new choices.
3. Is the Personal Project compulsory?
Yes. The Personal Project is a requirement of the MYP for all IB students and is also
credited as a research course towards attaining the High School Diploma.
4. How many courses will my child pursue in MYP Year 4 & MYP Year 5? 9.
5. Can my child do all three of Biology, Physics & Chemistry? No. Students in MYP 4 & 5 can only do a maximum of 2 Sciences of any combination.
6. Can my child do all three of Music, Visual Arts, and Drama?
No. Students in MYP 4 & 5 through their subject choices can only do maximum of two Arts
where one of the choices must be Visual Arts. 7. Is MYP Extended Mathematics suitable for my child?
MYP Extended Mathematics is the ideal pathway for students who are excellent achievers in MYP Mathematics and would like to take on a more challenging course with additional
topics and increased pace. The MYP Extended Mathematics pathway is recommended only for students who will do HL Mathematics in DP and whose attainment at the end of Grade
8 is at or above MYP Grade 6.
MYP Mathematics provides excellent preparation for students who would be taking either
Mathematics Studies SL or Mathematics SL in the Diploma Programme. 8. Can my child do an Arts Course and Design?
Yes. This is possible within the current option choice format. 9. Is Interdisciplinary Studies another subject?
Interdisciplinary Studies is not a separate subject. In fact, this is one key aspect of the IB that sets it apart from other systems. Students are expected to transfer knowledge gained
in one subject area to solve problems that are complex and dynamic. This type of assessment in MYP 5 is to gauge the progress of students in vital problem-solving skills.
Questions will be added to this page during the coming weeks. As we receive new
enquiries the responses will be added as well in this area.
Student Choices leading to University Programmes at ABA Deciding on subject choices for the important final two years is not always easy, especially where
students have enjoyed the majority of their subjects during MYP 4 and 5, it can be hard to decide
which to let go. Additionally, there are new subjects on offer, which are often also a popular choice
with students. Students need to consider two main things when weighing up which subjects to choose.
a) Student interest. Students are generally most successful in those subjects they enjoy and are
happiest to spend their time on; it is important they feel excited about the majority of their subject choices.
b) Career path. If students want to specialize early in a professional area, then there may be
some specific IB DP subject requirements. Universities across the world have very similar
requirements for highly competitive courses. Where course stipulations apply, these tend to apply largely for Mathematics and Science based subjects.
University & College
Courses
Entry Requirements Notes
Medicine, Dentistry, Veterinary Science, Zoology
Usually two sciences at HL Chemistry is most important with
Biology & Chemistry the best combination Maths HL or SL (not Studies).
Most competitive of all courses. Students must be very strong in
Science and Mathematics.
Engineering: Aerospace,
Mechanical, Civil, Electrical, Chemical,
HL Mathematics preferred plus
relevant science e.g. HL Physics for mechanical engineering, HL
Chemistry for Chemical Engineering
Also highly competitive. There
are a very great number of engineering courses, so it is
important to research the rich variety of engineering areas and
opportunities. Computer Science HL Mathematics preferred, SL
sometimes possible. HL Computer Science very advantageous.
Programming is a significant aspect of this course, which students should be comfortable with.
Architecture
Architectural Engineering
HL Maths, Physics and Art
preferred
SL Math, Physics and Art
considered in all subjects with a strong portfolio
Portfolio should contain evidence
of interest in Architecture
Foundation Course Art
School
(Necessary for UK but not
US)
A strong portfolio showing
breadth of scope and personal development
HL Art strongly recommended. It
is important to note the significant time commitment
Theatre – Drama School Selection through auditions HL Theatre strongly
recommended with repertoire of plays / speeches
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Law High academic performance
across majority of subjects.
English HL (either Lang & Lit, or Lit) and History HL are good
preparation but not compulsory.
International Relations History
Politics
Sound academic performance in HL subjects.
International Relations has become a very popular and
competitive course
Physiotherapy Sports Science
HL Biology, with another HL science or preferred. Strong
Mathematical skills are beneficial.
Also very popular and competitive courses.
Accounting, Banking, Economics, Finance,
Business Management
HL Math preferred, or high achievement in SL Math. HL
Economics or Business
Management an advantage. However, some Business courses
will accept Mathematics Studies.
Economics courses generally have higher entry requirements
than Business courses.
Environmental Science,
Agriculture, Conservation, Forestry
HL Biology often preferred and an
additional science welcomed.
SL Environmental Systems &
Societies useful
Psychology, Sociology,
Anthropology, Philosophy
BSc Psychology courses generally
ask for a HL Science and sometimes stipulate SL Math, BA
Psychology courses are less rigid.
It is quite possible to study
subjects at university not taken at school, but wider reading and
a strong personal statement evidencing interest is important.
Adapted from a document created by Rachel Keys – DP & Career Counsellor
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Important Contact Information
For any further information or assistance, please contact:
Grade 9 Counsellor
Claire Anthony
+968 24955839
High School Principal
Simon Walker
+968 24955844
Middle School Principal
John Savage
+968 24955806
MYP Coordinator
Megel Barker
+968 24955818
DP Coordinator
Guy Essex
+968 24955803
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