The International Baccalaureate Middle Years Programme (IB MYP ) at ISH
At ISH all students in years 7 to 11 follow the International Baccalaureate Middle Years Programme (IB MYP). The students take a broad range of subjects across eight subject groups: Language and Literature, Language Acquisition, Individuals and Societies, Mathematics, Arts, Physical and Health Education, and Deign. These eight subject groups are integrated through concepts, approaches to leaning and teaching, and global contexts. Through the curriculum students develop the attributes of the IB Learner Profile. The ten attributes of the learner profile inspire the students and teachers to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective.
All students in years 7 - 11 participate in the school’s Service and Action (SA) programme. Participation in SA activities is compulsory and students are expected to meet the school’s requirement in order to successfully complete each year. Students are required to participate in approved SA activities and to reflect on their experience using the online journal. Mentors guide the students in choosing the most appropriate activities and monitor their performance.
The Personal project is a culminating independent piece of work based on a topic of personal interest that all students complete outside their normal lessons in the final year of MYP. The project can take many forms, such as an original work of art, an original science experiment, a business plan, and many more. The personal project reflects the students’ Approaches to Learning (ATL) skills and their understanding of the six Global Contexts (Identities and Relationships, Orientation in Time and Space, Personal and Cultural Expression, Scientific and Technical Innovation, Globalization and Sustainability, Fairness and Development) used in the MYP. The project’s goal must be clearly focused on one Global Context. The personal project consists of three components: a process journal, a product/outcome and a report. Students are assigned a supervisor to guide them through the process.
Assessment in the MYP at ISH is internal, continuous, and is carried out by subject teachers. Both formative and summative assessments are applied in all subjects throughout the five years. Formative assessment will at times include the students’ participation in the form of self-assessment and peer-assessment. The school applies criterion related assessment in each subject based on the IB MYP prescribed learning objectives and assessment criteria. Internal standardisation of assessment across all subjects is conducted in each year of the programme. At the end of year 11 June 2015, students will be eligible for the award of the MYP Certificate and or a Record of Achievement. (This will change with the introduction of on-screen examinations in June 2016). In order to qualify for the award of MYP documents the school must submit samples of students’ work from each subject for external moderation by the IB.
MYP Curriculum - Subject Syllabi
At ISH subject teachers work collaboratively to plan the curriculum both vertically and horizontally from year 7 to 11. The content and skills for each subject have been carefully selected to ensure that they are relevant and challenging and that there is continuity and progression of learning. The courses have also been sequenced to support students’ transition to the Diploma Programme. Each subject organises its course into units of work according to the guidelines of the MYP unit planner. For each unit teachers identify key and related concepts, global contexts and subject group objectives. Teachers also identify the specific Approaches to Learning (ATL) skills and the attributes of the IB Learner Profile that will be developed through each unit of work. The curriculum also offers opportunities for interdisciplinary learning when two or more subjects work together on a common concept and skills within a global context. As reflection plays an important role in students’ learning, the students will be asked at key points in the year to reflect on the learning process and their own performance in the different subjects.
Language and Literature is offered in English, Dutch, French, German and Spanish.
English and Dutch are compulsory subjects at ISH in all years of the MYP. All first language students of English and Dutch study the subjects at Language and Literature level.
All first language students of French, German and Spanish have the opportunity to study their language as a Language and Literature course.
Mother Tongue languages
The term Mother Tongue Language refers to a language that is not offered within the ISH curriculum but is taught by private tutors who are paid directly by the parents. The ISH considers it important for students to maintain a high level of competence in their own language. The school, therefore, encourages and facilitates the study of the Mother-Tongue language outside the regular school curriculum.
At ISH Language Acquisition is offered in English, Dutch, French, German and Spanish.
The subjects are offered at different levels or “phases” in each year of the programme. Placement in a particular phase is based on the student’s level of the language.
In Phase 1, the focus is on helping students develop a basic ability to communicate in a limited range of everyday situations and to interact in simple and rehearsed exchanges.
In Phase 2, the focus is on basic communication, both oral and written, dealing with familiar situations.
In Phase 3, students are expected to use language accurately in order to express opinions, ideas and experiences in both oral and written forms on a wider range of topics and situations.
Phase 4 is for capable communicators who can use language in a more sophisticated way in order to express ideas and opinions on a range of concepts in a variety of contexts. Students at this level are also expected to understand and interpret literary and non-literary texts.
The Dutch Language Acquisition is offered at different phases in each year of the programme. Placement in one of the phases (1 – 5) is based on the student’s level of Dutch.
The primary aim in the lower phases (1 and 2) is to teach our students to communicate well in Dutch and familiarize them with Dutch society. This is done through listening, speaking, reading and writing assignments. The target language is Dutch, however, some translation into English is provided when necessary.
In phases 3 and 4, the emphasis is also on communication. However, students are expected to achieve a more sophisticated level of language acquisition through listening, speaking, reading and writing exercises.
Phase 5, which is only offered in year 7, is a step-over phase to language & literature. It is offered to near native students who are proficient communicators.
French, German or Spanish
Students in years 7, 8 and 9 choose to study French, German or Spanish as a foreign language (Language acquisition), with the exception of EAL students, students who study English in Phases 1-3 of the Language Acquisition programme. In French, German and Spanish phases 1, 2 and 3 are offered and possibly the initial stage of phase 4.
In years 7-9 phases 1 and 2 are offered. In these phases the primary aim is to teach students to communicate in the target language in familiar situations. This is done through listening, speaking, reading and writing assignments.
In year 10 students may choose to continue with the foreign language they have started in Year 7. These students will continue the language acquisition in phase 3. In this phase the primary aim is to teach students to express themselves more accurately in familiar and some unfamiliar situations. By the end of year 11 students should be able to reach the final stage of phase 3 or the initial stage of phase 4.
At ISH Mathematics is studied by all students in years 7, 8 and 9 and in years 10 and 11 students take either mathematics standard or mathematics extended level.
The courses provide students with the opportunity to develop their mathematical knowledge, understanding and skills by building on previous work in the subject.
Students in Years 7 and 8 study an integrated course that provides a basic knowledge of Science and its application to life on a planet that is limited in its resources. The course enables students to acquire a core of knowledge, skills and attitudes that will equip them well to study the separate science subjects in later years.
In Year 9 the course is divided into Physics, Chemistry and Biology components. Students are introduced to the specialist nature of the individual disciplines. It is hoped that the students will be able to make an informed decision at the end of Year 9 as to which discrete science subject they wish to follow in years 10 and 11 and possibly beyond.
In years 10 and 11 Biology, Chemistry and Physics are offered as discrete subjects. All students must take at least one science.
Integrated Humanities is taken by all students in years 7 and 8 prior to them studying the discrete subjects of Geography and History in year 9. In year 10 students select at least one Individuals and Societies subject from Business/Economics, Geography and History. Each course is designed to increase the students’ understanding of the respective subject while meeting the overall aims of the MYP Individuals and Societies.
Design (digital and product design) is offered as distinct courses in years 7, 8 and 9 and as a single course in years 10 and 11.
All year 7 students study Digital Design and both Digital and Product Design as discrete subjects in years 8 and 9. In years 10 and 11 a single course, which combines product design and digital design is offered. Students study the Design Cycle from the point of view of two different disciplines, but are expected to approach solving problems in the same way.
All students follow the Physical and Health Education (PHE) in years 7 – 11. In addition to the PHE programme there are also annual sports events that involve all students. There is also a variety of extracurricular sports activities for students of all abilities.