Chapter 20: Secondary School Curriculum

Allocation of lesson hours in Years 7, 8 and 9
ISH offers the eight MYP subject groups in all years of the programme. In Years 7, 8 and 9 students study Mathematics, Sciences, Individuals & Societies, Design, Physical and Health Education and Arts (including Visual Art, Drama and/or Music). All students also study English and Dutch as mandatory languages, and choose either French, German or Spanish as their additional modern language. Students study these languages either in Language and Literature class or in Language Acquisition class, depending on their level in the language. In addition to MYP subject classes, students also have mentor periods in their weekly timetable.

In Years 7,8 and 9 students take periods from each of the 8 MYP Subject groups as follows:

	Year 7	Year 8	Year 9
Arts
Music	2	2
Theatre		2	2
Visual Art	2	2	2
Design
Digital & Product Design	3	3	3
Mathematics
Maths	4	4	4
Indivisuals and Societies
Integrated Humanities	4	4	4
Language and Literature / Language Aquisition
English
Dutch	4	4	4
French	3	3	3
German	3	3	3
Spanish	See notes
Physical and Health Education
Physical and Health Education	3	3	3
Science
Integrated Science	3	3	4
Mentor
Mentor	3	2	2

Notes: In the two subject groups of Language and Literature and Language acquisition all students must take English (4 periods per week) either as a Language and Literature subject or a Language Acquisition subject. All students must take Dutch (3 periods per week) either as Language and Literature or Language Acquisition. Students can take one of French, German or Spanish at Language Acquisition (3 periods per week) provided they meet a minimum requirement of English. Students who meet the requirements for French, German or Spanish Language and Literature can take these subjects (3 periods per week).

Years 10 and 11

	Year 10	Year 11
Arts
Music	3	3
Theatre	3	3
Visual Art	3	3
Design
Digital Design	3	3
Product Design	3	3
Mathematics
Maths	4	4
Individuals and Societies
Integrated Humanities	3	3
Geography	3	3
History	3	3
Business	3	3
Economics	3	3
Business Management	3	3
Language and Literature / Language Aquisition
English	4	4
Dutch	3	3
French	3	3
German	3	3
Spanish	3	3
Physical and Health Education
Physical and Health Education	3	3
Physical Education and Wellbeing	3	3
Science
Biology	3	3
Chemistry	3	3
Physics	3	3
Mentor
Mentor	2	2

Notes: All students must take English, Dutch and Maths. Within certain criteria students can elect to take a maximum of 10 subjects and a minimum of 9 subjects, not including the time for mentor periods.

Allocation of lesson hours in Years 10 and 11
During Year 9, students choose a package of subjects that they will follow in the last two years of the MYP in Years 10 and 11. Students must take a minimum of nine subjects (seven compulsory and two electives) to a maximum of 10 subjects (seven compulsory and three electives). As part of their package, all students study English, Dutch, Mathematics and at least one subject from each of the following subject groups: Sciences, Individuals and Societies, Design/Arts and Languages. Students also participate in Physical and Health Education or opt to take non-MYP Physical Exercise and Wellbeing course as an alternative to PHE. All students also have two mentor periods per week.

Distinctive features of the MYP are:

• Teaching and learning are based on a constructivist approach that involves inquiry, action and reflection.
• Learning is centred on the understanding of key concepts or big ideas in global contexts. The key concepts and related concepts provide breadth and depth within and across the different disciplines, while the global contexts support the development of internationa mindedness and global awareness.
• Approaches to Learning (ATL) are a set of skills that are developed and practised across all subjects. The aim is to enable students to acquire the relevant skills that support learning across the curriculum and help students manage their learning both independently and in collaboration with others.
• Service as Action is a required component of each year of the MYP. Students engage in activities that build connections between what they learn in the classroom and the communities outside school. The students are guided in their service activities to ensure that the activities they engage in are age appropriate and offer a challenging learning experience.
• The Personal Project is completed by all students in Year 11. It is an extended, self-directed piece of work based on a topic of personal interest that the students complete outside of their normal lessons. The Personal Project is an opportunity for the students to further develop and showcase their Approaches to Learning (ATL) skills.
• Students in each year of the MYP engage in at least one Interdisciplinary Unit of work (IDU) that involves at least two subject groups. The aim of IDUs is to develop the students’ learning through challenges that involve multiple disciplines, and to build students’ understanding of how disciplines are connected and how they can apply their knowledge and skills in different contexts.

Please note that MYP students in our school do not participate in external examinations at the end of Year 11. The only externally validated component of students' learning at the end of the MYP is the MYP Personal Project as the culmination of their MYP experience. Students who successfully complete the Personal Project receive a formal IB MYP Course Certificate from the IB with their final Personal Project grade. Students who meet the school's internal requirements for successful completion of the MYP will also receive ISH MYP Certificate at the end of Year 11. However, the ISH MYP Certificate is not a certificate validated by an external examination body. Our expectation is that most of our students continue from the MYP to the DP and CP and receive their DP or CP Diploma as their formal end-of-school qualification from the IB at the end of Year 13.

As an International Oriented Secondary School (IGVO: Internationaal Georiënteerd Voortgezet Onderwijs) our school complies with the Dutch Ministry regulation that all students in Years 7 to 11 study the Dutch language (Article 13.3).
You can find more detailed information about IB MYP and how the programme works across the different year groups in the ISH MYP Student Guide, which is available on the school website. https://www.ishthehague.nl/academic/myp.

The IBDP is an academically challenging, comprehensive and balanced two-year academic programme, which offers excellent preparation for higher education. It is an international curriculum recognised globally by universities and employers around the world. The general objectives of the IBDP are to provide students with a balanced education, to develop critical and creative thinkers, to facilitate geographic and cultural mobility, and to promote international- mindedness and international understanding through the study of at least two languages and involvement in service to the community. The IBDP promotes a holistic learning experience, which enables students to flourish physically, intellectually, emotionally and ethically.

In the more than 50 years since its founding, the IBDP has become a symbol of academic integrity and intellectual promise. The IBDP student is motivated, accustomed to daily homework, interested in a challenge, wants to be exposed to academic learning in various fields (e.g. sciences, literature, humanities), can work independently, and is self-disciplined (meeting deadlines for coursework and other requirements). The independent research and writing skills demonstrated in the extended essay are excellent preparation for, and are highly appreciated by, universities. The extracurricular community service, sports and creative activities students undertake as part of the DP are highly valued by employers and develop global citizenship. The student who satisfies the demands of this programme demonstrates a strong commitment to lifelong learning, both in terms of the mastery of subject content and in the development of the skills and attitudes necessary for success in a competitive and global society.

International research shows that there are many benefits to choosing the DP over other 16-19 curricula. For example:

• DP students are better able than their peers to cope with demanding workloads, manage their time and meet the expectations placed on them, according to one study.
• Analysis of DP students in Canada, the UK and the USA found that the DP’s extended essay improves students’ approach to learning in higher education.
• DP students also have the opportunity to apply their knowledge and skills to community service, gaining valuable experience outside the academic world. Research suggests that:
  • CAS develops students' skills for civic engagement.
  • Students can develop valuable project-management skills that will serve them well as citizens and in their careers.
  • Students develop personally and socially as a result of service; they develop an ethic of service, become more caring, open-minded, and reflective, and develop greater levels of self-confidence and maturity.

The DP focuses on rigorous academic study, within a broad and balanced curriculum, which constitutes a strong pathway to university and can prepare students well for employment.

As a part of our whole school mission, the IBDP aims to spark the curiosity of our students by enabling them to connect their different academic subjects and to connect what they learn in the classroom with the real world and enabling them to become compassionate global citizens. The DP at ISH is committed to the development of students according to the attributes in the ISH community profile, which is used to promote intercultural learning and develop global citizenship, and is based on the IB Learner Profile, the concept of international mindedness, the IPC Personal Goals and the ISH Guiding Statements.

This curriculum model, which requires students to study six subjects, three at higher level (HL) and three at standard level (SL), in addition to the three elements of the DP core, which are compulsory, ensures both the breadth and the depth of learning that characterises the IBDP. HL and SL courses differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at a higher level.

Central to the philosophy of the IBDP, in addition to the three DP Core elements mentioned above, are the IB Learner Profile and the approaches to learning and approaches to teaching.

The ten attributes of the IB Learner Profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the three programmes and, therefore, the culture and ethos of all IB World Schools. At ISH we have enhanced the IB Learner Profile with two additional attributes, to take account of our context, as informed by the IPC Personal Goals and the ISH Guiding Statements. Thus, at ISH, we are global citizens who strive to be: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk- takers, balanced, reflective, creative and resilient. The DP at ISH, just like all IB programmes, promotes the education of the whole person, emphasising intellectual, personal, emotional and social growth through all domains of knowledge.

The approaches to learning (ATL), which the IB programmes aim to develop, are cognitive, meta- cognitive and affective skills which are crucial for effective learning as well as in preparing students effectively for life beyond school. There are five ATL categories: thinking skills, communication skills, social skills, self-management skills, and research skills. By developing ATL skills and the attributes of the learner profile, DP students can become “self-regulated learners” (Kaplan 1998).

The IB promotes a broadly constructivist and student-centred approach to teaching which is based on connectedness and concurrency of learning. There are six key pedagogical principles that underpin all IB programmes. Teaching is: based on inquiry; focused on conceptual understanding; developed in local and global contexts; focused on effective teamwork and collaboration; differentiated to meet the needs of all learners; informed by assessment (formative and summative).
 

In order to fulfil the requirements for an IB diploma, students must study.

• Six subjects, of which at least 3 must be at higher level (HL).
• At least two languages, of which at least one must be a subject from studies in language and literature (Group 1).
• At least one individuals and societies subject (Group 3) or ESS (interdisciplinary – Groups 3 and 4)¹.
• At least one science (Group 4) or ESS (interdisciplinary – Groups 3 and 4).
• Mathematics (Group 5).
• All three elements of the DP core.

The IBDP centres on the DP core. The three components that make up the core are studied alongside individual subjects and throughout a student’s time in the DP. These components provide a framework for the study of individual subjects.

Failure to fulfil these requirements set by the IB for a DP package will result in a student not being eligible for an IB diploma. A subject package that does not meet these requirements may be eligible for an IB certificate; however, this is not generally accepted by universities.

¹An exception is made for students who have to take 3 sciences (biology, chemistry and physics) due to university requirements (namely, medicine in the Netherlands) – please see “Frequently Asked Questions”.  These packages need to receive special authorisation from the IB. Environmental Systems and Societies (ESS) is an interdisciplinary subject that can count for both Groups 3 and 4.

The IB Diploma is awarded based on performance across all parts of the DP.

Each subject is graded 1–7, with 7 being the highest grade. These grades are also used as points (that is, 7 points for a grade 7, and so on) in determining if the diploma can be awarded. TOK and the EE are graded A–E, with A being the highest grade. These two grades are then combined in the diploma points matrix to contribute between 0 and 3 points to the total (see the section “Bonus Points Matrix” for details). CAS is not assessed but must be completed in order for the diploma to be awarded. Thus, the overall maximum points from subject grades and TOK/EE is therefore 45 = (6 × 7) + 3.

The minimum threshold for the award of the diploma is 24 points. The additional requirements are as follows:

• CAS requirements have been met.
• There is no “N” awarded for TOK, the EE or for a contributing subject.
• There is no grade E awarded for TOK and/or the EE.
• There is no grade 1 awarded in a subject/level.
• There are no more than two grade 2s awarded (HL or SL).
• There are no more than three grade 3s or below awarded (HL or SL).
• The candidate has gained 12 points or more in the HL subjects (for candidates who register for four HL subjects, the three highest grades count).
• The candidate has gained 9 points or more in the SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).
• The candidate has not received a penalty for academic misconduct from the Final Award Committee.

In addition, students who have completed these conditions through multiple languages may be eligible for a bilingual diploma (see below).

Summary

• Students must study six subjects, plus TOK, EE and CAS. They must accumulate no fewer than 24 points from assessment in these subjects in addition to grade stipulations.
• They must meet all of the additional requirements listed above.
• They must do so within a maximum of three examination sessions.
• Candidates who successfully meet these conditions will be awarded the diploma.
• Candidates who take the diploma in multiple languages may be eligible for a bilingual diploma.

The Bilingual Diploma

A bilingual diploma will be awarded to a successful candidate who fulfils one or both of the  following criteria:

• Completion of two languages selected from group 1 with the award of a grade 3 or higher in both.
• Completion of one of the subjects from group 3 or group 4 in a language that is not the same as the candidate's nominated group 1 language (the candidate must attain a grade 3 or higher in both the group 1 language and the subject from group 3 or 4).

If a student fulfils these criteria, the bilingual diploma will be automatically awarded by the IB; no request needs to be submitted.

The following cannot contribute to the award of a bilingual diploma:

• An extended essay.
• A school-based syllabus.
• A subject taken by a candidate in addition to the six subjects for the diploma ("additional subjects").

With the IBCP at ISH, we promote access to an IB education to satisfy a worldwide trend of demand for qualifications that combine academic with career-related achievement, to broaden student options, to challenge and support our students every step of the way, and to ensure that our students are uniquely prepared to serve, lead and succeed.

As a part of our whole school mission, the IBCP programme aims to develop the curiosity of our students by connecting the real world with the classroom and enabling them to become compassionate global citizens of the future.

The IBCP is a rigorous and unique academic programme that offers students a different learning experience than that of the IB Diploma Programme (DP). The IBCP provides a balance of academic and career-related education, which allows students the opportunity to gain a valuable qualification that will enable them to attend universities both here in the Netherlands, in the UK, as well as in other countries according to equivalence. It also provides an excellent foundation for apprenticeships or employment.

The IBCP enables us to meet the diverse needs of the international student body at our school. It gives students the opportunity to gain a meaningful and recognised qualification in an educational context that provides them a different learning experience by bringing the commercial world into the classroom and by linking their curriculum to the real world of international business.

The IBCP is a very exciting applied learning course that enables students to acquire skills such as developing their foreign language ability, professional and personal organisation and the ability to work with others, that many people do not learn until they begin university.

The IBCP is comprised of three elements:

1. The IBCP Core.
2. Academic courses from the IBDP subjects.
3. Career-related studies.

The DP courses provide the theoretical underpinning and academic rigour of the programme.

The Core (Personal and Professional Skills, Language Development, Reflective Project and Service Learning) aims to develop personal qualities and skills, as well as professional habits required for lifelong learning.

The Career-related study (BTEC International Level 3 Diploma), further supports the programme’s academic strength and provides practical, real-world approaches to learning. This is achieved through career-related excursions, guest speakers from industry and serving the community through raising money for charity. Where appropriate, each unit is linked to external trips, in order to bridge the understanding between the classroom and the real world of business. Excursions to organisations such as Shell HQ, Nike Hilversum and Apple enable the learners to observe how organisations operate and students can relate this experience in their classroom assignments.

The IBCP develops students to be academically strong, skilled in a practical field, critical and ethical thinkers, self-directed, collaborative, resilient and determined, confident and assured, caring and reflective, and inquirers.

The Certificate of the Career-related Programme of the International Baccalaureate will be awarded subject to satisfactory completion of the following requirements by a candidate:

1. The candidate has completed the specified career-related study (BTEC International Level 3 Diploma).
2. The candidate has been awarded a grade 3 or more in at least two of the Diploma Programme courses registered for the Career-related Programme.
3. The candidate has been awarded a grade of at least D for the Reflective Project.
4. Personal and Professional Skills, Service Learning and Language Development requirements have been met.
5. The candidate has not received a penalty for academic misconduct.

All candidates will receive programme results detailing their level of achievement in the Diploma Programme courses and the reflective project along with the status of completion of the Career- related Programme core.