MYP Handbook_0.pdf · MYP MYP MYP Parents Guide 9 The Learner Profile is the core of this framework and is an embodiment of what the IB means by “international-mindedness” The

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Table of ContentsQatar Academy Al Khor Mission Statement

Vision

IB Mission Statement

The IB Programmes

International - mindedness

The IB Learner Profile

Introduction

Why do we choose the MYP for our students?

The MYP is student-centered.

MYP Programme Model

The Five Areas of Interaction

How the Curriculum works at QAK

Assessment at QAK is:

What about grades?

Interdisciplinary Activities – a holistic approach to teaching and learning

Teaching Resources and Textbook Philosophy

MYP Assessment Criteria for All Subjects

Grade Boundaries

Qatar Academy Language Statement of Philosophy

Subject Area Overviews

Language A Arabic

Language B English

Language B Phases

Objectives

Sciences

Aims

Humanities

Physical Education

Visual Art and Music

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Qatar Academy Al Khor

Technology

Mathematics

Grade Descriptors for Term Grades

References

MYP Language Policy

Language A

Language B

References

Assessment Policy

Academic Honesty Policy

Homework Policy

Special Educational Needs Policy (SEN), 2012

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Qatar Academy Al Khor Mission Statement

Qatar Academy Al Khor is a private, non-profit, and coeducational school, founded by the Qatar Foundation for Education, Science and Community Development to provide students at all the levels with internationally accepted English medium curricula, and Arabic, Islamic Studies and National Studies curricula that meet the National Standards. QAK develops independent critical thinkers, lifelong learners and responsible citizens.

Vision

Qatar Academy Al Khor exists to provide the highest possible standard of Education that help each student achieve excellence and develop as an independent critical thinker, lifelong learner, and a responsible citizen.

IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate and lifelong learners who understand other people, with their differences, can also be right.

The IB Programmes

The IBO offers four programmes of which QAK will be offering two, the MYP and the DP creating a continuum of international education. This continuum also assures a common educational framework with aims and values, and the concept of how to develop international-mindedness.


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The Learner Profile is the core of this framework and is an embodiment of what the IB means by “international-mindedness”The Middle Years Programme (MYP) aims at students aged 11 to 16 and provides a framework of academic challenge and life skills through embracing and transcending traditional school subjects.The Diploma Programme (DP) for students aged 16 to 19 is a demanding two-year curriculum that meets the needs of highly motivated students, and leads to a qualification through final examinations that is recognized by leading universities around the world. Students study six courses at higher level or standard level from a broad range of subjects. Other requirements are the extended essay, the theory of knowledge component and the creativity, action and service (CAS) they have to fulfill.

International – mindedness

The attempts to define international-mindedness in increasingly clear terms and to move closer to that ideal in practice are central to the mission of IB World Schools. Given the variety and complexity of schools, and the elusive nature of the concept of international-mindedness itself, it would be naive to propose any simple definition and expect it to stand up to rigorous examination. Rather, the IB suggests that the definition reflects a range of interrelated factors.However, in examining these factors during the years since the inception of the MYP, a profile has emerged of the kind of student who represents the essence of the programme, the kind of student who, in establishing a personal set of values, will be laying the foundation upon which international-mindedness will develop and flourish. The attributes of such a learner are listed in the IB learner profile. IB World Schools should be proud to send out into the world students who exemplify the attributes expressed in this profile.

The IB Learner Profile

The learner profile is the IB mission in action. These attributes of internationally minded people reperesent a broad range of human capacities and responsibilities that go beyond a concern for intelectual development and academic account. They imply a commitment to implement standards and practices that help all members of the school community learn to respect themselves, others and the world around them.

The IB Learner ProfileThe aim of all IB programmes is to develop internationally minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be:

Inquirers We nurture our curiousity, developing skills for inquiry and research. We know how we 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 accross 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 in 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 rigts of people everywhere. We take responsibllity 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.


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Caring We show emphaty, 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 - intelectual, physical, and emotional - to achieve well - being for ourselves and oters. We recognize our interdependence with other poeple 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 strenghts and weaknesses in order to support our learning and personal development.

Introduction

“Qatar Academy Al Khor is an authorized IB World School for the Middle Years Programme. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that Qatar Academy Al Khor believes is important for our students and reflect the attributes of the Learner Profile.”Qatar Academy Al Khor follows the IB Middle Years Programme and anticipates to start the Diploma Programme in September 2015. Both International Baccalaureate programmes are based on the premise that for students to become fully-informed and contributing citizens of an increasingly globalized world, schools must teach them to be excellent communicators, to be aware of multiple cultures, including their own, and to make connections between their learning and their lives.

Why do we choose the MYP for our students?

The Middle Years Programme was developed by international educators in the 1980s who wanted to develop a curriculum for the middle schools of schooling. It was to share the same philosophy as the DP, which was developed in the late 1960s, and would prepare the students to be successful in the DP. The programme, of which the first draft came out in 1987, aimed to be used in international schools. The philosophy of the MYP, with the Learner Profile at its core reflects the experience of teachers and educationalists working in the field of international education. The Next Chapter, starting in September 2014 brings changes that will allow more smoother transitions between the programmes as well as to meet national requirements

From fundamental concepts to the IB learner profileFrom its beginning, the MYP was guided by three principles that have had a special currency for larners aged 11-16, inspired by the IB mission: holistic learning, intercultural awareness and communication. These fundamental concepts of the programme provided a strong foundation for teaching and learning in the MYP. They represent an early attempt to establish a philosophy of international education that the IB now recognizes more fully with the adoption of the IB learner profile across the IB continuum. Holistic learning, intercultural awareness and communication are implied in or are part of the IB learner profile, especially in the attributes “balanced, open-minded, and “communicaters”


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The

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MYP is student-centered.

As part of their experience of the MYP students develop an awareness of their own learning process and the necessary skills to continue learning throughout life. The curriculum seeks to shift the emphasis from teacher instruction to student learning wherever possible and from transmission of knowledge to inquiry. The MYP thus aims to combine academic rigor with the fostering of learning attitudes appropriate to young people in a global society. MYP students are making the transition from early puberty to mid-adolescence, which is an important period of personal, social and intellectual development, of uncertainty and questioning. QAK teachers aim to help in this process through their choice of teaching practice: they encourage students to develop critical thinking, to solve ‹real-life› problems, to communicate their ideas and to express their creativity in different ways. Teachers try to link the different subjects where possible using interdisciplinary units and students are encouraged to look for similarities between the subjects as well to come an understanding of the holistic approach.

MYP Programme Model

In the programme model for the MYP, the first ring around the student at the centre describes the features of the programme that helps students develop disciplinary (and interdisciplinary) understanding.• Approaches to learning (ATL) - demonstrating a commitment

to approaches to learning as a key component of the MYP for developing skills for learning.

• Approaches to teaching - emphasizing MYP pedagogy, including collaborative learning through inquiry.

• Concepts - highlighting a concept driven curriculum.• Global contexts - showing how learning best takes place in context.The second ring describes some important outcomes of the programme.• Inquiry based learning may result in student-initiated action, which

may involve service within the community.• The MYP culminates in the Personal Project (for students in MYP

year 5)


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The third ring describes the MYP’s broad and balanced curriculum.• The MYP organizes teaching and learning through eight subject

groups: language and literature, language acquisition, individual and societies, sciences, mathematics, arts, physical and health education, and design.

• In many cases, discrete or integrated disciplines may be taught and assessed within the subject group: for example, history or geography within the individuals and societies subject group: biology , chemistry or physics within the sciences subject group.

• The distinction between subject groups blurs to indicate the interdisciplinary nature of the MYP. The subject groups are connected through global contexts and key concepts

Approaches to Learning

Approaches to Learning (ATL)The core aim of the ATL programme at QAK is the formation of students as independent learners and critical thinkers. In other words, students should understand how to analyze and contrast information, how to communicate effectively and how to reflect upon their own learning.Through the ATL teachers help students to develop skills that have relevance across the curriculum that help them “learn how to learn” and provide a solid foundation for learning independently and with others. At QAK students are encouraged to view the class teacher as a ‹facilitator› who promotes reflection on and articulate on the process of learning.ATL is divided into five skill categories, expanded into developmentally-appropriate skill clusters.

IB ATL skill categories MYP ATL skill clustersCommunication I CommunicationSocial II CollaborationSelf management III Organization

IV AffectiveV Reflection

Research VI Information literacyVII Media literacy

Thinking VII Critical thinkingIX Creative thinkingX Transfer

Some of the key questions to be answered by studenst with respect to ATL skills include:• What are my present skills in this area and what evidence do I have

of my development?• What skills can I improve?• What new skills can I learn?A concept driven curriculum that uses ATL skills effectively enables students to become stronger, more self-regulated learners.


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Service and action in IB programmesAction (learning by doing and experiencing) is a key component in the kind of teaching and learing common to all IB programmes. Service, as a subset to action, has always been a shared value of the IB community (previous in MYP, Community and Service) IB learners strive to be caring members of the community who demonstrate a personal commitment to service, and act to make a positive difference to the lives of others as an important way to engage in principled action across a range of overlapping local and global communities. Through responsible action, tightly connected with sustained inquiry and critical reflection, young people and adults can develop the kind of attributes described by the learner profile that are essential for success in future academic pursuits and for adult life.The MYP aims to help students develop their personal understanding, their emerging sense of self and their developmentally appropriate responsibility in their community.As students become more aware and acquire a better understanding of the context and of their responsibilities, they become empowered to make choices about how to take thoughtful and positive action. Tis action will be different from student to student and from context to context. The action may involve students in:• feeling empathy towards others• making small -scale changes to their behavior• undertaking larger and more significant projects• acting on their own• acting collaboratively• taking physical action• suggesting modifications to an existing system to the benefit of

all involved• lobbying people in more influential positions to actService requires that students are able to build authentic connections between what they learn in the classroom and what they encounter in the community, and grow in confidence and responsibility as they become “actors” in the “real world” beyond school.

How the curriculum works at QAKLearning

Before any formal secondary school teaching takes place, children have already acquired considerable knowlede from both thei elementary school experience and every day interactions. Subject teaching is directed at encouraging studentsto be aware of alternative views of the world. This aspect of teaching provides children with learning experiences which broaden their understanding of the natural, artistic, literary and technological world, encourages them to clarify existent views, challenges the limitations of their own views, enables them to appreciate the differences between their views and those of others and leads them to develop a personal perspective that is broader and more consistent than before.

The learning environmentAt QAK, we see the school facilities as not only the context but also an extension of the learning that takes place here. The students are encouraged to express their viewpoints in a variety of forms (orally, wall displays, drawings, role-playing, written form, modeling, arte-fact production, etc.) and these viewpoints are valued as important contributions to the learning experience. The environment creates an atmosphere of respect and trust where ideas are brought into the open, discussed, experimented with and challenged.QAK teachers are aware that learning is a gradual, non-linear and affective process and that students’ progress at different rates. Classes are adapted to maximize support for individual needs through differentiation. The Science labs are equipped to support laboratory practical inquiry, there is a fully equipped computer lab, well facilitated Art/ Drama, and design technology rooms, and all the classrooms are equipped with smart boards and computers. Besides these subject specific classroom adaptations, teachers organize their classroom in a way that it becomes a specialist learning resource for the students.

Learning to be a critical thinkerIn some educational systems learning is associated solely with the recollection of facts. However, in MYP the focus is on inquiry. Critical thinking and problem solving are two fundamental approaches within MYP and are strongly encouraged in every subject area at QAK. Understanding as a result of independent inquiry is considered more profound than the simple acquisition of knowledge. When working on a MYP unit of work students can use the inquiry cycle as seen below.


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This will allow them to:• Make connections between previous learning and current learning• Experiment and play with various possibilities• Make predictions and take action to see what happens• Collect data and report findings• Clarify existing ideas and reappraise perceptions of events• Deepen their understanding through the application of a concept• Make and test theories• Research and seek information• Take and defend a position• Solve problems in a variety of ways

Reflective PracticesIn contemporary education the demands have shifted from a passive accumulation of facts to a state of mind, which is capable of selecting the relevant ‹pieces› of information. This cognitive attitude calls for an independent approach to learning. At QAK teachers at all levels encourage self-evaluation as one of the means to reflect on one›s own level of understanding, and to self-assess the need to pursue learning further.In conjunction with this learning practice, the subject teacher encourages a gradual increase in the degree of independence in students› choices of method of inquiry and content of study.For instance, in the Humanities the inquiry process involves students in collecting and analyzing information about people, groups, communities and societies. Inquiry is focused through the use of questions and

hypotheses. Students explore and communicate social values and are challenged to think about the nature of social justice, the welfare of others, the acceptance of cultural diversity and respect for the environment.

CommunicationAlthough we recognize and admire the ability to memorize as a valuable cognitive asset, real learning consists of the ability to apply knowledge in different contexts. Students at QAK are encouraged to address different audiences as a means of re-thinking their new ideas. For example; they produce posters for display in public areas, present group views to the whole class, discuss in small groups, make individual and group presentations.

Assessing DevelopmentAt QAK we recognize that students learn in different ways and in keeping with this holistic view of education we think it is important to provide a variety of different ways for students to demonstrate what they have learnt. This is the guiding principle of MYP assessment. The programme provides teachers with a structure for assessment centered around fixed objectives based on adapted criteria to meet the needs of their students.

Assessment at QAK is:

Varied in approachQatar Academy Al Khor sees learning as a lifelong experience of which assessment is a major component. Assessment is used on a daily basis to ensure direct feedback to inform students and teachers about their learning and teaching as well as informing the parents about the achievements of their children. Students might be assessed on project work, presentations to class, role-play and debate, essays, or tests etc.Assessment aims to support and encourage a positive attitude of student learning as well as driving the ongoing development of the middle school curricula.


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Formative as well as summativeFormative assessment means that students will be given assessed feedback on their work to help them improve it. They will also be involved in this assessment, through assessing their peers or themselves. Summative assessment is an activity at the end of a project or term, made by the teacher and often used for reporting purposes. (more detailed information about Assessment can be found in the QAK Assessment Policy)

Criterion-relatedAssessment will not be based simply on “How many questions can students answer?” or “What percentage have they achieved?” but rather “What skills have they learnt?” or “What level of understanding can they demonstrate?” Each subject has set MYP objectives that relate to their assessment criteria. The level of success of a student is determined through these criteria and their levels of achievement. The assessments are part of the curriculum cycle as shown below.

Evidence of DevelopmentThe academic, social and physical development of the QAK student is documented at two levels. In subject specific areas students compose and maintain their subject portfolio. This is where detailed information about a student’s academic progress with respect to the MYP assessment criteria is recorded. The student portfolio contains a more holistic insight into the development of the student. It contains at least one assessment per subject per term. The subject portfolio and the student portfolio are administered by the subject teacher and the advisory teacher respectively (although it is the student’s ultimate responsibility to maintain and organize them).

Reports

The school year knows two terms in which there will be four reports. A progress report will be issued in November and April. A full grade report will be issued in February and June. These show:

• A summary of levels of achievement in each subject studied• The descriptors for the levels achieved in each criterion for each of

the subjects• Indication of the Approaches to Learning• A final subject grade (at the end of each term)• A subject teacher’s comment

Parents may also receive Parent Conference Forms reflecting specific areas of concern. In both cases the parents are welcome to call the school to discuss these documents and talk to teachers (by appointment).

What about grades?

The school uses MYP grades, from 1-7, to report on each subject at the end of each term. Qatar Academy defines “passing” as 4 or above as part of their policy related to their mission.To determine term grades, teachers first review a student’s achievement on the subject-specific criteria. This is done by looking holistically at everything students have done over the term, taking into account factors such as the difficulty and importance of specific tasks, and the development of skills over time. Once subject-specific criteria levels have been determined, a conversion chart with grade boundaries is


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Why an interdisciplinary approach?The notion that effective learning is associated with the ability to make connections across subjects, helping them to understand and act in, the world. Students learn by becoming aware of their own ability to recognize how new concepts are connected to their existing conceptual structure. The main principles of interdisciplinary teaching are

• Teaching is the creation of opportunities to trigger student›s own thinking, rather than the delivery of “sacred truths”

• In interdisciplinary instructions, units of work give students the opportunity to deepen their understanding within one subject as well as helping to make fruitful connections between subjects in a purposeful way

• Theglobal contexts serve as a vehicle and provide the context of real-life connections

• It helps students to communicate across subjects and to select and integrate forms of communication to achieve their goals and find answers to their inquiry

• Deepening the understanding of intercultural awareness through relevant experiences is supported by an interdisciplinary approach

• As in the MYP assessment is criteria related the assessment in interdisciplinary units take into account criteria of more than one subject and consider them in the larger context of the students integrated work yet stays grounded in their discipline.

Teaching Resources and Textbook Philosophy

The MYP focuses on meeting the needs of students and subject areas, and these needs vary between students, classes, schools, cultures and countries. In order to meet the specific needs of QAK students, and to best teach the knowledge and skills students need, each subject area gives careful consideration when choosing teaching resources and textbooks. In most cases, the best materials come from a variety of sources, which means that a single textbook will not be suitable.Students should expect to use a variety of materials in their classes. Teachers will provide clear information to students as to which resources are needed for different lessons. Parents who would like information about resources should discuss questions first with their child or children, who should be able to explain which resources are being used in each class. Further questions should be discussed with the teacher.

used to determine the overall 1-7 grade for the term. Students should be able to roughly estimate their grade at any point in the term by looking at the results of all the assessment tasks for a particular subject.

What should students do with the assessment information given to them by teachers?

• Students should make sure they understand the criteria, which will be used for each assessment task

• Students should self-assess while planning and preparing for an assessment task, and ask: How am I doing?

• Students should carefully review all comments made by teachers, and use that information to improve in future tasks

• Students should set goals, and should talk to their teachers about their progress. Teachers are very willing to provide assistance

• Students and parents should look at the ATL scores and the teacher comments, as well as the academic grades, to determine if a student is achieving all that they are capable of achieving

How does Qatar Academy Al Khor ensure that its grades are fair and accurate?

• Teachers within each subject area work together to plan major assessment tasks. This is a guarantee that assessment tasks are fair and valid in determining the level of student achievement

• Teaching teams conduct team grading/standardization, working together to assess student tasks. This ensures that a student’s task earn the same mark from any QAK teacher

Interdisciplinary Activities – a holistic approach to teaching and learning

Besides the traditional subject specific courses taught by subject specialists, overarching themes bridge the disciplines. Additionally, smaller interdisciplinary projects between two or more disciplines emerge throughout the year.


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MYP Assessment Criteria for All Subjects:

The MYP assessment model is also described as criterion-related, as it is based upon predetermined criteria that all students should have access to. The MYP identifies a set of objectives for each subject group, which are directly related to the assessment criteria of that particular subject group. The level of student success in reaching the objectives of each subject group is measured in terms of levels of achievement described in each assessment criterion. The criteria of the different subject along with the maximum available level of achievement are shown below.

Subject A B C D

Arabic A (Language and Literature)(A) Analyzing (B) Organization (C) Producing text(D) Using Language

8 8 8 8

Individual and Societies(A) Knowing and understanding (B)Investigating (C) Thinking critically (D) Communicating

8 8 8 8

Visual Arts and Drama(A) Knowing and Understanding (B) Developing Skills(C) Thinking Creatively (D) Responding

8 8 8 8

English B (Language Acquisition)(A) Comprehending Spoken and Visual Text (B) Comprehending Written and Visual Text (C) Communicating in Response to Spoken, Written and Visual Text (D) Use Language in Spoken and Written Form

8 8 8 8

Mathematics(A) Knowing and Understanding (B) Investigating patterns (C) Communication (D) Applying Mathematics in Real Life Contexts

8 8 8 8

Islamic/Cultural Studies(A) Knowledge (B) Concepts (C) Skills (D) Reading, Recitation, Presentation

8 8 8 8

Physical Education(A) Knowing and Understanding (B) Planning for Performance(C) Applying and Performing (D) Reflecting and Improving Performance

8 8 8 8

Design(A) Inquiring and Analyzing (B) Developing Ideas (C) Creating a Solution (D) Evaluating

8 8 8 8


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Sciences(A) Knowing and Understanding (B) Inquiring and Designing(C) Processing and Evaluating(D) Reflecting on the Impacts of Science

8 8 8 8

For more information about assessment, please contact either the relevant teacher or the MYP Coordinator, depending on the question, through the school secretary.

Grade Boundaries

All subjectsGrade Boundaries1 0 – 32 4 – 73 8 – 124 13 – 175 18 – 226 23 – 277 28 - 32

Qatar Academy Language Statement of Philosophy

Qatar Academy Al Khor recognizes that language is the ultimate medium of interaction between the individual and the world. It is through language that one expresses one’s uniqueness, one’s culture, embraces those of others and celebrates the richness of the world’s diversity. Language, further, is fundamental to learning as it is a medium of learning throughout the curriculum. Students are learning through and about languages in all disciplines all the time.Being an Arabic - English school, Qatar Academy Al Khor is committed to both languages as Languages of instruction, and to facilitating their

acquisition with a level of proficiency that will help students be successful scholars and proud citizens of their community and of the world. The maintenance of Arabic, the mother tongue of the QAK students, is central to the cognitive and cultural development and identity of the learners. The command of English as Lingua franca is the primary key to accessing information, communicating internationally in the modern world, and enriching intellectual and social growth.Modern Standard Arabic is Language A and English is Language B from K-12. In the future, the school may opt for an additional Language B.In teaching languages, the school endorses a holistic approach to learning aiming at creating an authentic learning environment where teachers act as facilitators to guide students to reach their potential as active learners.To foster languages at QAK, all members of the school community are required to be language teachers and to use each language consistently in any written or oral production.

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Subject Area Overviews(Adapted from the MYP Subject Guides)

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Language and Literature Arabic

IntroductionLanguage is fundamental to learning, thinking and communicating, therefore it permeates the whole curriculum. Indeed all teachers are language teachers, continually expanding the boundaries of what students are thinking about. Mastery of one or more languages enables each student to achieve their full linguistic Arabic potential.Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Further more, language and literature incorporates creative processes and encourages the development of imagination and creativity through self expression.

All IB programmes value language as central to developing critical thinking, which is essential for the cultivation of intercultural understanding, as well as for becoming internationally minded and responsible members of local, national and global communities. Language is integral to exploring and sustaining personal development. The six skills areas in the MYP language and literature subject group- listening, speaking, reading, writing, viewing and presenting- develop as both independent and interdependent skills. They are centred within an inquiry-based learning environment. Inquiry is at the heart of MYP language learning, and aims to support students’ understanding by providing them with opportunities to independently and collaboratively investigate, take action and reflect.MYP Language A is academically rigorous, and equips students with linguistic, analytical and communicative skills that can also be used in an interdisciplinary manner across all other subject groups. Students’ interaction with chosen texts can generate insight into moral, social, economic, political, cultural and environmental factors and so contributes to the development of opinion forming, decision making and ethical reasoning skills, and furher develops the attributes of an IB learner.


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Aims

The aims of the teaching and study 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 analyzing literary and non-literary works

• engage with texts from different historical periods and a variety of cultures

• explore and analyze aspects of personal, host and other cultures through literary and non-literary works

• 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

The objectives of MYP Language and Literature encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. In order to meet these objectives, teachers will need to concentate on each of the macroskills of language: listening, speaking, reading, writing, viewing and presenting.

A AnalysingThrough the study of language and literature students are enabled to deconstruct texts in order to identify their essential ellements and their meaning. Analysing involvesdemonstrating an understanding of the creator’s choices, the relationships between the various components of a text and between text, and making inferences about how an audience responds to a text, as well as the creator’s purpose for producing text. Students should be able to use the text to support their personal responses and ideas. Literacy and critical literacy are essential lifelong learning skills; engaging with texts requires students to think critically and show awareness of, and an ability to reflect on, different perspectives through their interpretations of the text.

At the end of the course, students should be able to:• analyze the content, context, language, structure, techniques and

style of text(s) and the relationships amongst texts• analyze the effects of the creator’s choices on an audience• justify opinions and ideas, using examples, explanations and

terminology• evaluate similarities and differences by connecting features across

and within genres and texts

B Organizing Students should understand and be able to organize their ideas and opinions using a range of appropriate conventions for different forms and purposes of communication. Students should also recognize the importance of maintaining academic honesty by respecting intellectual property rights and referencing all sources accurately.At the end of the course, students should be able to:

• employ organizational structures that serve the context and intention• organize opinions and ideas in a sustained, coherent and logical

manner• use referencing and formatting tools to create a presentation style

suitable to the context and intention

C Producing textStudents will produce written and spoken text, focussing on the creative process itself and on the understanding of the connection between creator and their audience. In exploring and appreciating new and changing perspectives and ideas, they will develop the ability to make choices aimed at producing texts that affect both he creator and the audience.At the end of the course, students should be able to:

• 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

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

• select relevant details and examples to develop ideas


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D Using language

Students have oppertunities to develop, organize and express themselves and communicate thoughts, ideas and information. They are required to use accurate and varied language that is appropriate to the context and intention. This objective applies to, and must include, written, oral and visual text, as appropriate.At the end of the course, students should be able to:

• use appropriate and varied vocabulary, sentence structures and forms of expression

• write and speak in a register and style that serve the context and intention

• use correct grammar, syntax and punctuation• spell and pronounce with accuracy• use appropriate non-verbal communication techniques

Language B English

Learning to speak another’s language means taking one’s place in the human community. It means reaching out to others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most important link to the world around us. Language is culture in motion. It is people interacting with people.

Savignon (1983)The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes multilingualism and international understanding, both of which are central to the IB mission. The study of additional languages in the MYP provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world.The acquisitionof the language of a community and the possibilities to reflect upon and explore cultural perspectives of our own and other communities:

• is valued as central to developing critical thinking, and is considered esential for the cultivation of intercultural awareness and the development of the internationally minded and responsible mebbers of local, national and global communities

• is integral to exploring and sustaining personal development and cultural identity, and provides an intellectual framework to support conceptual development

• greatly contributes to the holistic development of students and to the strengthening of lifelong learning skills

• equips students with the necessary multi literacy skills and attitudes, enabling them to communicate successfully in various global contexts and build intercultural understanding

Language acquisition in the MYP aims to develop a respect for, and an understanding of, other languages and cultures, and is equally designed to equip the student with a skills base to facilitate further language learning.

Language B Phases

The MYP structures additional language learning in phases so that the complexity and range of language profiles that students bring to their classroom is acknowledged and fostered. Students beginning their MYP studies may have exited from any five phases of PYP language or may have no prior knowledge or experience of the language to be studied in the MYP.The pathways to further study are multiple. Phases 4, 5 and 6 allow for a smooth transition from MYP language B to DP group 2 courses—and, for a number of students, to group 1 courses. The MYP framework for language B reflects the concepts and skills of the presumed knowledge for these DP courses.Students continuing on to the DP will have developed not only an inquiring and reflective approach to language learning but also multi literacy skills that they will be able to apply and extend in their DP language courses.The table below shows the pathways from the MYP through to DP group 1 and group 2 courses.Note: This is an indication only—it is up to schools to decide the minimum requirements for progression from MYP language B to DP studies in language.


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MYP DP

Phase 1 Ab initio

Phase 2 Ab intio (in rare cases)Language B SL

Phase 3 Language B SL

Phase 4 Language B SL/HL

Phase 5 Language A: literature SLLanguage A: language and literature SLLiterature and performance SL

Phase 6 Language A: literature SL/HLLanguage A: language and literature SL/HLLiterature and performance SL

Aims

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.An overarching aim of teaching and learning languages is to enable the student to become a critical and competent communicator.The aims of the teaching and learning of MYP languageacquisition are to:

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

• develop a respect for, an 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 constructing meaning

• enable the students 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

• 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 people from own and other cultures, leading to involvement and action in own and other communities

• foster curiosity, inquiry and a lifelong interest and enjoyment in language learning.

Objectives

The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject.The language acquisition objectives encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. The student’s knowledge and understanding will be developed through:

• language learning• learning through language• learning about language (Haliday 1985)

This, in turn, helps students learn how to learn. The cognitive, linguistic and sociocultural aspects of communication are intertwined in each of the four objectives. The student is expected to develop the competencies to communicate appropriately, accurately and effectively in an increasing range of social, cultural and academic contexts, and for an increasing variety of purposes.

The language acquisition subject group objectives represent some of the essential processes of language and have been organized under the same four communicative processes for each of the six phases in order to assist teachers with planning, teaching and assessing. They


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are as follows.

• A Comprehending spoken and visual text• B Comprehending written and visual text• C Communicating in response to spoken, written and visual text• D Using language in spoken and written form

A Comprehending spoken and visual textComprehending spoken and visual text encompasses aspects of listening and viewing, and involves the student in interpreting and constructing meaning from spoken and visual text to understand how images presented with oral text interplay to convey ideas, valuas and atiitudes. Engaging with text requires the student to think creatively and critically about what is viewed, and to be aware of opinions, attitudes and cultural references presented in the visual text. The student might, for example, reflect on feelings, and actions, imagine himself or herself in another’s situation, gain new perspectives and develop empathy, based on what he or she has undersood in the text.As appropriate to the phase, the student is expected to be able to:

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

with evidence and examples from the text

B Comprehending written and visual textComprehending spoken and visual text encompasses aspects of listening and viewing, and involves the student in interpreting and constructing meaning from written and visual text to understand how images presented with oral text interplay to convey ideas, valuas and atiitudes. Engaging with text requires the student to think creatively and critically about what is viewed, and to be aware of opinions, attitudes and cultural references presented in the visual text. The student might, for example, reflect on feelings, and actions, imagine himself or herself in another’s situation, gain new perspectives and develop empathy, based on what he or she has undersood in the text.As appropriate to the phase, the student is expected to be able to:

• read for specific purposes and respond to show understanding• interpret visual text that is presented with written text• 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 textIn the language acquisition classroom, students will have opportunities to develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, and in responding to spoken, written and visual text in the target languageAs appropriate to the phase, the student is expected to be able to:

• interact and communicate in various situations• express thoughts, feelings, ideas, opinions and information in

spoken and written form• speak and write for specific purposes

D Using language in spoken and written formThis objective relates to the correct and appropriate use of the spoken and written target language. It involves recognizing and using language suitable to the audience and purpose, for example, the language used at home, the language of the classroom, formal and informal exchanges, social and academic language. When speaking and writing in the target language, students apply their understanding of linguistic and literary concepts to develop a variety of structures, strategies (spelling, grammar, plot, character, punctuation, voice) and techniques with increasing skill and effectiveness.As appropriate to the phase, the student is expected to be able to:

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

• develop accuracy when speaking and writing in the target language.

Sciences

The scientific mind does not so much provide the right answers as asks the right questions. Claude Levi-StrausWith inquiry at the core, the MYP sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. The MYP sciences curriculum must explore the connections between science and every


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day life. As they investigate real examples of science applications, students will discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment.Scientific inquiry also fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Students should learn to appreciate and respect the ideas of others, gain good ethical reasoning skills and further develop their sense of responsibility as mebers of local and global communities.

AimsThe aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.The aims of MYP sciences are to encourage and enable students to:

• understand and appreciate science and its implications• consider science as a human endeavor with benefits and limitations• cultivate analytical, inquring 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

The objectives of MYP sciences encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.The objectives reflect the holistic nature of science and the real world of scientists. They enable students to engage with all aspects of science, either through individual objectives or connected processes.

A Knowing and understanding Students develop scientific knowledge (facts, ideas, concepts, processes, laws, models, and theories) and apply it to solve problems and express scientifically supported judgementsAssessment of this objective must be done using tests or exams. To reach the highest level students must make scientifically supported judgements about the validity and/or quality of the information presented to them. Assessment tasks could include questions dealing with “scientific claims” presented in media articles, or the results and conclusions from experiments carried out by others, or any question that challenges students to analyze and examine the information and allows them to outline arguments about its validity and/or quality using their knowledge and understanding of science.In order to reach the aims of sciences, students should be able to:

• explain scientific knowledge• apply scientific knowledge and understanding to solve problems set

in familiar and unfamiliar situations• analyze and evaluate information to make scientifically supported

judgements

B Inquiring and designingIntellectual and practical skills are developed through designing, analyzing and performing scientific investigations. Although the scientific method involves a wide variety of approaches, the MYP emphasizes experimental work and scientific inquiry.When students design a scientific investigation they should develop a method that will allow them to collect sufficient data so that the problem or question can be answered. To enable students to design scientific investigations independently, teachers must provide open ended problem to investigate. An open ended problem is one that has several independent variables appropriate for the investigation and has sufficient scope to identify both independent and controlled variables. In order to achieve the highest level for the strand in which students are asked to design a logical, complete and safe method, the student would include only relevant information, correctly sequenced.In order to reach the aims of sciences, students should be able to:

• explain a problem or question to be tested by a scientific investigation• formulate a testable hypothesis and explain it using scientific

reasoning


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• explain how to manipulate the variables, and explain how data will be collected

• design scientific investigations.

C Processing and evaluatingStudents collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been appropriately reached. MYP sciences helps students to develop analytical thinking skills, which they can use to evaluate the method and discuss possible improvements or extensions.In order to reach the aims of sciences, students should be able to:

• 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 scienceStudents gain global understanding of science by evaluating the implications of scientific developments and their applications to a specific problem or issue. A variety of communication modes will be applied in order to demonstrate understanding. Students are expected to become aware of the importance of documenting the work of others when communicating science.Students must reflect on the implications of using science, interacting with one of the following factors: moral, ethical, social, economic, political, cultural or environmental, as appropriate to the task. The student’s chosen factor may be interrelated with other factors.In order to reach the aims of sciences, students should be able to:

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

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

• apply communication modes effectively• document the work of others and sources of information used

Individual and Societies

MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural contexts that have an impact on individuals, societies and environments. It encourages learners, both students and teachers, to consider local and global contexts. MYP individuals and societies incorporates disciplines traditionally under the general term “the humanities” (such as history and philosophy) as well as disciplines in the social sciences (such as economics, business, management, geography, sociology and political science).In this subject group, students can engage with exciting, stimulating and personally relevant topics and issues. Many sensitive and personally challenging topics require careful consideration in the context of a safe and responsible learning environment characterize by respect and open-mindedness. The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes and beliefs. Courses in this subject group are important for helping students to recognize that content and methodology can be debatable and controversial, and for practicing the tolerance of uncertainty.The IB approach to individual and societies includes a strong focus on inquiry and investigation. Students collect, describe and analyze data used in studies of societies; test hypothesis; and learn how to interpret increasingly complex information, including original source material. This focus on real world examples, research and analyzes is an essential aspect of the subject group. The study of individuals and societies helps students to develop their identities as individuals and as responsible members of local and global communities. These explorations of our common humanity are intrinsically interesting, and disciplines in this subject group are filled with potential for creating in students a lifelong fascination with the “human story: as it continuous to evolve in an era of rapid change and increasing interconnectedness. Studies in individual and societies are essential for developing empathy and international mindedness, including the idea that “other people, with their differences, can also be right” (IB mission statement)


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Aims

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims, therefore, suggest how the student may be changed by the learning experience.The aims of the teaching and learning of MYP individuals and societies are to encourage and enable the student to:

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

societies and environments• understand how both environmental and human systems operate

and evolve • identify and develop a 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 we live.

Objectives

The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject.The objectives of individuals and societies encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.

A Knowing and UnderstandingStudents develop factual and conceptual knowledge about individuals and societies.In order to reach the aims of sciences, students should be able to:

• use terminology in context• demonstrate knowledge and understanding of subject-specific

content and concepts through developed descriptions, explanations and examples.

B InvestigatingStudents develop systematic research skills and processes associated with disciplines in the humanities and social sciences. Students develop successful strategies for investigating independently and in collaboration with others.In order to reach the aims of sciences, students should be able to:

• formulate a clear and focused research question and justify its relevance

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

C CommunicatingStudents develop skills to organize, document and communicate their learning using a variety of media and presentation formats.In order to reach the aims of sciences, students should be able to:

• communicate information and ideas using an appropriate style for the audience and purpose

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

• document sources of information using a recognized convention.

D Thinking criticallyStudents use critical thining skills to develop and apply their understanding of individuals and societies and the process of investigation.In order to reach the aims of sciences, students should be able to:

• discuss concepts, issues, models, visual representation and theories• synthesize information in order to make valid arguments.• analyze and evaluate a range of sources/data in terms of origin and

purpose, examining values and limitations• interpret different perspectives and their implications


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Physical Education“Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic and creative intellectual activity.”

John F KennedyMYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well being. Students engaged in physical and health education will explore a variety of concepts that helps foster an awareness of physical development and health perspective, empowering them to make informed decisions and promoting positive social interaction.Physical and health education focuses on both learning about and learning through physical activity. Both dimensions help students to develop approaches to learning (ATL) skills across the curriculum. Physical and health education 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, students can 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. At their best, physical and health education courses develop the enjoyment, engagement and confidence in physical activity that students need in order to achieve and maintain a balanced healthy life.Physical activity and health are of central importance to human identity and global communities. They create meaningful connections among people, nations, cultures and the natural world, and they offer a range of opportunities to build intercultural understanding and greater appreciation for our common humanity.

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

Objectives

A Knowing and understanding:Students develop knowledge and understanding about health and physical activity in order to identify and solve problems.In order to reach the aims of physical and health education, students should be able to:

• explain physical health education factual, procedural• apply physical and health education knowledge to analyze issues

and solve problems set in familiar and unfamiliar situations• apply physical and health terminology effectively to communicate

understanding

B Planning for performance:Students through inquiry design, analyze, evaluate and perform a plan n order to improve performance in physical and health education.In order to reach the aims of physical and health education, students should be able to:

• design, explain and justify plans to improve physical performance and health

• analyze and evaluate the effectiveness of a plan based on the outcome


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C Applying and performing:Students develop and apply practical skills, techniques, strategies and movement concepts through their participation in a variety of physical activitiesIn order to reach the aims of physical and health education, students should be able to:

• demonstrate and apply a range of skills and techniques effectively• demonstrate and apply a range of strategies and movement

concepts • analyze and apply information to perform effectively.

D Reflecting and improving performance:Students enhance their personal and social development, set goals, take responsible action and reflect on their performance and the performance of others.In order to reach the aims of physical and health education, students should be able to:

• explain and demonstrate strategies that enhance interpersonal skills • develop goals and apply strategies to enhance performance• analyze and evaluate performance

Visual Art and Drama“The aim of art is to represent not the outward appearance of things, but their inward significance.” Aristotle

The arts are a universal form of human expression and a unique way of knowing that engage us in affective, imaginative and productive activity. Learning through the arts helps us to explore, shape and communicate our sense of identity and individuality. A focus on the individual enhances our self confidence, resilience and adaptability. It encourages our sense of belonging and community through the recognition of identities. During adolescence, the arts provide a unique opportunity for age appropriate and holistic development of the social, emotional, intellectual and personal intelligences of the student.In MYP arts students have opportunities to function as artists, as well as learners of the arts. Artists have to be curious. By developing curiosity about themselves, others and the world, studenst become effective

learners, inquires and creative problem solvers. Students develop through creating, performing and presenting arts in ways that engage and convey feelings, experiences and ideas. It is through this practice that students acquire new skills and master those skills developed in prior learning.Development in the arts is a dynamic process, and not necessarily linear. The students moves freely through a creative process towards a deeper understanding of the arts. MYP values the process of creating artwork and the point of realization; the two elements combined tell us what students have experienced, learned and attempted to convey. In MYP arts, the four objectives have equal importance and value. Although the objectives can be addressed separately to scaffold learning, when used collectively they enrich teaching and learning of the arts.Thinking creatively fits naturally in MYP arts, but can easily become a focus in other subject groups too. This objective is essential in modern education to address the need for students centred learning and life long learning, looking towards a modern context of flexible employment and higher demand for innovation and chance in workplace. As both an objective in the arts and an ATL skill across the programme, heightened awareness of thinking creatively encourages students to develop metacognitive skills and become self regulated learners.Arts in the MYP stimulate young imaginations, challenge perceptions and develop creative and analytical skills. Involvement in the arts encourages students to understand the arts in context and the cultural histories of artworks, thus supporting the development of an inquiring empathetic world view. They challenge and enrich personal identity and build awareness of the aesthetic in a real world context.Creativity is an MYP key concept, defined as the capacity to generate new ideas and consider existing ideas from new perspectives, as well as the ability to recognize the value of an idea in order to solve problems or innovate. It may be evident in the process as well as outcome, solution or product.

Aims

The aims of the 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


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• understand the relationship between art and its contexts • respond to and reflect on art• deepen their understanding of the world

Objectives

A Knowing and understanding:Through the study of theorists and practitioners of the arts, students discover the aesthetics of the art forms and are able to analyze and communicate in specialized language. Using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context, students inform their work and artistic perspectives. In order to reach the aims of arts, students should be able to:

• demonstrate knowledge and understanding of the art form studied, including concepts, processes and the use of subject specific terminology

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

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

B Developing skills:The acquisition and development of skills provide the opportunity for active participation in the art form and in the process of creating art. Skill appreciation allows for students to develop their artistic ideas to a point of realization. The point of realization could take many forms. However , it is recognized as the moment when the student makes a final commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product.In order to reach the aims of arts, students should be able to:

• demonstrate the acquisition and development of the skills and techniques of the art form studied

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

C Thinking creatively:The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop

artistic intentions , their processes and their work. Thinking creatively enables students to discover their personal signature and realize their artistic identity. In order to reach the aims of arts, students should be able to:

• develop a feasible, clear, imaginative and coherent artistic intention• demonstrate a range and depth of creative thinking behaviors • demonstrate the exploration of ideas to shape artistic intention

through to a point of realization.

D Responding:Students should have the opportunity to respond to their world, to their own art and to the art of others. A response can come in many forms; creating art as a response encourages studenst to make connections and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate change as well as being a response to change.In order to reach the aims of arts, students should be able to:

• construct a meaning and transfer learning to new settings• create an artistic response which intends to reflect or impact on the

world around them • critique the artwork of self and others

Design

Design and the resultant of development of new technologies, has given rise to profound changes in society: transforming how we access and process information; how we adapt our environment; how we communicate with others; how we are able to solve problems; how we work and live.Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints associated with products or systems, allowing them to redefine and manage the generation of further thought through prototyping, experimentation and adaptation. It is human centred and focuses on the needs, wants and limitations of end user.Competent design is not only within the reach of a small set of uniquely skilled individuals, but can be achieved by all. The use of well-established design principles and processes increases the probability that a design


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will be successful. To do this, designers use a wide variety of principles, which taken together, make up what is known as the design cycle.

• designers adapt their approach to different design situations, but they have a common understanding of the process necessary to form valid and suitable solutions

• a designer has a role and responsibility to the community and the environment. Their decisions can have a huge impact and, therefor , their ethics and morals can and should be questioned regularly

• a designer should have the ability to maintain an unbiased view of a situation and evaluate a situation objectively, highlighting the strengths and weaknesses of a common product or system

• good communication is a key trait of any good designer through visual and oral presentation

Designing requires an individual to be imaginative and creative, while having a substantial knowledge base of important factors that will aid or constrain the process. Decisions made need to be supported by adequate and appropriate research and investigation. Designers must adopt an approach that allows them to think creatively, while conforming to the requirements of a design specification.MYP design challenges all students to apply practical and creative thinking skills to solve design problems; encourages students to explore the role of design in both historical and contemporary contexts; raise students’ awareness of their responsibilities when making design decisions and taking action.The knowledge, skills and attitudes that students develop in design courses provide a meaningful foundation for further study and help to prepare students for:

• careers in fashion, food, graphic, industrial, instructional, multimedia, product, publications, video game and web design

• architecture• education• roles in engineering, manufacturing, advertising and media industries• project management among others

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 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 and historical and environmental contexts

• develop respect for others’ viewpoints and appreciate alternative solutions to problems

• act with integrity and honesty, and tae responsibility for their own actions developing effective working practices

Objectives

The objectives of MYP design encompass the factual, conceptual. procedural and metacognitive dimensions of knowledge.Together these objectives reflect the knowledge, skills and attitudes that students need in order to engage with and solve complex, real-life problems in both familiar and unfamiliar contexts; they represent essential aspects of design methodology.

A Inquiring and analysing: Students are presented with a design situation, from which they idenify a problem that needs to be solved, They analyze the need for a solution and conduct an inquiry into the nature of the problem.In order to reach the aims of design, students should be able to:

• explain and justify the need for a solution to a problem for a specific client/target audience

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


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• analyze a range of existing products that inspire a solution to the problem

• develop a detailed design brief which summarizes the analysis of relevant research

B Developing ideas: Students write a detailed specification, which drives the development of a solution. They present the solutionIn order to reach the aims of design, students should be able to:

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

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

• present the final chosen design and justify its selection• develop accurate and detailed planning drawings/diagrams and

outline the requirements for the creation of the chosen solution

C Creating the solution: Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for testing and evaluation.In order to reach the aims of design, students should be able to:

• 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

• demonstrate excellent technical skills when making the solution• follow the plan to crete the solution, which functions as intended• fully justify changes made to the chosen design and plan when

making the solution• present the solution as a whole, either: a. in electronic form, or b. through photographs of the solution from different angles,

showing details

D Evaluating: Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify areas where the solution could be improved and explain how their solution will impact on the client or target audience.

In order to reach the aims of design, students should be able to:• design detailed and relevant testing methods, which generate data,

to measure the success of the solution• critically evaluate the success of the solution against the design

specification• explain how the solution could be improved • explain the impact of the solution on the client/target audience.

Mathematics“Neglect of mathematics works injury to all knowledge, since he who is ignorant of it cannot know how the other sciences or the things of the world”

Roger Bacon(1214-1294)The study of mathematics is a fundamental part of a balanced education. It promotes a powerful universal language, analytical reasoning and problem solving skills that contribute to the development of logical, abstract and critical thinking. Mathematics can help make sense of the world and allows phenomena to be described in precise terms. It also promotes careful analysis and the search for patterns and relationships, skills necessary for success both inside and outside the classroom. Mathematics, then, should be accessible to and studied by all students.Studying mathematics, however, should be more than simple learning formulae or rules. Students should not have the impression that all of the answers to mathematics can be found in a book but , rather , that they can be active participants in the search for concepts and relationships. In that light, mathematics becomes a subject that is alive with the thrill of exploration and the rewards of discovery. At the same time, that new knowledge may then be applied to other situations, opening up even more doors fr students. MYP mathematics promotes both that inquiry and application, helping students to develop problem solving techniques that transcend the discipline and that are useful in the world outside school.


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Aims

The aims of 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 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

The objectives of MYP mathematics encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.

A Knowing and understanding:Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This objective assesses the extent to which students can select and

apply mathematics to solve problems in both familiar and unfamiliar situations in a variety of contexts.In order to reach the aims of mathematics, students should be able to:

• select appropriate mathematics when solving problems• apply the selected mathematics successfully when solving problems• solve problems correctly in both familiar and unfamiliar situations in

a variety of contexts

B Investigating patterns:Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Working through investigations encourages students to become risk-takers, inquirers and critical thinkers.The ability to inquire is invaluable in the MYP and contributes to lifelong learning.In order to reach the aims of mathematics, students should be able to:

• select and apply mathematical problem-solving techniques to discover complex patterns

• describe patterns as general rules consistent with findings• prove, or verify and justify, general rules

C Communicating:Mathematics provides a powerful and universal language. Students are expected to use mathematical language and different forms of representation when communicating mathematical ideas, reasoning and findings, both orally and in writing.In order to reach the aims of mathematics, students should be able to:

• use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations

• use appropriate forms of mathematical representation to present information

• move between different forms of mathematical representation• communicate complete, coherent and concise mathematical lines

of reasoning• organize information using a logical structure


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D Applying mathematics in real-life contexts:MYP mathematics encourages students to see mathematics as a tool for solving problems in an authentic real-life context. Students are expected to transfer theoretical mathematical knowledge into real-world situations and apply appropriate problem-solving strategies, draw valid conclusions and reflect upon their results.In order to reach the aims of mathematics, students should be able to:

• identify relevant elements of authentic real-life situations• select appropriate mathematical strategies when solving authentic

real-life situations• apply the selected mathematical strategies successfully to reach a

solution• justify the degree of accuracy of a solution• justify whether a solution makes sense in the context of the authentic

real-life situation.

Grade Descriptors for Term Grades

7Excellent

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight, and always produces work of high quality.

6Very Good

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. There is a consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight.

5Good

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate, and occasionally demonstrates originality and insight.

4Satisfactory

A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.

3 Mediocre

Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills, and is only able to apply them fully in normal situations with support.

2Poor

Very limited achievement against all the objectives. The student has difficulty understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support.

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MYP LANGUAGE POLICY«To have another language is to possess a second soul.»

Charles the Great (742-814)

References

International Baccalaureate Organization. MYP: From Principles into Practice. Cardiff,Wales: Peterson House, 2008International Baccalaureate Organization. MYP: Coordinators Handbook 2011- 2012. 2011International Baccalaureate Organization, MYP Subject GuidesInternational Baccalaureate Organization. MYP: From Principles into Practice. Cardiff,Wales: Peterson House, 2008Boix-Mansilla, Veronica. International Baccalaureate Organization. MYP: guide to interdisciplinary teaching and learning. Cardiff,Wales: Peterson House, 2010Photographs by Ate Hemmes, 2012 - 2013


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Qatar Academy Language Statement of PhilosophyQatar Academy Al Khor recognizes that language is the ultimate medium of interaction between the individual and the world. It is through language that one expresses one’s uniqueness, one’s culture, embraces those of others and celebrates the richness of the world’s diversity. Language, further, is fundamental to learning as it is a medium of learning throughout the curriculum. Students are learning through and about languages in all disciplines all the time.Being an Arabic - English school, Qatar Academy Al Khor is committed to both languages as Languages of instruction, and to facilitating their acquisition with a level of proficiency that will help students be successful scholars and proud citizens of their community and of the world. The maintenance of Arabic, the mother tongue of the QAK students, is central to the cognitive and cultural development and identity of the learners. The command of English as Lingua franca is the primary key to accessing information, communicating internationally in the modern world, and enriching intellectual and social growth.Modern Standard Arabic is Language A Language and Literature) and English is Language B (Language Acquisition) from K-12. In the future, the school may opt for an additional Language B.In teaching languages, the school endorses a holistic approach to learning aiming at creating an authentic learning environment where teachers act as facilitators to guide students to reach their potential as active learners.To foster languages at QAK, all members of the school community are required to be language teachers and to use each language consistently in any written or oral production.

I.B. Learner’s profileIn line with the IB philosophy, QAK aims for the students to develop the knowledge, skills and attitudes that will enable them to be:Inquirers: they use language to acquire information and to interpret the world around them Thinkers: they express their thoughts with clarity and interpret others’’ messagesCommunicators: They use oral and written language competently in a variety of situations. They articulate and interpret meaning in messages about ideas, values, and beliefsRisk takers: they dare to read, write, speak and listen in familiar and unfamiliar situations


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Knowledgeable: They continuously strengthen their languages and are aware of how the use of language can affect othersPrincipled: They respect the power of language and use it appropriatelyCaring: They show sensitivity in their use of language and are aware of how the use of language can affect othersOpen-minded: They respect linguistic differences and variations in communication styles. They apply language to explore aspects of personal, host and other cultures

Students Profile Students enrolled at QAK are expected to have Arabic as their mother tongue. Since English is the language of instruction for all subjects except for Arabic, Islamic Studies and Qatar History, students are expected to have a proficiency level in both languages that allows them to access the curriculum in their respective grade level.Starting from the academic year 2011/ 2012, Qatar Academy will only accept students with Arabic as their mother tongue. The few students whose mother tongue is not Arabic and who were enrolled in QAK prior to that date will be accommodated through the AFL program. Parents of students whose mother tongue is neither Arabic nor English will be asked at the start of the school year to express their interest in developing their home language in extracurricular classes. The administration, will support the parents, to arrange for appropriate teachers, resources and facilities. Costs for the language teachers will be covered by the families of students. The administration, however, will see to developing library and other resources in that language.

Language SupportStudents whose language skills are not up to grade level in certain areas are offered support in order to acquire the skills required for success at grade level. The determination of the need for support and kind of support will be based on students’ achievement level. The support takes a variety of forms i.e. in-class or inclusion support and/or pullout, intensive support and specific skill focus.As language is the medium for learning across the whole curriculum throughout all subject areas, language can therefore not be seen as the sole responsibility of the language teachers. In this context every teachers becomes a language teacher.

AssessmentThe main aim of assessment is to encourage and support student learning. The school will offer a variety of formative and summative assessments tasks to reflect the students’ progress in the development of language skills. It ranges from observation, rubrics, journals, self, peer and group assessment, running records, portfolios, presentations, diagnostic assessments, formal written tests and performance based assessment tasks. All Middle School students are assessed in accordance with the IB MYP subject criteria as outlined in the MYP Assessment Criteria section of the Language and Literature and Language Acquisition guides.

ResourcesTo help students become lifelong learners, and to develop their literacy and cognitive skills, and to support teachers in their planning. The library is always expanding its resources in languages. The library is well resourced in both Arabic and English for the primary school and is expanding resources for the middle school. The librarians, Heads of divisions and staff collaboratively make decisions on what resources to purchase, based on students’ needs, instructional requirements.


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language B

The English curriculum follows the California Standards in the Elementary school (K-5) and the MYP objectives in the Middle school.The students are exposed to a wide variety of genre. The program encourages explicit systematic instruction in the areas of phonemic awareness, phonics, vocabulary, fluency, comprehension and writing.are Six phases of language B learning in the MYP:Teaching and learning in MYP Language Acquisition is organized into six phases, which represent a developmental continuum in acquiring an additional language.When looking at the assessment criteria for students, it is important first to identify the phase level at which the student is currently working at.If a student is studying English in his/her first year of study of the language, he/she will be placed in phase 1. Students with an intermediate proficiency of the language will be placed in any of the phases 2 to 4 depending on the standard the student has reached in order to progress to the next phase of learning.

If a student is studying English in his/her fourth or fifth year of study of the language he/she can exit into phase 5.Phase 6 is considered to be the step-over phase to MYP language A and will not be the exit level for most language B students.

Progression through the Language Acquisition continuumThis progression may be modified throughout the year to best fit the needs of our students and our learning context at QAK in relation to the different phases.It is to be noted that the phases are not organized according to age groups. Students will be placed according to their level in an appropriate phase. There are no more than two consecutive phases in one group.For each phase there are receptive, productive and interactive communicative competencies described. These descriptors will enable teachers to identify for each student in which phase he or she will commence their MYP Language Acquisition course.It is important to place the students in the correct phase for the final year of the MYP. Phases 4, 5 and 6 allow for a smooth transition into

Language A

Modern Standard Arabic is the language A of instruction and communication for Arabic and Islamic Studies from K to 12 and Social Studies from 1-3. QAK is planning for the Diploma Program to start in September 2015, with the aim for all students to have Arabic as Language A.Arabic language instruction involves: listening, speaking, reading, writing, viewing and presenting as described by Qatar’s Supreme Council of Education standards/benchmarks and the MYP objectives.

Arabic as a Foreign LanguageQAK School provides Arabic as a Second Language (AFL) program for the few non-Arabic speaking students already enrolled in the Academy and thus enables them to fully access mainstream instruction. Regardless of their grade level, students will be placed in the level appropriate for their language skills.

Instructional MaterialsThe instruction in KG 1 and KG 2 utilizes from Teacher produced material that is based on multiple resources, among them “Hayya Naqraa’”, “Hadeeqati: Al Madkhalu Ila Loughati “ series and “Abjad”. The instruction in grades 1-5 is based on Loughati Farahi- Qatar’s Edition series. The supporting material includes scholastic’s “Maktabati-Al-Arabiyah”. In Grades 6 and above, the instructional materials are teacher produced and draws from several resources among them Al Muheeto fi-l Loughati-l Arabiyah, Loughati Farahi- Qatar’s Edition, Siraju-l- Nashia’ah, Ouqoudu-l- Kalam.The supporting materials include literature books.

HandwritingNaskhi Handwriting is the designated writing style at QAK from K- 5, while Ruqa’ah is the designated writing style in the Middle School years in accordance with Qatari standards.


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the different group 2, and for some group 1 language B courses of the Diploma Programme.

Instructional MaterialsIn the Elementary school, the program is based on the Harcourt Story Town program that is a researched based developmental reading and language arts program. Supporting materials include: Literacy by Design reading program, Reading A-Z, all students have access to Raz-kids.In the Middle school as outlined in the Middle Years program a variety of sources are referred to. They include but are not exclusive to…

Holt McDougal Leveled Library PacksWrite Source Vocabulary For Achievement The Interactive Reader Plus For English language Learner

Handwriting D’nealian is the designated form of instruction at QAK. D’Nelian gives teachers and students flexibility in dealing with individual differences in handwriting, the standard for evaluation is based on the criteria of slant, size and proportion as well as letter formation.This policy document will be reviewed and updated on a bi-annual basis

References

International Baccalaureate Organization, MYPGuidelines for developing a school language policy, Peterson House, Cardiff, Wales, 2008International Baccalaureate Organization, Language and Learning in IB Programmes (2011) Peterson House, Cardiff, Wales, 2011International Baccalaureate Organization, MYP: Language and Literature Guide Peterson House, Cardiff, Wales, 2014International Baccalaureate Organization, MYP: Language B Guide Peterson House, Cardiff, Wales, 2012International Baccalaureate Organization, MYP: From Principles into Practice, Peterson House, Cardiff, Wales, 2014Beacon Hill School, Langauge Policy, 2009Qatar Academy Doha, Language PolicyHiroshima International School, Language PolicyIBO Primary Years Monograph, 08.01

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Assessment Policy


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IntroductionQatar Academy Al Khor sees learning as a lifelong experience of which assessment is a major component. Assessment is used on a daily basis to ensure direct feedback to inform students and teachers about their learning and teaching as well as informing the parents about the achievements of their children. Assessment aims to support and encourage a positive attitude of student learning as well as driving the ongoing development of the middle school curricula. The different ways of assessment are also further described in the QAK language policy, of which the admission policy is a part.All of QAK’s curricula are based on the IBMYP curriculum model with the three interrelated components of the written, assessed and taught curriculum as shown in the diagram below. The assessments therefore guide the evaluations of these three related components.

The written curriculum of Qatar Academy Al Khor describes in a comprehensive way what is taught in each subject covering both content and context. The content derives from the standards of California and AERO as frameworks for further development of subject specific curricula. The MYP objectives are used in the middle school for curriculum development.The MYP Coordinator, together with the Heads of Department (and subject teachers) are responsible for the outcomes of the curriculum cycle as described above.The QAK assessment policy is a working document that is reviewed every year to ensure alignment with the status quo of the ongoing developments within Qatar Academy Al Khor in general and in relation to the MYP. As assessment plays an important role much time is spent on training (new) staff in the different ways of assessment and the


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relationship with the MYP subject specific objectives/ criteria.All policies are on the school’s server, posted on the school’s website and are part of the MYP parent guide.

TerminologySpecific terminology is needed and should be used throughout to ensure effectiveness of assessment as described in the Glossary of MYP terms as well.

• Aims/ Learning Expectations: are what we expect students to experience to learn or how they might change by the experience, and a teacher to teach or do at the different stages of the curricula

• Achievement Level: level given when student work reflects the corresponding descriptor

• Objectives/ Assessment criteria / Rubrics: these define what skills, knowledge and understanding are assessed and how a student will be able to achieve specific Achievement Levels

• Unit Planner: allows the subject content to be understood in context and describes planning, assessing and teaching.

• Key and Related concepts or Enduring Understanding: the big ideas of the unit that the students need to retain for the long-term future.

• Inquiry/ Guiding Question: Open ended questions derived from the Key/ Related Concepts and Enduring Understanding and unit focus (through the Global Contexts)

• Global Contexts the six central elements of the MYP giving the common points of entry for inquiries into what it means to be internationally minded for each unit

• Learner Profile: the 10 attributes that are at the core of all the teaching guiding us in the development of our curricula and teaching on a day to day basis

• Criterion related: in the Middle Years all assessment is related to previous agreed subject specific criteria/ descriptors

• Formative Assessment: related to subject criteria it concerns on-going informed interaction/ feedback between teacher and student to ensure and to improve student performance

• Summative Assessment: the culminating determination of an achievement level usually at the end of a learning period to inform students, parents and teachers.

• Best fit judgement: the judgement by the teacher of the standard of the level of achievement

• Grade: the number assigned to standards of student achievement• Internal standardization: process by which all teachers of one subject

or subject group in a school ensure a common understanding and application of criteria and descriptors

The rationale of assessmentTo communicate student-learning outcomes throughout all grade levels to support and encourage student learning through feedback on the learning process. Student learning outcomes cover knowledge and understanding of a subject as well as cognitive, personal and academic skills and are the starting point in the development of curricula and units of work.Assessment supports the principles of the programmes and deepens the understanding of the subject content.

Diagnostic ways of assessmentsDiagnostic testing provides direct feedback to subject teachers. At the start of a school year or unit it gives information about knowledge acquired previously. In February of each year the students of grades 3 up undertake the ACER tests (Australian Council for Educational Research) for English and Mathematics. This allows the school to place the students in the appropriate group and teachers to develop level appropriate materials.Prospective students undertake entry tests in English, Arabic and Mathematics at admission. Based on these admission tests the decision is made whether a student is admitted and in which year group. For Language B English in the middle school the students are tested to identify their phase level. In the future more diagnostic tests such s for example SAT might be added.Formative assessment is the ongoing monitoring to allow feedback to teachers and students about the students’ learning and progress in order to assist them in acquiring the necessary knowledge, skills and understanding. It gives information regarding the students’ work habits (as described for the elementary school) and in the development of approaches to learning (ATL) skills (in the middle school) Self-evaluations and reflections are important throughout the educational process where the students reflect objectively upon their strengths and limitations as well of the process of working. Self Evaluations take place during and at the end of each unit. Formative assessment can take place in many different ways and are described in the unit planners

Summative assessmentSummative assessment takes place at the end of a learning period such as: a unit, end of a term or at the end of the year. These assessments


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give informed determination of the achieved levels using evidence of assessments undertaken during this learning period.

Assessment strategiesAl QAK teachers are asked to make use of a wide range of assessment strategies, also to cater for the different learning styles, expectations and needs of the students. Use of different assessment strategies also allows for a more balanced view of the student. These different approaches give students the opportunity to show their grasp of the Enduring Understanding/ Key and Related Concepts. Possible assessment strategies:

• Exhibitions, presentations and performances• Oral presentation either in class or during assemblies• Process Journals, Developmental workbook...etc • Short and long essay questions, end of unit assessments• Practical assessments (experiments, art products, investigations)• Self and/or Peer assessments/ evaluations• Interdisciplinary units• Open ended tasks• Portfolio assessment

Although assessments are subject related and rooted in the subject criteria, teachers are encouraged to look for means to develop interdisciplinary units of work that lead to different assessments linked to the subject specific objectives.

The criteria used for assessment The criteria that are used for assessment are based on the New York standards for English in KG, Californian standards for English in the elementary school, NCTM for mathematics and on the subject specific MYP objectives in the middle school as described in the chapter “Assessment” in the From Principles into Practice and more extensively in each MYP subject guide. The assessments measure the individual achievements of the students against the subject specific criteria. In each subject the criteria are made task specific for each unit and are explained in rubrics that accompany each unit. The descriptors in the rubrics to describe the different levels of achievement derive from the (interim) objectives. Criterion Related Assessment gives students more informed feedback as to how they performed and what they can do to improve. Each unit is worked out in a Unit Planner and is explained in detail to the students through a student hand out and a rubric. The stage 1 of the unit planner describes the concepts and context of the unit as

well as the broader picture.

Although the Global Contexts are not assessed as such, they do give the context and focus of the units in the middle school. All the areas of interaction are spread both horizontally and vertically through the curriculum. The stage1 of the units give the meaning and the focus of the unit and shows the link to the real life situations.ATL (Approaches to Learning) is a part of each unit, though the emphasis can be on one or more of the five different skill categories of the ATL as described in the From Principles into Practice, for which different teaching and learning strategies are applied.

Implementation of assessment at QAKBeing a school based in Qatar we also have to meet the requirements as set by the SEC (Supreme Educational Council) of the State of Qatar. There is a strong emphasis on the development of Arabic, and Islamic Studies is also part of the curriculum. The history of Qatar is taught as a separate subject (in Arabic) in grades 3, 4 and 5, and is woven into the curriculum of the Islamic Studies in grades 6-9. Our aim is to align the requirements with the way we assess within the MYP.As QAK has a diversity of cultures within the teacher population whom might all come with a different approach regarding teaching and learning styles. Acknowledging these differences drives the way teachers/ subjects develop their units. Within the departments/subjects students keep track of their work through subject folders or workbooks. During Advisory periods students work on their Portfolios, which reflect their progress and development within all subjects. The Portfolios are used during the Parent/ teacher meetings (and in the future for Student Led Conferences) to discuss their progress. In the last year of the MYP (Grade 10), students finish their Personal Project to reflect their ATL skills and their knowledge of the Global Contexts. The outcomes of the PP will be externally moderated by the IBO

Recording and reporting of AssessmentOn subject level students receive feedback about their assessments/progress in different ways. These can be written or oral feedback during and at the end of a unit of work as well as the use of rubrics for all assessments reflecting the level of achievement. In the middle school students (and parents) are provided with their own copy of MYP criteria for each subject. Students are informed in advance, which criteria will


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be used by the teacher for each unit. Teachers help students understand what is required of them to fulfil the criteria through task specific rubrics. Each student should be able to reach the highest level to his/her potential.The school calendar is divided into two terms. In November a Progress Report is issued out. (copies of all school’s reports are in Appendices) A Full Grade report is issued in February/March followed by the final full report in June. For each report and each year-group there are progress meetings with staff during which the progress of all students are discussed and where decisions are taken for remediation, support or enrichment to ensure further progress of the students. After the reports have been issued out, teacher-parents conferences are held allowing parents to discuss the progress of their child with the teachers.Grading is undertaken positively and consistently, giving credit for what the student has achieved using the teacher’s best-fit judgement in awarding the levels of achievement. Teachers do not subtract marks for material that is irrelevant or incorrect. The aim is to look for evidence of what students know and understand. Teachers’ reward alternative but equally valid answers that contain coherent ideas, which are relevant to the question. Each subject criterion is assessed at least twice per semester (where possible) and the total of the criteria after the best fit judgement then allows the teacher to determine the final grade out of 7 from the MYP Grade boundaries.All reports give an indication of the Work and Social Habits (in the elementary school) and the Approaches to Learning Skills (in the middle school) as well as the level of achievement for all subjects. Per subject there is a final grade and a teacher comment. Reports also state the attendance. If a teacher suspects any form of malpractice by a student, a level of achievement will not be awarded and a reference is made to the Academic Honesty Policy for further guidance as well as in the Homework Policy.A student who has lots of assessments missing (also regarding homework though homework is not assessed as such) against one or more criterion cannot be judged for that criterion and therefore cannot get a full report for that subject. This will result in an incomplete report, which will jeopardize the future of the student at QAK. Missed assessments, tests, exams will have to be taken the day the student returns to school. This will be done after school, for elementary between 2 and 3 pm and in middle school between 2.30 and 3.30 pm. A different assessment will be given to avoid plagiarism where needed. In case a student fails to take the opportunity to take the test a zero will be awarded. (in middle

school for the criteria that were assessed) This puts the responsibility firmly back where it belongs – on the student.Homework is formatively assessed where possible (essay drafts, project plans, research, etc.) and summative assessments class-based. Students and teachers keep track of the achievement levels respectively in their grade booklets and/or Power School. Parents also have access to Power School to be informed about the progress of their children.* also see Homework Policy

Standardization of AssessmentsAt classroom level: teachers continue assessment, peer- and self- assessments are the basis for active involvement of the students of their own learning. Students use teacher-generated rubrics or develop their own to involve them in the moderation of assessment.At department level teachers standardize their assessments by comparing assessments and trial assess each other’s student work as means of internal standardization. Samples of work can also be exchanged between the Qatar Academy schools and in the collaboration sessions between the MYP schools in Qatar.

Supporting Assessment: QAK’s expectations of the studentThe teacher can expect the student to:

• Be on time to class and fully prepared with all the appropriate materials for class work and assessment activities

• Respect each other’s right to learn and to collaborate constructively with peers

• Submit any required work – homework, class work, assignments and projects, etc on time and diligence

• Present work neatly and appropriately, i.e. that general written work be completed in black or blue ink, that diagrams are in pencil and/or colored pencil.

Supporting Assessment: QAK’s expectations of the teacherThe student can expect the teacher to:

• Clearly identify the requirements for each piece of work, providing students with relevant student hand-outs, assessment criteria/rubrics

• Ensure they make at least two judgements against each criterion for final assessment where possible


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• Provide adequate time for students to complete each assessment task

• Provide adequate access and guidance towards any resources necessary for the successful completion of any assessment task

• Assess all work appropriately and return to students in good time.

Supporting assessment: QAK’s expectations of the parentThe school encourages the parents to offer constructive and positive support as their children complete their schoolwork; however, this support should not go as far as to compromise the authenticity of the child’s work.The school recommends that

• A student to be provided with a quiet space at home, and adequate time, to complete their school work

• A student to have access to a computer and printer• A student to have internet access and/or access to books/ a library*

Internet and library access is available on campus both during and immediately after school hours.

References

International Baccalaureate Organization. MYP: From Principles into Practice. Cardiff,Wales: Peterson House, 2014International Baccalaureate Organization. MYP: Coordinators Handbook 2013- 2014, 2013International Baccalaureate Organization. Guidelines for developing a school assessment policy in the Diploma Programme. 2010,International Baccalaureate Organization. General regulations: Middle Years Programme. Peterson House, Cardiff, Wales: Peterson House, 2011.International Baccalaureate Organization, MYP Subject GuidesQatar Academy Al Khor Homework Policy, 2012.International School of London, Qatar. Assessment Policy (draft). 2010.Stockholm International School, Stockholm International School Assessment and Evaluation Policy. 18 Apr. 2012<http://www.intsch.se>

Academic Honesty Policy

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IBO Mission Statement on Academic Honesty“Academic Honesty must be seen as a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment. It is influenced and shaped by a variety of factors including peer pressure, culture, parental expectations, role modeling and taught skills…”Academic Honesty must be taken very seriously and students need to take responsibility for presenting authentic work. This work should be the students own original ideas; information taken from other sources should be properly documented. It is imperative that students keep a list of the information sources they used to support their work. It is not allowed to copy and paste.

Academic Honesty and the Learner ProfileWithin the Learner Profile is the attribute Principled that states in relation to the academic honesty “they act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities”

Bibliographies and referencingThe format used at QAK for bibliographies and reference is the Modern Language Association style of referencing (MLA: www.mla.org) and is referred to as an information literacy skill of Approaches to Learning (ATL) Teachers are to use the MLA and students will be trained in the use of it through library sessions and there will be a section about referencing included in the ATL Handbook.Students at QAK must commit to supporting the Academic Honesty policy of the school in all aspects of their work. They should ensure all work submitted is authentic and they references all work or ideas of others. The areas they specifically should focus on are:

• personal skills—discussions on integrity, confidence in one’s own work, willingness to work independently, self-evaluation skills, determination to achieve individual potential

• social skills—discussions on how to work collaboratively, how to contribute to a group or team, how to acknowledge work by other group or team members, peer-evaluation skills

• technical skills—recognition of when others’ ideas, physical skills and/or techniques should be acknowledged, which sources of information should be acknowledged, understanding plagiarism, how to construct a bibliography, how to reference correctly.

Teachers at QAK must demand and encourage academic honesty in all pieces of work completed by students. Teachers must be committed


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to supporting the application of the IB Learner Profile as it applies to academic honesty policy and detect any form of plagiarism. Teachers are responsible for making sure that the students clearly understand the policy by integrating lessons on academic honesty into their unit planning. Teachers are the “gatekeepers” with regard to modeling and demonstrating academic honesty appropriate to the grade level they are teaching. It is important that students have a variety of resources regarding academic honesty, knowing how to use them adequately at QAK as described in the different strands of ATL skills that are used in this. They will be provided guidance through the MYP Coordinator, the Curriculum Coordinator, the Librarians, the Heads of Departments and the teachersTeachers, parents and students may reference the IBO text for further clarification:http://www.ibo.org/documentlibrary/regs_ibworldschools/

Offences and consequencesAllegations of academic dishonesty will be dealt with immediately by the administration and fully investigated. The student will be given the opportunity to respond to the allegations. If, after the investigation, the student work is found to be honest and accurate then the matter will be concluded and will not be noted on the students record. If it is found that the work in question does breach academic honesty then the following will apply:

• First offence – the student will not receive a grade for the work and a meeting will be set with the teacher and the counselor, and the parents will be informed.

• Second offence – the student will not receive a grade for the work, a meeting will be set with the teacher and the counselor, a meeting will be set with the parents, and the student will receive two days suspension.

Further instance of academic dishonesty may jeopardize the students right to remain at the school. QAK takes the matter of academic honesty very seriously and aims to support the work of all students with respect and fair treatment.

Understanding malpracticeWhat is Plagiarism? Copying the work of another person and using it as your own work is plagiarism. If you use someone else’s work you must acknowledge the original creator; even if you alter the words slightly you are still taking the work of another person. This also applies to work taken from the internet and all other electronic media including

all forms of images and graphics. Information taken from all sources on the internet must reference the URL.What is Collusion?Allowing your work to be submitted by another student or giving information to another student regarding information on a test or assignment in order to help someone else achieve a grade by assisting them in cheating.What is Copying?Copying from another student in part or in full or allowing a student to copy your work in class or at home.What is Duplicating?Submitting the same piece of work for more than one subject, regardless of the similarity between the subject assignments.What is Cheating?Gaining an unfair advantage over other students in the context of an academic assignment, assessment, test or any other school related activity.Generally plagiarism can be avoided by citing all sources. Students should use the bibliography to indicate the sources they used to create their work. In addition, they must use quotation marks and clearly define the source of the information.

References:

International Baccalaureate Organization. MYP: From Principles into Practice. Cardiff,Wales: Peterson House, 2008International Baccalaureate Organization, Diploma Programme Academic Honesty, Peterson House, Cardiff, Wales, 2007International Baccalaureate Organization, MYP Subject Guides (all new subject guides from 2012 onwards contain a section on academic honesty and library)Qatar Academy, Academic Honesty Guidelines (Primary School)International School of London Qatar, Policy Book, 2010

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Homework Policy


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Qatar Academy Al Khor Homework ProceduresQatar Academy Al Khor has established homework procedures based upon the practice of classroom skills. They have been established to encourage our students to be thinkers, knowledgeable, risk-takers and responsible for their learning. Homework given is designed to be balanced, and achievable by all students, as well as allowing students to reflect on classroom activities.

Homework responsibilities:

Teacher’s Responsibilties • Students will be assigned homework and given enough time to finish

it• Homework will be planned, created and assigned according to grade

level• Homework should not be new activities for the students• All homework will be reviewed and commented on after completion• All homework will go home as a hard copy and/or be placed on class

Wiki spaces/ blogs• No homework will be given over holiday periods• Homework will not be sent home during major assessments,

however, reading will still be required• Teachers will keep parents informed through unit planning when and

what kinds of ongoing study are required at home for assessments• If a student misses school due to an illness, trip, or other reason, it is

up to the teacher to determine how much of the missed work needs to be made up and communicate this to the student and parents.

Student’s Responsibilities • Students are expected to be organized, write down their homework

in the student planners and complete all homework assigned planning well in advance to avoid backlog

• Students are expected to ask teachers questions if they do not understand or cannot complete any homework given

• Students should find the best place for working efficiently without distractions, using a comfortable place to sit with good lighting

• Students are expected to be principled and avoid plagiarism as described in the Academic Honesty policy.

• Every day, students at QAK will be asked to read as homework. Sometimes a reading book is assigned for school. If a reading book


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is not assigned, students should still be reading. It is an expectation that students will spend 15-30 minutes reading each day

• In addition to reading, students can expect to spend an average time each day on assigned homework as defined here:

Grades 1 – 2 30 to 40 minutes Grades 3 – 4 40 to 60 minutes Grade 5 60 to 80 minutesGrades 6 - 8 80 to100 minutesGrades 9 - 10 100 to120 minutesStudents are expected to read over holiday periods

• When a student has been absent, it is the responsibility of the student to make sure that make-up work is completed.

Parental Responsibilities • Parent (or tutor) involvement in homework should be minimal, and

should be seen as facilitation, not helping or teaching, but allowing the students to be inquirers, thinkers and risk takers

• Guidelines for parent involvement include:- Help set up a consistent organized place for homework- Set a consistent time for doing homework- Encourage, motivate, and prompt your child, but avoid sitting with

them, especially at the younger grades where one primary goal of homework is to establish independent study skills. If your child is consistently unable to do the homework on his or her own, please contact the teacher.

- Communicate with your child about their work. Ask them to explain what work they are doing. Answer questions as needed. When finished, ask that your child share with you what they did. This will promote the students to become good communicators.

- Listen to your child read and/or discuss the book with them.- Although there might be exceptions, on average, students should

be able to complete homework within the time guidelines above, and then read. If this is not happening, it is essential that you communicate with the teacher.

A student who has lots of assessments missing (also regarding homework although homework is not assessed as such) against one or more criterion in the MYP cannot be judged as there is no evidence. This will result in an incomplete report, which will jeopardize the future of the student at QAK. This puts the responsibility firmly back where it belongs – on the student. Therefore a student will be warned by the subject teacher when not handing in homework and given a second chance. After repeatedly not handing in homework the coordinators and parents will be informed.

Special Educational Needs Policy (SEN), 2012


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A. Philosophy of Special Educational Needs and Admission RequirementsThe purpose of this policy is to provide students, parents and teachers with information about students with special educational needs. Qatar Academy Al Khor (QAK) believes that every student is a unique individual with specific strengths and needs. QAK supports and provides students with learning opportunities that help them reach their maximum potential and prepare them for the future in a rapidly changing world. At the same time, classroom teachers at QAK are aware that students come from different academic backgrounds with different educational strengths and needs. It is the policy of Qatar Academy Al Khor not to accept students with special learning difficulties since teaching students with special needs require specialist teachers, services and resources. According to the school’s admission policy, new students entering at KG 1 level receive a screening interview that assesses their readiness in the following areas: Logical operations, conservation, transitivity and seriation and spatial concepts. Only those students who show readiness in socio-emotional, motor and intellectual developmental milestones are eligible to enter KG 1 at QAK (Appendix 1). Also according to the school’s admission policy, new students entering grade 1 through grade 7 are required to pass English, Arabic and math exams in order to be accepted at the appropriate grade level.

B. Special Educational Needs PolicyWhen teachers identify a student with emotional/behavioral difficulties or academic challenges, they document and refer the case to the Guidance and Counseling department. The counselors meet and observe the student, and whenever needed, contact the parent for a meeting to discuss the case and design an intervention plan based on the nature of the presented case. Students with social, emotional and behavioral challenges:1. For students with social, emotional and behavioral difficulties, the

school counselors provide extended counseling and guidance services to help the students to adjust to the school’s learning environment. The counselors also ask for individual parental meetings to discuss effective intervention plans at home. These services are provided throughout all the academic year and whenever needs arise.

2. In addition, three annual meetings are scheduled between the school administrators and grade level teachers to discuss the progress of students with academic and behavioral challenges. Students who


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show academic underperformance and/or behavioral challenges are enlisted on Monitoring List (Appendix B) where teachers evaluate the student’s academic progress, daily performance and provide immediate feedback. A copy of the report is sent to the counselor, principal and the parents. The counselor meets these students on a weekly basis to help them with strategies for social and learning skills.

Students with academic difficulties and challenges: 1. In the case where a student appear to have significant academic

underperformance or a certain academic difficulty, the classroom teacher refers the student to the Guidance and Counseling department with appropriate documentation which in turn reports to the school administration about the referred case (Appendix C). Based upon the decision of the Guidance and Counseling department and the school administration, the parents of the student will be informed about the presented concerns and if needed, the teacher(s) who made the referral will attend a meeting to help clarify to the parents the concerns so they better understand the need to take action.

2. Upon the professional judgment of the counselor and the school principal, the student might be referred to an outside agency for formal diagnostic assessment. (Kindly find below the Procedures for referring a Student to Diagnostic Assessment)

3. QAK provides academic diagnostic and standardized assessments for the general student body; however, assessments for special needs students are not administered on campus.

4. In case a student is referred to an outside agency and diagnosed with a certain learning difficulty or disorder, the school administration and the counselors will investigate and decide whether the school can accommodate and meet the student’s needs. The decision of acceptance and accommodation is based upon reviewing the resources the student will require compared to the learning program and human and material resources that the school can provide.

5. If a support program that the school already implements assists the student with special educational needs, the school accommodates the student at the appropriate grade level. Depending on the presented need, the range of learning support that QAK provides for students who are diagnosed at a later stage include in-class or inclusion support and/or pullout, intensive support and specific skill focus that is provided by classroom teachers.

An in-class support program is provided by a second classroom teacher who teaches, explains and clarifies the presented lesson in parallel with the main classroom teacher. The students are usually kept in their regular classrooms with their classmates. In the pullout

sessions, the student goes to a separate classroom with a teacher where the main method of teaching is direct with one to one instruction.

The same learning support is also provided to students whose language skills are not up to grade level in certain areas.

6. If an appropriate support program doesn’t exist or the human and material resources are unavailable to cater for the special needs of the student, then a mutual letter is signed between the school administration and the parents of the student concerned stating that QAK does not guarantee the academic success of the student for the next year.

7. Students with diagnosed educational needs and difficulties are equally entitled to the promotional requirements mentioned in the Promotion Policy of Qatar Academy Al Khor.

C. Procedures for referring a student to Diagnostic Assessment1. QAK believes that any recommended referral for external assessment

must be preceded by the full written consent of the parents. The school is not responsible for the ethical and professional obligations and qualifications of the educational psychologist or the psychiatrist who is undertaking the tests.

2. Parents who seek special need assessment and diagnostic tests are responsible for the financial cost of the consultation and subsequent testing and therapy.

3. School counselors act as a liaison office and consultant in close coordination with the school administration regarding educational difficulties that include external referrals for psychological and educational assessments.

4. The school has the right to look at the formal diagnostic report and make contact with the personnel undertaking the assessment before implementation of any support strategies.

5. Upon presenting the formal diagnostic assessment of special educational needs and with approval of the school personnel on the content and the provided recommendations, the school may make special arrangements or provide a learning support program to further the educational growth of the student.


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These arrangements include: • Extra time allowance • Supervised breaks or rest periods in and outside the examination

room, which is not deducted from the time allocated for examination

• Modification of font sizes whenever needed • The use of computers for writing and typing purposes

6. For the time being, although the method and environment of teaching can be changed, the classroom teachers remain the responsible body to provide a learning support program as stated above and to teach students with specific difficulties with close and constant collaboration with the Heads of Departments, counselors and administrators.

References

American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC, American Psychiatric Association, 2000 Fogelman, K.R. & NFER: National Foundation for Educational Research in England and Wales. Piagetian Tests for the Primary School. Routledge, 1970. International Baccalaureate Organization. Teaching students with particular special educational and learning needs - a resource for schools. Cardiff: Peterson House, 2004. International Baccalaureate Organization. MYP: From principles into practice. Cardiff: Peterson House, 2008.International Baccalaureate Organization. Special educational needs within the International Baccalaureate programmes. Cardiff: Peterson House, 2010.

MYP Handbook_0.pdf · MYP MYP MYP Parents Guide 9 The Learner Profile is the core of this framework and is an embodiment of what the IB means by “international-mindedness” The

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