Secondary Curriculum: Grade 10

INTRODUCTION TO GRADE TEN

Rebeka Adamitis
Grade 10 team leader



The 10th grade numbers approximately 88 students. Students are divided into four homeroom groups—A, B, C and D —which were selected so that there is a heterogeneous mix of students in each group. Thus, each homeroom group is gender balanced with a variety of academic, artistic and sporting abilities and with a variety of ethnic backgrounds. Each grade 10 homeroom has two homeroom teachers who look after the general welfare of their homeroom students.

The students work in their homeroom groupings for Humanities, English, Physical Education and Health and Social Education classes, but in the other subject areas they will be in different groups. These groups may be randomly selected, they may be selected to ensure the full range of abilities and interest, or they may be selected by proficiency - in Modern Languages and Mathematics, for instance. In the Creative Arts students will select one out of three subjects: Art, Drama or Music. Students also study Information Technology for one semester and Design Technology for the other.

The 2009-2010 Grade 10 Homeroom teachers are:
                       
10A: Lucia Clemente, Stephen Withers
10B: Christel D'Mello, Dylan George
10C: Bradley Kremer, Cecile Leonard
10D: Robert Tate, Annie Sproston

Beginning after homeroom, the school day is divided into a 4 period day with 2 breaks: 20 minutes between periods 1 and 2 and 40 between periods 3 and 4.   The classes follow a 10-day cycle.  Every cycle, students will have the following lessons:

Course Lessons per 10 Day Cycle
Language A: English
5
Mathematics
5
Humanities (History & Geography)
5
Science
5
Language B-French | Spanish | Kiswahili
5
PE and Swimming
4
Art, Drama, Music
Students choose one of these subjects
5
Design Technology | Information Technology
Students do one of each of these subjects per semester
5
Health and Social Education (HSE)
1
Click on subject for more details or scoll down the page.


In addition to the academic programme, students are expected to make a weekly commitment to a Community Service project.  Hours for their Community Service will be double-checked during homeroom. 

We expect grade 10 students to spend two to three hours per night, five nights a week, on homework. (Of course, time will vary depending on students’ abilities, English language proficiency, and extra-curricular load).  A learning specialist, Christel D’Mello, gives extra support to grade 10 students who are having difficulties with English or who have a specific learning difficulty. Most of this assistance is extended to students as they attend regular classes; however, in some cases students will be taken out of their regular class in order to receive this support. The grade 10 Counselor, Glen Blair, is available to support grade 10 students with study problems or personal difficulties and will teach Health and Social Education in grade 10.

Grade 10 students will continue to build their exam and test-taking skills. They will be given a variety of tests and quizzes during the year with teacher assistance in planning and revising for tests. They will also experience a week of exams at the end of the year, taken under full examination conditions (as for International Baccalaureate Diploma examinations). However, overall term grades for these students will be calculated using a variety of assessment tools including course work, homework, projects, and performance on tests.

Grade 10 students also undertake a Personal Project during the first half of the year. This is an extended study into an area of personal interest for the student and is excellent preparation for the Extended Essay that students complete in the IB Diploma years, as well as being excellent development of self-motivation and study skills.

The overall programme of studies for grade 10 students is guided by the International Baccalaureate Organisation via the Middle Years Programme (MYP). Please see the following pages for a more complete description of the IBMYP and the courses we offer at IST.

Back to top

LANGUAGE A: ENGLISH

AIMS

IST’s English syllabus follows the IBMYP programme. The three key components of this programme - Holistic Education, Communication and Intercultural Awareness - are intrinsic features of our school-based curriculum. The study of English invites students to question and evaluate information critically, to seek out and explore imagination through literature, and to develop an awareness of their own place in the world.

The Language A (English) programme aims to develop students' ability to:
• use English with enjoyment as a vehicle for thought, creativity, learning and self-expression
• engage with and respond appropriately to a variety of texts
• gain a deeper understanding of human nature and thus of themselves and others
• develop a critical approach to literature
• develop the sense of a new humanism by exploring the interdependence of human beings and their environment in this technological age
• comprehend more clearly aspects of their own culture and those of other people's cultures
• encourage a wide reading for enjoyment

CONTENT

• Elie Wiesel Night
• Literary circles – novel options
• Poetry through the Ages
• Film analysis
• Arthur Miller The Crucible

ASSESSMENT

Assessment in the IBMYP Language A programme takes two forms: formative and summative evaluation of student performance. In Grade 10, all students complete common core tasks which will be moderated across the grade, and will sit for an end-of-year examination designed to assess their overall performance in the course. Throughout the year, students will be assessed on a variety of oral and written work including dramatic presentations, formal essays, tests, oral commentaries, poetry writing, role plays and creative writing assignments. A selection of these tasks will be sent to the IBO for moderation.

IBMYP assessment criteria are:
• Content
• Organisation
• Style and Language

Back to top

HUMANITIES

AIMS:

We believe that Humanities plays a unique role in developing respect for different values, beliefs, cultures and ideas amongst students through their examination of historical, geographical, developmental and sociological issues. Our aim is to promote self-awareness, and knowledge and empathy for, and understanding of, the world's people. We also seek to encourage students to adopt a proactive role in addressing environmental issues.
The Middle Years Programme in Grades 9 and 10 allows our students to study many different aspects of the humanities rather than focus on one narrow area of study. This will enable students to gain a more holistic understanding of how the world functions today, and develop a wider range of skills that they can apply to different tasks and situations. They will also gain a better awareness of their own interests and abilities, to enable them to make informed choices for the IB Diploma or Certificate programmes at the end of Grade I 0.

C0NTENT:

Coasts and management of coastal environments: Coastlines and ocean hazards.
Modern African History: The Scramble for Africa, how colonization affected African life, the emergence of African nationalism, independence in Africa .
South African History: How did different communities develop in South Africa and what was the response to this, particularly during the era of Apartheid
Environmental issues of the 21st century: use of natural resources, pollution, sustainability, and the interdependence of human development and environmental usage.

ASSESSMENT:

Assessment activities will include: role plays, extended written work, projects, visual displays, homework assignments, oral and power point presentations, class discussions, quizzes, and end-of-topic tests.
Students will be assessed using the IB MYP assessment criteria:
• Knowledge
• Concepts
• Skills
• Organization and Presentation

Back to top

MATHEMATICS

OBJECTIVES
To enable students to:
• Grasp mathematical concepts and acquire skills with confidence and pleasure;
• Symbolise and verbalise a piece of mathematics appropriately;
• Develop the ability to apply mathematics;
• Move with confidence between different forms of representation (e.g. tables, graphs, geometry, flowcharts, formulae);
• Develop an understanding of mathematical reasoning and its use in context;
• Develop mathematical intuition;
• Reflect upon the problem solving process and evaluate the significance of the result.

CONTENT
1. Number: Exponents; radicals
2. Algebra and Linear Functions: Review of linear systems and graphs; review of quadratic functions;
3. Functions: Functions; their graphs and applications, including polynomial, piecewise, absolute value, radical, rational, exponential; solving functions; asymptotes; function notation; domain and range; composite functions; inverses; transformations of graphs
4. Geometry: Circle geometry and theorems; constructions; coordinate geometry and quadrilaterals
5. Statistics: Basic concept review; interval values; measures of central tendency for grouped data
6. Sets: Set language and notation; Venn diagrams
7. Probability: Calculating probability; complementary events; mutually exclusive events; dependent and independent events; multiplication counting principle; binomial theorem
8. Trigonometry: Angles of elevation and depression; area of a triangle; sine and cosine rules; ambiguous case of sine rule; bearings; three-dimensional trigonometry; special angles; trigonometric graphs
9. Vectors: Vector notation and terminology; translations; vector operations; vector geometry; magnitude
10. Graphing Calculator Skills: Computations; graphing; data analysis; solving equations; sequences

ASSESSMENT
Assessment is intended as an extension of the learning process for students, and this course gives students many different ways to demonstrate their understanding and skills. Assessment tools include homework assignments, individual and team projects, investigations, class participation, presentations, tests, and quizzes. There is a cumulative test in December or January and a final examination in June.

IBMYP Criteria for Assessment are:
A: Knowledge and Understanding – This is normally judged in tests and quizzes and assesses what students know about mathematical concepts and tasks. Students use general rules they have learned and apply them to specific problems.
B: Application and Reasoning – This is usually found in students’ written investigation work or tests and assesses students’ problem solving strategies. It looks at students’ ability to take specific examples and use them to recognise patterns and suggest general rules or relationships.
C: Communication – This is assessed in written work and judges the students’ ability to communicate facts, ideas, methods, and conclusions. Students are assessed on their ability to use mathematical symbols and language effectively and appropriately.
D: Reflection and Evaluation – This is assessed in written investigations where students demonstrate their understanding of their mathematical methods and explain the accuracy of their results.

IBMYP EXTENDED MATHEMATICS GRADE 10

OBJECTIVES
To enable students to:
• Grasp mathematical concepts and acquire skills with confidence and pleasure;
• Symbolise and verbalise a piece of mathematics appropriately;
• Develop the ability to apply mathematics;
• Move with confidence between different forms of representation (e.g. tables, graphs, geometry, flowcharts, formulae);
• Develop an understanding of mathematical reasoning and its use in context;
• Develop mathematical intuition;
• Reflect upon the problem solving process and evaluate the significance of the result.

CONTENT
1. Number: Exponents; logarithms; radicals; arithmetic sequences and series
2. Algebra and Linear Functions: Linear programming; algebraic fractions; long division of algebra; synthetic division
3. Functions: Graphs and applications, including polynomial, piecewise, absolute value, radical, rational, exponential and logarithmic; solving functions; asymptotes; function notation; domain and range; composite functions; inverses; transformations of functions
4. Sets, Logic and Proofs: Conjunctions; disjunctions; negations; conditionals; biconditionals; valid vs. invalid arguments; converses; inverses; contrapositives; truth tables; key elements of proofs
5. Statistics: Basic concept review; interval values; measures of central tendency for grouped data; normal distributions; binomial distributions
6. Trigonometry: Angles of elevation and depression; area of a triangle; sine and cosine rules; ambiguous case of sine rule; bearings; three-dimensional trigonometry; special angles; trigonometric graphs; inverse trigonometric functions; the unit circle; radian measure; solving trigonometric equations; trigonometric identities
7. Vectors: Vector notation and terminology; translations; vector operations; vector geometry; magnitude; component form; scalar products; angle between vectors; perpendicular vectors; lines in vector form; applications of vectors
8. Graphing Calculator Skills: Computations; graphing; data analysis; solving equations; sequences; tangents

ASSESSMENT
Assessment is intended as an extension of the learning process for students, and this course gives students many different ways to demonstrate their understanding and skills. Assessment tools include homework assignments, individual and team projects, investigations, class participation, presentations, tests, and quizzes. There is a cumulative test in December or January and a final examination in June.

IBMYP Criteria for Assessment are:
A: Knowledge and Understanding – This is normally judged in tests and quizzes and assesses what students know about mathematical concepts and tasks. Students use general rules they have learned and apply them to specific problems.
B: Application and Reasoning – This is usually found in students’ written investigation work or tests and assesses students’ problem solving strategies. It looks at students’ ability to take specific examples and use them to recognise patterns and suggest general rules or relationships.
C: Communication – This is assessed in written work and judges the students’ ability to communicate facts, ideas, methods, and conclusions. Students are assessed on their ability to use mathematical symbols and language effectively and appropriately.
D: Reflection and Evaluation – This is assessed in written investigations where students demonstrate their understanding of their mathematical methods and explain the accuracy of their results.

back to top

SCIENCE

AIMS:
• To prepare students for candidacy in an IB Diploma Level Experimental Science course
• To help students learn more about the role and limitations of science in history, today's society and the future
• To ensure the development of accurate measuring skills
• To teach students how to develop systematic methods of recording and analysing data
• To develop an awareness in students of the inaccuracies of certain methods, and also the ability to critically evaluate results.

CONTENT:
During the course of the year, students will investigate each of the following modules. The modules here have been listed by science discipline but they are taught in an integrated manner as far as possible e.g. the biology of the eye falls into a unit on Light. The year ends with students working in groups to review work covered in G7-10 in the Group 4 subject(s) they are taking at IBDP. Sessions are led by the Learning Support department to develop revision techniques and foster novel ATLs.

Biology
• Human Reproduction.
• Genetics and inheritance patterns
• DNA and protein synthesis
• DNA technology, including genetic engineering
• Evolution, including natural selection.

Chemistry
• Rates of chemical reactions
• Atomic theory
• Bonding and structure
• Petrochemicals and basic organic chemistry
• Basic mole concept and stoichiometry

Physics
• Heat transfer
• Gas laws
• Waves
• Ray Optics

ASSESSMENT:
This will be by:
• Tests, quizzes
• Laboratory reports
• Homework assignments
• Participation in class
• Presentations
• Individual and group projects

IBMYP Criteria for Assessment are:
• One world (Science within society)
• Communication
• Scientific Knowledge and Concepts
• Scientific Enquiry
• Processing Data
• Performance in Experiments

Key Resources:
Complete Biology: W.R.Pickering
Chemistry: John Holman
Physics for you: Keith Johnson.

Back to top

LANGUAGE B: FRENCH

AIMS:
The Grade 10 French course continues to build upon all four language skills (speaking/listening, reading and writing) and its two main aims are to review, consolidate and extend previously learned vocabulary and structures and then to go into new themes, vocabulary and structures and opportunities for cultural awareness.

 

CONTENT:

The course revolves around the following unit questions and follows a grammatical progression.

 

ASSESSMENT:

Formative assessment:
Regular quizzes will test the students’ learning of content. Pair work, games, role-plays, listening comprehension tasks, reading comprehension exercises, written tasks will be used to develop students’ skills and determine the extent to which the learning expectations have been met.
Summative assessment:
Students will be assessed in a variety of ways with respect to their skills using the MYP criteria.

 

MATERIALS:

The basic resource used in grade 10 French is Encore Tricolore 4, nouvelle Edition, published by Nelson Thornes.  A student activity book accompanies the student course book.  Supplementary materials compiled by the teacher will also be used to support the program.
In addition to standard materials, students are encouraged to have a  bilingual dictionary for home use, a USB of at least 1GB, and access to the Internet at home. A school-wide priority is that students check Moodle/Jua for class assignments, especially if they are away from school. Please make arrangements for them to use a friend’s computer or to use IST computers after school if Internet access at home is not possible.

Back to top

LANGUAGE B: SPANISH

AIMS :  

CONTENT
The course revolves around the following unit questions and follows a grammatical progression.

ASSESMENT :
Formative assessment:
Regular quizzes will test the student’s learning of content. Pair and group work, games, role-plays, listening comprehension tasks, reading comprehension exercises, written tasks will be used to develop students’ skills and determine the extent to which the learning expectations have been met.
Summative assessment:
Students will be assessed in a variety of ways with respect to their skills using the MYP criteria.

MATERIALS: 
The basic resource used in grade 10 Spanish is Gente  Joven 3, Ed. Difusión. A student activity book accompanies the student course book.  Supplementary materials compiled by the teacher will also be used to support the program.
In addition to standard materials, students are encouraged to have a bilingual dictionary for home use, a USB of at least 1GB, and access to the Internet at home. A school-wide priority is that students check Moodle/Jua for class assignments, especially if they are away from school. Please make arrangements for them to use a friend’s computer or to use IST computers after school if Internet access at home is not possible.

Back to top

LANGUAGE B: KISWAHILI

AIMS:

The Grade 10 Kiswahili course continues to build upon all four language skills (speaking/listening, reading and writing) and its two main aims are to review, consolidate and extend previously learned vocabulary and structures and then to go into new themes, vocabulary and structures and opportunities for cultural awareness.

 

CONTENT:

The course revolves around the following unit questions and follows a grammatical progression:

 

ASSESSMENT:

Formative assessment:
Regular quizzes will test the students’ learning of content. Pair work, games, role-plays, listening comprehension tasks, reading comprehension exercises, written tasks will be used to develop students’ skills and determine the extent to which the learning expectations have been met.
Summative assessment:
Students will be assessed in a variety of ways with respect to their skills using the MYP criteria.

 

MATERIALS:

Materials compiled by the teacher are used to support the program.
In addition to standard materials, students are encouraged to have a bilingual dictionary for home use, a USB of at least 1GB, and access to the Internet at home. A school-wide priority is that students check Moodle/Jua for class assignments, especially if they are away from school. Please make arrangements for them to use a friend’s computer or to use IST computers after school if Internet access at home is not possible.

 

Back to top

PHYSICAL EDUCATION

AIMS

br> · To appreciate and understand the value of physical education and its relationship to a healthy, active lifestyle

· To develop the motor skills necessary to participate successfully in a variety of physical activities

· To develop social skills that demonstrate the importance of teamwork and cooperation in group activities

· To demonstrate a high level of interest and personal engagement showing initiative, enthusiasm and commitment

· To show knowledge and understanding in a variety of physical activities and evaluate their own and other’s performances

· To become aware of movement as a creative medium connected to communication, expression and aesthetic appreciation

· To experience enjoyment and satisfaction through physical activity

· To work to their optimal level of physical fitness

CONTENT


Land based activities: Health and fitness, aerobics, basketball, football, volleyball, badminton, softball, cricket and dance

Water based activities: stroke technique, lifesaving, personal survival; water polo

ASSESSMENT

Students are continually assessed throughout the year against defined MYP assessment criteria. The assessment criteria are:

· Criteria A – Knowledge and understanding

· Criteria B – Movement composition

· Criteria C – Performance/application

· Criteria D – Social skills

· Criteria E – Personal engagement


NECESSARYMATERIALS


For PE A house T-shirt, a suitable pair of exercise shoes, blue/black shorts, drinking water, shower materials. Also recommended; sunscreen and hat.

For Swimming Drinking water, shower materials.

Boys - A pair of shorts or swimming trunks

Girls - A full piece swimming costume and appropriate outer layers where required for religious purposes.

NON – PARTICIPATION

Any student not participating in PE or Swimming needs to provide a letter from Parent/Guardian or Doctors’ certificate to their teacher at the beginning of the lesson.

Back to top

MYP PERFORMANCE ARTS: MUSIC

AIMS:

To further develop everyones musical ability either on voice or instrument To perform music at a higher level of difficulty and with greater expression, both individually and as a group To develop critical listening skills and use them to discuss a wide variety of musical styles To further increase music literacy and theory to a higher level of proficiency To independently record several learned musical pieces To critically reflect on ones musical growth and development Public band performance

CONTENT:

Theory worksheets and assignments Songs, scales, and method book Tone production, posture, fingerings, positions, breathing, embouchure Regular independent practice of 1.5 hour/week outside of class time Band development, balance and dynamics Music recording software and sound engineering skills

ASSESSMENT:

1. Knowledge and understanding - music theory and terminology
2. Application - individual and group performance and recording
3. Evaluation/reflection - evaluate the effectiveness of their work and personal development; reflect on the knowledge gained and the artistic process
4. Artistic awareness and personal engagement- enthusiasm, initiative, self-discipline, commitment, cooperation, practice

MYP VISUAL ARTS


AIMS:

· To develop competent practical skills in a variety of media
· To give an informed critique of their own work and that of other artists
· To develop self confidence in individual creativity
- To be prepared to continue taking art at an IB level

CONTENT:
Unit 1 :
You in a Book Students select and study the works of artist Dan Eldon and explore artmaking through a series of multimedia workshops to introduce different materials such as textile techniques, riveting the use of the glue gun and collage. The final product is a book that visually describes many different aspects of the student artist.

Unit 2:
Let’s Get Personal This is a study of personal identity which is exemplified and illustrated by primarily studying the life and work of Frida Kahlo. Students learn and practice the four stages of art criticism while investigating Kahlo’s work along with the work of another artist who uses major personal event in his/her artwork. The final product is a multimedia self-portrait that uses metaphors to explain a major personal event in the artist’s life.

ASSESSMENT:
Through regular teacher /student dialogue. Student critique and explanation of their own work. Unit assessment using the specific MYP assessment areas. Knowledge and Understanding Application Reflection and Evaluation Artistic Awareness and Personal Engagement

Back to top

MYP PERFORMANCE ARTS: DRAMA

AIMS:

• To develop self-confidence, imagination and creativity
• To create and develop team building and group trust
• To facilitate a greater awareness and understanding of the ‘human condition’ – experiencing the perspectives of different people and different cultures
• To explore different themes and concepts
• To develop communication, self-management and problem solving skills
• To understand and develop the principles and techniques of the drama process
• To understand and develop the theory and practice of different theatre styles
• To develop performance skills
• To develop critical and self-evaluation skills

CONTENT:
Module title: Exploring themes and issues through improvisation – ‘The Kerry Smith Story’.

Description: An improvisation module that focuses on a true story of a teenage girl in England who kidnapped a baby. The module explores themes and issues of justice, punishment and teenage / family relationships. Skills are focused on spontaneous and prepared improvisation from various stimuli, authentic, sustained role–play, devising a piece of theatre using various techniques and script-writing.

Module title: Monologues.

Description: Students explore the work of the actor in preparing a role and how characters can be created. They study acting techniques in order to develop a monologue of their choice to final performance.

Module title: Page to Stage.

Description: This module introduces students to a variety of principles and techniques in order to bring a text to life and turn a script into a performance for an audience. A variety of play texts are studied and their styles and practitioners explored. Students prepare a piece for presentation as either a performer or director, including props, set and costume.

ASSESSMENT

uses the IB MYP criteria as follows:

Criterion A, Knowledge and Understanding – the theoretical / factual aspects of theatre

Criterion B, Application - practical work in class, including performance skills

Criterion C, Reflection and Evaluation – students reflect on their work, evaluate its effectiveness and set goals for further development

Criterion D, Artistic Awareness and Personal Engagement – enthusiasm, initiative, contributing to the ensemble by supporting others, appropriate risk-taking and being well prepared for class

Back to top

INFORMATION TECHNOLOGY

AIMS:

The intention of the MYP programme at IST is to ensure that all students will be empowered to use Information Technology for both personal and academic use. The emphasis lies on the application of IT tools in practical situations, enabling students to:

· gain confidence and competence in using computers,

· use IT as an Approach to Learning,

· develop structured problem solving skills,

· gain awareness of the social and economic implications of the widespread use of IT,

· enjoy the use of computers.

CONTENT:

Acquired computer skills will be applied through design briefs that address students' cross-curricular learning. The open-ended nature of these projects will allow proficient students to extend their skills whilst ensuring that the inexperienced student can achieve as well. This practical approach will be balanced by selected theory topics in Computer Science. Software and topics covered in grade 10 are:

· Word-processing, Spreadsheets, Database

· Presentation software (PowerPoint)

· Desktop Publishing

· Web Publishing

· Graphical packages

· Programming

· Computers and Education

· Privacy issues

· Computer hardware and CPU

· Current IT developments

ASSESSMENT:

Students' project work in grade 10 will be assessed using the Design Cycle:

1. Investigation - students collecting and organising information needed

2. Plan/Design - students making appropriate choices of software and layout

3. Create - students using IT to create quality products

4. Evaluate - students reflecting on process, product and learning

These four stages carry equal weight and are linked to the final IB MYP assessment.

Theory will be assessed through debates and home work assignments.

Back to top

DESIGN TECHNOLOGY

The Design Technology program is in its second year in the 10th grade.

AIMS:

· To stimulate and maintain student's interest, curiosity and concern about technological aspects of their environment.

· To enable students to design and produce a range of "good quality" technological products and evaluate and improve upon their own technological products and those designed by others.

· To gain confidence and competence in using various materials, hand and electrical tools.

· To make students aware of the implications of Design Technology and study the human, social, economical, cultural and environmental issues involved.

CONTENT:

Students will learn skills through open-ended design briefs of varying duration. This practical approach will be balanced by theory lessons. The last project will be a design brief developed by the students themselves. Some of the topics covered in grade 9 are revisited and reinforced this year. Topics covered in grade 10 are:

· Use of tools

· Use of materials

· The Design Cycle

· Mechanics

· Electronics

· Designers and their influence

· Ergonomics

ASSESSMENT:

Student's projects will be assessed using the IB MYP assessment criteria's.

Theory will be assessed through homework assignments, presentations and quizzes.

Back to top

HEALTH & SOCIAL EDUCATION (HSE)

AIMS:

To give the students knowledge and personal skills which will enable them to interact successfully with others, equip them to cope with significant life changes, and encourage them to adopt healthy and responsible lifestyles.

CONTENT:

Term 1: STUDY SKILLS -
• Examination Preparation (PSAT/SAT)
• Learning Skills
• Improving Memory Techniques
• Organizational Skills

Term 2/3: CAREER EXPLORATION --
• Interest Inventories
• Psychometric Assessments
• Career Portfolios
• IB Options

Term 4: LIFE CHANGES/ISSUES –
• Transition from MYP to IB/Leaving IST
• Recognizing Stress
• Stress Management
• Getting Help
• Coping with a Crisis

ASSESSMENT:

Health And Social education is an activity-based course in which students are expected to participate in class discussions and group activities such as oral presentations, role plays, pair work and group work. Assessment will be based on effort shown.

There will be no formal assessment for the HSE programme. The success of the program will be judged according to the values and dispositions demonstrated by the students and their success in dealing with the changes they encounter as they move into adult life.

Back to top

PERSONAL PROJECT

The personal project is an independent project that is done outside class time. This project provides the students with the opportunity to express their personal strengths in creating a product that demonstrates their enjoyment and understanding of their learning at IST. The students may choose to do a CREATIVE (painting a mural, writing an African short story, designing a new computer programme) or an ANALYTICAL (testing a product, a power point presentation that illustrates a perspective on a current issue, exploring the different cultures at IST, presentation of a special event in support of a Community and Service activity) project.

All grade 10 students at IST have to complete a Personal Project.

AIMS

CONTENT

ASSESSMENT
The supervisor will assess the student’s project against the following criteria:

PLAGIARISM
If it is discovered that a student has plagiarized any part of the project, a ‘0’ grade will be recorded. In this case, the student will not receive an MYP Certificate of Achievement. It is required of each student to submit their written work to turnitin.com.

IMPORTANT DATES FOR 2008 – 9

19 August:  Personal Project Information Evening for parents
22 August:  Students to submit their AOI Goal sheets
28 August: Supervisor list is published for students
29 September: Introduction of Written Analysis (draft) to be submitted to supervisor
7 – 10 November: No homework weekend – students to complete product
10 November: Product to be submitted to Ms. Kennedy
25 November: Written Analysis to be submitted for formative assessment and feedback
16 – 19 January: No homework weekend – students to complete project
19 January: SUBMISSION OF FINAL PROJECT (WRITTEN ANALYSIS & PRODUCT)
27 – 30 January: Personal Project Display

 

 

©2007 International School of Tanganyika - Providing quality education to elementary and secondary students K-12 -since 1963
About ISTAfrica.com | Site Map | Contact Us |