INTRODUCTION TO GRADE TEN
Eamon Hobbins Grade 10 team leader
The 10th grade will number approximately 72 students. Students will be divided into three homeroom groups—A, B, C—which will be selected so that there is a heterogeneous mix of students in each group. Thus, each homeroom group will be gender balanced with a variety of academic, artistic and sporting abilities and with a variety of ethnic backgrounds.
In grade 10 students will be with their homeroom group for the first ten minutes of each day and for a homeroom period looking at Health and Social issues once every week. The students work in their homeroom groupings for Humanities, English and Physical Education but in the other subject areas they will be into 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.
The school day is divided into a 8 period day with a 40 minute break (beginning each day in the homeroom) and a two week cycle – an ‘A’ week and an ‘ B ’ week. B weeks are mirror images of A weeks and give students the opportunity of attending classes at different times of the day. Every week, students will have the following lessons:
| Course | Lessons per week |
| Language A: English | 6 |
| Mathematics | 6 |
| Humanities (History & Geography) | 5 |
| Science | 6 |
| Language B-French | Spanish | Kiswahili | 5 |
| PE and Swimming | 3 |
| Art, Drama, Music (Two from three) | 4 |
| Information Technology | Design Technology | 4 |
| 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.
Each grade 10 homeroom has two homeroom teachers who look after the general welfare of their homeroom students.
We expect grade 10 students to spend two to three hours per night, five nights a week, on homework. Two learning specialists give 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 grades 9 and 10 Counsellor 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.
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
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:
Oceans: Oceans, coastlines, ocean hazards, ocean resources.
The Lithosphere: The factors that cause volcanoes and earthquakes. The different management policies in economically more and economically less developed countries.
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
Globalization: What is Globalization, the economic and historical background to globalization, the victims of globalization, Africa and globalization and anti globalization.
ASSESSMENT:
Students will be assessed using the IB MYP assessment criteria:
• Knowledge
• Concepts
• Skills
• Organization and Presentation
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.
Back to topMATHEMATICS
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.
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.
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 work is mainly based on authentic use of the language and on authentic resources in a variety of activities into which IBMYP Areas of Interaction are interwoven. The course is divided into the following units, which comprise the last five units of the basic textbook and its components, Discovering French (Blanc). In addition, students will complete a major project on a francophone country or region.
Sports and Health
· Discussing sports
· Discussing fitness and health
· Talking about one’s daily activities
· Narrating past activities
· Reflexive verbs
Where One Lives
· Different types of housing
· Furniture
· Imperfect Tense
Fashion
· Varieties of clothing
· Shopping for clothes
· Clothing and culture
· Fashions of the past
· Interrogative and demonstrative pronouns
Vacation/Travel
· Travelling
· Good and bad holidays
· Simple future tense
· Conditional tense
Car/Driving
· Motor vehicles
· At the service station
· Present participle
· The subjunctive
Special Project on Francophone Countries
ASSESSMENT
Oral presentations, conversations and role-play exercises, quizzes, unit tests, projects, listening and reading comprehension and creative writing assignments all form part of the work to be assessed. The students are also assessed on their involvement in the lessons, on effort, work habits and on their overall contributions towards the success of the classes.
LANGUAGE B: SPANISH
AIMS:
The Grade 10 Spanish 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 work is mainly based on authentic use of the language and on authentic resources in a variety of activities into which IBMYP Areas of Interaction are interwoven. The course is divided into the following units, which comprise the last three units of the basic textbook and its components, Juntos Dos. In addition, students will complete several projects on Spanish-speaking countries or regions.
Meals (food and drink) (mainly Argentina)
- § Holiday celebrations and meals
- § Life in Argentina
- § Cooking (recipes)
Life in the country (mainly Argentina)
- § Agriculture (incl. animals)
- § Activities in the countryside
- § Argentinian estancias
- § Present and future activities
Clothing and fashion (mainly Spain)
- § Fashion (clothes and hairstyles)
- § Going out
- § Ser and estar
Our health and fitness (mainly Spain)
- § Staying healthy
- § Sickness
- § Nutrition
- § The human body
- § Commands
Community Service (mainly United States)
- § Community needs and help offered
- § Reading and writing volunteer position applications
Bilingualism (mainly United States)
- § Aptitudes
- § Careers
- § Job applications
- § Subjunctive mode
ASSESSMENT:
Oral presentations, conversations and role-play exercises, quizzes, unit tests, projects, listening and reading comprehension and creative writing assignments all form part of the work to be assessed. The students are also assessed on their involvement in the lessons, on effort, work habits and on their overall contributions towards the success of the classes.
LANGUAGE B: KISWAHILI
AIMS:
Build the four Language Skills through communicative approach. The program is also aimed at introducing students to the culture of the country where the language is spoken through the study of the target language. Classroom tasks are based on authentic use of the language in a variety of activities and projects. Grammar structures and vocabulary are taught in context, with explanations given as required. Since Kiswahili is related to the African culture, each unit will have a part dedicated to it.
CONTEXT:
The course is divided into 5 units. Each unit highlights opportunities for students to express themselves using a variety of relevant topics and activities. Each unit has an introductory topic, with a checklist of key functions and structures to be learned practice tests, mini-tests for self-assessment and reinforcement activities.
1. The role of tradition to African nations
2. Cultural and traditional activities that destroy our environment
3. Cultural practices that help to spread HIV / AIDS
4. The impact of Orphans on African societies
5. How effective are the Orphan centers in Tanzania
RESOURSES:
-Texts made by teachers
-Reinforcing Reading Skills: Short made-up texts, Books, Flash cards,
-Reinforcing Writing Skills: Gap-filling tasks, labeling, surveys, grammatical revision exercise
-Reinforcing Speaking Skills: Card Games, information gap tasks, role-play and
mini- presentations, conversations, little classroom discussions.
-Reinforcing Listening Skills: Listening to each others commands, listening to taped
tasks.
-Use of local resources for cultural activities such as newspapers and magazines.
All the resources are designed to provide enjoyment and intellectual stimulation.
ASSESSMENT:
There are two main types of assessment, formative and summative assessment. Periodical assessment is done by tests at the end of each topic covered. Organize Personal assessment with (–NINGE-) lists, where the students can check their own knowledge of the language aspects. Ongoing assessment is done through class work and homework like; Oral presentations, role-play, dialogues, pair work, reading comprehension using MYP criteria as in the MYP guide.
MYP Criteria for assessment are:
• Speaking: Message and Interaction (A&B)
• Writing: Message and Organization (C&D)
• Reading Comprehension: Getting implied messages. (E)
LANGUAGE B: KISWAHILI ADV.
AIMS:
Kiswahili continues to build upon all four-language skills (Speaking, Listening, Reading and Writing). Our approach is mainly communicative and Kiswahili is used to offer healthy classroom interaction. The work is mainly based on authentic use of the language and on authentic resources in a variety of activities and projects. Grammatical structures and vocabulary are taught in context, with explanations given where and when required, and with strong assimilation support.
CONTENT:
The course is divided into three main sections. Each section highlights opportunities for students to exchange ideas, share experiences and express themselves using a variety of relevant topics and activities. Students also make a link between the content of the topic and its relevance in the context of the African World.
The Law: Crime and Regulations ( Sheria na Kanuni).
- Understand some of the laws and regulations in Tanzania
- Compare law enforcing bodies of Tanzania with those of other countries
- Structure a report or account of an incident e.g. theft, accidents
Betrothal and wedding ( Uchumba na Ndoa)
- Identify cultural patterns
- Identify the different stages
- Understand the social significance, from a betrothal to the wedding, of each stage.
The environment: ( Mazingira )
- Describe the geography of Tanzania
- Demonstrate an awareness of the effects of the environment on the people
- Identify people’s activities which are the cause of pollution
- Carry out a survey of economic activities that affect the environment
- The grammatical structure of “JI- MA”
Culture: (Mila na Desturi)
- Understand the cultural peculiarities of Tanzania.
- Decode relationship between culture and the environment, styles of dressing, housing and food.
- Identify and compare cultural patterns.
ASSESSMENT:
Oral presentations and activities, conversations and role-play exercises, pair work, group work, reading comprehension and creative writing assignments all form part of the assessment. The students are also assessed on their involvement in the lessons, on effort, work habits, improvement and on their overall contributions towards the success of the classes. Each unit also has quizzes based on vocabulary games, a unit test and projects to focus on the skills covered in that particular unit. At times dictations, grammatical drills will form part of the assessment strategies for a particular unit.
MYP criteria for Assessment are:
Speaking: Message and Interaction Comprehension: Listening Comprehension
Language Language
Writing: Message and Organization
Language
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.
MYP PERFORMANCE ARTS: MUSIC
AIMS:
• To establish and develop creative awareness with the confidence to experiment musically.
• To refine the knowledge of a wide range of musical styles. I.e. Contemporary music, Film music, Reggae, Classical.
• To further develop established instrumental skills and techniques, and to learn new ones.
• To further develop and refine the skills and techniques of composition, including improvisation.
• To understand more advanced principles and techniques of musical notation.
• To refine listening skills, concentrating on all musical parameters at a deeper level, including texture, timbre, instrumentation, orchestration, dynamics, form, mood, harmony, melody, rhythm.
• To further understand and use more advanced technical vocabulary.
• To refine performing skills through recitals as a soloist, and as an ensemble player.
• To further a deeper understanding about the history of music and specific musical genres.
• To refine the ability to produce critical self, and peer evaluations.
CONTENT:
Reggae and its roots
Students learn about the roots of reggae and its development through Ska and Rock Steady. The module includes a research project about Bob Marley; analysis of reggae songs for their message and structure and finally a composition of their own reggae song, which is performed live to the class and recorded.
Film Music
Students analyze the music of several films, differentiate between the genres and understand the different emotions that music is capable of achieving in the minds of the film audience. The students learn and experience the relationship between music and visual stimuli and explore how to create the appropriate piece of music to accompany action, making sure the right atmosphere and mood are achieved.
Programme Music
This module is an introduction to ‘Programme Music’ and how it can create pictures, images, places or emotions. Students write a story from music listened to; look at graphic scores and create their own; and conclude by composing and performing a piece of music created from the stimulus of an Indian poem, ‘The First Word’ based on the creation of the world.
ASSESSMENT:
• Portfolio of work, composition sketches and ideas; journal of musical experiences.
• Self evaluations and peer evaluations. Self-assessment questionnaires.
• Ongoing discussions in class; solo or small group work.
• Presentations, written analyses, question-and-answer sessions.
• Performances and recordings.
The above assessment tasks correspond to the 4 main areas of MYP assessment for the arts:
• Knowledge and Understanding
• Application
• Evaluation and Reflection
• Artistic Awareness and Personal Engagement
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 confident creativity
CONTENT:
Unit 1
This is a study of personal identity which is exemplified and illustrated by primarily studying the life and work of Frida Kahlo. This will also involve work on the Mexican Muralists in particular Diego Rivera.
Unit 2
Students select and study an artist of their choice and explore the work of that artist through a series of multi media workshops to introduce different materials such as textile techniques, riveting the use of the glue gun and collage.
Units will include.
Drawing
Life drawing and observation drawing.
Watercolour and Acrylic painting.
The use of mixed media
The study of more than one artist.
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
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
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.
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.
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.
