INTRODUCTION TO GRADE NINE AT IST
Rachel Cannon (Grade 9 team leader)
The 9th Grade numbers 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 have students with a variety of academic, artistic and sporting abilities and with a variety of ethnic backgrounds.
In Grade 9 students will be with their homeroom group only for the first ten minutes of each day. In all subject areas except English, Humanities and P.E. they will be reorganized 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, for instance. In the Creative Arts, students will select two out of three subjects: Art, Drama or Music.
The school day is divided into a 9 period day (beginning each day in the homeroom) and a two week cycle – an ‘A’ week and ‘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 | 5 |
| Humanities (History & Geography) | 6 |
| Science | 6 |
| Language B-French | Spanish | Kiswahili | 5 |
| PE and Swimming | 4 |
| Art, Drama, Music (Two from three) | 4 |
| Information Technology | Design Technology | 4 |
| Health And Social Education | 1 |
| Homeroom activities | |
| 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 9 homeroom has two homeroom teachers who look after the general welfare of their homeroom students. The Team Leader Rachel Cannon co-ordinates the 3 homerooms and monitors the progress of the students by liaising with teachers, parents and Administration. Grade 9 students go on a homeroom beach trip in early September and participate in homeroom activities and competitions. School Assemblies are held about twice per term.
We expect Grade 9 students to spend two to three hours per night, five nights a week, on homework. Learning specialists give extra support to Grade 9 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 High School Counsellor Tim Wagner is available to support Grade 9 students with study problems or personal difficulties and will teach Health and Social Education in Grade 9.
Grade 9 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. Towards the end of Grade 9, students will also lay the foundation for their Personal Project, which will be completed and assessed in Grade 10.
The overall programme of studies for Grade 9 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
• 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
• write effectively in a range of styles and formats for varying audiences
• comprehend more clearly aspects of their own culture and those of other people's cultures
• encourage wide reading for enjoyment
CONTENT
• Short stories
• Origins of English: Sir Gawain and the Green Knight or The Canterbury Tales (selected)
• Novel study: Of Mice and Men by John Steinbeck
• Mini Options: Prose Unit / Literature Circle
• Shakespeare: Macbeth
• Poetry from around the world
ASSESSMENT
Assessment in the IB / MYP Language A programme takes two forms: formative and summative evaluation of student performance. In Grade 9 English, students complete at least one common core task, which will be moderated across the grade each term, 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.
IBMYP assessment criteria are:
• Content
• Organisation
• Style and Language Use
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:
The World Map: Map skills and cartography
Human Aggression: Psychological explanations for human aggression
The Last Century: World empires, major events and technological change
Development Challenge: Development indicators, ELDCs and EMDCs, sustainable development
Revolutions: Political, social and economic revolutions
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, oral and power point presentations, class discussions, quizzes, and end-of-topic tests.
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 results.
CONTENT
1. Number: Exponents; rounding; limits of accuracy; radicals
2. Algebra and Linear Functions: Equation of lines; direct and inverse variation; parallel and perpendicular lines; systems of inequalities; problem solving
3. Quadratic Functions: Transformations of quadratics; expanding products; factorization; solving quadratic equations; quadratic systems
4. Functions: Functions and their graphs
5. Geometry: Surface areas and volumes; angles formed by parallel lines; properties of quadrilaterals; congruent and similar polygons; interior and exterior angle properties; distance and midpoint; constructions
6. Matrices and Transformations: Translations; rotations; enlargements/dilations; reflections; combined transformations; matrices; matrix operations; determinants and inverses; solving systems using matrices
7. Sets and Logic: Converses; deductive and inductive reasoning; disproving a statement; sets and Venn diagrams
8. Probability: Calculating probability
9. Graphing Calculator Skills: Computations; graphing; data analysis; solving equations
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 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.
EXTENDED 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 results.
CONTENT
1. Number: Exponents; rounding; limits of accuracy; radicals
2. Algebra and Linear Functions: Equation of lines; direct and inverse variation; parallel and perpendicular lines; systems of inequalities; problem solving
3. Quadratic Functions: Transformations of quadratics; expanding products; factorization; solving quadratic equations; quadratic systems; complex numbers; rational equations
4. Functions: Functions and their graphs
5. Geometry: Surface areas and volumes; angles formed by parallel lines; properties of quadrilaterals; congruent and similar polygons; interior and exterior angle properties; distance and midpoint; constructions; circle geometry and theorems; coordinate geometry and quadrilaterals; coordinate geometry in 3 dimensions; equations of circles and spheres
6. Matrices and Transformations: Translations; rotations; enlargements/dilations; reflections; combined transformations; matrices; matrix operations; determinants and inverses; solving systems using matrices
7. Sets and Logic: Set language and notation; Venn diagrams; deductive and inductive reasoning; conjunctions; disjunctions; negations; conditionals; biconditionals; converse, inverse, contrapositive; truth tables; valid vs. invalid arguments
8. Probability: Calculating probability; complementary events; mutually exclusive events; dependent and independent events; multiplication counting principle; conditional probability; permutations and combinations; Pascal’s Triangle; the Binomial Theorem; binomial experiments
9. Graphing Calculator Skills: Computations; graphing; data analysis; solving equations
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 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 analyzing data;
• To develop an awareness in students of the inaccuracies of certain methods, and also the ability to evaluate results critically.
CONTENT:
• During the course of the year, students will investigate each of the following topics for approximately 12 weeks. Concepts are taught in as integrated manner as possible. (Studies of ‘The nature of science’ and safe practices in science are integrated into all the topic areas.)
Biology
• Cells and cell transport
• Digestion, including enzymes, food and diet
• Gas exchange, including the human breathing system
• The human circulatory system and homeostasis
• Human Impacts on The environment
Chemistry
• The language of chemistry, including elements, compound, mixtures and reactions
• Separation techniques
• Trends and the Periodic Table
• The chemistry of metals, including reactivity and extraction
• Acids, bases and neutralization
Physics
• Energy
• Physics of motion
• Forces and moments
• Centres of mass
• Electric circuits
ASSESSMENT:
• Tests, quizzes
• Laboratory reports
• Investigations and research
• Homework assignments
• Participation in class and Experiments
• 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 9 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: KISWAHILI ADV.
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. Life in Tanzania: Challenges Tanzanians face
2. Urban / Rural life
3. Drugs.
4. Refugees
5. The rate of accidents in Tanzania.
RESOURSES:
-Reinforcing Reading Skills: Short made-up texts, Books, Flash cards,
-Reinforcing Writing Skills: Gap-filling tasks, labeling, surveys, revision exercise
-Reinforcing Speaking Skills: Card Games, information gap tasks, role-play and
mini- presentations
-Reinforcing Listening Skills: Listening to each others commands, listening to taped
tasks.
-Use of local resources for cultural activities.
All the resources are designed to provide enjoyment and intellectual stimulation.
ASSESSMENT:
There are two main types of assessment, periodical and ongoing assessment. Periodical assessment is done by tests at the end of each topic covered and by personal assessment with NAWEZA (I can do) lists, where the students can check his/her own knowledge of the language. Ongoing assessment is done through class work and homework. Oral presentations, role-play, dialogues, pair work, reading comprehension.
MYP Criteria for assessment are:
• Speaking: Message and Interaction (A&B)
• Writing: Message and Organization (C&D)
• Comprehension: (E)
LANGUAGE B: KISWAHILI FOR BEGINNERS
AIMS:
To build upon all four language skills (listening, speaking, reading, writing). Our approach is communicative: the work is based on authentic use of the language in a variety of activities and projects. Grammatical structures and vocabulary are taught in context, with explanations given as required.
CONTENT:
The five main sections of the course, with sample topics, are given below:
Introducing oneself (Najifahamisha kwako)
- · Greeting someone, introducing oneself and others
- · Talking about where one comes from and where the place is located
- · Numbers and prices
My Family (Familia yangu)
- . Introducing the different people in the family and describing them
- · How we are related to each other
- · Talking about the job of the parents and other family members
- · Pets and the role of the animals in an African family
In school (Shuleni)
- . The timetable, subjects, break time and layout of the school
- · Expressions of time in Kiswahili
- · Daily routine from morning to night
- . What we do in particular, in the afternoon; hobbies and sports we play at school
At Home (Nyumbani)
- · The structure/layout of a house, rooms and furniture
- · Looking for a house and finding out all the necessary information
- · Comparing different houses in their layout and size
- · Jobs to be done in the house and garden
Leisure time (burudani)
- . Different sports, in particular water-related sports (baharini)
- . Television and radio programmes
- . Music and dance as a leisure-time activity
My favourite clothes (Mavazi yangu ninayopenda)
- · Different clothes for boys and girls
- · Buying clothes in Dar and talking about preferences of style and colour
- · School uniform and traditional clothes
ASSESSMENT
Oral presentations, role plays, dialogues, pair work; reading comprehension and writing assignments as homework or classwork; unit tests or short vocabulary tests. Each unit also has fun exercises such as word search, snake riddle or quizzes.
IBMYP Criteria for Assessment are:
Speaking: Message and Interaction Comprehension: Listening Comprehension
Language Reading Comprehension
·Writing: Message and Organisation
Language
LANGUAGE B: SPANISH
AIMS:
The Grade 9 Spanish course continues to build upon all four language skills (speaking, reading, listening and writing) and its two main aims are to review, consolidate and extend previous learned vocabulary and structures and the go into new themes, vocabulary and structures and opportunities for cultural awareness.
CONTENT:
The work is mainly based on the 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 divide into the following units, which comprise the first six units of the basic text book and its components, Juntos Dos. In addition, the students will complete several projects on Spanish-speaking countries or regions.
Travel by plane (mainly Costa Rica)
- · In the plane.
- · Let’s travel. Holidays.
- · Air lines.
- · Tourism.
Excursions and adventures (mainly Costa Rica)
- · Ecology and outdoors activities.
- · Excursions to a natural reserve.
- · Commands.
- · Past activities.
- · Diversity of Costa Rica.
Did you heard the news? (mainly Mexico)
- · News and Media
- · News: opinions, decisions.
- · Irregular Preterite.
- · Indefinite and negative.
Today and Yesterday (mainly Mexico)
- · Modern Technology.
- · Past and present..
- · Old and new values, old and new things.
- · Welcome to the Digital Age.
- · Big cities, modern cities, old foundations.
Having a good time in the city (mainly New York)
- · Going out
- · Latino parties.
- · Latino music.
- · Your friends and you.
Memories from the Island (mainly Dominican Republic).
- · My memories.
- · Past time (preterite and imperfect)
- · Childhood games.
- · Cartoons
- · Carnivals and celebrations.
ASSESSMENT
Oral presentations, conversations, 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 lesson, on effort, work habits and on their overall contributions towards the success of the classes.
PHYSICAL EDUCATION
AIMS
· 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
Water based activities: stroke technique, lifesaving, personal survival; water polo and synchronized swimming
ASSESSMENT
Students are continually assessed throughout the year against defined MYP assessment criteria. The assessment criteria are:
· Criteria A – Use of Knowledge
· Criteria B – Movement composition
· Criteria C – Performance
· Criteria D – Social skills and Personal engagement
NECESSARY MATERIALS
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 encourage creativity, the confidence to try out new concepts and develop an open mind
• To explore and develop an appreciation of a wide range of musical styles, including popular, World music, Blues
• To develop instrumental skills and techniques
• To develop the skills and techniques required for composition, including improvisation in different styles
• To understand the principles of musical notation and to facilitate fluency in treble and bass clefs
• To develop listening skills and the recognition of texture, timbre, instrumentation, orchestration, dynamics, structure, mood, harmony, melody and rhythm
• To understand the technical vocabulary and to build up a working knowledge of musical terms
• To develop a sense of performing through solo, small group and whole class performances
• To learn and develop an understanding about the history of music and musical genres
• To develop critical self, and peer evaluation skills
CONTENT: (this is a half year course)
12 BAR BLUES
• A study of the history of Blues through slavery and work songs in America.
• Students will listen to a wide range of Blues examples and compare them through written analyses.
• They will research and do a written project on the experience of the slaves traveling from their homeland to America, and how they brought their songs and rhythms with them.
• Keyboard tasks: they will learn the 12 bar blues chord sequence, the blues scale and notation.
• Students will compose their own Blues song after having listened to the lyrics of contrasting Blues songs and notate a lead sheet of their song.
• Students will perform their Blues songs ‘live’ in front of their classmates, to their own keyboard accompaniment.
• The songs may be recorded and the students will write an evaluation on their songs.
• Students will listen to a number of songs from the 50’s and 60’s to hear how the 12 bar Blues structure developed into rock ‘n’ roll. They will analyze the songs.
• Students will put together a class Blues Band and perform at one of the music concerts.
WORLD MUSIC STUDY
• Discussion and definition of what World Music is and the different types of ethnic music around the world.
• Students will look into the business of music and the Music Industry in order to see how World Music became marketable.
• Students will listen to a wide range of extracts from different countries and cultures and will answer questions comparing and contrasting the music.
• They look at music from the China, Trinidad in detail, especially learning about the pentatonic scales and song structure that are used.
• In groups of three or four, they compose a piece of music based on a pentatonic scale and using changing ostinati. They use two pitched and two non-pitched percussion instruments.
• The finished piece is performed in class, and then an evaluation is written about it.
• In groups of two or three, the students choose the music of a particular country or culture to research.
• They prepare an oral presentation, plus an artifact representing their research. The presentation may include dance, video, PowerPoint, food, costume, instruments, musical performance, detailed music analysis etc.
ASSESSMENT:
• Portfolio of work; composition sketches and ideas; journal of musical experiences
• Self-evaluations and peer evaluations.
• On-going 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 four 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 build practical skills in a variety of media
- · to develop an informed critical appreciation of their own work and that of other artists
- · to develop self –confident creativity
CONTENT:
Throughout the year the development of the language of art and an understanding of art works is integral to each unit of work. Each student works with a Developmental Workbook used for regular homework, research, experimentation and personal reflection.
Units will include
A watercolor impression of the IST
- Impressionism; the style, historical context, important names,… and artists that inspired themselves on the style will be highlighted.
- The working process from initial sketching to a final watercolor painting will be studied.
- Sources and theory; David Dewey, Winslow Homer, The Impressionists, Hopper.
- Landscape
Watercolour techniques - Poems and painting – atmospheric painting.
- Source and theory - Oyster Bay, Land Art, Flo pictures and painting.
Students have the opportunity to work in a wide variety of media and will be expected to have both research and completed pieces.
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 critical and self-evaluation skills
• To develop performance skills
CONTENT:
Module One:
'How to Make Drama'. Students study the elements which go together to create drama as an art form, including lessons on: team bonding and trust; role-play and characterisation; dramatic tension; finding a focus and ‘frame’ in drama; using space - movement and 'depictions'; exploring status, physical theatre & stage fighting, spontaneous improvisation, set & symbols. The module ends with an assessed presentation employing the elements studied.
Module Two:
'The Theatre Company'. Students form a theatre 'company' and experience the process of producing a play for a public audience, from creating a name and ethos for the company; to devising an original piece of theatre; to back-stage and management of the company, through rehearsals, to a performance to a public audience - a local school, parents and friends or a break-time presentation.
ASSESSMENT:
• Through on-going verbal feedback in class.
• On-going assessed practical class work.
• Written work – evaluations and reflections in their Development Workbooks.
• Drama presentations, usually, at the end of each module of work.
IBMYP Criteria for assessment are:
• Knowledge and understanding (of the course).
• Application (their practice of the work).
• Reflection and evaluation (verbally, practically and written).
• Artistic awareness and personal engagement (motivation, involvement etc.)
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 9 are:
- · Word-processing, Spreadsheets, Database
- · Presentation software (PowerPoint)
- · Desktop Publishing
- · Web Publishing
- · Graphical packages
- Computer Crime and viruses
- · Privacy issues
- · Computer hardware and CPU
- · Computers at work
ASSESSMENT:
Students' project work in grade 9 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 a relatively new and exciting addition to the I.S.T. curriculum.
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 short and long design briefs. This practical approach will be balanced by theory lessons. Some of the topics covered in grade 9 will be revisited and reinforced in Grade 10. Topics covered in Grade 9 are:
- · Use of tools
- · Use of materials
- · Colours
- · The Design Cycle
- · Designers and their influence
- · Electronics
ASSESSMENT:
Students’ projects will be assessed using the IB MYP assessment criteria.
Theory will be assessed through homework assignments, presentations and quizzes.
HEALTH AND SOCIAL EDUCATION
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 One: RELATIONSHIPS
• Group Dynamics and Communication
• Healthy/Unhealthy/Abusive Relationships
• Peer Group Relationships
• Family Relationships
• Getting Along with Parents
• Getting Along with Teachers
SEXUAL EDUCATION
• Dating/Pressures
• Identify STD symptoms and methods of transmission and prevention Sexually Transmitted Diseases
• Contraceptives & Conception
• Reasons to Say ‘no’/Ways to Say ‘no’
Term Two: HUMAN RIGHTS
• Personal Rights and Responsibilities
• Universal Declaration of Human Rights
• Rights of Minority Groups
• International Groups for Human Rights (i.e. Amnesty International)
• Human Rights Abuses (i.e. Prisoners of Conscience/Disappearances, Torture, the Death Penalty, Genocide, etc.)
WORLD RELIGIONS
• Study of the Main Religions: (Buddhism, Islam, Christianity, Judaism, Hinduism)
• Respect/Understanding of Different Beliefs
• African Proverbs
Term Three: PREJUDICE
• Racism
• Prejudice against Disability and Gender
• Dealing with Prejudice and Discrimination
• Tolerance
DRUGS
• Impact of drug use
Term Four: CONFLICT RESOLUTION
• Learn strategies for Problem Solving
• Conflict Resolution Model
• Win-Win Approach
STUDY SKILLS
• Examination Preparation
• Ways to Reduce Exam Anxiety
• MYP Personal Projects
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.
