MYP Curriculum

• Somersfield Academy's Middle Years Programme
• Introduction to MYP Arts
• Introduction to MYP Humanities
• Introduction to MYP Language A
• Introduction to MYP Language B
• Introduction to MYP Mathematics
• Introduction to MYP P.E.
• Introduction to MYP Science
• Introduction to MYP Technology
• MYP Units of Work

Somersfield Academy's Middle Years Programme:

Somersfield Academy’s Middle Years Programme 2011-2012
Introductory Guide for Parents

“Think about the problems we give our kids in the classroom.  They’re often clearly defined, are in a single discipline, and have one right answer.  When was the last time you had a problem like that in real life, as a worker, citizen or parent?  Our challenges don’t announce themselves as ‘an English problem’ or a ‘mathematics problem’.  They are just big problems – often poorly defined, spanning disciplines, and with multiple answers, none of which are perfect” (Daniel Pink, interviewed by IB World Magazine, 2011).

What is Somersfield’s IB Middle Years Programme?

Somersfield’s IB Middle Years Programme, for students aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and to become critical and reflective thinkers.

The MYP includes a curriculum and pedagogy, student assessment appropriate to the age range, professional development for teachers, and a process of school authorization and evaluation.
Our programme is grounded in a consistent philosophy about teaching and learning that focuses on the development of the whole child, and an overarching concept of how to develop international-mindedness. Our goal is to promote the education of the whole person, emphasizing intellectual, emotional, social and physical growth, involving the traditions of learning in languages, humanities, sciences, mathematics and the arts.
The driving force behind our Middle Years Programme is a deeply held philosophy about the nature of international education. This philosophy is reflected firstly in the IB mission statement, which expresses the IB’s overall purpose as an organization promoting and developing programmes of international education, and secondly in the IB learner profile, which is the IB mission statement translated into a set of learning outcomes for the 21st century.
The 10 aspirational qualities of the learner profile represent the essence of our programme and describe the kind of student who, in establishing a personal set of values, will be laying the foundation upon which international-mindedness will develop and flourish.

IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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

Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable: They explore concepts, ideas and issues that have local and global significance.  In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-Minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring:  They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

MYP  Framework
The MYP offers a curricular framework that allows school-specific—national, state, provincial or other—and subject-specific curricular requirements to be met, while maintaining the IB mission and philosophy. The MYP requires schools to teach a broad and balanced choice of subjects in every year of the programme, organized into eight subject groups:
• language A (ideally, the student’s mother tongue -- English)
• language B (a second modern language – French and Spanish)
• humanities
• sciences
• mathematics
• arts (visual art and music)
• physical education
• technology.
The programme model is based on the concept of balance. This is important for a number of reasons.
• The programme provides learning in a broad base of disciplines to ensure that students acquire the knowledge and skills necessary to prepare for the future.
• The subject—group objectives include skills, attitudes and knowledge in addition to the understanding of concepts; the aim is to ensure that students are not only knowledgeable about a subject area, but also develop a genuine understanding of ideas and an ability to apply these in new contexts, in preparation for further learning.
• The programme promotes the principle of concurrency of learning, whereby students deal with a balanced curriculum each year in which different subjects are studied simultaneously. As students mature and develop higher-order thinking skills, they explore the disciplines in increasing depth and realize how they are linked to each other and to local and global issues.
• The programme encourages the use of a variety of teaching and learning methodologies to foster a climate in which students discover how they learn best in different situations.
• The programme emphasizes the development of the whole person—affective, cognitive, creative and physical—and its effective implementation depends on the school’s concern for the whole educational experience, including what students learn outside the classroom.

What Makes Somersfield’s Middle Years Programme Unique?

The areas of interaction provide the MYP with its unique core. Teaching subject areas through these contexts allows teaching and learning to focus on attitudes, values and skills.

The areas of interaction:
Approaches to learning (ATL) represents general and subject-specific learning skills that a student will develop and apply during the programme and beyond. The focus of this area is on teaching students how to learn and on helping students find out about themselves as learners so that they can develop learning skills.
Community and service considers how a student engages with his or her immediate family, classmates and friends as well as in the outside world as a member of these communities. Through effective planning and teaching, students can learn about their place within communities and be motivated to act in a new context.
Health and social education looks at the range of human issues that exists in human societies, such as social structures, relationships and health. This area can be used by students to find out how these issues affect societies, communities and individuals, including students themselves. Through the area of health and social education, students can identify and develop skills that will enable them to function as effective members of societies, as well as learning about how they are changing and how to make informed decisions that may relate to their welfare.
Environments considers how humans interact with the world at large and the parts we play in our environments. It extends into areas beyond human issues and asks students to examine the interrelationships of different environments. This area can lead students to consider both their immediate classroom environments and global environments.
Human ingenuity deals with the way in which human minds have influenced the world, for example, the way we are, think, interact with each other, create, cause and find solutions to problems, transform ideas and rationalize thought. It also considers the consequences of human thought and action. Through this area of interaction students can develop dynamic ways of critical thinking.

The Areas of Interaction are unique in that they:

• give meaning to what is learned through the investigation of real-world issues
• provide the contexts for learning and for the MYP fundamental concepts and the IB learner profile, which underpin the philosophy of the programme
• encourage critical thinking skills to deepen understanding
• provide a framework for student inquiry
• can help students develop positive attitudes and a sense of personal and social responsibility
• engage students in reflection to better understand themselves as learners
• can lead students from academic knowledge to thoughtful action
• provide a platform for learning across subjects
• provide a common language for constructing and organizing the curriculum.

What is the Personal Project?

The personal project holds a very important place in the programme in that it provides an excellent opportunity for students to produce a truly personal piece of work of their choice and to demonstrate the skills they have developed through the MYP experience. It is a reflection of students’ ability to manage and direct their own inquiry and is a significant body of work produced over an extended period. The process of completing the personal project is led by the student, with supervision from a teacher. The student is required to demonstrate the appropriate commitment, as well as the ability and initiative to work independently.

As shown in the programme model, and exemplified in other MYP documents, the five areas of interaction form the core of the programme: they are addressed through the subjects; they bind various disciplines together; they are the focus of varied learning experiences through project work, interdisciplinary activities and real-life community involvement. Although the areas of interaction are not awarded individual grades, they are central to the experience of the personal project, which is intended to be the culmination of the student’s involvement with the five areas of interaction; the project is therefore completed during the final year of the MYP. It also serves as good preparation for those students who go on to complete the IB Diploma Programme.
The personal project is a summative assessment of students’ ability to work independently. The areas of interaction are used to focus student learning.

How are Somersfield’s MYP students assessed?

Assessment in the MYP is best described as internal because the assessment tasks, strategies and tools are designed, developed and applied by teachers working with students in their schools. The IB believes that teachers are best placed to assess the work of their MYP students; the assessment model supports the professional judgment of the teacher in deciding the levels of achievements of individual students.
The MYP assessment model is described as criterion-related, as it is based upon pre-determined criteria. The MYP identifies a set of objectives for each subject group, which are directly related to the assessment criteria of that particular subject group. Teachers are responsible for structuring varied and valid assessment tasks that will allow students to demonstrate achievement according to the required objectives within each subject group. These include open-ended, problem-solving activities and investigations, organized debates, tests and examinations, hands-on experimentation, analysis and reflection.

The most important aim of MYP assessment is to support and encourage student learning, recognizing the importance of assessing the processes as well as the products of learning.

Externally Validated Assessment

The flexibility of the MYP model, in terms of wide-ranging subject content, encourages different styles of teaching and the use of varied assessment strategies, tasks and tools. In all cases, MYP students are assessed internally by teachers, according to the criteria defined in the MYP.

Somersfield ‘s MYP is responsible for developing the appropriate assessments for their students according to the objectives and criteria published in the subject-group guides. The IB does offer external moderation for schools. The moderation offered by the IB refers to the review of the assessments used by the school and provides feedback on where the school is doing well and areas for improvement.

For the moderation process, schools must each year submit samples of assessed student work in each of the MYP subjects and the personal project from the final year of the programme to external moderators appointed by the IB. Through this process, the IB ensures that schools and teachers are using the appropriate MYP standards in assessing their students. If moderation reveals, for example, that a school has not been meeting the standards set by the IB, the achievement levels on students’ certificates may be adjusted. The aim is to provide levels the moderators regard as more representative of students’ achievement.
The moderation process is designed to ensure that teachers around the world are successfully using and implementing the criteria defined by the IB in the MYP assessment model.

For more information on Somersfield’s Middle Year Programme please email Somersfield’s MYP Coordinator: cjudd@somersfield.bm

Introduction to MYP Arts:

Introduction to MYP Arts (Visual Art / Music)
The arts are a universal form of human expression and a unique way of knowing that engage us in affective, imaginative and productive activity.  Learning through the arts helps us to explore, shape and communicate our sense of identity and understanding of the world, while providing opportunities to develop self-confidence, resilience and adaptability.

In Somersfield MYP, the arts should challenge students to consider authentic issues and develop their skills beyond superficiality and imitation.  Students are provided with opportunities to function as artists, as well as learners of the arts.  To be an artist one has to be curious, and by developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem solvers.  In MYP, students are guided to create, perform and present art in ways that engage and covey their own feelings, experiences and ideas.

In the MYP, development in the arts is not seen as a linear process, and students should be allowed to have varied entry points to their understanding in the arts, whether through observation, experimentation, reflection on existing artwork, practice and development of techniques, or through the simple need to express an idea.  A more complete understanding of the art form will develop when the overall art experience of students includes hands-on application of skills, reflection and observation of the context and culture of the art form, as well as a clear reflection of their own ongoing artistic development.

MYP arts values the process of creating artwork as much as the finished product; the two elements combined tell us what students have experienced, learned and attempted to convey.  In this way, the educational value of any artwork is seen by placing it within the context of its creation.

Involvement with the arts can contribute to an inquiring and empathetic world view, stimulate imaginations, challenge perceptions, develop thinking and analytical skills, enrich emotional, cultural and spiritual lives, uplift and entertain: this is the goal of MYP arts at Somersfield.

Somersfield MYP Arts teachers
Summer Wood M1—M5 Visual Art swood@somersfield.bm
Charlie Silva M1—M5 Music csilva@somersfield.bm

Arts (Visual Art / Music) Objectives
The objectives of MYP Arts state the specific targets set for students’ learning.  They define what the learner will be able to do, or do better, as a result of studying the subject.

A Knowledge and Understanding
This objective focuses on building knowledge and understanding of both the art form and artistic processes.  It should inform the student’s practice as a young artist and allow him or her to appraise other artworks.  The learning a student experiences will impact on his or her own art-making and expression of personal interpretation in objective B.

At the end of the course, students should be able to:
 Demonstrate knowledge and understanding of the art form studied in relation to societal, cultural, historical and personal contexts
 Demonstrate knowledge and understanding of the elements of the art form studied, including specialized language, concepts and processes
 Communicate a critical understanding of the art form studied in the context of their own artwork.

B Application
This objective strongly focuses on the practical application of the student’s skills to the creation of artwork.  This should be strongly informed by knowledge and understanding developed in relation to objective A.

The student should investigate and experiment with his or her artistic processes through the planning, creation, performance and presentation of artwork, developing an initial idea or theme to a point of realization.

These processes should allow the student to develop and experiment with skills and techniques, as well as explore, express and communicate artistic intentions.  These intentions should involve the investigation of alternative ways of using their knowledge, understanding and skills, and may evolve during the course of the student’s work.

At the end of the course, students should be able to:
 Develop an idea, theme or personal interpretation to a point of realization, expressing and communicating their artistic intentions.
 Apply skills, techniques and processes to create, perform and/or present art.

C Reflection and Evaluation
This objective focuses on the way that a student gradually comes to feel and think like an artist.

Ongoing reflection should be more than just a record of what was done.  Reflecting critically requires the student to question and justify the choices that he or she has made and to develop an objective evaluation of his or her own work.  The student should show a growing insight into his or her own artistic development.

The student is encouraged to seek feedback from others and to consider how this feedback might inform his or her work as it develops.  Constructive feedback can help a student to confirm, clarify or modify his or her artistic process or intent.

Objective C is concerned solely with the student’s reflections and evaluations in relation to his or her own work.

At the end of the course, students should be able to:
 Reflect critically on their own artistic development and processes at different stages of their work
 Evaluate their work
 Use feedback to inform their own artistic development and processes.

D Personal Engagement
The main focus of this objective is the development of the attitudes essential to engage with the artistic processes and the art form studied.

The student should develop the personal and interpersonal skills that will enable him or her to initiate, to explore, to negotiate with others and to take informed risks during his or her artistic experience.

The student should develop his or her ability to interact with other students in a supportive and sensitive way.

It is also anticipated that students will become increasingly mindful of their own and other cultures and use their experiences to advance their artistic development.

At the end of the course, students should be able to:
 Show commitment in using their own artistic processes
 Demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks
 Support, encourage and work with their peers in a positive way
 Be receptive to art practices and artworks from various cultures, including their own.

Arts (Visual Art / Music) Assessment Criteria 2011-2012
Criterion A Knowledge and Understanding
 Maximum 8
Criterion B Application
 Maximum 10
Criterion C Reflection and Evaluation
 Maximum 8
Criterion D Personal Engagement
 Maximum 8

Grade boundaries for final grades in Arts (Visual Art and Music) 2011-2012
1 = 0-3
2 = 4-8
3 = 9-13
4 = 14-20
5 = 21-25
6 = 26-30
7 = 31-34

Introduction to MYP Humanities:

Introduction to MYP Humanities

MYP humanities aims to encourage students to respect and understand the world around them, and to
provide a skills base to facilitate further study. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural. Students gain and develop knowledge and conceptual understanding as well as the skills of research, analysis, interpretation and communication, contributing to the development of the student as a whole.

The learning and development associated with humanities should contribute to students developing the qualities of the International Baccalaureate (IB) learner profile and engaging with the fundamental concepts of the MYP—holistic learning, intercultural awareness and communication.

Somersfield MYP Humanities teachers
Rheanne Stevens M1 Humanities   rstevens@somersfield.bm
Jason Hammer M2—M5 Humanities  jhammer@somersfield.bm

Humanities Objectives
The objectives of any MYP subject state the specific targets that are set for learning in the subject. They
define what the student will be able to accomplish as a result of studying the subject.

A  Knowledge
Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts and develop skills.

At the end of the course, students should be able to:
 know and use humanities terminology in context
 demonstrate subject content knowledge and understanding through the use of descriptions and explanations, supported by relevant facts and examples, and may show other ways of knowing.

B  Concepts
Concepts are powerful ideas that have relevance within and across the disciplines. Students should be able to develop an understanding of the following key humanities concepts over the course at increasing levels of sophistication.

Time
Students should understand the concept of “time” not simply as the measurement of years or time periods, but as a continuum of significant events of the past. Students can achieve this through the study of people, issues, events, systems, cultures, societies and environments through time.

At the end of the course, students should be able to:
 establish a personal sense of identity in a context of time and place
 understand different perceptions of time
 show an understanding of people in past societies
 demonstrate an awareness of chronology that links people, places and events through time
 recognize and explain the similarities and differences that exist between people, places and events through time.

Place and space
The concept of “place and space” refers to a student’s awareness of how place/space is categorized, and the significance of place/space in humanities disciplines.

At the end of the course, students should be able to:
 recognize, describe and explain patterns and relationships in space, including natural and human environments
 recognize and explain similarities and differences between places
 understand constraints and opportunities afforded by location
 understand issues related to place/space on a local, national and global scale.

Change
Change necessitates an examination of the forces that shape the world. It may be viewed as positive or
negative based on people’s perceptions. The concept of “change” addresses both the processes and results of change—natural and artificial, intentional and unintentional.

At the end of the course, students should be able to:
 understand and explain short-term and long-term causes of change
 establish and explain links between causes, processes and consequences
 recognize and explain continuity and change
 recognize that change is inevitable and that the rate of change is relevant to the context
 understand that as people interact with their environment, both change
 understand and explain how environmental, political, economic and social interactions can change levels of sustainability.

Systems
The concept of “systems” refers to the awareness that everything is connected to a system or systems.
Systems provide structure and order to both natural and artificial domains.

At the end of the course, students should be able to understand, identify and compare:
 how systems, models and institutions operate
 social structures and controls
 the complex and dynamic nature of systems
 different types of equilibrium within systems
 systems in local, national and global societies
 rights and responsibilities within systems
 cooperation within and between systems.

Global awareness
The concept of “global awareness” engages students in a broader global context and encourages
understanding of, and respect for, other societies and cultures. It also emphasizes the need to understand one’s own culture in order to understand others’ cultures.

At the end of the course, students should be able to:
 explain different perceptions of places, societies and environments
 show an understanding of how culture and perception can affect a sense of intercultural awareness
 show an understanding of the interdependence of societies
 demonstrate international awareness and intercultural awareness and understanding
 explore issues facing the international community
 recognize issues of equity, justice and responsibility
 know when and how to take responsible action where relevant.

C  Skills
The development of skills in humanities is critical in enabling students to undertake research and
demonstrate their understanding of knowledge and concepts. Students should be able to demonstrate the following skills during the humanities course to an increasing level of sophistication.

Technical skills
At the end of the course, students should be able to:
 observe, select and record relevant information from a wide range of sources
 use a variety of media and technologies to research, select, interpret and communicate data
 use sources, such as maps, graphs, tables, atlases, photographs and statistics, in a critical manner
 represent information using maps, models and diagrams, including use of scale, graphs and tables.

Analytical skills
At the end of the course, students should be able to:
 analyse and interpret information from a wide range of sources
 identify key questions, problems and issues
 critically evaluate the values and limitations of sources
 compare and contrast events, issues, ideas, models and arguments in a range of contexts.

Decision-making skills
At the end of the course, students should be able to:
 develop appropriate strategies to address issues
 formulate clear, valid and sound arguments, make balanced judgments on events, and draw
conclusions, including implications
 make well-substantiated decisions and relate them to real-world contexts.

Investigative skills
At the end of the course, students should be able to:
 test hypotheses and/or ideas and modify them where necessary
 plan, carry out and present individual and group investigations
 engage in fieldwork in order to complement an investigation.

D Organization and presentation
Students should be comfortable using a variety of formats to organize and present their work (including
oral presentations, essays, reports, expositions) and using a variety of media and technologies. They should understand that every presentation is unique and hence shows their new perspective.

At the end of the course, students should be able to:
 communicate information that is relevant to the topic
 organize information in a logically sequenced manner, appropriate to the format used
 present and express information and ideas in a clear and concise manner, using appropriate language, style and visual representation
 use referencing and a bibliography to clearly document sources of information, using appropriate conventions.

Humanities Criteria 2011-2012

Criterion A - Knowledge - Maximum 10
Criterion B - Concepts - Maximum 10
Criterion C - Skills - Maximum 10
Criterion D - Organization and Presentation - Maximum 8

Grade boundaries for final grades in Humanities 2011-2012

Grade    Boundaries
1            0-7
2            8-12
3            13-18    
4            18-23
5            24-28
6            29-33
7            34-38

Introduction to MYP Language A:

Introduction to MYP Language A (English)

The individual’s whole experience is built upon the plan of his language.
Henri Delacroix

The duty of literature is to note what counts, and to light up what is suited to
the light.
Anatole France

Language is fundamental to learning, thinking and communicating, therefore it permeates the whole
curriculum. The power of language is best experienced through quality literature. The study of language and literature enables students to become highly proficient in their understanding and use of their language(s) A.

Students need to develop an appreciation of language and literature, of the nature of language and literature, of the many influences on language and literature, and of the power and beauty of language and literature. They will be encouraged to recognize that proficiency in language is a valuable life skill, a powerful tool both in societal communication and as a means of personal reflection. Learning that language and literature are creative processes encourages the development of imagination and creativity through self-expression.

Mastery of one or more languages A enables each student to achieve their full linguistic potential.

MYP language A is academically rigorous, and equips students with linguistic, analytical and communicative skills that can also be used in an interdisciplinary manner across all other subject groups. There are six skill areas: listening, speaking, reading, writing, viewing and presenting, which develop as both independent and interdependent skills. Students develop these skills through the study of both language and literature.

Somersfield MYP Language A (English) teachers
Rheanne Stevens M1 English     rstevens@somersfield.bm
Reid Kempe M2 and M4 English   rkempe@somersfield.bm
Charlie Judd M3 and M5 English cjudd@somersfield.bm

Language A (English) Objectives
The objectives of MYP Language A (English) state the specific targets set for students’ learning.  They define what the learner will be able to do, or do better, as a result of studying the subject.

A  Content (receptive and productive)
At the end of the course, students should be able to:
• understand and analyse the language, content, structure, meaning and significance of both familiar
and previously unseen oral, written and visual texts
• understand and apply language A terminology in context
• analyse the effects of the author’s choices on an audience
• compose pieces that apply appropriate literary and/or non-literary features to serve the context and
intention
• compare and contrast works, and connect themes across and within genres
• express an informed and independent response to literary and non-literary texts.

B  Organization
At the end of the course, students should be able to:
• create work that employs organizational structures and language-specific conventions throughout a
variety of text types
• organize ideas and arguments in a sustained, coherent and logical manner
• employ appropriate critical apparatus.

C  Style and language mechanics
At the end of the course, students should be able to:
• use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express
feelings
• use language accurately
• use appropriate and varied register, vocabulary and idiom
• use correct grammar and syntax
• use appropriate and varied sentence structure
• use correct spelling (alphabetic languages) or writing (character languages).

Communication in Language A (English)
In order to meet the MYP language A objectives, teachers will need to concentrate on each of the macro-skills of language A: listening, speaking, reading, writing, viewing and presenting. These skills are very much interactive and interrelated, though in some instances teachers may wish to deal with them as discrete skills.

Through studying MYP language A, students will show an increasing awareness of the power of language, both in their own and others’ language use. Students will be able to use and interpret language suitably for a variety of intentions and contexts.

Students should work with both familiar and previously unseen texts, in order to practise, develop and
demonstrate their language A skills. Students should engage with texts from different times, places, cultures, geographical regions, historical periods and perspectives.

Oral communication
Oral communication encompasses all aspects of listening and speaking: skills that are essential for
language development, for learning and for relating to others. Oral communication enables students to
construct meaning through the process of articulating thoughts in a variety of ways.

Debates, role plays, discussions, Socratic seminars, oral essays, lectures, speeches, interviews, simulations, poetry recitals, and dramatic as well as oral interpretations of literature are all examples of tasks students may engage with to develop their oral communication skills both as speakers and listeners. Some oral communication tasks will involve a single, main speaker whereas other oral communication tasks will involve multiple, interacting speakers.

Written communication

Written communication encompasses all aspects of reading and writing. Reading is constructing meaning from text by making inferences and interpretations. The process of reading is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, as well as the author’s techniques and effects. Writing allows us to develop, organize and communicate thoughts, ideas and information.

Fiction and non-fiction in a variety of genres, for example, novels, short stories, biographies, autobiographies, diaries, letters, pastiches, parodies, cartoons, graphic novels, poetry, song lyrics, drama, screenplays, advertisements, blogs, emails, websites, appeals, brochures, leaflets, editorials, interviews, magazine articles, manifestos, reports, instructions and guidelines, are all examples of text types students may engage with to develop their written communication skills both as readers and writers.

Visual communication

Visual communication encompasses all aspects of viewing and presenting. Viewing and presenting means interpreting or constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Visual texts present information: learning to interpret this information and to understand and use different media are invaluable skills.

Advertisements, commercials, works of art, performance art, dramatic interpretations, postcards, graphic novels, animations, cartoons, comics, films, music videos, video clips, newspapers and magazines, graphs, tables, diagrams, leaflets, posters and television programmes are all examples of visual text types students may engage with to develop their visual communication skills both as viewers and presenters.

Please note that the examples above do not constitute a definitive list, and teachers may wish to
incorporate other text types into classroom practice.

Language A (English) Assessment Criteria 2011-2012

Criterion A - Content (receptive and productive) - Maximum 10
Criterion B - Organization - Maximum 10
Criterion C - Style and Language Mechanics - Maximum 10

Grade boundaries for final grades in Language A (English) 2011-2012

Grade    Boundaries
1             0-4
2             5-9
3             10-14
4             15-19
5             20-23
6             24-27
7             28-30

Introduction to MYP Language B:

Introduction to MYP Language B (French / Spanish)

Wer fremde Sprachen nicht kennt, weiss nichts von seiner eigenen.
[They who are ignorant of foreign languages know not their own.]
Johann Wolfgang von Goethe

The primary aim of language B in the MYP is to encourage students to gain competence in a modern
language other than their mother tongue, with the long‑term goal of balanced bilingualism.
The International Baccalaureate (IB) acknowledges that learning additional languages greatly contributes to the holistic development of students. Proficiency in a second language gives students access to a broader range of input, experiences and perspectives, and is believed to raise achievement in other subject areas, as well as giving the student the enjoyment of being able to communicate in a language other than his or her mother tongue. The study of MYP language B aims to encourage in the student a respect for and understanding of other languages and cultures, and to provide a skills base to facilitate further language learning.

Somersfield MYP Language B Teachers

Kim Bascome M1—M5 Spanish kbascome@somersfield.bm
Karen LeBlanc M1—M5 French kleblanc@somersfield.bm

Language B (French / Spanish) Objectives

The objectives of MYP Language B (French / Spanish) state the specific targets set for students’ learning.  They define what the learner will be able to do, or do better, as a result of studying the subject.
At the end of the course students should be able to:

 communicate information, ideas and opinions
 demonstrate comprehension of specific factual information and attitudes, expressed in spoken and
 written contexts
 identify main ideas and supporting details and draw conclusions from spoken and written texts
 understand and appropriately use structures and vocabulary
 request and provide information in both spoken and written contexts
 engage actively in oral production using comprehensible pronunciation and intonation
 take part in formal and informal communications.

In order to meet the MYP language B objectives at each of the certification levels, teachers will need to
concentrate on each of the macro‑skills of language: listening, speaking, reading and writing. These skills are interrelated, though in some instances teachers may wish to deal with them as discrete skills.

Listening
Listening comprehension is no longer assessed separately. As listening comprehension is a natural part of oral interaction, it is assessed as part of criterion A at all certification levels.

Formative work in pure listening comprehension (no oral interaction) is encouraged as a vital component in developing students’ language skills, especially at foundation level when students are becoming accustomed to the sounds of the language.

Formative and summative listening tasks include listening to radio reports, speeches, or any other
recorded information, and responding in a variety of ways. Viewing may be included as part of the listening task where students watch and respond to a televised news bulletin, weather report, and so on, or a movie in the target language.

Speaking
Formative and summative speaking tasks include formal and informal exchanges such as role plays, discussions, debates, pair work, interviews and presentations (both with and without question and answer sessions in the target language).

The above tasks allow students to practise and demonstrate genuine, spontaneous interaction,
which is required in final assessment tasks.

Reading
Formative and summative tasks for reading include a variety of texts, chosen by the teacher as
appropriate for the students’ level, for example, textbook passages, magazine and newspaper articles, short stories and novels (including abridged and modified versions). Teachers aim for a range of factual and literary texts. Teachers also aim to set comprehension questions in the language B as soon as possible during the course. Viewing may also be included as part of reading tasks where students are shown illustrations or photographic information that complement the text, or vice versa.

Students are required to demonstrate specific reading comprehension skills in final assessment tasks,
for example, identifying information, dealing with unfamiliar language, drawing conclusions, identifying opinions, attitudes, writing styles, and so on. These skills are practised in all years of the MYP. Students are encouraged to answer reading comprehension questions in the target language, where appropriate.

Writing
Formative and summative tasks for writing include letter writing, advertisements, essays, creative
writing, presentations, and so on.

Students are required to demonstrate specific writing skills in final assessment tasks. These skills are  practised in all years of the MYP. Students are encouraged to practise writing both at length and in a concise manner.

Language B (French / Spanish) Assessment Criteria 2011-2012
There are three levels for final-year certification in MYP Language B:  foundation, standard and advanced.  The majority of Somersfield’s MYP students follow the standard level programme, but in certain circumstances the school recommends students for certification at the foundation or advanced levels.

Language B Foundation
Designed for students who have not studied French or Spanish for the entire five years of the programme due to school transfer or other exceptional circumstances.

Oral Communication
Criterion A - Speaking and Listening (Message and Interaction) - Maximum 8
Criterion B - Speaking (Language) - Maximum 8

Writing
Criterion C - Message and Organization - Maximum 8
Criterion D - Writing - Maximum 8

Reading Comprehension
Criterion E - Reading Comprehension - Maximum 16

Language B Standard
Designed for students that will study Language B for five years (M1-M5) of the MYP.  They
typically will have had little or no prior formal instruction, and will not be proficient in the language before starting the course.

Oral Communication
Criterion A - Oral Communication (Message and Interaction) - Maximum 8
Criterion B - Oral Communication (Language) - Maximum 8

Writing
Criterion C - Message and Organization - Maximum 8
Criterion D - Writing - Maximum 8

Reading Comprehension
Criterion E - Reading Comprehension - Maximum 16

Language B Advanced
Students will show a high level of competence in the language B, but will not yet be ready to undertake the language as language A. Students’ higher level of competence may be the result of prior exposure to the language, being able to access the language in the host community, or other special circumstances. Language B advanced students are those who need a greater challenge than that offered through language B standard.

Oral Communication
Criterion A - Oral Communication (Message and Interaction) - Maximum 8
Criterion B - Oral Communication (Style and Language Use) - Maximum 8

Writing
Criterion C - Message and Organization - Maximum 8
Criterion D - Style and Language Use - Maximum 8

Reading Comprehension
Criterion E - Text Interpretation - Maximum 16

Grade boundaries for final grades in Language B (French / Spanish) 2011-2012

Grade Boundaries
1          0-8
2          9-16
3          17-23
4          24-30
5          31-36
6          37-42
7          43-48

 

 

 

Introduction to MYP Mathematics:

Introduction to MYP Mathematics

Mathematics knows no races or geographic boundaries; for mathematics, the
cultural world is one country.
David Hilbert (1862-1943)

Mathematics plays an essential role both within the school and in society. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. Moreover, understanding and being able to use mathematics with confidence is not only an advantage in school but also a skill for problem-solving and decision-making in everyday life. Therefore, mathematics should be accessible to and studied by all students.

Mathematics is well known as a foundation for the study of sciences, engineering and technology. However, it is also increasingly important in other areas of knowledge such as economics and other social sciences. MYP mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in mathematics, as well as to prepare those students who will use mathematics in their workplace and life in general.

In MYP mathematics, the four main objectives support the IB learner profile, promoting the development of students who are knowledgeable, inquirers, communicators and reflective learners.

Knowledge and understanding promotes learning mathematics with understanding, allowing students to interpret results, make conjectures and use mathematical reasoning when solving problems in school and in real-life situations.

Investigating patterns supports inquiry-based learning. Through the use of investigations, teachers
challenge students to experience mathematical discovery, recognize patterns and structures, describe these as relationships or general rules, and explain their reasoning using mathematical justifications and proofs.

Communication in mathematics encourages students to use the language of mathematics and its different forms of representation, to communicate their findings and reasoning effectively, both orally and in writing.

Reflection in mathematics provides an opportunity for students to reflect upon their processes and
evaluate the significance of their findings in connection to real-life contexts. Reflection allows students to become aware of their strengths and the challenges they face as learners.

Overall, MYP mathematics expects all students to appreciate the beauty and usefulness of mathematics as a remarkable cultural and intellectual legacy of humankind, and as a valuable instrument for social and economic change in society.

Somersfield MYP Mathematics teachers
Heidi Franklin M1 hfranklin@somersfield.bm
Rita Bateson M3, M4 Standard, M5 Extended rbateson@somersfield.bm
Irina Marjanovic M2, M4 Extended, M5 Standard imarjanovic@somersfield.bm

Mathematics Objectives
The objectives of MYP mathematics state the specific targets set for students’ learning.  They define what the learner will be able to do, or do better, as a result of studying the subject.

A  Knowledge and understanding
Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop problem-solving skills. Through knowledge and understanding, students develop mathematical reasoning to make deductions and solve problems.
At the end of the course, students should be able to:
• know and demonstrate understanding of the concepts from the five branches of mathematics
(number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics)
• use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar
situations, including those in real-life contexts
• select and apply general rules correctly to make deductions and solve problems, including those in
real-life contexts.

B  Investigating patterns
Investigating patterns allows students to experience the excitement and satisfaction of mathematical
discovery. Working through investigations encourages students to become risk-takers, inquirers and critical thinkers.  The ability to inquire is invaluable in the MYP and contributes to lifelong learning.
Through the use of mathematical investigations, students are given the opportunity to apply mathematical knowledge and problem-solving techniques to investigate a problem, generate and/or analyse information, find relationships and patterns, describe these mathematically as general rules, and justify or prove them.
At the end of the course, students should be able to:
• select and apply appropriate inquiry and mathematical problem-solving techniques
• recognize patterns
• describe patterns as relationships or general rules
• draw conclusions consistent with findings
• justify or prove mathematical relationships and general rules.

C  Communication in mathematics
Mathematics provides a powerful and universal language. Students are expected to use mathematical
language appropriately when communicating mathematical ideas, reasoning and findings—both orally
and in writing.
At the end of the course, students should be able to communicate mathematical ideas, reasoning and
findings by being able to:
• use appropriate mathematical language in both oral and written explanations
• use different forms of mathematical representation
• communicate a complete and coherent mathematical line of reasoning using different forms of
representation when investigating problems.

Students are encouraged to choose and use information and communication technology (ICT) tools as
appropriate and, where available, to enhance communication of their mathematical ideas. Some of the
possible ICT tools used in mathematics include spreadsheets, graph plotter software, dynamic geometry software, computer algebra systems, mathematics content-specific software, graphic display calculators (GDC), word processing, desktop publishing, graphic organizers and screenshots.

D  Reflection in mathematics
MYP mathematics encourages students to reflect upon their findings and problem-solving processes.
Students are encouraged to examine different problem-solving strategies and share their thinking with
teachers and peers. Critical reflection in mathematics helps students gain insight into their strengths and weaknesses as learners and to appreciate the value of errors as powerful motivators to enhance learning and understanding.
At the end of the course, students should be able to:
• explain whether their results make sense in the context of the problem
• explain the importance of their findings in connection to real life where appropriate
• justify the degree of accuracy of their results where appropriate
• suggest improvements to the method when necessary.

Levels of Mathematics in the MYP

MYP mathematics should be accessible to and be studied by all students. Somersfield’s MYP strives to ensure that the mathematics curriculum allows all students the opportunity to reach their full potential and achieve the final aims and objectives of MYP mathematics. In order to achieve this, the concepts and skills of the framework for mathematics are organized so that students can work at two levels of ability: standard mathematics and extended mathematics.

Standard mathematics aims to give all students a sound knowledge of basic mathematical concepts while allowing them to develop the skills needed to meet the objectives of MYP mathematics.

Extended mathematics consists of the standard mathematics framework supplemented by additional
concepts and skills. This level provides the foundation for students who wish to pursue further studies in
mathematics, for example, mathematics higher level (HL) as part of the IB Diploma Programme.
IB validation of students’ grades and certification are available for both standard and extended mathematics.
Somersfield’s MYP Mathematics Framework

The framework for MYP mathematics outlines five branches of mathematical study.
• Number
• Algebra
• Geometry and trigonometry
• Statistics and probability
• Discrete mathematics

Number
The ability to work with numbers is an essential skill in mathematics. Students are expected to have an
understanding of number concepts and to develop the skills of calculation and estimation. Students should understand that the use of numbers to express patterns and to describe real‑life situations goes back to humankind’s earliest beginnings, and that mathematics has multicultural roots.

Concepts
Extended / Standard
• Forms of numbers: integers, fractions, decimals,
 exponents, standard form (scientific notation) and
 surds/radicals
• Number systems: set of positive integers and
 zero (N), integers (Z), rationals (Q), irrationals
• (Q’) and real numbers (R).
• The four number operations
• Prime numbers and factors, including greatest
 common divisor and least common multiple
• Number lines
• Estimation
• Units of measurement
• Ratio, percentage, direct and inverse proportion
• Number sequences

Extended only
• Fractional exponents
• Absolute and percentage error in estimations

Skills
Extended / Standard
• Ordering numbers
• Transformation between different forms of
 numbers
• Simplification of numerical expressions in the
 number systems and forms of number
• Recognizing and classifying numbers in different
 number systems
• Using the four number operations (addition,
 subtraction, multiplication and division) with
 integers, decimals and simple fractions
• Representing a number as the product of its
 prime factors and using this representation to find
 the greatest common divisor and least common
 multiple
• Expressing the solution set of a linear inequality
 on the number line
• Using different forms of rounding, decimal
 approximation and significant figures
• Using appropriate forms of rounding to estimate
 Results
• Converting between different units of
 measurement and between different currencies
• Dividing a quantity in a given ratio
• Finding a constant of proportionality, setting
 up equations and graphing direct and inverse
 relationships
• Predicting the next term in the number sequence
 (linear, quadratic, triangular, Fibonacci)

Extended only
• Using the rules of indices to simplify numerical
 expressions involving radicals and exponents
• Calculating the absolute and percentage error

Algebra
Algebra is an abstraction of the concepts first used when dealing with number and is essential for further learning in mathematics. Algebra uses letters and symbols to represent number, quantity and operations, and employs variables to solve mathematical problems.

Students who wish to continue studying mathematics beyond the MYP will require knowledge of concepts and skills in algebra. Teachers should, where appropriate, assist students’ understanding of algebra by using real-life contexts for the application of algebraic knowledge and skills in problem-solving situations.

Concepts
Extended / Standard
• Addition, subtraction, multiplication and division
 of algebraic term
• Factorization of linear and quadratic expressions
• Substitution
• Rearranging algebraic expressions
• Algebraic fractions
• Integer exponents (including negative number
 exponents)
• Patterns and sequences
• Functions:
•  types of functions—linear, quadratic
•  domain and range
• Graphs
• Equations:
•  linear
•  simultaneous
•  quadratic

Extended only
• Logarithms and exponents:
•  fractional exponents
•  logarithms with different base numbers
    (including natural logarithms)
• Functions and graphs:
•  types of functions: trigonometric,
    exponential, logarithmic, reciprocal function
        f (x) = 1/x  and their transformations, the
        square root function
•  inverse and composite function
• Equations involving the functions above
• Inequalities
• Arithmetic and geometric series
• Matrices

Skills
Extended / Standard
• Expanding and simplifying algebraic expressions
• Factorizing algebraic expressions
• Using substitution to evaluate expressions
• Changing the subject of the formula
• Solving equations involving algebraic fractions
• Using the laws of exponents
• Finding and justifying or proving general rules/
 formulae for sequences
• Solving the linear function f (x) = mx + c, its graph,
 gradient and y‑intercept
• Graphing different types of functions and
 understanding their characteristics
• Determining the range, given the domain
• Sketching and interpreting graphs
• Solving equations algebraically and using graphs
• Solving and graphing linear inequalities

Extended only
• Using the laws of logarithms
• Graphing different types of functions and
 understanding their characteristics
• Determining inverse and composite functions and
 their graphs
• Solving equations algebraically and using graphs
• Solving non-linear inequalities
• Linear programming
• Developing and justifying or proving general
 rules/formulae for sequences
• Finding the sum of the series
• Finding unknowns (ratio, term, and so on)
• Performing basic operations with matrices
• Using matrices (solving equations,
 transformations, growth models, and so on)

Geometry and trigonometry
The study of geometry and trigonometry enhances students’ spatial awareness and provides them with the tools for analysing, measuring and transforming geometric quantities in two and three dimensions.

Concepts
Extended / Standard
• Geometrical elements and their classification
• Distance
• Angle properties
• Triangle properties
• Perimeter/area/volume
• The Cartesian plane
• Trigonometric ratios in right‑angled triangles
• Constructions
• Simple isometric transformation
• Loci

Extended only
• Vectors and vector spaces
• Similarity and congruence theorems
• Trigonometric ratios for angles bigger than 90°
• Sine and cosine rules

Skills
Extended / Standard
• Naming and classifying different geometrical
 elements (point, line, angle, regular and irregular
 planar figures, solids)
• Measuring distance (between two points,
 between a line and a point)
• Solving problems using the properties of:
•  angles in different figures or positions
•  acute, right and obtuse angles in triangles
•  angles in intersecting and parallel lines
•  angles in regular and irregular polygons
•  angles in circles
• Solving problems involving triangles by using:
•  Pythagoras’ theorem and its converse
•  properties of similar triangles
•  properties of congruent triangles
• Finding the perimeter (circumference), area and
 volume of regular and irregular two-dimensional
 (2D) and three-dimensional (3D) shapes
• Identifying the different components of the
 Cartesian plane: axes, origin, coordinates (x , y) and points

• Understanding and using the Cartesian plane, plot
 graphs and measuring distances between points
• Relating angles and sides of right-angled triangles
 using sines, cosines and tangents
• Solving problems in right-angled triangles using
 trigonometric ratios
• Using geometry tools to make basic constructions
 and using these in solving problems
• Transforming a figure by rotation, reflection,
 translation and enlarging
• Using the concept of locus to solve problems in
 two dimensions

Extended only
• Adding, subtracting and scalar multiplication of
 vectors
• Justifying or proving theorems for congruence,
 similarity, shape and angles
• Justifying or proving simple trigonometric
 identities to simplify and solve equations where
 0° ≤ θ ≤ 360°
• Using the sine and cosine rules to solve problems

Statistics and probability
This branch of mathematics is concerned with the collection, analysis and interpretation of quantitative
data and uses the theory of probability to estimate parameters, discover empirical laws, test hypotheses and predict the occurrence of events.

Through the study of statistics, students should develop skills associated with the collection, organization and analysis of data, enabling them to present information clearly and to discover patterns. Students will also develop critical-thinking skills, enabling them to differentiate between what happens in theory (probability) and what is observed (statistics).

Students should understand both the power and limitations of statistics, becoming aware of their legitimate use in supporting and questioning hypotheses, but also recognizing how statistics can be used to mislead as well as to counter opinions and propaganda.
Students should use these skills in their investigations and are encouraged to use information and
communication technology (ICT) whenever appropriate.

Concepts
Extended / Standard
• Graphical analysis and representation (pie charts,
 histograms, line graphs
• Population sampling
• Measures of central tendency/location (mean,
 mode, median, quartile, percentile)
• Measures of dispersion (range, interquartile range)
• Probability of an event
• Probability of exclusive and combined events
• Probability of successive trials

Extended only
• Normal distribution and standard deviation
• Linear regression
• Correlation
• Conditional probability

Skills
Extended / Standard
• Constructing and interpreting graphs
• Selecting samples and making inferences about
 populations
• Calculating the mean, median and mode, and
 choosing the best measure of central tendency
• Calculating the extent of the interquartile range
• Calculating probabilities of simple events
• Calculating probabilities of mutually exclusive
 events and combined events
• Using tree diagrams to determine the probability
 of repeated events

Extended only
• Making inferences about normal distributed data
 given the mean and the standard deviation
• Drawing the line of best fit
• Calculating conditional probability

Discrete mathematics
Discrete mathematics is a relatively new branch of mathematics that has its roots in abstract algebra and has adopted the language and notation of graph theory. Discrete mathematics contributes to the understanding of systems and formal structures. Its techniques have become increasingly important for people to analyse and solve problems in technology, science, engineering, business and other complex systems.

Students should develop logical-thinking skills and be able to articulate their understanding through the use of Venn diagrams, structure diagrams and flow charts. Discrete mathematics provides new approaches to learning (ATL) in the MYP.

Students should be aware of the real-world applications of discrete mathematics, which may include
road or rail networks, computer networks, communications networks, optimal routes, time- and project- management techniques, and critical path analysis.

Concepts
Extended / Standard
• Sets
• Venn diagrams
• Logic
• Networks (including trees)
• Algorithms

Extended only
• Topology
• Directed networks
• Codes and ciphers

Skills
Extended / Standard
• Performing operations
• Drawing and interpreting Venn diagrams
• Using Venn diagrams to solve problems in real-life
 contexts
• Expressing ideas in two-value systems (Boolean
 algebra)
• Applying truth tables to determine the truth for
 complex statements
• Locating paths and tours
• Analysing networks to find complete paths,
 shortest distance paths
• Solving problems involving optimal solutions

• Devising and describing procedures for
 performing complete calculations
• Using networks and flow charts to solve problems
 in real-life contexts
• Analysing and using well-defined procedures for
 solving complex problems

Extended only
• Classifying and describing topological objects and
 simplifying knots
• Performing critical path analyses
• Encoding and decoding information using
 translations and modular arithmetic
• Generating and translating bar codes
• Encoding and decoding with RSA codes that
 involve public and private keys

Mathematics Assessment Criteria 2011-2012

Criterion A - Knowledge and Understanding - Maximum 8
Criterion B - Investigating Patterns - Maximum 8
Criterion C - Communication in Mathematics - Maximum 6
Criterion D - Reflection in Mathematics - Maximum 6

Grade boundaries for final grades in Mathematics 2011-2012
(standard and extended)

Grade Boundaries
1          0-4
2          5-8
3          9-12
4          13-17
5          18-21
6          22-25
7          26-28

Introduction to MYP P.E.:

Introduction to MYP Physical Education

Physical education in the MYP is concerned with more than just participating in sports and games. Its
primary aims are to encourage the development of “intelligent performers” and to encourage students to understand the importance of a balanced, healthy lifestyle. Throughout the five years of the MYP, students should develop knowledge, critical thinking and reflection skills, and a sense of responsibility, as well as interpersonal and self-motivational skills. This in turn should encourage choices that will contribute to long term healthy living.

Physical education will bring the unique perspective of learning through the physical, which can greatly
contribute to students’ approaches to learning (ATL) skills, and is transferable across other subject groups.

The learning and development associated with physical education contributes to students developing the qualities of the IB learner profile and engaging with the fundamental concepts of the MYP—holistic learning, intercultural awareness and communication.

When the curriculums of physical education and other MYP subject groups are developed according to
these principles, students will be given the opportunity to:
 develop a combination of transferable skills promoting physical, intellectual, emotional and social development
 see other subjects from a physical education perspective (including learning through the physical)and vice versa
 see the areas of interaction as relevant to physical education and contributing to holistic learning
 consider new, differing and contrasting ideas to their own and use them in the learning process
 develop abilities to communicate their knowledge, skills and reflections in a variety of situations
 understand the importance of intellectual, physical and emotional balance
 give thoughtful consideration to their own learning and experience.

Somersfield MYP Physical Education teachers
Irene Pimentel  M1—M5 Physical Education ipimentel@somersfield.bm
DaVon Wade M1—M5 Physical Education dwade@somersfield.bm

Physical Education Objectives

The objectives of any MYP subject and of the personal project state the specific targets that are set for
learning in the subject. They define what the student will be able to accomplish as a result of studying the subject.
.
A  Use of Knowledge
At the end of the course students should be able to:
 use physical education terminology in context
 demonstrate an understanding of concepts, strategies, techniques and rules related to a variety of physical activities, and apply them in various contexts
 demonstrate an understanding of the various principles that contribute to fitness, and their importance in various contexts
 use their knowledge to analyse situations and solve problems.

The student must be assessed in a non-performance/non-playing situation.

B  Movement Composition
At the end of the course students should be able to:
 explore movement possibilities and variations in accordance with the principles of a particular
aesthetic activity
 compose aesthetic movements
 link movements in order to compose aesthetic sequences, taking into account the concepts of space, time, level, force and flow.

For assessment of this objective, the student must perform the sequence.

C  Performance
At the end of the course students should be able to:
 demonstrate the skills and techniques necessary for active participation in a variety of physical activities
 apply tactics, strategies and rules in both individual and group situations
 perform movement concepts and sequences of movement in a variety of physical contexts.

The student must be assessed in a performance/playing situation.

D  Social Skills and Personal Engagement
At the end of the course students should be able to:
 communicate effectively, including verbal and non-verbal forms of communication
 demonstrate attitudes and strategies that enhance their relationships with others
 show respect and sensitivity to their own and different cultures
 take responsibility for their own learning process and demonstrate engagement with the activity
 reflect critically upon their own achievements
 set goals to enhance learning and take action towards achieving them.

Physical Education Assessment Criteria 2011-2012

Criterion A - Use of Knowledge - Maximum 8
Criterion B - Movement Composition - Maximum 6
Criterion C - Performance - Maximum 10
Criterion D - Social Skills and Personal Engagement - Maximum 8

Grade boundaries for final grades in Physical Education 2011-2012

Grade Boundaries
1          0-5
2          6-10
3          11-15
4          16-20
5          21-24
6          25-28
7          29-32

 

 

 

 

Introduction to MYP Science:

Introduction to MYP Sciences

The vision of MYP sciences is to contribute to the development of students as inquirers, scientifically literate, caring and responsible individuals who will think critically and creatively when solving problems and making decisions about aspects affecting themselves, others and their social and natural environments.

Science and its methods of investigation offer a way of learning that contributes to the development of an analytical and critical way of thinking. Inquiry is at the heart of MYP sciences and aims to support students’ understanding of sciences by providing them with opportunities to independently investigate relevant issues through both research and experimentation.

Learning science relies on understanding and using the language of science, which involves more than
simply learning technical scientific terminology. MYP sciences aims for students to become competent
and confident when accessing, using and communicating scientific information. Students are expected
to use scientific language correctly and select appropriate communication formats for oral and written
communication.

MYP sciences aims to provide students with the opportunity to show their understanding of the main concepts and processes of science, by applying these to solve problems in familiar and unfamiliar situations. Students should demonstrate critical-thinking skills to analyse and evaluate information in order to make informed judgments in a variety of contexts.

The MYP sciences curriculum must be relevant to the interests of students, providing them with opportunities to explore the connections between science and everyday life. It is anticipated that students will become interested in and engaged with the role of science in the world. Through the investigation of real examples of the application of science, the “one world” objective allows students to gain insight into the tensions and dependencies between science and societal, environmental and ethical factors.

Students should also learn to appreciate and respect the ideas of others and further develop their sense of responsibility as individuals towards the natural, built and virtual environment. Their engagement, interest and enjoyment in science should foster a positive response to science and contribute to the development of opinion-forming, decision-making and ethical-reasoning skills.

Somersfield MYP Sciences teachers
Carl Cloake M1, M 3, M4, M5 Science ccloake@somersfield.bm
Shirley Kelly M2, M3, M4, M5 Science skelly@somersfield.bm

Sciences Objectives

The objectives of any MYP subject and of the personal project state the specific targets that are set for
learning in the subject. They define what the student will be able to accomplish as a result of studying the subject.  These objectives relate directly to the assessment criteria.

A  One world
This objective refers to enabling students to gain a better understanding of the role of science in society.  Students should be aware that science is a global endeavour and that its development and applications can have consequences for our lives.  One world should provide students with the opportunity to critically assess the implications of scientific developments and their applications to local and/or global issues.

At the end of the course, students should be able to:
 explain the ways in which science is applied and used to address specific problems or issues
 discuss the effectiveness of science and its application in solving problems or issues
 discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental
 implications  of the use of science and its application in solving specific problems or issues.

B  Communication in science
This objective refers to enabling students to become competent and confident when communicating
information in science. Students should be able to use scientific language correctly and a variety
of communication modes and formats as appropriate. Students should be aware of the importance of
acknowledging and appropriately referencing the work of others when communicating in science.

At the end of the course, students should be able to:
 use scientific language correctly
 use appropriate communication modes such as verbal (oral, written), visual (graphic, symbolic) and communication formats (laboratory reports, essays, presentations) to effectively communicate theories, ideas and findings in science
 acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system.

C  Knowledge and understanding of science
This objective refers to enabling students to understand scientific knowledge (facts, ideas, concepts,
processes, laws, principles, models and theories) and to apply it to construct scientific explanations, solve problems and formulate scientifically supported arguments.

At the end of the course, students should be able to:
 recall scientific knowledge and use scientific understanding to construct scientific explanations
 apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
 situations
 critically analyse and evaluate information to make judgments supported by scientific understanding.

D  Scientific inquiry
While the scientific method may take on a wide variety of approaches, it is the emphasis on experimental work that characterizes MYP scientific inquiry. This objective refers to enabling students to develop intellectual and practical skills to design and carry out scientific investigations independently and to evaluate the experimental design (method).

At the end of the course, students should be able to:
 state a focused problem or research question to be tested by a scientific investigation
 formulate a testable hypothesis and explain it using scientific reasoning
 design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed and the way in which the data is to be collected and processed
 evaluate the validity and reliability of the method
 judge the validity of a hypothesis based on the outcome of the investigation
 suggest improvements to the method or further inquiry, when relevant.

E  Processing data
This objective refers to enabling students to collect, process and interpret sufficient qualitative and/or
quantitative data to draw appropriate conclusions. Students are expected to develop analytical thinking
skills to interpret data and judge the reliability of the data.

At the end of the course, students should be able to:
 collect and record data using units of measurement as and when appropriate
 organize, transform and present data using numerical and visual forms
 analyse and interpret data
 draw conclusions consistent with the data and supported by scientific reasoning.

F  Attitudes in science
This objective refers to encouraging students to develop safe, responsible and collaborative working
practices in practical science.

During the course, students should be able to:
 work safely and use material and equipment competently
 work responsibly with regards to the living and non-living environment
 work effectively as individuals and as part of a group by collaborating with others.

Sciences Assessment Criteria 2011-2012

Criterion A - One World - Maximum 6
Criterion B - Communication in Science - Maximum 6
Criterion C - Knowledge and Understanding of Science - Maximum 6
Criterion D - Scientific Inquiry - Maximum 6
Criterion E - Processing Data - Maximum 6
Criterion F - Attitudes in Science - Maximum 6

Grade boundaries for final grades in Sciences 2011-2012

Grade Boundaries
1         0-5
2         6-11
3         12-18
4         19-24
5         25-28
6         29-32
7         33-36

Introduction to MYP Technology:

Introduction to MYP Technology

Technology and technological developments have given rise to profound changes in society, transforming how we access and process information, how we communicate with others and how we work and solve problems.

Somersfield’s MYP Technology aims to provide the means and context to help students become skillfull problem solvers, who can appreciate the role of technology in everyday life and society and who can respond critically and resourcefully to real-life challenges.

Somersfield’s courses in MYP technology are designed to:

 Challenge all students to apply practical and creative-thinking skills to solve problems in technology
 Encourage students to explore the role of technology in both historical and contemporary contexts
 Raise students’ awareness of their responsibilities as world citizens when making decisions and taking on technology issues.

Somersfield MYP Technology teachers
Heidi Franklin M1 and M2 hfranklin@somersfield.bm
Andrew Bateson M3, M4 & M5 abateson@somersfield.bm

Technology Objectives

The objectives of MYP Technology state the specific targets set for students’ learning.  They define what the learner will be able to do, or do better, as a result of studying the subject.

The design cycle is a model and it is intended to be the central tool to help students create and evaluate products/solutions in response to challenges.  The MYP Technology design cycle consists of four major stages and these relate to the objectives of the course.

Investigate
Students identify the problem to be solved.  At the end of the course, they should be able to:
 Evaluate the importance of the problem for life, society and the environment
 Outline the design brief
Students should develop the design brief.  At the end of the course, they should be able to:
 Formulate and discuss appropriate questions that guide the investigation
 Identify and acknowledge a range of appropriate sources of information
 Collect, analyse, select, organize and evaluate information
 Evaluate the sources of information.
Students formulate a design specification.  At the end of the course, they should be able to:
 List the specific requirements that must be met by the production/solution
 Design tests to evaluate the product/solution against the design specification.

Plan
Students design the product/solution.  At the end of the course, they should be able to:
 Generate several feasible designs that meet the design specification
 Evaluate the designs against the design specification
 Select one design and justify its choice.
Students plan the production/solution.  At the end of the course, they should be able to:
 Construct a plan to create the product/solution that has a series of logical steps
 Construct a plan to create a product/solution that makes effective use of resources and time
 Evaluate the plan and justify any modifications to the design.

Create
Students use appropriate techniques and equipment.  At the end of the course, they should be able to:
 Use a range of appropriate techniques and equipment competently
 Ensure a safe working environment for themselves and others.
Students follow the plan.  At the end of the course, they should be able to:
 Follow the plan to produce the product/solution
 Evaluate the plan to justify any changes to the plan (when necessary).
Students create the product/solution.  At the end of the course, they should be able to:
 Create a product/solution of appropriate quality.

Evaluate
Students evaluate the product/solution.  At the end of the course, they should be able to:
 Carry out tests to evaluate the product/solution against the design specification
 Evaluate the success of the product/solution in an objective manner based on testing, their own views and the views of the intended user
 Evaluate the impact of the product/solution on individuals and on society
 Explain how the product/solution could be improved.
Students evaluate their use of the design cycle.  At the end of the course, they should be able to:
 Evaluate their performance at each stage of the design cycle
 Suggest ways in which their performance could be improved.

Attitudes in Technology
This objective includes notions of safety and responsibility when working in technology as well as respect for and collaboration with others and their shared environment.
During the course, students should:
 Carry out units of work in technology using materials and techniques safely and responsibly
 Work effectively as members of a team, collaborating, acknowledging and supporting the views of others
 Provide evidence of personal engagement with the subject (motivation, independence, general positive attitude) when working in technology.

Technology Assessment Criteria 2011-2012

Criterion A - Investigate - Maximum 6
Criterion B - Design - Maximum 6
Criterion C - Plan - Maximum 6
Criterion D - Create - Maximum 6
Criterion E - Evaluate - Maximum 6
Criterion F - Attitudes in technology - Maximum 6

Grade boundaries for final grades in Technology 2011-2012

Grade Boundaries
1         0-5
2         6-9
3         10-15
4         16-21
5         22-26
6         27-31
7         32-36

 

MYP Units of Work:

MYP Units of Work
In order for subject content (including conceptual understanding and skills) to be understood in context,
and to influence the taught curriculum, content and context must be brought together in a meaningful
synthesis through planning, assessing and teaching.

In the MYP, all teaching and learning is planned through MYP units of work. Each of these units should:

 stand alone as a significant, engaging, relevant and challenging learning experience
 contribute to a coherent, school-wide commitment to inquiry that is framed by contexts of local and global significance
 be driven by a unit question that is conceptually based
 involve students in a range of learning experiences planned in response to the MYP unit question
 build on the prior knowledge of the students
 be constructed and conducted in such a way as to promote positive attitudes
 require students to reflect on their learning and encourage them to engage in responsible action.

MYP units of work can be subject-based or interdisciplinary in nature. Developing interdisciplinary units of work can draw together elements of different subject areas to support a deeper exploration of subject content. These units will be planned by teams of teachers working in collaboration.

Through the MYP units of work, the subject content and its real-world contexts are synthesized into a
meaningful whole, a coherent approach to teaching and learning. In each unit, teachers and students
will generate questions and inquiries that have a conceptual base and that are relevant to the MYP unit
question. Classroom experiences will be planned as a direct response to these questions and inquiries. The classroom will become a centre of structured inquiry through which students acquire and practise skills and build new knowledge. They do so in a climate that fosters positive attitudes, and offers opportunities for responsible action. Assessment of student learning focuses on the quality of students’ understanding of the main concepts and the breadth and depth of their responses to the lines of inquiry.

The time period for each unit will vary from year to year and from subject to subject, and will usually depend on the subject-specific content. Subjects that have fewer periods of curriculum time per week may have fewer units of work per year. Conversely, subjects that have a greater proportion of curriculum time may have more units per year.