Bengaluru-MYP_brochure -A4

MYP Parent Handbook | 2015-16

International Baccalaureate
Middle Years Programme
Parent Handbook

2015-2016

MYP Parent Handbook | 2015-16

School Vision

Oakridge, a centre of excellence in education,
believes that every child has a treasure within.

The school kindles in children intellectual,emotional,
physical and spiritual development.

It aims to produce successful, responsible, creative,
global citizens striving for excellence and committed

to nature and progress of society.

It envisions a stimulating learning environment
by providing highly motivated facilitators, innovative
educational methods and quality infrastructure that

will help to discover, nurture and bring to fruition
the treasure within.

School Mission

Oakridge International School will be a centre for excellence in education. In keeping with the rich heritage
of India, it will stress the simultaneous development of the Spirit, the Mind and the Body and endeavor to
send out compassionate, responsible and innovative students committed to change and progress in the

development of India and the global environment.

From the Coordinatora
We hope you find this MYP Parent Handbook a useful guide to better understand the International
Baccalaureate Middle Years Programme (IB MYP) here at Oakridge International School, Bengaluru. We
endeavor to equip parents and students with a broad understanding of the IB MYP, and we feel that the
topics covered here should clarify many of your questions.

The introduction of IB MYP is a concerted effort to create a coherent and continuous programme that is
developmentally appropriate and rigorous. We will continue to refine its structure and process to achieve this

goal.

Please note: A separate handbook on MYP Assessments will be shared shortly.

Malathi Anantha
MYP-C

CONTENTS

Topic

What is the IB MYP? ......................................
IB Middle Years Programme Model ...................
IB MYP Curriculum at Oakridge .....................
Approaches to Learning .................................
IB MYP Assessment Tasks................................
Personal Project .............................................

Subject Overview
1 Mathematics
2 Language and Literature English (as First Language)
3 Sciences Physics, Biology and Chemistry
4 Individuals and Societies (Humanities) History, Civics, Geography and Economics
5 Language Acquisition Spanish, French, Hindi (as Second Language)
6 Physical and Health Education
7 Arts Visual arts and Performing arts
8 Design Digital design and Product design

MYP Parent Handbook | 2015-16

What is the IB MYP?

The IB Middle Years Programme (MYP) is a
curriculum that covers the age range 11 to 15 year
students (grades 6 to 10).

The IB MYP is an international curriculum, aiming to
combine academic rigour with skills and attitudes
appropriate to the challenges and opportunities of
contemporary society. At Oakridge International
School, Bengaluru, the MYP also provides a natural
progression from the IB Primary Years Program
that covers the age range 4-11 years in the primary

school, as well as providing an excellent preparation for the IB Diploma in grades 11 and 12. This continuum
provides a rigorous foundation for college admissions.

The programme:
• Encourages international-mindedness in IB students, starting with a foundation in their own language and

culture

• Encourages a positive attitude towards learning by challenging students to solve problems, show creativity
and resourcefulness, and participate actively in their communitie

• Reflects real life by providing a holistic framework that allows students to see the connections among the
subjects themselves, and between the subjects and real issues.

• Supports the development of communication skills to encourage inquiry, understanding, language
acquisition, and to allow student reflection and expression

• Emphasizes, through the learner profile, the development of the whole student — physically, intellectually,
emotionally, and ethically.

MYP Parent Handbook | 2015-16

IB Middle Years Programme Model

At Oakridge International School, the students will study:
IB provides a framework on which the MYP curriculum is constructed. This is mapped to the national
programme ensuring that all topics relevant to the age and grade levels are covered to enable the students
to meet the National Curriculum standards on the knowledge front.

1 Arts Visual arts and Performing arts
2 Individuals and Societies (Humanities) History, Civics, Geography and Economics
3 Mathematics
4 Language and Literature English (as First Language)
5 Sciences Physics, Biology and Chemistry
6 Language Acquisition Spanish, French, Hindi (as Second Language)
7 Physical and Health Education
8 Design Web design and interactive media design

MYP Parent Handbook | 2015-16

Approaches to Learning

Approaches to learning (ATL) have relevance across the curriculum and help students ‘learn how to
learn’.T hrough the ATL, teachers provide students with the tools to enable them to take responsibility for
their o wn learning, thereby developing an awareness of how they learn best.

Thinking Skills Social Skills Communication Self-management Research Skills
Skills Skills

Thinking Skills Collaboration Communication Organisation Information
Affective Skills Literacy
Creative
Thinking Media Literacy

Transfer Reflection

General assessment practices:

• The use of formative (during learning) and summative (after learning) assessments. Assessment is seen as

an integrated part of learning.

• Rubrics are used to increase student awareness of, and achievement toward, the specific learning goals
of the teaching unit.

• Students are required to complete a community project in MYP 3 (grade 8) and a Personal Project in MYP
5 (grade 10).

• Personal Project is a major part of the five years of the MYP in the school. It should be an example of the
students’ best work, showing achievement and understanding, and the application of skills an attitudes
they have developed through the Global Contexts. The topic and type of the Personal Project is each
student’s personal choice. To help the students and guide them in the right direction, each student is
appointed an academic supervisor from within the teaching staff who will help him/her to complete the
personal project successfully. The Personal Project is the culminating activity for the IB MYP. At Oakridge
International School, all students in MYP 5 (grade 10) are encouraged to complete the Personal Project,
leading to an IB MYP Certificate.

• The innovative electronic assessment (e-assessment) in grade 10 will build upon conceptual understanding,
giving students an opportunity to demonstrate international-mindedness. The summative assessment will
not only measure knowledge, but also problem-solving skills, critical thinking, analysis and the ability to use
knowledge in unfamiliar situations.

1 Mathematics MYP Parent Handbook | 2015-16
Mathematics
Mathematics Course Outline

Mathematics Course Outline

Mathematics
Years 1-3

Middle Year Programme Mathematics Mathematics
Diploma Programme
(Standard) Years 4-5 (Extended) Years 4-5

Mathematics Mathematics Mathematics Further
(studies SL) SL HL Mathematics HL

Mathematics Curriculum Content:

The Curriculum Content for MYP Mathematics outlines four branches of Mathematical study. These are:
• Number
• Algebra
• Geometry and Trigonometry
• Statistics & Probability

MYP YEAR 1 [ GRADE 6 ] MYP YEAR 2 [ GRADE 7 ] MYP YEAR 3 [ GRADE 8 ]
SL. NO
• Number system – Indian and • Place value, ordering, • Rounding to nearest
Number Systems international- Read, write, rounding and estimation significant figures
order compare and model - Rounding sensibly (Degree of accuracy)
numbers
• Basic Operations word • Rational numbers-
• Place values problems, BODMAS Representation on
number line, operations
• Estimation – estimating • Integers- Multiplication and properties, rational
number between a pair
answers to complex problems and Division of Integers, of rational numbers

BODMAS (integers, • Squares and square
roots (Pythagoras
decimals and fractions) theorem), cube and
cube roots
• Order of operations – • Fractions--Application
BIDMAS / BODMAS – of BODMAS, • Speed, distance and
Multiple strategies to create representation on time
and solve complex problems number line
• Exponents – Laws of
• Rounding to nearest 10, • Decimals: Recurring exponents, Scientific
100, 1000, one/two place decimals, multiplying notation
decimals decimals and whole

numbers, scientific
notations

MYP Parent Handbook | 2015-16

• Factors and Multiples- Recap, • Powers and roots, • Number sequences ----
Prime numbers, prime nth term of a sequence,
Integer exponents, arithmetic progression
factorization, GCD and LCM,
Fraction bases
divisibility tests

• Integers - Introduction, • Number sequences • Multiplication and
representation on a number division of decimals
line, temperature scales,
absolute value, addition and
subtraction

• Fractions -Application of • Units of Measurement • Using fractions or
DMAS, basic operations; percentages to compare
quantities

• Decimals: Terminating • Patterns and sequences • Operations on fractions
decimals, addition and
subtraction of decimals, with 2 variables (cancelling common
comparing, ordering, number
line factors)

• Exponents –Introduction,
squares of whole numbers (at
least till 20)

• Units of measurement –
Conversion of units

• Sequences- in numbers

• Patterns and sequences

Algebra • Algebraic expressions -Terms, • Algebraic terms and • Operations on algebraic
expressions (with one or
Factors, Types of expressions Algebraic expressions more terms) and Special
products (identities)
with more than

one variable, basic

operations

• Algebraic terms and Algebraic • Terms, Factors, Types of • Changing of subject of a

expressions ( construct and expressions formula

simplify)

• Equations- Linear equations • Sequences, Functions • Factorization of algebraic
in one variable( one step and Graphs (Coordinate expressions
equations) system), distance-time
graphs

• Basic operations of algebraic • Linear equations • Introduction to
terms with single variable inequalities, compound
inequalities

• Simple functions - input / • Formulae and • Simultaneous linear
output
substitution including equations (solving

construction of formulae algebraically and

graphically)

• Slope intercept form of
a linear equation, finding
slope

• Linear graphs -
construct functions from
real life situations and
draw and interpret their
graphs. Plot graphs
of linear functions,
find inverse of linear
functions (algebraically)

• Add/ subtract algebraic
fractions

MYP Parent Handbook | 2015-16

Commercial Math’s • Ratio and proportion – • Ratio and Proportions • Comparing quantities
Geometry introduction, dividing a – Ratio and proportion-
quantity in a given ratio Direct and inverse
variations

• Introduction to Percentages – • Percentages and its • Percentage- percentage
increase and decrease
Conversion to decimals and application

fractions

• Profit and loss

• Discount, tax

• Simple interest and
compound interests

• Time and Work

• Geometrical elements • Angle properties • Understanding shapes
and classification (shapes,
properties of 2D shapes) - Triangle properties – 2D shapes and its

( angle sum property, properties, 3D and its

exterior angle property, properties (Side view,

property of isosceles front view and top

and equilateral triangles), view). Draw 3D shapes

Pythagoras theorem on isometric papers.

- Quadrilateral properties Plan and elevation -

3D shapes. Reflection

symmetry in 3D shapes.

• Angle properties – • Geometric reasoning • Triangles – types,
classification, properties
- Parallel line and related angles - transformations (recap): Construction of
triangles
- Triangle properties (introduction) and

- Quadrilateral properties+B3 Congruency of triangles

• Two dimensional shapes • Area , perimeter (2D) • Area and Perimeter of
-Area and perimeter - Rectangle, Square, 2D shapes
Parallelogram, Triangle,
• Three dimensional shapes- compound shapes • Volume and Surface
cube and cuboid along with area – curved surface
the nets, volume and surface • Circles – Area and area, total surface area
area of cube and cuboid circumference of Circles and volume of various
solids like–cuboid, cube,
• Circle Geometry • Geometrical cylinder, right-angled
- construction and related construction - angle prisms etc.
parts bisector, perpendicular
bisector, triangles, • Transformation –
• Measurements and parallel lines Reflection, rotation and
Geometrical constructions translation; Representing
- Angles - 60˚, 90˚, 120˚, 45˚ • Transformations - transformation on
- Angle bisector, Reflection, Rotation and coordinate planes
-Perpendicular at Translation
a point on the line, • Construction of
- Perpendicular to a line quadrilaterals –
from an external point Construction and
- Perpendicular bisector of a properties of special
line segment types of quadrilaterals
like square, rectangle,
parallelogram, rhombus,
trapezium, construction
of inscribed polygons

• Enlargement and scale • Bearings, scale drawings
drawings and interpret maps;
Locus

MYP Parent Handbook | 2015-16

Statistics • Data Handling • Nets and Surface Area • Measures of Central
- Organization and and Volume (3D) Tendency-mean ,
representation of data median, mode (choosing
using bar graphs and pie • Measures of Central the appropriate measure)
charts, pictographs (recap) Tendency-mean
- Interpreting graphs , median, mode
(Statistical calculations)

• Averages (Organize raw data • Collection and • Graphical representation
into frequency tables) organization of data of data (Bar graph,
-bar graphs, double bar Histogram, Pie-chart,
graph Line graphs, Double bar
graphs, Two-way tables,
• Theoretical probability • Probability Stem-and-leaf diagrams,
back-to-back Stem-and-
(Events, outcomes, sample leaf diagrams)

space, impossible and certain • Graphs (Plotting points
on a coordinate plane)
events)
• Probability – Outcome,
Chances, Experiment or
Trial, Equally likely events

PS: Curriculum plan may be subject to change

Assessment Tasks in Mathematics

WThe assessment will be done based on the below mentioned criteria. Under each criterion, certain tasks
will be executed to provide comprehensive assessment of the student’s learning.

Criterion A (Knowing and Understanding):
Typical assessment tasks undertaken in this criterion will be:
• Word problems
• Formative and summative assessments in the form of quizzes, time tests
• Assignments that include both familiar and unfamiliar situations

Criterion B (Investigating Patterns):
Mathematical investigation of some complexity that allows students to
• Choose their own mathematical techniques
• Reason from specific to general.
These are designed to enhance independent Mathematical thinking.

Criterion C (Communicating):
Investigations and real life problems. Students will be asked to prepare reports that contain
• logical structure
• multiple forms of representation to present the information.

MYP Parent Handbook | 2015-16

Criterion D (Applying Mathematics in real-life contexts):
• Considering simple real-life situations and applying the mathematical concepts to achieve simple tasks.

Mathematics can be used to model many situations, for example, painting a room, analysing mobile
telephone tariff plans, triangulations, diet plans etc.

Reference Books: (These books will be available in the school library. The highlighted books are highly recommended)

MYP1
• Mathematics for the International Student 6 (MYP 1) Second edition; ISBN: 9781921972430
• IB Skills: MYP Mathematics (Student Book); ISBN: 9780992703509
• International Mathematics 1 Course book, ISBN # 9780733985027
• International Targeting Mathematics Student Book - Grade 6; ISBN # 9781742152257

MYP2
• Mathematics for the International Student 7 (MYP 2) Second Edition; ISBN: 9781921972454
• New Zealand Mathematics 7 (3rd edition); ISBN: 978-0-473-10086-5
• New Zealand Mathematics 7 (3rd edition) HOMEWORK BOOK; ISBN: 978-0-473-10087-2
• International Mathematics 2 Coursebook; ISBN # 9780733983887

MYP3
• Mathematics for the International Student 8 (MYP 3) Second Edition; ISBN: 9781921972478
• New Zealand Mathematics 8 (3rd edition); ISBN: 978-0-473-10088-9
• New Zealand Mathematics 8 (3rd edition) HOMEWORK BOOK; ISBN: 978-0-473-10089-6

2 Language and Literature

Language and Literature Course Outline

THE NATURE OF LANGUAGE AND LITERATURE

Literature is the art of discovering something extraordinary about ordinary people, and saying with ordinary

words something extraordinary. Boris Pasternak

Diploma Programme Studies in language and literature
Language A: literature

Language A: Language and literature
Literature and performance

Middle Year Programme Language acquisition Language and literature
Primary Years Programme Phase 5 or Phase 6 Language

MYP Parent Handbook | 2015-16

Language and Literature Curriculum Content:


MYP YEAR 1 [ GRADE 6 ] MYP YEAR 2 [ GRADE 7 ] MYP YEAR 3 [ GRADE 8 ]

Poetry Epic poetry Understanding relationships
• Introduction to poetry • Epics • A Mother in Mannville – Marjorie
• Figures of speech • History vs. truth
• Analysis and appreciation of • Style Rawlings
• Macavity: The Mystery Cat, • Analysis of Beowulf and The • A story that could be true- William
• The Grumble Family,
• The Highwayman Mahabharata Stafford
• If • Born worker – Gary Soto
• Checkouts By Cynthia Rylant
• Raymond's run- Toni Cade

Bambara
• Stop the Sun – Gary Paulsen
• The Great Rat Hunt – Lawrence

Yep
• Author study: R.K. Narayan

Short story Novel Showing determination
• Introduction to short story • Introduction to novels • Mother to son- Langston Hughes
• Elements of a short story • Analysis of The Adventures of • Life - Sarojini Naidu
• Captain Dang Tames the • Mr. Misenheimer's Garden-
Huckleberry Finn
Alhambra Beast • The Blue Umbrella- Ruskin Charles Kuralt
• The Future is Ours • Success Poem By Ralph Waldo
• The Parrot who Wouldn’t Bond
Emerson
Talk • Where the mind is without fear
• Writing their own short story
-Rabindranath Tagore

Drama Drama Forging Identity
• Tracing the origin of drama • Tracing the origin of drama • The Outsiders – S. E. Hinton
• Tragedy and comedy • Tragedy and comedy
• Act, scene • Act, scene
• Global theatre • Global theatre
• Analysis of a Shakespearean Play • Analysis of The Merchant of

using Shakespeare’s Plays by Venice
Leon Garfield

Non-fiction Non-Fiction Strange times
• Biography & Autobiography • Introduction to journalistic • Rain, rain, go away by Isaac
• Letters and diaries
• Extracts from Boy (Roald Dahl) and writing Asimov
• Forms, purposes and influence • The dinner party by Mona Gardner
My Experiments with Truth • Organization of select oral and • The lady or the tiger
• Short film - The hitchhiker
written journalistic interviews • The monkey's paw by W. W.
and commentaries
Jacobs

MYP Parent Handbook | 2015-16

Grammar (Will be covered during the Grammar (Will be covered during Grammar (Will be covered during the
unit study)
• Sentences and its types – the unit study) unit study)

statement, interrogative, • Parts of Speech • Active and passive voice
exclamation, imperative
• Figures Of Speech – Similes, • Abstract nouns • Infinitives
Metaphors, Alliteration,
personification & Hyperbole. • Antonyms & Synonyms, • Slang
• Synonyms & Antonyms,
• Homonyms Homophones • Participles
• Tenses – Present perfect & past
perfect • Compound Nouns • Gerunds
• Parts Of Speech
• Tense – simple present & Present • Idioms • Euphemisms
continuous.
• Idioms, prepositions of time, place; • Adverbs & its kinds • Synonyms
adverbs of time, manner, frequency
and degree • Figures Of Speech – Similes, • Diary Entry, Letter Writing (Formal

Metaphors, Alliteration, and Informal), Report Writing,

personification & Hyperbole Article Writing, Bio Sketch, Story

• Tenses Writing, Dialogue Writing, Essay

• Expressions Writing; phrasal verbs, subject-

• Punctuations verb agreement, direct indirect

• Collective nouns speech, conjunctions, modals.

• Email Writing, Diary Entry, Letter

Writing (Formal and Informal),

Story Writing, Dialogue Writing,

Essay Writing

• Transitive and intransitive verbs,

subject-verbs

PS: Curriculum plan may be subject to change

Assessment Tasks in Language and Literature:
Oral Communication:

Oral communication encompasses all aspects of listening and speaking: skills that are essential for language
development.
• Debates, role plays
• Socratic seminars, speeches
• Interviews, simulations, poetry recitals

Written communication

Written communication encompasses all aspects of reading and writing. In MYP 1 and 2, students create

texts choosing content, language, and a clear and logical text structure to meet the requirements of the
curriculum task; for example writing personal narratives, poems, arguments, feature articles, character
profiles, research reports, essays, responses to literature, and short answers.

Visual communication

Engaging with visual texts gives students the opportunity to understand the ways in which images and
language interact to convey ideas, values and beliefs. Advertisements, 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 in order to develop their visual communication
skills, both as viewers and presenters.

MYP Parent Handbook | 2015-16

Reference Books: (These books will be available in the school library. It is recommended that students have a copy of

their grade level books listed below)

MYP1
• Boy; ISBN-13: 978-0141346700
• My Experiments with Truth; ISBN-13: 978-9350641026
• The New Grammar Tree:Basic English Grammar and Composition Class 6 by Mridula Kaul, Beena

Sugathan, Archana Gilani and James M. Paul; ISBN: 0-19-808251-7

MYP2
• The Adventures of Huckleberry Finn (Collins Classics); ISBN-13: 978-0007351039
• The Blue Umbrella; ISBN: 9788129124548
• The Merchant of Venice; ISBN-13: 978-8129107503
• The New Grammar Tree:Basic English Grammar and Composition Class 7 by Beena Sugathan, Archana

Gilani, Mridula Kaul and James M. Paul; ISBN: 0-19-808252-5

MYP3
• Malgudi Days; ISBN-13: 978-8185986173
• Swami and Friends; ISBN-13: 978-8185986005
• The Outsiders (Puffin Modern Classics); ISBN-13: 978-0141314570
• The New Grammar Tree:Basic English Grammar and Composition Class 8 by Archana Gilani, Mridula

Kaul, Beena Sugathan and James M. Paul; ISBN: 0-19-808252-5

Sciences Course Outline
The Nature of Sciences

The scientific mind does not so much provide the right answers as asks the right questions. Claude
Levi-Strauss

Diploma Programme Biology Chemistry Physics

Middle Year Programme Sciences

Primary Years Programme Science

3 Sciences MYP Parent Handbook | 2015-16

Sciences Course Outline


MYP YEAR 1 [ GRADE 6 ] MYP YEAR 2 [ GRADE 7 ] MYP YEAR 3 [ GRADE 8 ]

• How are organisms classified • Cell structure - Prokaryotes and • Photosynthesis - Most important
according to their characteristics
and their advantages and Eukaryotes (microorganisms); process on earth Genetics: Cell
disadvantages. What are atoms,
Understanding the Particle theory Introduction to different types division - Mitosis & Meiosis;
of matter and its importance in
everyday life, Can a reaction be of microscopes: SCM,TSM; Structure of DNA; Chromosomes,
reversed?, What role does energy
play? How transfer of energy Calculating magnification; genes and variations. Mutation;
takes place in biotic and abiotic
components Taxonomy of organisms: Artificial Clones; Natural selection by

system and Natural system; Charles Darwin. Cells and

The five kingdom system; Reproduction: Vegetative

Hierarchy of classification; propagation, Asexual reproduction

Binomial nomenclature - Plants in microorganisms, asexual and

and animals; Dichotomous keys sexual reproduction in plants

advanced and animals; reproduction in

humans, adolescence decoded.

The Chemicals of life: Basic

Structure of carbohydrates,

fats, and proteins; their uses in

human body; Enzymes structure

and functions of carbohydrases,

lipases, proteases.

• What Force does? • Molecular formula, Bonds, • The periodic table: Patterns

The importance of forces in life; Covalent bonds, ionic bonds, of reactivity and Rates of

Various effects of forces; Types of Chemical bonds; Chemical reaction; Soil chemistry and

forces: Contact and non - contact reaction, Types of reactions soil testing; human impact on

forces; Friction; Mass and weight; (exothermic and endothermic), soil composition; conservation

Gravity and weight; Newton's Catalyst and inhibitors. Acids methods

spring balance. and bases -pH scale, properties.

• Changes around the world; • Energy: Work and energy, • Force and pressure: Forces and

About atoms, Structure; The Types of energy, Energy turning effects, Centre of mass,

discovery of elements; The link transformation, Calculating PE more about moments, stretching

between elements and atoms; The and KE, Efficiency and power; and compressing; density,

properties of elements; Chemical Energy and Electricity, Energy pressure and volume in solids,

symbols; The first twenty elements resources; Electricity: Electric liquids and gas. Hydraulic systems

in the periodic table; Molecules – charge, Electric field, Current

Compound; Matter and elements; in a simple circuits, Series and

metals and non-metals; Different current circuits; Magnetism:

kinds of materials; Properties of Magnets, Properties of magnets,

materials; Grouping materials Magnetic poles, Induced

according to their properties; magnets, Making a magnet,

Mixture and its types; Separating Magnetic and non-magnetic

mixtures; Changes leading to materials, Magnetic fields,

environmental issues in the world. Magnetic field patterns, The

earth's magnetic field.

MYP Parent Handbook | 2015-16

• Biodiversity • Waves, light and sound • SCIENCE OF LIGHT:
Key words in ecology; food chain Introduction to waves - What Significance, speed of light,
and web; investigating a habitat; is a wave? Waves in Everyday reflection, refraction and
Adaptation; Variation; Its causes life, Types of waves: Mechanical diffraction; light experiments.
and types. waves, Electromagnetic Light spectrum – Frequency and
waves, Transverse waves and wavelength, The electromagnetic
longitudinal waves, Interesting spectrum, colors of light, light
facts about waves. Properties spectrum experiment. Behavior of
of waves - Graphing a wave light as a wave. Telescopes –types
– Amplitude, wavelength, and properties of telescopes.
Frequency and period, speed or
velocity of a wave. • Major organ systems in human
body: Nervous system and
• Major organ systems excretory system
in human body
Digestive system; the
circulatory system;
The respiratory system;

PS: Curriculum plan may be subject to change

Reference Books: (These books will be available in the school library. It is recommended that students have a copy of

their grade level books listed below)

MYP1
• Science 1 for the Int’I Student; Publisher: Nelson Cengage ISBN 9780170185080

MYP2
• Science 2 for the Int’l Student; Publisher: Nelson Cengage ISBN 9780170185097
• Exploring science: How science works Year 7: Student Book with ActiveBook Year 7 (EXPLORING

SCIENCE 2), Pearson, Longman; ISBN 978-1405892469

MYP3
• Science 3 for the Int’l Student; Publisher: Nelson Cengage ISBN 9780170185103
• Exploring science: How science works Year 8: Student Book with ActiveBook Year 8 (EXPLORING

SCIENCE 2), Pearson, Longman; ISBN 978-1405895439
• Genetics Demystified by Edward Willett; ISBN 978-0071459303

General
• Renewable Energy: Sustainable Energy Concepts for the Energy Change; ISBN: 978-3527411870
• A true book – Extreme Science: Extreme Experiments (Author: Ann O Squire) ; ISBN 9780531215531

4 Individuals and Societies (Humanities): MYP Parent Handbook | 2015-16

Individuals and Societies Course Outline -John W. Gardner
The Nature of Individuals and Societies:

History never looks like history when you are living through it.

Diploma Programme Group3-Individuals and societies:

Business management, economics, geography, global
politics, history, information technology in a global society,
philosophy, psychology, social and cultural anthropology,

world religions, environmental systems and societies

Middle Years Programme Individuals and societies:
Primary Years Programme
History, geography, integrated humanities other
such as anthropology, business management,
civics, economics, philosophy, political science,

psychology, sociology, world religions

Social studies

INDIVIDUALS AND SOCIETIES CURRICULUM CONTENT:



SL. NO MYP YEAR 1 [ GRADE 6 ] MYP YEAR 2 [ GRADE 7 ] MYP YEAR 3 [ GRADE 8 ]

History • Study of History: What is • Dynasties & Rulers: • The British: expansion
and consolidation of
History? Why study History? Sultanate period, power, 1857 Revolt

Understanding Pre-history, Mughal period,

difference between Prehistory Economy Manor, Iqta,

and History, Timeline, Mansabdari, trade.

Sources

• Ancient Cities: Understanding • Intellectual, cultural and • Nationalism: leaders and

the society and some of the artistic development: movements

cities of various civilizations, Renaissance art,

like Memphis (Egypt), Sumer literature Sultanate,

or Babylonia (Mesopotamia), Mughal Art &

Harappa & Mohenjodaro Architecture, Sufism and

(Indus), Sparta (Greek), Bhakti

Pompeii (Roman), and the

Chinese civilization.

MYP Parent Handbook | 2015-16

• Emergence of new ideas • Regional Cultures: • Colonial Impact on
and belief: Vedic culture, Greater focus on India Society: Social and
Buddhism, Jainism, through a brief study of Religious Reforms,
Christianity, Islam & the Cholas, Chalukyas, Education, Cities
Confucianism rulers of Kerala.

• Art & Architecture: An • Cultural changes during
interesting look at some of colonial period: Art,
the finest architecture across clothing, sports
the globe, like- Amphitheatre,
Great Wall of China, • Resources: Types,
Coliseums, Sarnath Pillar, Human Impact,
Ajanta- Ellora, and Byzantine Conservation
architecture.
• Agriculture: Factors
Geography • What is Geography? • Weather and Climate influencing agriculture,
types of farming
Civics • Understanding of Maps: • Human environment:
Economics Connecting rural and urban • Industry: Classification,
settlements, transport Major factors affecting
• countries, understanding the and communication. location of industries
important imaginary lines.
• Disaster Management • Tourism

• Our planet Earth: Interior, • Understanding Media • Constitution: Features,
Major Land Forms & Water Philosophy, Rights
Bodies, Environment
• Parliament: law making,
• Diversity functions, franchise

• Government: Meaning and • Democracy • Judiciary: types of
Forms of Government courts, jurisdiction,
independence of
• Citizenship judiciary

• Introduction to Economics • Economics as a social • Human Resource:
science Concept, Significance
• Unlimited Wants, Limited
Resources • Business & different • World Development:
forms of Business Concept of Growth and
organizations: Sole Development
Proprietorship,
Partnership and other
forms of business
organizations.(Many
concepts in economics
are also taught in
Financial Literacy)

• Wealth Generation, Monetary • Poverty: Causes,
System (Many concepts in impact, solutions
Economics are also taught in
Financial Literacy)

PS: Curriculum plan may be subject to change

MYP Parent Handbook | 2015-16

Assessment Tasks in Individuals and Societies:
Assessing Objective A: Knowing and understanding
Assessment tasks for MYP individuals and societies courses often involve investigations or research that lead
to an extended piece of writing, and a variety of other oral, written and multimedia assignments.

Assessing Objective B: Investigating
Tasks that allow students to develop investigative skills include, but are not limited to: essays or research
papers, fieldwork, web quests, problem-based learning scenarios, and role plays.

Assessing Objective C: Thinking critically
Tasks that allow students to observe, identify assumptions, interpret, make decisions, critique, hypothesise,
research and propose solutions.

Assessing Objective D: Communicating
Formats to communicate learning include, but are not limited to: written reports, oral presentations, cartoons,
storyboards, maps, diagrams, flow charts, slide show presentations, podcasts, animations, websites,
databases, multimedia, and videos. Visuals refer to maps, diagrams, charts, timelines and tables.

Reference Books: (These books will be available in the school library. The highlighted books are highly recommended)

• Jawaharlal Nehru - Discovery of India; ISBN 978-0143031031
• Mahatma Gandhi – Hind Swaraj / My Experiments with Truth; ISBN 978-0807059098
• History: From the Dawn of Civilization to the Present Day; ISBN 978-0756676094
• P. J. Marshall (Editor), The Cambridge Illustrated History of the British Empire (Cambridge Illustrated

Histories); ISBN 978-0521002547
• Peter Green, Ancient Greece: An Illustrated History (Illustrated National Histories); ISBN 978-0500271612

5 Language Acquisition MYP Parent Handbook | 2015-16

Language Acquisition Course Outline
Nature of Language Acquisition:

Learning to speak another’s language means taking one’s place in the human community. It means reaching out

to others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our

most important link to the world around us. Language is culture in motion. It is people interacting with people.

-Savignon (1983)



MYP DP

Phase 1 Ab initio

Phase 2 Ab initio (in rare cases) Language N SL

Phase 3 Language B SL

Phase 4 Language B SL/HL

Phase 5 It is recommended the student has at Language B SL/HL
Phase 5 least one semester in MYP language and
Phase 6 literature before starting these DP course. Language A: Literature SL
Language A: Language and Literature SL
Literature and performance SL

It is recommended the student has at Language A: Literature SL/HL

least one semester in MYP language and Language A: Language and Literature SL/HL
literature before starting these DP courses. Literature and performance SL

MYP Parent Handbook | 2015-16

Language Acquisition Curriculum Content (Hindi, French and Spanish)


MYP YEAR 1 [ GRADE 6 ] MYP YEAR 2 [ GRADE 7 ] MYP YEAR 3 [ GRADE 8 ]

• Geography and the weather. • Home Life: Housing & Location; • Getting ready for the holiday: At
Months and seasons of the year. Rooms, garage, garden; Jobs the tourism office, to ask if there's
Places in town, directions, verb around the house; daily routine; a bus/train to a particular place;
"to go"; How to give directions, Eating routines, Meals; Places Ask and give details of a journey;
common city places, landmarks. to eat; Likes and dislikes; Self, To buy tickets; To ask about and
family, personal relationships, arrange hotel accommodation;
• Objects in the classroom pets; general vocabulary; To request and understand
(school objects and parts of the Occupations; pocket money, hotel information; To state the
school - nationalities), greetings, Festivals and special occasions; destination of your holiday; To talk
age, stationeries, genders and Public services: Post Office; about where you stay and what
numbers. The time (how to give Bank; Lost Property you like doing on your holiday;
and ask for the time). To talk about past holidays; To
• School: School description; describe things that went wrong;
school day; opinions about To order a meal; To lodge a
school; travel to and from complaint; To pay the bill.
school; school subjects; Health
& Fitness: Saying how (un)well • Telephone conversations:
you feel; Giving symptoms; Telephone etiquette; To ask
Calling for help; At the chemists for information when you don't
understand; To ask or state
whether something is correct; To
make a telephone call; To take
and leave messages

• Family (family members), days of • Leisure, entertainment, • The environment: To express
the week and month, likes and
dislikes; Food & drinks (fruits, invitations; seeing the time, days positive/negative statements on
vegetables, food and beverages).
of the week, months, dates; environmental issues; To say what

Making suggestions for going we should and should not do with

out; Places to visit; Accepting regards to environment. To talk

an invitation; Refusing an about means of transport and

invitation; At the cinema - At how it is affecting the environment

the theatre - Buying tickets;

Describing leisure time activities;

Eating out (Eating and drinking:

Places to eat); Ordering a meal;

; Ordering for a drink / snack;

Asking for table items; Asking

for the bill; Holidays; Getting

around transport (Leisure,

entertainments, invitations),

Accommodation, At the hotel,

Camping, Home town and

geographical surroundings;

Countries and nationalities;

shopping: shops and

departments; Shopping for

clothes, food (quantities)

MYP Parent Handbook | 2015-16

• Festivals: Clothes, the time of year, • Grammar (incorporated • Reflecting on hobbies: To talk

food & drinks and articles used in in the units of inquiry) about the sports and other

the festival • Direct object pronouns hobbies that you like and dislike;

• Indirect object pronouns healthy lifestyle hobbies; yours

• Disjunctive pronouns and others’ hobbies.

• Negatives

• Regular verbs

• Irregular verbs

• Positive commands

• Verbs of obligation

• Present tense

• Direct object pronouns

• Clothes (clothes for different • Grammar (incorporated
seasons, types of clothes, types of in the units of inquiry)
materials) • Indirect Object Pronouns
• Adjectives
• Adverbs
• The Future Tense
• It's necessary
to... / You have to...
• The weather forecast
• More about
the Perfect Tense
• use of TO HIM/
HER and TO THEM
• A few slang words
• Descriptive adjectives
• Prepositions

• Grammar: (incorporated
in the units of inquiry)
• Adjectives
– Types of adjectives;
• Present Tense, Present
Continuous (Regular verbs and
some irregular) and future tense
(regular verbs); Articles singular,
plural, masculine and feminine.

PS: Curriculum plan may be subject to change

MYP Parent Handbook | 2015-16

Assessment Tasks in Language Acquisition


Task type Objective Phase 1 Phase 2

A comprehension Can be used to assess objective All questions and answers All questions and answers
task comprising A may be in mother tongue, may be in mother tongue,
spoken and visual language of instruction or language of instruction or
text in the target Can be used to assess objective the target language. the target language.
language with B
questions relating to Text length must be Text length must be between
both between 200 and 300 400 and 500 words.
words.
A comprehension All questions and answers
task comprising All questions and answers may be in mother tongue,
written and visual may be in mother tongue, language of instruction or
text in the target language of instruction or the target language.
language with the target language.
questions relating to
both

An interactive oral Can be used to assess objectives 1½–2 minutes 2–3 minutes
task (the number C and D
of minutes indicate Writing piece must be
expected student Can be used to assess objectives Writing piece must be between 100 and 150
speaking time) words.

A writing task

C and D between 100 and 150

words.

Reference Books: Hindi (These books will be available in the school library. It is recommended that students have a

copy of any one of the grade level books mentioned below. It is highly recommended to have a copy of the grammar book

mentioned separately)

MYP1
• Madhuban Saral Hindi Pathamala 6 Text Cum Workbookw/cd; ISBN 9788125953418
• Aarohi Hindi Pathmala – 6; ISBN 978-9325962064
• Baaton Ki Fulwari-6; ISBN 978-9325981454

MYP2
• Madhuban Saral Hindi Patmala 7 Text Cum Workbook W/cd; ISBN 9788125953425
• Aarohi Hindi Pathmala – 7; ISBN 978-9325962071
• Baaton Ki Fulwari-7; ISBN 978-9325981461

MYP3
• Madhubun Saral Hindi Patmala 8 Text Cum Workbook W/cd; ISBN 9788125953432
• Madhuban Saral Hindi Sahayak Darshika 8 W/cd; ISBN 9788125935667
• Aarohi Hindi Pathmala – 8; ISBN 978-9325962088
• Baaton Ki Fulwari-8; ISBN 978-9325981478

MYP Parent Handbook | 2015-16

General
Raj Bhasa Vyavahar; ISBN 9788128815478

Grammar
English Hindi High School English Grammar & Composition; ISBN 9788121925129

French (These books will be available in the school library. It is recommended that students have a copy of the grade level

books mentioned below. It is highly recommended to have a copy of both the volumes of books mentioned in each MYP
grade)

MYP1
• On y va! Vol 0; ISBN 9782090335668
• On y va! Vol 1; ISBN 978-93-80809
• Apprenons le Français Vol1; ISBN 978-81-7335-773-2
• Expo-1 Vol1; ISBN 9780435384739
• Tricolore Vol1; ISBN 9780748774029

MYP2
• On y va! Vol2; ISBN 9789380809755
• Esprit! Vol1; ISBN 97893809434
• Esprit! Vol2; ISBN 978938080724
• Apprenons le Français Vol2; ISBN 9788173357787
• Expo-2 Vol2; ISBN 9780435385125
• Tricolore Vol2; 9780174403227

MYP3
• On y va! Vol3; ISBN 9789380809786
• Esprit! Vol2; ISBN 97893809434
• Esprit! Vol3; 9789351551980
• Apprenons le Français Vol3; ISBN 9788173352638
• Apprenons le Français Vol4; ISBN 9788173359514
• Expo-2 ; ISBN 9780435385125

Spanish French (These books will be available in the school library. It is recommended that students have a copy of the

grade level books mentioned below)

MYP1
• Caminos 1 Segunda Edición; ISBN 978-0-7487-6780-9

MYP Parent Handbook | 2015-16

MYP2
• Caminos 2 Segunda Edición; ISBN 978 0 7487 6784 7

MYP3
• Caminos 3 Segunda Edición; ISBN 9780748771288

6 Physical and Health Education

Physical and Health Education Course Outline

Nature of Physical and Health Education

Physical fitness is not only one of the most important keys to a healthy body; it is the basis of dynamic and

creative intellectual activity. -John F Kennedy

Diploma Programme Sports exercise
and health science

Middle Year Programme Physical and Sciences
Primary Years Programme health education Science
Personal, social

and physical
education

Physical and Health Education Curriculum Content (Group and Individual sports)


MYP YEAR 1 [ GRADE 6 ] MYP YEAR 2 [ GRADE 7 ] MYP YEAR 3 [ GRADE 8 ]

Introduction to the sport Learning and Improving the basic Learning and enhancing the game
• History, rules & regulation, and skills • History, rules & regulation, and
• History, rules & regulation, and
levels in the specific sport. levels in the specific sport.
levels in the specific sport.
Fundamentals of the sport and Drills Game Planning
Co-ordination • Accuracy, time management and

anticipation

Movements specific to the game Advanced movements specific to Advanced Game Planning
Techniques specific to the game the game
Preparation for competition and
Introduction to Advanced game sportsman spirit
planning

PS: Curriculum plan may be subject to change

MYP Parent Handbook | 2015-16

Assessment Tasks in Physical and Health Education

At the end of each unit, students will be assessed on their progress. Students will not only be assessed on
how they perform in each sport, but rather on how they address each aspect of the sport:
• How often they participate in class
• How they increase the level of their basic skills
• How they interact with other members in the group
• How they analyze their own performances
• How they apply themselves in a match situation.

Reference Books: (These books will be available in the school library)

• http://en.wikipedia.org/wiki/Category:Sports_technology
• http://en.wikipedia.org/wiki/Fifa
• swimmingfederation.in/
• Sachin: The Story of the World's Greatest Batsman by Gulu Ezekiel; ISBN 978-0-14-302854-3
• Legends of Cricket (New Speciality Titles); ISBN 978-1865088365
• The Kingfisher Football Encyclopaedia (English); ISBN 9780753437131
• THE BOOK OF BASKETBALL: THE NBA ACCORDING TO THE SPORTS GUY, Author: Bill Simmons;

ISBN 978-0345520104
• Yoga: THE PATH TO HOLISTIC HEALTH; ISBN 978-0789471659
• Yoga: The Iyengar Way; ISBN 978-0679722878

7 Arts -Pablo Picasso

Arts Course Outline Music Theatre
Nature of the Arts Literature and
Film Performance
“Art washes away from the soul the dust of everyday life.”

Diploma Programme Visual arts
Dance

Middle Year Programme Art
Primary Years Programme Art

MYP Parent Handbook | 2015-16

ARTS CURRICULUM CONTENT – PERFORMING ARTS (Theatre)


MYP YEAR 1 [ GRADE 6 ] MYP YEAR 2 [ GRADE 7 ] MYP YEAR 3 [ GRADE 8 ]

• Intro to the drama space • Intro to the drama space • Intro to the drama space

• Text in performance • Stories, Fables and Myths: An • An introduction to Stanislavski
exploration of different cultures
and how humankind developed
the art of storytelling and art

• Indian Theatre Traditions: Kathakali • Performance design • Kathakali and Kabuki: An
and/or Yakshagana - research exploration of two contrasting
based unit theatre traditions

• Folk tales from India • Masks in performance (exploring • Individuals and Society (forum

various mask traditions) theatre)

• Pantomime (Christmas • Devising drama from stimuli • Text in performance
Pantomime)

• Devising drama from stimuli, • Text in performance • Devising drama from text
culmination for exhibition

• Performance design

PS: Curriculum plan may be subject to change

ARTS CURRICULUM CONTENT— VISUAL ARTS


MYP YEAR 1 [ GRADE 6 ] MYP YEAR 2 [ GRADE 7 ] MYP YEAR 3 [ GRADE 8 ]

• Elements of Art and Principles of • Elements of Art and Principles • Elements of Art and Principles of
Art of Art Art

• Colour Theory Primary, Secondary • Colour Theory Primary, • Colour Theory Primary, Secondary
and Tertiary Colours Symbolism of
and Tertiary Colours Symbolism of Secondary and Tertiary Colours colour in art

colour in art Symbolism of colour in art

• Genres of Art Fine Art, Graphics • Genres of Art Fine Art, Graphics • Genres of Art Fine Art, Graphics
and Applied Arts, Architecture,
Folk Art , Modern Art and Applied Arts, Architecture, and Applied Arts, Architecture,

Folk Art , Modern Art Folk Art , Modern Art

• These will be grade specific. • These will be grade specific. • These will be grade specific.

• Task 1: Applying at least 2-3 • Task 1: Applying at least 2-3 • Task 1: Applying at least 2-3
Elements to create a piece of Elements to create a piece of Elements to create a piece of
abstract/Geometric/Ornamental abstract/Geometric/Ornamental abstract/Geometric/Ornamental
art: keeping in mind the principles art: keeping in mind the art: keeping in mind the principles
of art principles of art of art

• Task 2: Creating Pre-historic art • Task 2: Creating Pre-historic art • Task 2: Creating Pre-historic art as
as mural/wall cave paintings- as mural/wall cave paintings- mural/wall cave paintings- group
group activity-Reflection on group activity-Reflection on activity-Reflection on collaborative
collaborative learning in journal collaborative learning in journal learning in journal

MYP Parent Handbook | 2015-16

• Task 3: This is done in three parts • Task 3: This is done in three • Task 3: This is done in three parts

covering all criterion of study parts covering all criterion of covering all criterion of study

1. Comparative Study of Indian study 1. Comparative Study of Indian

Folk Art (Gond), Aboriginal Art & 1. Comparative Study of Indian Folk Art (Gond), Aboriginal Art &

Pointillism. Folk Art (Gond), Aboriginal Art & Pointillism.

Pointillism.

2. Creating an Original Indian Folk Art 2. Creating an Original Indian Folk Art

Piece (Gond art) using appropriate 2. Creating an Original Indian Piece (Gond art) using appropriate

medium. Folk Art Piece (Gond art) using medium.

appropriate medium.

3. Critiquing & Comparing this art 3. Critiquing & Comparing this art

with other forms of such art that 3. Critiquing & Comparing this art with other forms of such art that

featured around the world with other forms of such art that featured around the world

featured around the world

Responding to this experience in the Responding to this experience in the

Art journals Responding to this experience in the Art journals

Art journals

Art Journal will record their Art Journal will record their Art Journal will record their
understanding about
• History of Art understanding about understanding about
• Prehistoric paintings to Modern
• History of Art • History of Art
times.
• Glimpses of art and an overall • Prehistoric paintings to Modern • Prehistoric paintings to Modern

understanding of how it evolved times. times.
over the times.
• Writing reflections • Glimpses of art and an overall • Glimpses of art and an overall
• Artists, times and styles of art,
pieces of art (These will be grade understanding of how it evolved understanding of how it evolved
appropriate)
over the times. over the times.

• Writing reflections • Writing reflections

• Artists, times and styles of art, • Artists, times and styles of art,

pieces of art (These will be grade pieces of art (These will be grade

appropriate) appropriate)

PS: Curriculum plan may be subject to change

Assessment Tasks in Arts
Students must prove their learning or understanding of exactly what the “skills and techniques of the art form
studied” means in a given assessment task. This might be in the form of:

Criterion A: Knowing and understanding:
Demonstrate awareness of the art form studied, including the use of appropriate language, the relationship
between the art form and its context, the links between the knowledge acquired and artwork created through
group discussion, peer review, spontaneous response, journal entries, model production, presentation,
questionnaire and essay.

Criterion B: Developing skills:
Demonstrate the acquisition and development of the skills and techniques of the art form studied and the
application of skills and techniques to create, perform and/or present art through journal, presentation,
investigations and research projects.

Criterion C: Thinking creatively:
Demonstrate the acquisition and development of the skills and techniques of the art form studied, the

MYP Parent Handbook | 2015-16

application of skills and techniques to create, perform and/or present art as class observation, peer review,
diagrams, drawings, inventories, essay, model production, research project and presentation.

Criterion D: Responding:
Identify connections between art forms, art and context, or art and prior learning, recognize that the world
contains inspiration or influence for art and evaluate certain elements or principles of artwork through group
discussion, inventories, class observation, spontaneous response, essay and presentation.

Reference Books: (These books will be available in the school library)

• Fundamentals of Drawing; ISBN: 9781841933177
• Great Art for Kids Series; ISBN: 978-1589806597; ISBN: 978-1589802797; ISBN: 978-1589802049; ISBN:

978-1589802650; ISBN: 978-1888108033

7 Design -Sir Arthur C. Clarke

DESIGN COURSE OUTLINE
Nature of Design

Any sufficiently advanced technology is equivalent to magic.

Diploma Programme Computer tecDMhenusosigilcongy ITGS
Middle Year Programme science
Primary Years Programme
Design

Arts ICT Science

MYP Parent Handbook | 2015-16

MYP Design challenges all students to apply practical and creative thinking skills to solve design problems;
encourages students to explore the role of design in both historical and contemporary contexts; and raises
students’ awareness of their responsibilities when making design decisions and taking action.

Inquiry and problem-solving are at the heart of the subject group. MYP design requires the use of the design
cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the
development of feasible solutions, the creation of solutions, and the testing and evaluation of the
solution. In MYP design, a solution can be defined as a model, prototype, product or system that students
have developed and created independently.

The MYP design cycle

Exapnlatdhin eJnuesetifdy IdPRereinostrieiftyaizraecnhtdhe eAxnisatliynsge braiefdDeesvieglno p
the product Deavsdepeloespcigifnic ation

Explain Inquiring and
A nalysing
impact of
the solution

Explain how Evaluating Developing Ddeevseiglonp
the solution Ideas ideas
could be dtPehsereigcsnheonst en
i mproved
Estvuhacelucsaeotselsuttoihofen

Design Creating the Develop
testing Solution planning
methodsdesmigancdheaJtnuogsetthifsye drawings/
Cloongsictraulcptla an diagrams

smopFlaluaoktnlileootnwtoh eth e Dteetmecohnnsitcraal
skills

It is important to note that, while the design cycle includes several successive stages, the design cycle is
an iterative and cyclical process. When using the design cycle, students will often need to revisit a previous
stage before they can complete the stage they are currently working on. Solving design problems is not
always a linear process.

MYP Parent Handbook | 2015-16

Design Curriculum Content
Digital Design


MYP YEAR 1 [ GRADE 6 ] MYP YEAR 2 [ GRADE 7 ] MYP YEAR 3 [ GRADE 8 ]

Voice of animals (VOA) Let’s Animate Reading the Book

Design Situation Design Situation Design Situation
Spreading awareness about injustices
in the world helps to bring people One of your language teachers Films and TV shows are often
together to try to find a solution.
Identify an injustice to address and has asked you to make a creative advertised using trailers. These trailers
develop an effective way to spread
awareness. presentation about the novel you are build the tension and expectation for

Tools and Resources currently reading in class. Design the film/TV programme. Design and
Internet, Desktop Publishing (MS
publisher) and create an animation that will make a two-minute trailer for a book

Creating personal budgets retell a scene from this novel. of your choice that will encourage

students to read it.

Tools and Resources Tools and Resources
Scratch software, web 2.0 too Sound recorder, audacity, Scratch
programming language, PowerPoint,
web 2.0 tools, video editing software

Our social responsibility Technology Overdrive

Design Situation Design Situation Design Situation
Individuals need budgets to properly Awareness campaigns can The computer has changed the way
manage their finances and ensure that improve communities by positively that we interact with the world, but
they are not spending more than they influencing the behavior and attitude many new problems have arisen as
earn. Using the instructions provided, of individuals and groups. Design a response to the rapid development
create a mathematical model that can and create a method of raising of computers and computing
be used to calculate how long it will awareness of a community issue of power. Research and evaluate a
take to save money for something your choice. digital product that has affected an
important. individual, community or the world,
considering how it has both positive
and negative consequences

Tools and Resources Tools and Resources Tools and Resources
MS Excel/ any spreadsheet package/
online tool/ web 2.0 tool Video editing software, Creative Internet, Word Processor

Commons, sound and music search

engine, Internet, Video cameras

(movie maker)

P roduct Design MYP YEAR 2 [ GRADE 7 ] MYP YEAR 3 [ GRADE 8 ]
MYP YEAR 1 [ GRADE 6 ]
Headphone cable tidy : Design Thinking Hats for the classroom:
Healthy Snack Packaging and Make Design and Make

MYP Parent Handbook | 2015-16

Design Situation Design Situation Design Situation
Active children need lots of energy Cables from personal electronic Thinking skills and thinking hats
to sustain them throughout the devices often get tangled and are strategies to help individuals
day. Sometimes the snack choices twisted. Design and make a device consider a problem, issue or situation
children make are not as healthy as that will keep cables tidy. from a variety of perspectives.
they should be. Design and create Teachers often use this technique to
packaging to help sell a new range Tools and Resources stimulate discussion and debate in
of healthy snack, aimed at children Hand tools, materials the classroom. Design and make a
between the ages of 9 and 12. “thinking hat”(de Bono model) for use
in the classroom.
Tools and Resources
Colored cardboard, color printer, Tools and Resources
plotter cutter, desktop publishing Fabric scissors, paper, fabric, glue,
software cane, paint

Tessalation Puzzle Development of the telephone: Healthy Snacking: Product Study
Product Study
Design Situation Design Situation
Teaches need examples and Design Situation Consumers are increasingly looking
resources to develop knowledge and The communications devices we for healthy snack options and many
understanding of complex ideas and use today have evolved from a products that are “better for you” than
concepts. A teacher needs a set of common ancestor, and the way in the next have been developed for the
resources to teach the class about which we communicate is changing mass market. Identify one healthy
tessellations. Design a puzzle that with these developments. Select a product, analyses it and consider the
can be used to teach young students communications device from those claims that are communicated on the
about tessellations. available and review it for an online packaging. Develop a formal report
consumer website. aimed towards the developers of this
product for them to improve it.

Tools and Resources Tools and Resources Tools and Resources
2D CAD software, soft wood, cutters, Selection of telephones to show Nutritional evaluation software, MS
wood finishes, examples of puzzles incremental development, basic Excel
graphics software, MS Excel

PS: Curriculum plan may be subject to change

Assessment Tasks in Design
Criterion A
• When developing the design brief, students should concisely summarize only the useful and relevant

information they have found through their research. They will present this information in their own words.
Students should not copy and paste information from sources without analysis or indicating relevance.

Criterion B

• In MYP design, a feasible idea is one that the student can create within the allocated time with the tools
and facilities available to them.

• Examples of “planning drawings/diagrams” for digital design solutions include website navigation maps,
interface layout—aesthetic considerations (websites), detailed sketches (graphic design), detailed
storyboards (video editing and animations), and so on.

MYP Parent Handbook | 2015-16

Criterion C

• When changes have been made to the solution, students must describe and justify each change.
• Technical skills: A student’s level of technical skill can be determined using the following two factors:

Complexity of skill demonstrated and level of guidance needed from the teacher to complete the task.

Criterion D

• Product testing: This is a stage in the design process where versions of products (for example,
prototypes) are tested against the design need (specification), applied to the context and presented to the
end-user or target audience. These tests may include the collection and analysis of data. Types of testing
include user trial and observation (usability and intuitiveness), field/performance test (functionality and

performance), and expert appraisal (beta testing, consumer testing).
• Authentic tests: The tests are relevant to the project and are completed by appropriate testers to gain

high-quality quantitative and qualitative feedback.

Reference Books: (These books will be available in the school library)

• The Design Process; ISBN 978-1609018382
• How Designers Think: The Design Process Demystified; ISBN: 978-0750660778
• An Introduction to Design and Culture: 1900 to the Present; ISBN: 978-0415686198

Glossary of MYP terms


Achievement level The level given when the student work reflects the corresponding descriptor.
Achievement levels are shown in the left-hand column of the assessment criteria.

An aim states, in a general way, what the teacher may expect to teach or do, what the
Aim student may expect to experience or learn and how the student may be changed by the

learning experience.

Alignment Agreement in principle and practice between shared values and aspirations for learning
(written curriculum), how teachers actually work (taught curriculum) and what
students actually learn (assessed curriculum).

Approaches to learning Concerned with the development of thinking skills, strategies and attitudes and the ability
(ATL) to reflect on one’s own learning

Assessment criteria Criteria against which a student’s performance is measured as evidenced by work
produced. Subject-group guides provide assessment criteria to be used for final
assessment for each subject group and for the personal project.

Assessment rubric A grid that contains assessment levels and descriptors.

MYP Parent Handbook | 2015-16

Assessment strategy The method or approach that teachers use when gathering information about student
learning, for example, observation, open-ended tasks, and selected responses.

Assessment task The activity or series of activities with which students engage in order for assessment to
take place.

Assessment tool The device teacher’s use to measure and record assessment information and data
collected, for example, anecdotal records.

Community service Students serve the community by understanding and acting with mutual responsibility to
meet their own needs and the needs of others.
Criterion-related
assessment An assessment process based on determining levels of achievement against previously
agreed criteria. MYP assessment is criterion-related.
Descriptors
Achievement level descriptors describe the differences in student accomplishment for
each assessment criterion and correspond to the achievement level that should be
awarded.

Differentiation Planning for different levels of ability.

Final assessment The summative assessment of student work at the end of the fifth year of the MYP.

Formative assessment On-going assessment aimed at providing information to guide teaching and improve
student performance.

Global engagement Inquiring, acting and reflecting on global challenges in local, national and international
dimensions.

IB MYP certificate IB-issued certificate that signifies the successful completion of requirements for the
programme; accompanied by MYP results.

IB MYP course results Official IB document that provides a record of successful examination and/or e-Portfolio
grades for MYP e-Assessment candidates who do not attain the IB MYP certificate.

Integrated learning An interdisciplinary approach to curriculum planning in which two or more disciplines
within an MYP subject group are integrated into a single course. The IB provides external
assessment services for MYP courses in integrated humanities and integrated sciences.
Schools can also organize integrated approaches to teaching and learning in design and
arts that can be externally moderated by the IB.

MYP Parent Handbook | 2015-16

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