ISB Grade 9 & 10 Curriculum Guide by International School of Bergen

Grade 9 & 10

Curriculum Guide

Grade9&10CurriculumGuide

LanguageandLiterature

English

During MYP 4 (Grade 9) and MYP Year 5 (Grade 10), students focus on both module and cross-curricular units in Language and Literature Each unit of work will requirestudentsto plan, use, evaluate and document sources using the appropriate format Students will carry out text comprehension exercises, interpretation of visual information and produce written pieces in different formats, plan and execute oral presentationsandcompareand contrastgenresandauthors Unitsareasfollows

MYP4,Grade9

● The Hero’s Journey - Students explore personal legend, fate, free will, destiny, and The Hero’s Journeyinthegraphicnovel,WhenStarsareScattered,whilealsointheir ownlives

● TheEvolutionoftheEnglishLanguage –Explorelinguisticvariationanddiversityin countries where English is an official language, but not always recognized globally assuch Studentsreflectonattitudestowarddifferentspokenlanguagevarieties

● The Protagonist and the Antagonist - Students explore the protagonist and antagonistinToKillaMockingbird,withamoderndayperspective

● Rhetoric-Studentswillfocusonrhetoricalappealsandpropagandatechniquesby examiningadvertisements,podcastsandnewssources

MYP5,Grade10

● RebellingYouthinShakespeare’splayRomeo & JulietandS.E.Hinton’snovelThe Outsiders. A closer study of Shakespeare, and a comparison of two works of literaturewhichfeaturecommonthemesandcharacterization

● The Story of Us - An interdisciplinary within Norwegian, Visual Arts and Design, students explore perspective through the use of short stories, poetry and music fromaroundtheworld

● AfricanDiaspora - A study of several piecesofliteraturefromtheAfricandiaspora, withafocusonfeministliterature

● Translation in Context – Explore how meaning shifts when stories, films, music, or other cultural works are translated across languages Reflect on what may be lost, changed,ortransformedintranslation,andhowthisshapesinterpretation

LanguageandLiterature

Norwegian

In MYP Year 2 & 3, Norwegian Language and Literature units are based on conceptual ideas Units require students’ involvement in making inquiry questions related to a global context The learning process also includes attaining, practising, and mastering identified approachestolearningskills

MYP4,Grade9

Rhetoric:TheArtofPersuasion-Studytheartofrhetoricbyanalyzingspeechesandother persuasivetexts Studentsread,writeandperformspeechesinthisunit

Protagonists and Antagonists in Literature - Students compare representations of protagonist and antagonist characters in fictional texts Students respond to their explorationbycomparingliteraryfigurestocurrenteventsandmodernsociallandscapes

TheEvolutionofNorwegianLanguage - Students explore linguistic variation and diversity inNorwayandhowNorwegianhaschangedovertime

Nynorsk Language & Literature - Study the historical background for Nynorsk and reflect onthestatusofNynorsklanguage,literatureandcultureinNorwaytoday

MYP5,Grade10

Literature and Languages Across Borders - A study of how literature connects people acrossregionalornationalbordersthroughtheuseoftranslationandre-creations.

TheStoryofUs - Students studyavarietyofshortstoriesandpoemsfromvariouscultures to evaluate the importance of multiple perspectives and open-mindedness For their final project, students write and illustrate a short story of their own This is an interdisciplinary unitforEnglish,VisualArtandDesign.

Modernism - Students study reactions to modernization through famous, important literaryworkswrittenatvarioushistoricaltimeperiods

Communication inDigitalMedia- Students analyse how one constructs their own reality throughsocialmedia

Language&LiteratureAssessmentCriteria,Year5

Studentsareassessedonthefollowing,equallyweightedMYP5criteriatwiceperyearin bothMYP4andMYP5 Whenevaluatingsummativeassessments,teachersassignan overalllevelfrom1-8 Atreporttimes,inJanuaryandJune,allevidenceastudenthas providedforeachcriterionisconsidered Summativegradesonreportsareassigned1-7 See“MYPGradeDescriptors&Boundaries”onpage28

CriterionA:Analysing, MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i analysethecontent,context,language,structure,techniqueandstyleoftext(s)and therelationshipamongtexts

ii analysetheeffectsofthecreator’schoicesonanaudience

iii justifyopinionsandideas,usingexamples,explanationsandterminology

iv evaluatesimilaritiesanddifferencesbyconnectingfeaturesacrossandwithin genresandtexts

CriterionB:Organizing, MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i employorganizationalstructuresthatservethecontextandintention

ii organizeopinionsandideasinasustained, coherentandlogicalmanner

iii usereferencingandformattingtoolstocreateapresentationstylesuitabletothe contextandintention

CriterionC:Producingtext,MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i. producetextsthatdemonstrateinsight,imaginationandsensitivitywhileexploring andreflectingcriticallyonnewperspectivesandideasarisingfrompersonal engagementwiththecreativeprocess

ii makestylisticchoicesintermsoflinguistic,literaryandvisualdevices, demonstratingawarenessofimpactonanaudience

iii selectrelevantdetailsandexamplestosupportideas

CriterionD:Usinglanguage, MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i. useappropriateandvariedvocabulary,sentencestructuresandformsof expression

ii. writeandspeakinaregisterandstylethatservethecontextandintention

iii usecorrectgrammar,syntaxandpunctuation

iv. spell(alphabeticlanguages),write(characterlanguages)andpronouncewith accuracy

v. useappropriatenon-verbalcommunicationtechniques.

LanguageAcquisition

English

Students in English Language Acquisition (ELA) develop English skills in the essential processes of listening, reading, speaking and writing The course is organized into three levelsofproficiencyspanningsixlearningphases:

● EmergentLevel:Phases1-2

● CapableLevel: Phases3-4

● ProficientLevel:Phases5-6

Studentsareassessedandmovethroughthephasesoflearninguntiltheyhavegained thenecessaryskillstoparticipateinEnglishLanguageandLiterature(ELL) Tasks,resources andassessmentsaredifferentiatedtomeettheneedsofstudentsinvariousphases(See AimsofLanguageAcquisition)

At times throughout the year, ELA may align with ELL At those times, both classes are taught together, albeit with differentiated tasks and assessments Otherwise, ELA is taught as a separate class to ensure the delivery of a bespoke learning programme for each student

MYP4,Grade9

● The Hero’s Journey - Students explore personal legend, fate, free will, destiny, and The Hero’s Journey in the graphic novel, When StarsareScattered Theywillexplore writinginanautobiographicalstyleandhowtodocumentlivingexperiences

● Language in Context – Students explore linguistic variation and diversity in countries where English is spoken as an official or widely used language The unit examines accents and spoken varieties of English, with a focus on listening skills andreflectingonattitudestowarddifferentlanguagevarieties

● ProtagonistandAntagonist- Students will read the graphic novel versionofToKill a Mockingbird written by Harper Lee and adapted andillustratedbyFredFordham They willworkonthethemesinthenovelbycreatingvariouscharacterdescriptions andapplyingthebooktoitswidercontext

● Persuasive language - Students will focus on the English used in advertisements, podcasts and newssources Theywillcreatetheirownprintedadvertisement Using descriptivelanguage,suchasadjectives,willbethefocusofthisunit.

MYP5,Grade10

● Rebelling Youth - Students will read the Graphic Novel version of Shakespeare’s play Romeo & Juliet and excerpts from Originals (Penguin Readers version) by Adam Grant Students will work on essay style writing techniques to find examples fromscenariosinOriginalsinRomeoandJuliet

● The Story of Us - An interdisciplinary (Norwegian, Visual Arts and Design) exploration of perspective through the use of short stories, poetry and music from around the world Students will explore short stories and find meaning withinthem Thefocusbeingonreadingcomprehensionandunderstandingwrittentext

● Global Tales - students will focus on two stories of their choice from the book Global Tales or Tapestries. They will analyse the messages in the stories, and find similarities and differences within the texts They will create a presentation about both of their stories to present to the group with a focus on word choice and speakingpractice

LanguageAcquisition

Norwegian

Norwegian Language Acquisition (NLA) is a course for emergent, capable and proficient communicators It is taught within the MYPframeworkforLanguageAcquisition(LA)andin combination with “Basic Norwegian for Language Minorities” from the Norwegian national curriculum The course is organized into three levels of proficiency spanning six learning phases:

● EmergentLevel:Phases1-2

● CapableLevel: Phases3-4

● ProficientLevel:Phases5-6

A student’s phase is determined according to their oral, visual and written Norwegian proficiency Students intending to remain in Norway on a long-term basis should eventuallytransferintoNorwegianLanguageandLiterature(NLL)

At times, when deemed pedagogically beneficial, NLA students participate in NLL classes. This decision is based on ongoingevaluationofastudent’slanguageskillsbytheirNLLand NLA teachers. However, students enrolled in NLA are still assessed with Language Acquisition criteria at their level of proficiency A full transition from Norwegian Language Acquisition to the Norwegian Language and Literaturecoursehappensafteranevaluation bytheNLA/NLLteachersandindialoguewiththestudentandtheirparents

MYP4,Grade9

Phases1-2:

● Ny i Norge - this is an introductory unit for those that are completely new to the language.Studentswillfocusonhowtopresentthemselves,howtotalkabouttime (days, months, seasons, the clock) and will learn numbers and the Norwegian alphabet.

● Matogmatvaner- In this unit studentswillexplorethedifferencesoffoodchoices in Norway compared to their home country. They will share recipes in their own cookbookwritteninNorwegian

● Familie - Students will learn about family members and family trees. They will be able to present their own family but will also be able to talk about famouspeople andtheirfamilytrees

● Hobby og fritid - Students will in this unit focus on listening skills and will watch different videos about kids and their hobbies Theywillalsolearnhowtotalkabout theirownhobbiesandgiveapresentationaboutit.

● Godtur! - This unit is focusing on travelling and talking aboutholidayplans,using thefuturetense.

● Independent reading - Students regularly visit the library and choose books that align with their reading level in Norwegian They are encouraged to read independentlythroughouttheyear

Phases3-5:

● Matogmatsvinn - Students will explore thetopic“foodwaste”inNorway Theywill readnewspaperarticlesandfactualtextsandanalysethese.

● “Amuletten” Book Study - Students in higher phases of Norwegian Language Acquisition will read the first book of the graphic novel series “Amuletten” by Kazo Kibuishi and will focus on characterisation, summary writing as well as analysing thedifferentthemesofthestory.

● Det flerkulturelle Norge - Students will focus on minorities in Norway and their influenceonNorwegianculture.

● Independent reading - Students regularly visit the library and choose books that align with their reading level in Norwegian They are encouraged to read independentlythroughouttheyear

MYP5,Grade10

Phases1-2:

● Ny i Norge - this is an introductory unit for those that are completely new to the language Studentswillfocusonhowtopresentthemselves,howtotalkabouttime (days, months, seasons, the clock) and will learn numbers and the Norwegian alphabet

● Hobby og fritid - Students will in this unit focus on listening skills and will watch different videos about teenagers and their hobbies Theywillalsolearnhowtotalk abouttheirownhobbiesandgiveapresentationaboutit.

● Familie - Students will learn about family members and family trees They will be able to present their own family but will also be able to talk about famouspeople andtheirfamilytrees.

● Matogmatvaner - This unit will let students explore traditional food from Norway and compare it to their home countries. Students will write their own cookbook in Norwegianandsharesometraditionaldishes

● Independent reading - Students regularly visit the library and choose books that align with their reading level in Norwegian. They are encouraged to read independentlythroughouttheyear

Phases3-5:

● På handletur - Students will focus on understanding dialogues about shopping and things you can buy in different shops. One big focus will be clothes and the useofadjectivestodescribewhatpeoplearewearing

● Venner og følelser - In this unit students will explore how to express feelings and talkaboutfriendshipsofteensinaseriescalled“Kraft”.

● Eventyr- ThisunitwillfocusonNorwegianandforeignfolkandfairytales Students will learn how to use the past tense in Norwegian and will write their own adaptationofafamousNorwegianfairytale“DetreBukkeneBruse”

● Det flerkulturelle Norge - Students will focus on minorities in Norway and their influenceonNorwegianculture

● Independent reading - The students regularly visit the library and choose books that align with their reading level in Norwegian They are encouraged to read independentlythroughouttheyear

LanguageAcquisition

French

The FrenchlanguageacquisitioninMYP2andMYP3isacourseforemergent,capableand proficient communicators In the context of the language acquisition subject group framework, to be multiliterate is defined as being able tounderstandanduseprint-based and digital, spoken, written and visual text It is taught within the MYP framework for language acquisition and the objectives will be to enable students' understanding of the new language through learning language, learning through language, learning about language

Teachingandlearninginthelanguageacquisitionsubjectgroupisorganizedinsixphases

The phases do not correspond to a particularagegrouporMYPyearsandtheteacherwill need to decide the mostsuitablephaseinwhichtoplaceindividualstudentsoragroupof students (see Aims of Language Acquisitions). The main source book is entitled French Language Acquisition for the IB MYP Students access additional learning resources, too Vocabulary,grammar,syntax,andpronunciationiscoveredinallunits.

MYP4,Grade9

Emergentlevelgroup(phases1-2):

● Pourquoi faire la fête? Students learn to speak about holidays, celebrations, and culturaldifferences.

● Aquoisertl’école?Thisunitcoverseducation,schoolandlearning

● Qu’estcequetuaimesmanger?Aunitaboutfoodandculturaltraditions.

Capablelevelgroup(phase3):

● Aquoisertl'école?Studentsdiscussschoollife,education,anddailyroutines

● Qu’est-cequetuaimesmanger?Studentsdiscusshowfoodrepresentsacountry's cultureandidentity.

● Quels sont tes loisirs? This unit is about hobbies and interests Students share positiveandnegativeopinionsaboutbooks,movies,games,etc.

● Fais-tu du sport? How does sport contribute positively? Does sport influence our personality?Studentsdiscussandlearnvocabularyrelatedtothehumanbody

MYP5Grade10

Emergentlevelgroup(phases2):

● Es-tucurieux? -voyagesetmigrations-Studentsdiscusstravelandthe impactof travelontheenvironment

● Qu’est-ce qui définit nos relations? This unit is about different types of interpersonalrelationshipsandunderstandingothersacrossgenerations

● Es-tuunevictimedelaconsommation?Thisunitisaboutconsumption:How,what andwhydoweconsumethethingswedo?

● Suis-je responsable de mon environnement? This unit’s themes are related to community, responsibility and the various ways it is defined Students discuss how actionsimpactthecommunityandenvironment

Emergentlevelgroup(phases3-4):

● Lasolidaritéisaunitabouttheimportanceofsolidarity

● LafrancophonieisastudyoftheFrenchlanguagearoundtheglobe

● Qu’estcequ’êtrehumain?isaunitaboutrelationshipsandourplaceintheworld

TheAimsofLanguageAcquisition

Language Acquisition is organized into three levels of proficiency spanning six learning phases

Theseareasfollows:

● EmergentLevel:Phases1-2

● CapableLevel: Phases3-4

● ProficientLevel:Phases5-6

Phases1-6representadevelopmentalcontinuumofadditionallanguagelearningas studentsmovethrougheachlevelofproficiency Phase6alignswiththeskilllevelofa fluentspeaker Dependingonastudent’sprioradditionallanguage-learningexperiences, studentsmaybeginlanguageacquisitioninanyphaseonthecontinuumandexitfrom anyphaseonthecontinuum

Assessmenttodeterminelanguagedevelopmentisongoing.Asastudent’s proficiency increasesinEnglishorNorwegian,theygainthenecessaryskillstotakepartinLiterature& Languageclasses. InFrench,studentsfocusonacquiringskillstobecomecapable communicators Whenevaluatingsummativeassessments,teachersassignanoverall levelfrom1-8.

Atreporttimes,inJanuaryandJune,allevidenceastudenthasprovidedforeachcriterion isconsidered Summativegradesonreportsareassigned1-7 (See“MYPGradeDescriptors &Boundaries”onpage28) DescriptorsofthelearningaimsforLanguageAcquisitionare asfollows:

LanguageAcquisition

EmergentLevel:Phases1–2

InordertoreachtheaimsofemergentlanguageacquisitioninEnglish,Norwegianand/or French,studentsshouldbeableto:

CriterionA:ListeningMaximumLevel:8

i identifyexplicitandimplicitinformation(factsand/oropinions,supportingdetails) inawidevarietyofsimpleauthentictexts

ii analyseconventionsinawidevarietyofsimpleauthentictexts

iii analyseconnectionsbetweenawidevarietyofsimpleauthentictexts

CriterionB:ReadingMaximumLevel:8

i identifyexplicitandimplicitinformation(factsand/oropinions,supportingdetails) inawidevarietyofsimpleauthentictexts

ii analyseconventionsinawidevarietyofsimpleauthentictexts

iii analyseconnectionsbetweenawidevarietyofsimpleauthentictexts

CriterionC:SpeakingMaximumLevel:8

i useawiderangeofvocabulary

ii. useawiderangeofgrammaticalstructuresgenerallyaccurately iii useclearpronunciationandintonationinacomprehensiblemanner

iv. communicatealloralmostalltherequiredinformationclearlyandeffectively

CriterionD:WritingMaximumLevel:8 i useawiderangeofvocabulary

ii. useawiderangeofgrammaticalstructuresgenerallyaccurately iii organizeinformationeffectivelyandcoherentlyinanappropriateformatusinga widerangeofsimplecohesivedevices

iv communicatealloralmostalltherequiredinformationwithaclearsenseof audienceandpurposetosuitthecontext

CapableLevel:Phases3–4

LanguageAcquisition

InordertoreachtheaimsofcapablelanguageacquisitioninEnglish,Norwegianand/or French,studentsshouldbeableto:

CriterionA:ListeningMaximumLevel:8

i identifyexplicitandimplicitinformation(factsand/oropinions,supportingdetails) inawidevarietyofsimpleandsomecomplexauthentictexts

ii analyseconventionsinawidevarietyofsimpleandsomecomplexauthentictexts

iii analyseconnectionsbetweenawidevarietyofsimpleandsomecomplex authentictexts

CriterionB:ReadingMaximumLevel:8

i identifyexplicitandimplicitinformation(factsand/oropinions,supportingdetails) inawidevarietyofsimpleandsomecomplexauthentictexts

ii analyseconventionsinawidevarietyofsimpleandsomecomplexauthentictexts

iii analyseconnectionsbetweenawidevarietyofsimpleandsomecomplex authentictexts

CriterionC:SpeakingMaximumLevel:8

i useawiderangeofvocabulary

ii useawiderangeofgrammaticalstructuresgenerallyaccurately

iii useclearpronunciationandintonationinacomprehensiblemanner

iv communicatealloralmostalltherequiredinformationclearlyandeffectively

CriterionD:WritingMaximumLevel:8

i useawiderangeofvocabulary

ii useawiderangeofgrammaticalstructuresgenerallyaccurately

iii organizeinformationeffectivelyandcoherentlyinanappropriateformatusinga widerangeofsimpleandcomplexcohesivedevices

iv. communicatealloralmostalltherequiredinformationwithaclearsenseof audienceandpurposetosuitthecontext

ProficientLevel:Phases5–6

LanguageAcquisition

InordertoreachtheaimsofproficientlanguageacquisitioninEnglishandNorwegian, studentsshouldbeableto:

CriterionA:ListeningMaximumLevel:8

i identifyexplicitandimplicitinformation(factsand/oropinions,supportingdetails) inawidevarietyofcomplexauthentictexts

ii analyseconventionsinawidevarietyofcomplexauthentictexts

iii. analyseconnectionsbetweenawidevarietyofcomplexauthentictexts

CriterionB:ReadingMaximumLevel:8

i identifyexplicitandimplicitinformation(factsand/oropinions,supportingdetails) inawidevarietyofcomplexauthentictexts

ii analyseconventionsinawidevarietyofcomplexauthentictexts

iii. analyseconnectionsbetweenawidevarietyofcomplexauthentictexts

CriterionC:SpeakingMaximumLevel:8

i useawiderangeofvocabulary

ii. useawiderangeofgrammaticalstructuresgenerallyaccurately iii useclearpronunciationandintonationinacomprehensiblemanner

iv. communicatealloralmostalltherequiredinformationclearlyandeffectively

CriterionD:WritingMaximumLevel:8

i useawiderangeofvocabulary

ii. useawiderangeofgrammaticalstructuresgenerallyaccurately

iii organizeinformationeffectivelyandcoherentlyinanappropriateformatusinga widerangeofcomplexcohesivedevices

iv communicatealloralmostalltherequiredinformationwithaclearsenseof audienceandpurposetosuitthecontext

Individuals&Societies

Individuals and Societies is a course that is dedicated to the exploration of human societies in an integrated and exploratory manner Studentsstudyreligion,geography,the arts, philosophy, ethics, and history By the end of the year, the students of I & S shouldbe moreconfidentreaders,writers,andthinkersandbeabletodiscussglobal,currentevents

Each unit of work will require students to plan, use, evaluate and document sourcesusing the appropriate format and identify bias, present information in a range of different formats eg. maps, timelines, graphs and sketches. Students will also be required to be active in note taking and discussions Each unit will conclude with a reflection on the process and what has been achieved. Units ofstudyforMYPyears4and5willbeselected fromthefollowinglist:

● DemocracyinAction-Eachyear,allgradestakepartinaunitondemocracyin action Inthisunit,studentsexploretheconceptofdemocracyanditsdifferent facets Thefocusoftheunitvariesbasedoncurrentevents,butmaybeanongoing election,waysofparticipatinginademocracybeyondvoting,acomparativestudy, democratisationprocesses,ortheroleofdebateandpublicexpressionin democracies

● InfluentialWomen- Understandingpowerandlegacy:Inthisunit,studentswill learnaboutandresearchwomenwhohavebeeninfluentialinvariouswaysandin variouscontexts Thiswillbeanentrypointintoexaminingtheconceptsof influence,power,andchange,aswellashowdifferentcontextsofferdifferent opportunitiesformakingchange

● Waterandtheworld-Thisunitexploreswaterasavitalglobalsystemthat connectspeople,places,andenvironments Studentswillinvestigatehownatural processesandhumanactivitiesshapetheavailabilityanduseofwater,how societiesorganizesystemstomanagethisessentialresource,andtheroleofwater fromaculturalandreligiousperspective.

● HowArgumentsShapeSocieties-Inthisunit,studentswillstepintodebatesthat explorehistory,currentevents,andbigquestionsaboutfairness,power,andjustice Theywillpracticepresentingevidence,listeningtodifferentperspectives,and seeinghowargumentscandriverealchange

● TheIndustrialRevolution:Studentswillexplorehowscientificandtechnological innovationsdrivechangeinsocietiesandenvironments Theywillexplorethe impactsofinnovation,weighingopportunities,challenges,anddiverseperspectives onhowchangeshapestheworld

Individuals&Societies

I&SAssessmentCriteria,Year5

CriterionA:Knowingandunderstanding, MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i useawiderangeofterminologyincontext

ii. demonstrateknowledgeandunderstandingofsubject-specificcontentand concepts,throughdevelopeddescriptions,explanationsandexamples

CriterionB:Investigating, MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i formulateaclearandfocusedresearchquestionandjustifyitsrelevance

ii. formulateandfollowanactionplantoinvestigatearesearchquestion

iii useresearchmethodstocollectandrecordappropriate,variedandrelevant information

iv evaluatetheprocessandresultsoftheinvestigation

CriterionC:Communicating, MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i communicateinformationandideaseffectivelyusinganappropriatestyleforthe audienceandpurpose

ii structureinformationandideasinawaythatisappropriatetothespecifiedformat

iii documentsourcesofinformationusingarecognizedconvention

CriterionD:Thinkingcritically, MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i discussconcepts,issues,models,visualrepresentationandtheories

ii synthesizeinformationtomakevalid,well-supportedarguments

iii analyseandevaluatearangeofsources/dataintermsoforiginandpurpose, examiningvalueandlimitations

iv interpretdifferentperspectivesandtheirimplications

Mathematics

Mathematics is taught in accordance with the International Baccalaureate MYP Mathematics Guide,whichprovidesanoverviewoftopicssuggestedforMYPYears4and5 It is largely based on inquiry, where the approach to the subject is throughpracticalwork, exploration and associating maths with real world contexts An IB accredited textbook is used as the main resource in the classroom, alongside online resources such as IXL, Desmos,andGeogebra

Enriching Mathematics tasks are provided through Nrich and STEM resources, as well as opportunities for external enrichment through Abel, Ung Abel and Kangaroo Maths Competitions. The content of mathematics in the MYP is streamlined into four major branches Numerical and Abstract Reasoning, Thinking and Models,SpatialReasoningand ReasoningwithData.

MYP4,Grade9

● Can IExchangeThisPlease? Currency, absolute value, converting units, reasoning quantitatively

● Are You Saying I’m Rational or Proportional? Rational irrational numbers, direct/indirectproportion,fractionalexponents,exponentsinequations

● Back at the Beginning and Parable of Parabolas. Using patterns to work backwards,quadraticfunctionsin2dspace,equivalentforms

● What Comes Next? Patterns in sequences, making generalisations from a pattern, arithmetic/geometricsequences,quadraticsequences(Extended)

● A Model of Equality - Equivalent transformations, simultaneous equations (linear and quadratic), solving and graphing linearinequalitiesandnon-linearinequalities (Extendedonly)

● WellRoundedIdeas-Circletheorems,intersectingchords,problemwithtriangles

● AThinLineDividesUs-Rearrangingformula,simplifyingalgebraicfractions,solving quadraticfunctionsincontext,rationalfunctions

MYP5,Grade10

● Which Triangle is right for You? Right Angle triangles, using pythagoras, trigonometric ratios, graphingandtransformationofsineandcosinefunctions,sine andcosinerule

● Going Around and Around - Circle segments, sectors, volumes of 3d shapes, 3d orientation

● How Did That Happen & What Do You Think? Scatter graphs, linear regressions, correlationcoefficients,drawingreasonableconclusions,datainferences

● Ideal Work for Lumberjacks - Evaluating logarithms, transforming logarithmic functions,lawsoflogs,equationsinvolvinglogarithms (Extendedgrouponly)

● A Frog into a Prince - Transforming functions, function notation, exponential functions

● WhatAretheChances?Simpleprobability,probsystems,conditionalprob,

● Slices of Pi -The unit circle and trigonometric functions, sine and cosine rules, simpletrigonometricidentities

● Extended, post-ISB content - Networks, Nodes and Paths, Introduction to Calculus (Extendedgrouponly)

Mathematics

MathsAssessmentCriteria,Year5

Students are assessed on the following, equally weighted MYP 5 criteria twice per year in both MYP 4 and MYP 5 When evaluating summative assessments, teachers assign an overall level from 1-8. At report times, in January and June, all evidence a student has provided for each criterion is considered Summative grades on reports are assigned 1-7 See“MYPGradeDescriptors&Boundaries”onpage28.

CriterionA:Knowingandunderstanding,MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i. selectappropriatemathematicswhensolvingproblemsinbothfamiliarand unfamiliarsituations

ii. applytheselectedmathematicssuccessfullywhensolvingproblems.

iii solveproblemscorrectlyinavarietyofcontexts

CriterionB:Investigatingpatterns,MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i selectandapplymathematicalproblem-solvingtechniquestodiscovercomplex patterns

ii describepatternsasgeneralrulesconsistentwithfindings

iii prove,orverifyandjustify,generalrules

CriterionC:Communicating,MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i useappropriatemathematicallanguage(notation,symbolsandterminology)in bothoralandwrittenexplanations

ii useappropriateformsofmathematicalrepresentationtopresentinformation

iii movebetweendifferentformsofmathematicalrepresentation

iv communicatecompleteandcoherentandconcisemathematicallinesof reasoning

v organizeinformationusingalogicalstructure

CriterionD:Applyingmathematicsinreal-lifecontexts,MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i identifyrelevantelementsofauthenticreal-lifesituations

ii selectappropriatemathematicalstrategieswhensolvingauthenticreal-life situations

iii applytheselectedmathematicalstrategiessuccessfullytoreachasolution

iv justifythedegreeofaccuracyofasolution

v justifywhetherasolutionmakessenseinthecontextoftheauthenticreal-life situation

Sciences

Science

The objectives of MYP Sciences encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge The subject is presented with emphasis on understanding and utilising scientific method as a means of explaining the world around us Integrating the sciences as a whole lets students understand the core concepts, theories, processes and interconnectivity of the different branches of science, and how theirinteractionsallowforagreaterunderstanding

Student work is presented in a variety of waysforvariouscriteria.Scientificreportwritingis a particular focus Students are challenged to inquire, plan and investigate Additionally, students provide evidence of their learning through reading and writing tasks, presentations, discussion, observationandanalysis,aswellasthroughpractical,analytical, and theoretical investigations, and the use of scientific language The topics for each gradeyearareasfollows:

MYP4, Grade9

● First LEGO League: Interdisciplinary team project where students design and program a LEGO robot, investigate and create an innovative solution for a presentedtopic(changesyearly)

● Forces, Motion and Energy Transfer: Principles, calculations and practical experimentationonenergytransfer(work,potentialenergy,kineticenergy )

● Organic Chemistry and the Environment: Chemical properties of organic molecules, oil formation and refinement,polymersandinvestigatingenvironmental challenges

● Organic Chemistry: Biomolecules and Nutrition: How can organic chemistry help us take better, and more informed nutritional choices? Inthisunit,wewilldelveinto the function and properties of different biomolecules like carbohydrates, proteins, nucleicacidsandlipids

● Electromagnetic Radiation and the Properties of Light: Theory and investigative experimentationonwavetheory,opticsandthebiologyofsight

● Chemical Analysis and Inorganic Chemistry: Calculations related to chemical processes and reactions, industrial chemistry, analytical and investigative chemistry.

MYP5, Grade10

● Microbiology - Characteristics of cell structure and components, cellular mechanisms, evolution and interaction, practicalinvestigationonvariousmicrobial systemsandbiomes,historicalprogressofdevelopingantibioticsandvaccines

● Biotechnology and Bioethics - Principles of genetics and genetic information, applications of biotechnology, selective breeding and genetic modification, ethics ofbiotechnology

● Electricity and Magnetism - Fundamentals of electricity and interaction with magnetic forces, electrical circuits and calculations of current, resistance and voltage,principlesandutilizationofelectricmotorsandgenerators

● Chemical Analysis and Inorganic Chemistry - Analytical and investigative chemistry,stoichiometryandtheMole

● Industrial Design - Designing, programming and prototyping innovative solutions forsolvingchallengesofhumanity

SciencesAssessmentCriteria,Year5

See“MYPGradeDescriptors&Boundaries”onpage28

CriterionA:Knowingandunderstanding, MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i explainscientificknowledge

ii applyscientificknowledgeandunderstandingtosolveproblemssetinfamiliarand unfamiliarsituations

iii analyseandevaluateinformationtomakescientificallysupportedjudgments

CriterionB:Inquiringanddesigning, MaximumLevel:8 AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i. explainaproblemorquestiontobetestedbyascientificinvestigation

ii formulateatestablehypothesisandexplainitusingscientificreasoning

iii. explainhowtomanipulatethevariables,andexplainhowdatawillbecollected

iv designscientificinvestigations

CriterionC:Processingandevaluating, MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i presentcollectedandtransformeddata

ii interpretdataandexplainresultsusingscientificreasoning

iii evaluatethevalidityofahypothesisbasedontheoutcomeofthescientific investigation

iv evaluatethevalidityofthemethod

v explain improvementsorextensionstothemethod

CriterionD:Reflectingontheimpactsofscience, MaximumLevel:8 AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i explainthewaysinwhichscienceisappliedandusedtoaddressaspecific problemorissue

ii discussandevaluatethevariousimplicationsofusingscienceanditsapplication tosolveaspecificproblemorissue

iii applyscientificlanguageeffectively

iv. documenttheworkofothersandsourcesofinformationused.

Design

The MYP Design course aimstochallengestudentstoapplypracticalandcreativethinking skills in a variety of design situations Inquiry and problem solving are at the heart of the subject, and the students learnandapply thedesigncycletocompletetwounitsofstudy The final solutions they create can range from a model, or prototype,aproductorsystem aslongasitisonethattheyhavedevelopedandcreatedindependently

All students are expected to be actively involved in the whole design process, rather than justthefinalsolution.

MYP4,Grade9:

● First Lego League is an interdisciplinary unit between Design and Science In this project the students design and programme a LEGO robot, investigate and create aninnovativesolutionforapresentedtopic Thereisanewchallenge,andtherefore topic,everyyear

● Designing with Natural Materials - Different cultures have made products of natural materials for tens of thousands of years, both for practical use and decorative purposes.Forthisunit,studentsdesignaproductwithanaturalmaterial thatincorporatesaculturaland/orregionalaspect

MYP5,Grade10:

● TheStoryofUs is an interdisciplinaryunitbetweenDesign,VisualArtandLanguage & Literature In design, the students study Typography as an integral part of visual communicationdesignandproducegraphicsfortheoilpaintingstheywillexhibit

● Form and Function is an interdisciplinary unit between Design and Science. The students study and explore the relationship between the concepts form and function in both theory and practice. Students will define a design problem for a target group that they will solve by making a prototype, and explain their thinking andcollaborativeefforttowardssuccessfulsolutions.

DesignAssessmentCriteria,Year5

See“MYPGradeDescriptors&Boundaries”onpage28

CriterionA:Inquiringandanalysing, MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i explainandjustifytheneedforasolutiontoaproblemforaspecifiedclient/target audience

ii identifyandprioritizeprimaryandsecondaryresearchneededtodevelopa solutiontotheproblem

iii analysearangeofexistingproductsthatinspireasolutiontotheproblem

iv developadetaileddesignbrief,whichsummarizestheanalysisofrelevant research

CriterionB:Developingideas, MaximumLevel:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i developdesignspecifications,whichclearlystatesthesuccesscriteriaforthe designofasolution

ii developarangeoffeasibledesignideas,whichcanbecorrectlyinterpretedby others

iii presentthechosendesignandjustifyitsselection

iv. developaccurateanddetailedplanningdrawings/diagramsandoutlinethe requirementsforthecreationofthechosensolution

CriterionC:Creatingthesolution, Maximum:8

AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i constructalogicalplan,whichdescribetheefficientuseoftimeandresources, sufficientforpeerstobeabletofollowtocreatethesolution

ii demonstrateexcellenttechnicalskillswhenmakingthesolution

iii followtheplantocreatethesolution,whichfunctionsasintended

iv fullyjustifychangesmadetothechosendesignandplanwhenmakingthe solution

CriterionD:Evaluating, Maximum:8 AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i. designdetailedandrelevanttestingmethods,whichgeneratedata,tomeasure thesuccessofthesolution

ii. criticallyevaluatethesuccessofthesolutionagainstthedesignspecification

iii explainhowthesolutioncouldbeimproved

iv. explaintheimpactofthesolutionontheclient/targetaudience.

Arts

VisualArts

For the MYP Year 4-5 Visual Arts program, students sketch and plan in their arts process journals, produce a final piece of art work, complete a well researched written piece of work with source citation, and record ongoing reflections about their art making process and outcomes Visual Arts is assessed using the four criteria as outlined by the IB In MYP Arts the process used to create art work, and the ability to demonstrate creative thinking, are as important as the final artwork itself Students’artisticskillsduringMYPYears4-5 are typicallyprogressingtowardsthe“competentstage”

MYP4,Grade9

● Nature and I: In this unit the students study nature very close up in a microscope and from a distance, to drawand paintwhattheysee Theyalsodoaselfstudyon how nature has been depicted in one ofthemainartmovements,writinganessay andananalysis

● PortraitsandIdentity: Painting In this unitthestudentsexploretheconceptIdentity through class discussions, portrait sketching and art analysis of portraits throughout cultures and times Their main art piece is a painted portrait, using oil paint

● Art History: This is a theoretical mini-unit where we look at the broader art-history asapreparationforgrade10

MYP5,Grade10

● Oil Painting the Story of Us: This interdisciplinary unit between Language and Literature, Design and VisualArtsexploresstoriesofothersandourselves Theaimis to gain a deeper understanding of what unites us ashumans,despiteourdifferent cultural, ethnic and social differences Students learn the use of oil painting as a medium and produce a painting of their own An exploration of art eras informs styleandtechnique,aswellastripstolocalmuseumsandgalleries

● Street Art: This unit explores how street art can be a powerful form of visual expression that communicates messages about society, identity, and change Students examine how artists use symbols, context, and style to engagethepublic

and provoke thought. Through research and analysis,theydeveloptheirownvisual responses inspired by real-world issues The focus is on how art in public spaces canchallengenormsandtellstoriesthatconnectwithdiverseaudiences.

● ArtInstallation:Students will learn about techniques for exhibitingartworksuchas vision, lighting, grouping, and the flow of space and narrative Students will create plans and collaborate with others for an exhibition of their art works in a public space

Arts

PerformingArts

During MYP Years 4 and5,studentsengageinfourdistinctunits,eachdesignedtodevelop a range of skills and understanding within the Performing Arts Everyunitisassessedusing one or more of the IB MYP Performing Arts criteria, ensuring a balanced evaluation of students’ analytical, creative, practical, and reflective abilities Assessment tasks are oftentimes practical performance work, but written tasks will also inform part of the assessment Students’ performance skills during Years 4-5 are typically progressing towardsthe“competentstage”

MYPYear4,Grade9

● Student Leadership - In this unit, students take on the role of teacher by planning and leading a lesson focused on an area ofthePerformingArtsinwhichtheyhave a particular interest or expertise. Through this experience, students develop their leadership, communication, and organisational skills while deepening their understandingofpedagogyandartisticpractice.

● Blood Brothers - Students undertake an in-depth study of Blood Brothers by Willy Russell, exploring its themes, characters, and social context Through practical and analytical activities, they will investigate how the play’s structure and style convey issues of class, fate, and identity The unit encourages students to interpret key scenesthroughperformanceandreflectontheplay’senduringrelevance

● The Oscars - This interdisciplinary unit runs simultaneously across Grades 7–10 Students work collaboratively to recreate scenes or short films inspired by well-known movies such as Home Alone 2 or Back to theFuture.Theyareassessed across all four MYP Performing Arts criteria knowledge and understanding, skills, creativity, and reflection. The unit culminates in a celebratory “Oscars Assembly,” wherethefilmsareshowcasedandachievementsarerecognised

● Devised Unit - Working in groups, students create an original piece of drama inspiredbyasetofgivenstimuli Theywillexploretheprocessofdevisingfrominitial concept to performance, developing skills in collaboration, improvisation, and creative problem-solving The unit emphasises the importance of ensemble work and reflection as students shape and refine their ideas into a cohesive performance

● My Masterpiece - In this unit, students research and analyse the work of a performing artist of their choice for example, Tim BurtonorLudwigvanBeethoven. They will investigate the artist’s distinctive style, influences, and creative process before producing an original artistic product inspired by that style. This unit encourages independent research, creative experimentation, and a deeper appreciationofartisticidentity.

● Hard toSwallow - Students study Hard to Swallow by Mark Wheeller, a play based on the true story of a young girl’s struggle with anorexia Through analysis and practical exploration, students examine the play’s themes, characters, and use of documentary theatre techniques. The unit encourages empathy and critical reflection on how theatre can raise awareness and inspire social dialogue around sensitiveissues.

● The Oscars - This interdisciplinary unit runs simultaneously across Grades 7–10 Students work collaboratively to recreate scenes or short films inspired by well-known movies such as Home Alone 2 or Back to theFuture Theyareassessed across all four MYP Performing Arts criteria knowledge and understanding, skills, creativity, and reflection The unit culminates in a celebratory “Oscars Assembly,” wherethefilmsareshowcasedandachievementsarerecognised

● TheFranchise - In this creative unit, students design and develop a newchildren’s character, exploring how it could be presented across multiple platforms such as film, television, music, or theatre They will consider audience engagement, branding, and storytelling as they bring theircharactertolifethroughperformance and visual presentation The unit fosters innovation, collaboration, and an understandingofthecreativeindustries

ArtsAssessmentCriteria,Year5

ForArtsfortheMYP4andMYP5“competentstage”, studentsareassessedonthe following,equallyweightedMYP5criteriatwiceperyearinbothMYP4andMYP5 When evaluatingsummativeassessments,teachersassignanoveralllevelfrom1-8 Atreport times,inJanuaryandJune,allevidenceastudenthasprovidedforeachcriterionis considered Summativegradesonreportsareassigned1-7 See“MYPGradeDescriptors& Boundaries”onpage28

CriterionA:Investigating, MaximumLevel:8

AttheendofMYPYear5competentstage (Grade10),studentsshouldbeableto:

i. investigateamovement(s)orgenre(s)intheirchosenartsdiscipline,relatedtothe statementofinquiry

ii. critiqueanartworkorperformancefromthechosenmovement(s)orgenre(s).

CriterionB:Developing, MaximumLevel:8

AttheendofMYPYear5 competentstage(Grade10),studentsshouldbeableto: i practicallyexploreideastoinformdevelopmentofafinalartworkorperformance ii presentaclearartisticintentionforthefinalartworkorperformanceinlinewiththe statementofinquiry

CriterionC:Creating/Performing, MaximumLevel:8

AttheendofMYPYear5 competentstage(Grade10),studentsshouldbeableto: i createorperformanartwork

Note:TheMYPartsobjectiveandassessmentcriterionC(creating/performing)is thesameforallyeargroups/stages Theincreaseinsophisticationofskillsis determinedbytheskillsetdevelopedthrougheachunit,overtheyearsofstudy.

CriterionD:Evaluating, MaximumLevel:8

AttheendofMYPYear5 competentstage (Grade10),studentsshouldbeableto: i. appraisetheirownartworkorperformance ii reflectontheirdevelopmentasanartist

PhysicalandHealthEducation

During the MYP4 and MYP 5 years for Physical and Health Education (PHE), students are active in activities and sports which encourage student collaboration, leadership and self-reflection PHE units of study promote knowledge acquisition and skill progression in areasofaestheticmovementandathleticskills

PHE classes occur at one of the two external sports facilities used by ISB. Grade 9 uses Sandslihallen and Grade 10 uses Gneist Arena It is important that students are using the timegiventothemtotransitpromptlytoandfromtheselocations.

Students must be prepared with proper indoor/outdoor footwear as well as athletic clothing such as t-shirts, shorts, track pants, yoga/exercise pants Boots, jeans, skirts ect are not appropriate Showering is also recommended and additional time at the end of classwillbegiventostudentswhorequireit

Units of study are typically 6 - 7 weeks. Assessment of some criteria will be completed usingoralpresentationsand/orwrittenassignments Performancemayincludedeveloping skills such as accuracy, timing, coordination, efficiency, control, speed and the use of personalspaceandflow Weeklyreflectionsandadjustmentsmaybenecessaryinorderto discoverwaystoimproveskillsintheareasoffocus.

MYP4,Grade9

● HealthEducation&FitnessTraining

● Orienteering&OutdoorLeadership,DukeofEdinburgh preparationskills

● PaddleTennis

● Basketball

● Volleyball

● AmericanFootball

● AestheticActivities,suchasyogaordance

● OutdoorEducation&WinterSkiTriptoVoss

MYP5,Grade10

● Safecyclingskills,introtobasicbicyclemaintenance

● HealthandFitness/traininganduseoffitnesscentre

● Aestheticactivities(yogaordance)

● AmericanFootball

● Basketball

● Baseball

● Volleyball

PhysicalandHealthEducationAssessmentCriteria,Year5

CriterionA:Knowingandunderstanding, MaximumLevel:8 AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i explainphysicalandhealtheducationfactual,proceduralandconceptual knowledge

ii applyphysicalandhealtheducationknowledgetoanalyzeissuesandsolve problemssetinfamiliarandunfamiliarsituations

iii applyphysicalandhealthterminologyeffectivelytocommunicateunderstanding

CriterionB:Planningforperformance, MaximumLevel:8 AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i developgoalstoenhanceperformance

ii. Design,explainandjustifyaplanforimprovingphysicalperformanceandhealth.

CriterionC:Applyingandperforming, MaximumLevel:8 AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i demonstrateandapplyarangeofskillsandtechniqueseffectively

ii demonstrateandapplyarangeofstrategiesandmovementconceptseffectively

iii outlineandapplyinformationtoperformeffectively

CriterionD:Reflectingandimprovingperformance, MaximumLevel:8 AttheendofMYPYear5(Grade10),studentsshouldbeableto:

i explainanddemonstratestrategiestoenhanceinterpersonalskills

ii analyseandevaluatetheeffectivenessofaplanbasedontheoutcome

iii analyseandevaluateperformance

InterdisciplinaryUnits

InterdisciplinaryTeaching&LearningintheMYP

One of the key features of the MYP is its focus on interdisciplinary teaching and learning Students demonstrate interdisciplinary learning when they bring together concepts or knowledge from several subjects (disciplines) to show new understandings or solutions that would have not been possible through the study of a single subject This is beneficial to students as it allows them to use knowledgetofosternewunderstandingsanddevelop flexible thinking Additionally, interdisciplinary study develops collaboration and teamwork andgivesstudentsaholisticapproachtostudyingreallifeissuesandideas

Every MYP year group completes at least one interdisciplinary unit (IDU) for specialised, in-depth study, and this week is called “IDU Week”.Theyeargroupworkssolelyonthisunit for several days, often participating in day trips and attending specialeventswithexperts Students present their final productstothe schoolcommunityattheconclusionoftheIDU Week IDU’sareevaluatedwithspecificinterdisciplinaryassessmentcriteriaasfollows:

● CriterionA-Evaluating

● CriterionB– Synthesizing

● CriterionC– Reflecting

Assessment criteria are differentiated for Grade 6, grades 7-8, and Grades 9-10. Achievement levels for IDU are recorded on the term report cards, dependingontheterm inwhichIDUweekisheld TheGrade6IDUisasfollows: Grade

9 FirstLEGOLeague(FLL)StartupWeek- Students participateinaweekofactivitiestoorienttowardstheir FLLthemefortheyear,toincluderesearch,fieldtripsand specialspeakers Thisprojectfocusesoncollaboration, timemanagementandproject-basedlearning,teaching theATLskillsnecessaryforacollaborativeenvironment

10 HumansandtheOcean-Studentsspendtimelivingin naturetoseehowalifeclosetotheoceansupportsa betterunderstandingofnature The aimoftheIDUisto developabetterunderstandingoftheimpacthumans haveontheenvironmentwithagoaltotakebettercare ofwhatwehave.

Design, Science Personaland Cultural Development

Science, Physical andHealth Education Globalization and Sustainability

MYPGradeDescriptors&Boundaries

StudentsreceivereportsinJanuaryandJune. MYPgradesarecalculatedbyadding togetherthefourcriterialevelsforeachsubject,orthethreecriteriafortheInterdisciplinary Unit.Gradeboundariesaredescribedhere: Grade

Descriptor

1 1-5

Producesworkofverylimitedquality Conveysmanysignificant misunderstandingsorlacksunderstandingofmostconceptsandcontexts Veryrarelydemonstratescriticalorcreativethinking Veryinflexible,rarely usingknowledgeorskills

2 6-9

3 10-14

Producesworkoflimitedquality Expressesmisunderstandingsorsignificant gapsinunderstandingformanyconceptsandcontexts Infrequently demonstratescriticalorreactivethinking.Generallyinflexibleintheuseof knowledgeandskills,infrequentlyapplyingknowledgeandskills.

Producesworkonanacceptablequality Communicatesbasic understandingofmanyconceptsandcontexts,withoccasionally significantmisunderstandingsorgaps Beginstodemonstratesomebasic criticalandcreativethinning Isofteninflexibleintheuseofknowledgeand skills,requiringsupporteveninfamiliarclassroomsituations

4 15-18

5 19-23

Producesgood-qualitywork Communicatesbasicunderstandingofmost conceptsandcontextswithfewmisunderstandingsandminorgaps Often demonstratesbasiccriticalandcreativethinking Usesknowledgeandskills withsomeflexibilityinfamiliarclassroomsituations,butrequiressupportin unfamiliarsituations

Producesgenerallyhigh-qualitywork Communicatessecure understandingofconceptsandcontexts Demonstratescriticaland creativethinking,sometimeswithsophistication Usesknowledgeandskills infamiliarclassroomandreal-worldsituationswithsupport

6 24-27

7 28-32

Produceshigh-qualitywork,occasionallyinnovativework Communicates extensiveunderstandingofconceptsandcontexts Demonstratescritical andcreativethinking,frequentlywithsophistication Usesknowledgeand skillsinfamiliarandunfamiliarclassroomandreal-worldsituations,often withindependence

Produceshigh-quality,frequentlyinnovativework Communicates comprehensive,nuancedunderstandingofconceptsandcontexts Consistentlydemonstratessophisticatedcriticalandcreativethinking Frequentlytransfersknowledgeandskillswithindependenceandexpertise inavarietyofcomplexclassroomandreal-worldsituations