Mercedes-Benz International School
MIDDLE YEARS PROGRAMME CURRICULUM HANDBOOK
EDITION 2015-16
CONTENTS
Topic Page No. IB Mission Statement i
IB Learner Profile ii
School Statement of Purpose and Rationale iii
Note to students and Parents v
MYP Teaching Staff – Academic Year 2015-16 vi
Award of the MYP Certificate vii
Programme Model 1
Global Contexts 2
Key Concepts 7
Subject Key Concepts 9
MYP Related Concepts 12
Subject Objectives and Assessment Criteria 15
Grade Boundaries and Final Grades 72
MYP General Grade Descriptors 73
Command Terms and Approaches to Learning 74
Glossary – Command Terms in the MYP 83
Reporting to Parents 86
Academic Honesty 87
Field Trips 89
After School Activities 91
Subject - Glossary 93
IB MISSION STATEMENT
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
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Our Purpose is to : Promote Learning, Encourage Responsibility and Celebrate Diversity • Promote Learning: We promote learning through an inquiry-based, international curriculum that
involves differentiated teaching methodology, support services, facilities, assessment and extra- curricular activities.
• Encourage Responsibility : We encourage responsibility by creating an environment that values reliability,
common sense and trustworthiness and which develops a deep sense of personal, communal and global awareness.
• Celebrate Diversity:
We celebrate diversity by valuing uniqueness, considering varied perspectives, respecting our differences and encouraging international mindedness in order to develop balanced world citizens.
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Approved by the Mercedes-Benz Education Academy - December 16th 2013
Rationale
Promote Learning We promote learning through an inquiry-based international curriculum that involves differentiated teaching methodology, support services, facilities, assessments and extra-curricular activities. MBIS imparts the International Baccalaureate Programme at the Primary, Middle Years and Diploma levels. Collaborative, student centered lessons and activities incorporating multiple intelligences and differentiation according to student needs are provided by teachers. Support services provide in and out of class academic support, personal counseling and college counseling. Ongoing and timely formative and summative assessments are provided to students for growth and development. We are committed to teaching and learning as a continuum that builds on the previous knowledge, concepts, skills and attitudes throughout the three IB programmes. Professional development opportunities ensure that teachers are life-long learners. Field trips and out of school activities are numerous, age appropriate, learner focused and occur throughout the school year. At MBIS, learning is promoted as a guiding principle.
Encourage Responsibility We encourage responsibility in our community by developing, identifying and assuming accountability and becoming socially dependable citizens. Our ethos is to allow students to take responsibility for their own actions, acknowledge their shortcomings and successes; understand that it is acceptable to make mistakes and feel secure in their learning situations. We foster a climate of academic honesty with students taking the initiative for their own learning and becoming persons of integrity who are of value to others. We aim to create awareness for the well- being of those who are disadvantaged and seek ways to alleviate their societal situation. MBIS endorses an atmosphere where students resolve conflict through dialogue, share ideas and adjust their opinions to let all members of their community feel worthy of merit. Students are urged to accept responsibility for their tasks by developing healthy study routines, meeting assignment deadlines, working to the best of their ability and by setting a good example where ‘work and play’ are balanced. At MBIS, responsibility is valued and does make a difference. Celebrate Diversity We celebrate diversity by being an all-inclusive school; providing a holistic educational experience by supporting different types of learning styles and learning needs. MBIS encourages the acquisition of mother tongue and host country languages. We also make provisions for students learning in a language other than mother tongue. The respect and appreciation for the beliefs and cultures of diverse ethnic groups provides security within the school community. MBIS believes that there should be no prejudice against colour, religion, nationality, gender or physical attributes. Learners are encouraged to aspire to develop tolerance. International mindedness and global awareness are embedded within our curriculum to allow the students to develop high standards of perception on a personal, local and global level. At MBIS, diversity is viewed as a strength.
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Dear Students and Parents, The Middle School (Middle Years Programme) Curriculum Handbook is designed to give both students and parents a clear understanding of what to expect of the learning programme in the Middle School at Mercedes-Benz International School (MBIS). The Handbook covers the teaching and learning that takes place during the school day and also gives an overview of the extra curricular programmes offered at MBIS. The curriculum is organized according to the framework provided by the International Baccalaureate Middle Years Programme (MYP). The MYP runs over five years, Years 1-5 (Grades 6-10). Concepts are outlined in this handbook so that students and parents have a full picture of the MYP. The Middle Years Programme provides a coherent framework for curriculum development. The approach to teaching and learning is student centered and has a strong emphasis on "learning how to learn". Students develop a broad range of skills, knowledge and understanding, which provide a solid basis for further studies in the senior school and for everyday and working life beyond school. The details in this book are correct at the time of printing but the Middle Years Programme is dynamic and constantly evolving. Students and parents will be informed promptly of any changes or initiatives that will affect the learning of the students. We recommend that each student aims to be involved in at least one after school activity, sports, and a special interest club or be part of a student committee. Whatever the student’s area of interest is, it should develop a passion for an activity outside of the normal curriculum. We wish you well in your studies at the MBIS and know that if you are prepared to be committed and enthusiastic in your approach, success will follow naturally. The middle school staff looks forward to your positive and active contributions and will carefully monitor your academic and extra curricular achievements. If you have any comments or questions about the Middle Years Programme (MYP), Curriculum please contact one of the staff members below. Mr. Michael Thompson Mr. Hector Andrade Mrs. Meeta Varma Director Principal Secondary School MYP Coordinator (MYP and DP)
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MYP TEACHING STAFF – ACADEMIC YEAR 2015-16 S. No. Name of the Teacher Subject e-mail ID
1. College Counsellor
2. Praveen Sharma Design [email protected]
3. Isabel Martin ELA [email protected]
4. Taskeen Sheikh ELA [email protected]
5. John Christie English [email protected]
6. Lila Ravichandran French [email protected]
7. Shalaka Walimbe French [email protected]
8. Marc Muehlich German [email protected]
9. Regina Albrecht German [email protected]
10. Giovanni Manzano German [email protected]
11. Sayli Tongaonkar History / Geography [email protected]
12. Maria Mistry History/English/CS [email protected]
13. Jong Lee Korean [email protected]
14. Amita Seth Mathematics [email protected]
15. Anjali Singh Mathematics [email protected]
16. Shefali Grover Mathematics [email protected]
17. John Heyworth Mathematics [email protected]
18. Mario Colbacchini Music [email protected]
19. Akshita Dutta PHSE Physical Health Social Education [email protected]
20. Barkha Bajaj PHSE Physical Health Social Education [email protected]
21. Jodi O’reilly Physical Education [email protected]
22. Amid Esmaeili Physical Education [email protected]
23. Espiciousa Rebello Physical Education [email protected]
24. Shylaja Salwan Physics/Chemistry [email protected]
25. Srinivas Thandrala Science/Biology [email protected]
26. Maya Gurung Science/Physics [email protected]
27. Beena Abraham SEN [email protected]
28. Matt Piper SEN [email protected]
29. Meeta Varma Visual Art [email protected]
30. Joseph Coburn Visual Art [email protected]
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AWARD OF THE MYP CERTIFICATE The IB Organization will award an IB MYP certificate to each candidate who has: participated in the programme for a minimum of one year (MYP year 5) gained a grade total of at least 28 from six subject groups and the personal project
combined, out of a possible maximum of 49 gained at least a grade 2 in at least one subject from each subject group gained at least a grade 3 for the personal project completed the school’s requirement for community service.
A grade from at least one subject from each of the following six subject groups must
contribute to the award of the certificate: Language and literature Language acquisition (or a second language and literature) Individuals and societies Mathematics Sciences Arts, physical and health education or design.
A candidate may register for any number of subjects (including language acquisition, arts, physical and health education and design), but only six subjects contribute to the award of the certificate. If a candidate takes more than one subject from the same subject group, the highest grade will count towards the certificate. Where a candidate chooses to take multiple subjects from arts, physical and health education or design, the highest single grade from these subject groups will count towards the certificate.
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Mercedes-Benz International School / Curriculum Handbook 1
Middle Years Programme Model The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the ELA world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders. The MYP is flexible enough to accommodate the demands of most national or local curriculums. It builds upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares students to meet the academic challenges of the IB Diploma Programme (DP) and the IB Career-related Certificate (IBCC). The MYP: • addresses holistically students’ intellectual, social, emotional and physical well-being • provides students opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity and take responsible action for the future • ensures breadth and depth of understanding through study in eight subject groups • requires the study of at least two languages to support students in understanding their own cultures and those of others • empowers students to participate in service with the community • helps to prepare students for further education, the workplace and a lifetime of learning.
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GLOBAL CONTEXTS Global Engagement
In a world of increasing interconnection and complexity, learning in context provides students with opportunities to explore multiple dimensions of global challenges and encourages them to develop creative solutions. The MYP encourages teachers to design units around important global issues and ideas including climate change, international conflicts and international exchange and trade.
The complexity of real life requires interdisciplinary perspectives that can help students to:
• address biases and consider diverse interpretations and points of view • engage personal interest and increase motivation for learning • broaden their awareness of circumstances that have personal impact • develop critical and conceptual thinking skills by gathering and evaluating relevant data,
analysing alternatives, considering potential consequences, and drawing conclusions • take action in ways that are age-appropriate and develop dispositions to take responsible
action as adults to address global challenges. Global contexts comprise a range of ideas and issues that can be personally, locally, nationally, internationally and globally significant. As adolescents develop their intellectual and social identities during the MYP years, they become increasingly aware of their place in the world. Working in global contexts requires a sophisticated combination of understanding, practical skills and personal dispositions that work together to define global competence (Boix-Mansilla and Jackson 2011). Global competence calls for deep, engaged learning. To prosper in the world, students must not only be able to understand globalization, but be able both to reflect critically on its promise and peril and to act responsibly to make that world a better place for themselves and for the communities in which they live.
The structure of global contexts in the MYP
Teaching and learning in the MYP involves understanding concepts in context. Global contexts provide a common language for powerful contextual learning, identifying specific settings, events or circumstances that provide more concrete perspectives for teaching and learning. When teachers select a global context for learning, they are answering the questions: • Why are we engaged in this inquiry? • Why are these concepts important? • Why is it important for me to understand? • Why do people care about this topic? MYP global contexts, illustrated in figure below provide common points of entry for inquiries into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and global engagement. These contexts build on the powerful themes of global significance that structure teaching and learning in the PYP, creating relevance for adolescent learners.
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MYP Global Contexts These and other contexts for teaching and learning inspire explorations of our common humanity and shared guardianship of the planet. They invite reflection on local, national and global communities, as well as the real-life issues and concerns of 11- to 16-year-old students. For each MYP unit, teachers should identify one global context that establishes a focus for meaningful teaching and learning in a programme of international education. Over the course of their study, students should encounter all six global contexts.
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Global context Focus question(s) and
description Example explorations
Identities and relationships
Who am I? Who are we? Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.
Possible explorations to develop • Competition and cooperation;
teams, affiliation and leadership
• Identity formation, self-esteem, status, roles and role models
• Personal efficacy and agency; attitudes, motivations, independence; happiness and the good life
• Physical, psychological and social development; transitions; health and well-being; lifestyle choices
• Human nature and human dignity; moral reasoning and ethical judgment; consciousness and mind
Orientation in time and space
What is the meaning of “where” and “when”? Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives.
Possible explorations to develop • Civilizations and social
histories, heritage; pilgrimage, migration, displacement and exchange
• Epochs, eras, turning points and “big history”
• Scale, duration, frequency and variability
• Peoples, boundaries, exchange and interaction
• Natural and human landscapes and resources
• Evolution, constraints and adaptation
Personal and cultural expression
What is the nature and purpose of creative expression? Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Possible explorations to develop • Artistry, craft, creation, beauty • Products, systems and institutions • Social constructions of reality;
philosophies and ways of life; belief systems; ritual and play
• Critical literacy, languages and linguistic systems; histories of ideas, fields and disciplines; analysis and argument
• Metacognition and abstract thinking • Entrepreneurship, practice and
competency
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Scientific and technical innovation
How do we understand the world in which we live? Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.
Possible explorations to develop • Systems, models, methods;
products, processes and solutions
• Adaptation, ingenuity and progress
• Opportunity, risk, consequences and responsibility
• Modernization, industrialization and engineering
• Digital life, virtual environments and the Information Age
• The biological revolution • Mathematical puzzles,
principles and discoveries Fairness and development
What are the consequences of our common humanity? Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.
• Possible explorations to develop
• Democracy, politics, government and civil society
• Inequality, difference and inclusion
• Human capability and development; social entrepreneurs
• Rights, law, civic responsibility and the public sphere
• Justice, peace and conflict management
• Power and privilege • Authority, security and
freedom • Imagining a hopeful future
Globalization and sustainability
How is everything connected? Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world- interconnectedness; the impact of decision-making on humankind and the environment.
Possible explorations to develop • Markets, commodities and
commercialization • Human impact on the
environment • Commonality, diversity and
interconnection • Consumption, conservation,
natural resources and public goods
• Population and demography • Urban planning, strategy and
infrastructure
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Fairness and development What are the
consequences of our common humanity? Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.
• Possible explorations to develop
• Democracy, politics, government and civil society
• Inequality, difference and inclusion
• Human capability and development; social entrepreneurs
• Rights, law, civic responsibility and the public sphere
• Justice, peace and conflict management
• Power and privilege • Authority, security and
freedom • Imagining a hopeful future
Global contexts and explorations The selected global context will inform the questions that teachers and students ask throughout the unit. However, many explorations of global contexts are closely related, and in the course of the unit, questions that relate to other global contexts may also be encouraged, developed and considered. Inquiring into subject content through a global context enables students to develop a deeper understanding of both the subject and its application in the real world. Repeated cycles of inquiry, action and reflection can lead students from academic knowledge towards practical understanding, developing positive attitudes towards learning as well as a sense of personal and social responsibility.
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KEY CONCEPTS
Key concepts are powerful, abstract ideas that have many dimensions and definitions. They have important interconnections and overlapping concerns. Key concepts engage students in higher-order thinking, helping them to connect facts and topics with more complex conceptual understanding. Key concepts create “intellectual synergy” (Erickson 2007) and provide points of contact for transferring knowledge and understanding across disciplines and subject groups. The MYP identifies 16 key concepts to be explored across the curriculum. These key concepts, shown in Table 1 represent understandings that reach beyond the eight MYP subject groups from which they are drawn.
Aesthetics Change Communication Communities Connections Creativity Culture Development Form Global interactions Identity Logic
Perspective Relationships Time, place and space Systems
MYP Key Concepts Teachers use key concepts from their own subject group(s)—as well as key concepts from other subject groups—to plan disciplinary and interdisciplinary units of inquiry. Teachers identify one key concept that drives the unit’s development. The following broad descriptions apply across subject groups, and MYP subject guides suggest further subject-specific understandings. These concepts are not only “key” in the sense of being important; they also provide a key—a way into a body of knowledge through structured and sustained inquiry. They place no limits on breadth of knowledge or on depth of understanding, and therefore provide access to every student, regardless of individual aptitudes and abilities. Inquiry into MYP key concepts will further develop (and debate) the meaning of these significant ideas. • Aesthetics deals with the characteristics, creation, meaning and perception of beauty and taste.
The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.
• Change is a conversion, transformation or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.
• Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common “language” (which may be written, spoken or non-verbal).
• Communities are groups that exist in proximity defined by space, time or relationship. Communities include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.
• Connections are links, bonds and relationships among people, objects, organisms or ideas. • Creativity is the process of generating novel ideas and considering existing ideas from
new perspectives. Creativity includes the ability to recognize the value of ideas when developing innovative responses to problems; it may be evident in process as well as outcomes, products or solutions.
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• Culture encompasses a range of learned and shared beliefs, values, interests, attitudes, products, ways of knowing and patterns of behaviour created by human communities. The concept of culture is dynamic and organic.
• Development is the act or process of growth, progress or evolution, sometimes through
iterative improvements. • Form is the shape and underlying structure of an entity or piece of work, including its
organization, essential nature and external appearance. • Global interactions, as a concept, focuses on the connections among individuals and
communities, as well as their relationships with built and natural environments, from the perspective of the world as a whole.
• Identity is the state or fact of being the same. It refers to the particular features that define individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or it can be constructed, asserted and shaped by external and internal influences.
• Logic is a method of reasoning and a system of principles used to build arguments and reach conclusions.
• Perspective is the position from which we observe situations, objects, facts, ideas and opinions.
• Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple representations and interpretations.
• Relationships are the connections and associations between properties, objects, people and ideas— including the human community’s connections with the world in which we live. Any change in relationship brings consequences—some of which may occur on a small scale, while others may be far reaching, affecting large networks and systems such as human societies and the planetary ecosystem.
• Systems are sets of interacting or interdependent components. Systems provide structure and order in human, natural and built environments. Systems can be static or dynamic, simple or complex.
• The intrinsically linked concept of time, space and place refers to the absolute or relative position of people, objects and ideas. Time, place and space focuses on how we construct and use our understanding of location (“where” and “when”).
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SUBJECT KEY CONCEPTS (see highlighted blocks)
Key concepts promote the development of a broad curriculum. They represent big ideas that are both relevant within and across disciplines and subjects. Inquiry into key concepts can facilitate connections between and among:
LANGUAGE ACQUISITION Aesthetics Change Communication Communities
Connections Creativity Culture Development
Form Global Interactions Identity Logic
Perspective Relationships Time, Place and Space Systems
The key concepts contributed by the study of language acquisition are communication, connections, creativity and culture
LANGUAGE AND LITERATURE
Aesthetics Change Communication Communities
Connections Creativity Culture Development
Form Global Interactions Identity Logic
Perspective Relationships Systems Time, Place and Space
The key concepts contributed by the study of language and literature are communication, connections, creativity and perspective
INDIVIDUALS AND SOCIETIES Aesthetics Change Communication Communities Connections Creativity Culture Development
Form Global Interactions Identity Logic
Perspective Relationships Time, place and space Systems
The key concepts contributed by the study of individuals and societies are change, global interactions, time, place and space, and systems.
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SCIENCES
Aesthetics Change Communication Communities
Connections Creativity Culture Development
Form Global Interactions Identity Logic
Perspective Relationships Systems Time, Place and Space
The key concepts contributed by the study of sciences are change, relationships and systems.
MATHEMATICS
Aesthetics Change Communication Communities
Connections Creativity Culture Development
Form Global interactions Identity Logic
Perspective Relationships Time, Place and Space Systems
The key concepts contributed by the study of mathematics are form, logic and relationships.
ARTS Aesthetics Change Communication Communities Connections Creativity Culture Development
Form Global interactions Identity Logic
Perspective Relationships Time, Place and Space Systems The key concepts contributed by the study of arts are aesthetics, identity, change and communication
PHYSICAL AND HEALTH EDUCATION
Aesthetics Change Communication Communities
Connections Creativity Culture Development
Form Global Interactions Identity Logic
Perspective Relationships Time, Place and Space Systems The key concepts contributed by the study of physical and health education are change, communication and relationships.
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DESIGN
Aesthetics Change Communication Communities
Connections Creativity Culture Development
Form Global interactions Identity Logic
Perspective Relationships Time, Place and Space Systems
The key concepts contributed by the study of design are communication, communities, development, and systems.
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MYP RELATED CONCEPTS
Language and Literature Audience imperatives Character Context Genre
Intertextuality Point of view Purpose Self-expression
Setting Structure Style Theme
Language Acquisition
Phases 1–2
Accent Audience Context Convention
Form Function Meaning Message
Patterns Purpose Structure Word choice
Phases 3–4
Audience Context Convention Empathy
Function Idiom Meaning Message
Point of view Purpose Structure Word choice
Phases 5–6
Argument Audience Bias Context
Empathy Idiom Inference Point of view
Purpose Stylistic choice Theme Voice
Individuals and Societies
Economics
Choice Consumption Equity Globalization
Growth Model Poverty Power
Resources Scarcity Sustainability Trade
Geography
Causality (cause and consequence)
Culture
Disparity and equity
Diversity
Globalization
Management and intervention
Networks
Patterns and trends
Power Processes Scale Sustainability
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History
Causality (cause and consequence)
Civilization
Conflict
Cooperation
Culture Governance Identity Ideology
Innovation and revolution
Interdependence
Perspective
Significance
Integrated humanities (drawn from economics, geography and history)
Causality (cause and consequence)
Choice
Culture
Equity
Globalization
Identity
Innovation and revolution
Perspective
Power Processes Resources Sustainability
Sciences
Biology
Balance Consequences Energy Environment
Evidence Form Function Interaction
Models Movement Patterns Transformation
Chemistry
Balance Conditions Consequences Energy
Evidence Form Function Interaction
Models Movement Patterns Transfer
Physics
Consequences Development Energy Environment
Evidence Form Function Interaction
Models Movement Patterns Transformation
Integrated sciences (drawn from biology, chemistry and physics)
Balance Consequences Energy Environment
Evidence Form Function Interaction
Models Movement Patterns Transformation
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Mathematics
Change Equivalence Generalization Justification
Measurement Model Pattern Quantity
Representation Simplification Space System
Arts
Visual arts
Audience Boundaries Composition Expression
Genre Innovation Interpretation Narrative
Presentation Representation Style Visual culture
Performing arts
Audience Boundaries Composition Expression
Genre Innovation Interpretation Narrative
Play Presentation Role Structure
Physical and Health Education
Adaptation Balance Choice Energy
Environment Function Interaction Movement
Perspectives Refinement Space Systems
Design
Adaptation Collaboration Ergonomics Evaluation
Form Function Innovation Invention
Markets and trends
Perspective Resources Sustainability
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SUBJECT OBJECTIVES AND ASSESSMENT CRITERIA
LANGUAGE ACQUISITION : OBJECTIVES Criterion A: Comprehending Spoken and Visual Text - (Maximum: 8) At the end of PHASE-1 students should be able to
At the end of PHASE-2 students should be able to:
At the end of PHASE-3 students should be able to:
• identify basic facts, messages, main ideas and supporting details
• recognize basic conventions • engage with the spoken and
visual text b identifying ideas, opinions and attitudes and by making personal response to the text.
• show understanding of messages, main ideas and supporting details
• recognize basic conventions • engage with the spoken and
visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.
• show understanding of information, main ideas and supporting details, and draw conclusions
• understand conventions • engage with the spoken and visual
text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
Criterion B: Comprehending Written and Visual Text - (Maximum: 8) • identify basic facts, messages,
main ideas and supporting details • recognize basic aspects of format
and style, and author’s purpose for writing
• engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.
• identify basic facts, main ideas and supporting details, and draw conclusions
• recognize basic conventions including aspects of format and style, and author’s purpose for writing
• engage with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.
• show understanding of information, main ideas and supporting details, and draw conclusions
• understand basic conventions including aspects of format and style, and author’s purpose for writing
• engage with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions
Criterion C: Communicating in Response to Spoken, Written and Visual Text - (Maximum: 8) • respond appropriately to simple
short phrases • interact in simple and rehearsed
exchanges, using verbal and non-verbal language
• use basic phrases to communicate ideas, feelings and information on a variety of aspects of everyday topics
• communicate with a sense of audience.
• respond appropriately to spoken, written and visual text
• interact in basic structured exchanges
• use phrases to communicate ideas, feelings and information in familiar situations
• communicate with a sense of audience.
• respond appropriately to spoken, written and visual text
• interact in rehearsed and unrehearsed exchanges
• express ideas and feelings, and communicate information in familiar and some unfamiliar situations
• communicate with a sense of audience and purpose.
Criterion D: Using Language in Spoken and Written Form - (Maximum: 8)
• write and speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation
• organize basic information and use a range of basic cohesive devices
• use language to suit the context.
• write and speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation
• organize information and ideas and use a range of basic cohesive devices
• use language to suit the context.
• write and speak using a range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation
• organize information and ideas and use a range of basic cohesive devices
• use language to suit the context.
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LANGUAGE ACQUISITION : OBJECTIVES Criterion A: Comprehending Spoken and Visual Text - (Maximum: 8) At the end of PHASE-4 students should be able to:
At the end of PHASE-5 students should be able to:
At the end of PHASE-6 students should be able to:
• construct meaning and draw conclusions from information, main ideas and supporting details
• interpret conventions • engage with the spoken and
visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
• analyse and draw conclusions from information, main ideas and supporting details
• analyse conventions • engage with the spoken and
visual text by analysing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.
• evaluate and draw conclusions from information, main ideas and supporting details
• interpret the author’s choice of style, format and ideas to suit an intended audience and purpose
• engage with the spoken and visual text by evaluating ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.
Criterion B: Comprehending Written and Visual Text - (Maximum: 8) • construct meaning by identifying
stated and implied information, main ideas and supporting details, and draw conclusions
• interpret basic conventions including aspects of format and style, and author’s purpose for writing
• engage with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
• analyse and draw conclusions from information, main ideas and supporting details
• analyse basic conventions including aspects of format and style, and author’s purpose for writing
• engage with the written and visual text by analysing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.
• evaluate and draw conclusions from information, main ideas and supporting details
• interpret the author’s choice of style, format and ideas to suit an intended audience and purpose
• engage with the written and visual text by evaluating ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.
Criterion C: Communicating in Response to Spoken, Written and Visual Text - (Maximum: 8) • respond appropriately to spoken,
written and visual text • engage in rehearsed and
unrehearsed exchanges to share ideas on topics of personal and global significance
• express ideas and feelings, and communicate information in simple and complex texts
• communicate with a sense of audience and purpose.
• respond appropriately to spoken, written and visual text
• engage in rehearsed and unrehearsed exchanges to share ideas on a range of topics of personal and global significance
• express ideas, opinions and feelings, and communicate information in a wide range of situations
• communicate with a sense of register, purpose and style.
• respond appropriately to spoken, written and visual text
• engage in unrehearsed and complex exchanges on a wide range of topics of personal and global significance
• express a wide range of ideas, opinions and feelings, and communicate information in a wide range of social and academic contexts
• communicate with a sense of register, purpose and style.
Criterion D: Using Language in Spoken and Written Form - (Maximum: 8) • write and speak using a range of
vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation
• organize information and ideas into a structured text; use a wide range of cohesive devices
• use language to suit the context.
• write and speak using a range of vocabulary, complex grammatical structures and conventions; when speaking, use intonation and fluency
• organize information and ideas; use a wide range of cohesive devices
• use language to suit the context.
• write and speak using a wide range of vocabulary, complex grammatical structures and conventions; when speaking, use oratory technique
• organize information and ideas; use a wide range of cohesive devices
• use language to suit the context.
Mercedes-Benz International School / Curriculum Handbook 17
Assessment Criteria : Language Acquisition – Phase 1 Maximum: 8 A
chie
vem
ent
Leve
l
Criterion A: Comprehending Spoken and Visual Text
Criterion B : Comprehending Written and Visual Text
Criterion C Comprehending in Response to Spoken, Written and Visual Text
Criterion D: Using Language in Spoken and Written Form
Level Descriptor Level Descriptor Level Descriptor Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. identifies minimal basic
facts, messages, main ideas and supporting details
ii . has limited awareness of basic conventions
iii. engages minimally with the spoken and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text.
The student shows limited
understanding of the content, context and concepts of the text as a whole.
The student: i. identifies minimal basic facts,
messages, main ideas and supporting details
ii. has limited awareness of basic aspects of format and style, and author’s purpose for writing
iii. engages minimally with the written and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text.
The student shows limited
understanding of the content, context and concepts of the text as a whole.
The student: i. makes limited attempt to
respond to simple short phrases and basic information in spoken, written and visual text; responses are often inappropriate
ii. interacts minimally in simple and rehearsed exchanges, using verbal and non- verbal language
iii. uses minimal basic phrases to communicate ideas, feelings and information on a limited range of aspects of everyday topics
iv. communicates with a limited sense of audience.
The student: i. has difficulty to write/speak
using a basic range of vocabulary, grammatical structures and conventions; when speaking, uses pronunciation and intonation with many errors, making understanding difficult
ii. organizes limited basic information, and basic cohesive devices are not used
iii. makes minimal use of language to suit the context.
3–4 The student: i. identifies some basic facts,
messages, main ideas and supporting details
ii. has some awareness of basic conventions
iii. engages adequately with the spoken and visual text by identifying some ideas, opinions and attitudes and by making some personal response to the text.
The student shows some
understanding of the content, context and concepts of the text as a whole.
The student: i. identifies some basic facts,
messages, main ideas and supporting details
ii. has some awareness of basic aspects of format and style, and author’s purpose for writing
iii. engages adequately with the written and visual text by identifying some ideas, opinions and attitudes and by making some personal response to the text.
The student shows some
understanding of the content, context and concepts of the text as a whole.
The student: i. responds to simple short
phrases and basic information in spoken, written and visual text, though some responses may be inappropriate
ii. interacts to some degree in simple and rehearsed exchanges, using verbal and non-verbal language
iii. uses some basic phrases to communicate ideas, feelings and information on a limited range of aspects of everyday topics
iv. communicates with some sense of audience.
The student: i. writes/speak s using a basic
range of vocabulary, grammatical structures and conventions, with some inappropriate choices; when speaking, uses pronunciation an d into nation w i th some
errors , some o f which make understanding difficult
ii. organizes some basic information and uses a limited range of basic cohesive devices, not always appropriately
iii. uses language to suit the context to some degree.
5–6 The student: i. identifies most basic facts,
messages, main ideas and supporting details
ii. has considerable awareness of basic conventions
iii. engages considerably with the spoken and visual text by identifying most ideas, opinions and attitudes and by making a personal response to the text.
The student shows
considerable understanding of the content, context and concepts of the text as a whole
The student: i. identifies most basic facts,
messages, main ideas and supporting details
ii. has considerable awareness of basic aspects of format and style, and author’s purpose for writing
iii. engages considerably with the written and visual text by identifying most ideas, opinions and attitudes and by making a personal response to the text.
The student shows
considerable understanding of the content, context and concepts of the text as a whole.
The student: i. responds appropriately to
simple short phrases and basic information in spoken, written and visual text
ii. interacts considerably in simple and rehearsed exchanges, using verbal and non- verbal language
iii. uses basic phrases to communicate ideas, feelings and information on some
aspects of everyday topics iv. communicates with a
considerable sense of audience.
The student: i. writes/speaks making good
use of a basic range of vocabulary, grammatical structures and conventions, generally accurately; when speaking, uses pronunciation and intonation with some errors, though these do not interfere with comprehensibility
ii. organizes basic information and uses a limited range of basic cohesive devices
accurately iii. usually uses language to suit
the context.
Mercedes-Benz International School / Curriculum Handbook 18
7–8 The student:
i. clearly identifies basic facts, messages, main ideas and supporting details
ii. has excellent awareness of basic conventions
iii. engages thoroughly with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.
The student shows thorough
understanding of the content, context and concepts of the text as a whole.
The student: i. clearly identifies basic facts,
messages, main ideas and supporting details
ii. has excellent awareness of basic aspects of format and style, and author’s purpose for writing
iii. engages thoroughly with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.
The student shows thorough
understanding of the content, context and concepts of the text as a whole.
The student: i. responds in detail and
appropriately to simple short phrases and basic information in spoken, written and visual text
ii. interacts confidently in simple and rehearsed exchanges, using verbal and non- verbal language
iii. uses basic phrases effectively to communicate ideas, feelings and information on a variety of aspects of everyday topics
iv. communicates with an excellent sense of audience.
The student: i. writes/speak s effectively
using a basic range of vocabulary, grammatical structures and conventions accurately; when speaking, uses clear pronunciation and excellent intonation, making communication easy
ii. organizes basic information clearly and uses a range of basic cohesive devices
accurately iii. uses language effectively to
suit the context.
Mercedes-Benz International School / Curriculum Handbook 19
Assessment Criteria : Language Acquisition – Phase 2 Maximum: 8 A
chie
vem
ent
Leve
l Criterion A: Comprehending Spoken and Visual Text
Criterion B : Comprehending Written and Visual Text
Criterion C Comprehending in Response to Spoken, Written and Visual Text
Criterion D: Using Language in Spoken and Written Form
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a
standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. shows minimal
understanding of messages, main ideas and supporting details
ii. has limited awareness of basic conventions
iii. engages minimally with the spoken and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text.
The student shows limited
understanding of the content, context and concepts of the text as a whole.
The student: i. identifies minimal basic facts and
main ideas but few supporting details; is not able to draw conclusions
ii. has limited awareness of basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages minimally with the written and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text.
The student shows limited
understanding of the content, context and concepts of the text as a whole.
The student: i. makes limited attempt to
respond to simple short phrases or basic information in spoken, written and visual text; responses are often inappropriate
ii. interacts minimally in basic structured exchanges
iii. uses minimal phrases to communicate ideas, feelings and information in a
limited range of familiar situations
iv. communicates with a limited sense of audience.
The student: i. has difficulty to write/speak
using a basic range of vocabulary, grammatical structures and conventions; when speaking, uses pronunciation and intonation with many errors, making understanding difficult
ii. organizes limited basic information and ideas, and basic cohesive devices are not used
iii. makes minimal use of language to suit the context.
3–4 The student: i. shows some understanding
of messages, main ideas and supporting details ii. has some awareness of basic conventions
iii. engages adequately with the spoken and visual text by identifying some ideas, opinions and attitudes and by making some personal response to the text.
The student shows some
understanding of the content, context and concepts of the text as a whole.
The student: i. identifies some basic facts, main
ideas and supporting details; is not always able to draw conclusions
ii. recognizes some basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages adequately with the written and visual text by identifying some ideas, opinions and attitudes and by making some personal response to the text.
The student shows some
understanding of the content, context and concepts of the text as a whole.
The student: i. responds to simple short phrases
and some basic information in spoken, written and visual text, though some responses may be inappropriate
ii. interacts to some degree in basic structured exchanges
iii. uses some phrases to communicate ideas, feelings and information in a limited range of familiar situations; ideas are not always relevant or detailed
iv. communicates with some sense of audience.
The student: i. writes/speak s using a basic
range of vocabulary, grammatical structures and conventions, with some inappropriate choices; when speaking, uses pronunciation an d into nation with some errors , some of which make understanding difficult
ii. organizes some basic information and ideas, and uses a limited range of basic cohesive devices, not always appropriately
iii. uses language to suit the context to some degree.
5–6 The student: i. shows considerable
understanding of messages, main ideas and supporting details
ii. has considerable awareness of basic conventions
iii. engages considerably with the spoken and visual text by identifying most ideas, opinions and attitudes and by making a personal response to the text.
The student shows
considerable understanding of the content, context and concepts of the text as a whole.
The student: i. identifies most basic facts, main
ideas and supporting details, and draws conclusions
ii. recognizes most basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages considerably with the written and visual text by identifying most ideas, opinions and attitudes and by making a personal response to the text.
The student shows considerable
understanding of the content, context and concepts of the text as a whole.
The student: i. responds appropriately to
simple short phrases and basic information in spoken, written and visual text
ii. interacts considerably in basic structured exchanges
iii. uses phrases to communicate ideas, feelings and information in some familiar situations; ideas are relevant and detailed
iv. communicates with a considerable sense of audience.
The student: i. writes/speaks making good
use of a basic range of vocabulary, grammatical structures and conventions, generally accurately; when speaking, uses pronunciation and intonation with some errors, though these do not interfere with comprehensibility
ii. organizes basic information and ideas well, and uses a limited range of basic cohesive devices accurately
iii. usually uses language to suit the context.
Mercedes-Benz International School / Curriculum Handbook 20
7–8 The student:
i. shows excellent understanding of messages, main ideas and supporting details
ii. has excellent awareness of basic conventions
iii. engages thoroughly with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.
The student shows thorough
understanding of the content, context and concepts of the text as a whole.
The student: i. clearly identifies basic facts, main
ideas and supporting details, and draws conclusions
ii. clearly recognizes basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages thoroughly with the written and visual text by identif ying ideas, opinions and attitudes and by making a personal response to the text.
The student shows thorough
understanding of the content, context and concepts of the text as a whole.
The student: i. responds in detail and
appropriately to simple short phrases and basic information in spoken, written and visual text
ii. interacts confidently in basic structured exchanges
iii. uses phrases effectively to communicate ideas, feelings and information in a variety of familiar situations; ideas are relevant, detailed and include examples
iv. communicates with an excellent sense of audience.
The student: i. writes/speak s effectively using
a basic range of vocabulary, grammatical structures and conventions accurately; occasional errors do not interfere with communication. When speaking, uses clear pronunciation and excellent intonation, making communication easy
ii. organizes basic information and ideas clearly, and uses a range of basic cohesive devices accurately; there is a logical structure and cohesive devices add clarity to the message
iii. uses language effectively to suit the context.
Mercedes-Benz International School / Curriculum Handbook 21
Assessment Criteria : Language Acquisition – Phase 3 Maximum: 8
Ach
ieve
men
t Le
vel
Criterion A: Comprehending Spoken and Visual Text
Criterion B : Comprehending Written and Visual Text
Criterion C Comprehending in Response to Spoken, Written and Visual Text
Criterion D: Using Language in Spoken and Written Form
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a
standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. shows minimal
understanding of information, main ideas and supporting details, and is not able to draw conclusions
ii. has limited understanding of conventions
iii. engages minimally with the spoken and visual text by identifying few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions.
The student shows limited understanding of the content, context and concepts of the text as a whole.
The student: i. shows minimal understanding of
information, main ideas and supporting details, and is not able to draw conclusions
ii. has limited understanding of basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages minimally with the written and visual text by identifying few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions.
The student shows limited understanding of the content, context and concepts of the text as a whole.
The student: i. makes limited attempt to
respond to spoken, written and visual text; responses are often inappropriate
ii. interacts minimally in rehearsed and unrehearsed exchanges
iii. expresses few ideas and feelings and communicates minimal information in familiar and some unfamiliar situations
iv. communicates with a limited sense of audience and purpose.
The student: i. has difficulty to write/speak
using a basic range of vocabulary, grammatical structures and conventions; when speaking, uses pronunciation and intonation with many errors, making understanding difficult
ii. organizes limited information and ideas, and basic cohesive devices are not used
iii. makes minimal use of language to suit the context.
3–4 The student: i. shows some understanding
of information, main ideas and supporting details, and draws some conclusions
ii. has some understanding of conventions
iii. engages adequately with the spoken and visual text by identifying some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions.
The student shows some understanding of the content, context and concepts of the text as a whole.
The student: i. shows some understanding of
information, main ideas and supporting details, and draws some conclusions
ii. understands some basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages adequately with the written and visual text by identifying some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions.
The student shows some understanding of the content, context and concepts of the text as a whole.
The student: i. responds to spoken, written and
visual text, though some responses may be inappropriate
ii. interacts to some degree in rehearsed and unrehearsed exchanges
iii. expresses some ideas and feelings and communicates some information in familiar and some unfamiliar situations; ideas are not always relevant or detailed
iv. communicates with some sense of audience and purpose.
The student: i. writes/speak s using a basic
range of vocabulary, grammatical structures and conventions, with some inappropriate choices; when speaking, uses pronunciation and into nation with some errors, some of which make understanding difficult
ii. organizes some information and ideas, and uses a limited range of basic cohesive devices, not always appropriately
iii. uses language to suit the context to some degree.
Mercedes-Benz International School / Curriculum Handbook 22
5–6 The student:
i. shows considerable understanding of information, main ideas and supporting details, and draws conclusions
ii. has considerable understanding of conventions
iii. engages considerably with the spoken and visual text by identifying most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
The student shows considerable understanding of the content, context and concepts of the text as a whole.
The student: i. shows considerable
understanding of information, main ideas and supporting details, and draws conclusions
ii. understands most basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages considerably with the written and visual text by identifying most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
The student shows considerable understanding of the content, context and concepts of the text as a whole.
The student: i. responds appropriately to
spoken, written and visual text ii. interacts considerably in
rehearsed and unrehearsed exchanges
iii. expresses ideas and feelings and communicates information in familiar and some unfamiliar situations; ideas are relevant and detailed
iv. communicates with a considerable sense of audience and purpose.
The student: i. writes/speaks making good
use of a basic range of vocabulary, grammatical structures and conventions, generally accurately; when speaking, uses pronunciation and intonation with some errors, though these do not interfere with comprehensibility
ii. organizes information and ideas well, and uses a limited range of basic cohesive devices accurately
iii. usually uses language to suit the context.
7–8 The student: i. shows excellent
understanding of information, main ideas and supporting details, and draws conclusions
ii. has excellent understanding of conventions
iii. engages thoroughly with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
The student shows thorough understanding of the content, context and concepts of the text as a whole.
The student: i. shows excellent understanding
of information, main ideas and supporting details, and draws conclusions
ii. clearly understands basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages thoroughly with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
The student shows thorough understanding of the content, context and concepts of the text as a whole.
The student: i. responds in detail and
appropriately to spoken, written and visual text
ii. interacts confidently in rehearsed and unrehearsed exchanges
iii. effectively expresses a wide range of ideas and feelings and communicates information in familiar and some unfamiliar situations; ideas are relevant and opinions are supported by examples and illustrations
iv. communicates with an excellent sense of audience and purpose.
The student: i. writes/speak s effectively using
a basic range of vocabulary, grammatical structures and conventions accurately; occasional errors do not interfere with communication. When speaking, uses clear pronunciation and excellent intonation, making communication easy
ii. organizes information and ideas clearly, and uses a range of basic cohesive devices accurately; there is a logical structure and cohesive devices add clarity to the message
iii. uses language effectively to suit the context.
Mercedes-Benz International School / Curriculum Handbook 23
Assessment Criteria : Language Acquisition – Phase 4 Maximum: 8 A
chie
vem
ent
Leve
l
Criterion A: Comprehending Spoken and Visual Text
Criterion B : Comprehending Written and Visual Text
Criterion C Comprehending in Response to Spoken, Written and Visual Text
Criterion D: Using Language in Spoken and Written Form
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a
standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student i. has difficulty constructing
meaning from information or main ideas and supporting details; is not able to draw conclusions
ii. has difficulty interpreting convention
iii. engages menially with the spoken and visual text by identifying few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions.
The student shows limited understanding of the content, context and concepts of the text as a whole.
The student: i. has difficulty constructing
meaning by identifying stated information or main ideas and supporting details; is not able to draw conclusions
ii. has difficulty interpreting basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages minimally with the written and visual text by identifying few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions.
The student shows limited understanding of the content, context and concepts of the text as a whole.
The student: i. makes limited attempt to respond
to spoken, written and visual text; responses are often inappropriate
ii. engages minimally in rehearsed and unrehearsed exchanges; ideas are not always related to topics of personal and global significance
iii. expresses few ideas and feelings, and communicates minimal information in simple and complex texts
iv. communicates with a limited sense of audience and purpose.
The student: i. has difficulty to write/speak
using a range of vocabulary, grammatical structures and conventions; when speaking, uses pronunciation and intonation with many errors, making understanding difficult
ii. organizes limited information, and cohesive devices are not used
iii. makes minimal use of language to suit the context.
3–4 The student: i. constructs some meaning
and draws some conclusions from information, main ideas and some supporting details
ii. interprets some conventions
iii. engages adequately with the spoken and visual text by identifying some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions.
The student shows some understanding of the content, context and concepts of the text as a whole.
The student i. constructs some meaning from
stated and some implied information, main ideas and supporting details; draws some conclusions
ii. interprets some basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages adequately with the written and visual text by identifying some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions.
The student shows some understanding of the content, context and concepts of the text as a whole.
The student: i. responds to spoken, written and
visual text, though some responses may be inappropriate
ii. engages to some degree in rehearsed and unrehearsed exchanges to share some ideas on topics of personal and global significance
iii. expresses some ideas and feelings, and communicates some information in simple and complex texts; ideas are not always relevant or detailed
iv. communicates with some sense of audience and purpose.
The student: i. writes/speaks using a range of
vocabulary, grammatical structures and conventions , with some inappropriate choices; when speaking , uses pronunciation and intonation with some errors, some of which make understanding difficult
ii. organizes some information and ideas, and uses a limited range of cohesive devices, not always appropriately
iii. uses language to suit the context to some degree.
5–6 The student: i. constructs considerable
meaning and draws conclusions from information, main ideas and supporting details
ii. interprets most conventions
iii. engages considerably with the spoken and visual text by identifying most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
The student shows
considerable understanding of the content, context and concepts of the text as a whole.
The student: i. constructs considerable meaning
by identifying stated and implied information, main ideas and supporting details, and draws conclusions
ii. interprets most basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages considerably with the written and visual text by identifying most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
The student shows considerable
understanding of the content, context and concepts of the text as a whole.
The student: i. responds appropriately to
spoken, written and visual text ii. engages considerably in
rehearsed and unrehearsed exchanges to share ideas on topics of personal and global significance
iii. expresses ideas and feelings, and communicates information in simple and complex texts; ideas are relevant and detailed
iv. communicates with a considerable sense of audience and purpose.
The student: i. writes/speaks making good use
of a range of vocabulary, grammatical structures and conventions, generally accurately; when speaking, uses pronunciation and intonation with some errors, though these do not interfere with comprehensibility
ii. organizes information and ideas well, and uses a limited range of cohesive devices accurately
iii. usually uses language to suit the context.
Mercedes-Benz International School / Curriculum Handbook 24
7–8 The student:
i. constructs extensive meaning and draws conclusions from information, main ideas and supporting details
ii. interprets conventions iii. engages thoroughly with
the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
The student shows thorough
understanding of the content, context and concepts of the text as a whole.
The student: i. constructs extensive meaning by
identifying stated and implied information, main ideas and supporting details, and draws conclusions
ii. interprets basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages thoroughly with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
The student shows thorough understanding of the content, context and concepts of the text as a whole.
The student: i. responds in detail and
appropriately to spoken, written and visual text
ii. engages confidently in rehearsed and unrehearsed exchanges to share a variety
of informative and organized ideas on topics of personal and global significance
iii. effectively expresses a wide range of ideas and feelings, and communicates information in simple and complex texts; ideas are relevant and developed, and opinions are supported by examples and illustrations
iv. communicates with an excellent sense of audience and purpose.
The student: i. writes/speaks effectively using a
range of vocabulary, grammatical structures and conventions accurately; occasional errors do not interfere wit h communication. When speaking, uses clear pronunciation and excellent intonation, making communication easy
ii. organizes information and ideas clearly into a well-structured text; uses a range of cohesive devices accurately, adding clarity and coherence to the message
iii. uses language effectively to suit the context.
Mercedes-Benz International School / Curriculum Handbook 25
Assessment Criteria : Language Acquisition – Phase 5 Maximum: 8 A
chie
vem
ent
Leve
l
Criterion A: Comprehending Spoken and Visual Text
Criterion B : Comprehending Written and Visual Text
Criterion C Comprehending in Response to Spoken, Written and Visual Text
Criterion D: Using Language in Spoken and Written Form
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a
standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. has difficulty analysing
information or main ideas and supporting details; is not able to draw conclusions
ii. has difficulty analysing conventions
iii. engages minimally with the spoken and visual text by analysing few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions from a global perspective..
The student shows limited understanding of the content, context and concepts of the text as a whole.
The student: i. has difficulty analysing
information or main ideas and supporting details; is not able to draw conclusions
ii. has difficulty analysing basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages minimally with the written and visual text by analysing few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions from a global perspective.
The student shows limited understanding of the content, context and concepts of the text as a whole.
The student: i. makes limited attempt to
respond to spoken, written and visual text; responses are often inappropriate
ii. engages minimally in rehearsed and unrehearsed exchanges; ideas are not always related to topics of personal and global significance
iii. expresses few ideas, opinions and feelings, and communicates minimal information in various situations
iv. communicates with a limited sense of register, purpose and style.
The student: i. has difficulty to write/speak
using a range of vocabulary, complex grammatical structures and conventions; speak s with many errors in intonation and pronunciation, affecting fluency and making understanding difficult
ii. organizes limited information, and cohesive devices are not used
iii. makes minimal use of language to suit the context.
3–4 The student: i. analyses adequately and
draws some conclusions from information, main ideas and supporting details
ii. analyses some conventions iii. engages adequately with the
spoken and visual text by analysing some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions from a global perspective.
The student shows some understanding of the content, context and concepts of the text as a whole.
The student: i. analyses adequately and
draws some conclusions from information, main ideas and supporting details
ii. analyses some basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages adequately with the written and visual text by analysing some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions from a global perspective.
The student shows some understanding of the content, context and concepts of the text as a whole.
The student: i. responds to spoken, written
and visual text, though some responses may be inappropriate
ii. engages to some degree in rehearsed and unrehearsed exchanges to share some ideas on topics of personal and global significance
iii. expresses some ideas, opinions and feelings, and communicates some information in a range of situations; ideas are not always relevant or detailed
iv. communicates with some sense of register, purpose and style.
The student: i. writes/speaks using a range
of vocabulary, complex grammatical structures and conventions, with some inappropriate choices; speaks with some errors in intonation and pronunciation, affecting fluency and sometimes making understanding difficult
ii. organizes some information and ideas, and uses a limited range of cohesive devices, not always appropriately
iii. uses language to suit the context to some degree.
5–6 The student: i. analyses considerably and
draws conclusions from information, main ideas and supporting details
ii. analyses most conventions iii. engages considerably with
the spoken and visual text by analysing most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.
The student shows considerable understanding of the content, context and concepts of the text as a whole.
The student: i. analyses considerably and
draws conclusions from information, main ideas and supporting details
ii. analyses most basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages considerably with the written and visual text by analysing most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.
The student shows considerable understanding of the content, context and concepts of the text as a whole.
The student: i. responds appropriately to
spoken, written and visual text
ii. engages considerably in rehearsed and unrehearsed exchanges to share ideas on topics of personal and global significance
iii. expresses ideas, opinions and feelings, and communicates information in a range of situations; ideas are relevant and detailed
iv. communicates with a considerable sense of register, purpose and style.
The student: i. writes/speaks making good
use of a range of vocabulary, complex grammatical structures and conventions, generally accurately; speaks with fluency and some errors in intonation, though this does not interfere with comprehensibility
ii. organizes information and ideas well, and uses a range of cohesive devices accurately
iii. usually uses language to suit the context.
Mercedes-Benz International School / Curriculum Handbook 26
7–8 The student:
i. analyses thoroughly and draws conclusions from information, main ideas and supporting details
ii. analyses conventions iii. engages thoroughly with the
spoken and visual text by analysing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.
The student shows thorough understanding of the content, context and concepts of the text as a whole.
The student: i. analyses thoroughly and
draws conclusions from information, main ideas and supporting details
ii. analyses basic conventions including aspects of format and style, and author’s purpose for writing
iii. engages thoroughly with the written and visual text by analysing ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.
The student shows thorough understanding of the content, context and concepts of the text as a whole.
The student: i. responds in detail and
appropriately to spoken, written and visual text
ii. engages confidently in rehearsed and unrehearsed exchanges to share a variety of informative and organized ideas on a range of topics of personal and global significance
iii. effectively expresses a wide range of ideas, opinions and feelings, and communicates information in a wide range of situations; ideas are relevant and developed, reflecting a good understanding of the topic. Opinions are supported by examples and illustrations
iv. communicates with an excellent sense of register, purpose and style.
The student: i. writes/speaks effectively
using a range of vocabulary, complex grammatical structures and conventions accurately; occasional errors do not interfere with communication. Speaks with excellent intonation and fluency, making communication easy
ii. organizes information and ideas into a clear and effective structure; uses a wide range of cohesive devices accurately, enhancing the development of ideas
iii. uses language effectively to suit the context.
Mercedes-Benz International School / Curriculum Handbook 27
Assessment Criteria : Language Acquisition – Phase 6 Maximum: 8 A
chie
vem
ent
Leve
l
Criterion A: Comprehending Spoken and Visual Text
Criterion B : Comprehending Written and Visual Text
Criterion C Comprehending in Response to Spoken, Written and Visual Text
Criterion D: Using Language in Spoken and Written Form
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a
standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. has difficulty to write/speak
using a range of vocabulary, complex grammatical structures and conventions; speaks with many errors in intonation and pronunciation, affecting fluency and making understanding difficult
ii. organizes limited information, and cohesive devices are not used
iii. makes minimal use of language to suit the context.
The student: i. has difficulty evaluating
information or main ideas and supporting details; is not able to draw conclusions
ii. has difficulty interpreting the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engages minimally with the written and visual text by evaluating few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions from a global perspective.
The student shows limited understanding of the content, context and concepts of the text as a whole.
The student: i. has difficulty evaluating
information or main ideas and supporting details; is not able to draw conclusions
ii. has difficulty interpreting the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engages minimally with the written and visual text by evaluating few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions from a global perspective.
The student shows limited
understanding of the content, context and concepts of the text as a whole.
The student: i. has difficulty evaluating
information or main ideas and supporting details; is not able to draw conclusions
ii. has difficulty interpreting the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engages minimally with the written and visual text by evaluating few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions from a global perspective.
The student shows limited
understanding of the content, context and concepts of the text as a whole.
3–4 The student: i. writes/speaks using a range
of vocabulary, complex grammatical structures and conventions, with some inappropriate choices; speaks with some errors in intonation and pronunciation, affecting fluency and sometimes making understanding difficult
ii. organizes some information and ideas, and uses a limited range of cohesive devices, not always appropriately
iii. uses language to suit the context to some degree.
The student: i. evaluates adequately and
draws some conclusions from information, main ideas and supporting details
ii. adequately interprets the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engages adequately with the written and visual text by evaluating some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions from a global perspective.
The student shows some understanding of the content, context and concepts of the text as a whole.
The student: i. evaluates adequately and
draws some conclusions from information, main ideas and supporting details
ii. adequately interprets the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engages adequately with the written and visual text by evaluating some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions from a global perspective.
The student shows some understanding of the content, context and concepts of the text as a whole.
The student: i. evaluates adequately and
draws some conclusions from information, main ideas and supporting details
ii. adequately interprets the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engages adequately with the written and visual text by evaluating some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions from a global perspective.
The student shows some understanding of the content, context and concepts of the text as a whole.
5–6 The student: i. writes/speaks making good
use of a range of vocabulary, complex grammatical structures and conventions, generally accurately; speaks with fluency and some errors in intonation, though this does not interfere with comprehensibility
ii. organizes information and ideas well, and uses a range of cohesive devices accurately
iii. usually uses language to suit the context.
The student: i. evaluates considerably and
draws conclusions from information, main ideas and supporting details
ii. interprets to some degree the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engages considerably with the written and visual text by evaluating most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.
The student shows considerable understanding of the content, context and concepts of the text as a whole.
The student: i. evaluates considerably and
draws conclusions from information, main ideas and supporting details
ii. interprets to some degree the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engages considerably with the written and visual text by evaluating most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.
The student shows considerable understanding of the content, context and concepts of the text as a whole.
The student: i. evaluates considerably and
draws conclusions from information, main ideas and supporting details
ii. interprets to some degree the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engages considerably with the written and visual text by evaluating most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.
The student shows considerable understanding of the content, context and concepts of the text as a whole.
Mercedes-Benz International School / Curriculum Handbook 28
7–8 The student:
i. writes/speaks effectively using a range of vocabulary, complex grammatical structures and conventions accurately; occasional errors do not interfere with communication. Speaks with excellent intonation and fluency, making communication easy
ii. organizes information and ideas into a clear and effective structure; uses a wide range of cohesive devices accurately, enhancing the development of ideas
iii. uses language effectively to suit the context.
The student: i. evaluates thoroughly and
draws conclusions from information, main ideas and supporting details
ii. interprets the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engages thoroughly with the written and visual text by evaluating ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.
The student shows thorough understanding of the content, context and concepts of the text as a whole.
The student: i. evaluates thoroughly and
draws conclusions from information, main ideas and supporting details
ii. interprets the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engages thoroughly with the written and visual text by evaluating ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.
The student shows thorough understanding of the content, context and concepts of the text as a whole.
The student: i. evaluates thoroughly and
draws conclusions from information, main ideas and supporting details
ii. interprets the author’s choice of style, format and ideas to suit an intended audience and purpose
iii. engages thoroughly with the written and visual text by evaluating ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions from a global perspective.
The student shows thorough understanding of the content, context and concepts of the text as a whole.
Mercedes-Benz International School / Curriculum Handbook 29
LANGUAGE AND LITERATURE : OBJECTIVES Criterion A: Analysing - (Maximum: 8) At the end of YEAR-1 students should be able to:
At the end of YEAR-3 students should be able to:
At the end of YEAR-5 students should be able to:
• identify and comment upon significant aspects of texts
• identify and comment upon the creator’s choices
• justify opinions and ideas, using examples, explanations and terminology
• identify similarities and differences in features within and between texts.
• identify and explain the content, context, language, structure, technique and style of text(s) and the relationships among texts
• identify and explain the effects of the creator’s choices on an audience
• justify opinions and ideas, using examples, explanations and terminology
• interpret similarities and differences in features within and between genres and texts.
• analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts
• analyse the effects of the creator’s choices on an audience
• justify opinions and ideas, using examples, explanations and terminology
• evaluate similarities and differences by connecting features across and within genres and texts.
Criterion B: Organizing - (Maximum: 8) • employ organizational structures
that serve the context and intention • organize opinions and ideas in a
logical manner • use referencing and formatting
tools to create a presentation style suitable to the context and intention.
• employ organizational structures that serve the context and intention
• organize opinions and ideas in a coherent and logical manner
• use referencing and formatting tools to create a presentation style suitable to the context and intention.
• employ organizational structures that serve the context and intention
• organize opinions and ideas in a sustained, coherent and logical manner
• use referencing and formatting tools to create a presentation style suitable to the context and intention.
Criterion C: Producing Text - (Maximum: 8) • produce texts that demonstrate
thought and imagination while exploring new perspectives and ideas arising from personal engagement with the creative process
• make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
• select relevant details and examples to support ideas.
• produce texts that demonstrate thought, imagination and sensitivity, while exploring and considering new perspectives and ideas arising from personal engagement with the creative process
• make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
• select relevant details and examples to develop ideas.
• produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process
• make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
• select relevant details and examples to develop ideas.
Criterion D: Using Language- (Maximum: 8) • use appropriate and varied
vocabulary, sentence structures and forms of expression
• write and speak in an appropriate register and style
• use correct grammar, syntax and punctuation
• spell (alphabetic languages), write (character languages) and pronounce with accuracy
• use appropriate non-verbal communication techniques.
• use appropriate and varied vocabulary, sentence structures and forms of expression
• write and speak in an appropriate register and style
• use correct grammar, syntax and punctuation
• spell (alphabetic languages), write (character languages) and pronounce with accuracy
• use appropriate non-verbal communication techniques.
• use appropriate and varied vocabulary, sentence structures and forms of expression
• write and speak in a register and style that serve the context and intention
• use correct grammar, syntax and punctuation
• spell (alphabetic languages), write (character languages) and pronounce with accuracy
• use appropriate non-verbal communication techniques.
Mercedes-Benz International School / Curriculum Handbook 30
Assessment Criteria : Language and Literature – Year 1 Maximum: 8
Ach
ieve
men
t Le
vel
Criterion A: Analysing
Criterion B : Organizing
Criterion C Producing Text
Criterion D: Using Language
Level Descriptor Level Descriptor Level Descriptor Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. provides minimal
identification and comment upon significant aspects of texts
ii. provides minimal identification and comment upon the creator’s choices
iii. rarely justifies opinions and ideas with examples or explanations; uses little or no terminology
iv. identifies few similarities and differences in features within and between texts.
The student: i. makes minimal use of
organizational structures, though these may not always serve the context and intention
ii. organizes opinions and ideas with a minimal degree of logic
iii. makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.
The student: i. produces texts that
demonstrate limited personal engagement with the creative process; demonstrates a limited degree of thought or imagination and minimal exploration of new perspectives and ideas
ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience
iii. selects few relevant details and examples to support ideas.
The student: i. uses a limited range of
appropriate vocabulary and forms of expression
ii. .writes and speaks in an inappropriate register and style that do not
serve the context and intention iii. uses grammar, syntax and
punctuation with limited accuracy; errors often hinder communication
iv. spells/writes and pronounces with limited accuracy; errors often hinder communication
v. makes limited and/or inappropriate use of non-verbal communication techniques.
3–4 The student: i. provides adequate
identification and comment upon significant aspects of texts
ii. provides adequate identification and comment upon the creator’s choices
iii. justifies opinions and ideas with some examples and explanations, though
this may not be consistent; uses some terminology
iv. identifies some similarities and differences in features within and between texts.
The student: i. makes adequate use of
organizational structures that serve the context and intention
ii. organizes opinions and ideas with some degree of logic
iii. makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.
The student: i. produces texts that
demonstrate adequate personal engagement with the creative process; demonstrates some thought or imagination and some exploration of new perspectives and ideas
ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating some awareness of impact on an audience
iii. selects some relevant details and examples to support ideas.
The student: i. uses an adequate range of
appropriate vocabulary, sentence structures and forms of expression
ii. sometimes writes and speaks in a register and style that serve the context and intention
iii. uses grammar, syntax and punctuation with some degree of accuracy;
errors sometimes hinder communication
iv. spells/writes and pronounces with some degree of accuracy; errors
sometimes hinder communication v. makes some use of appropriate
non-verbal communication techniques.
5–6 The student: i. provides substantial
identification and comment upon significant aspects of texts
ii. provides substantial identification and comment upon the creator’s choices
iii. sufficiently justifies opinions and ideas with examples and explanations;
uses accurate terminology iv. describes some similarities
and differences in features across and within and between texts.
The student: i. makes competent use of
organizational structures that serve the context and intention
ii. organizes opinions and ideas in a logical manner, with ideas building on each other
iii. makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.
The student: i. produces texts that
demonstrate considerable personal engagement with the creative process; demonstrates considerable thought or imagination and substantial exploration of new perspectives and ideas
ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience
iii. selects sufficient relevant details and examples to support ideas.
The student: i. uses a varied range of appropriate
vocabulary, sentence structures and forms of expression competently
ii. writes and speaks competently in a register and style that serve the context and intention
iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication
iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication
v. makes sufficient use of appropriate non-verbal communication techniques.
Mercedes-Benz International School / Curriculum Handbook 31
7–8 The student:
i. provides perceptive identification and comment upon significant aspects of texts
ii. provides perceptive identification and comment upon the creator’s choices
iii. gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology
iii. compares and contrasts features within and between texts.
The student: i. makes sophisticated use
of organizational structures that serve the context and intention effectively
ii. effectively organizes opinions and ideas in a logical manner with ideas building on each other in a sophisticated way
iii. makes excellent use of referencing and formatting tools to create an effective presentation style.
The student: i. produces texts that
demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of thought or imagination and perceptive exploration of new perspectives and ideas
ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating clear awareness of impact on an audience
iii. selects extensive relevant details and examples to support ideas.
The student: i. effectively uses a range of
appropriate vocabulary, sentence structures and forms of expression
ii. writes and speaks in a consistently appropriate register and style that serve the context and intention
iii. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective
iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective
v. makes effective use of appropriate non-verbal communication techniques.
Mercedes-Benz International School / Curriculum Handbook 32
Assessment Criteria : Language and Literature – Year 3 Maximum: 8 A
chie
vem
ent
Leve
l Criterion A: Analysing
Criterion B : Organizing
Criterion C Producing Text
Criterion D: Using Language
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a
standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. provides minimal identification
or explanation of the content, context, language, structure, technique and style, and does not explain the relationships among texts
ii. provides minimal identification and explanation of the effects of the creator’s choices on an audience
iii. rarely justifies opinions and ideas with examples or explanations; uses little or no terminology
iv. interprets few similarities and differences in features within and between genres and texts.
The student: i. makes minimal use of
organizational structures though these may not always serve the context and intention
ii. organizes opinions and ideas with a minimal degree of coherence and logic
iii. makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.
The student: i. produces texts that
demonstrate limited personal engagement with the creative process; demonstrates a limited degree of thought, imagination or sensitivity and minimal exploration and consideration of new perspectives and ideas
ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience
iii. selects few relevant details and examples to develop ideas.
The student: i. uses a limited range of appropriate
vocabulary and forms of expression ii. writes and speaks in an
inappropriate register and style that do not serve the context and intention
iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication
iv. spells/writes and pronounces with limited accuracy; errors often hinder
communication v. makes limited and/or inappropriate
use of non-verbal communication techniques.
3–4 The student: i. provides adequate
identification and explanation of the content, context, language, structure, technique and style, and some explanation of the relationships among texts
ii. provides adequate identification and explanation of the effects of the creator’s choices on an audience
iii. justifies opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology
iv. interprets some similarities and differences in features within and between genres and texts.
The student: i. makes adequate use of
organizational structures that serve the context and intention
ii. organizes opinions and ideas with some degree of coherence and logic
iii. makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.
The student: i. produces texts that
demonstrate adequate personal engagement with the creative process; demonstrates some degree of thought, imagination and sensitivity and some exploration and consideration of new perspectives and ideas
ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience
iii. selects some relevant details and examples to develop ideas.
The student: i. uses an adequate range of
appropriate vocabulary, sentence structures and forms of expression
ii. sometimes writes and speaks in a register and style that serve the context and intention
iii. uses grammar, syntax and punctuation with some degree of accuracy;
errors sometimes hinder communication
iv. spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication
v. makes some use of appropriate non-verbal communication techniques.
5–6 The student: i. provides substantial
identification and explanation of the content, context, language, structure, technique and style, and explains the relationships among texts
ii. provides substantial identification and explanation of the effects of the creator’s choices on an audience
iii. sufficiently justifies opinions and ideas with examples and explanations;
uses accurate terminology iv. competently interprets
similarities and differences in features within and between genres and texts.
The student: i. makes competent use of
organizational structures that serve the context and intention
ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other
iii. makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.
The student: i. produces texts that
demonstrate considerable personal engagement with the creative process; demonstrates considerable thought, imagination and sensitivity and substantial exploration and consideration of new perspectives and ideas
ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience
iii. selects sufficient relevant details and examples to develop ideas.
The student: i. uses a varied range of appropriate
vocabulary, sentence structures and forms of expression competently
ii. writes and speaks competently in a register and style that serve the context and intention
iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication
iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication
v. makes sufficient use of appropriate non-verbal communication techniques.
Mercedes-Benz International School / Curriculum Handbook 33
7–8 The student:
i. provides perceptive identification and explanation of the content, context, language, structure, technique and style, and explains the relationships among texts thoroughly
ii. provides perceptive identification and explanation of the effects of the creator’s choices on an audience
iii. gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology
iv. perceptively compares and contrasts features within and between genres and texts.
The student: i. makes sophisticated use of
organizational structures that serve the context and intention effectively
ii. effectively organizes opinions and ideas in a coherent and logical
manner with ideas building on each other in a sophisticated way
iii. makes excellent use of referencing and formatting tools to create an
effective presentation style.
The student: i. produces texts that
demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of thought, imagination and sensitivity and perceptive exploration and consideration of new perspectives and ideas
ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating clear awareness of impact on an audience
iii. selects extensive relevant details and examples to develop ideas with precision.
The student: i. effectively uses a varied range of
appropriate vocabulary, sentence structures and forms of expression
ii. writes and speaks in a consistently appropriate register and style that serve the context and intention
iii. uses grammar, syntax and punctuation with a high degree of accuracy;
errors are minor and communication is effective
iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective
v. makes effective use of appropriate non-verbal communication techniques.
Mercedes-Benz International School / Curriculum Handbook 34
Assessment Criteria : Language and Literature – Year 5 Maximum: 8 A
chie
vem
ent
Leve
l
Criterion A: Analysing
Criterion B : Organizing
Criterion C Producing Text
Criterion D: Using Language
Level Descriptor Level Descriptor Level Descriptor Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. provides limited analysis of
the content, context, language, structure, technique and style of text(s) and the relationship among texts
ii. provides limited analysis of the effects of the creator’s choices on an audience
iii. rarely justifies opinions and ideas with examples or explanations; uses little or no terminology
iv. evaluates few similarities and differences by making minimal
connections in features across and within genres and texts.
The student: i. makes minimal use of
organizational structures though these may not always serve the context and intention
ii. organizes opinions and ideas with a minimal degree of coherence and logic
iii. makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.
The student: i. produces texts that
demonstrate limited personal engagement with the creative process; demonstrates a limited degree of insight, imagination or sensitivity and minimal exploration of and critical reflection on new perspectives and ideas
ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience
iii. selects few relevant details and examples to develop ideas.
The student: i. uses a limited range of appropriate
vocabulary and forms of expression ii. writes and speaks in an
inappropriate register and style that do not serve the context and intention
iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication
iv. spells/writes and pronounces with limited accuracy; errors often hinder communication
v. makes limited and/or inappropriate use of non-verbal communication techniques.
3–4 The student: i. provides adequate analysis of
the content, context, language, structure, technique and style of text(s) and the relationship among texts
ii. provides adequate analysis of the effects of the creator’s choices on an audience
iii. justifies opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology
iv. evaluates some similarities and differences by making adequate connections in features across and within genres and texts.
The student: i. makes adequate use of
organizational structures that serve the context and intention
ii. organizes opinions and ideas with some degree of coherence and logic
iii. makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.
The student: i. produces texts that
demonstrate adequate personal engagement with the creative process; demonstrates some insight, imagination or sensitivity and some exploration of and critical reflection on new perspectives and ideas
ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience
iii. selects some relevant details and examples to develop ideas.
The student: i. uses an adequate range of
appropriate vocabulary, sentence structures and forms of expression
ii. sometimes writes and speaks in a register and style that serve the context and intention
iii. uses grammar, syntax and punctuation with some degree of accuracy;
errors sometimes hinder communication
iv. spells/writes and pronounces with some degree of accuracy; errors
sometimes hinder communication v. makes some use of appropriate
non-verbal communication techniques.
5–6 The student: i. competently analyses the
content, context, language, structure, technique, style of text(s) and the relationship among texts
ii. competently analyses the effects of the creator’s choices on an audience
iii. sufficiently justifies opinions and ideas with examples and explanations;
iv. uses accurate terminology v. evaluates similarities and
differences by making substantial connections in features across and within genres and texts.
The student: i. makes competent use of
organizational structures that serve the context and intention
ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other
iii. makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.
The student: i. produces texts that
demonstrate considerable personal engagement with the creative process; demonstrates considerable insight, imagination or sensitivity and substantial exploration of and critical reflection on new perspectives and ideas
ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience
iii. selects sufficient relevant details and examples to develop ideas.
The student: i. uses a varied range of appropriate
vocabulary, sentence structures and forms of expression competently
ii. writes and speaks competently in a register and style that serve the context and intention
iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication
iv. spells/writes and pronounces with a considerable degree of accuracy;
errors do not hinder effective communication
v. makes sufficient use of appropriate non-verbal communication techniques.
Mercedes-Benz International School / Curriculum Handbook 35
7–8 The student:
i. provides perceptive analysis of the content, context, language, structure, technique, style of text(s) and the relationship among texts
ii. perceptively analyses the effects of the creator’s choices on an audience iii. gives detailed justification of opinions and ideas with a range of
examples, and thorough explanations; uses accurate terminology
iv. perceptively compares and contrasts by making extensive connections in features across and within genres and texts.
The student: i. makes sophisticated use of
organizational structures that serve the context and intention effectively
ii. effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated way
iii. makes excellent use of referencing and formatting tools to create an effective presentation style.
The student: i. produces texts that
demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of insight, imagination or sensitivity and perceptive exploration of and critical reflection on new perspectives and ideas
ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience
iii. selects extensive relevant details and examples to develop ideas with
precision.
The student: i. effectively uses a range of
appropriate vocabulary, sentence structures and forms of expression
ii. writes and speaks in a consistently appropriate register and style that serve the context and intention
iii. uses grammar, syntax and punctuation with a high degree of accuracy;
errors are minor and communication is effective
iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective
v. makes effective use of appropriate non-verbal communication techniques.
Mercedes-Benz International School / Curriculum Handbook 36
INDIVIDUALS AND SOCIETIES : OBJECTIVES Criterion A: Knowing and Understanding - (Maximum: 8) At the end of YEAR-1 students should be able to:
At the end of YEAR-3 students should be able to:
At the end of YEAR-5 students should be able to:
• use vocabulary in context • demonstrate knowledge and
understanding of subject-specific content and concepts, using descriptions, explanations and examples.
• use a range of terminology in context
• demonstrate knowledge and understanding of subject-specific content and concepts, through descriptions, explanations and examples.
• use a wide range of terminology in context
• demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples.
Criterion B: Investigating - (Maximum: 8) • explain the choice of a research
question • follow an action plan to explore a
research question • collect and record relevant
information consistent with the research question
• reflect on the process and results of the investigation.
• formulate/choose a clear and focused research question, explaining its relevance
• formulate and follow an action plan to investigate a research question
• use methods to collect and record relevant information
• evaluate the process and results of the investigation, with guidance.
• formulate a clear and focused research question and justify its relevance
• formulate and follow an action plan to investigate a research question
• use research methods to collect and record appropriate, varied and relevant information
• evaluate the process and results of the investigation.
Criterion C: Communicating - (Maximum: 8) • communicate information and
ideas with clarity • organize information and ideas
effectively for the task • list sources of information in a way
that follows the task instructions.
• communicate information and ideas in a way that is appropriate for the audience and purpose
• structure information and ideas according to the task instructions
• create a reference list and cite sources of information.
• communicate information and ideas effectively using an appropriate style for the audience and purpose
• structure information and ideas in a way that is appropriate to the specified format
• document sources of information using a recognized convention.
Criterion D: Thinking Critically - (Maximum: 8) • identify the main points of ideas,
events, visual representation or arguments
• use information to give an opinion • identify and analyse a range of
sources/data in terms of origin and purpose
• identify different views and their implications.
• analyse concepts, issues, models, visual representation and/or theories
• summarize information to make valid, well-supported arguments
• analyse a range of sources/data in terms of origin and purpose, recognizing values and limitations
• recognize different perspectives and explain their implications.
• discuss concepts, issues, models, visual representation and theories
• synthesize information to make valid, well-supported arguments
• analyse and evaluate a wide range of sources/data in terms of origin and purpose, examining values and limitations
• interpret different perspectives and their implications.
Mercedes-Benz International School / Curriculum Handbook 37
Assessment Criteria : Individuals and Societies – Year 1 Maximum: 8 A
chie
vem
ent
Leve
l
Criterion A: Knowing and Understanding
Criterion B : Investigating
Criterion C Communicating
Criterion D: Thinking Critically
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. recognizes some
vocabulary ii. demonstrates basic
knowledge and understanding of content and concepts through limited descriptions and/or examples.
The student: i. identifies a research
question ii. follows an action plan in a
limited way to explore a research question
iii. collects and records information, to a limited extent
iv. with guidance, reflects on the research process and results, to a limited extent.
The student: i. communicates information
and ideas in a style that is not always clear
ii. organizes information and ideas in a limited way
iii. inconsistently lists sources, not following the task instructions.
The student: i. identifies the main points of
ideas, events, visual representation or arguments to a limited extent
ii. uses information to give limited opinions
ii. identifies the origin and purpose of limited sources/data
iii. identifies some different views.
3–4 The student:
i. uses some vocabulary ii. demonstrates satisfactory
knowledge and understanding of content and concepts through simple descriptions, explanations and/or examples.
The student: i. describes the choice of a
research question ii. partially follows an action
plan to explore a research question
iii. uses a method or methods to collect and record some relevant information
iv. with guidance, reflects on the research process and results with some depth.
The student: i. communicates information
and ideas in a way that is somewhat clear
ii. somewhat organizes information and ideas
iii. lists sources in a way that sometimes follows the task instructions.
The student: i. identifies some main points of
ideas, events, visual representation or arguments
ii. uses information to give adequate opinions
iii. identifies the origin and purpose of sources/data
iv. identifies some different views and suggests some of their implications.
5–6 The student: i. uses considerable
relevant vocabulary, often accurately
ii. demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.
The student: i. describes the choice of a
research question in detail ii. mostly follows an action
plan to explore a research question
iii. uses method(s) to collect and record often relevant information
iv. reflects on the research process and results.
The student: i. communicates information
and ideas in a way that is mostly clear
ii. mostly organizes information and ideas
iii. lists sources in a way that often follows the task instructions.
The student: i. identifies the main points of
ideas, events, visual representation or arguments
ii. uses information to give substantial opinions
iii. identifies the origin and purpose of a range of sources/data
iv. identifies different views and most of their implications.
7–8 The student: i. consistently uses
relevant vocabulary accurately
ii. demonstrates excellent knowledge and understanding of content and concepts through detailed descriptions, explanations and examples.
The student: i. explains the choice of a
research question ii. effectively follows an
action plan to explore a research question
iii. uses methods to collect and record consistently relevant
information iv. thoroughly reflects on the
research process and results.
The student: i. communicates information
and ideas in a way that is completely clear
ii. completely organizes information and ideas effectively
iii. lists sources in a way that always follows the task instructions.
The student: i. identifies in detail the main
points of ideas, events, visual representation or arguments
ii. uses information to give detailed opinions
iii. consistently identifies and analyses a range of sources/data in terms of origin and purpose
iv. consistently identifies different views and their implications.
Mercedes-Benz International School / Curriculum Handbook 38
Assessment Criteria : Individuals and Societies – Year 3 Maximum: 8
Ach
ieve
men
t Le
vel
Criterion A: Knowing and Understanding
Criterion B : Investigating
Criterion C Communicating
Criterion D: Thinking Critically
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a
standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. makes limited use of
terminology ii. demonstrates basic
knowledge and understanding of content and concepts through limited descriptions and/or examples.
The student: i. identifies a research
question that is clear, focused and relevant
ii. formulates a limited action plan or does not follow a plan
iii. collects and records limited or sometimes irrelevant information
iv. with guidance, reflects on the research process and results in a limited way.
The student: i. communicates information
and ideas in a style that is not always clear
ii. organizes information and ideas in a limited way
iii. lists sources of information inconsistently.
The student: i. begins to analyse concepts,
issues, models, visual representation and/or theories in a limited way
ii. begins to identify connections between information to make simple arguments
iii. recognizes the origin and purpose of few sources/data as well as
few values and limitations of sources/data
iv. identifies different perspectives.
3–4 The student: i. uses some terminology
accurately ii. demonstrates satisfactory
knowledge and understanding of content and concepts through simple descriptions, explanations and examples.
The student: i. formulates/chooses a
research question that is clear and focused and describes its relevance
ii. formulates and occasionally follows a partial action plan to investigate a research question
iii. uses a method(s) to collect and record some relevant information
iv. with guidance, reflects on the research process and results.
The student: i. communicates information
and ideas in a way that is somewhat clear
ii. somewhat organizes information and ideas
iii. creates an adequate reference list and sometimes cites sources.
The student: i. completes a simple analysis of
concepts, issues, models, visual representation and/or theories
ii. summarizes information to make some adequate arguments
iii. analyses sources/data in terms of origin and purpose, recognizing some values and limitations
iv. recognizes different perspectives and suggests some of their implications.
5–6 The student: i. uses considerable and
relevant terminology accurately
ii. demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.
The student: i. formulates/chooses a clear
and focused research question and describes its relevance in detail
ii. formulates and mostly follows a sufficiently developed action plan to investigate a research question
iii. uses methods to collect and record appropriate relevant information
iv. with guidance, evaluates on the research process and results.
The student: i. communicates information
and ideas in a style that is mostly
appropriate to the audience and purpose
ii. mostly structures information and ideas according to the task instructions
iii. creates an adequate reference list and usually cites sources.
The student: i. completes a substantial analysis
of concepts, issues, models, visual representation and/or theories
ii. summarizes information in order to make usually valid arguments
iii. analyses sources/data in terms of origin and purpose, usually
recognizing values and limitations iv. clearly recognizes different
perspectives and describes most of their implications.
7–8 The student: i. consistently uses a range
of terminology accurately ii. demonstrates detailed
knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples.
The student: i. formulates/chooses a clear
and focused research question and explains its relevance
ii. formulates and effectively follows a consistent action plan to investigate a research question
iii. uses methods to collect and record appropriate and varied relevant information
iv. with guidance, provides a detailed evaluation of the research process and results.
The student: i. communicates information and
ideas in a style that is completely appropriate to the audience and purpose
ii. structures information and ideas completely according to the task instructions
iii. creates a complete reference list and always cites sources.
The student: i. completes a detailed analysis of
concepts, issues, models, visual representation and/or theories
ii. summarizes information to make consistent, well-supported arguments
iii. effectively analyses a range of sources/data in terms of origin and purpose, consistently recognizing values and limitations
iv. clearly recognizes different perspectives and consistently explains their implications.
Mercedes-Benz International School / Curriculum Handbook 39
Assessment Criteria : Individuals and Societies – Year 5 Maximum: 8 A
chie
vem
ent
Leve
l
Criterion A: Knowing and Understanding
Criterion B : Investigating
Criterion C Communicating
Criterion D: Thinking Critically
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a
standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. uses limited relevant
terminology ii. demonstrates basic
knowledge and understanding of content and concepts with minimal descriptions and/or examples.
The student: i. formulates a research
question that is clear or focused and
describes its relevance ii. formulates a limited action
plan to investigate a research question or does not follow a plan
iii. collects and records limited information, not always consistent with the research question
iv. makes a limited evaluation of the process and results of the investigation.
The student: i. communicates information
and ideas in a limited way, using a style that is limited in its appropriateness to the audience and purpose
ii. structures information and ideas according to the specified format in a limited way
iii. documents sources of information in a limited way,.
The student: i. analyses concepts, issues, models,
visual representation and theories to a limited extent
ii. summarizes information to a limited extent to make arguments
iii. describes a limited number of sources/data in terms of origin and purpose and recognizes few values and limitation
iv. identifies different perspectives and minimal implications.
3–4 The student: i. uses some terminology
accurately and appropriately
ii. demonstrates adequate knowledge and understanding of content and concepts through satisfactory descriptions, explanations and examples.
The student: i. formulates a research
question that is clear and focused and describes its relevance in detail
ii. formulates and somewhat follows a partial action plan to investigate a research question
iii. uses a research method(s) to collect and record mostly relevant information
iv. evaluates some aspects of the process and results of the investigation.
The student: i. communicates information
and ideas satisfactorily by using a style that is somewhat appropriate to the audience and purpose
ii. structures information and ideas in a way that is somewhat appropriate to the specified format
iii. sometimes documents sources of information using a recognized convention.
The student: i. analyses concepts, issues, models,
visual representation and theories ii. summarizes information to make
arguments iii. analyses and/or evaluates
sources/data in terms of origin and purpose, recognizing some values and limitations
iv. interprets different perspectives and some of their implications.
5–6 The student: i. uses a range of terminology
accurately and appropriately
ii. demonstrates substantial knowledge and understanding of content and concepts through accurate descriptions, explanations and examples.
The student: i. formulates a clear and
focused research question and explains its relevance
ii. formulates and follows a substantial action plan to investigate a research question
iii. uses research method(s) to collect and record appropriate relevant information
iv. evaluates the process and results of the investigation.
The student: i. communicates information
and ideas accurately by using a style that is mostly appropriate to the audience and purpose
ii. structures information and ideas in a way that is mostly
appropriate to the specified format
iii. often documents sources of information using a recognized convention.
The student: i. discusses concepts, issues,
models, visual representation and theories
ii. synthesizes information to make valid arguments
iii. effectively analyses and evaluates a range of sources/data in terms of origin and purpose, recognizing values and limitations
iv. interprets different perspectives and their implications.
7–8 The student: i. consistently uses a wide
range of terminology effectively
ii. demonstrates detailed knowledge and understanding of content and concepts through thorough accurate descriptions, explanations and examples.
The student: i. formulates a clear and
focused research question and justifies
its relevance ii. formulates and effectively
follows a comprehensive action plan to investigate a research question
iii. uses research methods to collect and record appropriate, varied and relevant information
iv. thoroughly evaluates the investigation process and results.
The student: i. communicates information
and ideas effectively and accurately by using a style that is completely appropriate to the audience and purpose
ii. structures information and ideas in a way that is completely appropriate to the specified format
iii. consistently documents sources of information using a recognized convention.
The student: i. completes a detailed discussion
of concepts, issues, models, visual representation and theories
ii. synthesizes information to make valid, well-supported
arguments iii. effectively analyses and
evaluates a wide range of sources/data in terms of origin and purpose, recognizing values and limitations
iv. thoroughly interprets a range of different perspectives and their implications.
Mercedes-Benz International School / Curriculum Handbook 40
SCIENCES : OBJECTIVES Criterion A: Knowing and Understanding - (Maximum: 8) At the end of YEAR-1 students should
be able to: At the end of YEAR-3 students
should be able to: At the end of YEAR-5 students should be able to:
• outline scientific knowledge • apply scientific knowledge and
understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations
• interpret information to make scientifically supported judgments.
• describe scientific knowledge • apply scientific knowledge and
understanding to solve problems set in familiar and unfamiliar situations
• analyse information to make scientifically supported judgments.
• explain scientific knowledge • apply scientific knowledge and
understanding to solve problems set in familiar and unfamiliar situations
• analyse and evaluate information to make scientifically supported judgments.
Criterion B: Inquiring and Designing - (Maximum: 8) • outline an appropriate problem or
research question to be tested by a scientific investigation
• outline a testable prediction using scientific reasoning
• outline how to manipulate the variables, and outline how data will be collected
• design scientific investigations.
• describe a problem or question to be tested by a scientific investigation
• outline a testable hypothesis and explain it using scientific reasoning
• describe how to manipulate the variables, and describe how data will be collected
• design scientific investigations.
• explain a problem or question to be tested by a scientific investigation
• formulate a testable hypothesis and explain it using scientific reasoning
• explain how to manipulate the variables, and explain how data will be collected
• design scientific investigations.
Criterion C: Processing and Evaluating - (Maximum: 8) • present collected and transformed
data • interpret data and outline results
using scientific reasoning • discuss the validity of a prediction
based on the outcome of the scientific investigation
• discuss the validity of the method • describe improvements or
extensions to the method.
• present collected and transformed data
• interpret data and describe results using scientific reasoning
• discuss the validity of a hypothesis based on the outcome of the scientific investigation
• discuss the validity of the method
• describe improvements or extensions to the method.
• present collected and transformed data
• interpret data and explain results using scientific reasoning
• evaluate the validity of a hypothesis based on the outcome of the scientific investigation
• evaluate the validity of the method • explain improvements or extensions
to the method.
Criterion D: Reflecting on the Impacts of Science - (Maximum: 8) • summarize the ways in which
science is applied and used to address a specific problem or issue
• describe and summarize the various implications of using science and its application in solving a specific problem or issue
• apply scientific language effectively • document the work of others and
sources of information used.
• describe the ways in which science is applied and used to address a specific problem or issue
• discuss and analyse the various implications of using science and its application in solving a specific problem or issue
• apply scientific language effectively
• document the work of others and sources of information used.
• explain the ways in which science is applied and used to address a specific problem or issue
• discuss and evaluate the various implications of using science and its application to solve a specific problem or issue
• apply scientific language effectively • document the work of others and
sources of information used.
Mercedes-Benz International School / Curriculum Handbook 41
Assessment Criteria : Sciences – Year 1 Maximum: 8
Ach
ieve
men
t Le
vel Criterion A:
Knowing and Understanding Criterion B : Inquiring and Designing
Criterion C Processing and Evaluating
Criterion D: Reflecting on the Impacts of Science
Level Descriptor Level Descriptor Level Descriptor Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student is able to: i. select scientific
knowledge ii. select scientific
knowledge and understanding to suggest solutions to problems set in familiar situations
iii. apply information to make judgments, with limited success.
The student is able to: i. select a problem or
question to be tested by a scientific investigation
ii. select a testable prediction
iii. state a variable iv. design a method with
limited success.
The student is able to: i. collect and present data in
numerical and/or visual forms ii. interpret data iii. state the validity of a prediction
based on the outcome of a scientific investigation, with limited success
iv. state the validity of the method based on the outcome of a scientific investigation, with limited success
v. state improvements or extensions to the method that would benefit the scientific investigation, with limited success.
The student is able to, with limited success:
i. state the ways in which science is used to address a specific problem or issue
ii. state the implications of using science to solve a specific problem or issue,
interacting with a factor iii. apply scientific language to
communicate understanding iv. document sources.
3–4 The student is able to: i. recall scientific
knowledge ii. apply scientific
knowledge and understanding to suggest solutions to problems set in familiar situations
iii. apply information to make judgments.
The student is able to: i. state a problem or
question to be tested by a scientific investigation
ii. state a testable prediction
iii. state how to manipulate the variables, and state how data will be collected
iv. design a safe method in which he or she selects materials and equipment.
The student is able to: i. correctly collect and present
data in numerical and/or visual forms
ii. accurately interpret data and outline results
iii. state the validity of a prediction based on the outcome of a scientific investigation
iv. state the validity of the method based on the outcome of a scientific investigation
v. state improvements or extensions to the method that would benefit the scientific investigation.
The student is able to: i. state the ways in which science is
used to address a specific problem or issue
ii. state the implications of using science to solve a specific problem or issue,
interacting with a factor iii. sometimes apply scientific
language to communicate understanding
iv. sometimes document sources correctly.
5–6 The student is able to: i. state scientific knowledge ii. apply scientific
knowledge and understanding to solve problems set in
familiar situations iii. apply information to
make scientifically supported judgments.
The student is able to: i. state a problem or
question to be tested by a scientific investigation
ii. outline a testable prediction
iii. outline how to manipulate the variables, and state how relevant data will be collected
iv. design a complete and safe method in which he or she selects appropriate materials and equipment.
The student is able to: i. correctly collect, organize
and present data in numerical and/or visual forms
ii. accurately interpret data and outline results using scientific reasoning
iii. outline the validity of a prediction based on the outcome of a scientific investigation
iv. outline the validity of the method based on the outcome of a scientific investigation
v. outline improvements or extensions to the method that would benefit the scientific investigation.
The student is able to: i. outline the ways in which science is
used to address a specific problem or issue
ii. outline the implications of using science to solve a specific problem or issue, interacting with a factor
iii. usually apply scientific language to communicate understanding clearly and precisely
iv. usually document sources correctly.
Mercedes-Benz International School / Curriculum Handbook 42
7–8 The student is able to:
i. outline scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations
iii. interpret information to make scientifically supported judgments.
The student is able to: i. outline a problem or
question to be tested by a scientific investigation
ii. outline a testable prediction using scientific reasoning
iii. outline how to manipulate the variables, and outline how sufficient, relevant data will be collected
iv. design a logical, complete and safe method in which he or she selects appropriate materials and equipment.
The student is able to: i. correctly collect, organize,
transform and present data in numerical and/or visual forms
ii. accurately interpret data and outline results using correct scientific reasoning
iii. discuss the validity of a prediction based on the outcome of a scientific investigation
iv. discuss the validity of the method based on the outcome of a scientific investigation
v. describe improvements or extensions to the method that would benefit the scientific investigation.
The student is able to: i. summarize the ways in which
science is applied and used to address a specific problem or issue
ii. describe and summarize the implications of using science and its application to solve a specific problem or issue, interacting with a factor
iii. consistently apply scientific language to communicate understanding clearly and precisely
iv. document sources completely.
Mercedes-Benz International School / Curriculum Handbook 43
Assessment Criteria : Sciences – Year 3 Maximum: 8 A
chie
vem
ent
Leve
l
Criterion A: Knowing and Understanding
Criterion B : Inquiring and Designing
Criterion C Processing and Evaluating t
Criterion D: Reflecting on the Impacts of Science
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a
standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student is able to: i. recall scientific knowledge ii. apply scientific knowledge
and understanding to suggest solutions to problems set in familiar situations
iii. apply information to make judgments.
The student is able to: i. state a problem or question
to be tested by a scientific investigation, with limited success
ii. state a testable hypothesis iii. state the variables iv. design a method, with
limited success.
The student is able to: i. collect and present data in
numerical and/or visual forms
ii. accurately interpret data iii. state the validity of a
hypothesis with limited reference to a scientific investigation
iv. state the validity of the method with limited reference to a scientific investigation
v. state limited improvements or extensions to the method.
The student is able to: i. state the ways in which science is
used to address a specific problem or issue
ii. state the implications of the use of science to solve a specific problem or issue, interacting with a factor
iii. apply scientific language to communicate understanding but does so with limited success
iv. document sources, with limited success.
3–4 The student is able to: i. state scientific knowledge ii. apply scientific knowledge
and understanding to solve problems set in
familiar situations iii. apply information to make
scientifically supported judgments.
The student is able to: i. state a problem or question
to be tested by a scientific investigation
ii. outline a testable hypothesis using scientific reasoning
iii. outline how to manipulate the variables, and state how relevant data will be collected
iv. design a safe method in which he or she selects materials and equipment.
The student is able to: i. correctly collect and
present data in numerical and/or visual forms
ii. accurately interpret data and describe results
iii. state the validity of a hypothesis based on the outcome of a scientific investigation
iv. state the validity y of the method based on the outcome of a scientific investigation
v. state improvements or extensions to the method that would benefit the scientific investigation.
The student is able to: i. outline the ways in which science
is used to address a specific problem or issue
ii. outline the implications of using science to solve a specific problem or issue, interacting with a factor
iii. sometimes apply scientific language to communicate understanding
iv. sometimes document sources correctly.
5–6 The student is able to: i. outline scientific
knowledge ii. apply scientific knowledge
and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations
iii. interpret information to make scientifically supported judgments.
The student is able to: i. outline a problem or
question to be tested by a scientific investigation
ii. outline and explain a testable hypothesis using scientific reasoning
iii. outline how to manipulate the variables, and outline how sufficient, relevant data will be collected
iv. design a complete and safe method in which he or she selects appropriate materials and equipment.
The student is able to: i. correctly collect,
organize and present data in numerical and/or visual forms
ii. accurately interpret data and describe results using scientific reasoning
iii. outline the validity of a hypothesis based on the outcome of a scientific investigation
iv. outline the validity of the method based on the outcome of a scientific investigation
v. outline improvements or extensions to the method that would benefit the scientific investigation.
The student is able to: i. summarize the ways in which
science is applied and used to address a specific problem or issue
ii. describe the implications of using science and its application to solve a specific problem or issue, interacting with a factor
iii. usually apply scientific language to communicate understanding clearly and precisely
iv. usually document sources correctly.
Mercedes-Benz International School / Curriculum Handbook 44
7–8 The student is able to:
i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in
familiar and unfamiliar situations
iii. analyse information to make scientifically supported judgments.
The student is able to: i. describe a problem or
question to be tested by a scientific investigation
ii. outline and explain a testable hypothesis using correct scientific reasoning
iii. describe how to manipulate the variables, and describe how sufficient, relevant data will be collected
iv. design a logical, complete and safe method in which he or she selects appropriate materials and equipment.
The student is able to: i. correctly collect,
organize, transform and present data in numerical and/ or visual forms
ii. accurately interpret data and describe results using correct scientific reasoning
iii. discuss the validity of a hypothesis based on the outcome of a scientific investigation
iv. discuss the validity of the method based on the outcome of a scientific investigation
v. describe improvements or extensions to the method that would benefit the scientific investigation.
The student is able to: i. describe the ways in which science
is applied and used to address a specific problem or issue
ii. discuss and analyse the implications of using science and its application to solve a specific problem or issue, interacting with a factor
iii. consistently apply scientific language to communicate understanding
clearly and precisely iv. document sources completely.
Mercedes-Benz International School / Curriculum Handbook 45
Assessment Criteria : Sciences – Year 5 Maximum: 8 A
chie
vem
ent
Leve
l Criterion A: Knowing and Understanding
Criterion B : Inquiring and Designing
Criterion C Processing and Evaluating t
Criterion D: Reflecting on the Impacts of Science
Level Descriptor Level Descriptor Level Descriptor Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student is able to: i. state scientific knowledge ii. apply scientific knowledge
and understanding to suggest solutions to problems set in familiar situations
iii. interpret information to make judgments.
The student is able to: i. state a problem or
question to be tested by a scientific investigation
ii. outline a testable hypothesis
iii. outline the variables iv. design a method, with
limited success.
The student is able to: i. collect and present data
in numerical and/or visual forms
ii. interpret data iii. state the validity of a
hypothesis based on the outcome of a scientific investigation
iv. state the validity of the method based on the outcome of a scientific investigation
v. state improvements or extensions to the method.
The student is able to: i. outline the ways in which
science is used to address a specific problem or issue
ii. outline the implications of using science to solve a specific problem or issue, interacting with a factor
iii. apply scientific language to communicate understanding but does so with limited success
iv. document sources, with limited success.
3–4 The student is able to: i. outline scientific
knowledge ii. apply scientific knowledge
and understanding to solve problems set in
familiar situations iii. interpret information to
make scientifically supported judgments.
The student is able to: i. outline a problem or
question to be tested by a scientific investigation
ii. formulate a testable hypothesis using scientific reasoning
iii. outline how to manipulate the variables, and outline how relevant data will be collected
iv. design a safe method in which he or she selects materials and equipment.
The student is able to: i. correctly collect and
present data in numerical and/or visual forms
ii. accurately interpret data and explain results
iii. outline the validity of a hypothesis based on the outcome of a scientific investigation
iv. outline the validity of the method based on the outcome of a scientific investigation
v. outline improvements or extensions to the method that would benefit the scientific investigation.
The student is able to: i. summarize the ways in which
science is applied and used to address a specific problem or issue
ii. describe the implications of using science and its application to solve a specific problem or issue, interacting with a factor
iii. sometimes apply scientific language to communicate understanding
iv. sometimes document sources correctly.
5–6 The student is able to: i. describe scientific
knowledge iii. apply scientific knowledge
and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations
iii. analyse information to make scientifically supported judgments.
The student is able to: i. describe a problem or
question to be tested by a scientific investigation
ii. formulate and explain a testable hypothesis using scientific reasoning
iii. describe how to manipulate the variables, and describe how sufficient, relevant data will be collected
iv. design a complete and safe method in which he or she selects appropriate materials and equipment.
The student is able to: i. correctly collect,
organize and present data in numerical and/or visual forms
ii. accurately interpret data and explain results using scientific reasoning
iii. discuss the validity of a hypothesis based on the outcome of a scientific investigation
iv. discuss the validity of the method based on the outcome of a scientific investigation
v. describe improvements or extensions to the method that would benefit the scientific investigation.
The student is able to: i. describe the ways in which
science is applied and used to address a specific problem or issue
ii. discuss the implications of using science and its application to solve a specific problem or issue, interacting with a factor
iii. usually apply scientific language to communicate understanding clearly and precisely
iv. usually document sources correctly.
Mercedes-Benz International School / Curriculum Handbook 46
7–8 The student is able to:
i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in
familiar and unfamiliar situations
iii. analyse and evaluate information to make scientifically supported judgments.
The student is able to: i. explain a problem or
question to be tested by a scientific investigation
ii. formulate and explain a testable hypothesis using correct scientific reasoning
iii. explain how to manipulate the variables, and explain how sufficient, relevant data will be collected
iv. design a logical, complete and safe method in which he or she selects appropriate materials and equipment.
The student is able to: i. correctly collect,
organize, transform and present data in numerical and/ or visual forms
ii. accurately interpret data and explain results using correct scientific reasoning
iii. evaluate the validity of a hypothesis based on the outcome of a scientific investigation
iv. evaluate the validity of the method based on the outcome of a scientific investigation
v. explain improvements or extensions to the method that would benefit the scientific investigation.
The student is able to: i. explain the ways in which
science is applied and used to address a specific problem or issue
ii. discuss and evaluate the implications of using science and its application to solve a specific problem or issue, interacting with a factor
iii. consistently apply scientific language to communicate understanding
clearly and precisely iv. document sources completely.
Mercedes-Benz International School / Curriculum Handbook 47
MATHEMATICS : OBJECTIVES Criterion A: Knowing and Understanding - (Maximum: 8) At the end of YEAR-1 students should be able to:
At the end of YEAR-3 students should be able to:
At the end of YEAR-5 students should be able to:
• select appropriate mathematics when solving problems in both familiar and unfamiliar situations
• apply the selected mathematics successfully when solving problems
• solve problems correctly in a variety of contexts.
• select appropriate mathematics when solving problems in both familiar and unfamiliar situations
• apply the selected mathematics successfully when solving problems
• solve problems correctly in a variety of contexts.
• select appropriate mathematics when solving problems in both familiar and unfamiliar situations
• apply the selected mathematics successfully when solving problems
• solve problems correctly in a variety of contexts.
Criterion B: Investigating Patterns - (Maximum: 8) • apply mathematical problem-solving
techniques to recognize patterns • describe patterns as relationships or
general rules consistent with correct findings
• verify whether the pattern works for other examples.
• select and apply mathematical problem-solving techniques to discover complex patterns
• describe patterns as relationships and/or general rules consistent with findings
• verify and justify relationships and/or general rules.
• select and apply mathematical problem-solving techniques to discover complex patterns
• describe patterns as general rules consistent with findings
• prove, or verify and justify, general rules.
Criterion C: Communicating - (Maximum: 8) • use appropriate mathematical
language (notation, symbols and terminology) in both oral and written statements
• use different forms of mathematical representation to present information
• communicate coherent mathematical lines of reasoning
• organize information using a logical structure.
• use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations
• use different forms of mathematical representation to present information
• move between different forms of mathematical representation
• communicate complete and coherent mathematical lines of reasoning
• organize information using a logical structure.
• use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations
• use appropriate forms of mathematical representation to present information
• move between different forms of mathematical representation
• communicate complete, coherent and concise mathematical lines of reasoning
• organize information using a logical structure.
Criterion D: Applying Mathematics in Real-life Contexts - (Maximum: 8) • identify relevant elements of
authentic real-life situations • select appropriate mathematical
strategies when solving authentic real-life situations
• apply the selected mathematical strategies successfully to reach a solution
• explain the degree of accuracy of a solution
• describe whether a solution makes sense in the context of the authentic real-life situation.
• identify relevant elements of authentic real-life situations
• select appropriate mathematical strategies when solving authentic real-life situations
• apply the selected mathematical strategies successfully to reach a solution
• explain the degree of accuracy of a solution
• explain whether a solution makes sense in the context of the authentic real-life situation.
• identify relevant elements of authentic real-life situations
• select appropriate mathematical strategies when solving authentic real-life situations
• apply the selected mathematical strategies successfully to reach a solution
• justify the degree of accuracy of a solution
• justify whether a solution makes sense in the context of the authentic real-life situation.
Mercedes-Benz International School / Curriculum Handbook 48
Assessment Criteria : Mathematics – Year 1 Maximum: 8 A
chie
vem
ent
Leve
l
Criterion A: Knowing and Understanding
Criterion B : Investigating Patterns
Criterion C Communicating
Criterion D: Applying Mathematics in Real-Life Contexts
Level Descriptor Level Descriptor Level Descriptor Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student is able to: i. select appropriate
mathematics when solving simple problems in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly.
The student is able to: i. apply, with teacher support,
mathematical problem-solving techniques to recognize simple patterns
ii. state predictions consistent with simple patterns.
The student is able to: i. use limited mathematical
language ii. use limited forms of
mathematical representation to present information iii. communicate through lines of reasoning that are difficult to understand.
The student is able to: i. identify some of the elements of
the authentic real-life situation ii. apply mathematical strategies to
find a solution to the authentic real-life situation, with limited success.
3–4 The student is able to: i. select appropriate
mathematics when solving more complex problems in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly.
The student is able to: i. apply mathematical
problem-solving techniques to recognize patterns
ii. suggest how these patterns work.
The student is able to: i. use some appropriate
mathematical language ii. use different forms of
mathematical representation to present information adequately
iii. communicate through lines of reasoning that are able to be understood, although these are not always coherent
iv. adequately organize information using a logical structure.
The student is able to: i. identify the relevant elements of
the authentic real-life situation ii. apply mathematical strategies to
reach a solution to the authentic real- life situation
iii. state, but not always correctly, whether the solution makes sense in the context of the authentic real-life situation.
5–6 The student is able to: i. select appropriate
mathematics when solving challenging problems in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly.
The student is able to: i. apply mathematical
problem-solving techniques to recognize patterns
ii. suggest relationships or general rules consistent with findings
iii. verify whether patterns work for another example.
The student is able to: i. usually use appropriate
mathematical language ii. usually use different forms
of mathematical representation to present information correctly
iii. communicate through lines of reasoning that are usually coherent iv. present work that is usually organized using a logical structure.
The student is able to: i. identify the relevant elements of
the authentic real-life situation ii. select adequate mathematical
strategies to model the authentic real-life situation
iii. apply the selected mathematical strategies to reach a valid solution to the authentic real-life situation
iv. describe the degree of accuracy of the solution
v. state correctly whether the solution makes sense in the context of the authentic real-life situation.
7–8 The student is able to: i. select appropriate
mathematics when solving challenging problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly.
The student is able to: i. select and apply
mathematical problem-solving techniques to recognize correct patterns
ii. describe patterns as relationships or general rules consistent with correct findings
iii. verify whether patterns work for other examples.
The student is able to: i. consistently use appropriate
mathematical language ii. consistently use different
forms of mathematical representation to present information correctly
iii. communicate clearly through coherent lines of reasoning
iv. present work that is consistently organized using a logical structure.
The student is able to: i. identify the relevant elements of
the authentic real-life situation ii. select adequate mathematical
strategies to model the authentic real-life situation
iii. apply the selected mathematical strategies to reach a correct solution to the authentic real-life situation
iv. explain the degree of accuracy of the solution
v. describe correctly whether the solution makes sense in the context of the authentic real-life situation.
Mercedes-Benz International School / Curriculum Handbook 49
Assessment Criteria : Mathematics – Year 3 Maximum: 8 A
chie
vem
ent
Leve
l Criterion A: Knowing and Understanding
Criterion B : Investigating Patterns
Criterion C Communicating
Criterion D: Applying Mathematics in Real-Life Contexts
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a
standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student is able to: i. select appropriate
mathematics when solving simple problems in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly.
The student is able to: i. apply, with teacher support,
mathematical problem-solving techniques to discover simple patterns
ii. state predictions consistent with patterns.
The student is able to: i. use limited mathematical
language ii. use limited forms of
mathematical representation to present information iii. communicate through lines of reasoning that are difficult to interpret.
The student is able to: i. identify some of the elements of
the authentic real-life situation ii. apply mathematical strategies to
find a solution to the authentic real-life situation, with limited success.
3–4 The student is able to: i. select appropriate
mathematics when solving more complex problems in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly.
The student is able to: i. apply mathematical
problem-solving techniques to discover simple patterns
ii. suggest relationships and/or general rules consistent with findings.
The student is able to: i. use some appropriate
mathematical language ii. use different forms of
mathematical representation to present information adequately
iii. communicate through lines of reasoning that are able to be understood, although these are not always clear
iv. adequately organize information using a logical structure.
The student is able to: i. identify the relevant elements of
the authentic real-life situation ii. select, with some success,
adequate mathematical strategies to model the authentic real-life situation
iii. apply mathematical strategies to reach a solution to the authentic real- life situation
iv. describe whether the solution makes sense in the context of the authentic real-life situation.
5–6 The student is able to: i. select appropriate
mathematics when solving challenging problems in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly.
The student is able to: i. select and apply
mathematical problem-solving techniques to discover complex patterns
ii. describe patterns as relationships and/or general rules consistent with findings
iii. verify these relationships and/or general rules.
The student is able to: i. usually use appropriate
mathematical language ii. usually use different forms
of mathematical representation to present information correctly
iii. move between different forms of mathematical representation with some success
iv. communicate through lines of reasoning that are clear although not always coherent or complete
v. present work that is usually organized using a logical structure.
The student is able to: i. identify the relevant elements of
the authentic real-life situation ii. select adequate mathematical
strategies to model the authentic real-life situation
iii. apply the selected mathematical strategies to reach a valid solution to the authentic real-life situation
iv. describe the degree of accuracy of the solution
v. discuss whether the solution makes sense in the context of the authentic real-life situation.
7–8 The student is able to: i. select appropriate
mathematics when solving challenging problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly.
The student is able to: i. select and apply
mathematical problem-solving techniques to discover complex patterns
ii. describe patterns as relationships and/or general rules consistent with correct findings
iii. verify and justify these relationships and/or general rules.
The student is able to: i. consistently use
appropriate mathematical language
ii. use different forms of mathematical representation to consistently present information correctly
iii. move effectively between different forms of mathematical representation iv. communicate through lines of reasoning that are complete and coherent v. present work that is consistently organized using a logical structure.
The student is able to: i. identify the relevant elements of
the authentic real-life situation ii. select appropriate mathematical
strategies to model the authentic real- life situation
iii. apply the selected mathematical strategies to reach a correct solution iv. explain the degree of accuracy of the solution
v. explain whether the solution makes sense in the context of the authentic real-life situation.
Mercedes-Benz International School / Curriculum Handbook 50
Assessment Criteria : Mathematics – Year 5 Maximum: 8 A
chie
vem
ent
Leve
l
Criterion A: Knowing and Understanding
Criterion B : Investigating Patterns
Criterion C Communicating
Criterion D: Applying Mathematics in Real-Life Contexts
Level Descriptor Level Descriptor Level Descriptor Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student is able to: i. state scientific knowledge ii. apply scientific knowledge
and understanding to suggest solutions to problems set in familiar situations
iii. interpret information to make judgments.
The student is able to: i. apply, with teacher support,
mathematical problem-solving techniques to discover simple patterns
ii. state predictions consistent with patterns.
The student is able to: i. use limited mathematical language ii. use limited forms of mathematical
representation to present information
iii. communicate through lines of reasoning that are difficult to interpret.
The student is able to: i. identify some of the elements of
the authentic real-life situation ii. apply mathematical strategies to
find a solution to the authentic real- life situation, with limited success.
3–4 The student is able to: i. outline scientific knowledge ii. apply scientific knowledge
and understanding to solve problems set in
familiar situations iii. interpret information to make
scientifically supported judgments.
The student is able to: i. apply mathematical problem-
solving techniques to discover simple patterns
ii. suggest general rules consistent with findings.
The student is able to: i. use some appropriate
mathematical language ii. use appropriate forms of
mathematical representation to present information adequately
iii. communicate through lines of reasoning that are complete iv. adequately organize information using a logical structure.
The student is able to: i. identify the relevant elements of
the authentic real-life situation ii. select, with some success,
adequate mathematical strategies to model the authentic real-life situation
iii. apply mathematical strategies to reach a solution to the authentic real- life situation
iv. discuss whether the solution makes sense in the context of the authentic real-life situation.
5–6 The student is able to: i. describe scientific
knowledge ii. apply scientific knowledge
and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations
iii. analyse information to make scientifically supported judgments.
The student is able to: i. select and apply mathematical
problem-solving techniques to discover complex patterns
ii. describe patterns as general rules consistent with findings iii. verify the validity of these general rules.
The student is able to: i. usually use appropriate
mathematical language ii. usually use appropriate forms of
mathematical representation to present information correctly
iii. usually move between different forms of mathematical representation
iv. communicate through lines of reasoning that are complete and coherent v. present work that is usually organized using a logical structure.
The student is able to: i. identify the relevant elements of
the authentic real-life situation ii. select adequate mathematical
strategies to model the authentic real- life situation
iii. apply the selected mathematical strategies to reach a valid solution to the authentic real-life situation
iv. explain the degree of accuracy of the solution
v. explain whether the solution makes sense in the context of the authentic real-life situation.
7–8 The student is able to: i. explain scientific
knowledge ii. apply scientific knowledge
and understanding to solve problems set in
familiar and unfamiliar situations
iii. analyse and evaluate information to make scientifically supported judgments.
The student is able to: i. select and apply mathematical
problem-solving techniques to discover complex patterns
ii. describe patterns as general rules consistent with correct findings
iii. prove, or verify and justify, these general rules.
The student is able to: i. consistently use appropriate
mathematical language ii. use appropriate forms of
mathematical representation to consistently present information correctly
iii. move effectively between different forms of mathematical representation
iv. communicate through lines of reasoning that are complete, coherent and
concise v. present work that is consistently
organized using a logical structure.
The student is able to: i. identify the relevant elements
of the authentic real-life situation ii. select appropriate mathematical
strategies to model the authentic real-life situation
iii. apply the selected mathematical strategies to reach a correct solution to the authentic real-life situation
iv. justify the degree of accuracy of the solution
v. justify whether the solution makes sense in the context of the authentic real-life situation.
Mercedes-Benz International School / Curriculum Handbook 51
ARTS : OBJECTIVES Criterion A: Knowing and Understanding - (Maximum: 8) At the end of YEAR-1 students should be able to:
At the end of YEAR-3 students should be able to:
At the end of YEAR-5 students should be able to:
• demonstrate awareness of the art form studied, including the use of appropriate language
• demonstrate awareness of the relationship between the art form and its context
• demonstrate awareness of the links between the knowledge acquired and artwork created.
• demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate language
• demonstrate knowledge of the role of the art form in original or displaced contexts
• use acquired knowledge to inform their artwork.
• demonstrate knowledge and understanding of the art form studied, including concepts, processes and the use of subject-specific terminology
• demonstrate understanding of the role of the art form in original or displaced contexts
• use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.
Criterion B: Developing Skills - (Maximum: 8) • demonstrate the acquisition and
development of the skills and techniques of the art form studied
• demonstrate the application of skills and techniques to create, perform and/or present art.
• demonstrate the acquisition and development of the skills and techniques of the art form studied
• demonstrate the application of skills and techniques to create, perform and/or present art.
• demonstrate the acquisition and development of the skills and techniques of the art form studied
• demonstrate the application of skills and techniques to create, perform and/or present art.
Criterion C: Thinking Creatively - (Maximum: 8) • identify an artistic intention • identify alternatives and
perspectives • demonstrate the exploration of
ideas.
• outline a clear and feasible artistic intention
• outline alternatives, perspectives, and imaginative solutions
• demonstrate the exploration of ideas through the developmental process to a point of realization.
• develop a feasible, clear, imaginative and coherent artistic intention
• demonstrate a range and depth of creative-thinking behaviours
• demonstrate the exploration of ideas to shape artistic intention through to a point of realization
Criterion D: Responding - (Maximum: 8) • identify connections between
art forms, art and context, or art and prior learning
• recognize that the world contains inspiration or influence for art
• evaluate certain elements or principles of artwork.
• outline connections and transfer learning to new settings
• create an artistic response inspired by the world around them
• evaluate the artwork of self and others.
• construct meaning and transfer learning to new settings
• create an artistic response which intends to reflect or impact on the world around them
• critique the artwork of self and others.
Mercedes-Benz International School / Curriculum Handbook 52
Assessment Criteria : Art – Year 1 Maximum: 8
Achi
evem
ent
Leve
l
Criterion A: Knowledge and Understanding
Criterion B : Developing Skills
Criterion C Thinking Creatively
Criterion D: Responding
Level Descriptor Level Descriptor Level Descriptor Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. demonstrates limited
awareness of the art form studied, including
limited use of appropriate language
ii. demonstrates limited awareness of the relationship between the art form and its context
iii. demonstrates limited awareness of the links between the knowledge acquired and artwork created.
The student: i. demonstrates
limited acquisition and development of the skills and techniques of the art form studied
ii. demonstrates limited application of skills and techniques to create, perform and/or present art.
The student: i. identifies a limited artistic
intention ii. identifies limited alternatives
and perspectives iii. demonstrates limited
exploration of ideas.
The student: i. identifies limited
connections between art forms, art and context, or art and prior learning
ii. demonstrates limited recognition that the world contains inspiration or influence for art
iii. presents a limited evaluation of certain elements of artwork.
3–4 The student: i. demonstrates adequate
awareness of the art form studied, including adequate use of appropriate language
ii. demonstrates adequate awareness of the relationship between the art form and its context
iii. demonstrates adequate awareness of the links between the knowledge acquired and artwork created.
The student: i. demonstrates
adequate acquisition and development of the skills and techniques of the art form studied
ii. demonstrates adequate application of skills and techniques to create, perform and/or present art.
The student: i. identifies an adequate artistic
intention ii. identifies adequate
alternatives and perspectives iii. demonstrates adequate
exploration of ideas.
The student: i. identifies adequate
connections between art forms, art and context, or art and prior learning
ii. demonstrates adequate recognition that the world contains inspiration or influence for art
iii. presents an adequate evaluation of certain elements of artwork.
5–6 The student: i. demonstrates
substantial awareness of the art form studied, including substantial use of appropriate language
ii. demonstrates substantial awareness of the relationship between the art form and its context
iii. demonstrates substantial awareness of the links between the knowledge acquired and artwork created.
The student: i. demonstrates
substantial acquisition and development of the skills and techniques of the art form studied
ii. demonstrates substantial application of skills and techniques to create, perform and/or present art.
The student: i. identifies a substantial
artistic intention ii. identifies substantial
alternatives and perspectives iii. demonstrates substantial
exploration of ideas.
The student: i. identifies
substantial connections between art forms, art and context, or art and prior learning
ii. demonstrates substantial recognition that the world contains inspiration or influence for art
iii. presents a substantial evaluation of certain elements of artwork.
Mercedes-Benz International School / Curriculum Handbook 53
7–8 The student:
i. demonstrates excellent awareness of the art form studied, including excellent use of appropriate language
ii. demonstrates excellent awareness of the relationship between the art form and its context
iii. demonstrates excellent awareness of the links between the knowledge acquired and artwork created.
The student: i. demonstrates
excellent acquisition and development of the skills and techniques of the art form studied
ii. demonstrates excellent application of skills and techniques to create, perform and/or present art.
The student: i. identifies an excellent artistic
intention ii. identifies excellent
alternatives and perspectives iii. demonstrates excellent
exploration of ideas.
The student: i. identifies excellent
connections between art forms, art and context, or art and prior learning
ii. demonstrates excellent recognition that the world contains inspiration or influence for art
iii. presents an excellent evaluation of certain elements or principles of artwork.
Mercedes-Benz International School / Curriculum Handbook 54
Assessment Criteria : Art – Year 3 Maximum: 8 Ac
hiev
emen
t Le
vel
Criterion A: Knowledge and Understanding
Criterion B : Developing Skills
Criterion C Thinking Creatively
Criterion D: Responding
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a
standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. demonstrates limited
knowledge of the art form studied, including concepts, processes, and limited use of appropriate language
ii. demonstrates limited knowledge of the role of the art form in original or displaced contexts
iii. demonstrates limited use of acquired knowledge to inform his or her artwork.
The student: i. demonstrates limited
acquisition and development of the skills and techniques of the art form studied
ii. demonstrates limited application of skills and techniques to create, perform and/or present art.
The student: i. presents a limited
outline of an artistic intention, which may lack clarity or feasibility
ii. presents a limited outline of alternatives, perspectives, and imaginative solutions
iii. demonstrates limited exploration of ideas through the developmental process, which may lack a point of realization.
The student: i. presents a limited outline
of connections and may transfer learning to new settings
ii. creates a limited artistic response which is possibly inspired by the world around him or her
iii. presents a limited evaluation of the artwork of self and others.
3–4 The student: i. demonstrates
adequate knowledge of the art form studied, including concepts, processes, and adequate use of appropriate language
ii. demonstrates adequate knowledge of the role of the art form in original or displaced contexts
iii. demonstrates adequate use of acquired knowledge to inform his or her artwork.
The student: i. demonstrates
adequate acquisition and development of the skills and techniques of the art form studied
ii. demonstrates adequate application of skills and techniques to create, perform and/or present art.
The student: i. presents an adequate
outline of a clear and/or feasible artistic intention
ii. presents an adequate outline of alternatives, perspectives, and imaginative solutions
iii. demonstrates adequate exploration of ideas through the developmental process to a point of realization.
The student: i. presents an adequate
outline of connections and occasionally
transfers learning to new settings
ii. creates an adequate artistic response which is occasionally
inspired by the world around him or her
iii. presents an adequate evaluation of the artwork of self and others.
Mercedes-Benz International School / Curriculum Handbook 55
5–6 The student:
i. demonstrates substantial knowledge of the art form studied, including concepts, processes, and substantial use of appropriate language
ii. demonstrates substantial knowledge of the role of the art form in original or displaced contexts
iii. demonstrates substantial use of acquired knowledge to inform his or her artwork.
The student: i. demonstrates
substantial acquisition and development of the skills and techniques of the art form studied
ii. demonstrates substantial application of skills and techniques to create, perform and/or present art.
The student: i. presents a
substantial outline of a clear and feasible artistic intention
ii. presents a substantial outline of alternatives, perspectives, and imaginative solutions
iii. demonstrates substantial exploration of ideas through the developmental process to a point of realization.
The student: i. presents a substantial
outline of connections and regularly
transfers learning to new settings
ii. creates a substantial artistic response which is regularly inspired by the world around him or her
iii. presents a substantial evaluation of the artwork of self and others.
7–8 The student: i. demonstrates
excellent knowledge of the art form studied, including concepts, processes, and excellent use of appropriate language
ii. demonstrates excellent knowledge of the role of the art form in original or displaced contexts
iii. demonstrates excellent use of acquired knowledge to inform his or her artwork.
The student: i. demonstrates
excellent acquisition and development of the skills and techniques of the art form studied
ii. demonstrates excellent application of skills and techniques to create, perform and/or present art.
The student: i. presents an excellent
outline of a clear and feasible artistic intention
ii. presents an excellent outline of alternatives, perspectives, and imaginative solutions
iii. demonstrates excellent exploration of ideas through the developmental process to a point of realization.
The student: i. presents an excellent
outline of connections with depth and insight, and effectively transfers learning to new settings
ii. creates an excellent artistic response which is effectively inspired by the world around him or her
iii. presents an excellent evaluation of the artwork of self and others.
Mercedes-Benz International School / Curriculum Handbook 56
Assessment Criteria : Art – Year 5 Maximum: 8 A
chie
vem
ent
Leve
l
Criterion A: Knowledge and Understanding
Criterion B : Developing Skills
Criterion C Thinking Creatively
Criterion D: Responding
Level Descriptor Level Descriptor Level Descriptor Level Descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. demonstrates limited
knowledge and understanding of the art form studied, including concepts, processes and limited use of subject- specific terminology
ii. demonstrates limited understanding of the role of the art form in original or displaced contexts
iii. demonstrates limited use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.
The student: i. demonstrates limited
acquisition and development of the skills and techniques of the art form studied
ii. demonstrates limited application of skills and techniques to create, perform and/or present art.
The student: i develops a limited
artistic intention, which is rarely feasible, clear, imaginative or coherent
ii demonstrates a limited range or depth of creative-thinking behaviours
iii demonstrates limited exploration of ideas to shape artistic intention, which may reach a point of realization.
The student: i constructs limited
meaning and may transfer learning to new settings
ii creates a limited artistic response, which may intend to reflect or impact on the world around him or her
iii presents a limited critique of the artwork of self and others.
3–4 The student: i. demonstrates
adequate knowledge and understanding of the art form studied, including concepts, processes and adequate use of subject-specific terminology
ii. demonstrates adequate understanding of the role of the art form in original or displaced contexts
iii. demonstrates adequate use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.
The student: i. demonstrates
adequate acquisition and development of the skills and techniques of the art form studied
ii. demonstrates adequate application of skills and techniques to create, perform and/or present art.
The student: i develops an
adequate artistic intention, which is occasionally feasible, clear, imaginative and/or coherent
ii demonstrates an adequate range and depth of creative-thinking behaviours
iii demonstrates adequate exploration of ideas to shape artistic intention through to a point of realization.
The student: i constructs adequate
meaning and occasionally transfers learning to new settings
ii creates an adequate artistic response, which intends to reflect or impact on the world around him or her
iii presents an adequate critique of the artwork of self and others.
Mercedes-Benz International School / Curriculum Handbook 57
5–6 The student:
i. demonstrates substantial knowledge and understanding of the art form studied, including concepts, processes and substantial use of subject-specific terminology
ii. demonstrates substantial understanding of the role of the art form in original or displaced contexts
iii. demonstrates substantial use of acquired knowledge to purposefully inform artistic decisions.
The student: i. demonstrates
substantial acquisition and development of the skills and techniques of the art form studied
ii. demonstrates substantial application of skills and techniques to create, perform and/or present art.
The student: i develops a
substantial artistic intention, which is often feasible, clear, imaginative and coherent
ii demonstrates a substantial range and depth of creative-thinking behaviours
iii demonstrates substantial exploration of ideas to purposefully shape artistic intention through to a point of realization.
The student: i. constructs
appropriate meaning and regularly transfers learning to new settings
ii. creates a substantial artistic response, which intends to reflect or impact on the world around him or her
iii. presents a substantial critique of the artwork of self and others.
7–8 The student: i. demonstrates
excellent knowledge and understanding of the art form studied, including concepts, processes and excellent use of subject-specific terminology
ii. demonstrates excellent understanding of the role of the art form in original or displaced contexts
iii. demonstrates excellent use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.
The student: i. demonstrates
excellent acquisition and development of the skills and techniques of the art form studied
ii. demonstrates excellent application of skills and techniques to create, perform and/or present art.
The student: i develops an
excellent artistic intention, which is consistently feasible, clear, imaginative and coherent
ii demonstrates an excellent range and depth of creative-thinking behaviours
iii demonstrates excellent exploration of ideas to effectively shape artistic intention through to a point of realization.
The student: i. constructs meaning
with depth and insight and effectively transfers learning to new settings
ii. creates an excellent artistic response which intends to effectively reflect or impact on the world around him or her
iii. presents an excellent critique of the artwork of self and others.
Mercedes-Benz International School / Curriculum Handbook 58
PHYSICAL AND HEALTH EDUCATION : OBJECTIVES Criterion A: Knowing and Understanding - (Maximum: 8) At the end of YEAR-1 students should be able to:
At the end of YEAR-3 students should be able to:
At the end of YEAR-5 students should be able to:
• outline physical health education-related factual, procedural and conceptual knowledge
• identify physical and health education knowledge to describe issues and solve problems set in familiar and unfamiliar situations
• apply physical and health terminology to communicate understanding.
• describe physical health education factual, procedural and conceptual knowledge
• apply physical and health education knowledge to explain issues and solve problems set in familiar and unfamiliar situations
• apply physical and health terminology effectively to communicate understanding.
• explain physical health education factual, procedural and conceptual knowledge
• apply physical and health education knowledge to analyse issues and solve problems set in familiar and unfamiliar situations
• apply physical and health terminology effectively to communicate understanding.
Criterion B: Planning for Performance - (Maximum: 8) • construct and outline a plan for
improving health or physical activity
• describe the effectiveness of a plan based on the outcome.
• design and explain a plan for improving physical performance and health
• explain the effectiveness of a plan based on the outcome.
• design, explain and justify plans to improve physical performance and health
• analyse and evaluate the effectiveness of a plan based on the outcome.
Criterion C: Applying and Performing - (Maximum: 8) • recall and apply a range of skills
and techniques effectively • recall and apply a range of
strategies and movement concepts • recall and apply information to
perform effectively.
• demonstrate and apply a range of skills and techniques
• demonstrate and apply a range of strategies and movement concepts
• outline and apply information to perform effectively.
• demonstrate and apply a range of skills and techniques effectively
• demonstrate and apply a range of strategies and movement concepts
• analyse and apply information to perform effectively.
Criterion D: Reflecting and Improving Performance - (Maximum: 8) • identify and demonstrate strategies
to enhance interpersonal skills • identify goals and apply strategies
to enhance performance • describe and summarize
performance.
• describe and demonstrate strategies to enhance interpersonal skills
• outline goals and apply strategies to enhance performance
• explain and evaluate performance.
• explain and demonstrate strategies to enhance interpersonal skills
• develop goals and apply strategies to enhance performance
• analyse and evaluate performance.
Mercedes-Benz International School / Curriculum Handbook 59
Assessment Criteria : Physical and Health Education – Year 1 Maximum: 8 A
chie
vem
ent
Leve
l
Criterion A: Knowing and Understanding
Criterion B : Planning for Performance
Criterion C Applying and Performing
Criterion D: Reflecting and Improving Performance
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach
a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. recalls some physical
health education factual, procedural conceptual knowledge
ii. identifies physical and health education knowledge to outline issues
iii. recalls physical and health terminology.
The student: i. states plans for
improving health or physical activity
ii. states the effectiveness of a plan.
The student: i. recalls some skills and
techniques ii. recalls some strategies
and movement concepts iii. applies information to
perform with limited success.
The student: i. states a strategy to enhance
interpersonal skills ii. states a goal to enhance
performance iii. describes performance.
3–4 The student: i. recalls physical
health education factual, procedural and conceptual knowledge
ii. identifies physical and health education knowledge to outline issues and suggest solutions to problems set in familiar situations
iii. applies physical and health terminology to communicate understanding with limited success.
The student: i. outlines a basic plan for
improving health or physical activity
ii. states the effectiveness of a plan based on the outcome.
The student: i. recalls skills and
techniques ii. recalls strategies and
movement concepts iii. applies information to
perform.
The student: i. lists strategies to enhance
interpersonal skills ii. states a goal and applies
strategies to enhance performance
iii. summarizes performance.
5–6 The student: i. states physical health
education factual, procedural and conceptual knowledge
ii. identifies physical and health education knowledge to outline issues and solve problems set in familiar situations
iii. applies physical and health terminology to communicate understanding.
The student: i. outlines a plan for
improving health or physical activity
ii. identifies the effectiveness of a plan based on the outcome.
The student: i. recalls and applies
skills and techniques ii. recalls and applies a
range of strategies and movement concepts
iii. applies information to perform effectively.
The student: i. identifies strategies to
enhance interpersonal skills ii. lists goals and applies
strategies to enhance performance
iii. outlines and summarizes performance.
Mercedes-Benz International School / Curriculum Handbook 60
7–8 The student:
i. outlines physical health education factual, procedural and conceptual knowledge
ii. identifies physical and health education knowledge to describe issues and solve problems set in familiar and unfamiliar situations
iii. applies physical and health terminology consistently to communicate understanding.
The student: i. constructs and outlines
a plan for improving health or physical activity
ii. describes the effectiveness of a plan based on the outcome.
The student: i. recalls and applies a
range of skills and techniques
ii. recalls and applies a range of strategies and movement concepts
iii. recalls and applies information to perform effectively.
The student: i. identifies and demonstrates
strategies to enhance interpersonal skills
ii. identifies goals and applies strategies to enhance performance
iii. describes and summarizes performance.
Mercedes-Benz International School / Curriculum Handbook 61
Assessment Criteria : Physical and Health Education – Year 3 Maximum: 8 A
chie
vem
ent
Leve
l
Criterion A: Knowing and Understanding
Criterion B : Planning for Performance
Criterion C Applying and Performing
Criterion D: Reflecting and Improving Performance
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a
standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. recalls physical and
health education factual, procedural and conceptual knowledge
ii. identifies physical and health education knowledge to outline issues and suggest solutions to problems set in familiar situations
iii. applies physical and health terminology to communicate understanding with limited success.
The student: i. outlines a plan for
improving physical performance and health
ii. states the effectiveness of a plan based on the outcome.
The student: i. recalls and applies skills
and techniques with limited success
ii. recalls and applies strategies and movement concepts with limited success
iii. recalls and applies information to perform.
The student: i. identifies strategies that
enhance interpersonal skills
ii. lists goals to enhance performance
iii. summarizes performance.
3–4 The student: i. states physical and
health education factual, procedural and conceptual knowledge
ii. identifies physical and health education knowledge to describe issues and to solve problems set in familiar situations
iii. applies physical and health terminology to communicate understanding.
The student: i. constructs and
outlines a plan for improving physical performance and health
ii. outlines the effectiveness of a plan based on the outcome.
The student: i. demonstrates and applies
skills and techniques with limited success
ii. demonstrates and applies strategies and movement concepts with limited success
iii. identifies and applies information to perform.
The student: i. identifies and
demonstrates strategies that enhance interpersonal skills
ii. identifies goals to enhance performance
iii. outlines and summarizes performance.
5–6 The student: i. outlines physical and
health education factual, procedural and conceptual knowledge
ii. applies physical and health education knowledge to describe issues to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations
iii. applies physical and health terminology consistently to communicate understanding.
The student: i. constructs and
explains a plan for improving physical performance and health
ii. describes the effectiveness of a plan based on the outcome.
The student: i. demonstrates and applies
skills and techniques ii. demonstrates and applies
strategies and movement concepts
iii. identifies and applies information to perform effectively.
The student: i. outlines and
demonstrates strategies that enhance interpersonal skills
ii. identifies goals and applies strategies to enhance performance
iii. outlines and evaluates performance.
Mercedes-Benz International School / Curriculum Handbook 62
7–8 The student:
i. describes physical health education factual, procedural and conceptual knowledge
ii. applies physical and health education knowledge to explain issues and
solve problems set in familiar and unfamiliar situations
iii. applies physical and health terminology consistently and effectively to communicate understanding.
The student: i. designs and explains a
plan for improving physical performance and health
ii. explains the effectiveness of a plan based on the outcome.
The student: i. demonstrates and applies
a range of skills and techniques
ii. demonstrates and applies a range of strategies and movement concepts
iii. outlines and applies information to perform effectively.
The student: i. describes and
demonstrates strategies that enhance interpersonal skills
ii. outlines goals and applies strategies to enhance performance
iii. explains and evaluates performance.
Mercedes-Benz International School / Curriculum Handbook 63
Assessment Criteria : Physical and Health Education – Year 5 Maximum: 8 A
chie
vem
ent
Leve
l
Criterion A: Knowing and Understanding
Criterion B : Planning for Performance
Criterion C Applying and Performing
Criterion D: Reflecting and Improving Performance
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a
standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. states physical and
health education factual, procedural and conceptual knowledge
ii. applies physical and health education knowledge to investigate issues and suggest solutions to problems set in familiar situations
iii. applies physical and health terminology to communicate understanding
ith li it d
The student: i. constructs and outlines
a plan to improve physical performance or health
ii. outlines the effectiveness of a plan based on the outcome.
The student: i. demonstrates and applies
skills and techniques with limited success
ii. demonstrates and applies strategies and movement concepts with limited success
iii. recalls information to perform.
The student: i. identifies and
demonstrates strategies to enhance interpersonal skills
ii. identifies goals to enhance performance
iii. outlines and summarizes performance.
3–4 The student: i. outlines physical and
health education factual, procedural and conceptual knowledge
ii. applies physical and health education knowledge to analyse issues and to solve problems set in familiar situations
iii. applies physical and health terminology to communicate understanding.
The student: i. constructs and
describes a plan to improve physical performance or health
ii. explains the effectiveness of a plan based on the outcome.
The student: i. demonstrates and applies
skills and techniques ii. demonstrates and applies
strategies and movement concepts
iii. identifies and applies information to perform.
The student: i. outlines and
demonstrates strategies to enhance interpersonal skills
ii. outlines goals and applies strategies to enhance performance
iii. describes and summarizes performance.
5–6 The student: i. identifies physical and
health education f actual, procedural and conceptual knowledge
ii. applies physical and health education knowledge to analyse issues to
solve problems set in familiar and unfamiliar situations
iii. applies physical and health terminology consistently to communicate understanding.
The student: i. designs and explains a
plan to improve physical performance or health
ii. analyses the effectiveness of a plan based on the outcome.
The student: i. demonstrates and applies a
range of skills and techniques ii. demonstrates and applies a
range of strategies and movement concepts
iii. analyses and applies information to perform.
The student: i. describes and
demonstrates strategies to enhance interpersonal skills
ii. explains goals and applies strategies to enhance performance
iii. explains and evaluates performance.
Mercedes-Benz International School / Curriculum Handbook 64
7–8 The student:
i. explains physical and health education factual, procedural and conceptual knowledge
ii. applies physical and health education knowledge to analyse complex issues to solve complex problems set in familiar and unfamiliar situations
iii. applies physical and health terminology consistently and effectively to communicate understanding
The student: i. designs, explains and
justifies a plan to improve physical performance or health
ii. analyses and evaluates the effectiveness of a plan based on the outcome.
The student: i. demonstrates and applies a
range of complex skills and techniques
ii. demonstrates and applies a range of complex strategies and movement concepts
iii. analyses and applies information to perform effectively.
The student: i. explains and
demonstrates strategies to enhance interpersonal skills
ii. develops goals and applies strategies to enhance performance
iii. analyses and evaluates performance.
Mercedes-Benz International School / Curriculum Handbook 65
DESIGN : OBJECTIVES Criterion A: Inquiring and Analysing – (Maximum: 8) At the end of YEAR-1, students should be able to:
At the end of YEAR-3, students should be able to:
At the end of YEAR-5, students should be able to:
• explain and justify the need for a solution to a problem
• state and prioritize the main points of research needed to develop a solution to the problem
• describe the main features of one existing product that inspires a solution to the problem
• present the main findings of relevant research.
• explain and justify the need for a solution to a problem
• construct a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem
• analyse a group of similar products that inspire a solution to the problem
• develop a design brief, which presents the analysis of relevant research.
• explain and justify the need for a solution to a problem for a specified client/target audience
• identify and prioritize primary and secondary research needed to develop a solution to the problem
• analyse a range of existing products that inspire a solution to the problem
• develop a detailed design brief, which summarizes the analysis of relevant research.
Criterion B: Developing Ideas - (Maximum: 8) • develop a list of success criteria for the
solution
• present feasible design ideas, which can be correctly interpreted by others
• present the chosen design
• create a planning drawing/diagram which outlines the main details for making the chosen solution
• develop a design specification which outlines the success criteria for the design of a solution based on the data collected
• present a range of feasible design ideas, which can be correctly interpreted by others
• present the chosen design and outline the reasons for its selection
• develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution
• develop design specifications, which clearly states the success criteria for the design of a solution
• develop a range of feasible design ideas, which can be correctly interpreted by others
• present the chosen design and justify its selection
• develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution.
Criterion C: Creating the Solution - (Maximum: 8) • outline a plan, which considers the use
of resources and time, sufficient for peers to be able to follow to create the solution
• demonstrate excellent technical skills when making the solution
• followtheplantocreatethesolution,whichfunctionsasintendedlistthechangesmade to the chosen design and plan when making the solution
• present the solution as a whole.
• construct a logical plan, which outlines the efficient use of time and resources, sufficient for peers to be able to follow to create the solution
• demonstrate excellent technical skills when making the solution
• follow the plan to create the solution, which functions as intended explain changes made tot he chosen design and the plan when making the solution.
• present the solution as a whole
• construct logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution
• demonstrate excellent technical skills when making the solution
• follow the plan to create the solution, which functions as intended
• fully justify changes made to the chosen design and plan when making the solution
• present the solution as a whole
Criterion D: Evaluating - (Maximum: 8) • outline simple, relevant testing
methods, which generate data, to measure the success of the solution
• outline the success of the solution against the design specification
• outline how the solution could be improved
• outline the impact of the solution on the client /target audience
• describe detailed and relevant testing methods, which generate accurate data, to measure the success of the solution
• explain the success of the solution against the design specification
• describe how the solution could be improved
• describe the impact of the solution on the client/target audience
• design detailed and relevant testing methods, which generate data, to measure the success of the solution
• critically evaluate the success of the solution against the design specification
• explain how the solution could be improved
• explain the impact of the solution on the client/target audience.
Mercedes-Benz International School / Curriculum Handbook 66
Assessment Criteria : Design – Year 1 Maximum: 8 A
chie
vem
ent
Leve
l Criterion A: Inquiring and Analysing
Criterion B : Developing Ideas
Criterion C Creating the Solution
Criterion D: Evaluating
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not
reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. states the need for a
solution to a problem ii. states the findings of
research.
The student: i. states one basic
success criterion for a solution
ii. presents one design idea, which can be interpreted by others
iii. creates an incomplete planning drawing/diagram.
The student: i. demonstrates minimal
technical skills when making the solution
ii. creates the solution, which functions poorly and is presented in an incomplete form.
The student: i. defines a testing method, which
is used to measure the success of the solution
ii. states the success of the solution.
3–4 The student: i. outlines the need for a
solution to a problem ii. states some points of
research needed to develop a solution, with some guidance
iii. states the main features of an existing product that inspires a solution to the problem
iv. outlines some of the main findings of research.
The student: i. states a few success
criteria for the solution ii. presents more than
one design idea, using an appropriate medium(s) or labels key features, which can be interpreted by others
iii. states the key features of the chosen design
iv. creates a planning drawing/diagram or lists requirements for the creation of the chosen solution.
The student: i. lists the main steps in a
plan that contains some details, resulting in peers having difficulty following the plan to create the solution
ii. demonstrates satisfactory technical skills when making the solution
iii. creates the solution, which partially functions and is adequately presented
iv. states one change made to the chosen design or plan when making the solution.
The student: i. defines a relevant testing
method, which generates data, to measure the success of the solution
ii. states the success of the solution against the design specification based on the results of one relevant test
iii. states one way in which the solution could be improved
iv. states one way in which the solution can impact the client/target audience.
5–6 The student: i. explains the need for a
solution to a problem ii. states and prioritizes
the main points of research needed to develop a solution to the problem, with some guidance
iii. outlines the main features of an existing product that inspires a solution to the problem
iv. outlines the main findings of relevant research.
The student: i. develops a few
success criteria for the solution
ii. presents a few feasible design ideas, using an appropriate medium(s) and labels key features, which can be interpreted by others
iii. presents the chosen design stating the key features
iv. creates a planning drawing/diagram and lists the main details for the creation of the chosen solution.
The student: i. lists the steps in a plan,
which considers time and resources, resulting in peers being able to follow the plan to create the solution
ii. demonstrates competent technical skills when making the solution
iii. creates the solution, which functions as intended and is presented
appropriately iv. states one change made
to the chosen design and plan when making the solution.
The student: i. defines relevant testing
methods, which generate data, to measure the success of the solution
ii. states the success of the solution against the design specification based on relevant product testing
iii. outlines one way in which the solution could be improved
iv. outlines the impact of the solution on the client/target audience, with guidance.
Mercedes-Benz International School / Curriculum Handbook 67
7–8 The student:
i. explains and justifies the need for a solution to a problem
ii. states and prioritizes the main points of research needed to develop a solution to the problem, with minimal guidance
iii. describes the main features of an existing product that inspires a solution to the problem
iv. presents the main findings of relevant research.
The student: i. develops a list of
success criteria for the solution
ii. presents feasible design ideas, using an appropriate medium(s) and outlines the key features, which can be correctly interpreted by others
iii. presents the chosen design describing the key features
iv. creates a planning drawing/diagram, which outlines the main details for making the chosen solution.
The student: i. outlines a plan, which
considers the use of resources and time, sufficient for peers to be able to follow to create the solution
ii. demonstrates excellent technical skills when making the solution
iii. follows the plan to create the solution, which functions as intended and is presented appropriately
iv. lists the changes made to the chosen design and plan when making the solution.
The student: i. outlines simple, relevant testing
methods, which generate data, to measure the success of the solution
ii. outlines the success of the solution against the design specification based on authentic product testing
iii. outlines how the solution could be improved
iv. outlines the impact of the solution on the client/target audience.
Mercedes-Benz International School / Curriculum Handbook 68
Assessment Criteria : Design – Year 3 Maximum: 8 A
chie
vem
ent
Leve
l Criterion A: Inquiring and Analysing
Criterion B : Developing Ideas
Criterion C Creating the Solution
Criterion D: Evaluating
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a
standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. states the need for a
solution to a problem ii. states some of the main
findings of relevant research.
The student: i. lists a few basic success
criteria for the design of a solution
ii. presents one design idea, which can be interpreted by others
iii. creates incomplete planning drawings/diagrams.
The student: i. demonstrates minimal
technical skills when making the solution
ii. creates the solution, which functions poorly and is presented in an incomplete form.
The student: i. describes a testing method, which
is used to measure the success of the solution
ii. states the success of the solution.
3–4 The student: i. outlines the need for a
solution to a problem ii. states the research
needed to develop a solution to the problem, with some guidance
iii. outlines one existing product that inspires a solution to the problem
iv. develops a basic design brief, which outlines some of relevant research.
The student: i. constructs a list of the
success criteria for the design of a solution
ii. presents a few feasible design ideas, using an appropriate medium(s) or explains key features, which can be interpreted by others
iii. outlines the main reasons for choosing the design with reference to the design specification
iv. creates planning drawings/diagrams or lists requirements for the chosen solution.
The student: i. outlines each step in a plan
that contains some details, resulting in peers having difficulty following the plan to create the solution
ii. demonstrates satisfactory technical skills when making the solution
iii. creates the solution, which partially functions and is adequately
presented iv. outlines changes made to the
chosen design or plan when making the solution.
The student: i. describes a relevant testing
method, which generates data, to measure the success of the solution
ii. outlines the success of the solution against the design specification based on relevant product testing
iii. lists the ways in which the solution could be improved
iv. outlines the impact of the solution on the client/target audience.
5–6 The student: i. explains the need for a
solution to a problem ii. constructs a research
plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem, with some guidance
iii. describes a group of similar products that inspire a solution to the problem
iv. develops a design brief, which outlines the findings of relevant research.
The student: i. develops design
specifications, which identify the success criteria for the design of a solution
ii. presents a range of feasible design ideas, using an appropriate medium(s) and explains key features, which can be interpreted by others
iii. presents the chosen design and outlines the main reasons for its selection with reference to the design specification
iv. develops accurate planning drawings/diagrams and lists requirements for th ti f th h
The student: i. constructs a plan, which
considers time and resources, sufficient for peers to be able to follow to create the solution
ii. demonstrates competent technical skills when making the solution
iii. creates the solution, which functions as intended and is presented
appropriately iv. outlines changes made to the
chosen design and plan when making the solution.
The student: i. describes relevant testing
methods, which generate data, to measure the success of the solution
ii. describes the success of the solution against the design specification based on relevant product testing
iii. outlines how the solution could be improved
iv. describes the impact of the solution on the client/target audience, with guidance.
Mercedes-Benz International School / Curriculum Handbook 69
7–8 The student:
i. explains and justifies the need for a solution to a problem
ii. constructs a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem independently
iii. analyses a group of similar products that inspire a solution to the problem
iv. develops a design brief, which presents the analysis of relevant research.
The student: i. develops a design
specification which outlines the success criteria for the design of a solution based on the data collected
ii. presents a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be correctly interpreted by others
iii. presents the chosen design and outlines the reasons for its selection with reference to the design specification
iv. develops accurate planning drawings / diagrams and outlines
requirements for the creation of the chosen
The student: i. constructs a logical plan,
which outlines the efficient use of time and resources, sufficient for peers to be able to follow to create the solution
ii. demonstrates excellent technical skills when making the solution
iii. follows the plan to create the solution, which functions as intended and is presented appropriately
iv. explains changes made to the chosen design and plan when making the solution.
The student: i. describes detailed and relevant
testing methods, which generate accurate data, to measure the
success of the solution ii. explains the success of the solution
against the design specification based on authentic product testing
iii. describes how the solution could be improved
iv. describes the impact of the solution on the client/target audience.
Mercedes-Benz International School / Curriculum Handbook 70
Assessment Criteria : Design – Year 5 Maximum: 8 A
chie
vem
ent
Leve
l
Criterion A: Inquiring and Analysing
Criterion B : Developing Ideas
Criterion C Creating the Solution
Criterion D: Evaluating
Level Descriptor Level Descriptor Level Descriptor Level Descriptor 0 The student does not reach a
standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1–2 The student: i. states the need for a
solution to a problem for a specified client/target audience
ii. develops a basic design brief, which states the findings of relevant research.
The student: i. lists some basic design
specifications for the design of a solution
ii. presents one design, which can be interpreted by others
iii. creates incomplete planning drawings/ diagrams.
The student: i. demonstrates minimal
technical skills when making the solution
ii. creates the solution, which functions poorly and is presented in an incomplete form.
The student: i. designs a testing method, which is
used to measure the success of the solution
ii. states the success of the solution.
3–4 The student: i. outlines the need for a
solution to a problem for a specified client/target audience
ii. outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some guidance
iii. analyses one existing product that inspires a solution to the problem
iv. develops a design brief, which outlines the analysis of relevant research.
The student: i. lists some design
specifications, which relate to the success criteria for the design of a solution
ii. presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others
iii. justifies the selection of the chosen design with reference to the design specification
iv. creates planning drawings/diagrams or lists requirements for the creation of the chosen solution.
The student: i. constructs a plan that
contains some production details, resulting in peers having difficulty following the plan
ii. demonstrates satisfactory technical skills when making the solution
iii. creates the solution, which partially functions and is adequately
presented iv. outlines changes made to
the chosen design and plan when making the solution.
The student: i. designs a relevant testing method,
which generates data, to measure the success of the solution
ii. outlines the success of the solution against the design specification based on relevant product testing
iii. outlines how the solution could be improved
iv. outlines the impact of the solution on the client/target audience.
5–6 The student: i. explains the need for a
solution to a problem for a specified client/target audience
ii. constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem, with some guidance
iii. analyses a range of existing products that inspire a solution to the problem
iv. develops a design brief, which explains the analysis of relevant research.
The student: i. develops design
specifications, which outline the success criteria for the design of a solution
ii. develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others
iii. presents the chosen design and justifies its selection with reference to the design specification
iv. develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.
The student: i. constructs a logical plan,
which considers time and resources, sufficient for peers to be able to follow to create the solution
ii. demonstrates competent technical skills when making the solution iii. creates the solution, which functions as intended and is presented
appropriately iv. describes changes made to
the chosen design and plan when making the solution.
The student: i. designs relevant testing methods,
which generate data, to measure the success of the solution
ii. explains the success of the solution against the design specification based on relevant product testing
iii. describes how the solution could be improved
iv. explains the impact of the solution on the client/target audience, with guidance.
Mercedes-Benz International School / Curriculum Handbook 71
7–8 The student:
i. explains and justifies the need for a solution to a problem for a client/
target audience ii. constructs a detailed
research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently
iii. analyses a range of existing products that inspire a solution to the problem in detail
iv. develops a detailed design brief, which summarizes the analysis of relevant research.
The student: i. develops detailed design
specifications, which explain the success criteria for the design of a solution based on the analysis of the research
ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others
iii. presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification
iv. develops accurate and detailed planning drawings/diagrams and
outlines requirements for the creation of the chosen solution.
The student: i. constructs a detailed and
logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution
ii. demonstrates excellent technical skills when making the solution.
iii. follows the plan to create the solution, which functions as intended and is presented appropriately
iv. fully justifies changes made to the chosen design and plan when making the solution.
The student: i. designs detailed and relevant
testing methods, which generate data, to measure the success of the solution
ii. critically evaluates the success of the solution against the design specification based on authentic product testing
iii. explains how the solution could be improved
iv. explains the impact of the product on the client/target audience.
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GRADE BOUNDARIES AND FINAL GRADES
On IB documents all MYP subjects receive final grades in the range from 1 to 7. The general IB grade descriptors indicate the achievement required for the award of each grade. These descriptors are used when determining grade boundaries in each of the subjects and appear on the back of the record of achievement. The grade boundary guidelines for all subject groups and the personal project, which will be used in the year 5 of moderation for determining the award of the MYP certificate, are as follows.
Grade Boundaries 1 01–05 2 06–09 3 10–14 4 15–18 5 19–23 6 24–27 7 28–32
Summary: From final assessment to IB grades 1. Where more than one teacher is involved, common standards are set (standardization
of internal assessment). 2. Student performance is assessed against the published assessment criteria for each
subject. 3. Criterion levels totals for each subject are established for each student. 4. Teachers apply the grade boundaries to estimate the final grade for the student in
each subject. In the case of moderation, please note that these are estimated grades and may change as a result of the moderation process.
At this stage each student will have an (estimated) grade for each subject and the personal project.
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MYP GENERAL GRADE DESCRIPTORS
The grade descriptors appear on the back of the Record of Achievement. Grade Boundary
Guidelines Descriptors
1 1-5 Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
2 6-9 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
3 10-14 Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.
4 15-18 Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
5 19-23 Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations, and, with support, some unfamiliar real-world situations.
6 24-27 Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real- world situations, often with independence.
7 28-32 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.
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COMMAND TERMS AND APPROACHES TO LEARNING
The command terms are embedded in the objectives and assessment criteria of each subject area in the MYP. For example, in MYP sciences students are expected to “apply scientific knowledge and understanding to solve problems”; in MYP language A students “compare and contrast works, and connect themes across and within genres”; and in MYP arts students “reflect critically on their own artistic development and processes at different stages of their work”.
The command terms and ATL MYP approaches to learning (ATL) give students the opportunity to develop a range of learning skills and strategies that will allow them to become more effective and reflective learners.
ATL skills areas include: organization, collaboration, communication, information literacy, reflection, thinking and transfer skills. Alongside the development of cognitive (thinking) skills, ATL promotes the development of attitudes and dispositions important for lifelong learning. It is through ATL that students are given the opportunity to reflect upon their own learning (metacognition), become aware of how they learn best, and consequently develop effective lifelong learning habits. Students are more likely to develop deeper conceptual understanding when they are aware of their own learning and can identify the type of thinking to draw upon in different contexts.
As teachers integrate ATL within subject content, they explicitly provide appropriate opportunities for the development of a range of learning skills and strategies, including those related to the use and application of the command terms.
The outcome of using command terms is that students understand and know what to do when asked to “describe” as opposed to “discuss”, or to “infer” as opposed to “explain”. An understanding and mastery of the command terms is an ATL skill that can be applied in new situations across the MYP subject groups as well as in further courses, such as those of the DP.
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ATL – APPROACHES TO LEARNING
The MYP extends IB Approaches to Learning (ATL) skills categories into 10 developmentally appropriate clusters. This framework provides common ground from which schools can develop their own ATL planning based on MYP units, student needs, and local circumstances and requirements. ATL skills are often interconnected. Individual skills and skills clusters frequently overlap and may be relevant to more than one skill category. Some of the key questions to be answered by students with respect to ATL skills include the following.
• What are my present skills in this area and what evidence do I have of my development?
• What skills can I improve?
• What new skills can I learn? When specific ATL skills become an explicit focus for teaching and learning, students can begin to take responsibility for their own development. Over time, students can identify themselves and their competence in any learning strategy using terms like the following. • Novice/beginning—students are introduced to the skill, and can watch others per forming
it (observation)
• Learner/developing—students copy others who use the skill and use the skill with scaffolding and guidance (emulation)
• Practitioner/using—students employ the skill confidently and effectively (demonstration)
• Expert/sharing—students can show others how to use the skill and accurately assess
how effectively the skill is used (self-regulation) A concept-driven curriculum that uses ATL skills effectively enables all students to become stronger, more self-regulated learners.
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Communication
I. Communication Skills How can students communicate through interaction?
Exchanging thoughts, messages and information effectively through interaction • Give and receive meaningful feedback • Use intercultural understanding to interpret communication • Use a variety of speaking techniques to communicate with a variety of
audiences • Use appropriate forms of writing for different purposes and audiences • Use a variety of media to communicate with a range of audiences • Interpret and use effectively modes of non-verbal communication • Negotiate ideas and knowledge with peers and teachers • Participate in, and contribute to, digital social media networks • Collaborate with peers and experts using a variety of digital
environments and media • Share ideas with multiple audiences using a variety of digital
environments and media
How can students demonstrate communication through language?
Reading, writing and using language to gather and communicate information • Read critically and for comprehension • Read a variety of sources for information and for pleasure • Make inferences and draw conclusions • Use and interpret a range of discipline-specific terms and symbols • Write for different purposes • Understand and use mathematical notation • Paraphrase accurately and concisely • Preview and skim texts to build understanding • Take effective notes in class • Make effective summary notes for studying • Use a variety of organizers for academic writing tasks • Find information for disciplinary and interdisciplinary inquiries, using a
variety of media • Organize and depict information logically • Structure information in summaries, essays and reports
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Social
II. Collaboration Skills How can students collaborate?
Working effectively with others • Use social media networks appropriately to build and develop
relationships • Practise empathy • Delegate and share responsibility for decision-making • Help others to succeed • Take responsibility for one’s own actions • Manage and resolve conflict, and work collaboratively in teams • Build consensus • Make fair and equitable decisions • Listen actively to other perspectives and ideas • Negotiate effectively • Encourage others to contribute • Exercise leadership and take on a variety of roles within groups • Give and receive meaningful feedback • Advocate for one’s own rights and needs
Self-Management
III. Organization Skills How can students demonstrate organization skills?
Managing time and tasks effectively • Plan short- and long-term assignments; meet deadlines • Create plans to prepare for summative assessments (examinations
and performances) • Keep and use a weekly planner for assignments • Set goals that are challenging and realistic • Plan strategies and take action to achieve personal and academic
goals • Bring necessary equipment and supplies to class • Keep an organized and logical system of information files/notebooks • Use appropriate strategies for organizing complex information • Understand and use sensory learning preferences (learning styles) • Select and use technology effectively and productively
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IV. Affective Skills How can students manage their own state of mind?
Managing state of mind • Mindfulness – Practise focus and concentration – Practise strategies to develop mental focus – Practise strategies to overcome distractions – Practise being aware of body–mind connections • Perseverance
– Demonstrate persistence and perseverance – Practise delaying gratification • Emotional management – Practise strategies to overcome impulsiveness and anger – Practise strategies to prevent and eliminate bullying – Practise strategies to reduce stress and anxiety • Self-motivation – Practise analysing and attributing causes for failure – Practise managing self-talk – Practise positive thinking • Resilience – Practise “bouncing back” after adversity, mistakes and failures – Practise “failing well” – Practise dealing with disappointment and unmet expectations – Practise dealing with change
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V. Reflection Skills How can students be reflective?
(Re)considering the process of learning; choosing and using ATL skills • Develop new skills, techniques and strategies for effective learning • Identify strengths and weaknesses of personal learning strategies (self-assessment) • Demonstrate flexibility in the selection and use of learning strategies • Try new ATL skills and evaluate their effectiveness • Consider content
– What did I learn about today? – What don’t I yet understand? – What questions do I have now?
• Consider ATL skills development – What can I already do? – How can I share my skills to help peers who need more practice? – What will I work on next?
• Consider personal learning strategies – What can I do to become a more efficient and effective learner? – How can I become more f flexible in my choice of learning strategies? – What factors are important for helping me learn well?
• Focus on the process of creating by imitating the work of others • Consider ethical, cultural and environmental implications • Keep a journal to record reflections
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Research VI Information Skills How can students demonstrate information literacy?
Finding, interpreting, judging and creating information • Collect, record and verify data • Access information to be informed and inform others • Make connections between various sources of information • Understand the benefits and limitations of personal sensory learning
preferences when accessing, processing and recalling information • Use memory techniques to develop long-term memory • Present information in a variety of formats and platforms • Collect and analyse data to identify solutions and make informed
decisions • Process data and report results • Evaluate and select information sources and digital tools based on
their appropriateness to specific tasks • Understand and use technology systems • Use critical-literacy skills to analyse and interpret media
communications • Understand and implement intellectual property rights • Create references and citations, use footnotes/endnotes and
construct a bibliography according to recognized conventions • Identify primary and secondary sources
VII Media Literacy Skills How can students demonstrate media literacy?
Interacting with media to use and create ideas and information • Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks) • Demonstrate awareness of media interpretations of events and ideas (including digital social media) • Make informed choices about personal viewing experiences • Understand the impact of media representations and modes of presentation • Seek a range of perspectives from multiple and varied sources • Communicate information and ideas effectively to multiple audiences using a variety of media and formats • Compare, contrast and draw connections among (multi)media resources
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Thinking
VIII. Critical-Thinking Skills How can students think critically?
Analysing and evaluating issues and ideas • Practise observing carefully in order to recognize problems • Gather and organize relevant information to formulate an argument • Recognize unstated assumptions and bias • Interpret data • Evaluate evidence and arguments • Recognize and evaluate propositions • Draw reasonable conclusions and generalizations • Test generalizations and conclusions • Revise understanding based on new information and evidence • Evaluate and manage risk • Formulate factual, topical, conceptual and debatable questions • Consider ideas from multiple perspectives • Develop contrary or opposing arguments • Analyse complex concepts and projects into their constituent parts and
synthesize them to create new understanding • Propose and evaluate a variety of solutions • Identify obstacles and challenges • Use models and simulations to explore complex systems and issues • Identify trends and forecast possibilities • Troubleshoot systems and applications
IX. Creative-Thinking Skills How can students be creative?
Generating novel ideas and considering new perspectives • Use brainstorming and visual diagrams to generate new ideas and
inquiries • Consider multiple alternatives, including those that might be unlikely or
impossible • Create novel solutions to authentic problems • Make unexpected or unusual connections between objects and/or ideas • Design improvements to existing machines, media and technologies • Design new machines, media and technologies • Make guesses, ask “what if” questions and generate testable hypotheses • Apply existing knowledge to generate new ideas, products or processes • Create original works and ideas; use existing works and ideas in new
ways • Practise flexible thinking—develop multiple opposing, contradictory and
complementary arguments • Practise visible thinking strategies and techniques • Generate metaphors and analogies
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X. Transfer Skills How can students transfer skills and knowledge across disciplines and subject groups?
Using skills and knowledge in multiple contexts • Use effective learning strategies in subject groups and disciplines • Apply skills and knowledge in unfamiliar situations • Inquire in different contexts to gain a different perspective • Compare conceptual understanding across multiple subject groups
and disciplines • Make connections between subject groups and disciplines • Combine knowledge, understanding and skills to create products or
solutions • Transfer current knowledge to learning of new technologies • Change the context of an inquiry to gain different perspectives
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GLOSSARY - COMMAND TERMS IN THE MYP
The command terms listed are used to define the thinking skills that MYP students are expected to demonstrate. The definitions may vary when used in other contexts.
Command Terms MYP Definitions
Analyse Break down in order to bring out the essential elements or structure. To identify parts and relationships, and to interpret information to reach conclusions.
Annotate Add brief notes to a diagram or graph.
Apply Use knowledge and understanding in response to a given situation or real circumstances.
Appraise Evaluate, judge or consider text or a piece of work.
Argue Challenge or debate an issue or idea with the purpose of persuading or committing someone else to a particular stance or action.
Calculate Obtain a numerical answer showing the relevant stages in the working.
Classify Arrange or order by class or category.
Comment Give a judgment based on a given statement or result of a calculation.
Compare Give an account of the similarities between two(or more) items or situations, referring to both(all) of them throughout.
Compare and contrast
Give an account of the similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.
Construct Develop information in a diagrammatic or logical form.
Contrast Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.
Deduce Reach a conclusion from the information given.
Define Give the precise meaning of a word, phrase, concept or physical quantity.
Demonstrate Prove or make clear by reasoning or evidence, illustrating with examples or practical application.
Derive Manipulate a mathematical relationship to give a new equation or relationship.
Describe Give a detailed account or picture of a situation, event, pattern or process.
Design Produce a plan, simulation or model.
Determine Obtain the only possible answer.
Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.
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Distinguish Make clear the differences between two or more concepts or items.
Document Credit sources of information used by referencing (or citing) following one recognized referencing system. References should be included in the text and also at the end of the piece of work in a reference list or bibliography.
Estimate Find an approximate value for an unknown quantity.
Evaluate Assess the implications and limitations; make judgments about the ideas, works, solutions or methods in relation to selected criteria.
Examine Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.
Exemplify Represent with an example.
Explain Give a detailed account including reasons or causes.
Explore Under take a systematic process of discovery.
Formulate Express precisely and systematically the relevant concept(s) orargument(s).
Identify Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing factor feature.
Infer Deduce; reason from premises to a conclusion. Listen or read beyond what has been literally expressed.
Interpret Use knowledge and understanding to recognize trends and draw conclusions from given information.
Investigate Observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions.
Justify Give valid reasons or evidence to support an answer or conclusion.
Label Add title, labels or brief explanation(s)to a diagram or graph.
List Give a sequence of brief answers with no explanation.
Measure Find the value for a quantity.
Outline Give a brief account.
Predict Give an expected result of an upcoming action or event.
Present Offer for display, observation, examination or consideration.
Prove Use a sequence of logical steps to obtain the required result in a formal way.
Recall Remember or recognize from prior learning experiences.
Reflect Think about deeply; consider.
Recognize Identify through patterns or features.
Show Give the steps in a calculation or derivation.
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Sketch Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.
Solve Obtain the answer(s) using appropriate methods.
State Give a specific name, value or other brief answer without explanation or calculation.
Suggest Propose a solution, hypothesis or other possible answer.
Summarize Abstract a general theme or major point(s).
Synthesize Combine different ideas in order to create new understanding.
Use Apply knowledge or rules to put theory into practice.
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REPORTING TO PARENTS
Reporting is done formally 4 times in the academic year through the following mode:
October Settling in Reports for new students
Parents-Teachers Meeting for discussing ATL skills
December First Semester Report
Parents-Teachers meeting
April Student Led Conference
June Second Semester Report
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ACADEMIC HONESTY
MBIS Upper School Position on Academic Honesty Being honest is highlighted in the MBIS handbook as a key quality we expect from our school community. Being ‘academically honest’, means that all your work is your own, unless you have clearly stated that it has been done by or with someone else. The Mercedes-Benz International School regards academic honesty as an essential part of the academic, social and emotional development of all students. Definitions of Dishonest Behaviour Cheating is the use of unauthorized materials or assistance to gain an unfair advantage.
Plagiarism is presenting someone else’s words or ideas as your own without giving proper recognition of where you got your information from.
Collusion occurs when one student gets help from another student to commit academic dishonesty. While group work is often encouraged, unauthorized collaboration is considered cheating. You must be clear about your teacher’s boundaries on teamwork or helping someone else for any given task. If you help someone else to cheat, then you too are committing academic dishonesty. Working with another student on an individual assessment is also collusion.
Examples
Academic dishonesty includes but is not limited to the following examples:
1. Presenting materials taken from sources, such as books, journals, newspapers or the Internet, without appropriate documentation.
2. Submitting another person's work as one's own (e.g. other students, parents, siblings) 3. Copying another student's homework, test, quiz, project, book report, or assignment. 4. Stealing copies of tests or answer keys. 5. Changing answers on a test, assignment, or project after grading. 6. Changing grades in a grade book or altering a computer grading program. 7. Using programmable calculators in a manner not specified by the teacher. 8. Unauthorized editing. Teachers often encourage pair and group work (e.g. editing a
partner’s writing) but extensive re-writing of a piece for someone else will not be permitted.
9. Unauthorized use of an electronic translator for foreign language. 10. Making up false data in an assignment e.g. a Science lab. 11. Using hidden notes on a test. 12. Attempting to receive credit for the same work in two different classes without teacher
permission. 13. Faking illness and/or arranging absences for the purpose of avoiding a test or project due date. 14. Allowing another student to copy a homework assignment, test, quiz, project, book report,
assignment, or take-home test. 15. Providing or accepting information regarding specific test content.
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On our campus we now have the facility of Wi-Fi access. MYP/DP students and staff can avail this facility for their laptops; the following rules apply:
• Laptops will be given to school IT administrator for configuring the wireless access on stipulated days only.
• Anti-virus software will be loaded (if necessary). • Laptops will be monitored continuously. • Laptops will be barred if found not being used purposefully. • Wi-Fi access is only for Internet browsing for educational & research purposes. • Downloading music/videos/games is barred. • Uptime and speed is dependable on usage and time of the day. • The School will reserve the right to bar access to the Wi-Fi if this is abused. • Disciplinary sanctions will follow if a student misuses the Wi-Fi access.
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FIELD TRIPS
The field trip is an important aspect of our school philosophy and all children are expected to take part. Parents should know from the time of joining the school that field trips are a part of our curriculum.
Field trips are planned for all students in the school. The duration and complexity of the trip varies depending upon the age and ability of the group involved. Each field trip builds upon the one before.
Field trips for the youngest students may only be an hour long whereas those for older students may extend beyond a week. The complexity of the field trip and the demands upon the student increase year by year.
The field trip is not simply an outing, it is an integral part of the curriculum and provides stimulus for much interesting study and further research. Although the trip may have a special focus (e.g. Rajasthan), the trip will be cross-curricular and planning should involve teachers of various disciplines and responsibilities to maximize the education experience. Not all the teachers involved in the planning may accompany the trip.
Over the years resources are built up which help in the organisation of further trips. These resources are carefully stored for future use. The trip should expose the students to cultural, religious and aesthetic experiences which might not be available at school. Students should expect to be taken to visit museums, galleries, and areas of natural interest they might otherwise not encounter.
The field trip provides many other benefits besides giving real experience to the quality of teaching and learning:
1. Shared experience and common ground for study 2. New environments and cultural exposure 3. An awareness of the host country, its people and its place in the world 4. The opportunity to learn to live together 5. Unique opportunities to develop the areas of interaction 6. Independence and self-assurance away from home 7. Responsibility and learning to become a better citizen 8. Meeting students in others schools 9. Opportunity for staff/student interaction and staff development.
Major Field Trips are funded by the parents. As far as possible the costs are kept down and school resources are used to reduce expenditure. Smaller trips are funded by the school but within a budget. The field trip should pay for itself from the parental contribution. Careful budgeting is required for this.
Safety on the trips is of paramount importance and trips should be meticulously planned. The safety and suitability of destinations should be checked before students visit them.
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Teachers are expected to support and participate in school trips. The trip is often an opportunity for a teacher to get to know students better, to extend their teaching skills in a different environment and to meet other professionals from other schools.
During the longer trips for MYP students the school will be closed and any non-participating student will be requested to study at home. Teachers not on the trip are deployed to other responsibilities.
MYP/DP Field Trips will often contain an important Community and Service element. In the event a student does not participate on such a trip, the student will be expected to make up for this lost element which should be done in agreement with the Community and Service or CAS Coordinators.
Day Trips
1. A week’s notice is generally given before a field trip and information is sent home in the form of a letter to the parent.
2. Field trips will be arranged as part of the curriculum and attendance is compulsory 3. Students will be appropriately dressed in a school T-Shirt for field trips. 4. Students should bring all the equipment described in the field trip information letter. 5. In the case of students needing transport home at the end of a field trip, this will be clearly
indicated in a tear off slip accompanying the letter of information. 6. Students are expected to behave according to the standards set for student behaviour within
the school.
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AFTER SCHOOL ACTIVITIES
ACTIVITY
1. E-Sports (Lunch Time Activity)
2. Chess Club (Lunch Time Activity)
3. Art Club (for DP Students)
4. Badminton Club
5. Baseball
6. Basket Ball Club
7. Boxing Club
8. Choir
9. Cricket Club
10. Crafting for a Cause
11. DP – Geography Club
12. Environmental Club
13. Fitness Club
14. Floor Hockey
15. Football Boys/Girls
16. French Support Club
17. Futsal Club
18. German Support Club
19. Global Dance Club
20. Global Citizen World Peace Keeper Programme
21. Korean Club
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22. Marathi Conversation Club
23. MBIS Yearbook
24. Model United Nations (MUN)
25. Origami Club
26. Quiz and Debate Club
27. SAT Training
28. School Band
29. Student Council
30. Swimming Club
31. Tabla Club
32. Table Tennis
33. Yoga
34. Zumba Fitness
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SUBJECT - GLOSSARY
Language Acquisition
Term Definition Accuracy Accuracy, appropriateness and effect in writing refers to use of transitional devices,
tenses, word use and word order, accents, register and spelling. Accuracy, appropriateness and effect in speaking refers to use of transitional devices, tenses, word use and word order, register, pronunciation and intonation.
Aspects of style The use of literary devices such as register, tone, alliteration, onomatopoeia, exaggeration, genre, metaphor, simile, and so on.
Cohesive devices
The grammatical and/or lexical items that give coherence to the text as a whole, as well as punctuation and paragraphing.
Communication Oral communication encompasses all aspects of listening and speaking. Oral skills are essential for language development, for learning and for relating to others. Listening (the receptive mode) and speaking (the expressive mode) work together in a transactional process between listeners and speakers. Oral communication enables students to construct meaning through the process of articulating thoughts and internalizing meaning from speech in a variety of ways. Role plays, interviews, oral presentations, discussions, debates, lectures, speeches and drama are all examples of learning experiences in which students may engage in order to develop their oral communication skills both as speakers and listeners. Some oral communication tasks will involve a single, main speaker whereas other oral communication tasks will involve multiple, interacting speakers. Speakers may be face-to-face or digital participants in oral exchange. Visual communication encompasses all aspects of viewing and interpreting text and multimedia in a variety of situations and for a range of purposes and audiences. Visual texts are constructed to convey meaning and engage viewers in accessing information and interpreting thoughts, ideas and feelings. They allow students to understand the interplay of image and language to convey cultural facts, ideas, values and attitudes. Visual texts may be paper, electronic or live, observable forms of communication constructed to present information. Learning to interpret this information and to understand and use different media develops invaluable skills. Symbols and signs, graphs, tables, diagrams, leaflets, brochures, posters, advertisements, cartoons, comics, graphic novels, television programmes, films, music video clips, newspapers, magazines, websites and dramatic interpretations are all examples of visual text types with which students may engage in order to develop their visual interpretation skills.
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Communication Written communication encompasses all aspects of reading and writing. Reading is
constructing meaning from text by making inferences and interpretations. The process of reading is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, as well as the author’s techniques and effects. The ability to read and comprehend fiction and non-fiction is essential for the process of inquiry. Students need to be able to identify, synthesize and apply useful and relevant information from written text. When students engage or interact with the text, they make connections, reflect on feelings and actions, imagine themselves in another’s situation, gain perspectives and develop empathy. Writing is a way of expressing ourselves. It allows us to develop, organize and communicate thoughts, feelings, ideas, opinions and information. Fiction and non-fiction in a variety of genres, for example, short stories, novels, biographies, autobiographies, diaries, letters, cartoons, graphic novels, poetry, song lyrics, drama, screenplays, advertisements, blogs, emails, websites, brochures, leaflets, editorials, interviews, magazine articles, reports, instructions and guidelines are all examples of text types with which students may engage in order to develop their written communication skills both as readers and writers. Note: The examples above do not constitute a definitive list, and teachers may wish to incorporate other text types into classroom practice.
Constructing meaning
Constructing meaning refers to creating an understanding about something; interpreting facts, an opinion, an idea or an event that has been read, viewed, listened to. The next step is to interact or engage with the text; this is when students relate the event or idea or experiences to their own experiences, ideas, opinions. It is hoped that students can empathize as a result of the understandings and insights gained.
Context The constellation of events and situational factors (physical and others), both internal and external to a person, in which acts of communication are embedded (Council of Europe 2001). Interpersonal and cultural contexts are embedded in all communication between two or more people. The cultural contexts are the learned behaviours and rules that frame these interactions. In the early phases, the simple interpersonal and cultural contexts may include ways of greeting and forms of address, gestures, eye contact, body language and personal space considerations. In the later phases, they may include negotiating, solving problems, agreeing and disagreeing.
Continuum A tool to identify and map a student’s language development. A diagnostic tool to assist teachers in planning language learning experiences for students, and for monitoring and assessing their language development. Recognizing that learners enter the programme at different ages and with varying levels and domains of language experience, a sequence of development phases enables the teacher to identify current levels and plan learning experiences leading on to subsequent phases.
Critical literacy The ability to question, challenge and evaluate the meanings and purposes of texts. The skills to compose, respond to, analyse and evaluate written, spoken, visual and multimedia texts from various perspectives. It involves an understanding of the ways in which values and attitudes are communicated through language, including how subject matter, point of view and language embody assumptions about issues such as culture, gender and ethnicity.
Critical stance A perspective or point of view taken by a reader or viewer. It involves the reader or viewer questioning the position presented in a text and developing his or her own ideas in response to the text.
Critical thinking Specific cognitive skills, such as analysing and interpreting, used to consider ideas, arguments and points of view, and to reach a conclusion.
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Digital text Text read or viewed by electronic means. Format This is the text type. Examples of written formats are: magazine, letter, book,
brochure, newspaper, chart, journal, email, text message. Examples of spoken text types are: performance, speech, radio report, TV programme, screencast. Examples of visual text types are: poster, magazine, website, postcard, brochure, gesture, sign, diagram, graph, film.
Genre A style or category; types of literature can be categorized into fiction and non- fiction.
Graded readers Fiction and non-fiction books that have been written specifically for language learners with scaffold or modified plot, vocabulary, grammar and visual text to support the written text.
Grammar The set of rules governing how words and their component parts combine to form sentences.
Infer To go beyond information in a text to identify what may be thought, expressed or considered correct.
Language Language refers to vocabulary and grammatical structures. It is assumed that as students move through the phases, they will use language that demonstrates increasing levels of sophistication and complexity.
Language conventions
Language conventions refer to the structures and features of a variety of texts and includes spelling, grammar and punctuation, sentence structure, paragraphing and format, and referencing style. In writing, format can be further defined to include purpose, sense of audience, text type (essay, short story, letter), structure and organization of the text.
Language of instruction
This is the language in which the majority of a school’s curriculum is delivered. A school can have more than one language of instruction.
Literary and non-literary texts
In the MYP language subject groups, literary texts can include, but are not limited to, biographies, autobiographies, diaries and journals, poetry, song lyrics, fairy tales, fables and myths, prose (short stories and novels, including abridged and modified versions), cartoons, plays, graphic novels, screenplays. They can also include fiction and non-fiction genres such as letters, speeches, oral traditions, essays, drama, travelogues.
Literature The definition of literature varies between different cultures and languages. In most cultures, literature includes poetry, prose (short stories and novels), mythology and drama, and, in some cultures, literature also includes autobiography, biography, graphic novels, travelogues, satires, essays, letters, literary non-fiction, speeches, oral traditions, screenplays, film and television programmes, such as drama series. In the MYP language subject groups, literature can include all of the above, and schools need to determine what constitutes literature within the context of their language course(s).
Mode The medium used to communicate the message: in written mode, on paper or in electronic format; in spoken mode, live or in electronic format; in visual mode, in electronic format, live or printed.
Mother tongue The term “mother tongue” is used in the research literature in various ways. It may denote the language learned first and/or the language identified with as a “native” speaker. For the purpose of the MYP, “mother tongue” includes both these definitions, and describes the language that the student uses at home and/ or outside the classroom environment. Those students whose mother tongue is not the language of instruction may study their mother tongue as their second language option. This course of study supports students to develop their mother tongue, sustain cognitive and academic development and maintain their cultural identity.
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Multilingualism A term used to describe complex, rich, dynamic language portraits that include a
range of abilities/proficiencies in more than one language. Multiliteracies Engaging with text in multimodal ways to construct meaning.
Multiliteracies provide a bridge between the real-life texts of the community and school texts, and encourage a real-world, interdisciplinary approach to learning through the use of disciplined knowledge. Using a multiliteracies approach enables students to understand, use and critically evaluate the multimodal texts of the current generation. These complex texts incorporate elements of linguistic, visual, spatial, audio and gestural design.
Multimodal text A text in which meaning is constructed and presented/represented in multiple ways, for example, written and/or visual text (such as in a cartoon, website, T V programme, graphic novel, advertisement, poster, music video, magazine).
Oracy The ability to speak, and to understand spoken language.
Oratory technique
A combination of pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body language, gesture and eye contact (as applicable to the language being studied).
Phase A stage of language learning development as indicated by a standard or proficiency reached. Phases 1 to 6 on the language learning continuum do not directly correspond to the years of study in the MYP or to the age of students in the programme.
Print-based text Text read or viewed by paper means.
Proficient Able to use a discrete skill successfully, in context, according to established criteria.
Pronunciation Clarity of articulation, not accent.
Register The use of tone, pace, volume, pitch, inflection, fluency/fluidity, vocabulary, grammar and sentence structure that give the correct degree of formality appropriate for the specific context and audience. In some languages there will be more levels of register than just “formal” and “informal”.
Sense of audience
Sense of audience is linked to register. This refers to tone, vocabulary, grammar and sentence structure, and their appropriateness for the situation.
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Situation Situation refers to the context in which the communication takes place or the purpose
of the communication; it may refer to the linguistic, social or cultural time and place. Everyday situations include classroom routines and activities, family life and home routines. Familiar situations include topics of more personal concern or interest; students will have the knowledge, the language and the experience to communicate more confidently about these personal world-type topics, which may be ideas or issues. Unfamiliar situations include contexts beyond the scope explored through the unit; students may have more limited knowledge and experience of these contexts, which will require language learned to be applied to a new situation or idea. The language required may also be more abstract. This may include global challenges and more globally significant ideas. Rehearsed and unrehearsed refers to structured or practised models or frameworks, for example, a dialogue or role-play format. In any interaction, the student is expected to speak with spontaneity. Social situations may be in the classroom, the playground, the home, participating in a drama, a role play or dialogue, an interview, a celebration. Academic situations may include listening, note taking, participating in a lecture, a presentation, a discussion, a debate, making a speech, conducting a survey or interview, giving an oral response to literature or giving a report or review of a book read or a film viewed, participating in group work and projects. This list is not exhaustive but serves to help teachers when planning learning experiences and assessment tasks.
Style Style refers to the manner in which the author of the text has used language to suit his or her purpose or intention. This can include the author’s use of vocabulary, grammar, register, syntactical elements and literary devices.
Target language The language being studied.
Text A visual, oral or written construct. For the purposes of MYP language acquisition, a text may be written, viewed or spoken, and may or may not include graphic or pictorial information. Text types can be informational or literary, for example, speeches, letters, cartoons, advertisements, news reports, magazine and newspaper articles, short and long prose, and so on.
Transitional devices
Structures, systems or words used to connect and organize ideas, with the effect of guiding the reader through a text. What is considered as appropriate structure or convention will be dependent on the language.
Viewed Able to be seen, shown or looked at for display, scrutiny or critical consideration.
Visual context The purpose(s) for and situation(s) in which the text has been created or is read. For example, the social and cultural features and factors of the text. Where and why is it viewed and interpreted? What factors influence the understanding and interpretation of the visual text in combination with the spoken and/or written text? Does the visual text communicate a message, add meaning or explanation, or offer a perspective on a topic?
Visual convention
The structures, features, layout and design elements of visual text. It can include the use of colour, texture, line, shape and form, symbolism, sound effects and music, body language, special effects, costume, camera angles and movement.
Visual literacy For the purposes of MYP language acquisition, visual literacy is not limited to modern mass media and new technologies. It can refer as much to reading signs and symbols as graphic novels. Visual literacy is the ability to evaluate, apply or create conceptual visual representations, and to understand the knowledge that is communicated by the visual.
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Visual text Any text that includes an image or a series of static or moving images, for example, a
sign, symbol, poster, brochure, CD or book cover, newspaper article with pictures, website, film, TV programme, PowerPoint® presentation. In MYP language acquisition, visual text is viewed together with oral and/or written text to interpret, analyse and evaluate information, ideas, opinions, emotions and attitudes presented.
World literature In the MYP, this refers to literature from different parts of the world, cross-cultural works and/or works in translation, each of which clearly shows diverse cultures.
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Language and Literature
Term Definition Conventions Linguistic conventions: spelling, grammar and punctuation, sentence structure,
paragraphing and format. Literary conventions: a set of rules that most writing follows. It can include structure and format. Visual conventions: structures, features, layout and design elements of visual text. It can include the use of colour, texture, line, shape and form, symbolism, sound effects and music, body language, special effects, costume, camera angles and movement.
Creator The person(s) responsible for the creation of an oral, written or visual work.
Critical literacy The ability to question, challenge and evaluate the meanings and purposes of texts. The skills to compose, respond to, analyse and evaluate written, spoken, visual and multimedia texts from various perspectives. It involves an understanding of the ways in which values and attitudes are communicated through language, including how subject matter, point of view and language embody assumptions about issues such as culture, gender and ethnicity.
Critical stance The perspective or point of view taken by a reader or viewer. It involves the reader or viewer questioning the position presented in a text and developing his or her own ideas in response to the text.
Forms of expression
Ways and modes of expressing oneself; for example, through poetry, prose, music, art and social media.
Genre
Genre refers to a type of literature and can be categorized into fiction and non- fiction.
Types of fiction include: Drama: the genre of literature of which the subject for compositions is dramatic art in the way it is represented. This genre is stories composed in verse or prose, usually for theatrical performance, where conflicts and emotion are expressed through dialogue and action. Fable: a story about supernatural or extraordinary people usually in the form of narration that demonstrates a useful truth. In fables, animals often speak as humans that are legendary and supernatural tales. Fairy tales or wonder tales: a kind of folktale or fable. Sometimes the stories are about fairies or other magical creatures, usually for children. Fantasy: the forming of mental images with strange or other worldly settings or characters; fiction that invites suspension of reality. Folklore: the songs, stories, myths and proverbs of a person or “folk” that were handed down by word of mouth. Folklore is a genre of literature that is widely held, but false and based on unsubstantiated beliefs. Historical fiction: a story with fictional characters and events in a historical setting. Horror: a form of fiction in which events evoke a feeling of dread in both the characters and the reader. Legend: a story based on fact, but that also includes imaginative material. It is often based on a national or folk hero. Mystery: a genre of fiction that deals with the solution of a crime or the unravelling of secrets. Anything that is kept secret or remains unexplained or unknown.
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Genre Mythology: a type of legend or traditional narrative. This is often based in part on
historical events, which reveal human behaviour and natural phenomena by its symbolism; often pertaining to the actions of the gods. Poetry: verse and rhythmic writing with imager y that evokes an emotional response from the reader. The art of poetry is rhythmical in composition, written or spoken. Realistic fiction: a story that can actually happen and is true to real life. Science fiction: a story based on impact of potential science, either actual or imagined. Science fiction is one of the genres of literature that is set in the future or on other planets. Short story: fiction of such briefness that is not able to support any subplots. Tall tale: a humorous story with blatant exaggerations and swaggering heroes who do the impossible with an air of nonchalance.
Grammar The set of rules governing how words and their component parts combine to form sentences.
Incremental descriptors
1 or 2 = limited attempt; minimal; rarely. 3 or 4 = satisfactory; some; occasionally. 5 or 6 = substantial; most of the time; usually; considerable.
Language of instruction
The language in which the majority of a school’s curriculum is delivered. A school can have more than one language of instruction.
Literature The definition of literature varies between different cultures and languages. In most cultures, literature includes poetry, prose (short stories and novels), mythology and drama. Additionally, in some cultures, literature also includes autobiography, biography, graphic novels, travelogues, satires, essays, letters, literary non-fiction, speeches, oral traditions, screenplays, film and television programmes, such as drama series. MYP language and literature can include all of the above, and schools need to determine what constitutes literature within the context of their language course(s).
Meaning Sometimes referred to as “message”, it includes “layers of meaning”, nuance, denotation, connotation, inference and subtext.
Multimedia Those texts that use more than one medium; for example, combining visual media, such as words and images, with sound. Television, the internet and developments in computer and digital technology have resulted in multimedia texts becoming increasingly rich and complex. Multimedia texts now generally feature moving images, sophisticated and complex graphics, and interactivity. Examples of multimedia texts include texts delivered on CD-ROM and DVD, music videos, cartoons, video games and internet texts.
Multimodal Comprising more than one mode. A multimodal text uses more than one mode to communicate meaning. Examples of multimodal texts include films and computer games.
Oral communication skills
These can include, for example, pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body language, gesture and eye contact, as applicable to the language being studied.
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Oral response A literary composition (usually an essay) on a single subject that is composed with
the intent that it will be delivered orally, rather than in written form. Parody A text that imitates another work or an author, with the intention to mock and/or
attempt humour. Pastiche A work that demonstrates an imitation of another author’s style, or a work that
demonstrates an imitation of multiple authors’ styles.
Positioning/ Influence
Positioning: how readers/viewers are influenced by texts. Influence: how one text influences another. A text can be reworked to take the original meaning and create a new one.
Presentation style The form of a text and the conventions used in a particular text type. It includes visual considerations of the text and goes beyond organizational to consider aesthetic and functional elements.
Pronunciation Clarity of articulation, not accent.
Purpose Also referred to as “intent”, “intention” or “author’s choices”.
Register The use of a variety of tones, pace, volume, pitch, inflection, vocabulary, grammar and sentence structure that gives the correct degree of formality appropriate for the specific context and audience.
Response to literature
Meaningful personal interactions with texts that show genuine understanding and analysis.
Style The creator’s choices with regard to all aspects of the text, in the way various literary and non-literary features have been used to create certain effects for different purposes and audiences.
Stylistic choices Creators make choices about what they are going to describe and how to describe it in order to create effect.
Supportive tools Examples of supportive tools in Objective B (organizing) include quotations, citations, bibliographies, tables, graphs, footnotes, references, italicizing, underlining, table of contents, appendices, labels , headings, outlines, superscripting and subscripting. (These were previously referred to as “critical apparatus”.)
Terminology The language used for analysing texts. It includes terms such as plot, theme, tone, characterization, setting, symbol, screenplay, masthead, byline and close-up.
Text For the purposes of MYP language and literature, a text may be written, oral or visual, and non-literary or literary. It can be distinguished from “work” as this will imply a complete work of literature.
Text types Different forms of written, spoken and visual text, for example, descriptive, narrative, expository, argumentative and anecdotal.
Transitional devices
These include structures, systems or words used to connect and organize ideas, with the effect of guiding the reader through a text.
Viewing and presenting
Interpreting or constructing images and multimedia in a variety of situations and for a range of purposes and audiences. Students should demonstrate their understanding of the ways in which images and language interact to convey ideas, values and beliefs.
Visual text A text that contains an image, or a series of still or moving images. A visual text can be combined with written text or sounds.
World literature In the MYP, this refers to literature from different parts of the world, cross-cultural works and/or works in translation.
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Individuals and Societies Term Definition Action plan Steps and information that the student defines in order to complete the investigation.
The plan might include stages such as: identifying sub- questions; defining methods to be used in the investigation; defining sources of information; a plan for the main stages for the investigation that can summarize the above information. There is flexibility in the process, and students can revise their plans depending on their findings during the investigation.
Bibliography A list of the important sources used to undertake a task. Module A component in an individuals and societies course that contributes to the complete
course for the academic year. Several modules make up an individuals and societies course. A module may include one or more unit of work.
Research methods The series of systematic steps necessary to search for pertinent information on a specific topic. Research methods to collect information will vary according to the individuals and societies discipline being studied. Research methods include, but are not limited to: selection of sources (type and range); questionnaires; surveys; interviews; observation; experiments; measurement; collection and analysis of quantitative data; formulation of questions.
Research question The methodological point of departure of an investigation, guiding the scope and nature of the research. Clear and focused research questions consider: relevance; manageability; originality; ability to be assessed; availability of resources; level of student interest; and connection with the discipline or subject group. Research questions can be formulated as general statements or as distinct lines of inquiry.
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Sciences Term Definition Cultural Patterns of knowledge, behaviour, beliefs, shared attitudes, values, goals and
practices that characterize groups of people
Data Measurement of a parameter that can be quantitative (volume, temperature, pH and so on) or qualitative (colour, shape, texture and so on)
Dependent variable The variable in which values are measured in the experiment
Economical Production, distribution, and use of income, wealth, and commodities
Environmental Circumstances, objects, or conditions by which one is surrounded
Ethical Process of rational inquiry to decide on issues as right or wrong, as applied to the people and their actions
Extensions to the method
Developments for further inquiry as related to the outcome of the investigation
Hypothesis A tentative explanation for an observation or phenomenon that requires experimental confirmation; can take the form of a question or a statement
Independent variable
The variable that is selected and manipulated by the investigator in an experiment
Moral Principles of right or wrong behaviour derived from a particular society
Numerical forms May include mathematical calculations such as averaging or determining values from a graph or table
Political Relates to government or public affairs
Prediction Give an expected result of an upcoming action or event
Qualitative data Refers to non-numerical data or information that is difficult to measure in a numerical way
Quantitative data Refers to numerical measurements of the variables associated with the investigation Social Interactions between groups of people involving issues such as welfare, safety,
rights, justice or class Transforming data Involves processing raw data into a form suitable for visual representation. This
process may involve, for example, combining and manipulating raw data (by adding, subtracting, squaring or dividing) to determine the value of a physical quantity and also taking the average of several measurements. It might be that the data collected are already in a form suitable for visual representation travelled by a woodlouse, for example. If the raw data are represented in this way and a best-fit line graph is drawn the raw data have been processed
Unfamiliar situation Refers to a problem or situation in which the context or the application is modified so that it is considered unfamiliar for the student
Validity of the method
Refers to whether the method allows for the collection of sufficient valid data to answer the question. This includes factors such as whether the measuring instrument measures what it is supposed to measure, the conditions of the experiment and the manipulation of variables (fair testing)
Visual forms May include drawing graphs of various types appropriate to the kind of data being displayed (for example, line graphs, bar graphs, histograms or pie charts)
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Mathematics Term Definition
Authentic real-life Relevant, meaningful and grounded in reality
Challenging Demanding problems of high complexity that require students to have mathematical insight to be able to use knowledge and/or skills taught
Context The setting of the problem
Familiar situations
Problems similar to those seen previously in which students are required to use knowledge and/or skills they have been taught
Form This concept refers to the understanding that the underlying structure and shape of an entity is distinguished by its properties. Form provides opportunities for students to appreciate the aesthetic nature of the constructs used in mathematics.
Forms of mathematical representation
Words, formulae, diagrams, tables, charts, graphs and models used to represent mathematical information
Investigation A task where, to varying degrees, students are given opportunities to pose questions, select problem-solving techniques, discover patterns, make generalizations and communicate their findings
Justification Valid reasons or evidence that support the conclusion and explain why the rule works
Lines of reasoning
A connected sequence of steps
Logic This concept is the basic tool used in mathematics to make conclusions about numbers, shapes and variables. Logic structures the reasoning process through which knowledge is built. It enables students to assess the truth of conclusions and transfer mathematical learning to other situations.
Logical structure A general layout that prevents the need for going back and forth (between the task sheet and the student work and within the student work) in order to understand and follow the work
Mathematical language
The use of notation, symbols, terminology and verbal explanations
Pattern The underlining order, regularity or predictability of the elements of a mathematical system. The repetitive features of patterns can be identified and described as relationships or general rules.
Problem-solving techniques
Strategies students use to solve problems (for example, make a table or chart, solve a simpler problem, work backwards, draw a picture, guess and check, and so on)
Proof The use of a sequence of logical steps to obtain the required result in a formal way
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Relationships This concept refers to the connections between quantities, properties or concepts;
these connections may be expressed as models, rules or statements. Relationships provide opportunities for students to explore patterns in the world around them.
Teacher support Advice given by the teacher to aid students with elements of the task (for example, to allow a student to start solving the problem)
To model Represent
To test Verify whether a rule works for a variety of values
Unfamiliar situations
New contexts in which students are required to use knowledge and/or skills they have been taught
Unit test A test comprised of topics from only one branch of mathematics from the framework
Valid A plausible solution in the context of the situation
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Arts Term Definition
Artistic development Growth in an individual’s knowledge, skills, processes and attitudes needed for working with the arts.
Artistic intention The intended or planned outcomes or goals for the artwork.
Artistic processes The infinite number of ways that art is made and presented.
Audience An individual or groups who receive and/or respond to art.
Construct meaning Create an understanding about something; to infer and interpret facts, an opinion, an idea or an event that has been read, viewed or listened to.
Context The facts or circumstances that surround an event or situation.
Medium and tool The materials and implements used in the creation of a piece of art. These may be physical and/or digital.
Personal signature A feature of the work that is unique to the individual.
Point of realization The end point in the student’s work (final product) in the context of a unit of work or task. The work may not be completely finished, but an end point has been reached in the context in which it has been produced.
Process journal A tool that allows students to manage and record the processes of their own art experience and artistic development.
Process work Planning, experimenting, brainstorming, research, visual reflection, written reflection, rough drafts and any other evidence that indicates steps taken throughout the process of working, and choices made towards the realization of the finished artwork.
Product The art work that is the end point of the student’s work.
Production The staging of performance work for presentation to an audience. Production elements are set, lights, costume, make-up, sound, and stage management.
Recognize The ability to identify through patterns or features.
Skill An ability that has been acquired by training and/or experience.
Specialized language Terminology and vocabulary specific to a particular art discipline, art form, genre and/or style.
Technique The form used to show a skill. The particular way a skill is performed.
Elements of art Line, shape, space, form, colour, texture and value.
Principles of art Rhythm, movement, contrast, emphasis, balance, harmony, variety, unity, pattern and proportion.
Transfer Convey the passing from one place, person or thing to another; transfer learning from one situation to another.
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Physical and Health Education Term Definition Aesthetic movement routines
A visually appealing way to sequence related physical actions
(Un)familiar situation
(Un)known conditions or settings of which students have had (no) prior experience or knowledge
Flow Refers to the smoothness and continuity of movements and linking movements
Force Refers to the energy level of the movement
Intramural activities
Competitions or activities held by the school
Interscholastic sports
Sporting competitions or friendly meets held between schools
(Non-) performance/ playing situation
A situation in which the student is (not) physically involved in game play (sports) or performance of an activity (movement routines)
Projectile motion The movement of an object through space
Skill An ability acquired or developed through training or experience
Strategy A plan of action incorporating tactics designed to achieve an overall goal
Tactic A maneuver or action planned to achieve a specific goal
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Design Term Definition Appropriate quality
This is the best product/solution that the student can produce, taking into account the resources available, the skills and techniques he or she has used, his or her educational development, how the product/solution addresses the identified need, and aspects of safety and ergonomics.
Authentic tests The tests are relevant to the project and are completed by appropriate testers to gain high-quality quantitative and qualitative feedback.
Client An individual, a company or organization that commissions a designer to develop a solution to a personal or particular design problem.
Computer-aided design (CAD)
The use of computers to design products/solutions.
Computer-aided manufacture (CAM)
The use of computers to cut materials or create components, normally using CAD or numeric control.
Design brief The student’s response to the design situation, based on his or her research, detailing how he or she intends to solve the problem. This will summarize the relevant findings from his or her research, and inform the development of his or her design specification.
Design situation A short introduction to a project written by the teacher or client, which frames a design project in terms of the nature of the problem to be addressed or an area from which students will identify a challenge or problem that needs to be solved. The design situation is drawn from the statement of inquiry and presents the scope of a project.
Design specification
A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts, such as conditions, dimensions, materials, process and methods, that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.
Expert appraisal A type of product testing, which relies on the knowledge of an expert in the operation of a product. This can include interviewing an expert, beta testing and consumer testing.
Field test A type of product testing, which tests the performance of a new product under the conditions it will be used, which normally focuses on aspects of functionality (durability, robustness, suitability to its environment, and so on).
Performance test An evaluation of the actual performance of a product within the task or learning objective using the conditions under which it will be performed and the absolute standard for acceptable performance.
Planning drawings/ diagrams
Detailed drawings or diagrams, which include details of a product’s components and how they are combined/assembled.
Target audience A group of similar users who require a solution to a common problem or a product that fills a common need or want.
User trial A type of product test carried out by allowing the target market to interact with the product/solution. The observation of people using a product and collection of comments from people who have used a product. This normally focuses on usability and intuitive interaction.
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The contents of this book have been taken from the following IB documents:
• MYP From Principles into Practice
• Subject Guides
• Developing MYP Units
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