Grade 10 Language and Literature English

Course informationIn this course, students develop critical, creative, and personal approaches to studying literary andnon-literary texts. The class addresses the concepts of Communication, Creativity, Connections,

and Perspective through studies in language and literary texts. Students demonstrate theirunderstanding through formative and summative assessments that represent the criteria postedbelow in blue font. Units for the course are listed below and can be accessed on Managebac.

Short Stories with StyleKey Concept: Communication Related Concepts: Style, Self-Expression, Theme Global Contexts: Personal AndCultural Expression Skills: Analyzing author's writing style,close-reading, creative writing Resources: Assorted short stories

TragedyKey Concept: Creativity Related Concepts: AudienceImperatives, Self-Expression, Genres, Style Global Contexts: Identities andRelationships Skills: Analyzing how meaning isconstructed, discussion skills, interpretingwords on the page to stage Resources: W. Shakespeare's Macbeth

A - Analyzing

B - Organizing

C - Producing Text

D - Using Language

Persuasion NovelKey Concept: Communication Related Concepts: Audience Imperatives,Purpose, Context, Style Global Contexts: Fairness andDevelopment Skills: Analysing and use of rhetoricaldevices, fallacies, writing persuasivespeeches Resources: Assorted ads and speeches

Key Concept: Communities Related Concepts: Character, Point ofView, Setting, Theme Global Contexts: Orientation in Time andSpace Skills: Literary analysis, close reading,analytical essay writing Resources: C. Achebe's Things Fall Apart

English Language and Literature Grade 10 Teacher: Ms. Marisa Confait Email: mconfait@his-china.org Managebac: https://his-china.managebac.cn

Assessment Criteria

Grade 10 Language and Literature Chinese

Course informationIn this course, students develop critical, creative, and personal approaches to studying literary andnon-literary texts. The class addresses the concepts of Communication, Creativity, Connections,

and Perspective through studies in language and literary texts. Students demonstrate theirunderstanding through formative and summative assessments that represent the criteria postedbelow in blue font. Units for the course are listed below and can be accessed on Managebac.

World Drama StudyKey Concept: Creativity Related Concepts: Theme, character Global Contexts: Identities andrelationships Skills: Understanding characters andexpressing motivations Resources: Dramas from W.Shakespeare and H. Ibsen

Ancient PoetryKey Concept: Connection Related Concepts: Self-Expression,structure Global Contexts: Personal and CulturalExpression Skills: Analysis, close reading, andexplaining literary features Resources: Poetry from Su Dongpo, LiQingzhao, Xin Qi Ji

A - Analyzing

B - Organizing

C - Producing Text

D - Using Language

Novel Language and GenderKey Concept: Perspective Related Concepts: Character and purpose Global Contexts: Identities andRelationships Skills: Analytical reading and writing Resources: Dream of Red Chamber

Key Concept: Communication Related Concepts: Audience and purpose Global Contexts: Fairness andDevelopment Skills: Social and communication skills Resources: Advertisements, commercialsand news stories

Chinese Language and Literature Grade 10 Teacher: Ms. Jenny Wang Email: jwang@his-china.org Managebac: https://his-china.managebac.cn

Assessment Criteria

Grade 10 Mathematics

Course informationThis is a program that gives all students a sound knowledge of basic mathematical principles while

allowing them to develop the skills needed to meet the objectives of the course. Students are challengedto make connections of mathematics to real-world situations and recognize mathematical patterns

through investigations. The course explores the concepts of Form, Relationships, and Logic using theassessment criteria listed below in blue font. Units for the course are listed below and can be accessed

on Managebac.

Pattern and Algebra: Algebra & Quadratic Equations

Key Concept: Relationships Related Concepts: Model, Pattern Global Contexts: Scientific and TechnicalInnovation Skills: Investigating the underlying patternsin systems, models, methods; products,processes and solutions. Resources: Haese & Harris textbook

Measurement & Deductive Geometry

Key Concept: Relationships Related Concepts: Measurement, Space Global Contexts: Scientific & TechnicalInnovation Skills: measuring relationships betweenpoints and objects in space Resources: Haese & Harris textbook

A - Knowing and

Understanding

B - Investigating Patterns

C - Communicating

D - Applying Mathematics in

Real Life Contexts

Statistics & Probability Geometry & TrigonometryKey Concept: Logic Related Concepts: Justification,Representation Global Contexts: Scientific & TechnicalInnovation Skills: Justify decisions through interactions Resources: Haese & Harris text, mathresources

Key Concept: Relationships Related Concepts: Measurement &Space Global Contexts: Scientific & TechnicalInnovation Skills: Understanding systems, models,methods, products, processes andsolutions Resources: Haese & Harris textbook

Quadratic, Exponential, and Logarithmic FunctionsKey Concept: Form

Related Concepts: Generalization, Model, Pattern Global Contexts: Scientific & Technical Innovation

Skills: Recognizing underlying patterns and generalizations

Mathematics Grade 10 Teacher: Mr. Andrew Riege Email: ariege@his-china.org Managebac: https://his-china.managebac.com.cn

Assessment Criteria

Grade 10 Science

Course information

Forces & MotionKey Concept: Change Related Concepts: Form, Movement Global Contexts: Orientation in Space &Time Skills: Using open inquiry andexperimentation to develop an understandingof the main concepts, and usingmathematical skills for practical use. Resources: Lab equipment, calculator

Cell BiologyKey Concept: Systems Related Concepts: Function, Interaction Global Contexts: Orientation in space andtime Skills: Making and using slides, drawingbiological specimens Resources: Microscopes, slides

B - Designing & Inquiring

C - Processing & Evaluating

D - Reflecting on the Impacts

of Science

NutritionKey Concept: Change Related Concepts: Energy, Interaction Global Contexts: Identities & Relationships Skills: Interpreting graphs, writing full labreports Resources: body model, lab equipment

Ecology & EnvironmentKey Concept: Communities Related Concepts: Environment,Interaction Global Contexts: Globalization andsustainability Skills: Constructing and interpreting foodwebs, scientific writing, writing an essay Resources: internet resources,computer, lab equipment

GeneticsKey Concept: Form Related Concepts: Environment, Function Global Contexts: Identities and relationships Skills: Conducting genetic crosses, workingout probabilities Resources: Computer, internet resources

Energy, Work, & MachinesKey Concept: Development Related Concepts: Consequences,Energy Global Contexts: Scientific & TechnicalInnovation Skills: Planning and carrying out full labreports, mathematical skills Resources: Lab equipment

A -Knowing & Understanding

This course keeps inquiry as the foundation of teaching and learning. Students work independently andcollaboratively to investigate topics through research, experimentation, and observation. Students also

explore the connections between science and every day life. The concepts addressed throughout the yearinclude the ideas of Change, Relationships, and Systems. In Grade 10, students study topics of Biology,

Environmental Science, and Physics using the assessment criteria listed in blue below.

Science Grade 10 Teacher: Dr. Thomas Jenner Email: tjenner@his-china.org Managebac: https://his-china.managebac.com.cn

Assessment Criteria

Respiration & CirculationKey Concept: Systems Related Concepts: Balance, Energy Global Contexts: Identities and relationships Skills: Measuring, planning controlled experim. Resources: Skeleton, body model, lab equip.

Grade 10 Social Studies

Course informationIn this course, students are challenged to respect and understand the world from historical,

geographical, social, economic, religious, and cultural perspectives. Through explorations that discussthe impact of these approaches on the individual, society and environment, the course approaches

concepts of Change, Global Interactions, Systems, Time, Place, and Space. Grade 10 students focusspecifically on units in Economics, World History, and Contemporary Social Problems. The assessment

criteria are listed below in blue. The units are posted as an overview and can be accessed onManagebac.

Macro-EconomicsKey Concept: Systems Related Concepts: Causality Global Contexts: Globalization andsustainability Topic Area: Economics Skills: Investigating the patterns of decisionmaking processes and consequences forsociety Resources: Economics textbook and realworld examples

Influential Ideas Part IIKey Concept: Change Related Concepts: Causality, choice,governance Global Contexts: Identities andrelationships Topic Area: Integrated humanities(economics, history, philosophy, and politicalscience Skills: Understanding, Interpreting andanalyzing documents and ideas. Makingjudgements based on historical evidence.Synthesis: Applying knowledge to newevents and circumstances Resources: Primary and secondary sourcedocuments (various text books, documents,and original writings)

B - Investigating

C - Communicating

D - Thinking Critically

Globalization: Colonies & Empires

Key Concept: Global Interaction Related Concepts: Causation,consequence, significance, andperspective Topic Area: History and Geography Global Contexts: Globalization andsustainability Skills: Researching and presentingevaluations of motive Resources: Text books, maps, primarysource documents

World War IKey Concept: Time, place, and space Related Concepts: Innovation andrevolution, perspective, and power Global Contexts: Scientific & TechnicalInnovation Skills: Researching perspectives ofhistorical events, and make judgments onevidence. Essay writing skills. Resources: Primary source documents andhistoriography

A -Knowing & Understanding

Assessment Criteria

Social Studies Grade 10 Teacher: Mr. Terry Strombeck Email: tstrombeck@his-china.org Managebac: https://his-china.managebac.com.cn

Grade 10 Language AcquisitionLanguage Pathways

Students can choose a language pathway that best fits their mother tongue and language needs. Withlanguage classes for native speakers and speakers of other languages, the phases of instruction match

student levels. Students can take courses in Chinese, Spanish, or English language acquisition.

Languages Grade 10 Managebac: https://his-china.managebac.com.cn

Chinese Phase 3 & 4 Ms. Lily Lin

llin@his-china.org

Chinese Phase 1 & 2 Ms. Lan Zhu lanzhu@his-

china.org

Chinese Phase 5 & 6

Ms. Yoyo Zhang yzhang@his-

china.org

ChineseLanguage and Lit Ms. Jenny Wang

jwang@his-china.org

Spanish Phase 2, 3, 4 Mr. Andres

Sanchez asanchez@his-

china.org

English Phase 3, 4

Mr. Zach Baker zbaker@his-

china.org

Chinese Language Acquisition 中⽂�得

Chinese Language & Literature �⾔与⽂学

Grades年�� 6 -10 Grades年��11-12 Grades年�� 6 -10 Grades年��11-12

MYP Language AcquisitionPhase 1-2

中⽂�得第⼀第⼆�段

DP Chinese ab initio SL

中⽂初��程

MYP Language acquisitionPhase 3-4

中⽂�得第三第四�段

DP Language B SL

中⽂B�准�程

MYP Language acquisitionPhase 5-6

中⽂�得第五第六�段

DP Language B HL 中⽂B⾼��程

MYP Language andLiterature

中学�⾔与⽂学

DP Language andLiterature

SL ⼤学�科�⾔与⽂学

�准�程

DP Language andLiterature

HL ⼤学�科�⾔与⽂学

⾼��程

Grade 10 Language Acquisition

Understanding the Phases of Language Acquisition

Languages Grade 10 Managebac: https://his-china.managebac.com.cn

In Language Acquisition, teaching and learning is organized into six phases. These phases do not correspondto particular age groups or MYP year levels, and students do not necessarily begin in phase 1 – they can begin atany phase, depending on their prior experiences, and may exit from any phase on the continuum. When planning the language acquisition curriculum at HIS, teachers decide the most suitable phase in whichto place individual students from a wide-ranging evaluation of the student's ability in all four language skill areas:reading, writing, speaking, and listening. Our phases are grouped into three classes: phase 1 and 2 (beginners),phase 3 and 4 (intermediate), and phase 5 and 6 (advanced) * A general overview of the attainment profile of a student at the transition points between the phases isprovided below:

Phase 1 and 2 students should:understand and respond to simple spoken and written texts identify messages, facts, opinions, feelings and ideas presented in oral, visual and written language demonstrate their comprehension in short oral and written form interact to share information in a limited range of familiar situations using basic language appropriateto a limited range of interpersonal and cultural contexts be aware that language varies according to purpose and audience

Phase 3 and 4 students should:understand and respond to a variety of spoken and written texts interpret specific information, main ideas and some detail presented in complex oral, visual and writtenlanguage, draw conclusions and recognize implied opinions and attitudes in texts read and viewed engage in conversation and write structured text to share informative and organized ideas on topics ofpersonal interest and global significance, in arrange of interpersonal and cultural contexts communicate substantial information containing relevant and developed ideas and justified opinionson events, experiences and some concepts explored in class identify aspects of format and style, and speak and write with a clear sense of audience and purpose

analyze specific information, ideas, opinions and attitudes presented in oral, visual and writtenlanguagedraw conclusions, infer information and recognize implied opinions and attitudesrespond and react to questions and ideas in a range of spoken, visual and written textsengage actively in conversations in social and some academic situations to contributesubstantial information containing relevant and focused ideas supported by examples andillustrations.organize information and ideas into a clear and effective structure to express theirunderstanding and opinions on topics of personal interest and global significance. Interpret and adapt aspects of format, register and style of language

Phase 5 and 6 students should:

Grade 10 Language Acquisition

Course informationStudents are expected to develop competence in multiple languages while gaining respect for cultural

perspectives that relate to the languages learned. At HIS, students can choose from Chinese orSpanish courses to develop their skills as multilingual learners. Various levels are offered for studentgrowth in concepts of Connections, Creativity, and Culture. In Grade 10, students can learn Chinese

from phase 2 - 6 and Spanish from phase 2-4. Assessments will utilize the criteria posted in bluebelow.

School LifeKey Concept: Communication Related Concepts: Message, function,context Global Contexts: Orientation in space andtime Skills: Accessing a range of spoken, written,and visual texts for communicating withothers Resources: Vocabulary, articles, andreading passages

AdaptingKey Concept: Culture Related Concepts: Meaning, empathy, andpoint of view Global Contexts: Identities andrelationships Skills: Articulating identity formation, self-esteem, status, role models, personalefficacy, attitudes, and motivations Resources: Vocabulary, articles, andreading passages B - Comprehending

Written and Visual Text

C - Communicating in response to

spoken / written / visual text

D - Using Language in Spoken or

Written Form

ImmigrationKey Concept: Connection Related Concepts: Audience, purpose,conventions Global Contexts: Orientation in space andtime, fairness and development Skills: Understanding how language changesdue to cultural influences, purposes, andaudience needs Resources: Vocabulary, articles, and readingpassages, student dialogues

EntertainmentKey Concept: Creativity Related Concepts: Word choice, form,patterns Global Contexts: Personal and culturalexpression Skills: Researching and presentingcultural elements in arts, crafts, and thecreative process Resources: Vocabulary, articles, andreading passages

A -Comprehending Spoken and Visual

Text

Assessment Criteria

Languages Grade 10 Managebac: https://his-china.managebac.com.cn

Grade 10 DesignCourse information

As a link between innovation and creativity the Design course encourages students to explore problemsand potential solutions available for them. Using the Design Cycle as the foundation for the course,

students use imagination, creativity, research, and collaboration to achieve their final products. The coursefocuses on key concepts of Communication, Communities, Development, and Systems. In Grade 10,

students gain insight to the ethical and cultural implications of product design using the topics of cooking,fashion, and technology. One unit is left undefined; this allows for an adaptive response to a global event

or class specific interest. The course uses the assessment criteria posted below for feedback andguidance.

Recipe Guide Key Concept: Communication Related Concepts: Evaluation, emulation Global Contexts: Personal and culturalexpression Topic area: Exploring culture through food Skills: Understanding cultural norms,cooking and video crafting Resources: Researched exemplars,parents, family members' recipes

B - Developing Ideas

C - Creating the Solution

D - Evaluating

Smart Wear Key Concept: Connections Related Concepts: Form and function Global Contexts: Scientific & TechnicalInnovation Skills: Exploration of emerging tech markets,solving issues with wearable tech Resources: Individual research,documentaries, individualized designs

Recycled Fashion Key Concept: Form Related Concepts: Adaptation andresources Global Contexts: Personal and culturalexpression Skills: Crafting, building, creating,transfer, use of recycled materials Resources: Researched exemplars,found and purchased materials forindividual designs

Responsive Design Key Concept: Undefined Related Concepts: Individually determined Global Contexts: Individually determined Skills: Systems, models, methods; products,processes and solutions, collaboration,design cycle Resources: Individually required materials

A - Inquiring & Analyzing

Assessment Criteria

Design Grade 10 Teacher: Mr. Matthew Tupper Email:mtupper@his-china.org Managebac: https://his-china.managebac.com.cn

Grade 10 Drama

Course informationIn Grade 9 and 10, students can choose between Visual Arts, Music, or Drama for a year-long course,

which meets twice a week. In Drama students are encouraged to think creatively, develop artistic skills, usetheir imaginations, see other perspectives, reflect on the context of art, and make connections between

investigation and practice. The art courses focus on the concepts of Aesthetics, Change, Communication,and Identity. This course is an in-depth look at all aspects of acting in the modern world. Summative

assessments will lead to student run productions at Arts nights and Coffee House performances and will beassessed according to the criteria listed below:

Alone OnstageKey Concept: Perspectives Related Concepts: Causality Global Contexts: Identities andRelationships Skills: Analyzing text, deriving meaning,exploring motivation, and creating character Resources: Various monologues

PlaywritingKey Concept: Communication Related Concepts: Composition andnarrative Global Contexts: Orientation in Space andTime Skills: Storytelling, transfer, writing,analysis Resources: Pixar shorts, Artistotle'sPoetics

B - Developing Skills

C - Thinking Creatively

D - Responding

Scene WorkKey Concept: Communication Related Concepts: Boundaries and role Global Contexts: Personal and culturalexpression Skills: Applying character building skills fromUnit 1; exploring objectives, obstacles andtactics, creating believable realities Resources: Various scripts

FilmKey Concept: Form Related Concepts: Composition,expression, interpretation Global Contexts: Orientation in space andtime Skills: Acting for screen, transfer,sequencing, analysis, and emulation Resources: Silent films, Foley shorts, clipsfrom current movies

A -Knowing & Understanding

Assessment Criteria

High School Drama Teacher: Mr. Matthew Tupper Email:mtupper@his-china.org Managebac: https://his-china.managebac.com.cn

StagingKey Concept: Systems Related Concepts: Composition, interpretation Global Contexts: Presentation Skills: Stage management, design Resources: Stage Manager's Handbook

Grade 10 Music

Course informationIn Grade 10, students can choose between Visual Arts, Music, or Drama for a year-long course, whichmeets twice a week. The Music course extends the creative thinking, skill development, reflections on

the context of music, knowledge, and understanding established in the previous year. Students willcontinue to present their learning and growth through performances, and will explore the concepts ofAesthetics, Change, Communication, and Identity through the following units. Student exhibitions and

performances are required to complete the assessment criteria listed below:

Dissonance in Western Classical Music

Key Concept: Change Related Concepts: Form, Genre Global Contexts: Orientation in Time andSpace Skills: Dissecting key theoretical elements ofhistorical genres and styles of Europeanclassical music Resources: Various musical pieces,instruments

Music TheatreKey Concept: Relationships Related Concepts: Expression, Role Global Contexts: Identities andrelationships Skills: Researching the social impacts ofthe musical genre and presenting a concertprogram to highlight a specific social issue Resources: Internet access, variousmusical exemplars

B - Developing Skills

C - Thinking Creatively

D - Responding

Skill BuildersKey Concept: Communication Related Concepts: Audience, Role Global Contexts: Globalization andSustainability Skills: Building and sustaining skills on theirapplied instruments, with the goal of presentinga cohesive ensemble performance Resources: Musical instruments and sheetmusic

PerformanceKey Concept: Aesthetics Related Concepts: Style, Play Global Contexts: Personal and CulturalExploration Skills: Refining their performancesthrough individual progress through groupensemble performance, highlighting therefinement process obtained throughoutthe year Resources: Musical instruments andsheet music

A -Knowing & Understanding

Assessment Criteria

High School Music Teacher: Mr. Kyle Kresge Email: kkresge@his-china.org Managebac: https://his-china.managebac.com.cn

Grade 10 Visual Arts

Course informationIn Grade 10, students can choose between Visual Arts, Music, or Drama for a year-long course, which

meets twice a week. The art courses focus on the concepts of Aesthetics, Change, Communication, andIdentity. In the Visual Arts course, students are encouraged to think creatively, develop artistic skills, usetheir imaginations, see other perspectives, reflect on the context of art, and make connections betweenthe investigation and the practice. Student exhibitions and performances are required to complete the

assessment criteria listed below:

Communicating through ArtKey Concept: Communication Related Concepts: Audience andExpression Global Contexts: Personal and CulturalExpression Skills: Communicating, organizing,reflecting, creative thinking Resources: Individualized art materialsbased on student projects

B - Developing Skills

C - Thinking Creatively

D - Responding

MultimediaKey Concept: Change Related Concepts: Justification,Representation Global Contexts: Scientific & TechnicalInnovation Skills: Printmaking, stenciling, collage, 3-Dinstallations Resources: Individualized art materials basedon student project requirements

Self-PortraitureKey Concept: Identity Related Concepts: Composition,Interpretation, representation Global Contexts: Personal and culturalexpression Skills: Painting techniques and framingof image Resources: Individualized art materialsbased on student projects

A -Knowing & Understanding

Assessment Criteria

High School Visual Arts Teacher: Mrs. Jamie Sanchez Email: jsanchez@his-china.org Managebac: https://his-china.managebac.com.cn

Personal ExpressionKey Concept: Aesthetics Related Concepts: Composition,Interpretation, Representation Global Contexts: Personal andcultural expression Skills: Based on student choice ofmedia Resources: Individualized artmaterials based on student projectrequirements

Grade 10 Physical and Health Education

Course informationGiving students an opportunity to understand and appreciate the value of being physically active and

making healthy life choices is an important part of high school. Students will learn about and learn throughphysical activity in the PE portion of the course, which meets twice a week, while they explore . health andwellness issues through the Health portion of the course, which meets once a week. Combined, the course

addresses the concepts of Change, Communication, Development, and Relationships. The assessmentcriteria are listed below:

Physical FitnessKey Concept: Development Related Concepts: Balance, Choice, Function Global Contexts: Scientific & technicalinnovation Topic Area: Physical Education Skills: Developing physical fitness principleswhile undertaking a personalized training Resources: PE Equipment and fitness plan

NutritionKey Concept: Change Related Concepts: Choice, environment,energy Global Contexts: Identities and relationships Topic Area: Health Skills: Understanding energy balance,investigating external influences, creatinghealthy eating plans Resources: Nutrition education materials,meal planning logs, student reflections

B - Planning for Performance

C - Applying & Performing

D - Reflecting and Improving Performance

Net Games & Invasion GamesKey Concept: Change Related Concepts: Environment, systems,movement Global Contexts: Fairness and development Topic Area: Physical Education Skills: Demonstrating and applying a range ofskills and techniques effectively using movementconcepts, analyzing and applying information toperform effectively Resources: PE equipment, audio visualdevices, student plans and reflective elements

Key Concept: Development Related Concepts: Choice, Systems Global Contexts: Scientific & TechnicalInnovation Topic Area: Physical Education Skills: Developing effective decision-making,swimming technique, life-saving certification Resources: Swimming pool, Red Cross lifesaving resources, CPR resources, First Aidresources

Aquatics

A -Knowing & Understanding

Assessment Criteria

High School Physical and HealthEducation Teacher: Mr. Filipe Nogueira & Ms. Nora May Email: fnogueira@his-china.org;nmay@his-china.org Managebac: https://his-china.managebac.com.cn

Key Concept: Relationships Related Concepts: Interaction, adaptation, perspectives

Global Contexts: Personal and cultural expression Topic Area: Physical Education

Skills: Demonstrating a range of interpersonal skills while planning and demonstrating movement skills to young learners Resources: LS PE Class, sports equipment, student plans

Coaching

Grade 10 Advisory & ATLs

Projects & ATLs Grade 10 Teacher: Mr. Terry Strombeck Email: tstrombeck@his-china.org Managebac: https://his-china.managebac.com.cn

Grade 10 Projects & ATLs

Projects and ATL Skills class meets weekly with a teacher to provide academic skill development. Students gain feedback and support from their project period instructor and projects coordinator in

regards to their MYP Personal Project.

Project and ATL Skills

What are the MYP Projects? MYP Projects develop students'personal interests and show the skillsthey have developed in the MYP throughtheir Approaches to Learning (ATL).MYP students complete Projects inGrade 8 (Community Project) and Grade10 (Personal Project). In Grade 10,students gain feedback and supportfrom their Project Period instructor,Projects Coordinator, and ProjectSupervisor as they work towardcompletion of the MYP Personal Project.The Personal Projects should be basedon student interests, talents, andpassions, resulting in a product or outcome. This project will have a principled action.This means students make choices thatextend beyond their MYP classroomlearning. As students complete theirPersonal Project, they will learn moreabout the importance of being sociallyresponsible and how to take thoughtfuland appropriate (principled) action inorder to work towards the completion ofa large scale project.The MYP PersonalProject introduces students to thechallenges and demands of the DiplomaProgram and the Extended Essay.

Grade 10 Advisory & ATLs

Advisory Teachers: Dr. Tom Jennerand Mrs. Jamie Sanchez Email: tjenner@his-china.org,jsanchez@his-china.org Managebac: https://his-china.managebac.com.cn

AdvisoryThe Grade 10 advisory program provides opportunities for students to work in a small group with an

advisor on topics ranging from global issues and human rights to parenting skills. Students are enabled toreflect on their IB Learner Profile attributes in a supportive and challenging environment. Individualisedattention and support are at the heart of this program, which is designed to support the development ofpositive values, strong character, and healthy social interactions. Advisors also support the Service asAction activities and reflections that students join over the course of the year. General Topics are listed

below.

Grade 10 Advisory

China TripsKey Concept: Communication Global Context: Globalization & sustainability Skills: Students will prepare for the trip to InnerMongolia. During this experience, they willdevelop communication and interaction skills tocollaborate, connect with cultural events, andtake part in service elements such as visiting alocal school and planting trees forenvironmental purposes. Resources: Working with Karst Climber foractivities and cultural events https://www.his-china.org/extend/trips/grade-10-inner-mongolia-encounter

FinancesKey Concept: Communication Global Context: Fairness & development Skills: Jobs, budgeting, mortgages, loans,pensions Resources: Economic resources for studentreflection

Character / ValuesKey Concept: Identities Global Context: Identities and relationships Skills: Understanding leadership roles,personality surveys, collaborative activities Resources: Leadership texts

IBDP PlanningKey Concept: Systems Global Context: Orientation in Space & Time Skills: Preparing for IBDP course selections Resources: IBDP faculty

Organizational SkillsKey Concept: Systems Global Context: Scientific & TechnicalInnovation Skills: Personal organizational techniques, useof computer for maximization of organization Resources: Online portals and calendars Service Learning

Key Concept: Communities Global Context: Globalization & Sustainability Skills: Supporting community programs,personal interaction, collaborative projects Resources: Community Needs

Grade 10 Team

Advisors Admin

Student Support Projects Coord.

Advisor Dr. Tom Jenner

Email:tjenner@his-

china.org

Advisor Mrs. JamieSanchez

Email:jsanchez@his-

china.org

Upper SchoolPrincipal

Ms. JessamineKoenig

jkoenig@his-china.org

Upper SchoolVice-Principal MYP Coord.

Ms. Pat Long plong@his-china.org

AcademicSupport

Ms. ManeeshaMaingot Email:

mmaingot@his-china.org

Counselor Mrs. Jennifer

Widi Email:

jwidi@his-china.org

Library MediaSpecialist

Dr. MatthewBaxter Email:

mbaxter@his-china.org

Director ofSchool

Mr. JeffryStubbs

Admissions Ms. Andrea

Email:astubbs@his-

china.org

US Secretary Ms. Alice Zhang

Email:azhang@his-

china.org