ISH MYP Guide for students in Years 10 and 11The International School of The Hague

2019 | 2020

Introduction Page

Introduction 3

MYPConceptsandGlobalContexts 4

Languages:LanguageandLiterature/LanguageAcquisition 5

TheISHCommunityProfile 6

Howwillyourworkbeassessed? 7

Assessmentoverview 8

Gradeboundariesanddescriptorsforgrades1-7 9

Reportingyourprogress 10

ISHprocedureforsubjectchangesinYears10and11 11

ISHguidelinesforhomeworkinYears10and11 12

Whathappensifyoudonothandinyourworkontime? 13

RequirementsforServiceasAction 15

WhatisthePersonalProject? 18

PromotionandAwardofISHMYPCertificate 19

WhatdoesATLmeanforyou? 21

Howshouldyoupresentyourwork? 22

Howshouldyouorganiseyourwork? 23

Whatistheschool’spolicyonAcademicIntegrity? 24

MYPcommandtermsinYears10and11attheISH 27

Table of Contents

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Introduction

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This guide gives you important information about the curriculum in Years 10 and 11 at TheInternationalSchoolofTheHague(ISH).YoucanfindmoredetailedinformationaboutthesyllabusofferedineachsubjectintheMYPSubjectInformationguide.Otherimportantdocumentsthatyouneedtobeawareofare:

TheISHReferencingGuideforyouryeargroupshowsyouhowtocitesourcescorrectlyTheISHAcademicIntegrityPolicyTheISHBehaviourPolicyTheISHPromotionsPolicy

Togetherthesedocumentsgiveyouacompletepictureofourschool.

InJanuaryofYear9youhavechosenapackageofsubjectsthatyoufollowoverthelasttwoyearsoftheMYP:Years10and11.Yoursubjectpackageismadeupofsevencompulsorysubjectsandanumberofelectives.Youmusttakeaminimumofninesubjects(sevencompulsoryandtwoelectives)toamaximumof10subjects(sevencompulsoryandthreeelectives).Inaddition,allstudentshavetwomentorgrouplessonsperweek.DuringYear10youwillalsobeginworkonyourPersonalProject.

What does the MYP offer you in Years 10 and 11?

TheIBMiddleYearsProgramme(IB MYP)isacurriculumframeworkdevelopedbytheInternationalBaccalaureate(IB),thesameorganisationthathasdevelopedtheIBDiplomaProgramme(IBDP)andtheIBCareer-relatedProgramme(IBCP). Through the MYP at ISH, we aim to encourage you to pursue personal excellence by being a curious, connected and compassionate learner.

MYP Concepts and Global Contexts

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Your learning will be centred on the understanding of Key Concepts or Big Ideas in Global Contexts.Theworkyoudowillbeorganisedintounitsofwork/inquiry.Theaimistomakeyourlearningengagingandhelpyouseeconnectionsbetweenwhatyoulearninclassandlifeoutsideschool.

TheKey Conceptshelpyoutodevelopknowledgeandunderstandingwithinandacrossdifferentsubjects.Forexample,theconceptofChangeinHistorywillhelpyoutounderstandhowindividualsandsocietieshavechangedtheworldwhileinIntegratedScienceyouwillfocusonchangeinthenaturalworld.

TheGlobal Contexts, such as Fairness and Development, will help you tomake connectionsbetweenyourownexperienceandthewiderworldandbecomemoreinternationallyminded.Atcertaintimesintheyearyouwillworkonaninterdisciplinary unit (IDU)thatwillincludetwoormoresubjectstomakeexplicitconnectionsbetweenconceptsandlearningindifferentsubjects.

Languages: Language and Literature/LanguageAcquisition

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IntheMYP,weofferarangeoflanguagesatvariouslevels.Languagesareofferedintwosubjectgroups:LanguageandLiterature,andLanguageAcquisition.

The Language and Literature subjects are intended for students who are proficient in thelanguage.Thelanguageoftheliteraturebeingstudiedisgenerallythestudents’homelanguage,dominantlanguageoridentitylanguage,oritmaybealanguageinwhichyouhavebecomeveryproficient(usuallyEnglish).

TheLanguageAcquisition subjectsareadditional language learningprogrammes intendedforstudentswhoarestudyingthelanguageasanadditionalorforeignlanguage.

The languages which are part of the taught curriculum are English, Dutch, French, German andSpanish.InlinewithIBrequirements,allstudentsstudyineveryyearoftheMYPatleastone languageacquisition languageandone languageand literature language,oralternativelytwolanguageandliteraturelanguages.AllstudentsinYears7-11takeEnglishandDutch(thelanguageofthehostcountry)ascompulsorysubjectsatourschool.Inaddition,wealsoprovideopportunitiesforyoutodeveloporsustainyourhomelanguagesoracquireordevelopadditionallanguagesthatarenottaughtaspartofthecurriculum.

Mother Tongue

Notallstudents’homeoridentitylanguagesareofferedwithintheISHcurriculum.However,asstatedinourschool’sLanguagePolicy,weconsideritimportantforyoutomaintainahighlevelofcompetenceinyourownlanguage.

AtISH,weofferopportunitiesforyoutostudyyourhomelanguageoutsidetheregularschoolcurriculum.Ourmother tongueprogrammeprovides youwith theopportunity todeveloporsustainyourlanguagesthroughlessonsthataretaughtbyprivatetutorswhoarepaiddirectlybyyourparents.LessonsareofferedinavarietyoflanguagessuchasItalian,Portuguese,Russian,SwedishandMandarin.ManyoftheselessonstakeplaceonWednesdayafternoonswhenlessonsforallstudentsfinishat14.05.

IBLearnerProfileandtheISHCommunityProfile

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AtISHweofferopportunitiesforyoutobecomeanactiveandcaringmemberoflocal,nationalandglobalcommunitiesanddevelopinternationalmindednessandinterculturalunderstandingthroughtheattributesoftheISHCommunityProfile.

Wewantyoutolearnhowtocollaborate,actwithcompassionandbecomearesponsibleglobalcitizen,abletounderstandtheongoingand inevitableglobalopportunitiesandchallengesweface.

Weexpectyourlearningtobeanactiveprocesswhereyoumakeconnectionsbetweennewideasandpriorunderstandings;yourlearningshouldbeaprocessofchangeandpersonalgrowth.

ISH Community Profile

At ISH we are global citizens who strive to be:

The International School of The Hague Community Profile is used to promote intercultural learning and develop global citizenship. It is based on the IB Learner Profile, the concept of international mindedness, the IPC Personal Goals and the ISH Guiding Statements. Different departments in the school are encouraged to develop subject-specific and/or age-appropriate adaptations for the attributes in the profile.

We value creative processes and innovation even when the results are unpredictable and surprising. We create ideas individually and in diverse groups across the whole range of subjects and beyond. We respect and celebrate the creativity arising from our different cultural backgrounds.

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

We persevere with a task, are capable of acknowledging disappointment and adapting when we are not successful straight away. We strive to achieve the best possible outcomes and support each other. We welcome the learning opportunities provided by difficulties and challenges.

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Creative Principled

Resilient Open-minded

Inquirers Caring

Knowledgeable Risk-takers

Thinkers Balanced

Communicators Reflective

How will your work be assessed?

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Theaimsofassessmentinallyoursubjectsaretojudgehowwellyouhavelearnedandwhatyoucando,toidentifyyourstrengthsandareasforfurtherdevelopmentandto help you to improve your learning.

Yourprogressandlevelofachievementwillbecontinuouslyassessedbyyourteachers.Inotherwords,assessmentisongoing(formative)andnotjustbasedononeortwomajortestsattheendofthetermoryear.Itisthereforeimportantthatyouworksteadilyfromweektoweekandtrytocompletealloftheassignmentssetbyyourteachers.

Therewillbeavarietyoftypesofassignmentsineachsubject.Thesecouldbeshortquestionandanswerassignments,essays,projects,presentations,tests,investigationsorperformances.Youwillcompletesomeassignmentsindividuallyandothersaspartofagroup.Someassignmentswillbecompletedinclass,othersashomework.Atcertainkeypointsintheyear,youmaybeaskedtoreflectonandgradeyourownperformance;thisiscalledself-assessment.Atothertimes,youmightbeaskedtoassesstheperformanceoffellowstudents;thiswecallpeer-assessment.Inordertogiveyouexamexperience,youwillparticipateina‘TestWeek’towardstheendofYear11.DuringTestWeek,youhaveonlyassessmentsandnolessons.Theseassessments,however,areonlyonepartofyouroverallassessment.Theseassessments,however,areonlyonepartofyouroverallassessment.

YourworkwillbegradedaccordingtocriteriasetbytheIBthatwillbeexplainedtoyouinclass.Yourteacherswillgiveyouacopyoftheassessmentcriteriaforeachsubjectatthestartoftheyear.Eachsubjecthasitsownsetoffourcriteria(suchasunderstanding,investigating,analysing,andcommunicating)againstwhichyourworkisassessed,withamaximumachievementlevelof8.Allsummativeassessmentswillassessyourperformanceononeormoreofthecriteriaandyouwillbeawardedalevelbetween0andthemaximum8.Beforeissuingareportgrade,yourteacherswilldeterminethelevelineachcriterionthatbestdescribesyourlevelofunderstandingandskillsatthetimeofreporting.Thefinallevelsareaddeduptogiveanoveralllevelofachievementforaparticularsubject.Thesedifferentlevelsofachievementcorrespondtoagradeona1 to 7scale.Thetableonpage 9describeseachlevel.TheassessmentcriteriaandrubricsarethesameforYears10and11.However,theassessmenttaskswillbemoreadvancedinYear11.

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Assessment overview

Thisoverviewshowsyouthecriteriaforeachsubjectgroup.Yourteacherswillprovideyouwiththedescriptorsforeachachievementlevelforthedifferentcriteria.

Subject Group Criterion A Criterion B Criterion C Criterion D

Language and Literature

Analyzing Organizing Producing Text Using Language

Language Acquisition

Comprehendingspokenandvisualtext

Comprehendingwrittenandvisualtext

Communicatinginresponsetotext

Usinglanguageinspokenand/orwrittenform

Individuals and societies

Knowingandunderstanding

Investigating Communicating Thinkingcritically

Sciences Knowingandunderstanding

Inquiringanddesigning

Processingandevaluating

Reflectingontheimpactsofscience

Mathematics Knowingandunderstanding

Investigatingpatterns

Communicating Applyingmathematicsinrealworldcontexts

Arts Knowingandunderstanding

Developingskills Thinkingcreatively Responding

Physical and health education

Knowingandunderstanding

Planningforperformance

Applyingandperforming

Reflectingandimprovingperformance

Design Inquiringandanalyzing

Developingideas Creatingthesolution Evaluating

Personal Project Investigating Planning Takingaction Reflecting

Interdisciplinary Learning

DisciplinaryGrounding

Synthesizing Communicating Reflection

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Thesearethegradeboundariesthatusedtocalculateyourreportgrades

Grade Boundary guidelines Descriptor

1 1-5 Producesworkofverylimitedquality.

2 6-9 Producesworkoflimitedquality.

3 10-14 Producesworkofanacceptblequality.

4 15-18 Producesgood-qualitywork.

5 19-23 Producesgenerallyhigh-qualitywork.

6 24-27 Produceshigh-quality,occasionallyinnovativework.

7 28-32 Produceshigh-quality,frequentlyinnovativework.

Grade boundaries and descriptors for grades 1 - 7

The school uses ManageBac to record and report your performance on an ongoing basisthroughout the year.Once teachershavemarkedyour summativework, theywill upload theresultstoManageBac.Youwillbeinformedbyemailthatresultshavebeenuploadedandcanbeviewed.

You will receive a progress report in November, with feedback from your teachers on your‘Behaviours for Learning’:meeting ISH learning expectations for learning; behaving in a respectful, responsible and safe manner; bringing required materials for learning to lessons; and meeting deadlines.

In January and July you will receive a detailed MYP report, which includes your currentachievementlevelsinall assessment criteriainallofyoursubjects,anoverallIBgrade(from1-7)foreachsubjectand‘BehavioursforLearning’feedbackfromyourteachers.

Inaddition,youwillreceivean interim grade reportinApril,withupdatedachievementlevelsinalloftheassessmentcriteriaforeachsubject.

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Reportingyourprogress

Changes to a your subject package in Year 10

Dropping a subjectYoumaydropasubjectattheendofYear10butnotthroughouttheyear.Requeststodropasubjectmustbeconfirmedbythelastdayofschoolbeforethesummerholiday.

Adding a 10th subject UntiltheOctoberholidayinYear10itispossibletoadda10thsubject,ifthefollowingconditionsaremet:thesubjectfitsintheyourtimetabletheclasssizeallowsit(25=max,20=maxforlabs)the change is agreed in consultationwith the Subject Area Leader (SAL), Year Leader and

DeputyHeadAcademic(DHAcademic)IBMYP.

Moving from one level to another within a subject StudentsmaymovefromoneleveltoanotherwithinMathematicsandLanguagesifthesubjectteacherandSALadviseandthechangeisagreedinconsultationwiththeSubjectAreaLeader(SAL),YearLeaderandDeputyHeadAcademic(DHAcademic)IBMYP.

Changes to a your subject package in Year 11

Dropping a subject YoumayonlydropasubjectinexceptionalcircumstancesandprovidedtheminimumrequirementsasdescribedintheSubjectChoicesInstructionsforYear10and11aremet.

Adding a subjectItisnotpossibletoaddasubjectinYear11,unlessexceptionalcircumstancesapply.ThedecisionrestswiththeDeputyHeadAcademicIBMYP.

Moving from one level to another within a subject MovingfromoneleveltoanotherwithinMathematicsandLanguagesisnotrecommendedaftertheOctoberholiday.However,exceptionsmayapplyontheadviceofthesubjectteacherandSAL. For all the above-mentioned changes, internal procedures (drop/change form includingnecessarysignaturesfromparents,SALandDeputyHeadAcademicIBMYP)mustbefollowed.

TheVicePrincipalAcademicreservestherighttoaccommodatestudent’swishesinexceptionalcases.

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ISH procedure for subject changes in Years 10 and 11

Homework isworkdoneoutsideclasstimeprimarilyathomeor inastudyperiodtopreparefor thenext lesson, tocompleteassignmentsandprepare for tests. Suchworkcould include:learningnewmaterial,revising,doingexercises,completingprojects,writinglabreports,readingliteratureandpractisinganinstrument.

Purpose of homework in MYP

You:developATLskillssuchasplanningandorganizationlearntoworkindependentlyandconsolidatewhatyouhavelearnedinclasscompleteextendedpiecesofworkprepareforassessments.

Amount of homework per week

Theamountoftimeperweekthatyoucanbeexpectedtospendonhomeworkwillvarydependingonyourabilitiesandneeds. InYears10and11,youcanbeexpectedtospendapproximately60minutespersubjectperweek.

General rules for Years 10 and 11Youareexpectedtocompletethehomeworksetbyyourteachers.LanguageandLiteratureandLanguageAcquisition (Dutch/French/German/Spanish)phases

4/5 and English Language Acquisition all levels need an additional 30minutes weekly forreading.

You are expected to record the homework. The teacher also puts the larger homeworkassignmentsonManageBacviamessages.

Homeworkisdueatatimeanddatethatcorrespondwithalesson.Nohomeworkissetfortheholidays;consequentlynosubmissiondatesshouldbegivenfor

thefirstdaybackafteraholiday.Generallyhomeworkisnotsetforthefollowingdayandlargerhomeworkassignmentsarenot

setforthefollowingday.

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ISH guidelines for homework in Years 10 and 11

ThroughouttheMiddleYearsProgramme(MYP)youdeveloparangeofApproachestoLearning(ATL) skills. Theseskills supportyour learningandperformance in theMYP.Self-Managementplaysacriticalrolenotonlyinyourperformanceinschoolbutalsolaterinlife.AtISHwethereforeplacegreatimportanceonyoumeetingdeadlines.Theschool’sLateWorkProtocolisappliedifyoudonotmeetdeadlines.

SummativeWork

Youhaveanobligationtocompletetheirsummativeworkbythedeadline(ontime).

Ifyoufailtocompleteyoursummativeworkontime,theteacherinformsyourparentsandsignsyouupforthenextavailableSummativeCatch-upAfternoon.

• TheworkthatyousubmitattheendoftheSummativeCatch-upAfternoonisconsideredas thefinalversionofthesummativeassessment.

• If no work is submitted or if you do not attend the Summative Catch-up Afternoon, achievementlevel0isawarded,asthismeansthatyouhaverefusedtosubmitworkthat wouldreachastandarddescribedbyanyofthedescriptorsintheassessmentcriteria.The teacherinformsyourparents,mentorandsubjectcoordinatorbyemail.Theteacherenters thezeroforthemissedworkonManageBacandaddsacommenttoexplainwhyazerohas beenawarded.

In the event of exceptional or unforeseen circumstances e.g. illness, family bereavement,special national/family celebration or other valid reasons, the teacher can agree on areasonableextensiontothedeadline.Youmustinformtheteacherofthesituationassoonasyoubecomeawarethattheoriginaldeadlinecannotbemet.Iftheworkisnothandedinbytheseconddeadline,theteacherinformsyourparentsofthemissedassessmentandsignsyouupforaSummativeCatch-upAfternoontocompletethework.

Amissedsummativedeadline,withoutanappropriateexcuseasdefinedabove,automaticallyresultsin‘Occasionally: requires significant improvement,’forthenextBehavioursforLearningreportcategory‘Meetsdeadlines’inthatsubject.

Summativeassessmenttasksdoneinclass,suchastests,cannotbelate. Ifyourabsenceisexcused,youwillbegivenanopportunitytodothesameorasimilartaskuponyourreturntoschool,eithersupervisedbythesubjectteacherorduringaSummativeCatch-upAfternoon.Iftheabsenceisunexcused,theteacherinformsyourparentsofthemissedassessmentandsignsyouuptotheSummativeCatch-upAfternoontocompletethework.TheteacheralsoinformsyourYearLeader,sothatrepeatedinstancesofmissingassessmentsduetounexcusedabsencecanbetrackedandappropriatefurtherdisciplinarymeasurescanbetaken.

TheteacherinformsthesubjectcoordinatorandyourYearLeaderbyemailifyourepeatedlymiss deadlines. Appropriate disciplinary measures are taken according to the school’sdisciplinaryprocedures.

AllMYPsummativeworkisassessedagainstprescribedIBMYPcriteria. InordertodetermineappropriatefinalachievementlevelsforeachcriterionandthefinaloverallIBsubjectgradeattheendofthereportingperiod,teachersanalyseachievementlevelsawardedduringthereportingperiod.Followingtheprinciplesofcriterion-relatedassessment,youwillbeawardedthefinal

What happens if you do not hand inyourworkontime?

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achievement levels thatbestdescribeyourcurrent levelof skills and understanding foreachcriterion,asevidencedinyoursummative(andsupportiveformative)work.

FormativeWorkYouarealsoexpectedtomeetdeadlinesforformativepiecesofwork.Ifyourepeatedlymiss

adeadline,yourteacherwillapplydisciplinarymeasuresaccordingtotheschool’sdisciplinaryprocedures.Therepeatedmissingofdeadlineswillalsobereflected inyourBehavioursforLearningreportgradeinthecategory‘Meets deadlines’.

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AtISHwenotonlywantyoutodowellinyourstudies,wealsowantyoutobecomeresponsibleandcaringcitizens.AsanIBschool,weembracethemissionstatementoftheIB,whichstrivestodevelop“caringyoungpeoplewhohelptocreateabetterandmorepeacefulworldthroughintercultural understanding and respect.”TosupporttheachievementofthisaimISHrequiresyoutoparticipateinServiceandAction(SA)programme,asestablishedbytheIBMYP.

All students inYears7 -11are required toparticipate inapprovedSAactivitiesand to reflectontheirexperienceusingtheonlinejournal.Yourmentorswillguideyouinchoosingthemostappropriateactivitiesandwillmonitoryourperformance.

YoushouldstrivetofindavarietyofSAactivitiesinordertobroadenyourhorizons.Theideaistofindawaytohelpothers,especiallysomeonewhoislessfortunatethanyouare.Doinganactivitytohelptheenvironmentoracommunity isSA.Wealsoencourageyoutotakepart inactivitiesthatsupportlocal,state,regional,andinternationalcauses.

What is Service as Action?

Serviceisunpaidandvoluntaryexchangethathasalearningbenefitforyouasastudent.InorderforlearninganddevelopmenttooccurSAshouldinvolve:authentic,purposefulactivities,thatmeettheoutcomesestablishedbytheMYPreflectionsontheoutcomesandpersonallearningcommitment

What is NOT Service as Action?

AnyactivityinwhichyoureceiveatangiblebenefitsuchasaschoolawardorpaymentisnotSA.AllformsofdutywithinthefamilyorfamilyfriendscannotbeusedforServiceandAction.

(e.g.mowing the lawn,makingdinner,babysitting, cleaning,gardening,pet-sitting,groceryshopping,etc.)

Why are reflections important?

ReflectionisanessentialcomponentoftheSArequirement.Ithelpsyoutobecomemoreawareoftheneedsofthecommunity,yourresponsibilitiesandthecontributionsthatyoucanmaketohelptocreateabetterandmorepeacefulworld.TheSAMYPReflectionshouldbefilledoutoncetheactivityiscompleted.YouwilldoyourreflectionsinyouronlinejournalinManageBac.

What are the Learning Outcomes for Service as Action?

BeforetakingonaSAactivity,youshouldconsiderwhetherthroughtheactivityyouwouldachievetheLearningOutcomeslistedbelow:ThisactivityisanewchallengeformeThisactivityallowsmetoworkcollaborativelywithothersThisactivityrequiresmyperseveranceandlongtermcommitmentThisactivityallowsmetodevelopnewskillsIcanconnectthisskilltomyacademiclearning

RequirementsforServiceasAction

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What are the requirements for Service as Action Learning Activities?

Studentsarerequiredtocompletealloutcomesthrough:twolong-termactivities(longtermisdefinedasanactivitythatlastslongerthanamonthand

requiresextendedcommitment)twoschool-runactivities(alistofsuitablelearningactivitieswillbeprovidedtoallstudents)reflectionsforthefouractivitiesinwhichyoudemonstratethatthelearningoutcomeshave

beenmetprovidingevidenceforallfouractivities

What are the grade boundaries for Service as Action?

InorderforyoutosuccessfullycompletetheSArequirements,allofthelearningoutcomesmustbeachievedthroughtheactivitiesandreflectedonoverthecourseoftheyear.Youwillreceivea‘Complete’or‘Incomplete’asagradeonyourreportcard.OutstandingServicewillberecognizedduringawardceremoniesinschool.

How can students fulfil their activities?

ActivitiesofferedthroughtheschoolprogrammeprovideopportunitiesforyoutomeettheSArequirementsastheyinvolveworkingingroups/communitiesforacommongoal.InvolvementingroupsoutsidetheschoolisalsoencouragedasworthwhileactivitythatsuittheSAprogramme.

How many reflections do students need to write?

Allstudentsneedtocompletereflectionsfortheiractivities.Foreachlong-termactivityyouwillneedtocompletetworeflections,onereflectionatthebeginningoftheactivityandtheotherwhentheactivityhasbeencompleted.Foreachshort-termactivity,youneedtocomplete one reflection.

What type of Activities are students allowed to do? What constitutes an Activity?

Long-TermActivitiesareclassifiedingroups.ExamplesofLongTermActivitiesinrelevantgroups:OneSport(insideoroutsideSchool)MUN:allMUNeventsare consideredONEActivity: Thimun,HagaMun,Demun,MiniMUN,

MunISHetc.Music(trombone,Piano,Orchestra,Musicalrecitals)-InsideoroutsideschoolHungryMindActivities(allactivitiesdonewithintheHungryMindcentreareconsideredONE

long-termactivity-StudentsneedtocommittoatleastsixeventsattheHungryMind)PrimaryHomeLanguageProgramStudentCouncilGIN: all initiatives that gowithin GIN are consideredONE activity: Silverback Engineering,

FeminISH,GreeningoftheISH,ProjectKenya,etc.HelpingdisabledchildrenatStables(Madurodam)

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Examplesofschool-runactivitiesinclude:SchoolPicnicTEDxInternationalDayPrimaryHalloweenPartySpringFairPhilosophyClubFrenchBazaarCharityCardsShoeBoxCharityProjectInternationalMorningHelperoftheMonthforaMentororTeacher

ThislistofactivitieswillbecontinuouslyupdatedontheISHSApage,ontheISHVIBESGoogleDocandinManageBac.

NOTE:Allfundraisingevents(suchasbakesales,sushisales,soapsales,etc.)shouldbecategorizedunder theactivity thatyouare raising funds for:e.g. School forGirls in India (all thingsdonetowardsthisactivityaregoingtobecategorizedundertheMainactivity-Soapsale,drivesale,etc.)

WhyamInotallowedtojustwrite‘BakeSale’asanactivity?Wewanttoencourageparticipationandreducethenumberofreflectionsyouarewriting;thiscanonlybedoneifyougrouptheactivitiesintothemaineventsorcategoriestheycorrespondto.

WhatstepsdoyouneedtofollowtoearnyourServiceasAction?

BeforeyoustartanactivityyoumustfirstreceiveapprovalComplete the form located on the Service as ActionManageBac page. It is important to

completethisformasdetailedaspossibletomaketheapprovalphasefaster.Iftheeventtakesplaceduringaschoolvacation,emailtheServiceasActioncoordinator,

Mrs.Lirad.lira@ishthehague.nlforapprovalNote: ApprovalonManageBacdoesnotmeanyouhavebeenenrolledintheactivity.Itjust

meansthattheactivityhasbeenapprovedasaServiceasActionactivity.InordertosignupforanactivityyouneedtomakesureyoufollowtheinstructionssenttoyoubyemailorviaServiceasActionboardarea

Forshorttermactivities,oncetheactivityiscompleteyouneedtowrite1reflection;forlongtermactivitiesyoushouldwrite2reflections-oneatthebeginningoftheactivityandonealmost at the endorattheendinManageBac.Thisstepisperhapsthemostimportantone.TheaimofServiceasActionistohelpyoutodevelopintoacompassionate,concernedglobalcitizen,andthereflectionquestionsareintendedtopromptthoughtfulnessaswellasgettingyoutothinkaboutyourownstrengthsandlimitations.

Please note:FamilymembersandcloserelativesmaynotbeyourServiceasActionsupervisor.

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YouareintroducedtothePersonalProjectintheSpringofYear10andyourprojecthastobecompletedinYear11.ThePersonalProjectisthebestexampleofindependentlearningthatyouwillencounterinthetwofinalyearsoftheMYP.YoumustcompletethePersonalProjecttopasstheyear.Completionisdefinedas:

ArrangingandattendingatleastsixmeetingswiththesupervisorProducingaproductWritingareportof2000-3500words(orequivalent,ifotherformatchosen)AttendingtheeveningofthePersonalProjectExposition

YourPersonalProjectissubjecttoexternalmoderationbytheIB,andthegradesarereleasedbytheIBinSeptemberofYear12.

TheaimsoftheMYPPersonalProjectaretoallowyouto:

engageinpersonalinquiryonissuesthatarerelevanttoyou,throughaglobalcontextasaframeworkforlearning

demonstrate the skills, attitudes and knowledge required to complete a project over anextendedperiodoftime

reflectonyourlearningandknowledgebothonyourownandwithothersmovetowardsthoughtfulandpositiveactiondevelopconfidenceasalifelonglearner.

ThePersonalProjectisanself-directedpieceofworkbasedonatopicofpersonalinterestthatyoudooutsidethenormallessons.Theprojectcantakemanyforms,suchasanoriginalworkofart, anoriginal scienceexperiment, abusinessplan, andmanymore.ThePersonalProjectreflectsyourApproachestoLearning(ATL)skillsandyourunderstandingofthesixGlobalContexts(IdentitiesandRelationships,OrientationinTimeandSpace,PersonalandCulturalExpression,ScientificandTechnicalInnovation,GlobalizationandSustainability,FairnessandDevelopment)usedintheMYP.Theproject’sgoalmustbeclearlyfocusedononeGlobalContext.ThePersonalProjectconsistsofthreecomponents:aprocessjournal,aproduct/outcomeandareport.Youwillbeassignedasupervisortoguideyouthroughtheprocess.

MoredetailedinformationonthePersonalProjectisprovidedinPersonalProjectfolderunderFilestabinManagebac.

WhatisthePersonalProject?

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Year 10

StudentsinYear10willbeautomaticallypromotedtothenextyeariftheyachievea minimum total of 32 pointsbasedonthefinalgrade fromeightsubjectsandhavea minimum level of Phase3inEnglishLanguageAcquisition.

The best grade from each of these six subject groups: Language and Literature, LanguageAcquisition (or a second Language and Literature), Individuals and Societies, Mathematics,Sciences;onesubjectfrom:Arts,PhysicalandHealthEducation,andDesign),andthebesttwoothersubjectsmustcontributetothepointstotal.

StudentsshouldhaveatleastoneLanguageandLiteraturesubject.However,theschoolrecognisesthatthereareexceptionsandsomestudentsdonothaveaLanguageandLiteraturesubjectthatistaughtaspartoftheISHcurriculum.IntheseexceptionalcasesstudentscancounttwoLanguageAcquisitiongradesfortheirpointtotal.

Studentsmustalsohavemettheschool’srequirementforServiceasAction.

Year 11

Studentswhoachievetheminimumnumberofpointswillbeawardedthe ISH Middle School Certificate-‘SuccessfullyCompleted’.IfstudentsdonotachievetheminimumnumberofpointstheISH Middle School Certificatewillstate‘Completed’.

StudentsarerequiredtohavecompletedthePersonalProjectandachieveda minimum total of 32 pointsbasedonthefinalgradefromeightsubjectsandhavea minimum level of Phase 3 in EnglishLanguageAcquisition.

Thebestgradeiscountedfromeachofthesesix subject groups:LanguageandLiterature,LanguageAcquisition (or a second Language and Literature), Individuals and Societies, Mathematics,Sciences,Artsandthebest two other subjectsmustcontributetothepointstotal.Theminimumrequirementof32pointsmaybewaivedinthecasesofstudentswhojoinISHatthestartofYear11.

Studentsshouldhaveat leastoneLanguageandLiteraturesubject,eitherfromEnglish,DutchorElectives(French,GermanorSpanish)unlessthereisanexceptionalcase.SomestudentsdonothaveaLanguageandLiteraturesubjectthatistaughtaspartoftheISHcurriculum.IntheseexceptionalcasesstudentscancounttwoLanguageAcquisitiongradesfortheirpointtotal.

Studentsmustalsohavemettheschool’srequirementforServiceasAction.

Studentswho are registeredwith the International Baccalaureate (IB)will be eligible for theawardoftheIBMYPCourseResultsdocument.Thisdocument,issuedbytheIB,givesthegradestudentsreceivefortheMYPPersonalProject.

PromotionandAwardofISHMYPCertificate

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How the point scores are calculated in Years 10 and 11

The total point score is based on the grades for eight subjects from the categories listed below:(If students havemore than one subject in a particular category the higher/highest grade iscounted.)

StudentsmustcountatleastoneLanguageandLiteraturegradefromEnglish,DutchorElectives(French,GermanorSpanish)unlessthereisanexceptionalcase.Seeabove.

1.English(LanguageandLiteratureorLanguageAcquisition)2.Dutch(LanguageandLiteratureorLanguageAcquisition)3.Mathematics(Standard/ExtendedMathematics)4.PHE(PhysicalandHealthEducation)-pleasenotethatPEWdoesNOT count towards the

point score5.Onesubjectfrom:Biology,Chemistry,Physics(Sciences)6.Onesubjectfrom:BusinessManagement,Economics,Geography,History(Individuals&Societies)

7.Onesubjectfrom:VisualArt,Drama,Music(Arts)8.ElectiveSubject9.ElectiveSubjectAnytwoelectivesmaybecountedfromthelistbelow

Language and Literature and Language Acquisition: French Language and Literature/ FrenchLanguageAcquisition;GermanLanguageandLiterature/GermanLanguageAcquisition;SpanishLanguageandLiterature/SpanishLanguageAcquisitionScience:Biology,Chemistry,PhysicsIndividualsandSocieties:Geography,History,BusinessManagement,EconomicsDesign:DigitalDesign,ProductDesignArts:Drama,Music,VisualArts

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ThestudentisatthecentreofourMYPphilosophyandasaschool,weplacegreatemphasisonlearning.Learningdoesnotstopwhenyouleavetheclassroomortheschool.Somanythingskeepchangingintoday’sworldthatallofushavetobeopentonewconceptsandtechniquesthroughoutourlives.Therefore,theaimistohelpyoubecomeanindependent,life-longlearner.

Differentpeoplelearnbestindifferentways.ThisiswhywetrytohelpyouunderstandhowyoucandevelopyourownApproachestoLearningandwhatkindofstrategiesyoucanusetostudymoreeffectively.Youwillbeencouragedtolookatyourownprogressandbecriticalofyourownideasandthoseofothers.

Peoplewhoare successful at school and in lifeoftenhave certain skills in common. Someofthese,youwillhavestartedtodevelopalready.InYears10and11,youwillworkonimprovingyourATLskillsinthefollowingcategories:

1. Communication,e.g.usingavarietyoftechniquesandmediaforspeakingandwriting,readingcriticallyandtakingeffectivenotes

2. Socialskills(Collaboration),e.g.exerciseleadershipandtakeonavarietyofroleswithingroups,listeningactivelytootherperspectivesandencouragingotherstocontribute

3. Self-management (Organisation, Affective skills, Reflection), e.g. managing your time andtasks,

demonstratingpersistenceanddevelopingnewskillsaswellasstrategiesforeffectivelearning

4. Research (Information literacy, Media literacy), e.g. making connections between varioussourcesof information,usingtheMLAreferencingsystemandunderstandingtheimpactofmedia

5. Thinking (Critical thinking, Creative thinking, Transfer), e.g. recognising bias, developingopposingorcontradictoryargumentsaswellasapplyingskillsandknowledge inunfamiliarsituations

At ISH,we stress the importance of you taking ownership of your own academic progress –workingwithteacherstoachieveyourfullpotential.YouwillhaveencounteredelementsofthisalreadyinYears7to9,for instancethroughprojects invarioussubjects.However, inthefinaltwoyearsof theMYP the ideaof taking responsibility for your studies takesonevengreatersignificance.LiketheIBDiplomaProgrammeandIBCareer-relatedProgramme,theMYPrequiresyoutobeproactiveinyourapproachtoyourstudiesandtouseyourskillsinthefiveATLcategoriesmentionedabove.SuccessfulstudentsinYears10and11have‘learnedhowtolearn’.

WhatdoesATLmeanforyou?

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Unlessyourteacheradvisesyouotherwise,pleasefollowtheguidelinesbelow.

Forextendedpiecesofwritingyourteachermayrequireyoutoincludeacoverpageandtableofcontents.

Naming and Submitting work as digital File Types

NamingconventionItishelpfulifyounameyourworkaccordingly:Name_Year_Subject_Topice.g.Joel Blogs - Y10 Biology - Energy.PDF

File Types and SizeManageBacacceptsthefollowingfiletypesforuploadandannotationofassignments:

WrittenAssignments:MicrosoftWord™(DOCandDOCX)PortableDocumentFormat(PDF)

Images:Recommendedfiletypesare:JPEG/GIF/PNG/TIFF/BMP

Videos: ISHhasapolicywhichstatesthatthe sharing of images and/or videos which show students is notpermittedwithoutexpresspermission.Therefore,youshouldstorevideoassignmentsonyourGoogleDriveandpublishthevideoURL/linktoManageBac.Wherenecessary,andwherepermissionisgrantedbyateacher,youmayuploadavideotoyourYouTubeaccount,shared as unlisted,andpublishtheURL/linktoManageBac.

Whensubmittingdigitalmaterial,itisimportantthattheworkispostedwellbeforetheassignmentdeadlineandthatyouhavecheckedthattheuploadhasbeensuccessful.Technical problems cannot be used as an excuse for late submission or missing work.

How should you present your work?

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HandwrittenworkOnA4paperYournameandmentorgroupontheleftYourteacher’snameontherightThedateundertheteacher’snameon therightAtitleAmarginontheleftHand-writtenworkindarkblueorblackinkAnindentationorskippedlineforeachnew

paragraphPagesarenumberedifmorethanonepage

Digital or printed copyYournameandmentorgroupontheleftYourteacher’snameontherightThedateundertheteacher’snameon therightAtitleTextalignedbothleftandrightFontsize11and1.5or2.0spacingAclearlylegiblefontsuchasArial, TimesNewRomanAnextraspacebeforeeachnewparagraphPagesarenumberedifmorethanonepage

Youareencouraged to keepadigitalportfolio inManageBac. Theportfolio is organised intodifferentfolders,suchasPersonal,ServiceandAction,andpersubjectgroup.AllworkthatyousubmitviaDropboxinManageBacisvisibleintherespectivesubjectgroupfolderinyourdigitalportfolio.Likewise,theworkthatisgradedonlineappearswiththeteacher’sfeedback.YouwillcontinuetokeepaProcessJournalintheArts,andaDesignFolderinDigitalDesignandProductDesign.

Itisyourresponsibilitytokeepyourdigitalportfolio.IfnoworkissubmittedviaManageBacyouareexpectedtouploadat leastonepieceofassessedworkforeachsubjectperfullreportingsession.Youwillhaveaminimumoftwopiecesperyear.Aminimumofonereflectionperfullreportwillalsoberequired.Youmayalsochoosetouploadformativepiecesofwork.Keepingarecordofyourassessedworkwillhelpyoutotrackyourprogress.Yourparentsandmentorswillalsobeabletoviewtheworkinyourdigitalportfolio.

Workthatyouhandinashardcopieswillbereturnedtoyouinclass.ItisyourresponsibilitytokeepthemarkedworkinanA4ringbinder.Youareallowedtokeeptheassessedworkunlessitisatestorquizthatisusedrepeatedlyandonethatstudentsshouldnotseeinadvance.Inthiscase,theassessedworkwillbekept inasubjectfolder intheclassroom.YouwillhaveaccesstothefolderandparentscanviewthecontentsofthefolderonrequestandduringtheParentTeacherStudentConference(PTSConferences).Youareencouragedtoorganiseyourwork(assessmentsbothformativeandsummativethathavebeendoneonpaper,reflections,peerassessments,handouts,etc.)inanA4ringbinderunlessalltheworkisdonedigitally.

How should you organise your work?

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YouarerequiredtoactinaresponsibleandethicalmannerthroughoutyourparticipationintheInternationalBaccalaureate(IB)MiddleYearsProgramme(MYP).Beingacommunitybasedonintegrityispartofourschool’sGuidingStatements:“Weshowcourageandactwithintegrity,fairness and respect.” Students of all ages are, therefore, expected to maintain the higheststandardsofintegrityintheiracademicworkandmustavoidanyformofmalpractice.

Definitions

WefollowtheIBindefiningacademicmisconductasbehaviour(whetherdeliberateorinadvertent)thatresultsin,ormayresultin,thestudentoranyotherstudentgaininganunfairadvantageinoneormorecomponentsofassessment.Behaviourthatmaydisadvantageanotherstudent isalsoregardedasacademicmisconduct.

Thus,academicmisconductisabreachofregulationsandincludes,butisnotrestrictedto:

1) Plagiarismandduplicationofwork:plagiarism:thisisdefinedastherepresentationoftheideasorworkofanotherpersonasthe

student'sown;duplication of work: this is defined as the presentation of the same work for different

assessmentcomponentsand/orcorerequirements;any other behaviour which gains the student an unfair advantage-forexample: •substantialeditorialorcompositionalassistance, •falseclaimsorfabricatedreferences.

2)Cheatingandothertypesofmisconductduringatestoranexaminationorothersummativeassessments:

cheatingandothertypesofmisconduct-forexample: •takingunauthorizedmaterialintoanexamination, •copyingoffsomeoneelse’sexam/quizetc. •communicatingwithanotherstudent, •failingtoobeythecoordinator’s/invigilator’sinstructionsinatestorexamination(e.g.tostopwritingattheendofatestorexamination,nottowriteduringthereadingtime).any other behaviour which gains an unfair advantage for a student-forexample:receiptof

confidentialinformationaboutexaminations,testsorothersummativeassessments.

3) Behaviourwhich gains an unfair advantage for a student orwhich affects the results ofanother student:

collusion:thisisdefinedassupportingmalpracticebyanotherstudent,forexample,allowingone’sworktobecopiedorsubmittedforassessmentbyanother;

disclosure of confidential information about examinations, tests or other summativeassessments;

misconduct during a test or an examination - for example: behaviour that disrupts theexaminationordistractsothercandidates.

MalpracticeorattemptedmalpracticeistreatedasaseriousmatterattheISHandbytheIBandwillresultinaseverepenalty.

Whatistheschool’spolicyonAcademicIntegrity?

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Consequences of academic misconduct

Academicmisconductwillhaveseriousconsequencesforstudentsofallages.

Arecordofstudentmisconductwillbekeptcentrallyandconsequenceswillbemoresevereforrepeatedoffencesacrosssubjects.

Whenlackofacademicintegrityissuspected,studentswillbeinterviewedbytheteacherandthesubjectcoordinatorinanattempttodeterminewhetherthetransgressionwasinadvertentordeliberate.Ifitwasinadvertent,thestudentmaybecounseledandwillbeallowedtorevisetheworkasappropriate.Ifitwasadeliberateactofdishonesty,theproceduresoutlinedintheISH Academic Integrity Practices - Secondary 2019willbefollowed.

School-internal summative assessments

Firstoffence:TheteacherreportstheacademicmisconducttotheYearLeaderandalsoinformsthementor.

Theteachershouldprovideacopyoftheassignmentandthesourceswhere itwascopiedfrom(e.g.TurnItInoriginalityreport)whichcanbeusedasevidenceandshowntoparents.

The Year Leader informs the parents and invites the student to ameeting to discuss theimportanceofacademicintegrityandtheconsequencesofacademicmisconduct.

The studentwill be required to re-do theworkor complete an alternate assessmentwithhonestyand integrity;thishasthepurposeofprovidingaccurateevidenceofthestudent’sachievement.Thestudentwillcompletetheworkundersupervision(Y7-11SCA-SummativeCatch-upAfternoon).

Theteacherwillmarktheworkandprovidefeedback,andgiveasummativegrade/levelofachievementfortheassessment.

An infringement of the Academic Integrity Practices automatically results in ‘Occasionally:requiressignificantimprovement’forthecategory‘Behaves in a responsible, respectful and safe manner.’

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Repeatedoffence:

TheteacherreportstheacademicmisconducttotheYearLeaderandalsoinformsthementor.Theteachershouldprovideacopyoftheassignmentandthesourceswhere itwascopiedfrom(e.g.TurnItInoriginalityreport)whichcanbeusedasevidenceandshowntoparents.

TheYearLeaderinformstheparentsandinvitesthemtoameetingtodiscusstheimportanceofacademicintegrityandtheconsequencesofrepeatedacademicmisconduct.Thefollowingpartieswillattend:thestudent,thestudent’sparents/guardiansandtheYearLeader.

Thestudentwillreceivea0gradefortheassessment.ThestudentwillserveaPastoralDetentionandwillberequiredtowriteapaperonthesubject

ofacademicethicsandintegrity.The studentwill be required to re-do theworkor complete an alternate assessmentwith

honestyand integrity;thishasthepurposeofprovidingaccurateevidenceofthestudent’sachievement.Thestudentwillcompletetheworkundersupervision(SCA-SummativeCatch-upAfternoon).Theteacherwillmarktheworkformativelyandprovidefeedback.

An infringement of the Academic Integrity Practices automatically results in ‘Occasionally:requiressignificantimprovement’forthecategory ‘Behaves in a responsible, respectful and safe manner.’

Ifastudentrepeatsanactofacademicmisconductmorethantwicethiswill leadtomoreseveremeasuresincludingsuspension.

**The ISH Academic Integrity Policy is a detailed and comprehensive document:Forthefulltext,pleaserefertotheschoolwebsitehttp://www.ishthehague.nl/

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Command termsarewordsyourteachersuseininstructionsduringclass,onassessmenttasks,for tests andwithprojectwork. Youalsofind them in the rubrics for yourdifferent subjects.The command terms show the level of thinking that is asked for or that you have achieved.Forexample,repeatingadefinitionyouhavestudiedismucheasierthananalysingaconcept.

Yourteacherswillhelpyoutounderstandthemeaningofthecommandtermsandwhethertheyrequirehigherorlowerlevelthinkingskills.Youshouldalsostudythecommandtermsonyourown.Ouraimisthatyouknowwhattodowhenyouareasked,forexample,to‘describe’insteadof‘discuss’.Thisallowsyoutoachievethebestresultpossible–insteadoflosingmarksbecauseyoudidnotfullyunderstandtheinstructions.

Onthislist,youwillfind65commandtermsandtheirdefinitions.Thecommandtermsmarkedwithanasterisk(*)usuallyrequirehigherorderthinkingskills.

MYP command terms for Years 10 and 11 at ISH

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Command term Definition

Analyse* Breakdowninordertobringouttheessentialelementsorstructuretoidentifypartsandrelationships,andtointerpretinformationtoreachconclusions.

Annotate Addbriefnotestoadiagram,graphortext.

Apply Useknowledgeandunderstandinginresponsetoagivensituationorrealcircumstances.Useanidea,equation,principle,theoryorlawinrelationtoagivenproblemorissue.(Seealso“Use”.)

Calculate Obtainanumericalanswershowingtherelevantstagesintheworking.

Classify Arrangeororderbyclassorcategory.

Comment* Giveajudgmentbasedonagivenstatementorresultofacalculation.

Compare* Giveanaccountofthesimilaritiesbetweentwo(ormore)itemsorsituations,referringtoboth/allofthemthroughout.

Compare and con-trast*

Giveanaccountofthesimilaritiesanddifferencesbetweentwo(ormore)itemsorsituations,referringtoboth/allofthemthroughout.

Construct* Displayinformationinadiagrammaticorlogicalform.

Contrast* Giveanaccountofthedifferencesbetweentwo(ormore)itemsorsituations,referringtoboth/allofthemthroughout.

Create* Evolvefromone’sownthoughtorimagination,asaworkoraninvention.

Critique* Provideacriticalrevieworcommentary,especiallywhendealingwithworksofartorliterature.(Seealso“Evaluate”.)

Deduce* Reachaconclusionfromtheinformationgiven.

Define Givetheprecisemeaningofaword,phrase,conceptorphysicalquantity.

Demonstrate Makeclearbyreasoningorevidence,illustratingwithexamplesorpracticalapplication.

Derive* Manipulateamathematicalrelationshiptogiveanewequationorrelationship.

Describe Giveadetailedaccountorpictureofasituation,event,patternorprocess.

Design* Produceaplan,simulationormodel.

Determine* Obtaintheonlypossibleanswer.

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Develop* Improve incrementally, elaborate or expand in detail. Evolve to a more advanced or effectivestate.

Differentiate* Obtainthederivativeofafunction./Noticethedifference.

Discuss* Offeraconsideredandbalancedreviewthatincludesarangeofarguments,factorsorhypotheses.Opinionsorconclusionsshouldbepresentedclearlyandsupportedbyappropriateevidence.

Distinguish* Makeclearthedifferencesbetweentwoormoreconceptsoritems.

Document* Creditsourcesofinformationusedbyreferencing(orciting)followingarecognizedreferencingsystem.Referencesshouldbeincludedinthetextandalsoattheendofthepieceofworkinabibliography.

Draw Representbymeansofalabelled,accuratediagramorgraph.Showinformationinpictureormind-mapform.Fordiagramsandgraphs:Useapencil.Aruler(straightedge)shouldbeusedforstraightlines.Diagramsshouldbedrawntoscale.Graphsshouldhavepointscorrectlyplotted(ifappropriate)andjoinedinastraightlineorsmoothcurve.

Estimate Obtainanapproximatevalueforanunknownquantity.

Evaluate* Makeanappraisalbyweighingupthestrengthsandlimitations.(Seealso"Critique".)

Examine* Consideranargumentorconceptinawaythatuncoverstheassumptionsandinterrelationshipsoftheissue.

Explain Giveadetailedaccountincludingreasonsorcauses.(Seealso“Justify”.)

Explore* Undertakeasystematicprocessofdiscovery.

Find Obtainananswershowingrelevantstagesintheworking.

Formulate* Expresspreciselyandsystematicallytherelevantconcept(s)orargument(s).

Hence* Usetheprecedingworktoobtaintherequiredresult.(notaverbbutanimportantterm)

Otherwise* Itissuggestedthattheprecedingworkisused,butothermethodscouldalsoreceivecredit.(notaverbbutanimportantterm)

Identify Provideananswerfromanumberofpossibilities.Recognizeandstatebrieflyadistinguishingfactorfeature.

Integrate* Obtaintheintegralofafunction./Combineorunite.

Interpret* Useknowledgeandunderstandingtorecognizetrendsanddrawconclusionsfromgiveninformation.

Investigate* Observe,study,ormakeadetailedandsystematicexamination,inordertoestablishfactsandreachnewconclusions.

Justify* Givevalidreasonsorevidencetosupportananswerorconclusion.(Seealso"Explain".)

Label Addtitle,labelsorbriefexplanation(s)toadiagramorgraph.

List Giveasequenceofbriefanswerswithnoexplanation.

Measure Obtainavalueforaquantity.

Observe Watchornotice.Regardwithattention,especiallysoastoseeorlearnsomething.

Organize Putideasandinformationintoaproperorsystematicorder.

Outline Giveabriefaccountorsummary.

Plot Markthepositionofpointsonadiagram.

Predict Giveanexpectedresultofanupcomingactionorevent.

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Present Offerfordisplay,observation,examinationorconsideration.

Prioritize Giverelativeimportanceto,orputinanorderofpreference.

Prove* Useasequenceoflogicalstepstoobtaintherequiredresultinaformalway.

Reflect* Thinkaboutdeeply,consider.

Select Choosefromalist,grouportext.

Show Givethestepsinacalculationorderivation.

Show that Obtaintherequiredresult(possiblyusinginformationgiven)withouttheformalityofproof."Showthat"questionsdonotgenerallyrequiretheuseofacalculator.

Sketch Representbymeansofadiagramorgraph(labelledasappropriate).Thesketchshouldgiveageneralideaoftherequiredshapeorrelationship,andshouldincluderelevantfeatures.

Solve* Obtaintheanswer(s)usingalgebraicand/ornumericaland/orgraphicalmethods./Findananswerorsolution.

State Giveaspecificname,valueorotherbriefanswerwithoutexplanationorcalculation.

Suggest* Proposeasolution,hypothesisorotherpossibleanswer.

Summarize Abstractageneralthemeormajorpoint(s).

Synthesize* Combinedifferentideasinordertocreatenewunderstanding.

To what extent* Considerthemeritsorotherwiseofanargumentorconcept.Opinionsandconclusionsshouldbepresentedclearlyandsupportedwithappropriateevidence.(notaverbbutanimportantterm)

Trace Followandrecordtheactionofanalgorithm./Followsomething(oftengoingbackintime).

Use Applyknowledgeorrulestoputtheoryintopractice.(Seealso“Apply”.)

Verify* Provideevidencethatvalidatestheresult.

Writedown Expressinwriting/obtainbriefanswer(s)byextractinginformation.ForMathematicsandSciences:Littleornocalculationisrequired.Workingdoesnotneedtobeshown.