y7 myp handbook 2013

SMITIS: 2013 Year 7 MYP Handbook

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Year 7

MYP

Handbook


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TABLE OF CONTENTS

Welcome to the SMITIS Secondary School 3

IB Learner Profile 3

Areas of Interaction 4

Community and Service 5

Which subjects are offered in Year 7 at SMITIS? 5

How will your work be assessed? 6

Assessment criteria overview 8

Grade boundaries and final grade 9

What does ATL mean for you? 10

What happens if work is not handed in on time? 11

What is the school policy on academic honesty? 12

SMITIS Referencing Guide (Year 7) 13

Command Terms for Year 7 at the SMITIS 16

Good Work Attitude 20

Expectations of students at school 20


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Welcome to the SMITIS Secondary School

This handbook gives you important information about the Middle Years Programme curriculum in Year 7. We advise you to consult this handbook regularly and we hope your time at SMITIS will be a positive learning experience.

What does the Year 7 Middle Years Programme (MYP) offer you?

The aim of all IB programmes is to develop internationally minded people who help to create a better and more peaceful world. As a MYP student you will work towards acquiring the learner qualities outlined in the IB Learner Profile. (You can read the full text of the IB Learner profile on the IB website www.ibo.org)

IB learners strive to be:

Inquirers- learn through asking questions, investigating and finding things out for yourself

Knowledgeable - acquire knowledge and understanding across a range of subjects

Thinkers - acquire thinking skills in order to be able to approach problems and make decisions

Communicators - learn to express your ideas and communicate with others in more than one language and in other ways of communicating e.g. music, dance.

Principled - act with a sense of fairness and honesty and respect for others. Take responsibility for your own actions.

Open-minded - understand your own culture and be open to the values and traditions of other cultures.

Caring - respect the needs and feelings of others. Contribute to making a difference to the environment and the lives of others

Risk-takers - try out new things and new situations

Balanced - understand that you need to have a balance between your studies, exercise and time spent with family and friends.

Reflective - consider how well your experiences and learning have gone in order to understand your own strengths and improve your limitations. You can read the full text of the I Learner tp://www.ibo.org/programmes/profile/http://www.ibo.org/programme

The MYP is a challenging and interesting course of study. It asks you to take responsibility for your learning, to work and cooperate closely with others and to explore new ways of understanding and enquiring into the world around you. The MYP aims to do more than allow you to progress in the different subjects you will study. This is why the programme is founded on three fundamental concepts: holistic learning, communication and intercultural awareness. The MYP wants you as a learner to make connections: between subjects, between people, between how you


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act and how your actions affect others and between the school and the wider community it is a part of. The ultimate aim of the MYP, and our ultimate aim at the SMITIS, is to help you prepare for life.

In order to allow you to explore how what you study is connected to real life, you study subjects through the five Areas of Interaction:

∞ Approaches to Learning (ATL)

∞ Community and Service (CS)

∞ Environments (ENV) ∞ Health and Social Education (HSE) ∞ Human Ingenuity (HI)

Areas of Interaction

Each Area of Interaction addresses different questions. These questions focus on making connections between your studies, your personal life and the wider world around you.

Approaches to Learning

How do I learn best? How do I know? How do I communicate my understanding?

Community and Service

How do we live in relation to each other? How can I contribute to the community?

How can I help others?

Environments

What are our environments? What resources do we have or need? What are my responsibilities?

Health and Social Education

How do I think and act? How am I changing? How can I look after others and myself?

Human Ingenuity Why and how do we create? What are the consequences?


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Community and Service

How can I make a difference?

We can all make worthwhile contributions to communities, from our immediate family and school community to the world at large. During the course of the year you will have opportunities to engage in various services and make contributions to different communities. These activities will involve you giving your time and efforts to improve the school environment, the local environment or the lives of others in less fortunate circumstances. All MYP students are expected to meet the school’s Community and Service requirement.

Students record their progress through an online C&S system, ManageBac, where they will effectively track their C&S progress. Through ManageBac students are able to build a portfolio of service activities, add interview notes and evaluate their own progress. At the beginning of the school year students are given a password. Students will then be able to log in from any computer and record their progress.

Which subjects are offered at SMITIS in Year 7?


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Language A

English

Language B

Indonesian

Humanities

Geography History

Technology

Mathematics

Arts

Visual Arts

Sciences

Integrated Science

Physical Education (PE)

How will your work be assessed?

The aims of assessment in all your subjects are to judge how well you have learned and what you can do; to identify your strengths and weaknesses and to help you to improve your learning. In the various assessment tasks set by your teachers you will need to show:

√ You can recall certain facts.

√ You understand this knowledge and can apply it to different situations

√ You can apply what you have learned in new situations

√ What has changed for you because of what you have learned?

Your teachers will continuously assess your progress and level of achievement. In other words assessment is on-going and not just based on one or two major tests at the end of the semester or year. It is therefore important that you work steadily from week to week and try to complete all of the assignments set by your teachers.

There will be a variety of types of assignments in each subject. These could be short


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question and answer assignments, essays, projects, presentations, tests, experiments or performances. You will complete some assignments individually and others as part of a group. Some assignments will be completed in class, others as homework. At certain key points in the year you may be asked to grade your own performance, this we call self-assessment. At other times, you might be asked to assess the performance of fellow students, this we call peer-assessment.

Teachers will grade your work according to certain criteria that will be explained to you in class. Each subject has its own set of criteria such as knowledge, skills, presentation, against which your work is graded. Some subjects have four criteria, others five. You can score a maximum number of points for each criterion. Before issuing a report grade your teachers will determine the most appropriate level for each criterion. This we call the highest sustained level of achievement. The final levels are added up to an overall level of achievement for a particular subject. These different levels of achievement correspond to a grade on a 1 to 7 scale. The table below describes each level.

MYP Grade Descriptors

GRADE DESCRIPTION

7 The student is consistent and thorough in achievement and effort. The work produced is always of a very high quality and all subject requirements are met.

6 The student is consistent and thorough in achievement and effort. Most of the work produced is of a very high quality and all subject requirements are met.

5 The student is generally consistent and thorough in achievement and effort. Most of the work produced is of a high quality and subject requirements are met most of the time.

4 The student meets the basic requirements set by the subject in terms of academic achievement and effort.

3 The student's achievement and effort are limited. Many of the subject requirements are not met.

2 The student's achievement and effort are poor to very poor. Most of the subject requirements are not met.

1 Minimal achievement in terms of objectives


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Assessment Criteria Overview

This overview shows you the number of criteria for each subject group and the maximum number of points for each criterion.

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!Assessment!Criteria!Overview!This!overview!shows!you!the!number!of!criteria!for!each!subject!group!and!the!maximum!number!of!points!for!each!criterion.!!!Language!A!!Criterion!A! Content!(receptive!and!productive)! Maximum!10!Criterion!B! Organization! Maximum!10!Criterion!C! Style!and!language!mechanics! Maximum!10!Language!B!!Criterion!A! Oral!Communication! Maximum!8!Criterion!B! Visual!!interpretation! Maximum!8!Criterion!C! Reading!comprehension! Maximum!8!Criterion!D! Writing! Maximum!8!Humanities!!Criterion!A! Knowing!and!Understanding! Maximum!8!Criterion!B! Investigating! Maximum!8!Criterion!C! Thinking!critically! Maximum!8!Criterion!D! Communicating! Maximum!8!Technology%(Pilot)%Criterion!A! Inquiring!and!analysing! Maximum!8!Criterion!B! Developing!ideas! Maximum!8!Criterion!C! Creating!the!solution! Maximum!8!Criterion!D! Evaluating! Maximum!8!Mathematics!!Criterion!A! Knowledge!and!Understanding! Maximum!8!Criterion!B! Investigating!patterns! Maximum!8!Criterion!C! Communication!in!mathematics! Maximum!6!Criterion!D! Reflection!in!mathematics! Maximum!6!Arts!(Pilot)!Criterion!A! Knowledge!and!Understanding! Maximum!8!Criterion!B! Application! Maximum!10!Criterion!C! Reflection!and!Evaluation! Maximum!8!Criterion!D! Personal!Engagement! Maximum!8!Integrated!Science!!Criterion!A! One!World! Maximum!6!Criterion!B! Communication!in!Science! Maximum!6!Criterion!C! Knowledge!and!Understanding!of!Science! Maximum!6!Criterion!D! Scientific!Inquiry! Maximum!6!Criterion!E! Processing!Data! Maximum!6!Criterion!F! Attitudes!in!Science! Maximum!6!Physical!Education!!Criterion!A! Use!of!knowledge! Maximum!8!Criterion!B! Movement!Composition! Maximum!6!Criterion!C! Performance! Maximum!10!Criterion!D! Social!Skills!!and!personal!engagement! Maximum!8!!!


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Grade!Boundaries!Conversion!tables!!The!IB!reserves!the!right!to!change!the!grade!boundaries!as!needed!at!the!start!of!each!academic!year.!You!will!be!informed!if!any!of!the!grade!boundaries!published!here!change.!!

!!!

!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!

!© International Baccalaureate Organization!

Language!A!! !! Language!B!! !! Humanities!!Grade!! Boundaries! !! Grade!! Boundaries! !! Grade!! Boundaries!1!! 0!^!4!! !! 1!! 0!–!3!! !! 1!! 0–!3!2!! 5!^!9!! !! 2!! 4!–!7! !! 2!! 4!–7!3!! 10!^!14!! !! 3!! 8!–!12!! !! 3!! 8!–12!!4!! 15!^!19!! !! 4!! 13!–!17!! !! 4!! 13–!17!5!! 20!^!23!! !! 5!! 18!–!22! !! 5!! 18!–22!!6!! 24!^!27!! !! 6!! 23!–!27!! !! 6!! 23–!27!!7!! 28!^!30!! !! 7!! 28!–!32!! !! 7!! 28–!32!!

Technology!! !! Mathematics!! !! Arts!!Grade!! Boundaries!! !! Grade!! Boundaries!! !! Grade!! Boundaries!!1!! 0!–!3! !! 1!! 0!^!4!! !! 1!! 0!^!3!!2!! 4!–!7!! !! 2!! 5!^!8!! !! 2!! 4!^!7!3!! 8!–!12!! !! 3!! 9!^!12!! !! 3!! 8!^!12!!4!! 13!–!17!! !! 4!! 13!^!17!! !! 4!! 13!^17!!5!! 18!!–!22!! !! 5!! 18!^!21!! !! 5!! 18!^!22!!6!! 23!–!27!! !! 6!! 22!^!25!! !! 6!! 23!^!27!7!! 28!–!32!! !! 7!! 26!^!28!! !! 7!! 28!^!32!

Integrated!Science! !!!!!!!!!!!!! Physical!Education!!Grade!! Boundaries! !!!!!!! Grade!! Boundaries!!1!! 0–5!! !!!!!! 1!! 0!^!5!!2!! 6–11!! !!!!!!!!!! 2!! 6!^!10!!3!! 12–18!! !! 3!! 11!^!15!!4!! 19–24!! !! 4!! 16!^!20!!5!! 25–28!! !! 5!! 21!^!24!!6!! 29–32!! !! 6!! 25!^!28!!7! 33^!36! ! 7! 29!^32!


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What Does ATL Mean For You?

When you look at the diagram of the MYP, you will see that there are students at its centre. After all, you are what we are all about as a school. As a school, we want to help you learn many different things: how to speak a new language or play a new sport, why Napoleon died on an island or why milk turns sour. You will be studying different things in different subjects, but all of them will have one goal in common: for you to ‘learn how to learn’.

In your subjects, you will find one of the most important Approaches to Learning is developing your Organisational Skills:

1. Plan your day so you can go to your locker at break and lunch times, not between lessons.

2. Arrive on time and have your materials ready at the start of each lesson.

3. Keep tidy binders with class notes, handouts and homework.

4. Make sure you can hand in your work on time (we have a Late Work Policy).


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5. Make sure your homework and assignments are neat.

6. Record all homework and assignments in your agenda for the date they are due.

7. Leave the classroom tidy at the end of each lesson.

Your teacher is responsible for your class, but you are responsible for your own learning. You are responsible for developing approaches that work for you and with others. Through individual and group work, you will get a chance to work on techniques that allow you to be successful on your own and in a team. You will focus on the following ATL skills:

• Collaborative Skills, e.g. working in a group, encouraging contributions from others

• Communication Skills, e.g. expressing your ideas clearly, listening carefully to others

• Thinking Skills, e.g. brainstorming new ideas, improving a draft text

• Reflection Skills, e.g. looking at what you have done well, providing feedback for others

• Transfer Skills, e.g. making connections between your studies and real life.

You will work with many different resources, including the internet. You will learn how to use these resources correctly and develop the final area of ATL: Information Literacy Skills. For instance, when you hand in work to your teacher, you must make sure it is your own work and not copied from anybody or anywhere else (we have a policy on Academic Honesty).

What Happens If You Do Not Hand In Your Work On Time?

We try to be fair to all students at the SMITIS. This is why we have rules when you do not hand in a project or assignment on time. These rules are called the Late Work Policy.

Late Work Policy for Year 7

1. You must hand in your work by the deadline (on time).

2. If there is a real emergency or you know that you will be absent, ask the teacher for more time (an extension). Do this as early as possible!

3. If the there is no extension and you do not hand in your work by the deadline, you will get 0 marks.

4. If you get 0 marks, the teacher will give you a second deadline. Make sure you hand in your work by the second deadline! The teacher will mark it and write it down as a late piece of work.

5. If you miss the second deadline, the 0 will stand.


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6. More than one piece of late work can lower your report grade. If you miss the second deadline more than once, this will definitely lower your report grade.

Please note:

Tests and work done in class cannot be late. If your absence is excused, you are given another chance. If your absence is unexcused, you will be given 0 marks.

What Is The School Policy On Academic Honesty?

You need to be aware of the details of the school policy on academic honesty and maintain the highest standards in all your work. Plagiarism/cheating will have serious consequences for students, including the cancellation of work and grades.

Students will be given instruction in:

• Basic, formal skills in acknowledging source material

• Using direct quotation and acknowledging sources

• The honest presentation of work, which is the product of a team

• The permissible use of calculators

• The MYP assessment guidelines

• What constitutes cheating?

It is made clear to students that cheating means:

• Copying or using the work of another student

• Giving another student work to copy and pass off as their own

• Submitting work done by any other person or taken from a source that is not acknowledged

• Using notes or any forbidden material during a test or exam

• The illegal use of calculators or other devices and/or the storage of illegal information therein during exams (i.e. Graphics Display Calculators)

SMITIS students understand that an honest student:

• Keeps and maintains his/her own personal course notes

• Presents only his/her own work for assessment and acknowledges contributions from others such as members of a team

• Clearly acknowledges help or contributions from any person

• Asks beforehand what kinds of external help are permissible


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• Clearly acknowledges sources when using information taken from books, magazines, CD-ROM’s or the internet

• Acquaints him/herself with the guidelines in this handbook and complies with them fully.

SMITIS Referencing Guide (Year 7)

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ISH!Referencing!Guide!(Year!7)!!

Now you know how to avoid plagiarism, let us look at how to put together a correct bibliography. You will find instructions and examples on the following page

Look, here’s what we need for the Science assignment. I’ll just

do copy paste…

Don’t do that! Don’t you know that we have to write it in our own words?

Oh, I didn’t know…

And don’t forget the bibli… What was it

called again?

Whenever you have to do research for an assignment like an essay, a report or a presentation, you will read the ideas of other people. If you then use those ideas in your own work, you must do two things: 1. Express the ideas in your own words as much as possible so you can show that you have understood the information. 2. Include a list of your sources at the end of your assignment so you can show where you got your infor-mation from. This list is called a bibliography. We call this referencing.

not When you copy sentences directly from a text you have found in a book or on the internet, you do not learn anything and you are, in a way, stealing other people’s ideas. When you use ideas and information from other people without listing the sources in your biblio-graphy, you are definitely stealing other people’s ideas. We call this plagiarizing.


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For information from books: " last and first name of the author " title of the book

For information from the internet: " last and first name of the author (if possible) " title of the website " URL web link

For information from books (one author): Pople, Stephen. Foundation Science to 14. Print.

Last name, first name. Title of book. Print.

Add the word “Print.”

to show it is a book.

For information from the internet: Norris, Shana. Shana Norris Dot Com. <http://www.shananorris.com/stba.php>. Last name, first name. Title of website. <URL web link>.

If there is more than one author, only use the first author listed.

If you cannot find the name of the author or the title of the website, do not use this website. It is probably unreliable.

If there is no author,

start with the title.


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Bibliography Doogan, John. The Ancient World. Print Heslop, Nigel. Hodder Science Pupil’s Book A. Print.

Gallagher, Rosemarie et al. Geog 1. Print.

Norris, Shana. Shana Norris Dot Com. <http://www.shananorris.com/stba.php>.

Partridge, Robert. Ancient history in-depth. <http://www.bbc.co.uk/history/ancient/egyptians/tutankhamun_gallery.shtml>.

Pople, Stephen. Foundation Science to 14. Print.

Practical Chemistry. <http://www.practicalchemistry.org/standard-techniques/using-a-bunsen-burner,47,AR.html>.

Ask in the library!

You can find this

Referencing Guide in your MYP

handbook,

on the ISH website

(www.ishthehague.nl)

and on sHMoodle (www.ishweb.nl)

under “Lib” (library).

List all sources in alphabetical order by the first word used. This will be the last name of the author (or the title of the website if there is no author). Leave a double space between the word “Bibliography” and the first source. Also leave a double space between all sources.

If you write your bibliography by hand, use normal letters instead of italics.

Created by Ms H. Bergman, ATL coordinator, and Ms I. Tomljanovich, librarian, June 2010.

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!

!

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Bibliography Doogan, John. The Ancient World. Print Heslop, Nigel. Hodder Science Pupil’s Book A. Print.

Gallagher, Rosemarie et al. Geog 1. Print.

Norris, Shana. Shana Norris Dot Com. <http://www.shananorris.com/stba.php>.

Partridge, Robert. Ancient history in-depth. <http://www.bbc.co.uk/history/ancient/egyptians/tutankhamun_gallery.shtml>.

Pople, Stephen. Foundation Science to 14. Print.

Practical Chemistry. <http://www.practicalchemistry.org/standard-techniques/using-a-bunsen-burner,47,AR.html>.

Ask in the library!

You can find this

Referencing Guide in your MYP

handbook,

on the ISH website

(www.ishthehague.nl)

and on sHMoodle (www.ishweb.nl)

under “Lib” (library).

List all sources in alphabetical order by the first word used. This will be the last name of the author (or the title of the website if there is no author). Leave a double space between the word “Bibliography” and the first source. Also leave a double space between all sources.

If you write your bibliography by hand, use normal letters instead of italics.

Created by Ms H. Bergman, ATL coordinator, and Ms I. Tomljanovich, librarian, June 2010.


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Command Terms for Year 7 at the SMITIS

Command terms are words your teacher uses in class, on assessment tasks, for tests and during project work. You also find them in the rubrics for your different subjects. Your teachers will help you to understand the meaning of the command terms and you should also study them on your own. Our aim is that you understand and know what to do when you are asked to, for example, ‘describe’ instead of ‘discuss’.

Annotate

Add brief notes to a diagram or graph.

Apply

Use knowledge and understanding in response to a given situation or real circumstances.

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.

Carry out

Do something until it is finished (e.g. carry out an experiment).

Classify

Arrange or order by class or category.

Collect

Put together. Take from different places to one single place (e.g. collect information).

Comment*

Give a judgment based on a given statement or result of a calculation.

Communicate

Say, write down or show something to make it clear to other people (e.g. communicate an idea).

Compare*

Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.


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Contrast*

Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.

Create*

Make something with the knowledge and materials that you have (e.g. create a poster).

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.

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.

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.

Draw

Sketch. Represent by means of a diagram or graph (labelled as appropriate). The drawing should give a general idea of the required shape or relationship, and should include relevant features.


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Draw a conclusion*

Conclude. Explain the result of different points or actions (e.g. draw a conclusion about the ideas in an essay).

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*

Undertake a systematic process of discovery.

Identify

Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature.

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.


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Measure

Find the value for a quantity.

Organise

Put in order or set up a system (e.g. organise class notes and handouts).

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.

Record

Write down. Make notes (e.g. record the results of an experiment).

Reflect*

Think about deeply; consider.

Recognize

Identify through patterns or features.

Show

Give the steps in a calculation or derivation.

Sketch

Draw. 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.


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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).

Transform*

Change from one state to another (e.g. transform a classroom into a science lab).

Use

Apply knowledge or rules to put theory into practice.

Adapted from: International Baccalaureate, Command terms in the Middle Years Programme, December 2010

* These command terms are normally used in more difficult questions or tasks.

Good Work Attitude

• Have all your materials ready at the beginning of the lesson.

• Make sure the pieces of work you hand in to your teacher are your own and always follow the rules of academic honesty. We do not accept plagiarism.

• Meet the deadlines for any pieces of work your teachers give you.

• Place your chair neatly under your desk at the end of every lesson and make sure you have not left any rubbish behind in the classroom.

Expectations Of Students

Five aspects where high standards are always expected are: performance; behaviour; presentation; communication; and participation.

Performance

It is expected that student performance will at least equal or exceed their natural ability. Regardless of a child’s natural ability level, each student is expected to put their best effort into every task they attempt.


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Behaviour

The Student Code of Conduct is:

• Wearing the correct school uniform

• In the right place at the right time

• Respecting staff, students & visitors

• Respecting the property of others

• Best effort into each activity and completing activity + requirements

• Being honest

Presentation

Students are expected to be in correct school uniform (and worn properly) when they are on school grounds or in the wider community representing SMITIS.

Communication

‘Sooner rather than later’ is the standard for all communications. If there is an issue or concern, then individuals must communicate this issue or concern to the relevant party. All issues and concerns are expected to be addressed quickly.

Participation

Students are expected to participate in all class/school activities. Failure to do so raises the question of commitment.

y7 myp handbook 2013

Documents

myp handbook smitis

smitis secondary school

guide year

myp student

ib learner profile

middle years programme

ib website

ib programmes