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P-26 MIDC Phase 1,
Rajeev Gandhi Infotech Park,
Hinjawadi, Pune – 411057.
Phone: +91 – 20 42954444
+91 – 20 42954444
Copyright © 2019. Mahindra International School.
Field trips are an integral part of the learning programme offered at all year levels. The Primary students often go on short visits during school hours as a part of their curriculum. Secondary students go for a multi-day Field Trip outside Pune. Field Trips are seen as an extension of the academic programme and it is an expectation that students will take part in the relevant field trip.
Physical and Health Education (PHE) at MIS is an important part of our academic programme and essential in creating a balanced learning experience. Inquiry in PHE depends heavily on collaboration and communication skills to work both individually and in a community to promote a healthy lifestyle.
MIS’ approach to PHE includes a variety of individual and team sports as well as the creation of games and activities of the students’ own devising. PHE is accessible to all students regardless of ability.
The aims of MYP physical and health education are to encourage and enable students to:
Students are assessed on 4 criterion in PHE; knowing and understanding; planning for performance; applying and performing; reflecting and improving performance.
MYP design challenges students to apply practical and creative-thinking skills to solve design problems; encourages students to explore the role of design in historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action.
At MIS, design balances inquiries that use digital solutions (digital design) and physical solutions (product design) as well as inquiries that incorporate a blend of different approaches. The learning process in design is transferable to many other situations and develops important thinking skills.
Inquiry and problem-solving are at the heart of design. It requires the use of the design cycle as a tool, which provides: the methodology to structure the inquiry and analyse problems; the development of feasible solutions; the creation of solutions; and the testing and evaluation of the solution. In MYP design, a solution can be a model, prototype, product or system independently created and developed by students.
MYP design enables students to develop not only practical skills but also strategies for creative and critical thinking.
The aims of MYP design are to encourage and enable students to:
Students are assessed on 4 criteria in Design; Inquiring and Analyzing; Developing Ideas; Creating the Solution; Evaluating. Each stage in the design cycle can be approached sequentially, but the entire cycle works as a system and allows for iteration and improvement at all stages of the process.
At MIS, students engage in the study of Arts in each grade of the MYP. The approach to this subject area is a balance between music and visual art offered in a rotation structure. In MYP 4 and MYP 5, students can choose to focus on one of the two disciplines according to their interests.
The study of arts subjects serves to stimulate imagination, challenge perceptions, and develop creative and analytical skills. The course encourages students to understand the context and cultural histories of artworks, supporting the development of an inquiring and empathetic world view. Arts challenge and enrich personal identity and build awareness of the aesthetic in a real-world context. We believe that the study of these subjects are an important part of a balanced and experiential education.
Inquiry in the arts subject involves personal experimentation as well as exploration of existing works.
The aims of MYP arts are to encourage and enable students to:
Students are assessed on 4 criteria in the arts; knowing and understanding; developing skills; thinking creatively; responding.
At MIS, mathematics is built around the 4 strands of the discipline; number, algebra, geometry and trigonometry, and statistics and probability. Studying mathematics promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. The classes promote inquiry and application and foster problem-solving skills.
The aims of MYP mathematics courses are to encourage and enable students to:
Students are assessed on 4 criteria in mathematics; knowing and understanding; investigating patterns; communicating; applying mathematics in real-life contexts.
MIS offers science as an integrated subject in the MYP years, approaching the strands of Physics, Chemistry and Biology as well as general topics related to the nature of science in a unit-wise approach. The goal of this approach is to build skills and expose students to the range of science disciplines offered in the Diploma programme. This approach to the study of science builds scientific literacy, establishes connections between the disciplines and enables the transfer of skills. The programme is built heavily around the process of scientific inquiry.
Scientific inquiry fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Students learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities.
The MYP sciences group aims to encourage and enable students to:
Students are assessed on 4 criteria in the sciences; Knowing and understanding; Inquiring and designing; Processing and evaluating; Reflecting on the impacts of science.
At MIS, the Individuals and Societies (I&S) subject includes studies of history, geography and other social studies strands. It includes inquiries into historical, geographical, political, social, economic, and cultural factors that affect individuals, societies and environments. We offer I&S as an integrated subject in the MYP years, approaching the strands of History, Geography, Economics as well as general topics related to the subject in a unit-wise approach.
Inquiry in this subject group promotes critical thinking around diversity, culture, attitudes, and beliefs. Important skills of collecting, analyzing and drawing conclusions from data are emphasized. Students consider sources in terms of their origin, the author’s purpose, the value of the source and the limitations. These are key lenses on the ways of knowing in this subject area.
The aims of MYP individuals and societies are to encourage and enable students to:
Students are assessed on 4 criteria in Individuals and Societies; Knowing and Understanding; Investigating; Communicating; Thinking Critically.
Acquiring new languages and further developing existing languages is central to the IB MYP philosophy. All students study a second language, either a second Language & Literature subject or a Language Acquisition subject. MIS offers taught language acquisition in three main languages; German, French and English.
The study of languages is central to both the school’s Mission and the IB Mission. The study of additional languages in the MYP provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world.
The study of new languages in the MYP allows for exploring cultural perspectives, developing international-mindedness, and promotes multiliteracy.
The aims of MYP Language Acquisition are to encourage and enable students to:
Students are assessed against 4 criteria in Language Acquisition; Comprehending Spoken and Visual Text; Comprehending Written and Visual Text; Communicating in response to Spoken/Written/Visual Text; Using Language in Spoken and Written form.
All students at MIS engage in the study of English, generally in the structure of the study of Language and Literature, although some study English as an acquisition language. In addition to English, Language and Literature studies are available in other languages as much as the school is able to support, provided the students have the skills in that language to engage appropriately in the programme.
MYP Language and Literature courses equip students with linguistic, analytical and communicative skills that help to develop interdisciplinary understanding. Students develop skills in six domains—listening, speaking, reading, writing, viewing and presenting—both independently and with others.
MYP language and literature courses include a balanced study of genres and literary texts, including a world literature component. Students’ interactions with texts generate moral, social, economic, political, cultural and environmental insights. Through their studies, students learn how to form opinions, make decisions, and engage in ethical reasoning.
The aims of MYP language and literature are to encourage and enable students to:
Students are assessed against 4 criteria in Language and Literature; Analyzing, Organizing, Producing Text, and Using Language.
In the PYP, the role of ICT is to provide integrated support to the whole curriculum via meaningful technology integration. The Units of Inquiry ideally lend themselves to the development of many ICT areas of competence and skills, such as using the internet safely and effectively, researching, inquiring and presenting work electronically.
ICT emphasizes the development of competencies in a range of tools that can be used by the students across the whole curriculum and in their everyday lives:
MIS provides a balanced Physical Education (PE) programme in line with the PYP. PE is seen as essential in developing balanced and active students.
All students from EY 1 to PYP 5 will have two PE classes per week. The content of the class will vary depending on the unit being studied and the weather i.e. if swimming class can take place.
In addition to the transdisciplinary programme of inquiry that provides authentic learning contexts for the development of well-being, it is acknowledged that many schools will develop and ongoing, balanced physical education programme. If this is the case, teachers are encouraged to draw on conceptual understandings from all three strands, in order to provide meaningful, connected learning experience for students.
The contexts selected for learning through and about movement will be different for each school, and will depend on factors such as the prior knowledge and experiences of the students; the host country of the school and the particular physical activities that are valued in the school and local community. Regular exposure to all kinds of physical learning experiences will enable the students to make informed choices throughout their lives. The MIS PE balanced curriculum includes the following types of experiences:
Overall expectations in Personal, Social and Physical Education
The overall expectations considered appropriate in the PYP have been identified on the basis of essential understandings and processes that can be developed at each age range. They are:
“Arts in the PYP recognizes that learning in the Arts is a developmental process and that the phases through which is a learner passes are not always linear or age related.
For this reason the content is presented in continuums for each of the two strands of arts: responding and creating. The content of each continuum has been organized into four phases of development that aim to describe arts learning relevant to students in a PYP school. Teachers ensure that they continue to build on understanding developed in the earlier phases while introducing the new concepts, knowledge and skills detailed in the later phases.
VISUAL ARTS – Visual arts programme is essentially driven by the unit of inquiry besides having a number of stand-alone sessions that are aimed at developing artistic appreciation, vocabulary and skills.
The students are given an opportunity to reflect upon “big ideas” by making connections between questions asked and the concepts that drive the inquiry. They relate these concepts to their artwork and become aware of their relevance to all areas of their learning.
The programme stresses the importance of taking care of tools and materials and using them safely and responsibly without wastage.
An understanding and appreciation of one’s own artwork, reflection and solving artistic problems using a variety of tools, materials, media and techniques and developing proficiency with a preferred medium is the expectation by the end of the programme.
Students will begin to think and behave like artists. They will develop a sensitivity to artistic works and appreciate art as a form of communication.
Art activities will be drawn from concepts developed in Language and Math during the Unit of Inquiry and use a variety of different starting points like the child’s environment, experiences in daily life, imagination, dreams and memories.
MUSIC – The MIS Music programme, while a subject in its own right, is also linked to the teaching of Language Arts, Mathematics, and the Units of Inquiry. It is an integral part of the day. Students undertake four Units of Inquiry during the academic year – allowing for deeper exploration of ideas as well as leaving time and space for rehearsals and performances. One unit shares the transdisciplinary theme, central idea and inquiry points used in the home room. The remaining units focus on three of the following areas : Exploring Sounds, Signs & Symbols, Music & Diversity, and Performance within the remaining transdisciplinary themes.
Students are encouraged to listen to a wide variety of musical styles and genres. Students will explore and develop the musical concepts of pulse, duration, tempo, pitch, dynamics, structure, timbre, texture and style. They will participate in a variety of activities, designed to develop and extend their appreciation of music, their musical skills and knowledge and their creativity. The curriculum draws from a wide variety of resources and approaches including Music Express, Orff, Dalcroze and Kodály.
Language is fundamental to learning and permeates the entire PYP curriculum. By learning about language, and learning through language, we develop an appreciation of the richness of language and a love of literature. Language is also a key factor in the development of international understanding and, as such, has a major role in a PYP classroom. The PYP classroom values and supports the mother tongue and the language of instruction and provides access to other languages. Language is the major connecting element across the curriculum. All teachers are teachers of language in the PYP.
The PYP classroom extends beyond the classroom walls to all learning experiences. The teacher plans in collaboration with other classroom teachers, T.A.’s and specialists. ELA and foreign language teachers play an important role in reinforcing, supporting and extending the classroom work. Language is also a major connection between home and school. In the PYP classroom cooperative activities optimize the development of all the languages.
There is also a connection with the wider community. The host country’s language and literature is addressed, helping everyone to appreciate the culture of the host country.
“Overall expectations in Language
Acknowledging that learning language is a developmental process, the Language Scope and Sequence presents a set of developmental continuums that are designed as diagnostic tools to assist teachers in planning language learning experiences for students, and in monitoring students’ development throughout the primary years. Consideration of the range of language learning situations that exist in PYP schools is reflected in this document.
The language continuum has been organized into five developmental phases, with each phase building upon and complementing the previous one. The continuum make explicit the conceptual understandings that need to be developed at each phase. For example, a 9 year old with well-developed mother-tongue ability may quickly show evidence of some, but not all, of the learning outcomes identified in the early phases when moving into a new language of instruction; a child beginning school at age 3 may spend several years consolidating understanding to demonstrate consistently the learning outcomes identified in the initial phase.
Mathematics in the PYP is covered in five strands
Pattern and Function
Shape and Space
In Number, Pattern and Function, students inquire into number systems, their operations, patterns and functions. This is where students become fluent users of the language of arithmetic, as they learn to encode and decode its meaning, symbols and conventions.
The remaining strands, data handling, measurement and shape and space are the areas of mathematics that other disciplines use to research, describe, represent and understand aspects of, their subject areas.
The language of mathematics is part of everyday life and communications. Every time we conduct business, do our shopping, or enjoy sports we need diverse knowledge of number, shape and measurement to be able to communicate effectively.
Problem solving is at the very core of mathematics. Virtually all mathematical endeavour is concerned with applying learning to real world situations and hence to solving problems.
Beliefs and values in mathematics
All students deserve an opportunity to understand the power and beauty of mathematics.
Principles and standards for school mathematics
National Council of Teachers of Mathematics (NCTM 2000)
In the PYP, mathematics is viewed primarily as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorized. The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems.
It is also recognized that students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions. In the same way that students describe themselves as “authors” or “artists”. The programme also provides students with the opportunity to see themselves as “mathematicians”, where they enjoy and are enthusiastic when exploring and learning about mathematics.” (IBO, 2009, Pg.81)
Math in the PYP has 3 key components
Constructing meaning about mathematics
Learners construct meaning based on their previous experiences and understanding, and by reflecting upon their interactions with objects and ideas.
When making sense of new ideas all learners either interpret these ideas to conform to their present understanding or they generate a new understanding that accounts for what they perceive to be occurring. This construct will continue to evolve as learners experience new situations and ideas, have an opportunity to reflect on their understandings and make connections about their learning.
Transferring meaning into symbols
Only when learners have constructed their ideas about a mathematical concept should they attempt to transfer this understanding into symbols. Symbolic notation can take the form of pictures, diagrams, modelling with concrete objects and mathematical notation. Learners are given the opportunity to describe their understanding using their own method of symbolic notation, then learning to transfer them into conventional mathematical notation.
Applying with understanding
Applying with understanding can be viewed as the learners demonstrating and acting on their understanding. Through authentic activities, learners independently select and use appropriate symbolic notation to process and record their thinking. These authentic activities include a range of practical hands-on problem solving activities and realistic situation that provide the opportunity to demonstrate mathematical thinking.
As they work through these stages of learning, students and teachers use certain processes of mathematical reasoning.
They use patterns and relationships to analyse the problem situations upon which they are working.
They make and evaluate their own and each other’s ideas.
They use models, facts, properties and relationships to explain their thinking.
They justify their answers and the processes by which they arrive at solutions.
In this way, students validate the meaning they construct from their experience with mathematical situations. By explaining their ideas, theories and results, both orally and in writing, they invite constructive feedback and also lay out alternative models of thinking for the class. Consequently, all benefit from this interactive process.
Play and exploration have a vital role in the learning and application of mathematical knowledge, particularly for younger students. In a class students will be actively involved in a range of activities that can be free or directed. In planning the learning environment and experiences, teachers consider that young students may need to revisit areas and skills many times before understanding can be reached.
The role of Mathematics in the Programme of Inquiry
Whenever possible, mathematics is taught through the relevant, realistic context of the units of inquiry. The direct teaching of mathematics in a unit of inquiry may not always be feasible but, where appropriate, introductory or follow-up activities are useful.
It is important that learners acquire mathematical understanding by constructing their own meaning through ever-increasing levels of abstraction, starting with exploring their own personal experiences, understandings and knowledge. Additionally, it is fundamental to the philosophy of the PYP that, since it is to be used in real-life situations, mathematics needs to be taught in relevant contexts, rather than by attempting to impart a fixed body of knowledge directly to students.” (IBO 2009, pgs. 81-83)
“Overall expectations in mathematics
MIS uses the PYP Mathematics Scope and Sequence document that has been designed in recognition that learning mathematics is a developmental process and that the phases a learner passes through are not always linear or age related. The content is presented in continuums for each of the five strands of mathematics. The content of each continuum has been organized into four phases of development, with each phase building upon and complementing the previous phase.
“In the PYP, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world.” (IBO, 2009, Pg.93)
“Science provides opportunities for students to engage in scientific investigations by making accurate observations, handling tools, recording and comparing data, and formulating explanations using their own scientific experiences and those of others. Students will gain experience in testing their own assumptions and thinking critically about the perspectives of others in order to develop further their own ideas.
All curriculum areas provide an opportunity to utilise the transdisciplinary skills. The science component of the curriculum also provides opportunities for students to:
Observe carefully in order to gather data
Use a variety of instruments and tools to measure data accurately
Use scientific vocabulary to explain their observations and experiences
Identify or generate a question or problem to be explored.
Plan and carry out systematic investigations, manipulating variables as necessary
Make and test predictions
Interpret and evaluate data gathered in order to draw conclusions
Consider scientific models and applications of these models (including their limitations)” (IBO, 2009 Pgs. 96-97)
The knowledge component of science is arranged into four strands:
“Living things The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.
Earth and space The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.
Materials and matter The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.
Forces and energy The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.”
(IBO, 2009, Pg.97)
“In the PYP, social studies is viewed as the study of people in relation to their past, their present and their future, their environment and their society. Social studies encourages curiosity and develops and understanding of a rapidly changing world.
The aim of social studies within the PYP is to promote intercultural understanding and respect for individuals and their values and traditions. In support of the IB mission statement, the social studies component of the PYP Curriculum will encourage students to “understand that other people, with their differences, can also be right”. Therefore, there is a strong emphasis on the reduction of prejudice and discrimination within the classroom, the school, the community and the world.” (IBO, 2009, Pg. 103)
“The role of social studies in the programme of inquiry.
It is recognized that teaching and learning social studies as a subject, while necessary, is not sufficient. Of equal importance is the need to learn social studies in context, exploring content relevant to students, and transcending the boundaries of the traditional subject area. The transdisciplinary themes provide the framework for a highly defined, focused, in-depth programme of inquiry, and as social studies is relevant to all the transdisciplinary themes, all planned social studies learning should take place within this framework.” (IBO, 2009, Pg.104)
“Knowledge and skill in social studies
In the PYP, social studies is essentially about people: how they think, feel and act; how they interact with others; their beliefs, aspirations and pleasures; the problems they have to face’ how and where they live (or lived); how they interact with their environment; the work they do; and how they organize themselves.
The social studies component of the curriculum also provides opportunities for students to:
The knowledge component of social studies is arranged into 5 social strands:
(IBO, 2009, Pgs. 106-107)
The Theory of Knowledge (TOK) course, a flagship element in the Diploma Programme (DP), encourages critical thinking about knowledge itself, to try to help young people make sense of what they encounter. Its core content is questions like these: What counts as knowledge? How does it grow? What are its limits? Who owns knowledge? What is the value of knowledge? What are the implications of having, or not having, knowledge?
What makes TOK unique, and distinctively different from standard academic disciplines, is its process. At the centre of the course is the student as the knower. Students entering the DP typically have 16 years of life experience and more than 10 years of formal education behind them. They have accumulated a vast amount of knowledge, beliefs and opinions from academic disciplines and their lives outside the classroom. In TOK students have the opportunity to step back from this relentless acquisition of new knowledge, in order to consider knowledge issues. These include the questions already mentioned, viewed from the perspective of the student, but often begin from more basic ones, like: What do I claim to know [about X]? Am I justified in doing so [how?]? Such questions may initially seem abstract or theoretical, but TOK teachers bring them into closer focus by taking into account students’ interests, circumstances and outlooks in planning the course.
TOK activities and discussions aim to help students discover and express their views on knowledge issues. The course encourages students to share ideas with others and to listen to and learn from what others think. In this process students’ thinking and their understanding of knowledge as a human construction are shaped, enriched and deepened. Connections may be made between knowledge encountered in different DP subjects, in Creativity, Action, Service (CAS) experience or in Extended Essay (EE) research; distinctions between different kinds of knowledge may be clarified.
Because the subject matter of the course is defined in terms of knowledge issues, there is no end to the valid questions that may arise in a TOK course.
The Extended Essay (EE) is a compulsory, core component of the Diploma Programme (DP), consisting of a 4000 word, independent research project. The EE needs to be done in a very structured way, similar to the sort of work one would do for a thesis at university. It should be based on one of the DP subjects the student is studying which extends the scope of their studies by either going into more depth on a topic or researching a topic that is not covered in the syllabus. Students are introduced to the EE late in their DP1 year and are assigned a supervisor to assist them.
For the EE there are criteria to be followed to do with the research methods and presentation. The subject students choose will determine how these criteria are applied to their essay. EE supervisors will give details of how these criteria are applied.
The Creativity, Activity, Service (CAS) component of the International Baccalaureate (IB) is an integral part of the Diploma Programme (DP). Participation in CAS encourages students to be involved in creative pursuits, physical activities and service projects in the local, national and international context.
It takes seriously the importance of life outside the world of scholarship, requiring students to share their energies and special talents while developing awareness, concern and the ability to work cooperatively with others. CAS extends students. It develops a spirit of open-mindedness, lifelong learning, discovery and self-reliance. It inspires a sense of responsibility towards all members of the community. It encourages the development of attitudes and traits that will be respected by others, such as determination and commitment, initiative and empathy. The stress of the CAS programme is to create an atmosphere conducive to the development of the “informed heart” within each student. It is integral to the international education that the school offers and leads naturally from the Community and Service programme followed in the Middle Years Programme (MYP).
CAS is a framework for experiential learning, designed to involve students in new roles. The emphasis is on learning by doing real tasks that have real consequences and then reflecting on these experiences over time. This process of doing and reflecting on the doing provides an excellent opportunity to extend what is learned in the classroom to a form of service. The most meaningful CAS experience comes from spending time with others to build relationships and develop the self-worth of both server and served. CAS should build self-esteem, self-confidence, autonomy and self-reliance.
This aspect of CAS is interpreted as imaginatively as possible to cover a wide range of arts and other activities outside the normal curriculum which include creative thinking in the design and carrying out of service projects. Students will be engaged in group activities, and especially in new roles, wherever possible. Nevertheless, individual commitment to learning an art form is allowed, where it respects the requirements for all CAS activities: that goals are set and the student reflects on progress.
This aspect of CAS can include participation in expeditions, individual and team sports, and physical activities outside the normal curriculum; it also includes physical activity involved in carrying out creative and service projects. Activities may involve participation in sport or other activities requiring physical exertion—such as expeditions and camping trips, or developmental and environmental drives. Students should be encouraged towards group and team activities, and undertaking new roles, but an individual commitment is acceptable where the general requirements of CAS are met: goals are set and the student reflects on progress. Both creativity and activity can be enhanced by incorporating the service element.
Service projects and activities are often the most transforming element of the Diploma Programme for the individual student; they have the potential to nurture and mould the global citizen. Service involves interaction, such as the building of links with individuals or groups in the community. The community may be the school, the local district, or it may exist on national and international levels (such as undertaking projects of assistance in a developing country). Service activities should not only involve doing things for others but also doing things with others and developing a real commitment with them. The relationship should therefore show respect for the dignity and self-respect of others. The three elements (Creativity, Action, and Service) of CAS are interwoven. The service element is the most significant, but the other two are very important as they provide access, balance, and flexibility to meet individual students’ interests and preferences. It is the interaction of them all that creates the richness of CAS. The whole of CAS is greater than the sum of its parts.
The spirit of CAS needs to be considered at all times. CAS should consist of an interesting variety of activities the student finds intrinsically worthwhile and rewarding, and which is mutually beneficial to the student and his or her community. Generally, CAS is not taking place when the student is in a passive rather than active role. There should be interaction. If the student is passive, nothing of real value, either for the student or for other people, results from what the student is doing; no real reflection is possible. In such circumstances the student will be able to meet the programme objectives only to a very limited extent.
Examples of activities which, at first sight, would appear to be inappropriate:
While prior music experience is strongly recommended for those students who opt for Higher Level (HL), it is not mandatory for Standard Level (SL). The course provides an appropriate foundation for further study in music at university level or in other music career pathways. It is designed to offer students the opportunities to build on prior experiences in music while encouraging a broad approach to the subject and developing new skills, techniques and ideas. The course also aims at developing the student’s potential as musicians, either as a soloist or in ensembles, and as composers and creators of music. The programme of study builds on a strong fundamental and theoretical base, but weights the practical performance and developing of performance skills highly. We offer Music HL & SL.
This course is designed to provide students with an authentic approach to the Visual arts as a discipline with many facets that lead to a very concrete outcome. The Exhibition is the culminating activity that is realized through many approaches; the exhibition text, curatorial rationale, hanging and placement are just a few that will challenge the student through planning and much discussion. The Curatorial Rationale component of the programme is expected of both Higher Level ( HL) and Standard ( SL) students. HL students are required to submit 700 words and the SL students 400 words that help to justify the inclusion of such work in their final exhibition.
The Exhibition requires work that is chosen from a list of possible media to work from. Basically two dimensional, three dimensional, and digital work are all possibilities for students at the HL and SL to experiment with. SL students are expected to submit 4-7 resolved pieces while HL students need 8-11 pieces.
The Comparative Study is a component that is required of both the HL and SL student and offers both a challenge and opportunity to prove understanding and creativity with presentation methods. HL and SL students are required to submit 10-15 digital screens. In addition to the screens, higher level students also need to submit a piece that was influenced by one of the artists chosen for the study along with 3-5 screens that help to show evidence of the process.
The Process Portfolio provides students at the higher as well as standard level the opportunity to share evidence related to a very structured and defined set of criteria that the IB has laid out. Again the number of screens required, differs according to the level a student has registered for. 13-25 digital screens are required at the higher level and 9-18 digital screens for the standard level.
In addition to the very specific material needed for achievement, the Visual arts students should come prepared to spend class time as well as leisure time exploring ideas and concepts. This approach will help each student to gain an authentic concept of the visual arts as an area of study and will help to prepare them for what is to come at the university level of education. We offer Visual Arts HL & SL.
Mathematics Higher Level
This challenging programme is designed for students with a strong background and ability in Mathematics. Students may choose this level because they need it to support further study at university, for example Physics, Engineering or Technology, or simply because they enjoy Mathematics. This course extends each topic in the Mathematics Standard Level (SL) course, expecting students to have not only wider knowledge, but greater insight and ability to apply that knowledge. Additionally, students will study one option topic chosen by the teacher. All students must have a graphic display calculator (GDC), preferably one supplied by the school (Casio).
Mathematics Standard Level
Mathematics Standard Level (SL) students will also require a good background in Mathematics. This course does not have the depth found in Mathematics HL but, nonetheless, is still a challenging programme requiring good background knowledge and ability in Mathematics. It is a good programme for those who wish to pursue further studies in fields such as Chemistry, Geography and Business. All students must have a graphic display calculator (GDC), preferably one supplied by the school (Casio).
Mathematical Studies Standard Level (SL)
This course is designed to develop the skills needed to cope with the mathematical demands of a technological society for the non-specialist. Emphasis is placed on the development of mathematical models and their application to real-life situations. You should usually choose this course if you do not need advanced mathematics for your future studies. The course includes introduction to the graphic calculator, number and algebra, sets, logic and probability, functions, geometry and trigonometry, statistics, introduction to differential calculus and financial mathematics. All students must have a graphic display calculator (GDC), preferably one supplied by the school (Casio).
The Nature of science (NOS) is an overarching theme in the biology, chemistry and physics courses. This can be unpacked as:
For all sciences courses previous knowledge is essential.
The Biology, Chemistry and Physics courses share a common structure. Students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes.
While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth.
The assessment pattern is the same for all Group 4 subjects. Written papers at the end of the course contribute 80 % of the final mark. The internal assessment requirements are the same for biology, chemistry and physics. The internal assessment, worth 20% of the final assessment, consists of one scientific investigation. The individual investigation should cover a topic that is commensurate with the level of the course of study.
The Biology, Chemistry and Physics courses share a common structure as each one is in 3 parts: a core of material that is studied at both Higher Level (HL) and Standard Level (SL), additional material that is taken at HL only and options, of which two need to be studied at both SL and HL. The assessment pattern is the same for all Group 4 subjects. Written papers at the end of the course contribute 76% of the final mark. The remaining 24% is based on practical work, including fieldwork in some subjects, set and assessed internally by the subject teachers throughout the course, and subsequently moderated externally. As part of this internal assessment, all students studying either one or two group 4 subjects must take part in a cross-disciplinary Group 4 Project.
In Biology you will study not only the science of living organisms but also develop a broad understanding of the overarching principles of the subject. These principles are found in the four basic concepts that run through the course. The first concept concerns the fact that the structures present in living organisms are intimately integrated to their function. The second is the concept of evolution which is viewed as the major driving force behind organism diversity. The third concept explains that a dynamic equilibrium is essential for the continuity of life at both ends of the Biological scale from the smallest bacterium to the ecosystems in which we live. The last concept focuses on the idea that whilst many molecules, processes and structures are common to many organisms, these organisms are nevertheless of such a mind-blowing diversity as to make their direct comparison almost impossible to begin. We offer Biology HL & SL.
In Chemistry students will, through academic study and investigational skills, study materials, their properties and the conversion of these materials through a variety of reactions. Although Chemistry is a subject worthy of its own study, it is often a prerequisite for a lot of other science courses in higher education: it is essential for those who wish to study Medicine, Pharmacy, Biochemistry, Molecular Biology. We offer Chemistry HL & SL
Physics is a subject of enormous breadth. In physics students will seek explanations to the universe itself. Physics enables us to alter our surroundings – to build bridges, launch satellites and make delicate instruments for microsurgery. It has given us the internet and advances in sports equipment and medical imaging. It may also provide the answers to the big issues facing the world in the 21st century, such as the shortage of world energy resources and climate change. We offer Physics HL & SL.
Environmental Systems and Societies (ESS)
Students will be able to study this course successfully with no specific previous knowledge of science or geography. ESS is a transdisciplinary course which complies with the requirements of both group 3 and group 4. Thus, it widens a student’s choice of subjects. As it is only offered at Standard Level (SL), it is not a qualification for university entry. Rather, it should be looked on as an asset. The prime intent of this course is to provide students with a coherent perspective of the interrelationships between environmental systems and societies. This will enable them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. The students would be able to analyse their own relationship with their environment and understand the significance of choices and decisions they make in their own lives. This course aims to foster an international perspective and awareness of local and global environmental concerns. Environmental Systems and Societies is a Standard Level course only.
While all of the Individuals and Societies courses may be taken without previous knowledge, previous study will certainly be helpful.
The course examines business decision-making processes in marketing, production, human resource management and finance and how these decisions have an impact and are affected by internal and external environments. It studies the way individuals and groups interact in an organisation and how resources are transformed within an international perspective. The aims of this course focus on the development of critical, analytical thinking in the context of a dynamic business environment. Business and Management is case study-centered and based on real business examples. Students who do well are able to put together an argument as to why things happen and justify solutions to business scenarios. We offer Business Management at HL & SL.
Who caused World War One? Was Hitler a successful dictator? Why did Mao launch the Cultural Revolution? Did the atom bomb defeat Japan? History at IB level is about questions and argument. Challenge your teachers, attack the theories of other historians and build up knowledge of the dramatic events that radically altered man’s existence during the Twentieth Century. The internally assessed coursework (25%) gives students the opportunity to research a topic of their own choice, to develop personal conclusions and perhaps even to criticise accepted historical ideas. Not only is the subject itself enjoyable but it also allows them to develop skills which are highly sought after by employers. The ability to compile information, work out thorough responses and write convincing argument is paramount to many types of career from business to law or marketing. We offer History at HL & SL.
The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that use quantitative and qualitative elements.
The IB Diploma Programme economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies.
These economic theories are not to be studied in a vacuum—rather; they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability. We offer Economics at HL & SL.
Group 2 consists of modern languages which can be studied at different levels. Many factors determine the group 2 course that a student should take: the student’s best language, the language(s) spoken at home and at school, and any previous knowledge of the language of study.
Language B, the highest level for students in Group 2, is an additional language-learning course designed for students with some previous learning of that language. The course is designed for genuine second language learners with some previous experience, 4 to 5 years for Higher Level (HL) and 2 to 3 years for Standard Level (SL), of learning the language. As a result a Language B student should have a good knowledge of grammar and vocabulary, and be fairly fluent in conversation. The main focus of the course is on language acquisition and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned.
Language Ab initio
The other option in Group 2 is Language Ab initio. This is an option for beginners (that is, students who have no previous experience of learning the language they have chosen) and is only offered at Standard Level (SL).
Students must choose a Group 1 course that, as far as possible, is most suited to their needs and that will provide them with an appropriate academic challenge. There are two possible choices for students to take in Group 1 – the Literature course or the Language and Literature course. Students who take these courses will often have varied language profiles and may be multilingual. The choice of the specific Group 1 course will depend on a student’s and teacher’s interests and the student’s future educational plans.
The Literature course is designed for students to study a range of literary texts written in or translated into their “first language” (or “mother tongue” or “home language”). This course requires a very high level of ability in the language of study, encouraging students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches.
English Literature HL & SL
German Literature HL & SL
Korean Literature HL & SL
For languages not offered at MIS, students may opt to follow a “school supported self-taught” Literature course (Standard Level only) in which they are given assistance with literary techniques by an English teacher and then study texts in their first language.
Language and Literature
This course is for students who have a good grasp and understanding of the language being studied and who are able to study literature in that language. The student who opts for this course may be a first language user, or someone with a very developed understanding of this language as a Second Language. This course involves the study of both literary and non-literary texts. This course is offered in English only at HL & SL