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CONTENTS
INTRODUCTION ....................................................................................................................................... 5
COLLEGE MISSION STATEMENT .............................................................................................................. 6
INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM (IBMYP) OVERVIEW ............................. 7
The International Baccalaureate Mission ........................................................................................... 7
Learner Profile..................................................................................................................................... 7
IB Middle Years Programme Curriculum Model ................................................................................. 9
Personal Project ................................................................................................................................ 11
Community and Service .................................................................................................................... 12
ASSESSMENT IN THE MYP ..................................................................................................................... 13
Reporting via Knowledge Community .............................................................................................. 14
IB MYP 1-7 Grade Rubric ................................................................................................................... 16
LEARNING SUPPORT.............................................................................................................................. 17
CURRICULUM OVERVIEW ..................................................................................................................... 18
MYP Courses ..................................................................................................................................... 18
Course Explanations .......................................................................................................................... 19
YEAR 9 (MYP 4)...................................................................................................................................... 20
Christian Studies ............................................................................................................................... 20
Arts .................................................................................................................................................... 21
Individuals and Societies (Humanities) ............................................................................................. 28
Language and Literature (English) .................................................................................................... 30
Language Acquisition (German or Japanese) .................................................................................... 32
Mathematics ..................................................................................................................................... 34
Physical Education ............................................................................................................................ 36
Science .............................................................................................................................................. 37
Design (Technology) .......................................................................................................................... 39
ASSESSMENT CRITERIA & GRADE BOUNDARIES ................................................................................... 46
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INTRODUCTION
The Good Shepherd Lutheran College Year 9 Curriculum and Assessment Handbook provides
students and parents with an overview of the curriculum implemented in Year 9 at the
College.
Curriculum in any school is always dynamic. Changes are made as the result of a number of
factors that include student, parent and teacher reflections, school evaluations and
government accountability requirements. Thus the information in the Year 9 Curriculum
Handbook is correct at the time of printing, but changes and adjustments may be made as
teachers review courses. These will be communicated to students and parents at the
commencement of the new school year.
Any questions about the curriculum in general can be directed to the people listed below.
More detailed information about particular subjects is available from subject teachers and
Learning Area Coordinators, a list of these names can be found on the last page of this
handbook.
Mrs Rachel Boyce Head of Middle School
Ms Elsabe Bott Head of Studies
Ms Laura England MYP Coordinator
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COLLEGE MISSION STATEMENT (Years 6 to 9)
Good Shepherd Lutheran College is a Christ-centred community providing educational
excellence in a nurturing environment, developing active, knowledgeable and compassionate
students, encouraging them to enrich our world through selfless service.
Good Shepherd aims to:
Develop family and community partnerships, reaching out to students and their
families with the love of Christ.
Provide opportunities for students to develop a relationship with God through Christ.
Model servant leadership through a Gospel centred approach.
Empower students to be caring, resilient individuals who value social justice and who
seek to create a better world through intercultural understanding and respect.
Promote a passion for life-long learning.
Provide a broad range of educational opportunities and pathways that develop
students’ intellectual, interpersonal and physical skills and knowledge.
Provide a safe environment where all individuals are valued.
Cater for individual differences; fostering individuality that develops self-confidence
for the present and the future.
Emphasize the importance of caring personal relationships built on mutual respect in
all aspects of life.
We believe that the time students spend at school is an important time for building positive
relationships with peers and adults as young people seek to define their identity, beliefs and
place within the broader community. We strongly believe that children in this age bracket
need learning experiences that are integrated, relevant, challenging and rewarding, and
include practical activities that empower them to take responsibility for their own learning.
We appreciate that each child is a unique gift from God and we commit to helping parents
nurture their children’s growth and development. To fulfil this commitment, we provide a
Pastoral Care program that emphasises the partnership between God, parents, our staff and
the children entrusted to our care.
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INTERNATIONAL BACCALAUREATE MIDDLE
YEARS PROGRAM (IBMYP) OVERVIEW
The International Baccalaureate Mission
The IB is motivated by a mission to create a better world through education. This aim is to
promote intercultural understanding and respect, not as an alternative to a sense of cultural
and national identity, but as an essential part of life in the 21st century. This is captured in
the mission statement of the IB.
“The International Baccalaureate aims to develop inquiring, knowledgeable and caring
young people who help to create a better and more peaceful world through intercultural
understanding and respect.
To this end the organization works with schools, governments and international
organizations to develop challenging programmes of international education and rigorous
assessment.
These programmes encourage students across the world to become active, compassionate
and lifelong learners who understand that other people, with their differences, can also be
right.”
‘MYP: From Principles to Practice, 2008, p7’
Learner Profile The aim of all IB programmes is to develop internationally-minded people who, recognizing
their common humanity and shared guardianship of the planet, help to create a better and
more peaceful world. To achieve this, students become familiar with the IB Learner Profile.
Similar to values, these attributes encompass that which the students and teachers strive
for. The Learner Profile is referred to everyday in our classrooms as students work across all
subject areas. It gives students guidelines as to how they should relate to others and
approach their learning.
Inquirers
They acquire the skills necessary to conduct constructive inquiry and research and become
independent, active and life-long learners.
Knowledgeable
They explore concepts, ideas and issues which have global relevance and importance and, in
so doing, acquire and are able to make use of a significant body of knowledge across a
range of disciplines.
Thinkers
They exercise initiative in applying thinking skills critically and creatively to approach
complex problems and make reasoned decisions.
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Communicators
They understand and express ideas and information confidently and creatively in more than
one language and in a variety of modes of communication.
Principled
They develop a sound grasp of the principles of moral reasoning, incorporating integrity,
honesty and a sense of fairness and justice and respect for the dignity of the individual.
Open Minded
They gain an understanding and appreciation of their own culture, are open to the
perspectives, values and traditions of other individuals and cultures, and are accustomed to
seeking and considering a range of points of view.
Caring
They show empathy, compassion and respect towards the needs and feelings of others, and
have personal commitment to action and service to make a positive difference to the
environment and the lives of others.
Risk Takers
They approach familiar and unfamiliar situations with confidence and independence of spirit
to explore new roles, ideas and strategies, and are courageous and articulate in defending
those things in which they believe.
Balanced
They understand the importance of physical and mental balance and personal well-being for
themselves and others, and they demonstrate perseverance and self-discipline.
Reflective
They give thoughtful consideration to their own learning and personal development by
analysing their personal strengths and weaknesses in a constructive manner.
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IB Middle Years Programme Curriculum Model
Learning Areas
The IB MYP curriculum is
developed from the Areas of
Interaction and put into practice
through eight areas of learning,
which include:
Arts (visual & performing)
Humanities
Language A
Language B*
Mathematics
Physical Education
Sciences
Technology
We also require our students to
study a ninth Learning Area,
Christian Studies, which reflects
our Christian ethos.
* International-mindedness is fundamental to the International Baccalaureate. As a result, it is an
expectation that students maintain study in a second language (Language B) for the duration of their
time in the MYP. The two options for Language B that we offer include: German and Japanese.
Approaches to Teaching emphasises the MYP pedagogy, including collaborative,
authentic learning through inquiry.
Approaches to Learning are a series of general and subject-specific skills that each
student develops and applies during the programme and beyond. The focus of the
Approaches to Learning is on teaching students how to learn and helping students find out
about themselves as learners so that they can further develop their own skills.
Concepts shows the emphasis placed on a concept-based curriculum.
Areas of Interaction help develop international-mindedness as they provide a context
for the units taught in each subject area. The purpose of the AOI’s is to look beyond the
classroom to make meaningful connections with other subjects and the world.
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The Areas of Interaction include:
Community and Service considers how a student engages with his or her immediate
family, classmates and friends in the outside world as a member of these communities.
Through effective planning and teaching, students can learn about their place within
communities and be motivated to act in a new context.
Health and Social Education delves into the range of human issues that exist in human
societies, such as social structures, relationships and health. The area can be used by
students to find out how these issues affect societies, communities and individuals, including
students themselves. Through the area of health and social education, students can identify
and develop skills that will enable them to function as effective members of societies, as well
as learning about how they are changing and how to make informed decisions that may
relate to their welfare.
Environments considers how humans interact with the world at large and the parts we
play in our environments. It extends into areas beyond human issues and asks students to
examine the interrelationships of different environments. This area can lead students to
consider both their immediate classroom environments and global environments.
Human Ingenuity deals with the way in which human minds have influenced the world,
for example; the way we are, think, interact with each other, create, find solutions to and
cause problems, transform ideas and rationalise thought. It also considers the consequences
of human thought and action.
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Personal Project
In the final year of the IBMYP, our students complete the Personal Project, a major research
work that is a direct reflection of their level of learning independence and understanding of
an Area of Interaction. The Personal Project is introduced in Term Four of Year 9 and
submitted at the beginning of Term Three in Year 10. There are three assessed components
to the Personal Project: The Outcome/Product, Process Journal and Report.
The Personal Project serves two purposes. Firstly, it is a celebration of each student’s skills,
knowledge and passion. Secondly, it is a significant bridge into Senior School because it
requires students to develop research, application and evaluation skills essential to
independent Senior School study.
Each student is assigned a supervisor whose role is to guide the student with advice and
encouragement. Students are expected to keep a process journal recording their progress,
successes and failures, research and learning, and relevant interactions with experts in the
field. They must document the entire process, extrapolating on the project’s association with
an Area of Interaction, and reflecting upon their learning experiences throughout the
project.
The Report is the most heavily weighted assessment component of the Personal Project. In
the Report the student defines their goal, evaluates and applies sources, reflects on the
experience and skills learnt, and evaluates their final outcome/product according to a set of
specifications they create. Academic honesty plays a major role in the Report as students
must use in-text referencing and information literacy skills to correctly evaluate and
acknowledge all outside sources.
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Community and Service
With the College Mission Statement in mind, we ask students to commit to service in a
manner that is appropriate for each individual, taking into account family circumstances as
well as the physical and emotional development of each student.
Learning Outcomes
Through a strong values program and by serving within different communities (local,
national and global), we believe students will develop attitudes and values that focus on the
rights and responsibilities of people. Through the Community and Service program at GSLC,
students will:
Identify personal strengths and potential areas for service
Better appreciate their rights and responsibilities within and beyond the classroom
Increase their awareness of the world and community
Increase their sense of responsibility and commitment to the community
Foster and encourage a desire to serve
Gain an insight into different ways of life
Collaborate and work with others
Develop their awareness of the links between community service and subject areas
Gain an appreciation of the positive effects of a compassionate attitude
Gain an understanding and appreciation of sacrificial service and different types of
service
Service may include ‘one-off’ projects or it could involve a long term commitment. This will
depend on the level of service undertaken by the student; however, all students at Good
Shepherd Lutheran College are expected to undertake and reflect upon service activities.
All teachers will be responsible for supporting students as they plan for and reflect on their
service projects. They will be supported by the Year level coordinators and College Pastor
who will take a lead role in developing the College service programs.
Definitions and Categories
Community and Service at Good Shepherd Lutheran College has three levels: Awareness of
Community, Involvement in Community, Service to a Community. Students must complete
two Community and Service Project Reflection sheets in each year of the MYP. It is expected
that by the conclusion of the MYP students will have been involved in a number of programs
and activities from all three levels.
Level 1: Awareness of Community
Level 2: Involvement in Community
Level 3: Service to a Community
* Identify and recognise different communities and their needs.
* Identify an issue within a community and pose solutions to actively resolve it.
* Initiate a course of action within a community.
* Develop strategies for action within a community.
* Investigate ways to resolve community issues.
* Develop a personal plan for independent action.
* Suggest solutions to actively resolve global issues.
* Consider ethical implications.
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ASSESSMENT IN THE MYP
Assessment of student learning is ongoing and is based on a variety of assessment types as
no single type allows for assessment of all the objectives of a subject, or for individual
differences in learning style. Some examples of different assessment types include: oral
presentations, experiments, essays, reports, performances, tests, group work, compositions,
class discussion.
Assessment tasks are developed, implemented, and assessed collaboratively by teachers
with reference to both the IBMYP subject guides and the Australian Curriculum. The number
of assessment tasks and the criteria they assess for a subject at a particular level are
determined by the teachers and Learning Area Coordinator; however, over the duration of a
semester each criteria within a subject will normally be assessed at least twice.
In all subject areas students are assessed against a set of criteria published by the IB. For
each task, they are awarded the level of achievement that best matches the criterion
descriptor. Task-specific clarifications appear next to each criterion. The task-specific
clarifications are written by the teacher, or collectively by the class, and serve to make
explicit to the student exactly what each criterion will assess in the task.
Assessment rubrics, combining criteria, levels of achievement and task-specific clarifications,
are provided for all assessment tasks. These rubrics are available to students and parents at
the time of the task being set via the College online reporting system, Knowledge
Community.
Self-marking is a powerful way for students to reflect on their work prior to submitting it.
The criteria-based approach makes each task transparent for students as they are able to
judge their own level(s) of understanding demonstrated in a task. Wherever possible,
students are encouraged to self-mark as part of the assessment process. This gives them an
indication of what mark they might receive and provides them with the opportunity to
further refine their work prior to final submission.
Assessment tasks are adapted to meet the needs of students with significant learning
difficulties. This is done in consultation with the learning support team.
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Reporting via Knowledge Community
Continual Reporting
Knowledge Community is the online reporting system used at Good Shepherd Lutheran
College. When assessment tasks are marked, information entered into KC and parents can
view this assessment data. This continual reporting process provides parents with ongoing
feedback through the semester and allows them to see how their child is progressing, both
individually and in comparison with the rest of the class.
IB Achievement Levels indicate the student’s achievement against year based levels
published by the IB.
GSLC Levels indicate the student’s progress in the subject over the course of the
Middle Years Programme, from Year 6 to Year 10.
Formal Semester Reports
The formal reporting cycle at Good Shepherd Lutheran College occurs at the end of each
semester. Students are awarded an IB Grade from 1 to 7 for each of their subjects
(including the Personal Project in Year 10). The grades are determined by applying a
formula determined by the IB that considers the student’s most consistent results in each
criterion. All MYP grades have descriptors which are used to determine the student’s overall
level of success in a course. The grade indicates the descriptor that best describes the
student’s success. Students are encouraged to track their progress over the semester by
using their College Diary. By recording their IB Achievement Levels for each task, students
can predict the grade that they are likely to receive for each of their subjects in their
semester report.
The 1-7 grading system is not a pass-fail approach towards measuring student progress.
Instead, each grade represents a measure of the level achieved by a student in each of their
courses. Even a grade of 1 indicates a limited level of successful progress. Conversely, a
grade of 7 represents an exceptionally high level of success, surpassing perhaps even the
teacher’s expectations of any student studying in that year level or in that course. A grade
of 7 is not meant to be impossible to achieve in a course, though grades of 7 are awarded
for exceptional levels of success.
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Parent support
A most effective way that parents can support their children is through ongoing conversation
and reflection on assessment. The information on KC is a useful tool to indicate achievement
in a particular task, but it is most effective when viewed alongside the marked piece of work
and corresponding criteria rubric.
Reflection questions for parents/guardians to ask their children:
Can you show me your (subject) task? I’d like to see the teacher’s feedback while I look
at your results on KC.
Did you self-mark your work before you handed it in to the teacher? Why/why not?
After self-marking, did you make any changes to your work?
Do you feel that the marks (achievement levels) given correctly reflect your
understanding of the unit? Why/why not?
What was the best part of completing this assessment task?
What was the biggest challenge for you in this task?
What area(s) do you think you could improve?
Did you enjoy the task overall? Why/why not?
Have you recorded your criteria achievement levels in the back of your Student Diary?
Asking your children about their assessment tasks helps them to reflect on personal areas of
strength/weakness, and think of ways in which they could further improve next time.
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IB MYP 1-7 Grade Rubric
A common grade rubric, published by the IBO, is used for all areas of learning. As explained
in the previous assessment section, a grade is awarded for each subject at the end of each
semester. The grade indicates the descriptor that best fits the student’s level of achievement
in a particular subject over the course of the semester.
Grade Descriptor
7 The student demonstrates consistent and thorough understanding of the
required knowledge and skills, and the ability to apply them almost faultlessly
in a wide variety of situations. There is consistent evidence of analysis,
synthesis and evaluation where appropriate. The student consistently
demonstrates originality and insight and always produces work of high quality.
6 The student demonstrates consistent and thorough understanding of the
required knowledge and skills, and the ability to apply them in a wide variety
of situations. There is consistent evidence of analysis, synthesis and evaluation
where appropriate. The student generally demonstrates originality and insight.
5 The student demonstrates consistent and thorough understanding of the
required knowledge and skills, and the ability to apply them in a variety of
situations. The student generally shows evidence of analysis, synthesis and
evaluation where appropriate and occasionally demonstrates originality and
insight.
4 The student demonstrates a good general understanding of the required
knowledge and skills, and the ability to apply them effectively in normal
situations. There is occasional evidence of the skills of analysis, synthesis and
evaluation.
3 The student has limited achievement against most of the objectives, or clear
difficulties in some areas. The student demonstrates a limited understanding of
the required knowledge and skills and is only able to apply them fully in normal
situations with support.
2 The student has very limited achievement against all the objectives. The
student has difficulty in understanding the required knowledge and skills, and
is unable to apply them fully in normal situations, even with support.
1 Minimal achievement in terms of the objectives.
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LEARNING SUPPORT
Learning Support at Good Shepherd Lutheran College is defined as the provision of extra
assistance, adapted programs or learning environments, special equipment or materials to
support students in accessing the curriculum in a range of settings.
Aim
To foster and develop an inclusive learning environment in which all students, no matter
their learning needs, are able to experience success and achieve their individual potential
within the College community.
This service is designed so that all students are enabled to:
participate fully in the College community
acquire the basic personal skills, social skills, literacy skills and numeracy skills
needed for life
develop in a supportive Christian environment in which they can enhance their
individual talents
experience success
develop a positive self-image and self-esteem
monitor their own learning and become independent learners.
Selection of Students
The selection process involves compiling information from parents, teachers and Learning
Support staff to identify students who may qualify for the assistance of the Learning Support
Teacher or an Inclusion Support Assistant. Psychologists and other support professionals
may also be consulted. Parental consent is obtained prior to such consultations.
Students needing Learning Support are identified using whole-school standardised
screening tests administered in Term 4 each year or early in Term 1 for new
students.
Priority will be given to students who have fallen two years or more behind their
chronological age level in the areas of literacy or numeracy, as identified in the
screening tests and/or NAPLAN results.
Priority will also be given to:
o students identified by a psychological report as having a specific learning
difficulty but who, for resource allocation purposes, fall outside the definition
used by the AISNT Commonwealth Targeted Programs - Special Education;
o students who have intervention programs provided by the Children’s
Development Team (Speech Therapist, Occupational Therapist, and
Physiotherapist) or other professional agencies.
Teachers and parents may also refer students for Learning Support at any time. The
students will be assessed and interventions may be put in place if resourcing is
available and if it is deemed advantageous to do so by the Learning Support
Coordinator.
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CURRICULUM OVERVIEW
MYP Courses YEAR 9
Students are able to make a number of subject choices at this year level.
Learning Area Subjects Length of Course
CHRISTIAN STUDIES Christian Studies Full year
(THE) ARTS Music OR
Band OR
Dance OR
Drama OR
Visual Art OR
Creative Art
One subject per semester
HUMANITIES Integrated Humanities
(History/Geography)
Full year
LANGUAGE A English Full year
LANGUAGE B German or Japanese Full year of one Language
(maintained throughout all
years of the MYP)
MATHEMATICS Mathematics Full year
PHYSICAL EDUCATION Physical Education
Health
Full year
SCIENCE Science Full year
DESIGN (TECHNOLOGY) ICT OR
Metalwork OR
Woodwork OR
Graphic Design OR
Food Technology OR
Textiles
One subject per semester
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Course Explanations
Christian Studies
Christian Studies, in a Lutheran school, is the study of the Christian faith and its relevance
for life today. Christian Studies is based on the Word of God as revealed in the Old and New
Testaments and has the gospel of Jesus Christ as its focus. Christian Studies does not
assume Christian faith in the student. It provides an opportunity for teachers and students
to express their faith, but does not overtly or covertly put pressure on students to do so.
“How can people have faith in the Lord and ask him to save them if they have never heard
about him? And how can they hear unless someone tells them?” Romans 10:14 (CEV)
The Arts
Curiosity about oneself, others and the world is integral to the Arts. Through curiosity
students become effective learners, inquirers and creative problem solvers. Each art form,
performing and visual, encourages students to express themselves, take risks and use their
imagination. The process involved with creating is of equal value to the finished product as
both demonstrate a student’s response to what they have experienced and learned.
The Developmental Workbook is an ongoing record of each student’s engagement, inquiry
and progress in the subject. Students must use it in every subject within the Arts from years
6 – 10 (completion of MYP) as a tool to manage the processes of their own arts experience
and development. The Developmental Workbook may be used to record experimentation,
critical thinking and reflection.
Design (Technology)
Inquiry and problem solving are at the heart of the MYP Technology courses offered at Good
Shepherd Lutheran College. The Design Cycle is used to develop thinking and to help
students investigate problems in addition to designing, planning, creating and evaluating the
solutions and products that they make. Technology is offered to provide students with the
context to become skilful problem solvers who adopt an appreciation of the role technology
plays in the world around them, responding critically and resourcefully to challenges with
which they are presented.
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YEAR 9 (MYP 4)
Christian Studies
Overview
Students analyse relationships and discuss how Christians view conflict and forgiveness.
Bible stories are used for analysis and discussion regarding relationships in a variety of
forms. Students investigate and share ways to deal with confrontation on a personal and
national level. Students explore the message of the Gospel and examine the relevance of
the Gospel in modern day society. Students analyse the concept of slavery to sin and
freedom in Christ, through scripture analysis and examining the lives of historical figures and
their response to hardship. Students investigate what motivates people to help others and in
particular what motivates Christians to love and serve all people. Issues of national and
political injustice are discussed and investigated through biblical stories where Jesus
addressed similar issues.
Assessment Grid
TASK CRITERIA
A: KNOWLEDGE and
UNDERSTANDING B: INVESTIGATION
& APPLICATION C: ANALYSIS &
REFLECTION D:
COMMUNICATION
Task 1
Source Analysis and Reflection (Week 5, Term 1)
Task 2
Creative Response
(Week 9, Term 1)
Task 3 Visual Literacy
Response (Week 5, Term 2)
SEMESTER 2
Task 5
Scripture Jigsaw (Week 3, Term 3)
Task 6 Empathetic
Piece (Week 6, Term 3)
Task 7
Social Media Response
(Week 10, Term 3)
Task 8 Compassion Reflection
(Week 4, Term 4)
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Arts Overviews
Music
Students develop their skills on an instrument of their choice and look at what is involved in
effectively performing in front of and engaging an audience. A unit on Film Music explores
the use of music to enhance the film, with regards to purpose, audience, conveying a time
or place or character. Student explore sound production techniques to develop their
understanding of musical concepts through the creation of their own instrument.
Students develop their aural and theory skills in Year 9 Music and apply these skills through
music analysis. This course has a strong focus on Solo Performance and the continued
development of aural and theory skills.
Assessment Grid
TASK
CRITERIA
A: KNOWLEDGE and
UNDERSTANDING B: PRACTICAL
APPLICATION C: REFLECTION and
EVALUATION D: PERSONAL
ENGAGEMENT
Task 1 Composition & performance
of a soundtrack
Task 2 Instrument
creation
Task 3 Solo
Performance
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Band
Students in Year 9 Band explore music with a rock history focus. The first unit, Beatles to
Black-Eyed Peas, looks at the development of rock music beginning from blues and iconic
1950 artists. Students discuss the impact different decades of music have had on pop and
rock genres that exist today. Students participate in bands to rehearse and perform songs
from particular decades, exploring the elements that are characteristic of particular eras or
artists.
Assessment Grid
TASK
CRITERIA
A: KNOWLEDGE and
UNDERSTANDING B: PRACTICAL
APPLICATION C: REFLECTION and
EVALUATION D: PERSONAL
ENGAGEMENT Task 1
Essay Response
Task 2
Ensemble Performance 1
Task 3
Written Task
Task 4 Ensemble
Performance 2
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Dance
Students have the opportunity to further develop their body movement skills in this course. Students
undertake a unit which explores the art of rapping and how to create their own choreographed
movements to a style of rap they choose. The second unit is centered around introducing students to
a myriad of dance styles through a series of workshops including: lyrical, Contemporary and other
indigenous dance styles. This is used as a basis for students to further investigate, compare and
contrast an indigenous dance genre of their choice.
Assessment Grid
TASK
CRITERIA
A: KNOWLEDGE and
UNDERSTANDING B: PRACTICAL
APPLICATION C: REFLECTION and
EVALUATION D: PERSONAL
ENGAGEMENT Task 1
Rap choreography
Task 2 Performance 1 Hip-Hop dance
piece
Task 3
Comparative Investigation
Task 4 Performance 2 Fusion dance
piece
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Drama
Students learn about the ‘elements’ of drama and practically explore these through
workshops in class and the performance of scenes from a teacher selected play script.
Students explore Improvisation; participate in their own improvised performances; theatre
sports games and a ‘theatre sports’ Olympics. Part of the written component of this unit
involves weekly journaling, using relevant terminology to reflect knowledge and
understanding of what they are learning. Regular peer and self assessment occurs
throughout this unit and is recorded in the Developmental Workbook.
Assessment Grid
TASK CRITERIA
A: KNOWLEDGE and UNDERSTANDING
B: PRACTICAL
APPLICATION C: REFLECTION and
EVALUATION D: PERSONAL
ENGAGEMENT
Task 1 Journals
Task 2 Directorial Concepts
Task 3 Improvisation
test
Task 4 Improvised
performance
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Visual Art
Students work through a series 2D, Photographic and 3D art over the semester with a focus on site
specific and mix media techniques inspired work of Andy Goldsworthy, Brett Whitely and Jeffery
Smart. They will compare man made and natural environments to inspire and develop artwork.
Students will gain a deeper understanding of contemporary art practice and the important
relationship between an artwork and the environment and alternative ways of creating artwork. The
processes involved in responding to and creating art, including experimentation and critical reflection,
is recorded in a Developmental Workbook.
Assessment Grid
TASK
CRITERIA
A: KNOWLEDGE and
UNDERSTANDING B: PRACTICAL
APPLICATION C: REFLECTION and
EVALUATION D: PERSONAL
ENGAGEMENT Task 1
Site Specific Art
Task 2 Art
Responding 1
Task 3
Mix media
Task 4
Artist Statement
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Creative Art
Students experiment with paper stencils, silhouettes and collage techniques inspired by the
works of Sally Smart, Jennie Baker, Kara Walker and Banksy. Students create a series of
wall-sized stencil cut-outs to display around the school. The second task involves becoming
familiar with the human body in unusual positions through drawing. The unit challenges
students to question the inter-relationship between science and body movement. The
processes involved in responding to and creating art, including experimentation and critical
reflection, are recorded in the Developmental Workbook.
Assessment Grid
TASK
CRITERIA
A: KNOWLEDGE and
UNDERSTANDING B: PRACTICAL
APPLICATION C: REFLECTION and
EVALUATION D: PERSONAL
ENGAGEMENT Task 1
My Body, My Home
Task 2 Art
Responding 1
Task 3
Figure it Out
Task 4
Artist Statement
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Ceramics
Students explore the works of Ah Xian, and other artists who work cross-culturally. Students
experiment with mould making and ceramic techniques, clay building or taking casts of a
body part and a chosen object, fruit or vegetable. This leads to the completion of a hybrid,
Xian inspired artwork that combines both a cast of a human feature and an organic or
manmade object. The processes involved in responding to and creating art, including
experimentation and critical reflection, are recorded in the Developmental Workbook.
Assessment Grid
TASK
CRITERIA
A: KNOWLEDGE and
UNDERSTANDING B: PRACTICAL
APPLICATION C: REFLECTION and
EVALUATION D: PERSONAL
ENGAGEMENT
Task 1
Mold Maker
Task 2
Art Responding 1
Task 3 Hybrid Bust
Task 4 Artist
Statement
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Individuals and Societies (Humanities) Overview
Students investigate the concepts of change, time/place/space, global interactions and
systems. Humanities at Year 9 is divided into History and Geography units.
History focuses on the making of the modern world from 1750 to 1918. This period of
industrialisation and rapid change in the ways people lived, worked and thought was an era
of nationalism and imperialism – it was also the time when Australia was colonised. This
period culminated in the ‘war to end all wars’. The three depth studies include World War I,
The Industrial Revolution and Making a Nation. Source analysis and oral presentation skills
are developed.
Geography focuses inquiry on investigating resources, especially food, commercial
endeavours driven by economics, the rise of globalization' and the positive and negative
effects, such as greater communication and sweatshops. The spatial distribution, acquisition
and use of renewable and non-renewable resources, and related sustainability issues are
also explored.
Assessment Grid
TASK CRITERIA
A: KNOWING and
UNDERSTANDING B: INVESTIGATING
C: THINKING
CRITICALLY D: COMMUNICATING
Task 1
WWI Soldier Diary Entry
Task 2 WWI Test &
Source Analysis
Task 3
Industrial Revolution Oral
Presentation
Task 4
Newspaper Front Page
Task 5 Sources Analysis
Test
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SEMESTER TWO
Task 6
Biomes and Staple Foods at
Risk (response to stimulus)
Task 7
Sustainable Futures Report
Task 8 Trans-National
Companies Argumentative
Essay
Task 9 Examination
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Language and Literature (English)
Overview
Students listen to, read and view a range of spoken, written and multimodal texts,
recognising how events, situations and people can be represented from different
perspectives, and identifying stated and implied meaning in texts. Students are exposed to a
variety of literary and non-literary material. Throughout the six units they explore a variety
of genres: poetry, narrative, persuasion, scripts, graphic novels, film and Dystopic futures.
Students in Year 9 study Shakespeare’s Taming of the Shrew and compare this to modern
adaptations. Another unit explores the concept of text to film and draws on some iconic
depictions of culture through film, which may include The Dish and The Gods Must Be Crazy.
Students explore the role of literary and non-literary works in provoking thought about the
future and the role current technologies could play. As part of this unit, they read The
Declaration or Tomorrow, When the War Began. The Year 9 poetry unit focuses on the
connection between HipHop and classical poetry. Students create engaging representations
of people, places, events and concepts in coherent and well-structured written, spoken and
multimodal texts for specified purposes. Their Term 1 novel study involves a persuasive
response to The Outsiders, Deadly Unna, Dougy or 10 Things I Hate About Me. Students will
also engage in a Wider Reading programme to improve their language and literacy skills.
Assessment Grid
TASK CRITERIA
A: CONTENT B: ORGANISATION C: STYLE and
LANGUAGE MECHANICS
Task 1
Original poem Term 1, Week 4
Task 2 Persuasive Essay Term 2, Week 2
Task 3 Journal Writing Term 2, Week 8
Task 4 Wider Reading
Ongoing
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SEMESTER TWO
Task 5
Creative Response
Term 3, Week 6
Task 6
Analytical Essay Term 4, Week 2
Task 7
Visual Literacy Term 4, Week 7
Task 8
Examination Term 4, Week 6
Task 9 Wider Reading
Ongoing
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Language Acquisition (German or Japanese)
Overview
Students of Year 9 Language B (continued German or Japanese) investigate a number of
concepts such as identities, global food and languages, future employment, and
relationships. Students at this level are required to communicate information with some
detail in familiar and unfamiliar situations. Emphasis is placed on understanding and
responding, and students are faced with increasingly more opportunities for spontaneous
communication. Students continue to communicate in a variety of ways and are assessed by
the four criteria below.
Language Acquisition Assessment Grid Semester 1 – Year 9 – Phase 1 and Phase 2
TASK A: ORAL
COMMUNICATION B: VISUAL
INTERPRETATION C: READING
COMPREHENSION D: WRITING
Task 1: Celebrity Heads
Due Date: Week 3
Task 2: Podcast Due Date: Week
6
Task 3: Skype Interview (Script and Role Play)
Due Date: Week 9
Task 1: Food Comparison Due Date: Week
3
Task 2: Food Diary and Presentation
Due Date: Week 5
Task 3: Follow the Recipe
Due Date: Week 7
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Language Acquisition Assessment Grid Semester 2 – Year 9 – Phase 1 and Phase 2
TASK A: ORAL
COMMUNICATION B: VISUAL
INTERPRETATION C: READING
COMPREHENSION D: WRITING
Task 1: Resume Writing
Due Date: Week 3
Task 2: Interpreting a
Graph and Newspaper Job Ads Due Date: Week
6
Task 3: Job Interview
Due Date: Week 9
Task 1: Introduction Letter to their host family in Germany/Japan Due Date: Week
3
Task 2: Find out more – Comic Interpretation
Due Date: Week 5
Task 3: Role Play with teacher where
student has to convince parent
why they should go on an exchange
Due Date: Week 7
Good Shepherd Lutheran College Page 34
Mathematics
Overview
Students express numbers in scientific notation and apply the index laws to numbers. They
expand and factorise algebraic expressions and solve problems involving simple interest by
selecting and applying rules to solve problems including those in real-life contexts. Students
solve linear equations using graphical and algebraic techniques recognising and describing
patterns as relationships or general rules. Students list outcomes, assign and determine
probabilities for events using appropriate mathematical language and forms of
representation in both oral and written explanations in familiar and unfamiliar situations.
They construct displays and investigate the position of the mean and median and describe
the shape of the distribution and explain whether their results make sense in the context of
the problem. Students calculate areas of shapes and volume and surface area of right
prisms. They investigate similar and congruent triangles and problems involving Pythagoras’
theorem and select and apply appropriate inquiry and mathematical problem-solving
techniques. Students recognise the connection between similarity and the trigonometric
ratios and use trigonometry to solve right-angled triangle problems and attempt to justify
the degree of accuracy of the results where appropriate.
Assessment Grid
TASK
CRITERIA
A: KNOWLEDGE and
UNDERSTANDING A: INVESTIGATING
PATTERNS C: COMMUNICATION
in MATHEMATICS D: REFLECTION in
MATHEMATICS
Task 1 Number Test
Task 2 Pythagoras Reflection
Task 3 Probability
Investigation
Task 4 Trigonometry
Test
Task 5 Measurement Investigation
Task 6
Geometry Test
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SEMESTER TWO
Task 7
Statistics Real Life Problem
Task 8
Financial Investigation
Task 9 Indices and Algebra Test
Task 10
Linear Equations Patterning
Task 11
Exam
Good Shepherd Lutheran College Page 36
Physical Education
Overview
Students investigate the key concepts of two separate units, Health and Physical Education.
The Health focus is on fitness and well-being, the body systems, drugs in sport, emotional
health and well being and sexual education. Students investigate and develop their
knowledge of the importance of health and fitness, the muscular, skeletal and energy
systems in the body, to their overall well-being. They explore the importance of relationships
and social networking and how each can impact on health. Students investigate the issue of
drugs in sports within National and International sporting competitions. They consider issues
associated with sexuality, including relationships and risk-taking behaviours, developing their
knowledge on how to minimise potential harms. The Physical Education units encompass a
range of individual and team activities which aim to develop a student’s fitness and skill
base, awareness and application of these skills, movement composition, game sense
strategies, co-ordination and communication skills within a team environment. Activities
include gymnastics, fitness testing, athletics, footy codes, ultimate Frisbee, disco dance and
minor games.
Assessment Grid
TASK
CRITERIA
A: USE OF
KNOWLEDGE
B: MOVEMENT
COMPOSITION C: PERFORMANCE
D: SOCIAL SKILLS
and PERSONAL ENGAGEMENT
Task 1 Gymnastics
Routine
Task 2 Body Systems
Knowledge Test
Task 3
Drugs in Sport
Task 4
Passing Games (Ultimate Frisbee)
SEMESTER TWO Task 5
Sexual Education Task
Task 6 Footy Codes
Task 7 Facebook Safety
Guide
Task 8 Disco Dance Performance
Good Shepherd Lutheran College Page 37
Science
Overview
Students use their knowledge to pose different types of questions that can be investigated
using a range of inquiry skills. They apply their knowledge of science to explain phenomena
in the environment and their own lives, describing how knowledge has developed through
the work of scientists. They plan experimental procedures which include the accurate control
and measurement of variables. They identify inconsistencies in results and suggest reasons
for uncertainty in data. Scientific language and representations are used when
communicating their results and ideas. Students use their knowledge of body systems to
explain how complex organisms respond to external changes such as heart rate and
exercise. They use knowledge of interrelationships to describe how changes affect
ecosystems. They explain geological features and events in terms of geological processes
and timescales. They describe the structure of atoms and explain chemical changes in terms
of the behaviour of atoms. They describe a range of chemical reactions and explain their
importance. They compare, in qualitative terms, how two different forms of energy can be
transferred. They describe interrelationships between science and technology and give
examples of developments in science that have affected society (For example; the
development of renewable energy sources).
Assessment Grid
TASK
Due
Date
CRITERIA
A: ONE
WORLD
B: COMMUNICATION
in SCIENCE
C: KNOWLE
DGE and
UNDERSTANDING
D: SCIENTIF
IC INQUIRY
E: PROCESS
ING DATA
F: ATTITUDE
S in
SCIENCE
Task 1
Adopt an Element
Term 1
Week 4
Task 2
Endo/Exothermic
Practical
Term 1
Week
Task 3 Physics Practical
Term 2
Week 5
Task 4 Sound/Lig
ht Technolog
y Investigat
ion
Term 2
Week 7
Task 5 Test
Term 2
Week
9/10
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SEMESTER TWO
Task 6 Exercise Practical
Term 3
Week 5
Task 7 Human
effect on Ecosyste
ms
Term 3
Week 8
Task 8 Convection Current
Prac
Term 4
Week 5
Task 9 Examinati
on
Term 4 Week 6
Task 10 Choose
your own task
Term 4
Week 7
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Design (Technology)
Overviews
Metalwork
This subject is based around the technologies of Metal, Plastics and Electronics. Students
are introduced to various manual technologies through the use of hand tools, power tools
and machinery to assemble electronic systems and devices. For the second accessory
project student will be encourage to create their piece by using a recycled metal everyday
object. Students record their use of the Design Cycle to investigate, plan, create and
evaluate pieces of work.
Assessment Grid
TASK CRITERIA
A: INQUIRY AND
ANALYSING
B: DEVELOPING IDEAS
C: CREATING SOLUTION D: EVALUATING
Task 1
Design Brief – Bistable Latch
Task 2 Bistable Latch (Electronics)
Task 3
Design Brief – Accessory
Task 4
Final Piece
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Woodwork
This subject strengthens students’ skills in manual technologies through the use of hand
tools, power tools and machinery. Students learn how to use timber joining systems to
construct a functional toy as well as a small item of furniture. Students use simple technical
drawing techniques and follow the Design Cycle to investigate, plan, create and evaluate
pieces of work.
Assessment Grid
TASK CRITERIA
A: INQUIRY AND
ANALYSING
B: DEVELOPING IDEAS
C: CREATING SOLUTION D: EVALUATING
Task 1
Design Brief – Traditional Toys
Task 2
Traditional Toys
Task 3 Design Brief –
Furniture
Task 4 Furniture
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ICT –
Over the course of the semester students concentrate on the skills and processes required to analyze, design and create programs and models using a range of software applications and digital technologies. Students use the Design Cycle to investigate, plan, create and evaluate pieces of work.
Assessment Grid
TASK
CRITERIA
A: INQUIRY AND
ANALYSING B: DEVELOPING IDEAS C: CREATING SOLUTION D: EVALUATING
Task 1
Scratch
Programming
Task 2
Investigate
models
Task 3
Flowol
Programming
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Graphic Design
Over the course of the semester students concentrate on the skills and processes required to analyze, design and create graphics and multimedia effects using a range of software applications. Students use the Design Cycle to investigate, plan, create and evaluate pieces of work.
Assessment Grid
TASK
CRITERIA
A: INQUIRY AND
ANALYSING B: DEVELOPING IDEAS C: CREATING SOLUTION D: EVALUATING
Task 1
Magazine
Template
Task 2
Logo Design
Task 3
Magazine Cover
Task 4
Key Frame
Animation
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Digital Technology - New course (under development 2014)
Student’s concentrate on the skills and processes required to create within the area of digital
technologies. The students are given opportunities to plan and refine their projects through
the use of a variety of programing tools and technologies. Students record their use of the
Design Cycle to investigate, plan, create and evaluate in their technology workbooks
Assessment Grid
TASK CRITERIA
A: INQUIRY AND
ANALYSING B: DEVELOPING IDEAS C: CREATING SOLUTION D: EVALUATING
Task 1 Investigate, design plan
Task 2
Create & Evaluate
Task 3
Investigate, design plan
Task 4 Create & Evaluate
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Food Technology
This subject builds upon students’ understanding and skills in planning and preparing
healthy meals and snacks, with particular focus on healthy and safe lunchbox choices.
Students also study Multicultural food choices, learning about customs, beliefs and cooking
methods of different cultures. Safety aspects of food preparation, use of kitchen equipment
and appliances and using correct terminology are included in the content. The process of
creating meals is recorded, reflected on and evaluated in the Technology Workbook.
Assessment Grid
TASK CRITERIA
A: INQUIRY AND
ANALYSING B: DEVELOPING IDEAS C: CREATING SOLUTION D: EVALUATING
Task 1 Safe Lunchbox –
Investigate
Task 2 Safe Lunchbox – Design & Plan
Task 3 Safe Lunchbox –
Create & Evaluate
Task 4 International
Food – Investigate
Task 5 International
Food – Design & Plan
Task 6 International
Food – Create & Evaluate
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Textiles
Students are required to use the Design Process to investigate, create and evaluate two
textile items, that are self representational, including a piece of block printed fabric and a
textile based sculptural design. Students gain an understanding of the different aspects of
the Textile and Fashion industry and the ways in which they reacted to societal change.
Experimenting with textile construction techniques and designing fabrics is a focus
throughout the semester.
Assessment Grid
TASK CRITERIA
A: INQUIRY AND
ANALYSING B: DEVELOPING IDEAS C: CREATING SOLUTION D: EVALUATING
Task 1
Lino/Fabric
Task 2
Final Piece
Task 3
Soft Sculpture Design
Task 4 Final Piece
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ASSESSMENT CRITERIA & GRADE BOUNDARIES
Arts
Assessment Criteria
Maximum Points
Criterion A Knowledge and Understanding 8
Criterion B Application 10
Criterion C Reflection and Evaluation 8
Criterion D Personal Engagement 8
TOTAL POINTS 34
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 - 3 4 – 8 9 - 13 14 - 20 21 - 25 26 - 30 31 - 34
Humanities
Assessment Criteria
Maximum Points
Criterion A Knowing and Understanding 8
Criterion B Investigating 8
Criterion C Thinking critically 8
Criterion D Communicating 8
TOTAL POINTS 32
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 - 3 4 - 7 8 - 12 13 - 17 18 - 22 23 - 27 28 - 32
Good Shepherd Lutheran College Page 47
Language A
Assessment Criteria
Maximum Points
Criterion A Content (receptive and productive) 10
Criterion B Organisation 10
Criterion C Style and language mechanics 10
TOTAL POINTS 30
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 – 4 5 – 9 10 – 14 15 – 19 20 – 23 24 – 27 28 – 30
Language B (German/Japanese)
Assessment Criteria
Maximum Points
Criterion A Oral communication 8
Criterion B Visual Interpretation 8
Criterion C Reading Comprehension 8
Criterion D Writing 8
TOTAL POINTS 32
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 - 3 4 - 7 8 - 12 13 - 17 18 - 22 23 - 27 28 - 32
Mathematics
Assessment Criteria
Good Shepherd Lutheran College Page 48
Maximum Points
Criterion A Knowledge and Understanding 8
Criterion B Investigating Patterns 8
Criterion C Communication in Mathematics 6
Criterion D Reflection in Mathematics 6
TOTAL POINTS 28
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 – 4 5 – 8 9 – 12 13 – 17 18 – 21 22 – 25 26 – 28
Physical Education
Assessment Criteria
Maximum Points
Criterion A Use of Knowledge 8
Criterion B Movement Composition 6
Criterion C Performance 10
Criterion D Social Skills and Personal Engagement 8
TOTAL POINTS 32
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 – 5 6 – 10 11 – 15 16 – 20 21 – 24 25 – 28 29 – 32
Good Shepherd Lutheran College Page 49
Science
Assessment Criteria
Maximum Points
Criterion A One World 6
Criterion B Communication in Science 6
Criterion C Knowledge & Understanding of Science 6
Criterion D Scientific Enquiry 6
Criterion E Processing Data 6
Criterion F Attitudes in Science 6
TOTAL POINTS 36
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 – 5 6 – 11 12 – 18 19 – 24 25 – 28 29 – 32 33 – 36
Design (Technology)
Assessment Criteria
Maximum Points
Criterion A Inquiring and analysing 8
Criterion B Developing ideas 8
Criterion C Creating the solution 8
Criterion D Evaluation 8
TOTAL POINTS 32
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 – 5 6 – 9 10 – 15 16 – 21 22 – 26 27 – 31 32 – 36
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Personal Project
Assessment Criteria
Maximum Points
Criterion A Use the process journal 4
Criterion B Define the goal 4
Criterion C Select Sources 4
Criterion D Apply information 4
Criterion E Achieve the goal 4
Criterion F Reflect on learning 4
Criterion G Report the project 4
TOTAL POINTS 28
Grade Boundaries
At the end of the assessment period the criteria points are added up and the grade
calculated according to the following table.
MYP Grade 1 2 3 4 5 6 7
Grade Boundaries 0 – 4 5 – 8 9 – 12 13 – 16 17 – 20 21 – 24 25 – 28