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Learning is the Heart of The International School of The Hague

Middle Years Programme Years 7-11

Subject Information2016 - 2017

Middle Years ProgrammeYears 7-11

Subject Information2016 - 2017

The International School of The HagueSecondary SchoolWijndaelerduin 12554 BX DEN HAAG

Phone +31 (0)70 328 1450Fax +31 (0)70 328 2049Email [email protected] Philosophy of the International School of The Hague

2 ISH MYP Years 7 - 11, Subject Information 2016 -2017

3ISH MYP Years 7 - 11, Subject Information 2016 -2017

CONTENTS PAGE

IB LEARNER PROFILE 4

INTRODUCTION 5

ALLOCATION OF LESSON TIMES 6

MYP CURRICULUM - SUBJECT SYLLABI 8 LANGUAGE AND LITERATURE 8 LANGUAGE ACQUISITION 9

MATHEMATICS 11

SCIENCES 16

INDIVIDUALS AND SOCIETIES 20

DESIGN 23 THE ARTS 25

PHYSICAL AND HEALTH EDUCATION 28

PERSONAL PROJECT 30

SERVICE AND ACTION 31

LIBRARY 31


INTRODUCTION

Middle Years Programme Model

Students in years 7 to 11 follow the International Baccalaureate Middle Years Programme (IBMYP). The stu-dents take a broad range of subjects across eight subject groups: Language and Literature, Language Acqui-sition, Individuals and Societies, Mathematics, Arts, Physical and Health Education, and Design. These eight subject groups are integrated through Concepts, Approaches to Learning and Teaching, and Global Contexts. Through the curriculum students will develop the attributes of the IB Learner Profile. The ten attributes of the learner profile inspire the students and teachers to be inquirers, knowledgeable, thinkers, communica-tors, principled, open-minded, caring, risk-takers, balanced and reflective.

All students in years 7 - 11 participate in the school’s Service and Action (S&A) programme. Participation in S&A activities is compulsory and students are expected to meet the school’s requirement in order to successfully complete each year.

In year 11 all students complete a Personal Project.

Assessment in the MYP is internal, continuous, and is carried out by subject teachers. Both formative and summative assessments are applied in all subjects throughout the years. Formative assessment will at times include the students’ participation in the form of self-assessment and peer-assessment. The school applies criterion related assessment in each subject based on the IBMYP prescribed learning objectives and assess-ment criteria. Internal standardisation of assessment across all subjects is conducted in each year of the programme.

At the end of Year 11 students who have completed the Personal Project will receive a document from the International Baccalaureate (IB) that is called MYP Course Results. It will state the grade the student has received for the Personal Project. Completion of the Personal Project is mandatory. The ISH Middle School Certificate will be awarded to students who have completed the MYP successfully.

You will find more detailed information on assessment in the MYP Handbooks for the different years and on the school website.


ALLOCATION OF LESSON TIMES

Subject Year 7 Year 8 Year 9

Language and Literature / Language Acquisition

English (Language and Literature /Language Acquisition) 4 5 5Dutch (Language and Literature/Language Acquisition) 3 3 3**French/German/Spanish Language Acquisition /ELRC 3 3 3*French/German/Spanish Language and Literature /Mother Tongue *3 *3 *3

Individuals & Societies

Integrated Humanities 4 4Geography 2History 2

Sciences

Integrated Science 3 3 5Mathematics 4 4 4

Arts

Visual Art 2 2 2Drama 1 1 2Music 2 2 -

Design

Digital Design 2 1 2Product Design 2 1PHE 3 3 2Mentor Hour 3 2 2

Total number of lesson periods 34/ 37* 35/38* 35/38*

Allocation of lessons in Years 7, 8 and 9

Students in each year take the same combination of subjects apart from the languages.

Table 1 Subjects offered in Years 7, 8 and 9

* Some students take French/German/Spanish Language and Literature or Mother Tongue, e.g. Italian, Por-tuguese, Russian. The term Mother Tongue Language refers to a language that is not offered within the ISH curriculum but is taught by private tutors who are paid directly by the parents.

** Students who are in English Language Acquisition Phase 1, 2 or 3 do not take French/German/Spanish Language Acquisition and instead have 3 lessons extra English in the English Language Resource Centre (ELRC).


Allocation of lesson hours in Years 10 and 11

Year 10 students choose a package of subjects that they follow over the last two years of the MYP, Years 10 and 11. They take seven compulsory subjects and a number of electives as shown in table 2 below. Students may take a minimum of nine subjects (seven compulsory and two electives) to a maximum of 11 subjects (seven compulsory and four electives). All students have in addition two mentor hours per week.

Table 2 Subjects offered in Years 10 and 11

Number of lessons per

subject

CompulsoryStudents take one subject from each row 1 - 8

1. English (Language and Literature/ Language Acquisition) 5 2. Dutch (Language and Literature/ Language Acquisition) 3 3. Maths (Standard/Extended) 4 4. Biology/Chemistry/Physics 35. Geography/History 36. Visual Arts/Drama/Music/Digital Design/Product Design 37. PHE 38. Mentor Hour 2

Electives Additional subjects

Language and Literature French/ German/Spanish 3Language Acquisition French/ German/Spanish 3Business 3Economics 3

Total number of hours: 9 subjects + mentor hour 32

Total number of hours: 10 subjects + mentor hour 35

Total number of hours: 11 subject + mentor hour 38

ElectivesStudents may choose: • a maximum of ONE Language and Literature course from French/German/Spanish • a maximum of ONE Language Acquisition course from French/German/Spanish • a maximum of TWO subjects from Geography/History/Business/Economics • a maximum of TWO subjects from Visual Arts/Drama/Music • a maximum of three Sciences• either Digital Design or Product Design

Students can only choose one of the language courses from French/German/Spanish if they have taken the language at this level in Year 9.


MYP CURRICULUM/SUBJECT SYLLABI

Subject teachers work collaboratively to plan the curriculum both vertically and horizontally from year 7 to 11. The content and skills for each subject have been carefully selected to ensure that they are relevant and challenging and that there is continuity and progression of learning. The courses have also been sequenced to support students’ transition to the Diploma Programme. Each subject organises its course into units of work according to the guidelines of the MYP unit planner. For each unit teachers identify Key and Related Concepts, Global Contexts and subject group objectives. Teachers also identify the specific Approaches to Learning (ATL) skills and the attributes of the IB Learner Profile that will be developed through each unit of work. The curriculum also offers opportunities for interdisciplinary learning when two or more subjects work together on a common concept and skills within a global context. As reflection plays an important role in students’ learning, the students will be asked at key points in the year to reflect on the learning process and their own performance in the different subjects.

LANGUAGE AND LITERATURE

English, Dutch, French, German and Spanish are offered.

English All students in years 7 - 11 take English as a compulsory subject at our school.All first language students of English study English Language & Literature

DutchAll students in years 7 – 11 take Dutch as a compulsory subject. All first language students of Dutch study Dutch Language and Literature. The ISH strives to follow a Dutch curriculum as much as possible, keeping in mind that ISH first language students have different backgrounds from Dutch students in a Dutch school.

French, German and Spanish All first language students of French, German and Spanish have the opportunity to study their language as a Language & Literature course.

Aims of the Language & Literature Syllabus for English, Dutch, French, German and Spanish • to use language effectively and creatively in the written and spoken word• to develop an understanding of what is read, heard and seen by exploring a wide variety of texts from

different contexts• to develop a critical, creative and personal approach to analysing literary and non-literary texts• to develop an understanding of cross-curricular links• to encourage a lifelong interest in reading

The departments balance language and literature, ensuring that knowledge and skills are introduced pro-gressively and that students are appropriately challenged at each level.

Throughout years 7, 8 and 9 we aim to provide:• a consistent approach to writing, understanding and expression as crafts to be learned by practice• a wide variety of opportunities for writing in a range of styles and authentic contexts• encouragement to develop reading interests• opportunities for developing research skills using the library and available technology • an understanding of the way in which language use changes in different contexts• an awareness of different text types• an introduction of the basic terms in language (grammar) and literature and practice thereof• a progressive development of skills in the use of the spoken word by means of discussion, conversation,

role-play and debate• an awareness of the language as an active, practical and living subject


• opportunities to create a range of texts, including using technology in the creation of multi-modal texts• an awareness of individual development and progress through the use of self-assessment, peer assess-

ment and rubrics

Throughout Years 10 and 11 we aim to provide:• a more critical approach to writing, understanding and expression as crafts to be learned by practice• a variety of opportunities to practice literary criticism• a wide variety of opportunities to practice creating and analysing different genres of writing in a range

of styles and authentic contexts• encouragement to develop wider reading• an understanding of different text types by exploring language through a variety of media and modes• an emphasis on the use of the school library and available technologies to develop effective research

skills• further development of skills in the use of the spoken word by means of discussion, conversation, ro-

le-play and debate• an awareness of the language as an active, practical and living subject• an awareness of individual development and progress through the use of self-assessment, peer assess-

ment and rubrics• an introduction to the basics of IBDP language A practices and content

Mother Tongue Languages The term Mother Tongue Language refers to a language that is not offered within the ISH curriculum but is taught by private tutors who are paid directly by the parents. The ISH considers it important for students to maintain a high level of competence in their own language. The school, therefore, encourages and facili-tates the study of the Mother Tongue language outside the regular school curriculum.

If a student has a Mother Tongue that is not part of the taught curriculum, it is in many cases still possible to study this language. The ISH strongly supports Mother Tongue lessons for various reasons:

• the Mother Tongue language is part of the student’s culture• a good command of the Mother Tongue language helps the students to reintegrate when they go back

to their home countries• students taking the Diploma Programme must take at least one language at Language and Literature

level. This could be their Mother Tongue language. • if students take two languages at Language and Literature level in the Diploma Programme they are

eligible for a bilingual diploma.• research has shown that bilingual students perform better in school • a good command of the Mother Tongue language helps students to study other languages

Most Mother Tongue lessons take place on Tuesday afternoons when lessons for all students finish at 14.05. Mother Tongue lessons are offered in a variety of languages such as Italian Portuguese, Russian and Manda-rin.

LANGUAGE ACQUISITION

English, Dutch, French, German and Spanish are offered

English – Language AcquisitionThe aim of the English Language Acquisition programme is to provide students with the opportunity to de-velop the competencies to communicate appropriately and effectively, orally and in writing, in an increasing range of social, cultural and academic contexts, and for an increasing variety of audiences and purposes. English Language Acquisition is offered at different levels or “phases” in each year of the programme. Place-ment is based on the student’s level of English. In Phase 1, which is only offered in Year 7, the focus is on helping students develop a basic ability to com-


municate in a limited range of everyday situations and to interact in simple and rehearsed exchanges.In Phase 2, the focus is on basic communication, both oral and written, dealing with familiar situations.In Phase 3, students are expected to use language accurately in order to express opinions, ideas and experi-ences in both oral and written forms on a wider range of topics and situations.Phase 4 is for capable communicators who can use language in a more sophisticated way in order to express ideas and opinions on a range of concepts in a variety of contexts. Students at this level are also expected to understand and interpret literary and non-literary texts. Phase 5, which is only offered in years 10-11, is for proficient communicators who can use language in a sophisticated way in order to analyse and respond to specific information, ideas, opinions and attitudes pre-sented in oral, visual and written language - including literary texts - in a wide variety of social and academic contexts.

(Note: Phase 2 is not offered in year 11 as students in the last year of the MYP are expected to have a strong command of basic English in order to cope with the demands of the academic programme. In accor-dance with our admissions policy, students cannot be accepted into Year 11 unless they have reached the required level for Phase 3 by the end of year 10.)During the year, students may be moved between the different phases of the English Language Acquisition programme or even into the English Language and Literature programme. These changes are made upon the English teacher’s recommendation, based on the students’ levels of performance, and are implemented in consultation with the subject coordinator, other subject teachers as well as with the students and pa-rents/ guardians.

Support for English Language Learners in the English Language Resource Centre (ELRC)Different levels and types of additional English language support are available at the ISH. The main aim of these classes is to help the students develop language skills needed for their other subjects. Students are also encouraged to focus on grammar and vocabulary development as well as structural aspects of writing and speaking. There are two main programmes provided by teachers of English as an Additional Language (EAL) within the English Language Resource Centre (ELRC):

The Academic Language Programme (ALP): The weaker English speakers in years 7 – 9 (English Language Acquisition, phases 1-3) receive additional English support lessons. These lessons focus on academic language and the aim is to develop language skills needed for the other subjects, especially Individuals and Societies, and Science. Additional support may be tailor-made to meet students’ needs, in particular for very weak English speakers who are only just starting at the ISH.

The Individual Learning Programme (ILP): Additional (academic) language support is also provided for students in Years 10 – 13, where ALP is not offe-red, and is open to students across the English Language & Literature – English Language Acquisition divide. Year 10 & 11 students in the lower phases of the English Language Acquisition programme have to take at least one period a week in the ELRC; other students needing additional language support (e.g. students in the Language & Literature programme, students transitioning from English Language Acquisition to English Language & Literature, English B DP students) may be recommended by subject teachers or mentors.

Dutch Language AcquisitionThe Dutch Language Acquisition is offered at different levels or phases in each year of the programme. Placement in one of the phases (1 – 5) is based on the student’s level of Dutch.

The primary aim in the lower phases (1 and 2) is to teach our students to communicate well in Dutch and fa-miliarize them with Dutch society. This is done through listening, speaking, reading and writing assignments. The target language is Dutch, however, some translation into English is provided when necessary.

In phases 3 and 4, the emphasis is also on communication. However, students are expected to achieve a more sophisticated level of language acquisition through listening, speaking, reading and writing exercises.


Phase 5, which is only offered in year 7, is a step-over phase to Language and Literature. It is offered to near native students who are proficient communicators.

Students are made aware of their own development and progress through the use of self-assessment, peer assessment and clear assessment criteria.

French, German and Spanish Language Acquisition Students in Year 7 choose to study French, German or Spanish as a foreign language (Language Acquisition), with the exception of students who study phases 1-3 of the English Language Acquisition programme. These students choose a foreign language as soon as they move to phase 4 in English.

In Year 7 students study phase 1 of the foreign language and in Years 8 and 9 they study phase 2. In these two phases the primary aim is to teach students to communicate in the target language in familiar situati-ons. This is done through listening, speaking, reading and writing activities. In Year 10 students may choose to continue with the foreign language they have started in Year 7. These students will study phase 3 of the language in Year 10 and move to phase 4 in Year 11.The primary aim of these two phases is to teach students to express themselves more accurately in familiar and unfamiliar situations.

The secondary aim of the Language Acquisition programme is to immerse students in an authentic cultural context. Through the many conversations in the teaching materials (textbook, DVD, films, YouTube etc.) students pursue the school’s goal of intercultural awareness by getting acquainted with the variety of com-munities in which the foreign language is spoken. At the end of the school year students of Years7-9 get the opportunity to practise what they have learned in the language villages. In Year 11 students may experience the culture of the countries where the language is spoken by taking part in the study trips to France, Germa-ny and Spain.

MATHEMATICSAll students in Years 7 - 11 take Mathematics as a compulsory subject.

Mathematics Years 7, 8 and 9 The course will provide students with the opportunity to develop their mathematical knowledge, under-standing and skills by building on previous work in the subject. We seek to do this in ways that encourage confidence and provide challenge, satisfaction and enjoyment.

Aims of the syllabusThe aims for MYP Mathematics are to enable students to:• develop a positive attitude toward the continued learning of mathematics• appreciate the usefulness, power and beauty of mathematics and recognise its relationship with other

disciplines and with everyday life• appreciate the international dimensions of methematics and its varied cultural and historical perspecti-

ves• gain knowledge and develop understanding of mathematical concepts• develop mathematical skills and apply them• develop the ability to communicate mathematics with appropriate symbols and language• develop the ability to reflect upon and evaluate the significance of their work and the work of others• develop patience and persistence when solving problems• develop and apply information and communication technology skills in the study of mathematics

In Year 7 students are placed in groups based on an entry test and their teacher recommendation from their previous school. Year 8 and 9 students are placed in groups based on their end of previous year MYP math grade and on their teacher recommendation or (for students new to the school), on the department placement test.


YEAR 7 Topics NumbersPositive and negative integersOrder of Operation, use of bracketsFractionsDecimalsSets, Operations with setsVenn diagrams

AlgebraUsing variables to write/formulate questionsSolving linear equations: by inspection, by algorithm method, l step equations,

Geometry & TrigonometryHow to use a compass and a protractor.Constructing triangles and quadrilateralsPoints, LinesAngles and Polygons

Statistics & ProbabilityCollecting data: tally tables, frequency tables, making a survey Presenting data: drawing bar charts and pictograms, reading and interpreting raw data and chartsCalculating three averages and range YEAR 8 Topics NumbersFractions, mixed numbersRatios and ProportionStandard formsSequenceSearch for patterns

AlgebraExpressionsExpanding bracketsSubstituting into formulaeInequalitiesSolving linear equations

Geometry & TrigonometryTriangles (including construction) Angles in polygonsParallel linesTransformationsArea and perimeter (parallelogram and trapezium)

Statistics & ProbabilityExperimental probabilityTheoretical probabilityCalculating probability for simple eventsListing outcomes and Venn diagrams for calculating probabilityStandard Deviation


YEAR 9 TopicsNumbersIndex numbers, Fractions and decimalsBIDMAS, using calculatorStandard form and scientific notations.

AlgebraLinear equations and linear inequalitiesSimple quadratic equationsThe equation y=mx+cGradient, x and y interceptsParallel and perpendicular linesFunctionsDomain, Range, Composite and Inverse

Geometry & TrigonometryThe Pythagorean TheoremPythagorean triples2D and 3D shapesSimple locusNetsCircles and Sectors

Statistics & ProbabilityLinear RegressionGraphical presentation of data

Mathematics Standard and Extended - Years 10 and 11We offer both the MYP Mathematics Standard and Extended syllabus. The course will provide students with the opportunity to develop their mathematical knowledge, understanding and skills by building on previous work in the subject. We seek to do this in ways that encourage confidence and provide challenge, satisfacti-on and enjoyment.

Aims of the syllabusThe aims for MYP Mathematics are to enable students to:• appreciate the usefulness, power and beauty of mathematics and recognise its relationship with other

disciplines and with everyday life• appreciate the international dimensions of mathematics and its varied cultural and historical perspecti-

ves• develop abstract, logical and critical thinking and the ability to reflect critically upon their work and the

work of others• develop mathematical skills and apply them• develop the ability to communicate mathematics with appropriate symbols and language• develop patience and persistence when solving problems• develop and apply information and communication technology skills in the study of mathematics

In Years 10 and 11 the students follow the two MYP mathematics programs Standard and extended is based on their end of year 9 MYP math grade and on their teacher recommendation or (for students new to the school), on the department placement test.


YEAR 10 - Mathematics Standard NumbersPercentagesPercentage increase and decreaseSurdsSequences

AlgebraLinear equations & InequalitiesFactorization of algebraic expressionsSimultaneous equationsUsing Excel software or GDCLinear Functions, Domain and RangeThe quadratic graphsDomain, Range, Graphs

Geometry & TrigonometryTrigonometric ratios: Sine, cosine and tangentInverse trigonometric rationsApplications to right – angle trianglesPythagorean IdentitiesCongruence, SimilarityArea of planar geometrical shapesVolumes of 3D spacesVectors

Statistics & ProbabilityDiscrete and continuous dataQualitative and quantitative dataGraphical analysis and graphical representationMeasures of central tendency and rangeCumulative frequency

YEAR 11 - Mathematics Standard NumbersGraphs of straight linesSystem of Linear equationsPatterns

AlgebraFunctions, Domain, RangeEquations, involving GDCComposite, Inverse functionsRational expressionsSolving rational expressionsArithmetic sequencesGeometric sequences

Geometry & TrigonometryTrigonometric functions: sine, cosine and tangentTrigonometric functionsThree dimensional trigonometric problemsCircle theoremsSimilarityAreas & Volumes


Statistics & ProbabilityIndependent eventsCounting principlesTree diagrams

Year 10 - Mathematics ExtendedNumbersPercentagesPercentage increase and decreaseSurds

AlgebraLinear equations & InequalitiesFactorization of algebraic expressionsSimultaneous equationsUsing Excel software or GDCDomain, Range, Graphs of linear and quadratic functions

Geometry & TrigonometryTrigonometric ratios: Sine, cosine and tangentInverse trigonometric rationsApplications to right – angle trianglesPythagorean IdentitiesCongruence, SimilarityArea of planar geometrical shapesVolumes of 3D spacesVectors

Statistics & ProbabilityUse of GDC for finding the mean, median, mode, quartilesScatter graphs and line of best fit (with a GDC)

Year 11 - Mathematics ExtendedNumbersSequencesExponentsLogarithms

AlgebraArithmetic sequencesGeometric sequencesThe exponential, logarithmic, rational and radical functions Solving equations using the GDCComposite and inverse functionsMatricesIntroduction to calculus

Geometry & TrigonometryTrigonometric functionsSine and cosine rulesRegular polygonsSimilarity for areas and volumesCircle theorems


Statistics & ProbabilityDiscrete and continuous dataThe normal distributionIndependent eventsCounting principlesTree diagrams

SCIENCES All students in Years 7, 8 and 9 study Integrated Science. In Years 10 and 11 students must study at least one of the discrete sciences that are taught separately.

Aims of the syllabusScience subjects are taught based on the philosophy of the MYP programme. The aims of these courses enable students to:

• understand and appreciate science and its implications • consider science as a human endeavour with benefits and limitations • cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explana-

tions and judge arguments • develop skills to design and perform investigations, evaluate evidence and reach conclusions • build an awareness of the need to effectively collaborate and communicate • apply language skills and knowledge in a variety of real-life contexts • develop sensitivity towards the living and non-living environments • reflect on learning experiences and make informed choices.

An investigative laboratory-based teaching approach is used, so that students experience and can apply scientific methodology effectively. In Year 9, the knowledge base in the specific subject areas is broadened. In Years 10 and 11 students learn about the specialist nature of the individual disciplines.

Integrated Science Years 7, 8 and 9The Science course in Years 7, 8 and 9 is an integrated course designed to provide a broad introduction to Science and its many aspects and applications. The courses enable students to acquire a core of knowledge, skills and attitudes that will equip them well to study the separate science subjects in later years.

The following topics are covered in years 7 and 8:

Year 7 Safety and measurements Changes Cells, tissues and organsSolutions Energy resources Ecosystems Acids and bases Forces (Science - PHE interdisciplinary unit)

Year 8Food and digestionMagnetismMoleculesMicrobesEnergy transfer and transformationTaking in information.


Year 9In Year 9 the curriculum is designed to emphasize the many links between different science disciplines.Investigate: This topic introduces/refines the planning and analysis skills necessary for practical work on Science.Stuff: An introduction to atomic physics/chemistry and how it explains the periodic table of elements.Are we alone? Looking at the structure of our universe and forming justified and scientifically supported opinions of the chances of meeting extraterrestrial life.Building a human: From the cell level upwards – a look at the systems and functions of our body from a biological and physical point of view.Floating and flying: The forces and physical properties involved in these processes and the chemical means with which we power them.Managing our resources: An interdisciplinary unit with Geography looking at the world’s water resources and the challenges involved in managing them.Sensing our world: How our body takes in information from the surrounding environment. Can we trust our senses?Sports science: Applying aspects of physics, chemistry and biology to their favourite sport.

Biology, Chemistry and Physics in Years 10 and 11 Biology, Chemistry and Physics are offered as discrete subjects in Years 10 and 11. All students must take at least one science.

Biology - Years 10 and 11List of topics:• cells (tissues, organs, systems, structure and function; factors affecting human health; physiology; vacci-

nation) • organisms (habitat, ecosystems, interdependency, unity and diversity in life forms; energy transfer and

cycles [including nutrient, carbon, nitrogen]; classification) • processes (photosynthesis, cell respiration, aerobic & anaerobic, word and chemical equations) • metabolism (nutrition, digestion, biochemistry and enzymes; movement and transport, diffusion; osmo-

sis; gas exchange; circulation, transpiration & translocation; homeostasis) • evolution (life cycles, natural selection; cell division, mitosis, meiosis; reproduction; biodiversity; inheri-

tance and variation, DNA) • interactions with environment (tropism, senses, nervous system, receptors & hormones) • interactions with organisms (pathogens/parasites, predator/prey, food chains/webs; competition, spe-

ciation and extinction) • human interactions with environments (human influences, habitat change or destruction, pollution/

conservation; overexploitation, mitigation of adverse effects) • biotechnology (genetic modification, cloning; ethical implications; genome mapping and application; 3D

tissue and organ printing).

The suggested MYP list of Biology topics is covered within the following units:

Evolution of new speciesKey concept – ChangeIn this unit the students will look at how evolution by natural selection is the best explanation for the forma-tion of new species.

MetabolismKey concept – SystemsIn this unit the students will look at the structure and functions of the digestive, circulatory and gas exchan-ge systems.

Human reproductionKey concept – relationshipsIn this unit the students will look at what is needed to have control over one’s own sexuality/


GeneticsKey concept – RelationshipsIn this unit students will look at the structure of DNA and inheritance and variation.

EcologyKey concept – ChangeIn this unit students will study habitats and ecosystems and their interaction with organisms.

CellsKey concept – SystemsIn this unit the students will look at cell division and the complex relationship between structure and functi-on in tissues, organs and organ systems.

Plant scienceKey concept – SystemsIn this unit the students will look at new scientific ways to produce food in order to meet the demands of an expanding global population

Nervous systemKey concept – RelationshipsIn this unit the students study how different parts of a system are able to work together to control conditi-ons.

Biotechnology and genetic engineeringKey concept – RelationshipsIn this unit the students will look in greater detail at the biotechnology and genetic engineering and under-stand why they are the answers to some of the problems facing the world today.

Chemistry - Years 10 and 11List of topics:

• periodic Table (metals and non-metals; transition metals, noble gases; periodic trends: groups and peri-ods)

• organic Chemistry (IUPAC naming and classification of: alkanes, alkenes, alcohols, carboxylic acids and esters; structural formulas)

• the atmosphere (characteristics of gases; atmospheric composition, testing and treatment; extraction, emission and environmental implications)

• matter (states and properties of matter; particle/kinetic theory, diffusion; atomic structure [including Isotopes]; electron configuration and valency)

• pure and impure substances (types of mixtures [solutions, oils, alloys, emulsions]; separation techni-ques, including: filtration, distillation [including crude oil], chromatography)

• bonding (chemical formulas, chemical reactions and the conservation of mass; balancing equations, the mole concept and chemical calculations; reaction kinetics [rates, and factors affecting rates/collision theory]; equilibria/reversible reactions; energy changes in reactions, endo- and exothermicity; combus-tion of fuels)

• types of Chemical reaction (acids and bases, acid/base reactions, formation of salts, uses of salts; redox reactions, reactivity series; extraction of metals, and corrosion, electrochemical cells).

The suggested MYP list of Chemistry topics is covered within the following units:

ShipwreckedKey concept – SystemsIn this unit students will aim to explain the observations they have made on the island. They will then use their chemistry skills to solve a range of problems that will hopefully result in being rescued!


ReactionsKey concept - ChangeIn this unit students will design and build a boat that is powered by a chemical reaction. Students will need to apply their chemistry knowledge and understanding in order to make a successful boat. Students will be required to test and explain their design related to chemistry, resulting in the final boat race.

Chemistry and the EnvironmentKey concept - RelationshipsIn this unit students will critically analyse data related to human impact on the environment and explain complex relationships between these areas. Students will place a focus both on the fine details behind che-mical processes and also the repercussions on larger systems.

Atoms, Elements and CompoundsKey concept - RelationshipsIn this unit students will look at the structure of atoms, elements and compounds and understand that the physical and chemical properties of the elements can be predicted based on their position in the Periodic Table.

ModelingKey concept – systemsIn this topic students will look at different types of reactions and processes and develop the skills to demon-strate these systems in chemistry ideas using models.

Organic ChemistryKey concept – ChangeStudents will look at the structure and properties of organic compounds and understand that there are si-milarities and differences in organic chemicals. Students will also look at how our use of organic compounds has changed over time and the affect of their use is also bringing about profound change.

Physics - Years 10 and 11List of topics:

• forces and energy (measurement in science; states and properties of matter, kinetic theory, density; forces and effects of forces; forces and motion, speed, motion graphs, Newton’s laws; pressure; work and power, efficiency; gravity and gravitational fields; energy sources and resources, fuels and environ-mental impact; transfer and transformation of energy, conservation of energy)

• electromagnetism (magnetism, electric and magnetic fields; static electricity; electromagnetic forces and induction, AC & DC; current, voltage, power, generation and transmission of electricity; electric circuits)

• astrophysics (the solar system, planets and satellites, the Big Bang theory) • heat, light and sound (thermal physics; heat transfer, condensation and evaporation) • waves (longitudinal and transverse waves, sound waves; wave phenomena including reflection, refracti-

on, diffraction; wave equation; electromagnetic spectrum, imaging and applications) • atomic physics (atomic structure, particles, charges and masses; radioactivity and decay, forms of radia-

tion; uses and dangers).

The suggested MYP list of Physics topics is covered within the following units:

Lab skillsKey Concept: SystemsPupils will be introduced to the fundamental skills necessary to complete the lab work during year 10. It in-cludes an introduction to the scientific method, how write a valid method, how to take results reliably, how to transform the results into a useful form and conclude and evaluate their findings.


RadioactivityKey Concept: ChangePupils will be looking into how we know the world is made from atoms and what this means. They will learn that some atoms are unstable, that they become stable by the emission of nuclear radiation. They will look at these ideas from the perspective of nuclear medicine and how it is used in a hospital.

Thermal physicsKey Concept: ChangePupils will be looking at the phases of matter, how matter moves between phases and how we can measure this by looking at energy flow. They will undertake lab work to show them what happens to the molecules within materials when they undergo phase change and the possible uses for this. They will then explain the possible changes that could take place on Earth due to global warming.

Waves and opticsKey Concept: SystemsPupils will be researching how humans take in information using the electromagnetic spectrum, at the different types of electromagnetic radiation with their associated uses and dangers. Using lenses, they will explore how we can affect the movement of electromagnetic radiation, focusing on the use of lenses to build images.

Astrophysics:Key concept: RelationshipsPupils will act as voyagers into space trying to find humans a new home. They will need to know about the environment on each planet and how they could survive there and the possibilities of living on satellites and asteroids. They will also explore the Big Bang Theory to look at how this all may have been created.

Forces and MomentumKey Concept: SystemsBy looking at the different types of forces and their affects on a body pupils will start to explore motion, using mathematics, motion graphs and lab investigations. Pupils will use the Felix Baumgartner flight to look at the affect of forces and compare mathematical models to his jump.

Work, Energy and PowerKey Concept: SystemsFollowing on from the previous unit on forces pupils will start to discuss the idea of work and power and how by looking at the movement of energy we can describe the efficiency of a body in how it uses forces. They will model their own bodies as engines and look at their ability to do work and generate power.

ElectromagnetismKey Concept: SystemsBy looking at the way the energy resources that we use to generate electricity pupils will explore how electricity is generated using the ideas of induction and electric and magnetic fields. They will explore how efficient these systems are at transmitting energy to our homes. They will build their own model house and try to power it by using their generator.

INDIVIDUALS AND SOCIETIES Individuals and Societies subjects include Integrated Humanities, Geography History, Economics and Busi-ness.

Integrated Humanities is taken by all students in Years 7 and 8 prior to them studying the discrete subjects of Geography and History in year 9. In Year 10 students select at least one Individuals and Societies subject from Business, Economics, Geography and History (if only one subject is chosen it must be either Geography or History). Each course is designed to increase the students’ understanding of the respective subject while meeting the overall aims of the MYP Individuals and Societies.


Aims of the Individuals and Societies syllabus are to:

• appreciate the range of human and environmental commonalities and diversities• understand the interactions and interdependence of individuals, societies and environments in different

contexts• understand how both environmental and human systems operate and evolve over time• identify and develop a concern for human and environmental well-being• act upon opportunities to be a responsible global citizen• develop effective inquiry skills to achieve conceptual understanding in humanities.

Integrated Humanities – Years 7 and 8The study of Individuals and Societies encourages students to respect and understand the world around them and equips them with the necessary skills to foster an inquiring attitude to the factors that have an influence on individuals, societies and environments. It encourages students to consider local and global contexts.

Year 7• Introduction to individuals and societies• Environment and civilisations – the impact that environment has on the development of ancient civilisa-

tions.• The history & politics of sport

Year 8• The Netherlands and the sea• Colonialism, independence and interdependence• Population• Weather and climate• Migration

Geography – Years 9, 10 and 11Throughout the course students learn to describe, classify and explain various geographical phenomena. Through project work, both individual and in groups, students acquire investigative skills with the aim of developing an inquiring mind. Students will develop their knowledge and understanding of geographical ter-minology and concepts. Field trips undertaken further enhance the students’ learning.

Year 9• Oceans as a resource• How do we measure development?• Fair trade and aid• Globalisation• Water management• Our world in 2050

Year 10• Population and migration• Our climate• Biomes• Food, trade and aid

Year 11• Settlements and urban morphology• Tectonic activity• Tourism and development• Coastal environments


History - Years 9, 10 and 11History helps to explain the diverse world in which we live. It encourages students to evaluate and analyse information and this in turn helps them to construct well thought out structured arguments. The course seeks to increase the students’ understanding of historical events and also to prepare them for the IBDP History course.

Year 9 • The Medieval World – warfare, disease and medicine, religion• The French Revolution • The First World War • The Civil Rights Movement in the USA

Year 10 • The Russian Revolution• The Second World War • The Holocaust• International Co-operation: The United Nations

Year 11 • The Industrial Revolution• The Cold War • The Arab-Israeli Conflict• Apartheid in South Africa

Economics – Years 10 and 11The MYP Economics course develops an understanding of economic terminology and principles and of basic economic theory. Learners study the economics of developed and developing nations and how these inter-relate. They also learn to handle simple data and undertake economic analysis, evaluate information and discriminate between facts and value judgments in economic issues. The course also encourages a better understanding of the world in which learners live, and helps them play an active part in the decision-making process, whether as consumers, producers or citizens of the local, national and international community.

The units studied will be as follows:

Year 10 - Microeconomics• The basic economic problem• Economic systems• Markets and how they work• Costs and benefits• The labour market• Types of business organisations• Market structures

Year 11 – Macroeconomics, international trade and development economics• Economic indicators• Government macroeconomic objectives and policy• International trade• Development economics

Business Management –Years 10 and 11Studying Business Management at MYP provides students with an introduction to business structures overall and their objectives. It considers internal and external stakeholders and how they are affected by the way businesses operate. It then looks at aspects of each of the four functional areas of business – marke-ting, production, human resource management and finance. Thus, it provides a good introduction to topics studied within the subject at DP level.


Year 10• Business structure – from sole traders to public limited companies• Business aims and objectives• Stakeholders• Market research• Break-even analysis• Production methods• Junior ApprentISH

Year 11• Recruitment and selection• Sources of finance• Analysis of the external environment – PEST analysis• Marketing• Apprentish (developing a marketing strategy) – Interdisciplinary unit

Conceptual understanding is central in business management at both MYP and DP. This course will be deve-loped around the following key concepts: causality, competition, cooperation, culture, ethics, globalisation, innovation, leadership, power, processes, strategy and structure.

DESIGNIn Year 7 students study Digital Design only and in Years 8 and 9 they study both Digital Design and Product Design. Digital Design and Product Design are optional in Years 10 and 11.

Students learn how to solve everyday problems using materials, tools, computers and software. They work according to the MYP design cycle that outlines how to manage and complete a project, whether the solu-tion is physical or digital. Students learn principles, techniques and tools for creating solutions to problems. The syllabi in Years 7, 8 and 9 concentrate on learning basic skills. The work is designed to be fun, but chal-lenging at the same time. The students are exposed to a number of practical techniques and major software packages. All students keep a Design Folder. In Product Design this is a workbook, whilst in Digital Design the work is kept electronically.

The Design Department utilises primarily ManageBac and Google Docs to deliver all work, and information including deadlines and worksheets, to the students; at the same time allowing them to hand in their work electronically.

ResourcesThe department has two Computer Labs that consist of networked Apple iMac computers. All computers have MS Office installed (Word, Excel, PowerPoint) and a variety of other relevant software. This includes database (FileMaker Pro), movie editing and Design Software (Adobe CS6, including Photo-shop, Dreamweaver, Fireworks and Flash). All software is multiplatform, so that students can easily exchan-ge work (e.g. at home) on a PC running Windows.

In addition, the Product Design room has additional iMacs and the latest educational equipment and tools to foster student learning and engagement. For example, the department uses a laser cutter and 3D printer to allow complex designs using Computer Aided Design (CAD).

The department has successfully integrated iPads into the curriculum and will continue to develop their use in Years 7-9. The department is also fully integrated in the use of Google Apps, meaning students are easily able to work individually and collaboratively ‘in the cloud’. Students’ access is linked to their school EMAIL, so keeping the privacy and accessibility of work easy to manage.


Aims of the Syllabus are to:• develop the students understanding in tackling real-life problems.• encourage the students to be independent when using materials and computers. • encourage students to use ICT skills in all subjects and at home as well. • provide opportunities for students to use the design cycle, to investigate, plan, create and evaluate their

work. • help students understand the ways in which Design is used in practical and work related situations.

Digital Design – Years 7, 8, and 9TopicsThe following topics are planned in Design classes. They may be subject to change as curriculum concepts develop.

Year 7 Examples of projects:• Introduction to the Design Cycle• All About Me personal webpages & Halloween Tickets (illustration and layout)• Digital Citizenship: Appropriate use of computers• Basic Spreadsheets• Learning basic programming and logic

Year 8 Examples of projects:• Campaign Advertisements• Databases• Product analysis• Animations

Year 9 Examples of projects:• Helping new students• Non-linear storytelling• Scratch learning games (advanced programming)• Designing and creating TV Titles

Product Design Years 8 and 9

Year 8 Examples of projects:• Book cover• Tessellations- CAD skills• Kites• Packaging

Year 9Examples of projects:• Keychains- CAD skills project• Indestructible! Materials technology experiment• Technical Drawing• Logo Design


Digital Design – Years 10 and 11

Examples of projects that will be completed during the course that lasts two years are:• Buy me! Stop motion adverts• Googletastic! Developing systems using Google Apps• Interactive learning and tutoring• Relational databases• Meet My Culture

Product Design - Years 10 and 11

Examples of projects that will be completed during the course that lasts two years are:• Learning games for Primary students• My Culture Creating a product to promote a culture• Sustainable-packaging • Advertising and marketing The NGO Project

THE ARTS All students study Drama and Visual Arts in Years 7, 8 and 9 and Music in Years 7 and 8. In Years 10 and 11, students may choose two Arts. The MYP Arts curriculum provides a foundation for further studies in the IB Diploma Programme (DP).

Aims of the syllabus are for students to:• become more effective learners by developing creative thinking• excercise convergent problem solving• understand how the arts play a role in developing and expressing personal and cultural identities;• become informed and reflective practitioners of the arts• experience the process of creating and performing in a variety of situations • explore, express and communicate ideas • develop self-confidence and self-awareness through the process of creating and presenting their art • appreciate lifelong learning, in and enjoyment of the arts

DramaAll students study drama in Years 7, 8 and 9 and in Years 10 and 11 students may choose to study the sub-ject.

The MYP Drama course is designed to enable students to gain knowledge in the subject, as well as explore a wide range of conventions, genres, practices and scripts from different cultures, places and times. Throug-hout the course students are encouraged to develop their creativity in a variety of ways, and the curriculum is continually being updated to ensure the content is relevant for our students.

Drama at ISH is challenging and exciting, yet allows opportunities for all students to succeed, regardless of ability or learning style. The range of topics, themes, genres, theories, cultural and theatrical practices and approaches that we explore enable every student to make a significant contribution in class and feel justi-fiably proud of his/her achievements.

Years 7, 8 and 9Alongside learning about theatre the students learn through theatre; exploring issues, different perspec-tives to their own and global concerns. Other skills that are developed in this subject are communication, confidence, creative thinking, inquiry and time management.

Years 10 and 11In Years 10 and 11 students have the opportunity to explore dramatic theories, styles and genres in more depth, as well as continue to develop performance and production skills.


Topics studied in Drama develop an understanding of:

Physical and Vocal Expression: development of these key skills will be a focus of every scheme.Issues: creative exploration a range of global issues in a safe environment.Style: exploration of the difference between Naturalistic and Non-naturalistic performance skills.Solo Performances: students will recognize the impact an individual can have on stage through exploration of monologues/ soliloquys.Group Performances: students will explore approaches to devising, as well as have the opportunity to take on a role within a group outside of being a performer- as director; designer etc.Traditions: theatre knowledge from other times and cultures will be developed.Audience: development of performances for a range of audiences.Theories and theorists: developing knowledge and understanding of theorists throughout the history of theatre.Visiting Practitioners: depending on availability, students may get the chance to be part of a workshop led by a professional.

MusicAll students at the ISH study Music in Years 7 and 8, and in Years 10 and 11 students may choose to study the subject.

The ISH Music Department aims to introduce students to many aspects of music from a variety of historical and social contexts, and to give them a solid basis from which they can develop further interest, under-standing and appreciation of this art form. All areas of work in the MYP are designed to prepare potential students for the IBDP Music course, along with developing a lifetime of increased musical understanding and enjoyment.

The basic areas of study in Music are:

Knowledge: music theory, notation, basic notion of style, basic understanding of instruments and musical ensembles.

Performance: students are encouraged to develop their own music making through the study of instru-ments and the development of basic auditory and vocal skills.

Aural perception: developing students’ ability to understand, analyze and describe musical examples from a variety of cultural and historical contexts.

Creating: students create original music, both individually and in groups, in many different ways: notated composition, improvisation, and group devising.

Appreciation: students are presented with a broad range of music to develop their own personal taste and awareness of different music styles

Years 7 and 8

Year 7: Welcome to a World of Music; Going Solo; Peter & The Wolf; Rhythm is Gonna Get You Students in Year 7 are introduced to the basic elements of music through the MYP Musicianship program. Each Year 7 student is given a choice of a band (woodwind or brass) or orchestral string (violin, viola, or cello) instrument to learn. This instrument becomes their main tool for music making over the next several years of the course, which includes performance (individual, small-group work, and rehearsing as a whole class), improvisation and composition. The students are strongly encouraged to pursue their own musical development through home practice and private lessons.


This individual instrumental learning process is linked to all the other basic areas in Music (appreciation, knowledge, performance, listening and creating) and students’ ever-increasing abilities on their instruments give them a deeper, more real, and more practical understanding of all aspects of music. Year 8: Musical Layers; Garageband; Melody composition; Programme MusicIn Year 8, students will consolidate and expand their musical/instrumental knowledge and skills. Students learn to use their instruments in a group compositional setting by studying song structure and program-matic music. Use of musical technology is introduced through an individual song-writing project with the program Garageband, along with melody writing using online music notation software. Additionally, playing skills are assessed by the preparation and performance of solo and ensemble piece, along with technical exercises such as scales and rhythmic exercises.

Years 10 and 11

In Year 10 & 11, students continue to work in a variety of settings and media, and the focus shifts more to the development of individual analysis, composition, and performance skills in preparation for the DP music program.

Year 10: My Musical Identity; Mozart and Melody; The Blues; Pop Music/Protest Songs of the 1960’s; Folk music of Africa

In Year 10, students are asked to work on developing and expanding their own musical tastes and experi-ences. A greater focus is placed on individual and small group performance, along with the development of music notation skills. Students begin to learn to read and analyze music from a classical score along with de-veloping basic theory skills to include rhythmic and melodic notation, chords, key signatures and dynamics. Students are introduced to folk music and invited to create original group compositions using typical West- and South- African musical processes, to compose and perform protest songs, along with learning about the Blues as a musical, lyrical, and social construct.

Year 11: Cover versus Original; Classical structure; Educational Songs; Electronic Music Composition/spo-ken word; Avant-Garde and Experimental Music

In Y11, students continue to develop their theoretical and analytical skills, and a greater emphasis is placed on developing a sense of aesthetics. Students learn about and compose in various Classical music forms, create unusual cover versions of existing songs, and write a short educational song intended to teach younger children. Additionally, students work with more experimental forms of music such as minimalism, graphic score notation, and combinations of spoken word and music.

Visual Arts All students study Visual Arts in Years 7, 8 and 9 and in Years 10 and 11 students may choose to study the subject.

Years 7, 8 and 9 Visual Arts introduces the student to a range of media, skills and approaches that continue to be developed through Years 7, 8 and 9. The students learn through a variety of projects and units, including inter-discipli-nary units with different subjects. The MYP concepts: change, communication, aesthetics, and identity are taught within a global context to encourage international mindedness and global engagement within the programme.

The range of media offered include: sculpture, painting, drawing, printmaking, 3D and digital media. Stu-dents are taught to develop ideas and solutions for their own art works, recording their own progress through the use of the Process Journal. The work is derived from a number of sources such as the observed world, Western and non-Western cultures and, from the rich and diverse imaginations of the students.


Visual Arts - Years 10 and 11 Students are guided through a variety of projects designed to allow them to explore and develop an incre-asingly independent approach in their own creative enquiry. The projects encompass knowledge and skills from art, architecture, design and photography. Students also learn about how to analyse and talk about art and present their ideas within a relevant context. The Process Journal is a key component in the docu-mentation of research, ongoing reflection and evaluation. At least one trip to a museum or gallery takes place providing an inspiring and educational experience. The Year 10 and 11 Visual Arts programme provi-des a firm foundation for further studies in the IB Diploma Program.

Topics across the MYP include:

My Sign: How do we communicate something about ourselves by designing a personal logo? Students learn how to manipulate the formal elements to produce a meaningful piece of work.Landscapes: Students learn about colour theory and how to mix colours. Using this new knowledge stu-dents create a large-scale collaborative landscape piece. We focus on looking at the work of various artists.Illuminate Me: Why were Rembrandt’s self-portraits so revolutionary? Students learn about the importance of chiaroscuro and manipulate this to create their own portrait.Onomatopoeia: Sound and vision are given form during the course of this project.Surrealism: Creating juxtaposing images that evoke the subconsciousInterior Design: Using 2 point perspective, students design a room from imagination which reflects their personality and communicates a mood.Nomadic Architecture: Children grow up building tents, forts and shelters, could this translate into an archi-tectural design?Freeze frame: We investigate story-telling and narrative in art and photography. Students stage their own photo shoots, and explore composition and story-telling strategies.Size Matters: A change of size can result in a change of meaning and message. Students experiment with enlargement and miniaturisation; they go on to create an artwork in which size is manipulated in some way within a context.

PHYSICAL & HEALTH EDUCATION (PHE) All students follow the Physical and Health Education in years 7 – 11.

Aims of the syllabusThe aims of the teaching and study of physical and health education are to encourage and enable the stu-dent to develop:

• an appreciation and understanding of the value of physical education and its relationship to a healthy, balanced lifestyle;

• an interest in the promotion of health and wellness;• the motivation to participate fully in all aspects of physical education to their optimal level of physical

fitness;• effective communication strategies, verbal, non-verbal and written;• the skills and understanding necessary to participate successfully in a variety of physical activities, for

example, learning, practicing, refining, adapting, thinking, interacting;• the ability to reflect critically on all aspects of physical education, including being a critical performer;• an understanding of international perspectives on physical activity, sport and health education;• a lifelong interest in and enjoyment of physical activities as a participant.


YEAR 7Games Athletics Gymnastics• Field hockey • 60 meter sprint • Mini trampoline• “Korf” ball • Cross Country • Floor routine• Football • High Jump • Swinging ropes• Kwik Cricket • Modern Olympics• Flag football • Ball throwing Fitness• Teambuilding • Theory skeletonRacket games Dance Self defense• Mini tennis • Street dance • Wresting

YEAR 8

Games Athletics Gymnastics• Field hockey • 60 meter sprint • Mini trampoline• Basketball • Cross Country • Floor routine• Football • High Jump • Rope climbing• Flag football• Teambuilding Fitness• Create a game • Theory muscles• CricketRacket games Dance Self defense• Table tennis • Streetdance • Judo

YEAR 9Games Athletics Gymnastics• Field hockey • Cross Fit • Parkour• Basketball• Volleyball• Football Dance Fitness• Softball • Cultural Dance • Theory and testing• TeambuildingRacket games Self defense• Badminton • Judo

YEAR 10Games Athletics Gymnastics• Team building • Javelin • Acro Gym• Touch rugby • Cross Fit• Basketball• Volleyball Dance Fitness• Ultimate frisbee • Modern Dance • Training methods• SoftballRacket games Self defense• Badminton • Judo


YEAR 11 Games Athletics Gymnastics• Touch rugby • Boot Camp • Trapeze• Volleyball • Bock jumping• Ultimate Frisbee • Parkour• Football• Hockey Dance Fitness• Flag football • Modern Dance • Fitness programs• Team buildingRacket games Self defense• Badminton • Boxing

Annual sports events/activities

• Sports day (Y7-Y11)• Year 7 Olympics (interdisciplinary PHE, History and English)• Year 8 survival (After) school sports activities

• There is a variety of extracurricular sports activities for students of all abilities such as:• Sports Break: this programme offers a choice of football, hockey, basketball, badminton, table tennis,

dodge ball and fun games.• Inter house tournaments• Other sports, such as field hockey, basketball, football, badminton, volleyball, tennis, handball, flag foot-

ball, dance and cross country running clubs

PERSONAL PROJECT All Year 11 students must complete a personal project. Students are introduced to the personal project in the Spring of Year 10 and the project has to be completed in Year 11. The personal project is the best example of independent learning that students encounter in the two final years of the MYP. Students must achieve a minimum grade 3 for the personal project to be eligible to pass the year.

The aims of the MYP personal project are to allow students to:• engage in personal inquiry on issues that are relevant to them, through a global context as a framework

for learning• demonstrate the skills, attitudes and knowledge required to complete a project over an extended peri-

od of time• reflect on their learning and knowledge • move towards thoughtful and positive action• develop confidence as a lifelong learner

The personal project is an independent piece of work based on a topic of personal interest that students do outside the normal lessons. The project can take many forms, such as an original work of art, an original science experiment, a business plan, and many more. The personal project reflects the students’ Approa-ches to Learning (ATL) skills and their understanding of the six Global Contexts (Identities and Relationships, Orientation in Time and Space, Personal and Cultural Expression, Scientific and Technical Innovation, Glo-balization and Sustainability, Fairness and Development) used in the MYP. The project’s goal must be clearly focused on one Global Context. The personal project consists of three components: a process journal, a product/outcome and a report. Students are assigned a supervisor to guide them through the process.


More detailed information on the Personal Project is provided in the Personal Project Guide. The guide is available electronically on ManageBac https://ishthehague.managebac.com/login and the school website http://www.ishthehague.nl/

SERVICE AND ACTION (S&A)At ISH we not only want students to do well in their studies, we also want them to become responsible and caring citizens. As an IB school, we embrace the mission statement of the IB, which strives to develop “ca-ring young people who help to create a better and more peaceful world through intercultural understanding and respect.” To support the achievement of this aim ISH requires all students to participate in the Service and Action programme as established by the IB MYP.

Students should strive to find a variety of Service and Action activities in order to broaden their horizons. The idea is to find a way to help others, especially someone who is less fortunate than they are. It is an act that stresses the idea that it is better to give than receive. Helping the environment or a community is Ser-vice and Action that support local, state, regional, and international activities are also encouraged. Students are encouraged to match the service activity to their own personal strengths and interests.

All students in Years 7 -11 are required to participate in approved Service and Action activities and to reflect on their experience using the online journal. Mentors will guide the students in choosing the most appro-priate activities and will monitor their performance. Students record their progress through an online C&S system, ManageBac, where they will effectively track their C&S progress. Through ManageBac students are able to build a portfolio of service activities, add interview notes and evaluate their own progress. At the beginning of the school year students are given a password. Students will then be able to log in from any computer and record their progress.

LIBRARYThe library is the research centre for information and leisure reading for all students in the school. Students in years 7-11 are encouraged to read and appreciate books as a means to improve fluency in languages. There is a good selection of books covering a wide range of reading and interest levels to be found on the fiction shelves, from popular fashionable reading, to good quality modern and standard classics. In the non-fiction section there are plenty of books targetting younger readers and researchers to help them with their school assignments.

Although two-thirds of the library stock is in English, many titles are also stocked in Dutch, French, Ger-man, and Spanish with other languages being added as the opportunity and need arise. It is our intention to expand the depth of the library stock to reflect the international nature of the school and to add to the languages held. The stock reflects the teaching aims and objectives of the curriculum and any changes are implemented by the librarian. It is constantly under review and additions are made each year.

Information skills are vital to the progress of students. There is much emphasis put on combining book se-arching skills with information seeking from electronic resources. Under the guidance of our professionally qualified librarian and library assistants, these resources are available to all students for use in the library. To enable students to continue their research in the local public library system, the non-fiction collection is classified in a similar sequence. Students frequently use the library during lessons, for example in Languages, Individuals and Societies, the Arts and the Sciences. The librarian leads instruction sessions on orientation to the library, conducting research, evaluating sources, creating bibliographies, avoiding plagiarism, etc. Most books are available for home loan, with a maximum loan of three items at any one time to each student, with an initial loan period of three weeks. These limits are very important in these lower years of the school to give the students both a sense of responsibility and time management. However, extra items may be borrowed to help with speci-


al project work, at the discretion of the library staff. The library has a fully computerised library system and all students can learn how to use it.

All students have a unique chance to learn more about the Library by volunteering their time and assisting in a range of library activities as part of their Service and Action programme.

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