Holistic learning by pengxiuhui


									                           International School Moshi

                         INTERNATIONAL SCHOOL MOSHI
                          P.O.Box 733, Moshi, Kilimanjaro, Tanzania
                                M1-M4 Handbook
                                (Moshi Campus)
                              Tel: +255-27 2755004, 2755005, 2751850
                                       Fax: +255-27 2752877
                                     E-mail: school@ismoshi.org
                                      Website: www.ismoshi.org

                                      August 2007
M1 to M4 Handbook 2007                  1
    Introduction                                       3
    The Middle Years Programme                         4
    The Curriculum                                     8
    Curriculum Summaries:        Language A            9
                                 EIL                  12
                                 Language B           13
                                 World Studies        16
                                 Science              18
                                 Mathematics          20
                                 The Arts             22
                                 Physical Education   27
                                 Technology           29
                                 Life Skills          31
                                 Other Activities     33

M1 to M4 Handbook 2007    2
Entering secondary school for the first time in M1 can be a daunting move. From a primary classroom you
move to different teachers, different rooms, even different subjects.

Parents, too, may have questions and doubts. This handbook is an attempt to answer some of these
questions, but it cannot hope to cover all. Please feel welcome to contact the school at any time before or
after your child is admitted just to find out more about the school or to ask specific questions.

The first four years (all five years from 2008) of secondary school at International School Moshi provide a
broad curriculum for students aged between 11 and 16 years who have usually completed about six years
of primary education.

Each of the M1 to M4 years is organised into small tutor groups for pastoral and administrative purposes;
smaller groups are also taught certain subjects, but generally all students in one year will be taught in one

                                                    The School Day

The school day begins at 7:30 on Mondays to Fridays with registration in each student’s tutor room and a
brief tutor period. Regular classes take place until 10:15 when there is a twenty minute break during which
time boarders are provided with a snack. Day students should bring a drink and snack with them, although
they may opt to pay and to take snack with the boarders on a weekly basis. Regular classes then continue
until 12:35, when a 45 minute lunch break takes place.

Students may buy a lunch ticket from the main office a day in advance which enables them to eat a full
cooked meal in the dining hall. Otherwise cold snacks are available to buy from the school shop at
lunchtime, or students may bring packed lunches.

In the afternoon, lessons continue until 2.40 (on Mondays) 14.20 on Tuesdays, Wednesdays and
Thursdays) and then various activities take place between 14:45 and 18:00 most of which form part of the
Community and Service or Sports programmes. Students are usually expected to choose certain activities
at the beginning of each term from the list of those available and then to attend regularly at the appropriate

                                           The After Lesson Programme

Day                      Activity
Monday                   15.00 - 18:00 - Various Community and service and Sports activities
Tuesday                  13:20 - 14:20 Guidance Hour - all teachers are available to discuss problems with students or
                         assist them with their work. We would strongly encourage students to use this time well;
                         teachers may also make appointments to see individual students who need additional
                         assistance at this time and parents are requested to ensure that they are able to attend. Many
                         parents have also found this to be a convenient time to arrange to meet with teachers.
                         14:30 - 18:00 A few Community and service and Sports activities
Wednesday                14:45 - 18:00 - Various Community and service and Sports activities
Thursday                 14:45 - 18:00 - Various Community and service and Sports activities
Friday                   There are no regular classes on Friday afternoons, but some sports
                         activities do take place.
                         In addition to the activities mentioned above, some individual musical instrument lessons are
                         available by prior arrangement.

M1 to M4 Handbook 2007                             3

A number of activities are organised for boarding students on campus at the weekends. Day students are
often invited to join the boarders in these, but may sometimes be asked to contribute towards costs. If day
students attend activities on campus at weekends, we would request that arrangements are made for them
to travel home before the boarding curfew time.

The swimming pool is also open at weekends and a number of Outdoor Pursuits trips are organised during
each term.


Each student is allocated to a tutor group which meets daily during the registration period at 7:30 and for a
longer period on Fridays. The tutor responsible for each group is regarded as the student’s first point of
reference for information, advice, counselling, academic progress and disciplinary matters. However, we
have a part time Counsellor who will be available for all students at certain times. For boarding students the
boarding parent will share some of these functions with the tutor.


Whenever possible, parents of day students are requested to advise the Head of Campus if they expect
their child to be absent from any class or activity. In cases of illness or unplanned
absence, please give the student a note to pass to his or her tutor on their return to school.
If a student becomes ill during the school day, he or she should obtain treatment from the school nurse who
will advise on the most appropriate course of action. Parents of day students will be advised of any
treatment given. If there is any other need for a student to leave campus during regular class time,
permission must first be obtained from the Head of Campus.

                                   THE MIDDLE YEARS PROGRAMME

The Middle Years Programme of the International Baccalaureate Organisation covers the age range 11 to
16 (Years M1 to M4 and S5 at ISM). It is a curriculum model that aims to combine academic rigour with
skills and attitudes appropriate to the challenges and opportunities of contemporary society, through
international perspectives.

The curriculum provides for ease of movement between national systems and International Schools, as well
as providing students with the opportunities to gain internationally recognized Records of Achievement
and Certificates at the age of 16.

Three fundamental concepts underpin the Middle Years Programme

        Intercultural Awareness - concerned with developing students’ attitudes, knowledge and skills as
         they learn about their own and others’ social and national cultures. It not only fosters tolerance and
         respect, but also leads to empathy and understanding.

        Holistic Education - the programme emphasizes the disciplined study of traditional subject groups.
         However, through the application of the areas of interaction, students realize that most real world
         problems require insights gained from a variety of disciplines, they develop the skills of inquiry and
         understand the similarities and differences between different approaches to human knowledge.

        Communication - the MYP stresses the central importance of communication, verbal and non-
         verbal, as a vehicle to realize the aims of the programme.

M1 to M4 Handbook 2007                        4
Each student is also required to participate in at least one activity in the CAS (Creativity, Action, Service)
programme and is encouraged to take part in more. This will give him/her the opportunity to explore his or
her abilities in creative or community service projects.

                                        The Areas of Interaction

    Five broad areas known as the areas of interaction give the MYP curriculum its distinctive
    core and reflect the programme’s focus on students’ intellectual and social development.

    These are not academic subjects like the specific disciplines, but rather are common
    perspectives embedded within and visible across academic subjects.

    They provide a framework of learning, allowing connections among the subjects themselves.

                           The five areas of interaction are the following:

    APPROACHES TO                  APPROACHES TO LEARNING is central to the programme, as it is
    LEARNING                       concerned with developing the intellectual discipline, attitudes,
    (How do I learn best? How      strategies and skills which will result in critical, coherent and
    do I know?                     independent thought and the capacity for problem solving and
    How do I communicate my        decision making. It goes beyond study skills, having to do with
    understanding?)                learning how to learn and with developing an awareness of thought
                                   processes and their strategic use.

    HEALTH AND SOCIAL              HEALTH AND SOCIAL EDUCATION concentrates on preparation for
    EDUCATION                      a physically and mentally healthy life in which the student is aware of
    (How do I think and act?       potential hazards and is able to make informed choices based on
    How am I changing? How         respect for body and mind.This area encourages students to explore
    can I look after myself and    their own selves as they develop healthy relationships with others.
    others?)                       The areas of interaction are closely linked to each other and to the
                                   eight subject groups, which they touch in different ways.

    COMMUNITY AND                  COMMUNITY AND SERVICE starts in the classroom and extends
    SERVICE                        beyond it, encouraging responsible, caring participation in the local
    (How do we live in relation    environment and in the wider world. The emphasis is on developing
    to each other? How can I       community awareness and concern, a sense of responsibility, and the
    contribute to the              skills and attitudes needed to make an effective contribution to
    community? How can I           society.
    help others?)

    HOMO FABER                     HOMO FABER is concerned with the products of the creative and
    (Why and how do we             inventive genius of people, and with the impact of this creativity on
    create?                        society and on the human mind. The student learns to appreciate and
    What are the                   experience the human capacity and drive to transform, enjoy and
    consequences?                  improve the quality of life over time.

    ENVIRONMENT                    ENVIRONMENT aims to make students aware of their
    (Where do we live? What        interdependence with the environment so that they accept their
    resources do we have or        responsibility for maintaining an environment fit for the future.
    need?                          Students are confronted with global environmental issues that require
    What are my                    balanced understanding in the context of sustainable development.

M1 to M4 Handbook 2007                       5
                                       The Personal Project

    The five areas of interaction are perspectives rather than specific subjects, and are not
    directly assessed nor awarded individual grades.

    They are indirectly assessed through the personal project, an independent piece of work that
    is intended to be the culmination of the student’s sustained involvement with the five areas.

    The personal project allows the student to complete a significant piece of work over an
    extended period of time, through a process led by the student with supervision by a teacher.

    The choice of type of project and its topic is made by the student in consultation with one or
    more of the MYP teachers responsible for supervising the project’s execution according to
    IBO-published guidelines.

    The personal project must be accompanied by a document in which the student describes
    the approach and the method that has been followed and provides a personal response to
    the issues concerned.

    The school uses published assessment criteria to assess the personal project.


    Regular programme evaluation is designed to assess the effectiveness of the delivery of the
    MYP within a school.

    Following a thorough process of self-study by the school, IBO-appointed personnel carry out
    the evaluation on-site; evaluators are IBO personnel, Middle Years practitioners themselves,
    or knowledgeable professionals familiar with the programme.

    The strengths and weaknesses of the programme, as delivered in the school, are identified in
    a report sent to the school by the IBO. The information provided assists schools in
    developing an action plan in response to specific recommendations regarding such issues as
    effective allocation of time, use of resources and the development of curriculum.

M1 to M4 Handbook 2007                   6

                         Certificates and Records of Achievement
    Because of the truly international and authentically assessed nature of the MYP, there are no
    formal externally set or externally marked examinations. Instead, the International
    Baccalaureate Organization validates the standards of the authorized school’s assessment
    through a process of external moderation. This procedure is required for all schools wishing
    the IBO to issue certificates to their graduating students.

        MYP Certificates will not be issued to schools whose standards are not validated

    The student’s accomplishments, measured during the school’s assessment process, are
    recorded by the school in the MYP Portfolio of Achievement provided by the IBO for each
    graduating student of the MYP. The aim of the portfolio is to record the student’s profile and
    achievements in various aspects of life at school. It includes documents produced and
    validated by the IBO as well as certificates or documents issued by the school, reflecting the
    character and content of the local programme. The Portfolio may contain academic results
    as well as information relating to community service, the personal project and any
    extracurricular achievement. The student’s experience of and achievement in subjects not
    part of the MYP (options) may be recorded in the Portfolio. The Portfolio also contains a
    self-evaluation by the student.

    The award of the MYP Record of Achievement and the MYP Certificate – formal
    documents certifying the student’s performance in the Middle Years Programme – is limited
    to those schools electing to have the internal assessment of their students validated by the
    IBO through external moderation. The Record of Achievement lists results in all moderated
    subjects in which the student has been awarded a grade by the school.

    The Certificate is issued only to students who complete stated requirements.

                                     Monitoring of Assessment

    Monitoring of assessment is aimed at providing support and guidance in the implementation
    and development of the programme with regards to internal assessment procedures and
    practices in a school. It can be used as a preliminary step in preparation for a first submission
    to external moderation.

    It also forms part of the programme evaluation procedures for schools that do not submit to
    external moderation – schools do not have to apply for the MYP Record of Achievement or
    the MYP Certificate, but these documents provide meaningful information, externally
    moderated, as to the achievements of the students.

M1 to M4 Handbook 2007                    7
                                                  The Curriculum

    The Eight Subject Groups in the MYP are:

    Language A: the student’s best language, usually the school’s language of instruction
    Language B: an additional modern language learned at school
    Humanities: history, geography and integrated humanities
    Sciences: biology, chemistry, physics
    Mathematics: one course including five branches of mathematics: number, algebra, geometry and
    trigonometry, probability and statistics, and discrete mathematics
    Arts: visual arts and performing arts
    Physical education: one course including a wide range of physical activities
    Technology: computer, design and integrated technology

          Students must study at least one subject from each subject group in each year of the five years of the

                                           The M1 to M4 Curriculum at ISM

                            Subjects                                     Minutes of Tuition per Week
                                                                 M1           M2            M3              M4
     Languages        English (Language A)                       200          200           200             200
                      French (Language B)                        180          180           180
                      French (Language B) option                                                            200
                      *French (Language A)
                      Swahili (Language A and B)                 80             80            80
                      Swahili Language A                                                                    200
     World Studies (Humanities)                                  200           200           200            200
     Science                                                     200           200           200            300
     Mathematics                                                 200           200           200            200
     Arts             Visual Art                                  80           100           100
                      Visual Art - option                                                                   160
                      Music                                      60          100 (1/2    100 (1/2
                                                                            the year)    the year)
                         Music - option                                                                     160
                         Drama                                   60          100 (1/2    100 (1/2            60
                                                                            the year)    the year)
     Physical Education                                          120           120           120            120
     Technology                                                  160           160           160            120
     Other            Tutor Period                                20            20            20             20
     Programmes       Life Skills                                 40            40            40             40
                      Community and Service                       60            60            60             60
                      Sports requirement                         60             60            60            60
                      Guidance Hour                              60             60            60            60

    *Native French speakers will be accommodated in whatever way is considered most suitable on a year by year

    Special Educational Needs (SEN) and English as a Second Language help is also provided for those students
    with particular academic needs.

    On the following pages you will find very brief course descriptions, and the final MYP
               Assessment Criteria. More information is available upon request

M1 to M4 Handbook 2007                           8
                                       ENGLISH and FRENCH

Language A is offered and required of all students at ISM. At all levels, the courses have the
following objectives:

        Students will read a wide variety of texts.
        Students will apply a wide range of strategies to comprehend, interpret, evaluate, and
         appreciate texts.
        Students will adjust their use of spoken, written and visual language to communicate
         effectively with a variety of audiences and for different purposes.
        Students will use a variety of technological and information resources to gather and
         synthesize information and to create and communicate knowledge.
        Students will develop and understanding of and respect for diversity in language use,
         patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
        In the case of the English lessons, students whose first language is not English will make
         use of their first language to develop competency in the English language arts and to
         develop understanding of content across the curriculum.

Students entering ISM with very weak English language skills will receive English as an Second
Language (ESL) lessons, either in addition to or as an alternative to regular English classes.

Fluent French speakers will have the chance to follow French as an additional language A course
in various ways depending on their year level.


ISM is like an island within Tanzania, a country full of people with a language rich in culture. Being
the host country to this school, a lot of integration is bound to take place between the school and
the community. Learning Swahili for the student is like acquiring a passport to the land and its
Since ISM aims to develop every student’s potential, giving the students the opportunity to learn
Swahili will enable them to meet the demands of the vast world out here in Tanzania and
elsewhere. We aim to develop the students’ language skills in Swahili by introducing them to
advanced reading and other related activities at their level. This will give them the gist of reading
Swahili literature in short stories, fiction and non-fiction, plays, reading and writing poems etc.
The course will also provide to students the opportunity for further language study at a higher level
where a language option may be a pre-requisite.

M1 to M4 Handbook 2007                    9
                 A. Content                          B. Organization               C. Style and Language Usage
    This criterion refers to the              This criterion covers the          This criterion refers to the
    student’s ability to demonstrate:         student’s ability to: express      student’s ability to use language
    an awareness of the function of           ideas with clarity and             for a variety of purposes,
    language A through critical and           coherence; structure               including description, analysis
    creative writing; an understanding        arguments in a sustained           and persuasion. Appropriate
    of the works studied; and an              and logical fashion; and           register and language
    effective response to literature.         support these arguments            should be chosen, according to
                                              with relevant examples.            intention and audience.

                                   M1                      M2                      M3                       M4
    Short Story/ Fiction   “Stories from Other     Writing for Children    “The Lonely One”         Selected Short
                           Cultures” (Pre 20 C)    Writing Children’s      Analysis                 Stories:
                           Comprehension           Story                   Writing Suspense         Lessing/Barstow
                            Writing Story With       “     “         “     Story                    Hemingway/Dahl
                           Moral                                                                    Analysis
                                                                                                    Writing Short Story
    Novella                “The Red Pony”          “The Pearl”             “A Christmas Carol”      “Of Mice and Men”
                           Comprehension           Comprehension           (Pre 20 C)               Literary Essay
                           Creative Response       Creative Response       Comprehension               “     “
                                                                           Creative Response           “     “
    Novel                  “The Silver Sword”      “Skellig”               “Buddy”                  “Lord of the Flies”
                           Book Review             Literary Essay          Letter/ Book Review      Literary Essay
                           Report Writing             “      “                                         “     “
    Poetry                 “Animal Poetry”/ “A     “Animal Poetry”/ “A     Ballads (Pre 20 C)       Selected Poetry:
                           Bag of Poems”           Bag of Poems”           Reading Aloud            D’Aguilar/ Soyinka/
                           Reading Aloud           Reading Aloud           Writing Poetry           Motion/ Achebe
                           Writing Poetry          Writing Poetry           “       “               Reading / Analysis
                                                                                                    Writing Poetry
                                                                                                       “      “
    Drama                  “The Silver Sword”/     “Flour Babies”          “A Midsummer Night’s     “The Crucible”
                           Set a Scene             Performance             Dream” (Pre 20 C)        Performance
                           Performance                                     Performance              Literary Essay
                                                                           Recreative writing          “      “
    Non-fiction            Autobiography           Animal Rights           Teacher Profiles         Foxhunting
                           “First Day Feelings”    Discursive Writing      Discursive Writing       Discursive Writing
                                                      “       “               “       “                  “        “
                                                                                                         “        “
    Knowledge About        “A Language of its      “Word House” / Origin   “Tree of Death”          “Lord of the Flies”
    Language/ Viewing      Very Own”               of Words                (Pre 20 C)               extract(s)/ “Cider With
    Skills                 Comprehension           Expository Writing      Reading Aloud            Rosie” extract(s)
                           Dialect                                         Scriptwriting            Analysis of Linguistic
                           Conversation                                                             Effects
    Media                  “Loch Ness Monster”     “Robin Hood” Video      “Animals in the Media”   Media piece;
                           Recreative Writing      Directing the Movie     Writing in different     newspaper article
                           Discursive Writing                              forms                    comparison
                               “      “                                    Text Conventions and     Discursive writing
                                                                           Creative Response             “       “
                                                                                                         “       “

M1 to M4 Handbook 2007                            10
                         MI                                    M2                                      M3
   Unit Title       Guiding Questions         Unit Title       Guiding Questions          Unit Title      Questions
Introduction to   What is the Middle       Revisiting the   What is the Middle          Revisiting    What is the Middle
the IB            Years                    MYP and          Years Programme?            the MYP and Years
Middle Years      Programme?               the student's    What are the Areas of       the student's Programme
Programme         What are the Areas of    role             Interaction?                role          What are the
                  Interaction?                                                                        Areas of

Fiction: The      In what ways can we      Fiction: The     What are the elements of    Fiction: The   What are the
Short             understand               Short            fiction? How is theme       Short          elements
Story (1)         and better appreciate    Story (2)        related to characters?      Story (3)      of fiction? What
                  literature?                                                           Revisiting     conflicts
                  What are the genres of                                                               are found in
                  literature?                                                                          fiction?
                  What is fiction?

Fiction: The      How can I understand     Fiction: The     How does literature         Fiction: The How is theme
Novel (1)         and appreciate           Novel (2)        relate                      Novel (3)    related
                  literature?                               to me?                                   to characters?
Poetry (1)        What are the elements    Poetry (2)       What are the elements       Poetry (3)   What are the
                  of poetry?                                of                                       elements
                                                            poetry?                                  of poetry?
Drama (1)         What are the elements    Drama (2)        What are the elements       Drama (3)    What are the
                  of drama?                                 of drama?                                elements
                                                                                                     of drama?
Non-fiction (1) How can we                 Non-fiction (2) What are the elements        Non-fiction What are the
                differentiate fiction                      of non-fiction?              (3)          elements
                from a non fiction text?                                                             non-fiction?
Autobiography Who writes an                Autobiograph                                 Autobiograp What are the
(1)             Autobiography and          y (2)        What are the elements           hy (3)       elements
                why?                                    of an autobiography?                         an autobiography?
                                                                                                     What strategies
                                                                                                     can be
Report Writing What is the purpose of      Non-fiction:     What strategies can be      Non-fiction: used to read non-
               Report- writing?            Diary (1)        used to read non-fiction?   Diary (2)    fiction?
Myths             Why does mythology       Myths (2)        What purpose do             Myths (3)      What purpose do
                  have a lasting appeal?                    myths serve?                               myths serve?

M1 to M4 Handbook 2007                         11
                             ENGLISH AS A SECOND LANGUAGE

The students at ISM represent many different language groups from around the globe. The
international medium of English is the language of instruction and the main language used
throughout the school. The ESL program provides support to students as they move into a new
school and a new language.

ESL support is aimed at helping students to participate in the school’s academic and social
programs. Our aim is to help students to develop English proficiency according to their needs and
abilities. Students develop their knowledge and understanding of English in every subject area;
therefore all ISM teachers are ESL teachers. We offer a “sheltered immersion” programme,
meaning ESL students are placed in an English speaking environment and are provided ESL
support in order to be able to access the curriculum and interact meaningfully in the classroom. In
these classes, ESL students develop concepts, vocabulary, and structures that help them to attain
receptive (reading and listening) and productive (writing and speaking) skills.

The ESL teacher works with the subject area teachers in the classroom. The ESL teacher
communicates closely with the grade level subject teachers to make sure that the ESL students
receive the preparation they need for the class. The communication and cooperation between the
ESL teacher and the class teachers is a key element in this programme. ESL students’ proficiency
levels are monitored and evaluated systematically and they continue receiving ESL support until
conferencing with subject teachers involved indicates that the students no longer need specific
additional help in ESL. The subjects from which students are withdrawn will be determined
according to need and could involve withdrawal from language A and/or B or whatever subjects
are considered most appropriate for their requirements.

The rest of the school week is spent with classmates participating in the regular mainstream
classes. The academic expectations are modified to meet the needs of ESL students who cannot
participate in classes in the same manner as competent speakers of English. As they gain
proficiency in English, the expectations will rise to reflect that growing knowledge of English.

M1 to M4 Handbook 2007                  12
                                           M1-M3 SWAHILI (ADVANCED)

The students at ISM will obviously meet people who do not necessarily know English. By learning Swahili the students
will be able to communicate with the people in the community. Learning the language will also help the students to be
conversant with the social and cultural situations within the community.
The focus of language B (advanced) is to promote communicative skills based on the four language skills: speaking,
listening, writing and reading. Additionally, it is to encourage integration with the local community by promoting
communicative competence, vocabulary building and grammar accuracy through a variety of Swahili texts.

                                                     M1-M3 SWAHILI

Swahili is normally defined as a modern foreign language, learned at school by students who have little or no formal
instruction in the language and little or no oral proficiency in the language prior to beginning the course.

Learning an additional language arouses students interest, expands appreciation of other people’s cultures and
communication with other speakers. As in many other areas of the school our approach is child-centred and skills –
based. We will ensure that the language provides a linguistic and academic challenge for each student. We aim to
provide a variety of class activities, including games, plays, role-plays, word-search, quizzes, songs etc. which are
designed to develop fluency and accuracy in all four language skills: Listening, Speaking, Reading and Writing.

Our main focus is to promote communicative competence, i.e. to enable students to understand and use the language

                                                     M4 LANGUAGE

Depending on the student’s requirements, the student will choose between French
Language B or Swahili Language A.
                                            M4 - SWAHILI LANGUAGE A

This option exists for students who have already developed a high competence in the language because of prior
instruction or personal background. The students will be linguistically and academically challenged through following a
more advanced course of study.

They will face challenging tasks in using more complex texts for reading and writing purposes. More complicated aural
and oral work will be undertaken.

Students at this level will be expected to show evidence of greater cultural awareness as a result of exposure to, and
appreciation of, more sophisticated forms of communication e.g. media and literature.

                                                  M1 – M4 FRENCH

The aim of the M1 to M4 French course is to encourage students to use the language confidently in a variety of
practical situations and at the same time to provide the students with a solid foundation and knowledge of the
structures and grammar which are needed for further study. Speaking and listening skills are emphasised initially, and
reading and writing skills introduced as appropriate.

The communicative approach is adopted and students participate in many different language activities. The text used
for Language B students is "Encore Tricolore” for M1 to M4, but many listening, reading and role-play materials are
added to enrich the teaching. Songs, poetry, video and games are also used.

Information technology, such as CD ROMs and the Internet are also incorporated into the learning process. Students
are given insight into the culture and background of France and also other francophone countries, especially French
speaking African countries.

Depending upon class size Language A and Language B students could be combined within one class setting.

M1 to M4 Handbook 2007                          13
          A. Speaking—Message and                 B. Speaking—Language           C. Writing—Message and
                      Interaction                                                      Organization
                        B.                        The accuracy,
   The effectiveness of the speaker in            appropriateness and         The effectiveness of the
   communicating the required message             fluency of the language     writer in communicating the
   and in maintaining the flow of the             used by the speaker         required message, and the
   discussion                                     To what extent are the      organization and cohesion
   How clear and effective is the                 vocabulary and idiom of a   of the text
   message?                                       suitable range?             How comprehensive, clear
   How appropriate are the responses?             To what extent is the       and effective is the
   How complete, relevant and convincing          register appropriate for themessage? How relevant are
   are the ideas?                                 interaction?                the
   How competently does the speaker               To what extent is the use   information/ideas to the
   interact and take the initiative in            of grammatical structures   task?
   conversation/dialogue?                         accurate and varied?        How logical is the
   Does the speaker maintain the                  To what extent does the     presentation of the
   conversation?                                  pronunciation contribute to ideas/information and how
   Is there a logical continuity in the           the comprehension of the    does it
   student’s responses?                           message?                    contribute to the
                                                                              development of the writing?
                                                                              To what extent are the
                                                                              cohesive devices varied and
             D. Writing—Language                                 E. Reading Comprehension

   The linguistic competence of the writer        The following skills and issues will need consideration
   How does the use of language                   before selecting appropriate materials
   contribute to the effectiveness of             Task
   communication?                                 Recognition: Type and organization of the text
   To what extent are the vocabulary and          Understanding: Factual information
   idiom of a suitable range?                     Main ideas and supporting
   To what extent is the register                 details
   appropriate for the topic and task?            Interpretation:
   To what extent is the use of                   Conclusions
   grammatical structures accurate and            Opinions and attitudes
   varied?                                        Complexity of text
   To what extent are the words or                Syntax
   characters clearly and accurately              Vocabulary
                                                  Pacing (listening)

M1 to M4 Handbook 2007                       14
                                                     M1 M2 and M3 – Joint Class
              Unit Title                                              Guiding Questions
   Introduction to the IB Middle        What is the Middle Years Programme? What are the Areas of Interaction? What do you
   Year Programme                       want to learn about?
   The home and the family              Where is your home? Who leaves there?
                                        What do you like/dislike about your home? Do you have to do any jobs
   Telling time, Days, Dates            How many days in a week / month? How many months in a year? How many seconds in a
                                        minute and minutes in an hour?
   Shopping                             Where do we get our shopping items from?
   Clothing and Colours                 Which are the common types of clothing do people wear? What is your favourite colour?
   Parts of the Body                    Can you mention parts of the body and what each one does
   Good Health and Illness
   Classroom                            Where is your classroom? Who is in your classroom What do you like/dislike about your
                                        classroom What do you do in your classroom?
   Weather and Seasons                  What is the weather like during the year?
                                        Name the seasons of the year in Tanzania and own country
   Sports and Leisure                   Why do we do sports?

                                                 M1 M2 and M3 – Joint Class
              Unit Title                                                      Guiding Questions
   Introduction to the IB Middle        What is the Middle Years Programme? What are the Areas of Interaction? What do you
   Years Programme                      want to learn about?
   Introduce oneself and to one         What is your name? Where do you come from?
   The home and the family              Where is your home? Who lives there?
                                        What do you like/dislike about your home? Do you have to do any jobs? How long have you
                                        been there? Who are the members of your family?
   The Class Room                       Where is your classroom? Who is in your classroom? What do you like/dislike about your
                                        classroom? What do you do in your classroom?
   Numbers, Telling Time, Days,         How far can you count? How many days are there in the week/month(s)? How many
   Dates                                months in a year?
   Shopping                             Where do we get our shopping items from?
   Clothing and Colours                 Which are the main colours? What type of clothing do people wear?
   Parts of the Body                    Can you mention parts of the body? The body has how many parts? What is the function of
                                        each part of the body?

                                                                 Unit Title
   The use of literary techniques and features
   A brief introduction to literature in general and the literature they will read
   Learning the language of literature in: the novel and the short story
   The novel: reading and plot approach
   A study of characterization and themes
   A study of drama

M1 to M4 Handbook 2007                                   15
World Studies is a fascinating and broad ranging subject. It is an excellent discipline through which
to explore interdisciplinary links by way of field work (each grade level participates in at least one
extended field study during the course of the school year). It encompasses the investigation of
past periods, people, and events (History), in addition to considering the way humans interact with
the world around them, and the manner in which the forces of nature shape our environment
(Geography). World Studies students are challenged to look for patterns, change,
interdependence, and conflict in their world past and present, and to derive meaning from their
inquiries. The development of skills is also essential to this discipline. In particular, writing and
presentation skills, as well as the ability to pose questions, draw on ones’ memory, and use a
variety of sources to form an opinion.

               A. Knowledge                                                    B. Concepts
   Knowledge is fundamental to              Concepts are powerful ideas that have relevance within and across the
   studying humanities, and forms the       Middle Years Programme, and students must explore and re-explore these
   base from which to explore concepts      in order to develop understanding. Learners develop their
   and develop skills. Knowledge and        understanding of a concept to increasing levels of sophistication by applying
   understanding can be assessed            acquired knowledge and skills.
   through a wide variety of tasks that     Assessment tasks should allow students to demonstrate and apply the full
   involve factual recall or description,   extent of their understanding of the concepts specified within, or across,
   and explanation. Tasks may include       disciplines. It is not intended that any one piece of work will assess
   tests, examinations, written             all of the humanities concepts (time, place and space, change, systems and
   assignments, oral interviews and         global awareness). Suggested tasks for assessment include extended
   presentations, extended writing,         writing, oral presentations, research projects, case studies, essays
   projects and exhibits.                   and tests, and must give students the opportunity to demonstrate the
                                            requirements of the highest level descriptor

                                     C. Skills                                    D. Organization and Presentation
   The development of skills in humanities is critical in enabling the       Students need to develop the ability to
   student to undertake research and demonstrate an understanding of         organize and present information and ideas
   knowledge and concepts. Developments in the student’s technical,          in order to be able to demonstrate their
   analytical, decision-making and investigative skills will be invaluable   grasp of humanities knowledge, concepts
   in transferring these skills to other subject groups                      and skills.
   in the MYP, and for lifelong learning.                                    Criterion D is more suited to assessing
   Assessment tasks may give the student the opportunity to                  extended pieces of work, for example,
   demonstrate one or more of the skills described in the objectives.        fieldwork, research projects or essays.
   Tasks for assessment may include fieldwork, data analysis, map            Teachers should use only the relevant
   analysis, evaluation of sources and/or evidence, a research paper or      elements of the descriptors when assessing
   similar piece of extended writing, case studies, and oral                 organization and presentation.
   presentations/interviews. Note: Certain elements within each              Schools must ensure that there is a set of
   descriptor apply to specific skills. Teachers should use only the         recognized conventions for students to
   relevant                                                                  adhere to when documenting sources.
   elements of the descriptors when assessing different skills.

M1 to M4 Handbook 2007                            16
                                 M1                      M2                  M3                 M4
         Year Title      What happens              Progress or        Are we              The Modern
                         when things               Regress?           enlightened?        World?
                         wake up?
    Time                 Ancient                   Middle Ages        15th – 18th cent.   19th Cent.
    Place / Space        Game of Life              Story of the       Exploration         Physical World
                         Nomads to                 Coast              What was the        Hazardous
                         Civilization              Physical Geo:      motive? What        Environments –
                                                   Coastal            were the results?   inc rivers
                                                   Processes,                             Growth of
                                                   Rivers.                                Imperialism
                                                   History: Slavery
    Systems              Intro to                  Middle Ages        Agricultural        Development
                         Humanities                Systems of         Systems             Rise of –ism’s
                         Ecocrazy                  Feudalism          How and why do       (Liberalism,
                         Ecosystems –                                 agricultural        romanticism,
                         what are they?                               systems differ?     racism
    Change               Earth Power               Renaissance        Enlightenment       Population/
                         Physical Geo –            Is change          A new direction?    Settlement
                         Forces of the             necessary?                             Why all the
                         Earth                                                            people? The
                                                                                          Urban World?
    Global               Why here?                 Tourism            Geography of        Origins of WWI
    Awareness            (Global stories of        [Place & Space,    Disease
                         origins)                  Change]            Why and where?

    Class Trip           Ngorongoro                Pangani            West Kili           Pangani 2
                         Crater                    Study of the       Agricultural        Global Warming
                         Earth Power,              coast              Systems,
                         Ecocrazy, Early                              Geography of
                         Man                                          Disease

M1 to M4 Handbook 2007                        17
The science curriculum in M1-M3 is a broadly based integrated science course which introduces
students to the basic concepts underlying science and to the various disciplines of science and the
inter-relationship between them. The course is, as far as possible, taught in an activity-oriented
mode using observation and hypothesis formulation followed by experimentation. At this stage
emphasis is on helping students develop the scientific skills which are essential for further studies
in science, rather than rote learning of facts.
Throughout the three years four main themes are explored with progressively more complex
concepts being introduced. The four themes are:
1. Life Processes 2. Energy 3. Materials 4. The Environment
In addition, M2 are required to participate in group research projects while M3 have to submit
individual projects for a Science Fair.

              A. One World                   B. Communication             C. Scientific Knowledge and
   An understanding of the               Students should be able                      Concepts
   interactions in today's world         to communicate scientific    Students are expected to have a
   between scientific and societal       observations, ideas,         knowledge and understanding of the
   issues allows students to             arguments and practical      scientific information (facts, laws,
   appreciate the contribution and       experiences using            formulae, units, concepts, theories
   limitations of science.               appropriate scientific       and models) encountered during the
   Students should be able to            vocabulary, language and     course. They should be able to
   discuss the ways in which science     conventions (including       comment on the nature of science and
   is applied, including                 graphs, diagrams and         appreciate that over time factual
   environmental, health, ethical and    tables) in a suitable        knowledge can change and models,
   moral considerations.                 format.                      theories and laws can be revised.
                                                                      Students should be able to select and
                                                                      use appropriate information to solve

              D. Scientific Enquiry                 E. Processing Data           F. Attitudes in Science
   Students should be able to: (i) state a        Students should be       Hands-on student involvement in
   problem or idea in a form which can be         able to organize         practical work is important to the
   tested by                                      qualitative and          sciences in the MYP. This
   an experiment; (ii) develop a suitable         quantitative data, to    criterion focuses on the basic
   hypothesis; (iii) plan how to control key      transform                skills required for successful
   variables; (iv) plan an appropriate            data from a variety of   practical work, including the
   experiment, including the selection of         sources by numerical     importance of safety and
   procedures                                     calculation or into      cooperation in the laboratory, and
   and apparatus; (v) evaluate the procedure      diagrammatic form,       the development of manipulative
   and the reliability of the results obtained;   and to draw and          and observational skills.
   (vi)                                           explain appropriate
   suggest improvements to the procedure.         conclusions.

M1 to M4 Handbook 2007                       18
                                 M1                                                                  M2
           Unit Title                 Guiding Questions                       Unit Title                 Guiding Questions
    Introducing Science as     How do scientists find things out      Electricity and             Why and how do electrons move in
    an activity                ?                                      Magnetism                   an electrical circuit?
    Living Things              How is living in a group               Acids and Bases             What is the relationship between
                               beneficial?                                                        acids and bases?
    Energy                     Is energy use a community issue        Body systems                What allows our bodies to move?
                               or an individual issue?
    The Particle Theory        How do particles behave?               Nutrition and Digestion     How is the relationship between
                                                                                                  diet and health important?
    The Importance of          Do Plants have any design              Stimulus and response       Why are the relationships between
    Plants                     features in common?                                                stimulus and response important?
                                                                      Energy resources            Are humans in control of using the
                                                                                                  Earth’s resources wisely?
                    M3                                                                   M4
    Unit Title    Guiding Questions           Chemistry              Biology                      Physics
    Environme     Is sustainable living       Atomic theory/         What is life?                Structure of matter.
    nt            important to survival?      states of matter       The origin of life.          Conservation of mass/ energy
                                              Periodicity.           Conditions for life          Mass conversion into energy.
                                                                     Cells                        Fusion and fission. Origin of
                                                                     Cell division                universe and matter. Stars as
                                                                     Osmosis/ diffusion           matter factories.
                                                                     Classification/ diversity.   Mechanics.
                                                                     Conservation                 Work done power and efficiency,
    Chemical      What        is     the      Bonding                - Diet and health            Mechanics – kinematics
    reactions     relationship between        Organics                    -    Biochemistry       Motion, N2, momentum. w.r.t.
    and           different chemicals?                                         (foods)            Propulsion rockets jet engines.
    patterns                                                              -    Enzymes.           Circular motion. Gravity and the
                                                                          -    Diet.              orbit of planets.
    Forces        Is a life without forces    Chemical reactions.    Energetics,                  Thermal physics
    and           a life without motion?      Energetics,            Photosynthesis               Kinetic Theory, 2 law, heat
    Motion                                    Kinetics               respiration                  engines.
                                              Types                  carbon cycle                 Thermal effects.
                                              Stoichiometry.                                       Solids liquids and diffusion. Gas
                                                                                                  laws. Transfer methods.
    Heat          How     does        heat     Environmental         Maintaining balance in       . Waves, reflection, refraction,
    energy        energy move?                Chem., acid rain,      the environment              interference,
    and                                       ozone, water           energy flow\                 Light and sound, lenses
    transfers                                 pollution, green       populations\                 EM spectrum.
                                              house etc              sustainable use of           Solar energy.
                                              Geology to include     resources in agriculture
                                              the evolution of the   for water & soil
                                              earth as a planet.
                                              degradation and

    Animal        Why is selection
    reproducti    pressure within
    on and        species important?
    Healthy       How does
    Individuals   development affect
    and           community health?
    The Earth     Is Space the last
    and Space     Frontier?

M1 to M4 Handbook 2007                                19
The mathematics course is designed to enable each student to both experience success and to be
challenged in Mathematics. To achieve this each class works on a particular topic at the same
time, but the work being followed may vary. The main set of text books (Formula One Maths) we
use are designed for this purpose. Between the texts each student will get a core syllabus and
enrichment and / or review. Each student may work from a variety of texts throughout the course.
Lessons are often supplemented with materials from sources other than the main text.

The intention is that each student will be able to make progress from what they already know and
understand. This progress will also be at a pace that builds confidence in their ability to do
Mathematics, yet provides challenge and a real sense of achievement.

We aim to develop each student’s knowledge and understanding of mathematical ideas and the
ability to use these ideas to solve practical problems. Students learn to use graphs, tables,
diagrams and symbols to explain their thinking.

As well as developing standard skills, each student explores mathematical situations where they
need to plan their own work and make decisions about what and how to investigate the problem.
Findings are reported in a variety of ways. Information technology will sometimes be a useful tool
in solving mathematical problems. Students will become responsible for their learning and reflect
on themselves as learners. At various points in the course students will benefit from work that
encompasses other disciplines – e.g. Art, English, I.T., Life Skills, Science, and World Studies. We
hope the course will enable each student to develop an appreciation of the creative and
imaginative aspects of Mathematics through work with pattern in a variety of forms.

Each student should have their own calculator, which should be brought to each lesson. Although
a scientific calculator is not strictly necessary for work in M1 and M2, it is good practice to get
students used to using one type of calculator as early as possible. In M3 and M4 a scientific
calculator is required. At this level more sophisticated calculators are not required. Calculator use
and techniques are taught when appropriate.

Each year group course is based around the four areas of Number, Algebra, Shape and space,
and Handling data. Each unit is summatively assessed by means of a project towards the end of
the work on that unit and it is this that is recorded on report cards. Formative assessment is
completed throughout each unit or module as a means to checking progress throughout the year.

M1 to M4 Handbook 2007                  20
                      A. Knowledge and Understanding                                 B. Application and Reasoning
  Students are expected to have a knowledge and understanding of the      Students are expected to apply concepts and
  concepts and skills of MYP mathematics as shown in the prescribed       skills and, through reasoning, develop problem-
  framework.                                                              solving strategies.
  This criterion includes:                                                This criterion includes:
  using knowledge and understanding to make deductions                    selecting and using appropriate mathematical
  using numeric, algebraic, geometric, graphical and other forms of       knowledge and skills
  representation                                                          recognizing patterns and structures and describing
  moving between different forms of representation                        them as relationships or
  using appropriate technology.                                           general rules
                                                                          drawing conclusions consistent with findings
                                                                          justifying mathematical relationships
                                                                          developing flexible strategies, including the use of
                                                                          appropriate technology.

                            C. Communication                                          D. Reflection and Evaluation
  Students are expected to communicate facts, ideas, methods, results     Students are expected to reflect upon methods
  and conclusions                                                         and processes and to evaluate the significance
  using appropriate symbols and the language of mathematics.              and reliability of their findings and the findings of
  This criterion includes:                                                others. It is expected that students will consider
  encoding and decoding                                                   alternative approaches to solving problems where
  describing in words (verbalizing) a line of reasoning                   relevant.
  explaining solutions                                                    This criterion includes:
  presenting mathematical information clearly and logically               reflecting upon and evaluating methods and
  using appropriate technology for effective communication.               processes used during investigations which could
                                                                          be open-ended
                                                                          considering the use of technology where

                              M1                                                                 M2
      Unit Title                 Guiding Questions                          Unit Title             Guiding Questions
  Number (1)              How can I represent numbers in                Number (2)               How can I represent
                          different ways?                                                        numbers in different
  Handling data (1)       How can I display this data to                Handling data (2)        How can I display this
                          others?                                                                data to others?
  Algebra (1)             How can I solve this problem?                 Algebra (2)              How can I solve this
  Shape and Space         How can I measure shape?                      Shape and Space          How can I classify this
  (1)                                                                   (2)                      space?

                              M3                                                                 M4
       Unit Title                   Guiding Questions                     Unit Title        Guiding Questions
  Number (3)                  How can I represent numbers               Number (4)          How can I use numbers
                              in different ways?                                            effectively?
  Handling data (3)           How can I display this data to            Handling data       How do I analyse data and
                              others?                                   (4)                 derive meaning?
  Algebra (3)                 How can I solve this                      Algebra (4)         How can I use graphs to solve
                              problem?                                                      problems?
  Shape and Space (3)         How can I classify this                   Shape and           How can I use properties of
                              space?                                    Space (4)           shape to solve problems?

M1 to M4 Handbook 2007                            21
                                                         Discrete        How can I be logical?

    Students study each of the arts up to M3 – they then continue with Drama, but make a
                             choice between Visual Art or Music


Students will be given the opportunity to explore the world of music through a series of inquiry
based units of study designed to help them understand and develop not only the basic skills of
performing composing and appraising but also to investigate a range of wider issues related to
music such as how music fits in to cultures around the world and how it is used for a variety of
purposes by different peoples and how music has changed, and continues to evolve over time.
They will engage in a wide range of theory, performance, composition and listening based
activities in order to develop their command of the mechanics of music as well as deepen their
understanding of the place that music holds in the global community

                                              VISUAL ART

The visual art programme from M1 to M4 represents a continuous course of study in which a
range of ideas and approaches to making art are explored. It is a foundation period where most of
the skills and concepts necessary for more personal and sustained work, can be explored and
individual strengths identified. Projects are undertaken in a variety of media, where individuals can
find their own particular way of expressing an idea or responding to a theme. Risk-taking,
exploration and research of an enquiry-based nature are encouraged. Artists from a wide variety
of backgrounds are incorporated in to the course at appropriate moments, as well as using African
and Tanzanian heritage as some starting points.


Through the study of drama students develop numerous skills and qualities, such as teamwork,
creativity, leadership and risk-taking. These are all assets in the learning process whilst at school,
as well as later in life. Additionally drama stimulates the imagination and allows students to explore
issues and experiences in a safe, supportive and exciting environment.

Students will be involved in a number of activities during the year, and more information will be
made available to families as the year progresses.

M1 to M4 Handbook 2007                   22
                      A.                                                  B.
       Knowledge and Understanding                                     Application

   Students are expected to have a               Students are expected to apply knowledge,
   knowledge and understanding of the art        understanding, skills and strategies to develop and
   form(s) studied.                              elaborate ideas, themes or compositions.
   This criterion includes:                      This criterion includes:
   knowing and understanding the theoretical     planning and organizing effectively to define and
   basis of the art form(s) studied              set goals, negotiate and make
   developing an understanding of themes         decisions
   and issues studied through the arts           experimenting through both spontaneous and
   using subject-specific terminology to show    structured activities
   aesthetic and critical awareness when         choosing appropriate forms for the expression of
   discussing their work or the work of others   ideas, thoughts and feelings in a creative manner
   understanding how historical developments     demonstrating a range of techniques and skills
   and cultural perspectives have shaped the     finding original and inventive solutions
   arts                                          developing and elaborating ideas, themes and
   understanding how theorists, practitioners    compositions to a point of realization
   and artists have contributed to the arts.     presenting work through formal or informal
                                                 exhibitions and performances.

                       C.                                                D.
       Reflection and Evaluation                              Artistic Awareness and
                                                              Personal Engagement
   Students are expected to reflect on the
   themes and issues encountered during the      Students are expected to develop an aesthetic,
   course, and to evaluate creative              cultural and critical awareness, and to engage with
   development and processes.                    arts.
   This criterion includes:                      This criterion includes:
   using a developmental workbook                showing sensitivity to one’s own and different
   throughout the creative cycle                 cultures
   reflecting upon, evaluating, assessing and    inviting and accepting views from others
   appraising work to support and promote        showing self-motivation, initiative and a willingness
   creative development                          to take artistic risks
   using feedback and discussion on artwork      supporting and encouraging peers towards a
   to support creative development.              positive working environment.

M1 to M4 Handbook 2007                  23
                          M1                                              M2
       Unit Title          Guiding Questions            Unit Title          Guiding Questions
    Drawing              Why do we draw?            3D relief.          How do we do develop
                                                                        relief sculpture?
    Pattern              Where do patterns exist    Observed            How can we represent
                         in nature?                 drawings.           the world realistically?

    Media                How do different media     An African visual   How can images suggest
                         change imagery?            storyboard.         a story?

    2D/3D                How do we move from        Light.              How does colour work?
                         2D in to 3D?
    Light/Colour         What is colour?            Distortion.         What is the world of
                                                                        distorted images?
    Cultural studies     How do cultures use        Viewpoints.         How do viewpoints affect
                         art?                                           the way we see life?

                          M3                                              M4
       Unit Title          Guiding Questions           Unit Title          Guiding Questions
    Scale and Tone       What influences scale      Observed            Studies of man made
                         and tone?                  drawings            objects eg bottles, shoes.

    Water                How is water important?    Design briefs.      Design based work –
                                                                        repeat pattern studies
                                                                        and design brief.
    Observation          How do we deal with        3D Construction     Drawings and
                         elusive elements?                              construction of an

    Hands                Non verbal                 Paint and colour    Study of Impressionism
                         communication.                                 and expressionism.

    Still life-          How can we build on        Urban/Open          Making drawings and
    Observed             what we have already       Landscapes          paintings of space.
    Drawings             learned about media?

    African Art          How does art from Africa
                         affect us?

M1 to M4 Handbook 2007                    24
                          M1                                                    M2
             Unit Title        Guiding Questions               Unit Title            Guiding Questions
    ABRSM                 How can we record and          ABRSM Theory         How can we record and
    Theory                communicate musical                                 communicate musical
                          ideas                                               ideas with increasing detail
                                                                              and accuracy
    Communities           How does music help to         Dance Music          What makes music
                          strengthen bonds between                            danceable?
                          people all over the world                           How does dance music
                                                                              change with location and
    Musical Changes       How do timbre texture and      Relationships in     In what ways is the subject
                          dynamics affect the mood       music                of human relationships
                          of a piece of music?                                addressed through popular
                          How has the composition                             music?
                          process changed over                                What relationships exist
                          time?                                               between different styles of
    Musical Patterns      What patterns can be           Musical Control      Who’s in control of the
                          found in music? How can                             music we play?
                          we use patterns to                                  Who’s in control of the
                          compose our own music?                              music we listen to?
                          M3                                                    M4
             Unit Title        Guiding Questions              Unit Title             Guiding Questions
    ABRSM Theory          How can we record and          ABRSM Theory         How can we record further
                          communicate musical            Grade 2-3            detail in the ways in which
                          ideas with increasing detail                        we record music using
                          and accuracy                                        standard “western” notation?
    Exploration           How can an exploration of      Origins/Expressing   Where did popular culture
                          global musical cultures        Opinions             originate?
                          help us to create more
                          interesting music of our
    Under Pressure        How does pressure affect       Interpretation
                          the way we work and
                          perform as musicians?
                          How can we learn to better
                          cope with these
    Musical               How do we define what          Future?
    Developments of the   sounds good?
    Modern Era            How can and technology
                          help us to create sonic

M1 to M4 Handbook 2007                    25
                    M1                                M2 and M3                                      M4
      Unit        Guiding Questions             Unit        Guiding                    Unit            Guiding
      Title                                     Title      Questions                   Title          Questions
   Exploring      What Are the Performing    Exploring      Explore and review       Exploring     Explore and review the
   the Senses     Arts?                      Senses         the various modes of     Space,        various modes of
   (Intro to                                                expression and           Movement      expression and
   Performing                                               performance in the       , Senses      performance in the
   Arts)                                                    Performing Arts.                       Performing Arts.

   Tableaux       How Can a Static Picture   Where,         To develop               Where,        To develop
   Stories        Tell a Story?              What and       performance skills       What and      performance skills
                                             Who            allowing students to     Who           allowing students to
                                                            communicate through                    communicate through
                                                            the language of                        the language of space,
                                                            space, movement                        movement and voice
                                                            and voice

   Mime and       What Is “Good Movement”    Child          To develop an ability    Interpretin   To use Drama across
   Movement       in Performance?            Labour         to assess social,        g Of Mice     the curriculum to
                                             Social         cultural, moral and      and Men       examine concepts
                                             Awareness      ethical values through   text          studied in other
                                             Unit           in-depth studies on                    subjects
                                                            social issues

   Puppet         How Do Puppets Help Us     Sound and      To develop               Character     To develop the skills,
   Stories        to Improve in the          Movement       performance skills       Work and      techniques and
                  Performing Arts?           Explorations   allowing students to     Monologu      conventions necessary
                                                            communicate through      es            for effective Dramatic
                                                            the language of                        presentation, finding an
                                                            space, movement                        appropriate form for
                                                            and voice                              the content

   Sound and      How Important is Sound     Cultural       To develop social and    Comedy        To develop social and
   Senses                                    Awareness      personal skills such     Play          personal skills such as
                                             Inuit Story    as discussion,           Performan     discussion, negotiation,
                                                            negotiation, problem     ce            problem solving,
                                                            solving, decision                      decision making, and
                                                            making, and co-                        co-operation

   Characters,    How Do We Develop a
   Environmen     Sense of “Who, What, and
   ts and         Where” in Performance?
   Story          How Do We Build a Good
   Theatre        Story?

   Public         How Can We Demonstrate
   Performanc     Everything We Have
   e              Learned?

M1 to M4 Handbook 2007                         26
The philosophy of the Physical Education department at ISM is to introduce students to a wide
range of sports, such that they can find something to voluntarily pursue, in their leisure, for the
term of their natural life. In short, we want to encourage our students to choose physical activity,
thus improving their health, and feeding their soul.
Taught well, Physical Education is a subject whose influence is potentially felt for life. All Physical
Education at ISM is co-educational and compulsory, unless a student is exempted by
administration for religious or health reasons.
Students are expected to wear PE uniform: white t-shirt and black shorts and trainers. We expect
all students to shower after lessons, and as such should bring soap, towel and a complete change
of clothes.

               A. Knowledge and Understanding                          B. Movement Composition
   Students are expected to have a knowledge and                    Students are expected to develop
   understanding of the physical activities or themes studied.      compositional skills by creating,
   This criterion includes understanding the principles             selecting and linking movements
   related to a variety of physical activities, the importance of   into sequences.
   physical activity to a healthy lifestyle and the various
   components that contribute to health-related fitness.
                    C. Performance/Application                                D. Social Skills
   Students are expected to display the motor skills learned       This criterion covers students’
   in a variety of physical activities. They should be able to     ability to work cooperatively while
   apply tactics, strategies and rules in individual and group     respecting themselves and their
   situations. It is also important that students use movement     social and physical environment.
   concepts                                                        They should also show the
   appropriately and apply health and fitness principles.          ability to support and encourage
                                                                   others, develop appropriate
                                                                   attitudes and strategies for
                                                                   interrelating with others and show
                                                                   sensitivity through intercultural
                                        E. Personal Engagement
   Students are expected to show initiative, creativity and a willingness to improve themselves.
   They should also take responsibility for their own learning while sharing enthusiasm for and
   commitment to the activity undertaken. Self-motivation, organization and responsible
   behaviour are all covered by this criterion as are the abilities to recognize, analyse and
   evaluate the effects of a variety of physical activities on both the individual student and on
   others. Reflection on and evaluation of individual performance is also important, as is the
   ability to set goals for future development.

M1 to M4 Handbook 2007                     27
                             M1                                                    M2
        Unit Title              Guiding Questions            Unit Title              Guiding Questions
   Athletics                How can I run faster, jump    Dance               How can we reflect work through
                            further and throw greater                         the actions of dance
   Swimming                 How can I move through        Swimming            How can I further develop the
                            the water more efficiently?                       skills that I learnt in S1?
   Gymnastics 4*            What sequence can I
   Award                    create using balance and
   Invasion Games –         How can I help my team to     Lifesaving/         How can I further develop the
   Benchball                score more points than the    personal survival   skills that I learnt in S1?
   developing into          opposition
   Invasion Games -         How can I help my team to
   Football                 score more points than the
   Swimming                 How can I develop my          Gymnastics          What symmetrical and
   (Cooperative             swimming skills?                                  asymmetrical sequences can I
   Learning)                                                                  create?
   Badminton                What are the most
                            effective ways to get the
                            shuttlecock over the net?
   Cricket                  How can my team score         Health Related      How can I improve my cardio-
                            more points than the          Fitness             vascular fitness?
   Dance (Linked to         How did they traditionally
   Greek Week)              dance in Greece?
   Health Related           Am I in good health?          Invasion Games      How can I help my team to score
   Fitness                                                - Football          more points than the opposition
   Wrestling (linked to     What was it like to
   Greek Week)              participate in Greek

                               M3                                                  M4
     Unit Title                 Guiding Questions               Unit Title             Guiding Questions
   Swimming              What are the more advanced       Athletics              Improving skills – planning
                         skills required to perform the                          training programmes to
                         different disciplines                                   improve running
   Gymnastics            The Circus                       Team Games             Soccer, Volleyball and water
   Lifesaving            What can I do to help            Movement               Gymnastics – sequence in
                         someone else in trouble?         Composition            pairs to music
   Dance                 Gangsters – can we reflect       Health Related         What are the principles
                         their actions in a dance?        Fitness                behind designing individual
   Health Related        What are my strengths and        Adventure Race         Working as a team to solve
   Fitness               weaknesses in terms of fitness                          problems
                         and how can I improve?
   Invasion Game         What can I be doing to
   - Hockey              improve my team’s

M1 to M4 Handbook 2007                              28
Information Technology for M1 – M4 is a course designed to give students the essential IT tools
that they will need to survive in the modern world. The course includes basic skills of accessing,
manipulating and presenting information, which students can use within other academic subjects,
or for their own research. Students are encouraged to develop their skills in real world situations
and to develop a level of competence and self-reliance in handling data within a variety of
computer applications.
An additional aim of the IT course is to give students the confidence to use any new, unfamiliar
programs by teaching them how to be self reliant, computer literate problem solvers.
M1 will begin the full MYP course (information, materials and systems) in August 2007. This will
incorporate both information and design technology.
The students approach each assignment through the design cycle, consisting of: Investigate,
Design, Plan, Create, Evaluate, Attitudes to Technology

                                 A. Investigate                                               B. Design
   Investigation is an essential stage in the design cycle. Students:       Students:
        Identify a problem                                                      Generate several feasible
        Develop a design brief                                                      designs that meet the design
        Formulate a design specification                                            specification
        Acknowledge and document sources of information                         Evaluate them against this
                                                                                 Select one design
                                                                                 Justify the choice
                                                                                 Evaluate the choice
                                  C. Plan                                          D. Create a Product/Solution
   Students:                                                                Students:
        Construct a plan to create a product / solution that has a              Document the full process of
          series of logical steps                                                    making their product / solution
        Makes effective use of resources and time                               Follow their plan, evaluate it and
        Evaluate the plan and justify any modifications to the design               justify any changes whilst
                                                                                 Not all products must be
                                                                                     complete in order to achieve all
                                                                                     achievement levels in this
                         E. Evaluate                                        F. Attitudes in Technology
   Students:                                                This criterion refers to students’ attitudes when working
        Evaluate the product / solution against the        in technology. It focuses on:
          design specification based on testing                   Personal engagement
        Evaluate the impact on life, society and/or the          Attitudes towards safety, cooperation and
          environment                                                respect
        Explain how the product may be improved as a
          result of evaluations                             The assessment bears in mind the amount of
        Evaluate their own performance at each stage       encouragement that the student need, the interaction
          of the design cycle                               between student and teacher, the student’s attention to
        Suggest how performance may be improved            deadlines and procedures, etc.

M1 to M4 Handbook 2007                           29
                                  M1                                                                    M2
   Unit Title                     Guiding Questions                     Unit Title                       Guiding Questions
   Systems and Procedures         Introduction to the Lab and the       Introduction to the Lab and      How and where can our work be
                                  Fileserver: Housekeeping for          the Fileserver                   saved?
                                  Introduction to Design Technology
                                  tools and safety procedures
                                  Design Cycle
                                  Operating Systems
   Word Processing:               Based around the theme for Term 1     Keyboarding                      How can I learn to type faster
                                                                                                         and more accurately?
   Design Project:                Solar Oven                            Spreadsheets                     How can we use a spreadsheet
                                                                                                         to manipulate data?
   Presentation Authoring:        Science /Humanities/ IT               Survey Project                   How can we learn more about
                                  Science: communicate a science                                         our school environment?
                                  Humanities: The Greeks
   Design Project:                Child’s toy or puzzle                 Spreadsheets                     How can we use spreadsheets
                                                                                                         to predict the future?
   Review for Exam                                                      World Class Project              How can we solve the possible
                                                                                                         energy problems of the future?
                                                                        Energy Presentations:            What solutions are available to
                                                                        MS FrontPage                     solve the energy problems of
                                                                                                         the future?
                                                                        Review for Exam                  How to prepare for the end of
                                                                                                         year exam
                                                                        Desktop Publishing: an issue     How can we use DTP software
                                                                                                         to communicate a message?
                                                                        Newsletter Project               How can we communicate
                                                                                                         through written communication?

                                  M3                                                                    M4
   Unit Title                     Guiding Questions                     Unit Title                     Guiding Questions
   Introduction to the Labs       How and where can our work be         Introduction to the Labs       How and where can our work be
                                  saved?                                                               saved?
   Keyboarding                    How can we type faster and more       Keyboarding                    How can we type faster?
   Databases                      How can we use a database to          What is an information         What are the parts         of   an
                                  store and manipulate data?            system?                        information system?
   Database Project               How can we organize information in    The Components of an           Why use computers?
                                  our home in a database?               Information System
   Website Authoring using HTML   How can I make a web site using       Components practical           Each team has to construct an
   Codes                          HTML codes?                                                          information system.
   Website Project                How can we communicate in a           Input and Output Devices       What are the different input and
                                  website on the Internet?                                             output devices used by information
   Video Production               How can I produce a video using       Storing Data                   How      do       computers  store
                                  still images and sounds?                                             information?
   Review for Exam and Exams      How can I prepare for my exams?       Communication and the          How can we use the Internet and
                                                                        Internet                       email facilities?

   Video Production               How can I produce a video using       Document Production            How can we use a word processor
   (Part 2)                       still images, short video clips and                                  to create documents?
                                                                        Networks and network           How are networks important for
                                                                        security                       information systems?
                                                                        Data Manipulation and          How can we store and manipulate
                                                                        Checking Data (Validation      data in a database?
                                                                        and Verification)
                                                                        Review for Exam and            How can I prepare for my exams?

M1 to M4 Handbook 2007                                30
The Lifeskills program at ISM focuses on a holistic concept of health and personal development
education. It recognises the physical, mental, emotional, social and spiritual dimensions of health
and the individual. It examines the impact of interactions between the individuals, the family, the
wider community and the environment on the health of individuals and populations. Students plan,
act and reflect in order to develop the essential knowledge and understandings, attitudes, values
and skills which promote health practices, encourage participation in regular physical activity and
support the maintenance of a healthy lifestyle. Hence, learning and teaching programs developed
by teachers should allow students to learn and achieve the essential knowledge, attitudes and
values and skills in an integrated manner.

           A. Knowledge and Understanding                          B. Self-Management

   Students know and understand health               Students demonstrate self-management skills
   concepts that enable informed decisions for a     that enable them to make informed decisions
   healthy, active lifestyle.                        for healthy, active lifestyles. Students learn to
                                                     manage their time effectively

                   C. Attitudes and Values                        D. Interpersonal skills

   Students exhibit attitudes and values that        Students demonstrate the interpersonal skills
   promote personal, family and community            necessary for effective, healthy relationships.
   health, such as:                                  The emphasis is on the development of skills
   Responsibility: To be accountable for your        and learning/research techniques that can be
   actions                                           used effectively throughout school.
   Respect: To honour people’s differences and       Knowledge and understanding of key
   treat them with courtesy and dignity              concepts and terminology is important but
   Perseverance: To keep working toward a goal       content is not all.
   Giving: To share with others without expecting    At the end of each year, students will be
   rewards                                           expected to achieve a number of specific
   Integrity: To act according to what’s right and   outcomes relating to that year’s course.
   wrong                                             Outcomes for each year of the course can be
   Caring and Compassion: To reach out to            found at the end of each programme outline.
   others with understanding
   Self-discipline: To control your own thoughts
   and actions by making good choices
   Sense of Humour: To laugh and be playful
   with others without harming them

M1 to M4 Handbook 2007                       31
                              M1 - Change                                                             M2 - Helping
      Unit Title                   Guiding Questions                         Unit Title                     Guiding Questions
    Time              Why is Time Management Important?                   Diseases            What are Bacteria, viral, and fungal diseases?
    Management        How does one become a good Time manager?                                What are waterborne diseases and how do
                      How do I manage my time for success in                                  they affect us?
                      Secondary School?                                                       What can we do to help reduce the risks of
                                                                                              getting sick?
                                                                                              What areas of the schools have the most
    Developing        What is potential?                                  First Aid           What is First Aid and in what situations might
    Potential         What are some strategies for developing our                             you have to use it?
                      potential?                                                              What should I do in the case of bleeding,
                      How do we know when we are maximizing our                               burns/scolds, choking, soft tissue injuries,
                      potential?                                                              broken bones, poisoning and animal bites?
    Puberty and       What biological changes take place during           Smoking              Why do people smoke?
    Nutrition         puberty and how do we cope with them?                                   What are the biological affects of smoking?
                      What types of social changes take place during                          What impact can smoking have on your social
                      puberty and how do we cope with them?                                   life?
                      What is the best diet for peak body performance                         How to deal with peer pressure?
                      in Puberty and beyond?
    Health            Integrated project with PE                          Friend-ship         What is the purpose of friendship?
    Related           What is health, well-being and fitness?             and Self-           What is a good friend?       How does one
    Fitness                                                               Esteem              develop positive self-esteem?
                                                                                              To what extent can positive Self-Esteem help
                                                                                              you develop your friendship?
    Study Skills:     What is the best way to prepare for exams?          Health              Integrated project with PE
    Exams             What are the most effective strategies for taking   Related             What is the cardio-vascular system?
                      an Exam?                                            Fitness             How can I improve my cardio-vascular fitness?
                      How should we eat, sleep, and behave during
                                                                          Study Skills:       What is the best way to prepare for exams?
                                                                          Exams               What are the most effective strategies for
                                                                                              taking an Exam?
                                                                                              How should we eat, sleep, and behave during

                          M3 – Rules/Anarchy                                                                M4
       Unit Title                    Guiding Questions                    Unit Title                      Guiding Questions
    Rules, rights     What would life be like in Anarchy?                 Contra-         How are babies conceived?
    and               Why do we have rules?                               ception         What are the different types of contraception
    responsibiliti    Are all rules good?                                                 available?
    es (linked to     What are your rights and responsibilities?                          What are the advantages and disadvantages of the
    World Studies)                                                                        different methods?

    HIV/              What is HIV and AIDS?                               Sexually        What are STD's?
    AIDS              How is it transmitted?                              Transmitt       How can I identify and treat different STD's?
                      How does it affect your body?                       ed              How can we prevent STD's
                      How is it distributed worldwide?                    Diseases
                      What effect does it have on communities and
                      the individual?
                      What prevention and cures are there?
    Alcohol           Why do some people drink and why do others          Work            What type of career might I be interested in?
                      choose not to drink?                                Experienc       What would I need to do to do to get into this job?
                      How does alcohol affect your body?                  e?              How should I write an application letter?
                      What are some of the consequences of                                What makes a good CV?
                      drinking?                                                           What is an interview and how should I prepare
                      How to deal with peer pressure?                                     myself?
    First Aid         What did you learn in M2?                           Gender          How do we Gender identity: nature or nurture?
    (linked to life   How to respond to a situation?                      Issues          What are the stereotypes and the problems faced
    saving in PE)     How should you deal with an unconscious                             by men and women in society and what can be
                      person?                                                             done about this?
                                                                                          What is Homosexuality and how is it viewed in
                                                                                          different societies?
    Health            What are my strengths and weaknesses in
    Related           relation to fitness, and how can I improve them?
    Fitness /PE

    Teen              How do you develop trust in a relationship?
    Sexuality and     What are the 'bases' and what is the best way
    Relationships     to round them?
                      To what extent can sex complicate a

M1 to M4 Handbook 2007                                     32
                                   AFTERNOON LANGUAGES

The optional afternoon language programme gives each student the opportunity to study his/her
mother tongue or national language.

Which languages we can offer depends on demand and on the availability locally of a suitable
person to teach the class.

                                SPECIAL EDUCATIONAL NEEDS

The SEN teacher offers extra help to students who need support with their learning. The help
provided will vary according to each student’s individual needs and, where appropriate, a student
may be withdrawn from a particular subject in order to support his or her learning across the
curriculum. If necessary students may be given extra time for homework, coursework and


There is a well-stocked library at ISM with provision for PreK – 12 students in fiction and non-
fiction. Fiction is divided into various reading levels: ER – Easy Readers (picture books), LP –
Lower Primary (picture books), MP – Middle Primary (chapter books with some simple
illustrations), JF – Junior Fiction (chapter books, novels….), F- general Fiction (secondary fiction),
and SF – Senior Fiction (young adult and adult fiction). Non-fiction books include a wide range of
subjects at all levels. New books are chosen to support the curriculum and often after consultation
with subject teachers. The library resources are electronically cataloged and available to staff and
students to browse on the library computers.

The library also has a well-provisioned reference area, where encyclopedias, dictionaries and
other reference books may be consulted. Internet access is available for research. The library
subscribes to Online Britannica and Global Newsbank database for staff, student, and parent use.
A variety of CD-ROMs and DVDs are also available. A variety of periodicals is available for both
secondary and primary grade levels. Special provision is made for students for whom English is a
foreign language. There is a pleasant garden and comfortable reading corners for quiet reading.
The librarian and library assistants are always happy to help students with their enquiries.

M1 to M4 Handbook 2007                   33
                             CREATIVITY, ACTION, SERVICE (CAS)

Although students will be involved in Community and Service activities as an integral part of their
curriculum (since Community and Service is an area of interaction), we continue to expect them to
participate for at least 60 minutes a week in the afternoon activities programme.

Such participation could involve the students in activities such as chess club, recycling or
woodwork – but the actual choice will depend upon what is on offer in any given term.


The afternoon sports programme, in which we expect all students to participate, offers students
the chance to pursue certain activities to a much higher level than is usually possible during the
morning Physical Education classes. It also gives students the opportunity to try a number of new
sports. The aim of this afternoon sports programme is to cater for as many different backgrounds
and interests as possible and in recent years the sports offered have included soccer, rugby,
cricket, tennis, badminton, hockey, track & field, volleyball, basketball, netball, swimming,
aerobics, riding, trampolining, gymnastics and dance.

As part of this programme the school runs a number of teams who participate in regular fixtures
with local schools and clubs as well as occasional visits to Dar es Salaam and Kenya. The
standard of the school teams tends to be very high in most sports and in recent years students
have gained international honours.

                                      OUTDOOR PURSUITS

The Outdoor Pursuits programme at ISM runs a large number of voluntary trips at weekends for
secondary students. These trips include mountain trips to various heights on Kilimanjaro or Mount
Meru near Arusha, as well as visits to National Parks and other areas of northern Tanzania.
Mountain trips start with a camp craft trip, before going on to a low altitude level (for example to
Mandara, the first hut on Kilimanjaro, or to Miriakamba, the first hut on Meru); if students are
successful at this level they may then join trips which climb to progressively higher levels.

All trips are supervised by at least two teachers and an official guide. One teacher is a designated
trip leader responsible for all aspects of that trip.

The groups are taught that the safety and welfare of the group as a whole is paramount, and
students will always be brought down quickly at any sign of illness. The overall aim of the
programme is to encourage a wider knowledge of and respect for the environment in which we
live. The school’s Outdoor Pursuits Coordinator oversees the programme. The OP store has a
supply of basic equipment which students can borrow.

M1 to M4 Handbook 2007                   34
                                     International School Moshi

                               M4/M5 SUBJECT CHOICES FOR 2007/2009


This form must be returned to your tutor, or to Mr Beveridge as soon as possible after you receive it.

STUDENT’S NAME:_______________________________

Circle your choices clearly.

                  ART          or   MUSIC

                  FRENCH B          or    SWAHILI A


I, _______________________________ approve of my child's choice of subjects.
   (name of parent/guardian)

Parent’s or Guardian’s Signature: ___________________                 Date:_______

Student's Signature: _______________________                          Date:_______

Tutor's Signature: _______________________                            Date:_______
               (students presently in ISM only)

M1 to M4 Handbook 2007                   35

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