Get documents about "Holistic learning
Document Sample
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
class.
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
times.
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
Weekends
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.
Tutors
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.
Absences
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.
responsibilities?)
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.
Evaluation
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
Moderation
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
annually.
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
programme
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)
(optional)
Swahili (Language A and B) 80 80 80
Swahili Language A 200
option
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
requirement
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
basis.
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.
SWAHILI
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
people.
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.
Text-Type/
Assessment
M1 M2 M3 M4
Short Story/ Fiction “Stories from Other Writing for Children “The Lonely One” Selected Short
th
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”
th
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 “ “ “ “
th
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”
th
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”
th
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
Guiding
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
Interaction?
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
appropriately.
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
appropriate?
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
spelled/written?
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?
another
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?
M4
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
nationalism,
socialism,
communism,
imperialism,
militarism,
industrialism)
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?
Revolutions
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
problems.
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,
machines.
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
nd
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
eutrophication.
Animal Why is selection
reproducti pressure within
on and species important?
genetics
Healthy How does
Individuals development affect
and community health?
communiti
es
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
appropriate.
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
ways?
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
problem?
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?
mathematics
Students study each of the arts up to M3 – they then continue with Drama, but make a
choice between Visual Art or Music
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.
DRAMA
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
animal
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
time?
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
music?
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
own?
Under Pressure How does pressure affect Interpretation
the way we work and
perform as musicians?
How can we learn to better
cope with these
pressures?
Musical How do we define what Future?
Developments of the sounds good?
Modern Era How can and technology
help us to create sonic
atmospheres.
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
operation
Characters, How Do We Develop a
Environmen Sense of “Who, What, and
ts and Where” in Performance?
Action
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
awareness.
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
distances?
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
locomotion?
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
Basketball
Invasion Games - How can I help my team to
Football score more points than the
opposition
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?
opposition?
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
Wrestling?
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
effectively?
Gymnastics The Circus Team Games Soccer, Volleyball and water
polo
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
programmes?
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
performance?
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
creating
Not all products must be
complete in order to achieve all
achievement levels in this
criterion
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?
2007/08
Introduction to Design Technology
tools and safety procedures
Design Cycle
Keyboarding
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?
concept
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?
accurately?
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
systems?
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?
sounds?
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?
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
bacteria?
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
Exams?
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
Exams?
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
relationship?
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
examinations.
LIBRARY
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.
SPORTS
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 ONLY APPLIES TO STUDENTS GOING INTO M4
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
PLEASE OBTAIN THE FOLLOWING SIGNATURES:
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
