; Intro
Documents
User Generated
Resources
Learning Center
Your Federal Quarterly Tax Payments are due April 15th

# Intro

VIEWS: 24 PAGES: 47

• pg 1
```									International School Almere               Year planner 2008 - 2009

OVERVIEW PLANNERS – ALL SUBJECTS

MYP YEARS 2 – 5

September 2008
International School Almere                Year planner 2008 - 2009

INDEX:

LANGUAGE A
 English               Grade 7 – 10
 Dutch                 Grade 7 – 10

LANGUAGE B
 French                Grade 7 – 10
 Spanish               Grade 8 – 10
 Latin                 Grade 7 – 8

ART Drama               Grade 7 – 10

PHYSICAL EDUCATION      Grade 7 – 10
International School Almere                                Year planner 2008 - 2009

The mathematics programme aims to develop strong competencies in mathematical skills
and reasoning whilst enabling students to grasp these concepts with confidence and
work, projects, games, open and extended problem solving, and the use of technology such
as computer software and calculators. Graphing calculators will be introduced in the
extended course in grade 9. In grades 9 and 10 the students are either placed in the core or
extended maths.

Key Content:

Portfolio 1:
 Shapes and forms
 Numbers
 Locating points
 Diagrams

Portfolio 2:
 Lines and angles
 Formulas
 Measuring

Portfolio 3:
 Formulas and letters
 Symmetry
 Simplifying and powers

Assessment:
Portfolio 1:
Unit tests
Comunication and reflection
Puzzles
Investigation work

Portfolio 2:
Unit tests
Comunication and reflection
Investigation work
Puzzles

Portfolio 3
Reflection and Evaluation
Unit tests
Puzzles
Investigation work
International School Almere                                Year planner 2008 - 2009

The mathematics programme aims to develop strong competencies in mathematical skills
and reasoning whilst enabling students to grasp these concepts with confidence and
work, projects, games, open and extended problem solving, and the use of technology such
as computer software and calculators. Graphing calculators will be introduced in the
extended course in grade 9. In grades 9 and 10 the students are either placed in the core or
extended maths.

Key Content:

Portfolio 1:
 Calculating with letters
 2-D Shapes
 Equations

Portfolio 2:
 Percentages and representing data
 Square roots and pi
 Pythagoras‟ Theorem

Portfolio 3:
 General skills Volumes and enlargements
 Statistics and probability

Assessment:
Portfolio 1:
Unit tests
Comunication and reflection
Puzzles

Portfolio 2:
Unit tests
Comunication and reflection
The number PI
Pythagorean triples

Portfolio 3
Reflection and Evaluation
Unit tests
Clever at numbers
International School Almere                                Year planner 2008 - 2009

The mathematics programme aims to develop strong competencies in mathematical skills
and reasoning whilst enabling students to grasp these concepts with confidence and
work, projects, games, open and extended problem solving, and the use of technology such
as computer software and calculators. Graphing calculators will be introduced in the
extended course in grade 9. In grades 9 and 10 the students are either placed in the core or
extended maths.

Key Content:

Portfolio 1:
 Linear relationships
 Similar triangles

Portfolio 2:
 Trigonometric ratios
 Statistic and percentages
 Inequalities and simplifying

Portfolio 3:
 Trigonometry
 Various relationships
 Statistics and probabilities

Assessment:
Portfolio 1:
Unit tests
Comunication and reflection
Puzzles
Investigation work

Portfolio 2:
Unit tests
Comunication and reflection
Investigation work
Puzzles

Portfolio 3
Reflection and Evaluation
Unit tests
Puzzles
Investigation work
International School Almere                                Year planner 2008 - 2009

The mathematics programme aims to develop strong competencies in mathematical skills
and reasoning whilst enabling students to grasp these concepts with confidence and
work, projects, games, open and extended problem solving, and the use of technology such
as computer software and calculators. Graphing calculators will be introduced in the
extended course in grade 9. In grades 9 and 10 the students are either placed in the core or
extended maths.

Key Content:

Portfolio 1:
 Numbers and patterns; Sets; Limits of accuracy
 Equations- Linear equations; Construct equations from diagrams; factorizing

Portfolio 2:
 Angles and Similar triangles
 Graphs

Portfolio 3:
 Mensuration
 Final revision

Assessment:

Portfolio 1:
Unit tests
Comunication and reflection

Portfolio 2:
Unit tests
Comunication and reflection

Portfolio 3
Reflection and Evaluation
Unit tests
International School Almere                                Year planner 2008 - 2009

The mathematics programme aims to develop strong competencies in mathematical skills
and reasoning whilst enabling students to grasp these concepts with confidence and
work, projects, games, open and extended problem solving, and the use of technology such
as computer software and calculators. Graphing calculators will be introduced in the
extended course in grade 9. In grades 9 and 10 the students are either placed in the core or
extended maths.

Key Content:

Portfolio 1:
 Number Patterns and Ordering- Arithmetic progressions; Geometric progressions;
Tree diagram and Factorials; Permutations and Combinations
 Trigonometry- Trigonometric ratios; Surds& 30, 60, 90; 45, 45, 90; Unit circle;
Trigonometric identities
 Matrices- Adding and subtracting matrices; scalar and matrix multiplication; The
determinant and inverse of a matrix; Solving simultaneous equations using matrices
 Algebraic relationships- Factorising quadratics; Completing the perfect square;
Simplifying fractions using factorisation

Portfolio 2:
 Measurements- Perimeter; Area for squares, rectangles, parallelograms, kites,
trapeziums,    circles, ovals; Heron’s formula;Surface areas of common 3-D
shapes; Volume of Pyramids, prisms, cones, speheres.
 Linear equations
 Indices and surds

Portfolio 3:
 Transforming grafs
 Circle theorems; Angles; Similar triangles
 Statistics- Histograms, Polygon, Circle graph; Average; Box plots; standard deviation;
Grouped data, mid-point value

Assessment:
Portfolio 1:
Unit tests
Comunication and reflection
Investigation work

Portfolio 2:
Unit tests
Comunication and reflection
Investigation work

Portfolio 3:
Reflection and Evaluation
Unit tests
Investigation work
International School Almere                                  Year planner 2008 - 2009

MYP sciences aim to provide a worthwhile educational experience for all students whether or not they
go on to study science beyond the MYP. Our programme provides a firm foundation for further study
towards the IB Diploma.

Participation in MYP sciences should enable pupils to develop skills, understanding and knowledge of
science. They will develop an awareness of the benefits and limitations of science. Historical and
cultural contexts will enable them to see links with other subjects. Group work, particularly with
experiments, fosters international understanding and an awareness of science as a co-operative
activity. Students are encouraged to develop and apply their information technology skills.

Key Content:                                             Assessment:

Portfolio 1:                                          Portfolio 1:
 Scientific Method                                              Portfolio 3:
 Phase Changes                                           Evaporation lab
 What is matter?
 Polymers                                                Phase change lab conclusion
   Graphing activities
   Tests
Portfolio 2:                                                 Use of polymers in everyday life
 The Atmosphere                                          Lab behavior
 Forces
Portfolio 2:
Portfolio 3:                                              Skin cancer project
 Living vs Nonliving Things                           Tests
 Sexual Reproduction (plant                           Water bottle rocket and paper
and animal)                                       Lab behavior
 Mousetrap car
o graphing                                Portfolio 3:
o analyzing tables                            Create-a-creature model and paper
 Tests
 Bacteria lab
 Plant growth lab
 Plant reproduction cartoon
 STD project
International School Almere                               Year planner 2008 - 2009

MYP sciences aim to provide a worthwhile educational experience for all students whether or
not they go on to study science beyond the MYP. Our programme provides a firm foundation
for further study towards the IB Diploma.

Participation in MYP sciences should enable pupils to develop skills, understanding and
knowledge of science. They will develop an awareness of the benefits and limitations of
science. Historical and cultural contexts will enable them to see links with other subjects.
Group work, particularly with experiments, fosters international understanding and an
awareness of science as a co-operative activity. Students are encouraged to develop and
apply their information technology skills.

Key Content:                                          Assessment:

Portfolio 1:                                       Portfolio 1:
 Classification                                    Tests
 Muscular system                                   Posters
 Skeletal system                                   Skeletal system disorder project

Portfolio 2:
 Circulatory system                            Portfolio 2:
 Sports Injuries                                   dissection
 Digestive System                                  sport injury poster- diagnose an
 Nutrition                                             athlete‟s injury and treat-
 lab behavior
Portfolio 3:                                           tests
 What is chemistry?                                survey of people‟s diets and write a
 Mixture vs compound                                   conclusion
Portfolio 3:
o graphing                                     property labs
o analyzing tables                         Tests
 Unknown mixture separation
 Model of atoms and paper
International School Almere                               Year planner 2008 - 2009

MYP sciences aim to provide a worthwhile educational experience for all students whether or
not they go on to study science beyond the MYP. Our programme provides a firm foundation
for further study towards the IB Diploma.

Participation in MYP sciences should enable pupils to develop skills, understanding and
knowledge of science. They will develop an awareness of the benefits and limitations of
science. Historical and cultural contexts will enable them to see links with other subjects.
Group work, particularly with experiments, fosters international understanding and an
awareness of science as a co-operative activity. Students are encouraged to develop and
apply their information technology skills.

Key Content:                                         Assessment:

Portfolio 1:                                     Portfolio 1:
 Cellular Organelles                             Tests
 Cellular Transport                              Osmosis lab (2x)
 Cellular Respiration                            Role playing for cell
 Photosynthesis                                      resp/photosynthesis/ protein
 Protein Synthesis                                   synthesis
 Cell respiration lab
 Protein synthesis bio workbench
Portfolio 2:
 What is chemistry                           Portfolio 2:
 History of the atom                             Tests
 Atomic structure                                Element research project
 Bonding                                         Ionic and covalent bonding labs
 Chemical equations                              Acid lab
 Acids and bases                                 Acid rain research project
 Chemical equation balancing
Portfolio 3:                                             practice
 Currents
 Circuits                                    Portfolio 3:
 Simple machines                                 Rube Goldberg Project
 Circuit diagrams
o graphing                               Tests
o analyzing tables                       Static electricity/current stations
International School Almere                               Year planner 2008 - 2009

Subject: Science BIOLOGY (compulsory)                                     Grade 10

MYP sciences aim to provide a worthwhile educational experience for all students whether or
not they go on to study science beyond the MYP. Our programme provides a firm foundation
for further study towards the IB Diploma.

Participation in MYP sciences should enable pupils to develop skills, understanding and
knowledge of science. They will develop an awareness of the benefits and limitations of
science. Historical and cultural contexts will enable them to see links with other subjects.
Group work, particularly with experiments, fosters international understanding and an
awareness of science as a co-operative activity. Students are encouraged to develop and
apply their information technology skills.

Key Content:                                          Assessment:

Portfolio 1:                                       Portfolio 1:
 Mitosis                                           Tests
 Genetics                                          Cancer letter
 Natural selection                                 Genetic disorder project
 Evolution                                         Evolution debate

Portfolio 2:
Portfolio 2:                                           Tests
 Ecological relationships                          Water quality lab
 Pollution and monitoring                          Relationship analogies
 Research on destruction of wildlife
Portfolio 3:                                               and effect on ecological
 Plant structure,                                      relationships
 Plant function,                                   Graph analysis
 Plant classification
Portfolio 3:
 Flower dissection
Additional information                                 Plant growth lab
o graphing                                 Plant book
o analyzing tables                         Biome research project
o research/ citing
sources
International School Almere                               Year planner 2008 - 2009

Subject: Science Physics and Chemistry                                    Grade 10

MYP sciences aim to provide a worthwhile educational experience for all students whether or
not they go on to study science beyond the MYP. Our programme provides a firm foundation
for further study towards the IB Diploma.

Participation in MYP sciences should enable pupils to develop skills, understanding and
knowledge of science. They will develop an awareness of the benefits and limitations of
science. Historical and cultural contexts will enable them to see links with other subjects.
Group work, particularly with experiments, fosters international understanding and an
awareness of science as a co-operative activity. Students are encouraged to develop and
apply their information technology skills.

Key Content:                                        Assessment:

Portfolio 1:                                     Portfolio 1:
 Percent composition                                  tests
 Moles                                                magnesium lab
 Chemical equations                                   gum lab
 Balancing equations                                 
 Chemical formulas                           Portfolio 2:
 tests
 rate of reaction lab
Portfolio 2:                                              endothermic lab
 Rates of reactions                              exothermic lab
 Endo and exothermic                             factory manager role play
reactions
Portfolio 3:
Portfolio 3:                                              tests
 Waves                                                light and plant growth
 Light                                                    connection
 Sound                                                sound wavelength vs pitch lab

o graphing
o analyzing tables
o research/ citing
sources
International School Almere                                Year planner 2008 - 2009

Subject Group: Social Studies                                                      Grade 7

In Grades 7, 8 and 9 students follow an integrated humanities course. The major
components of the course consist of history and geography, although many other areas are
touched upon, including religion, law and writing, as well as areas outside of the traditional
humanities realm, including technology, language and the arts.
Throughout the three years it is hoped that the students will have understood how and why
man has settled throughout the world, set up different forms of government, and has adapted
him, in different ways, to deal with the problems of settlement. The students should be able
to appreciate the concepts of change and development, and be able to relate them to various
situations, which they will encounter, both in their studies and in their everyday lives.

Key Content:

Students will study the following topics:
World History for us all:
o Introduction
o Geography
o Big Era 4 1200 BCE – 500 CE
Ancient Rome
Ancient Egypt
Ancient Greece
Geography:
o The world through the years: land shifts and border shifts – politics, national
identity
o Land, sea, air // soil & ecosystems, coasts & shorelines, weather & climate
o The environment / problem: people and resources
o Millennium Goals
General skills:
o Thinking like a social scientist
o Outlining
o Summarizing
o Taking notes
o Research: sources, correct citing/footnotes
o Presentations and public speaking

Assessment:
Quizzes
End of unit test
Presentations
Poster boards
Essays and other forms of writing
Debates
Case studies
International School Almere                                Year planner 2008 - 2009

Subject Group: Social Studies                                                      Grade 8

In Grades 7, 8 and 9 students follow an integrated humanities course. The major
components of the course consist of history and geography, although many other areas are
touched upon, including religion, law and writing, as well as areas outside of the traditional
humanities realm, including technology, language and the arts.
Throughout the three years it is hoped that the students will have understood how and why
man has settled throughout the world, set up different forms of government, and has adapted
him, in different ways, to deal with the problems of settlement. The students should be able
to appreciate the concepts of change and development, and be able to relate them to various
situations, which they will encounter, both in their studies and in their everyday lives.

Key Content:
Students will study the following topics:
World History for us all:
o Introduction
o Geography
o Big Era 6 1400 – 1800 CE
Middle Ages
The Vikings
Black Death
Magna Charta
Renaissance
Reformation
Geography:
o The world through the years: land shifts and border shifts – politics, national
identity
o Globalization
o Development
o The environment / problem: people and resources
o Global interdependence
o Millennium Goals
General skills:
o Thinking like a social scientist
o Outlining
o Summarizing
o Taking notes
o Research: sources, correct citing/footnotes
o Presentations and public speaking

Assessment:
Quizzes, End of unit test, Presentations, Poster boards, Essays and other forms of writing
Debates, Case studies
International School Almere                                Year planner 2008 - 2009

Subject Group: Social Studies                                                       Grade 9

In Grades 7, 8 and 9 students follow an integrated humanities course. The major
components of the course consist of history and geography, although many other areas are
touched upon, including religion, law and writing, as well as areas outside of the traditional
humanities realm, including technology, language and the arts.
Throughout the three years it is hoped that the students will have understood how and why
man has settled throughout the world, set up different forms of government, and has adapted
him, in different ways, to deal with the problems of settlement. The students should be able
to appreciate the concepts of change and development, and be able to relate them to various
situations, which they will encounter, both in their studies and in their everyday lives.

Key Content:
Students will study the following topics:
World History for us all:
o Introduction
o Geography
o Big Era 7 1750 – 1900 CE
Maps of time
Enlightenment
Industrial Revolution
1848
(Westward) migration and emigration
Prelude to Russian Revolution
Geography:
o The world through the years: land shifts and border shifts – politics, national
identity
o Migration / Population
o Energy
o Urbanisation
o The environment / problem: people and resources
o Human Rights
o Millennium Goals
General skills:
o Thinking like a social scientist
o Outlining
o Summarizing
o Taking notes
o Research: sources, correct citing/footnotes
o Presentations and public speaking

Assessment:

Quizzes, End of unit test, Presentations, Poster boards, Essays and other forms of writing,
Debates
International School Almere                                Year planner 2008 - 2009

Subject Group: Social Studies (compulsory)                                 Grade 10

In Grades 7, 8 and 9 students follow an integrated humanities course. The major
components of the course consist of history and geography, although many other areas are
touched upon, including religion, law and writing, as well as areas outside of the traditional
humanities realm, including technology, language and the arts.
Throughout the three years it is hoped that the students will have understood how and why
man has settled throughout the world, set up different forms of government, and has adapted
him, in different ways, to deal with the problems of settlement. The students should be able
to appreciate the concepts of change and development, and be able to relate them to various
situations, which they will encounter, both in their studies and in their everyday lives.

Key Content:
Students will study the following topics:
World History for us all:
o Introduction
o Geography
o Big Era 8 1900 – 1950 CE
o Big Era 9 1945 - Present
World War 1
Highs and Lows of the 1920‟s & 1930‟s
The Great Depression
Rise of Fascism / Nazism
World War 2
Cold War / McCarthyism
Vietnam
The 60‟s – Gateway to a new balance of power and order
Geography:
o The world through the years: land shifts and border shifts – politics, national
identity
o Millennium Goals
o The environment
o Human Rights
General skills:
o Thinking like a social scientist
o Outlining
o Summarizing
o Taking notes
o Research: sources, correct citing/footnotes
o Presentations and public speaking

Assessment:

Quizzes, End of unit test, Presentations, Poster boards, Essays and other forms of writing
Debates
International School Almere                                   Year planner 2008 - 2009

Subject Group: Social Studies / GBS                                     Grade 10

General Business Studies introduces the fundamentals of Economics and modern day

Key Content:
Students will study the following topics:

o Economic systems
o Free enterprise versus government intervention
o Public versus private sector
o Capitalism versus communism versus other forms (NL, Sweden, China, US)
o Products versus services

Entrepreneurship
o Acquiring funding
o Where to locate?
o Human resources & the laws that cover it
o Finance / accounting
o Marketing / sales

General skills:
o Outlining
o Summarizing
o Taking notes
o Research: sources, correct citing/footnotes
o Presentations and public speaking

Assessment:

Quizzes, Business plan, Dragon‟s Den, End of unit test, Presentations, Poster boards
Essays and other forms of writing, Debates
International School Almere                                Year planner 2008 - 2009

Subject Group: Language A – English                                                Grade 7

English plays a significant role in the Middle Year Programme. It is not only the language of
instruction within the school but it is also a tool for developing social contacts. The English
Department aims to encourage the use of language as a vehicle to awaken the intelligence
of students and to provide them with the skills to respond to a variety of fiction and non-
fiction texts, develop a critical approach to literature, communicate appropriately in various
situations through written and oral forms, understand their own culture and those of others,
and gain a deeper understanding of human nature and read for enjoyment.

Key Content:

Portfolio 1: NARRATIVE
 Telling stories
 Creation Myths
 Rewriting fairytales
 Fantasy & Science Fiction
 Patterns in 'quest' plots

Portfolio 2: POETRY
 Poem as a story
 Poem as a picture
 Personification, Similes, Metaphors
 Poem as a sound
 Poem as a pattern
 Novel: Skellig

Portfolio 3: NON-FICTION
 Giving instructions (imperative)
 Giving information
 Autobiography
 Novel: Chasing Vermeer

GRAMMAR: present, past, future, plurals, possessive, much/many

Assessment:

Portfolio 1:                    Portfolio 2:                    Portfolio 3

   Present own story +            Image collage                  Write instructions
collage                        Season as a person             Make fact page
   Write creation myth            Shaping a poem                 Make leaflet
   Write SF 'Adventure on         Skellig project                Write short
Venda'                                                          autobiography
   Breadwinner Project                                            Vermeer project
International School Almere                                Year planner 2008 - 2009

Subject Group: Language A – English                                                Grade 8

English plays a significant role in the Middle Year Programme. It is not only the language of
instruction within the school but it is also a tool for developing social contacts. The English
Department aims to encourage the use of language as a vehicle to awaken the intelligence
of students and to provide them with the skills to respond to a variety of fiction and non-
fiction texts, develop a critical approach to literature, communicate appropriately in various
situations through written and oral forms, understand their own culture and those of others,
and gain a deeper understanding of human nature and read for enjoyment.

Key Content:

Portfolio 1: NARRATIVE
 (War) diaries & Journals
 Setting scene & creating atmosphere, descriptive writing
 Horror stories
 Novel: Holes
 Novel: How I live now

Portfolio 2: POETRY
 Limericks & Riddles
 Poem as a picture, poem a s a shape
 Personification, alliteration
 Haiku
 Rhythm, Onomatopoeia

Portfolio 3: NON-FICTION
 Making news & magazines
 Graphology
 Travel-writing

GRAMMAR: verb tenses, homophones, irregular verbs, mine/yours, some/any

Assessment:

Portfolio 1:                    Portfolio 2:                    Portfolio 3

   Future diary                   Write Limerick                 Make newspaper on
   Bill Bott's diary              Image poems                     deadline (team)
   Room description               Firework poems (6              Analyze partner's
   'Mystery' description           different shapes)               handwriting
   Write horror story             Holes project                  Write travelogue
   How I live now project
International School Almere                                Year planner 2008 - 2009

Subject Group: Language A – English                                                Grade 9

English plays a significant role in the Middle Year Programme. It is not only the language of
instruction within the school but it is also a tool for developing social contacts. The English
Department aims to encourage the use of language as a vehicle to awaken the intelligence
of students and to provide them with the skills to respond to a variety of fiction and non-
fiction texts, develop a critical approach to literature, communicate appropriately in various
situations through written and oral forms, understand their own culture and those of others,
and gain a deeper understanding of human nature and read for enjoyment.

Key Content:

Portfolio 1: NARRATIVE
 Stories of the world (folk tales) – patterns
 Storytelling, short stories; mini sagas
 Crime stories
 Novel: Catcher in the Rye
 Shakespeare: A Midsummer Night‟s Dream

Portfolio 2: POETRY
 Images, Metaphors & Feelings
 Epitaphs
 Dramatic monologue
 Sounds, rhyme, alliteration
 Villanelle
 Novel: The curious incident of the dog in the nighttime

Portfolio 3: NON-FICTION
 Biographies
 Writing scripts
 TV Violence
 Novel: Being

GRAMMAR: conditionals, passive voice, (in) direct speech, past perfect & continuous,
reflexive pronouns

Assessment:

Portfolio 1:                    Portfolio 2:                    Portfolio 3

   Valkyries story                Response to poetry             Write biography
   Mini saga                      Epitaph                        Write, perform script for
   Letter                         Using sounds and                radio (team)
   Write Crime story               alliteration in poem           Debate + essay on TV
   Catcher project                Write villanelle                violence
   MSND adaptation                Curious Incident project       Being Project
International School Almere                                 Year planner 2008 - 2009

Subject Group: Language A – English                                                Grade 10

English plays a significant role in the Middle Year Programme. It is not only the language of
instruction within the school but it is also a tool for developing social contacts. The English
Department aims to encourage the use of language as a vehicle to awaken the intelligence
of students and to provide them with the skills to respond to a variety of fiction and non-
fiction texts, develop a critical approach to literature, communicate appropriately in various
situations through written and oral forms, understand their own culture and those of others,
and gain a deeper understanding of human nature and read for enjoyment.

Key Content:

Portfolio 1: NON-FICTION
 Eyewitness reports (& 'reality' shows)
 Reviews
 Arguments in print: Animal issues
 Age of invention & scientific writing
 Novel: The Book Thief

Portfolio 2: NARRATIVE
 'the classics', literature time chart
 Character analysis
 Romantic Fiction: excerpts from Thomas Hardy (Tess), Charlotte Bronte (Jane Eyre)
Jane Austen (Pride & Prejudice) & read pre-1900 novel
 Story openings
 Clichés
 Novel: Noughts & Crosses (0/+)

Portfolio 3: POETRY
 (Extended) metaphor, personification
 Writing a response/ commentary
 Half and full rhyme,
 Sonnets (Shakespeare, Browning, Keats)
 Shakespeare: (parts of) Romeo & Juliet

Assessment:

Portfolio 1:                    Portfolio 2:                    Portfolio 3

   Observation report             Character Analysis             Poem w/ personi- fication
   Essay assignment               Pre 1900 book                   or metaphor
   Write book review               presentation                   Write response
   Animal use report              Commentary                     Analyze poem – identify
   Essay: earth in 50 yrs         0/+ project                     devices
   Book Thief project                                             Perform poem
   Rewrite Romeo & Juliet
International School Almere                                 Year planner 2008 - 2009

Subject Group: Language A –Dutch                                             Grade 7

For the language A component of the MYP, students are able to take a course of study in
Dutch. This will be their mother tongue. If they want to study another mother tongue
language families do have the option to make their own arrangements, as long as the course
of study is faithful to the objectives of the Language A element of the MYP curriculum at the
International School Almere, and that we can be sure that the students is going to be
assessed accordingly.
If students were to select a Language A course, which was not English, they would not be
excluded from the English lessons at the school. Indeed participation in the lessons would be
encouraged, since the student would be studying all their other subjects in English, and
would benefit from this extra exposure to the language. This would almost certainly mean
that their Language A studies would need to take place in their own time.

Key Content:

The students are studying the following topics:
-Language as the most important mean to communication (oral and in writing).
-Several themes in fiction: history, the „Third World‟, multicultural society in works of
fiction and non-fiction.
-Language analysis (grammar), spelling, writing, reading, speaking in public and in
discussions,
listening.
-poetry

The subjects are studied in various ways. Students have to read novels and poems,
watch movies and analyse and discuss what they have seen, write stories, poems,
essays and other nonfictious texts and to give presentations (individually and in small
groups).

The used method „Op Niveau‟ is used as the most important mean to guide the students
along these different themes throughout the year.

Assessment:

   Assessment takes place by several wirtten question- and answer tests. They write book
reports on the four works of fiction they have to read individually throughout the year and
are interviewed by the teacher. Presentations and group-work is also asseseed on a
reuglar basis.
International School Almere                                Year planner 2008 - 2009

For the language A component of the MYP, students are able to take a course of study in
Dutch. This will be their mother tongue. If they want to study another mother tongue
language families do have the option to make their own arrangements, as long as the course
of study is faithful to the objectives of the Language A element of the MYP curriculum at the
International School Almere, and that we can be sure that the students is going to be
assessed accordingly.
If students were to select a Language A course, which was not English, they would not be
excluded from the English lessons at the school. Indeed participation in the lessons would be
encouraged, since the student would be studying all their other subjects in English, and
would benefit from this extra exposure to the language. This would almost certainly mean
that their Language A studies would need to take place in their own time.

Key Content

Students are deepening the reading, writing and analytical skills they acquired in grade 7. A
theme of special interest in the second portfolio is „beauty‟. By means of „backward planning‟
students are first exploring their own thoughts on this subject („IB-student profile
characterstics „thinker‟ and „reflective‟.). After we discovered that a highly abstract concept
like beauty is best defined by describiing (some of) its characteristics, we will explore two
very influential philosophical ideas about beauty, namely that of Plato (beauty as something
we start to grasp with our ears and eyes but leads us into the realm of spiritual meaning),
Aristotle (beauty is something that set people (and, accoording to Aristotle, even things) in
motion because of its attractiveness) and John Stuart Mill (beauty-as-quality). Students are
watching movies (Finding Forrester, The Girl with a Pearl Earring) and are reflecting on this
movies using the theoretical viewpoints given to them.
During the year the students are reading at least four works of fiction and a selection of
Dutch poetry. Furthermore, they learn how to wirte a bussiness-letter and and a report. I
expect to implement a very succesful digital method called „Taalonderwijs in Ontwikkeling‟
(TiO) to improve the students writing capabilties. The deepening of the student‟s grammatical
knowledge and his or her active use of this knowledge in written texts, as well as the
expansion of their thesaurus thesaurus will be an important element in the grade 8
curriculum. TiO enables students to do so.
Finally, the aim is to improve the student‟s reading skills to the extent that, at the end of the
year,t they are able to understand a long article of a Dutch quality newspaper (De Volkskrant

Assessment:

   Assessment takes place by several wirtten question- and answer tests. They write
book reports on the four works of fiction they have to read individually throughout the
year and are interviewed by the teacher. Presentations and group-work is also
asseseed on a regular basis. The improvement of writing- and reading skills is
measured by several individual tests.
International School Almere                                 Year planner 2008 - 2009

For the language A component of the MYP, students are able to take a course of study in
Dutch. This will be their mother tongue. If they want to study another mother tongue
language families do have the option to make their own arrangements, as long as the course
of study is faithful to the objectives of the Language A element of the MYP curriculum at the
International School Almere, and that we can be sure that the students is going to be
assessed accordingly.
If students were to select a Language A course, which was not English, they would not be
excluded from the English lessons at the school. Indeed participation in the lessons would be
encouraged, since the student would be studying all their other subjects in English, and
would benefit from this extra exposure to the language. This would almost certainly mean
that their Language A studies would need to take place in their own time.

Key Content:

Portfolio 1: Grammar.
The focus is on language-analysis, spelling and thesaurus. The students learn to work with
the so called „fictie-dossier‟ and extend their skills in writing letters. They also learn about
different Dutch newspapers, television programms and magazines which comment on
politics, social and cultural developments.
They watch the movie „‟Eline Vere‟.

Portfolio 2: ‘Indië (the Dutch Indies)
We watch the movie „Max Havelaar‟ and take part in several activities in respect to the
„Multatuli‟-year.
We read several fragments of Dutch authors who wrote about „Indië (the colonial name for
what is now Indonesia).
Students have to do group-presetations about a visit to the theatre or „filmhuis‟ (cinema for
art movies) and apply the information they got before about the use of Powerpoint.

Portfolio 3: Writing Woman, Woman on stage.
We watch several femal comedians („caberetières) and discuss the question whether or not it
makes a difference that they are women.Students have to read a (dutch or translated) novel
from a female writer.In class we read an analyse poems from female Dutch poets (Gerhardt
and Vasalis).

Assessment:
Assessment takes place by several wirtten question- and answer tests. They write book
reports on the four works of fiction they have to read individually throughout the year and
are interviewed by the teacher. Presentations and group-work is also asseseed on a
regular basis. The improvement of writing- and reading skills is measured by several
individual tests
International School Almere                              Year planner 2008 - 2009

For the language A component of the MYP, students are able to take a course of study in
Dutch. This will be their mother tongue. If they want to study another mother tongue
language families do have the option to make their own arrangements, as long as the course
of study is faithful to the objectives of the Language A element of the MYP curriculum at the
International School Almere, and that we can be sure that the students is going to be
assessed accordingly.
If students were to select a Language A course, which was not English, they would not be
excluded from the English lessons at the school. Indeed participation in the lessons would be
encouraged, since the student would be studying all their other subjects in English, and
would benefit from this extra exposure to the language. This would almost certainly mean
that their Language A studies would need to take place in their own time.

Key Content:

Portfolio 1: Presentation skills. Literature: Middle Ages.
Group assignment: Presentation about a sport. Students have to apply knowledge about how
to prepare and present the subject. They have to find their way through the information they
find in their book and decide for themselves when and if they need the help of the
teacher/coach.
Literature: Middle Ages: Theory about literary genres, classical reading of Karel ende
Elegast, Watching the movie Tristan and Isolde. Students read one (adapted) medieval work.
Portfolio 2: Dealing with information. Literature: 17th and early 18th century.
Students have to write an essay an show their skills in dealing assessing the value of
information. the use of sources etc.
Students watch Polanski‟s adaptation of Macbeth and Molière‟s L‟avare with Louis de Funès
in the role of Harpagon.
They read several Dutch poems of Vondel and Hooft.
Portfolio 3. Text analysis. Literature.
The focus is on language and text analysis. Furthermore, the students learn to deal
Literature: Late 18th and 19th century.
Classical reading: Goethe‟s Faust I. Music and poetry in Germany. Opera and literature.
Students have to read two literal works of this period.

Assessment:
Assessment takes place by several wirtten question- and answer tests. They write book
reports on the four works of fiction they have to read individually throughout the year and
are interviewed by the teacher. Presentations and group-work is also asseseed on a
regular basis. The improvement of writing- and reading skills is measured by several
individual tests.
International School Almere                                         Year planner 2008 - 2009

Subject Group: Language B – French                                                              Grade 7

French is one of the most widespread languages in the world, useful in business and diplomacy. French is
spoken in four of Germany‟s neighbouring countries. ISA offers students the opportunity to study French as a
foreign language at a standard level.
French is the vehicle of communication with students, and therefore the course is aimed at motivated students
wishing to become fluent.Students in the core French programme in grades 7 – 10 will develop a thorough
knowledge of the language and of French culture. The course includes the study of literature, provides exposure
to classic cinema, and aims to develop an enjoyment of reading and a pleasure of the language.

Key Content:
Portfolio 1:
- Communication skills
 introduce themselves
 spell and count
 give personal information (age, address, nationality, physical description)
- Grammar:
 definite and indefinite articles (le,la,les / un, une, des)
 the masculine and feminine of adjectives (petit/petite,gros/grosse)
 the plural of nouns and adjectives (un stylo, des stylos, le livre, les livres)
 presentative form (c'est/ ce sont)
 the present tense of regular verbs (parler, habiter, aimer….)
Portfolio 2:
- Communication skills
 describe theirs tastes
 make suggestions, accept / refuse them.
 tell the time
 describe daily routine (at home and at school)
- Grammar:
 the present tense of irregular verbs ( être, avoir, aller, faire, pouvoir,vouloir, ….)
 possessive adjectives (mon, ma, mes,ton, ta tes….)
 the interrogative form with …est-ce que…
 the negative form (ne + verbe + pas)
 prepositions (à, au, à la, au, chez, dans, en, de, …)
 reflexive verbs
 present continuous (etre en train de+infinitif)
Portfolio 3:
- Communication skills
 describe their town
 give directions
 give orders
 describe the weather
 describe future plans
- Grammar:
   the imperative (travaille, écoute…)
   the past tense (passé composé with avoir, verbs é and some irregulars)
   the future tense(proche) (aller + infinitive

Assessment:
   role plays _Criteria A,B
   presentations_Criteria A,B
   compositions (guided and creative writing), draw cartoons_Criteria C,D
   reading and comprehension (children's litterature, comics, songs, documentaries,
movies...)_Criteria E
International School Almere                                          Year planner 2008 - 2009

Subject Group: Language B – French                                                               Grade 8

French is one of the most widespread languages in the world, useful in business and diplomacy. French is
spoken in four of Germany‟s neighbouring countries. ISA offers students the opportunity to study French as a
foreign language at a standard level.
French is the vehicle of communication with students, and therefore the course is aimed at motivated students
wishing to become fluent. Students in the core French programme in grades 7 – 10 will develop a thorough
knowledge of the language and of French culture. The course includes the study of literature, provides exposure
to classic cinema, and aims to develop an enjoyment of reading and a pleasure of the language.

Key Content:

Portfolio 1:
- Communication skills
     give personal information
     describe fashion preferences
     give an opinion and justify it
    per         - Grammar:
    direct and indirect object pronouns (le, la, les)
    the interrogative form (with intonation, inversion and …est-ce que…)
    Questions words (pourquoi, parce que, qui, comment)
    present tense (savoir,faire,prendre, aller,vouloir, pouvoir,être,avoir..)

Portfolio 2:
- Communication skills
    describe habits
    carry out transactions (in shops, post office, station…)
    talk about past and future events
- Grammar:
   the future tense (aller+infinitive)
   expressions of quantities and partitive articles (du, de la,de l’ des)
   the imperative
   the past tense (passé composé with avoir) and être)
   the past tense in the negative form

Portfolio 3:
- Communication skills
   make predictions
   locate and describe places
   talk about the protection of the environment
   express obligations and interdictions
- Grammar:
    the past tense (passé composé with être)
    the agreement of the p.p with être
    futur tense (futur simple)
    expressing obligations/interdicitons with il (ne) faut (pas) + infinitive and devoir
    comparatives and superlatives

Assessment:
   role plays _Criteria A,B
    presentations_Criteria A,B
   compositions (guided and creative writing), draw cartoons_Criteria C,D
   reading and comprehension (children's litterature, comics, songs, documentaries,
movies...)_Criteria E
International School Almere                                         Year planner 2008 - 2009
Subject Group: Language B – French                                                               Grade 9
French is one of the most widespread languages in the world, useful in business and diplomacy. French is
spoken in four of Germany‟s neighbouring countries. ISA offers students the opportunity to study French as a
foreign language at a standard level.
French is the vehicle of communication with students, and therefore the course is aimed at motivated students
wishing to become fluent. Students in the core French programme in grades 7 – 10 will develop a thorough
knowledge of the language and of French culture. The course includes the study of literature, provides exposure
to classic cinema, and aims to develop an enjoyment of reading and a pleasure of the language.
Key Content:
Portfolio 1:
- Communication skills
 give and ask for personal details on past events
- Grammar:
   present (er,ir,re)
   passé composé (with être and avoir)
   agreement of the past participle in passé compose with être)
   the recent past (venir + infinitif)
   reflexive verbs
Portfolio 2:
- Communication skills
    talk about present and past habits
 tell a story
 talk about their educational system
 talk about future events, personal projects/ professional choices
 make predictions
 talk about sports, hobbies and leisure activities
- Grammar:
    the imparfait (regular and irregular verbs)
    the opposition between passé compose and imparfait
    the pronouns y and en (COI)
    possessive pronouns (le/la mien/ne, le nôtre...)
    Direct and indirect pronouns (le, la, les - lui, leur…)
    the near future (futur proche)
    the future tense
Portfolio 3:
- Communication skills
   express conditions
   express quantities
   make suggestions
   express wishes
   make comparisons

- Grammar:
 indefinite pronouns (ne rien , quelque chose,ne personne , quelqu’un…)
 the condition (si+present, future tense)
 conditional tense
 comparative (plus que, moins que...)

Assessment:
   role plays _Criteria A,B
   presentations_Criteria A,B
   compositions (guided and creative writing), draw cartoons_Criteria C,D
   reading and comprehension (litterature, comics, songs, documentaries,
movies...)_Criteria E
International School Almere                                         Year planner 2008 - 2009
Subject Group: Language B – French                                                           Grade 10

French is one of the most widespread languages in the world, useful in business and diplomacy. French is
spoken in four of Germany‟s neighbouring countries. ISA offers students the opportunity to study French as a
foreign language at a standard level.
French is the vehicle of communication with students, and therefore the course is aimed at motivated students
wishing to become fluent. Students in the core French programme in grades 7 – 10 will develop a thorough
knowledge of the language and of French culture. The course includes the study of literature, provides exposure
to classic cinema, and aims to develop an enjoyment of reading and a pleasure of the language.

Key Content:

Portfolio 1:
- Communication skills
 talk about habits and frequency
 locate in time
- Grammar:
 present
 passé composé (with être and avoir)
 agreement of the past participle in passé compose with être
 dates and duration :(il y a 10 ans, en 2004,, de 1990à 1998)
 imparfait
 the opposition between passé compose and imparfait

Portfolio 2:
- Communication skills
 talk about future events, plans
 express possession
 to give and justify an opinion
 talk about sports, hobbies and leisure activities
- Grammar:
    the pronouns y and en and relative pronouns : qui, que , où
 possessive pronouns (le mien, le tien, le nôtre…)
 the future tense
 indefinite pronouns (ne rien , quelque chose,ne personne , quelqu’un…)
 the condition (si+present, future tense)

Portfolio 3:
- Communication skills
 express conditions
 make suggestions, accept / refuse them
 express a wish, give advice/recommendation ,make reproaches
 report speech, ideas, thoughts…
- Grammar:
 the conditional mood / the hypothesis ( si+imparfait, conditional)
 sequence of tenses
 the reported speech (past and present)
 pluperfect

Assessment:
   role plays _Criteria A,B
   presentations_Criteria A,B
   compositions (guided and creative writing), draw cartoons_Criteria C,D
   reading and comprehension ( litterature, comics, songs, documentaries,
movies...)_Criteria E
International School Almere                                         Year planner 2008 - 2009

Subject: Language B - Spanish                                                             Grade 8

Spanish is one of the most widespread languages in the world, useful in business and diplomacy. ISA offers
students the opportunity to study Spanish as a foreign language at a standard level.
Spanish is the vehicle of communication with students, and therefore the course is aimed at motivated students
wishing to become fluent.
Students in the core Spanish programme in 7 – 10 will develop a thorough knowledge of the language and of
Spanish culture. The course includes the study of literature, provides exposure to classic cinema, and aims to
develop an enjoyment of reading and a pleasure of the language.

Key Content:
Portfolio 1:
Communication skills:
-Greetings: formal and informal
-Spelling and numbers
-Using the colors
-Introduce themselves
-Give personal information (age,nacionality,physical description).
Grammar
-Verb ser
-Feminine and masculine .Singular and plural.
-Existence
-Reflexive pronouns
Portfolio 2:
Communication skills :
-Describe their houses and families.
-Hay
-Tell the time.
-Talk about the objects of the classroom.
Grammar
-Verb estar
-Present tense of regular and irregular common verbs
-Interrogatives
-Prepositions
-Reflexive verbs
Portfolio 3:
Communication skills
-Describe their town
-Present progressive form
Grammar
-Present progressive form :verb estar +gerundio ( ando-iendo)
-Simple past tense of regular and irregular verbs.
-Verbs: ser-estar-llevar

Assessment:
-Role playing. Criteria A-B
-Presentations. Criteria A-B
-Listening comprehension.Criteria B
-Written exercises. Criteria D
-Oral questions. Criteria B

Portfolio 2:
International School Almere                                         Year planner 2008 - 2009

Subject: Language B - Spanish                                                             Grade 9

Spanish is one of the most widespread languages in the world, useful in business and diplomacy. ISA offers
students the opportunity to study Spanish as a foreign language at a standard level.
Spanish is the vehicle of communication with students, and therefore the course is aimed at motivated students
wishing to become fluent.
Students in the core Spanish programme in 7 – 10 will develop a thorough knowledge of the language and of
Spanish culture. The course includes the study of literature, provides exposure to classic cinema, and aims to
develop an enjoyment of reading and a pleasure of the language.

Key Content:
Portfolio 1:
Communication skills:
-Greetings: formal and informal
-Introduce themselves
-Give information over one place.Spain
-Talk about hobbies and free time
Grammar
-Review from: Prepositions-reflexive pronouns and possessives
-Review of the present form of regular and irregular verbs.
-review interrogations : que –cual-como –cuantos-donde-quien
Portfolio 2:
Communication skills:
-Talk about mental and physic feelings
-Present progressive
-Talk about their city, weather, clothes ,family and parts of the body
Grammar:
-Verb ser versus verb estar and tener versus estar
-Verb doler
-Simple past from regular and irregular verbs.
Portfolio 3:
Communication skills
-Express frequency and quantity
-Talk about places: Chile-Peru-Venezuela and mundo maya.
Grammar
Verbs gustar-encantar-preferir
Accentuation.

Assessment:
-Role playing. Criteria A-B
-Presentations. Criteria A-B
-Listening comprehension.Criteria B
-Oral questions. Criteria B

Portfolio 2:



Portfolio 3
International School Almere                                         Year planner 2008 - 2009

Subject: Language B - Spanish                                                             Grade 10

Spanish is one of the most widespread languages in the world, useful in business and diplomacy. ISA offers
students the opportunity to study Spanish as a foreign language at a standard level.
Spanish is the vehicle of communication with students, and therefore the course is aimed at motivated students
wishing to become fluent.
Students in the core Spanish programme in 7 – 10 will develop a thorough knowledge of the language and of
Spanish culture. The course includes the study of literature, provides exposure to classic cinema, and aims to
develop an enjoyment of reading and a pleasure of the language.

Key Content:
Portfolio 1:
Communicatiion skills
-Give opinion
-Agreement and disagreement
-Give instructions
Grammar
-Review of : the present tense.past tense, present progressive,prepositions and
interrogatives
-Imperative form
-Verbs of opinion: parecer.creer.
-Vebos gustart,digustar,odiar.
Portfolio 2:
Communication skills
-Exclamation forms
-Comparatives
Grammar
-Superlatives
-Direct and indirect object
Portfolio 3:
Communication skills
-Making a recipe
-Talk about past actions ( imperfecto)
Grammar
-Future tense
-Imperfecto versus preterito
-Hay que- es necesario que.
-Por-para
Assessment:
-Role playing. Criteria A-B
-Presentations. Criteria A-B
-Listening comprehension.Criteria B
-Oral questions. Criteria B

Portfolio 2:
International School Almere                                Year planner 2008 - 2009

Subject Group: Language B – Latin                                           Grade 7

Latin is not spoken, but read and translated from Latin to English. The Cambridge Latin
Course Book I covers the basics of grammar. The stories centre around Pompeï.
The CLC site helps students to study the vocabulary, to practice the grammar and to read
the texts. The cultural element in the CLC-site is very extensive and directs the students to
very informative sites, that relate to the chapters in the book.
The tempo is slow to allow time for activities such as toga‟s, drawings, mythology and DVD‟s:
Odysseus, Jason and the Argonauts. Students are encouraged to make connections with
Spanish, English and French.

Key Content:

Portfolio 1:
Stage 1: Caecilius. Grammar: sentences and word order. Culture: how do Romans live.
Stage 2: In villa. Grammar: nouns, nominative and accusative case singular. Culture: Daily
life, meals
Stage 3: Negotium. Grammar: nouns and the three declensions. Culture: town of Pompeï.

Portfolio 2:
Stage 4: In foro. Grammar: the verb. Culture: the Forum.
Stage 5: In theatro. Grammar: plural, nouns and verbs. Culture: the theatre.
Stage 6: Felix. Grammar: verb imperfect and perfect tense. Culture: Slaves and freedmen.

Portfolio 3:
Stage 7: Cena. Grammar: verbs. Culture: Beliefs about life and death.
DVD: The Trojan War, the story of Odysseus.

Mythology: DVD The Storyteller

Assessment:

Portfolio 1: all stages end with a vocabulary test. The students are allowed to miss 10% of
the words. They must repeat the test until they attain this score. Only the first two tests count
for a mark. The same rules apply for the grammar/translation test.
Portfolio 2:     same
Portfolio 3:     same. Knowledge of the story of Homer, the Trojan war, Odysseus.
International School Almere                                   Year planner 2008 - 2009

Subject Group: Language B – Latin                                          Grade 8

Latin is not spoken, but read and translated from Latin to English. The Cambridge Latin
Course Book I covers the basics of grammar. The stories centre around Pompeï.
The CLC site helps students to study the vocabulary, to practice the grammar and to read
the texts. The cultural element in the CLC-site is very extensive and directs the students to
very informative sites, that relate to the chapters in the book.
The tempo is slow to allow time for activities such as toga‟s, drawings, mythology and DVD‟s:
Odysseus, Jason and the Argonauts. Students are encouraged to make connections with
Spanish, English and French.

Key Content:

Portfolio 1:
Stage 8: Gladiatores. Grammar: plural of accusative of nouns. Culture: gladiatorial shows.
DVD (BBC): Colosseum
Stage 9: Thermae. Grammar: dative case of nouns. Culture: the baths.

Portfolio 2:
Stage 10: Rhetor. Grammar: verbs, all forms. The verb to be. Culture: Education
Stage 11: Candidati. Grammar: verbs and the dative. Questions. Culture: Local government
and elections.

Portfolio 3:
Stage 12: Vesuvius. Grammar: complete verb. Culture: the destruction and excavation of
Pompeï. DVD (BBC): Pompeï.
DVD: Jason and the Argonauts.

Latin in grade 9 and 10 is optional. It focuses on translations. The textbook Short Latin
Stories supplies simplified texts of main Roman writers. They are shown in the context of
history. Students also read texts in translation to familiarize themselves with the writers.

Assessment:

Assessment of vocabulary, grammar and translationskills.
International School Almere                              Year planner 2008 - 2009

Subject: German - Language B                                                     Grade 9

Key Content:
German is the largest language in the European Union and, being the mother tongue of very
influential thinkers and writers, the language in which many of the most influantial thoughts
and ideas that shaped the modern world are expressed.
Unfortunately, only a few students choose to follow the German course (At the beginning
of this school year only one grade 8 student showed some interest). The ISA was therefor
forced to no longer offer German as an alternative to Spanish.
The two students in grade 9 that already took German class in grade 8 are enabled to finish
this course. The same goes for the one student in grade 10 which followed German classes
The curriculum for German is given by the teacher of Dutch, who lived in Germany for
several years and took several language German language courses (Deutsch als
Fremdsprache I und II). Education in German is offered in close co-operation with the
teacher of German of the grammar department of „Het Baken‟. To make this co-operation
easier, the decision is made to offer the German course in Dutch in order to be able to use
the same method as Het Baken does.
The aim is to get both students reacht at least at the same level as the 4 VWO students
in regular Dutch education. The one student in grade 10 has, due to his background, already
reached this level and is offered a program in German literature and „Deutschlandkunde‟.

Assessment:
Assessment takes place by several written question- and answer tests. They write book
reports on the four works of fiction they have to read individually throughout the year and
are interviewed by the teacher. Presentations and group-work is also assessed on a
regular basis. The improvement of writing- and reading skills is measured by several
individual tests
International School Almere                               Year planner 2008 - 2009

Subject: Design & Technology                                                      Grade 7

MYP Design & Technology aspires to develop creative problem solvers who are caring and
responsible individuals, able to respond critically and resourcefully to the demands of the
increasingly technological society and to appreciate the importance of technology for life,
society and the environment (Technology guide MYP, 2008).
To contribute to a learning attitude, Design & Technology uses the design cycle. The design
cycle is a model and it is intended to be the central tool to help students create and evaluate
products/solutions in response to challenges. The MYP technology design cycle consists of
four major stages and these relate to the objectives of the course: Investigate, Plan, Create,
Evaluate.

Key Content:

Portfolio 1: Introduction to Design Cycle

   Fantasy Ice Creams
   Recognition on a Medieval Battlefield
   Designing travel guide
   The human body

Portfolio 2: Computer Technology

   Websites
   Interactivity
   Communication in ancient writings

Portfolio 3: 3D

   Design and create a new school building
   Rietveld chair
   Power point presentation on Holiday destination

Assessment:
Portfolio 1, 2, 3:

   The criterions will be assessed by written reports, reflection and assessment of the
product and oral presentations of the work produced.
International School Almere                               Year planner 2008 - 2009

Subject: Design & Technology                                                      Grade 8

MYP Design & Technology aspires to develop creative problem solvers who are caring and
responsible individuals, able to respond critically and resourcefully to the demands of the
increasingly technological society and to appreciate the importance of technology for life,
society and the environment (Technology guide MYP, 2008).
To contribute to a learning attitude, Design & Technology uses the design cycle. The design
cycle is a model and it is intended to be the central tool to help students create and evaluate
products/solutions in response to challenges. The MYP technology design cycle consists of
four major stages and these relate to the objectives of the course: Investigate, Plan, Create,
Evaluate.

Key Content:

Portfolio 1: Design and exploration

   My personalized Rietveld Chair
   Ancient writing/expression
   Design your own mosaic (Islam)

Portfolio 2: Creative art

   Designing an emotional landmap
   Millenium Development Goals
   Designing travel guide
   Trash Toys

Portfolio 3: Environments

   Natural disasters
   Chasing computers (where do old computers go and what can we do to make them
more environtment friendly)

Assessment:
Portfolio 1, 2, 3:

   The criterions will be assessed by written reports, reflection and assessment of the
product and oral presentations of the work produced.
International School Almere                                Year planner 2008 - 2009

Subject: Design & Technology                                                      Grade 9

MYP Design & Technology aspires to develop creative problem solvers who are caring and
responsible individuals, able to respond critically and resourcefully to the demands of the
increasingly technological society and to appreciate the importance of technology for life,
society and the environment (Technology guide MYP, 2008).
To contribute to a learning attitude, Design & Technology uses the design cycle. The design
cycle is a model and it is intended to be the central tool to help students create and evaluate
products/solutions in response to challenges. The MYP technology design cycle consists of
four major stages and these relate to the objectives of the course: Investigate, Plan, Create,
Evaluate.

Key Content:

Portfolio 1: Art design

   Blow-up Art
   My personolized Rietveld Chair
   Humanism

Portfolio 2: Food Technology

   Project soft drink
   Soy products affecting the world
   Natural disasters

Portfolio 3: Environments

   Trash Toys
   Chasing computers (where do old computers go and what can we do to make them
more environtment friendly)

Assessment:
Portfolio 1, 2, 3:

   The criterions will be assessed by written reports, reflection and assessment of the
product and oral presentations of the work produced.
International School Almere                               Year planner 2008 - 2009

Subject: Design & Technology                                               Grade 10

MYP Design & Technology aspires to develop creative problem solvers who are caring and
responsible individuals, able to respond critically and resourcefully to the demands of the
increasingly technological society and to appreciate the importance of technology for life,
society and the environment (Technology guide MYP, 2008).
To contribute to a learning attitude, Design & Technology uses the design cycle. The design
cycle is a model and it is intended to be the central tool to help students create and evaluate
products/solutions in response to challenges. The MYP technology design cycle consists of
four major stages and these relate to the objectives of the course: Investigate, Plan, Create,
Evaluate.

Key Content:

Portfolio 1: Computer design

   Create a school movie trailer
   Chasing t-shirts (ppp presentation)

Portfolio 2: Food Technology

   Fundraiser
   Trash Toys

Portfolio 3: Environments

   Natural disasters
   Chasing computers (where do old computers go and what can we do to make them
more environtment friendly)

Assessment:
Portfolio 1, 2, 3:

   The criterions will be assessed by written reports, reflection and assessment of the
product and oral presentations of the work produced.
International School Almere                              Year planner 2008 - 2009

The emphasis is on a positive, creative and enjoyable environment.

The student involvement is a key component in the development of the drama projects.

A responsible and motivated student is a necessary criterion to succeed in this course, so
that the possible staging of a production can be achieved.

Key Content:

Portfolio 1:
 Introduction to Drama: Listening, group & audience skills. Improvisation.
 Tableau Vivante
 Stage Zones & Stage Etiquette
 Mime & Robot Project

Portfolio 2:
 Story Telling & Devising Modern Fairy tales
 Different Perspectives – The Emperor‟s Clothes
 Devising Drama through Teacher in Role: Darkwood Manor & King‟s Fountain

Portfolio 3:
 The Four Elements – Different Qualities of Movement
 Ensemble Theatre
 Rehearse & Perform short play: „Earth, Fire & Water‟

Particular attention is given to the keeping of a Developmental Work Book. More than half of
the assessment marks given are based on work in the DWB.

Assessment:

Portfolio 1:
 Introduction to Drama : Assessment of DWB - Criteria A, C & D
 Tableau: Criteria B
 Stage zones: Criteria A

Portfolio 2:
 Story Telling & Modern Fairy Tales: In class assessment and in DWB across all
criteria

Portfolio 3:
 Four Elements & Ensemble Theatre: In class assessment and in DWB across all
criteria
International School Almere                              Year planner 2008 - 2009

The emphasis is on a positive, creative and enjoyable environment.

The student involvement is a key component in the development of the drama projects.

A responsible and motivated student is a necessary criterion to succeed in this course, so
that the possible staging of a production can be achieved.

Key Content:

Portfolio 1:
 The Mantle of the Expert – Wolf Children
 Creating Location – Conflict with Space
 The Lost Valley – Creation of sustainable character; dance; exploring tribal worlds

Portfolio 2:
 Lulu – family arguments as basis for drama. Charcterization.

Portfolio 3:
 Greek Theatre

Particular attention is given to the keeping of a Developmental Work Book (DWB). More than
half of the assessment marks given are based on work in the DWB.

Assessment:

Portfolio 1:
 Wolf Children : Criteria C
 Conflict with Space: Criteria B
 The Lost Valley: Assessment on written work in DWB. Criteria A, C & D

Portfolio 2:
 Lulu: In class work and written work in DWB across all criteria

Portfolio 3:
 Greek Theatre - Criteria A & B
 Shadow Puppets: Assessment on written work in DWB. Criteria A, C & D.
Performance of puppet play: Criteria B
International School Almere                                Year planner 2008 - 2009

The emphasis is on a positive, creative and enjoyable environment.

The student involvement is a key component in the development of the drama projects.

A responsible and motivated student is a necessary criterion to succeed in this course, so
that the possible staging of a production can be achieved.

Key Content:

Portfolio 1:
 Exploring social issues: Fame
 Shakespeare and his world: making Shakespeare relevant to a young audience
today.
 Play: Midsummer Night‟s Dream

Portfolio 2:
 Play: Midsummer Night‟s Dream (cont)
 Emotions: using and exploring emotions in drama

Portfolio 3:
 Exploring social issues: Gender
 Status: understanding and using status to create character

Students are expected to keep a Developmental Work Book (DWB) which will be regularly
assessed.

At least one visit to the theatre will be arranged as part of the drama curriculum

Assessment:

Portfolio 1:
 Shakespeare – assessed across all criteria through in class assignments and written
work in DWB

Portfolio 2:

Portfolio 3:
 Status: assessment across all criteria
International School Almere                                Year planner 2008 - 2009

The emphasis is on a positive, creative and enjoyable environment.

The student involvement is a key component in the development of the drama projects.

A responsible and motivated student is a necessary criterion to succeed in this course, so
that the possible staging of a production can be achieved.

Key Content:

Portfolio 1:
 Courtroom Drama: Understanding structure of trials as basis for drama
 Frankenstein: Ethical issues in science; Frankenstein on trial, play writing skills and
stage design

Portfolio 2:
 Performance: Creation of short performance pieces (one act plays or dialogues)

Portfolio 3:
 Theatre of the Absurd: Becket, Pinter & Ionesco
 Theatre Sport: Theatre Improvisation

Students are expected to keep a Developmental Work Book (DWB) which will be regularly
assessed.

At least one visit to the theatre will be arranged as part of the drama curriculum

Assessment:

Portfolio 1:
 Frankenstein: Assessment across all criteria

Portfolio 2:
 Performance: Assessment across all criteria

Portfolio 3:
 Theatre of the Absurd: Criteria A & B
 Theatre Sport: Criteria B, C & D
International School Almere                                Year planner 2008 - 2009

Subject group: Physical Education                                                  Grade 7

A Physical Education activity involves all students in Physical exercise, within a learning
environment. Students are taught to understand and respect their own body, and its scope
and limitations. They are encouraged and assisted in developing their range of psychomotor
skills to a standard that allows successful participation in many sporting, performing and
exercise related activities. Additionally, they are taught the rules, tactics and strategies
associated with these activities. We aim to develop a knowledge and understanding of the
scientific, social en historical dimensions of physical activity, as well as developing positive
attitudes and social skills.

Key Content:
Portfolio 1:

   Football
   Front-Flip
   Trampoline
   Athletics (introduction)
   Running

Portfolio 2:

   Hockey
   Volleyball
   Handstand
   Running

Portfolio 3:

   Racketsports
   Trapeze
   Dancing Around the world

Assessment:
   A: Use of knowledge, Does the student related the demonstrate and understanding of
the principles to a variety of physical activities. This is a writing assessment.
   B: Movement composition, does the student use all stages of the creative process,
plan en design, perform en evaluated in the Physical education lessons.
   C: Performance, does the students show some range of activities and show his skills
and technique in the lessons. The student must also been able to apply tactics,
strategies and rules in individual and group situations.
   D: Social skills and personal engagement, the student is responsible for his own
learning. Does the student show respect, support and encouragement as well as
demonstrating positive attitudes and strategies to improve relationships.
International School Almere                                Year planner 2008 - 2009

Subject Group: Physical Education                                                  Grade 8

A Physical Education activity involves all students in Physical exercise, within a learning
environment. Students are taught to understand and respect their own body, and its scope
and limitations. They are encouraged and assisted in developing their range of psychomotor
skills to a standard that allows successful participation in many sporting, performing and
exercise related activities. Additionally, they are taught the rules, tactics and strategies
associated with these activities. We aim to develop a knowledge and understanding of the
scientific, social en historical dimensions of physical activity, as well as developing positive
attitudes and social skills.

Key Content:

Portfolio 1:

   Football
   Front-Flip
   Trampoline
   Athletics High Jump
   Running

Portfolio 2:

   Hockey
   Volleyball
   Handstand
   Running

Portfolio 3:

   Racketsports
   Trapeze
   Creative Dance

Assessment:
   A: Use of knowledge, Does the student related the demonstrate and understanding of
the principles to a variety of physical activities. This is a writing assessment.
   B: Movement composition, does the student use all stages of the creative process,
plan en design, perform en evaluated in the Physical education lessons.
   C: Performance, does the students show some range of activities and show his skills
and technique in the lessons. The student must also been able to apply tactics,
strategies and rules in individual and group situations.
   D: Social skills and personal engagement, the student is responsible for his own
learning. Does the student show respect, support and encouragement as well as
demonstrating positive attitudes and strategies to improve relationships.
International School Almere                                Year planner 2008 - 2009

Subject group: Physical Education                                                  Grade 9

A Physical Education activity involves all students in Physical exercise, within a learning
environment. Students are taught to understand and respect their own body, and its scope
and limitations. They are encouraged and assisted in developing their range of psychomotor
skills to a standard that allows successful participation in many sporting, performing and
exercise related activities. Additionally, they are taught the rules, tactics and strategies
associated with these activities. We aim to develop a knowledge and understanding of the
scientific, social en historical dimensions of physical activity, as well as developing positive
attitudes and social skills.

Key Content:

Portfolio 1:

   Football
   Acrobatics, transfer of weight
   Athletics Mini-competition
   Running

Portfolio 2:

   Hockey
   Volleyball
   Running
   Condition Circuit

Portfolio 3:

   Racketsports
   Trapeze
   Aerobics

Assessment:
   A: Use of knowledge, Does the student related the demonstrate and understanding of
the principles to a variety of physical activities. This is a writing assessment.
   B: Movement composition, does the student use all stages of the creative process,
plan en design, perform en evaluated in the Physical education lessons.
   C: Performance, does the students show some range of activities and show his skills
and technique in the lessons. The student must also been able to apply tactics,
strategies and rules in individual and group situations.
   D: Social skills and personal engagement, the student is responsible for his own
learning. Does the student show respect, support and encouragement as well as
demonstrating positive attitudes and strategies to improve relationships.
International School Almere                                Year planner 2008 - 2009

Subject group: Physical Education                                          Grade 10

A Physical Education activity involves all students in Physical exercise, within a learning
environment. Students are taught to understand and respect their own body, and its scope
and limitations. They are encouraged and assisted in developing their range of psychomotor
skills to a standard that allows successful participation in many sporting, performing and
exercise related activities. Additionally, they are taught the rules, tactics and strategies
associated with these activities. We aim to develop a knowledge and understanding of the
scientific, social en historical dimensions of physical activity, as well as developing positive
attitudes and social skills.

Key Content:

Portfolio 1:

    Football
   Handstand Spring
   Individual Training schedule

Portfolio 2:

   Hockey
   Volleyball
   Individual Training schedule
   Back Flip

Portfolio 3:

   Racketsports
   Individual Training schedule
   Create a movement composition circus

Assessment:
   A: Use of knowledge, Does the student related the demonstrate and understanding of
the principles to a variety of physical activities. This is a writing assessment.
   B: Movement composition, does the student use all stages of the creative process,
plan en design, perform en evaluated in the Physical education lessons.
   C: Performance, does the students show some range of activities and show his skills
and technique in the lessons. The student must also been able to apply tactics,
strategies and rules in individual and group situations.
   D: Social skills and personal engagement, the student is responsible for his own
learning. Does the student show respect, support and encouragement as well as
demonstrating positive attitudes and strategies to improve relationships.
lop a knowledge and understanding of the
scientific, social en historical dimensions of physical activity, as well as developing positive
attitudes and social skills.

Key Content:

Portfolio 1:

    Football
   Handstand Spring
   Individual Training schedule

Portfolio 2:

   Hockey
   Volleyball
   Individual Training schedule
   Back Flip

Portfolio 3:

   Racketsports
   Individual Training schedule
   Create a movement composition circus

Assessment:
   A: Use of knowledge, Does the student related the demonstrate and understanding of
the principles to a variety of physical activities. This is a writing assessment.
   B: Movement composition, does the student use all stages of the creative process,
plan en design, perform en evaluated in the Physical education lessons.
   C: Performance, does the students show some range of activities and show his skills
and technique in the lessons. The student must also been able to apply tactics,
strategies and rules in individual and group situations.
   D: Social skills and personal engagement, the student is responsible for his own
learning. Does the student show respect, support and encouragement as well as
demonstrating positive attitudes and strategies to improve relationships.

```
To top