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Intro

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									International School Almere               Year planner 2008 - 2009




               OVERVIEW PLANNERS – ALL SUBJECTS

                              MYP YEARS 2 – 5
                                Grade 7 - 10

                              September 2008
International School Almere                Year planner 2008 - 2009



                                  INDEX:


MATHEMATICS             Grade 7 – 10


SCIENCE                 Grade 7 – 10


HUMANITIES              Grade 7 – 10


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


LANGUAGE B
 French                Grade 7 – 10
 Spanish               Grade 8 – 10
 Latin                 Grade 7 – 8
 German                Grade 9


TECHNOLOGY              Grade 7 – 10


ART Drama               Grade 7 – 10


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

   Subject: Mathematics                                                        Grade 7


   The mathematics programme aims to develop strong competencies in mathematical skills
   and reasoning whilst enabling students to grasp these concepts with confidence and
   pleasure. In addition to traditional “closed-problem” solving, students will encounter practical
   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


   Subject: Mathematics                                                        Grade 8


   The mathematics programme aims to develop strong competencies in mathematical skills
   and reasoning whilst enabling students to grasp these concepts with confidence and
   pleasure. In addition to traditional “closed-problem” solving, students will encounter practical
   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 Quadratic equations
       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


   Subject: Mathematics                                                        Grade 9


   The mathematics programme aims to develop strong competencies in mathematical skills
   and reasoning whilst enabling students to grasp these concepts with confidence and
   pleasure. In addition to traditional “closed-problem” solving, students will encounter practical
   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
       Quadratic relationships

   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


   Subject: Mathematics Core                                                   Grade 10


   The mathematics programme aims to develop strong competencies in mathematical skills
   and reasoning whilst enabling students to grasp these concepts with confidence and
   pleasure. In addition to traditional “closed-problem” solving, students will encounter practical
   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
          quadratic equations

   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


   Subject: Mathematics Extended                                               Grade 10


   The mathematics programme aims to develop strong competencies in mathematical skills
   and reasoning whilst enabling students to grasp these concepts with confidence and
   pleasure. In addition to traditional “closed-problem” solving, students will encounter practical
   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



   Subject: Science                                                              Grade 7


   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
   Additional information
               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



   Subject: Science                                                          Grade 8


   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:
   Additional information                                 Distinguishing characteristic
               o graphing                                     property labs
               o analyzing tables                         Tests
                                                          Unknown mixture separation
                                                          Model of atoms and paper
International School Almere                               Year planner 2008 - 2009


   Subject: Science                                                          Grade 9


   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
     Additional information                               Make-a-circuit
                 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
       Radioactivity                                        radiation presentation
       Waves                                                light and plant growth
       Light                                                    connection
       Sound                                                sound wavelength vs pitch lab

   Additional information
               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
   Reading maps of time
   Ancient Rome
   Ancient Egypt
   Ancient Greece
   Geography:
              o Reading maps of space
              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:
   A variety of assessment tasks are given. The tasks are:
   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
   Reading maps of time
   Middle Ages
   The Vikings
   Black Death
   Magna Charta
   Renaissance
   Reformation
   Geography:
              o Reading maps of space
              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:
   A variety of assessment tasks are given. The tasks are:
   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 Reading maps of space
               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:

   A variety of assessment tasks are given. The tasks are:
   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
   Reading maps of time
   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 Reading maps of space
              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:

   A variety of assessment tasks are given. The tasks are:
   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
   business.




                                               Key Content:
   Students will study the following topics:

   General Business Skills (GBS):
             o Fundamentals of business
             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 Setting up your own (service) business
             o Writing a business plan
             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:

   A variety of assessment tasks are given. The tasks are:
   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
       Novel: The Breadwinner

   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
       Persuading people
       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
       Ballads
       Poem as a picture, poem a s a shape
       Personification, alliteration
       Haiku
       Rhythm, Onomatopoeia

   Portfolio 3: NON-FICTION
       Making news & magazines
       Media images (advertising)
       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
       Radio commercials
       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

   Subject: Dutch A                                                           Grade 8


   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
   or het NRC Handelsblad)



                                            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: Dutch A                                                     Grade 9


   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 read a historical novel written for an adult audience.
   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

   Subject: Dutch A                                                  Grade 10


   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
        talk about leisure activities
        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….)
        qualificative adjectives(gender and number)
        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
        talk about past events
        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..)
                adjectival agreement

        Portfolio 2:
        - Communication skills
                talk and give advice about healthy eating/lifestyle
                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
        talk about past events
        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 past events
        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
   -Possessive adjectives
   -Feminine and masculine .Singular and plural.
   -Existence
   -Reflexive pronouns
   Portfolio 2:
   Communication skills :
   -Talk about daily routine.
   -Describe their houses and families.
   -Talk about the weather(seasons)
   -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
   -Talk about leisure activities.
   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
   -Reading comprehension.Criteria E
   -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
   -Talk about daily routine
   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
   -Talk about like and dislike
   -Present progressive
   -Talk about their city, weather, clothes ,family and parts of the body
   -Talk about past events
   Grammar:
   -Verb ser versus verb estar and tener versus estar
   -Verb doler
   -Simple past from regular and irregular verbs.
   Portfolio 3:
   Communication skills
   -Talk about leisure activities
   -Express frequency and quantity
   -Talk about sports and animals
   -Talk about places: Chile-Peru-Venezuela and mundo maya.
   Grammar
   Verbs gustar-encantar-preferir
   Frequency and quantity adverbs.
    Accentuation.


                                                  Assessment:
   -Role playing. Criteria A-B
   -Presentations. Criteria A-B
   -Reading comprehension.Criteria E
   -Listening comprehension.Criteria B
   -Written exercises. CriteriaD
   -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
   -Talk about leisure activities
   -Talk about their city
   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
   -Talk about clothes.
   -Exclamation forms
   -Talk about places: Colombia- Panama.
   -Talk about houses and furnitures.
   -Comparatives
   -Talk about services and products.
   Grammar
   -Prepositions and adverbs of place.
   -Superlatives
   -Direct and indirect object
   Portfolio 3:
   Communication skills
   -Making a recipe
   -Talk about the future actions
   -Talk about past actions ( imperfecto)
   -Talk about obligations.
   Talk about places: Guatemala, Uruguay.
   Grammar
   -Future tense
   -Imperfecto versus preterito
   -Hay que- es necesario que.
   -Por-para
                                           Assessment:
   -Role playing. Criteria A-B
   -Presentations. Criteria A-B
   -Reading comprehension.Criteria E
   -Listening comprehension.Criteria B
   -Written exercises. CriteriaD
   -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.

   Students receive a certificate.

   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
   in grade 8 and 9.
        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
          Mask
          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

          Recycling material (From cradle to cradle)
          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

          Recycling material (From cradle to cradle)
          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

          Recycling material (From cradle to cradle)
          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: DRAMA                                                   Grade 7


   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‟

   Additional information

   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




   Subject: DRAMA                                                   Grade 8


   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.
       Masks – working with full and half masks

   Portfolio 3:
       Greek Theatre
       Shadow Puppets

   Additional information

   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




   Subject: DRAMA                                                      Grade 9


   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
       Advertisements

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

   Additional information

   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:
       Advertisements: assessment across all criteria

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




   Subject: DRAMA                                                      Grade 10


   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

   Additional information

   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:

          Basketball
          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:

          Basketball
          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:

          Basketball
          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:

          Basketball
          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:

           Basketball
           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.

								
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