II. Course Description
The learner profile provides the basis for this class curriculum, activities and
assessments. This student-centered class will create opportunities and experiences
that will allow students to be genuine thinkers and inquirers, to increase their
knowledge and encourage further connections across disciplines, to reflect upon
themselves and their learning process, to become creative and critical thinkers, to be
empowered to take responsibility of their own learning, to work effectively and
cooperatively with others, to communicate ideas and thoughts confidently through
different modes of expression, to show respect and empathy for the feelings of
others, and to adopting a personal commitment to service.
The IB students will strive to be inquirers, knowledgeable, thinkers, communicators,
principled, open-minded, caring, risk-takers, balanced and reflective.
Provide specific examples of how the traits will be developed in your class.
II. Blend of the state, provincial or local standards with MYP aims and objectives.
The state and district standards align very well with the aims and objectives of our
program of international education. This class is based on the state standards,
which are framed within the three fundamental concepts and centered upon the ten
learner profile traits. The class is designed to help students develop knowledge,
understanding, attitudes and skills for their active and responsible participation in a
SOL MYP Aims and Objectives
SOL’s TI.1,6,8 Classical theatre knowledge
will be used to answer the unit question.
For example, using appropriate terms such
as a pinake=flat, and to write a script with a
dues ex machina.
SOL’s TI.3,4,6; Skills used are knowledge
and demonstration of basic acting
techniques and theatre terminology.
SOL’s TI.2, 3 Acting technique knowledge
will be explored. Knowledge of basic acting
skills will be rehearsed and performed.
Also, the ability to critique performances will
SOL’s TI.1, 6, 8 Medieval theatre knowledge
will be used to answer the question.
Knowledge of morality play aspects will
ensure an accurate performance
SOL’s TI. 1,6,8; Skills used are volume,
enunciation, stage presence, and trust.
III. Roles of the Areas of Interaction in your Course
The five areas of interaction provide the main focus for developing the connections
between disciplines, so that the students will learn in my class to see knowledge as
an interrelated, coherent whole. The areas are: Approaches to Learning, Community
and Service, Human Ingenuity, Environments and Health and Social Education.
Through Approaches to Learning in my class, students will develop and awareness
of how they learn best, how they process thoughts and of which strategies will help
them learn best. Students will have checkpoints for their projects as a way to
develop their organizational skills. They will also keep a notebook.
Community and Service: Students will find opportunities to provide service to others
by learning the class content. Importance will be given to the sense of community as
it expands beyond the classroom. The emphasis is on developing community
awareness and concern, and the skills needed to make an effective contribution to
Human Ingenuity allows students to focus on the evolution, process and product of
human creativity and their impact on life and society. Students in my class will
appreciate and develop in themselves the human capacity to create, transform, enjoy
and improve the quality of life. Students will have activities, lessons and tasks that
will initiate change, or that will allow the students to create, make, compose,
manufacture, produce or even analyze the impact of what has been painted, created,
written, composed, invented, etc.
With Environments, the students in my class will develop an awareness of their
interdependence with the environment so that they understand and accept their
responsibilities. They will analyze the importance local and global environment.
Through very specific activities, students will see the threats to the environment,
learn about pollution, and analyze green house effects and ecological issues, or any
Health and Social Education encompasses physical, emotional and social health and
intelligence. In my class students will discuss and reflect on these aspects of their
health: physical, psychological, sociological, economic and legal. Comparisons will be
made across times and cultures and of activities that cover the social aspect of
societies, civilization, and the like.
IV. Texts and Resources
Students will be learning through inquiry strategies with the main goal of helping
them develop their higher-order thinking skills. For every unit of work presented to
them, students will be answering unit questions, which will make them connect the
big ideas of the unit with a different lens or perspective of every unit. Activities will
be student-centered. The class objectives will be clearly stated and students will be
learning through a variety of individual, pair-work and group work activities.
VI. Methods of Assessment
Just list the MYP criteria and what the criteria is about.
Criterion A: Knowledge and Understanding 0-8
Criterion B: Application 0-10
Criterion C: Reflection and Evaluation 0-8
Criterion D: Artistic Awareness and Personal Engagement 0-8
VII. Grading Policy including the use of MYP criteria
The aim of assessment is that it should support curricular goals and encourage
student learning. Learning is seen in the larger picture through the Learner Profile,
building those characteristics which make good leaders, hard workers, great
thinkers, and caring citizens. In my class, I utilize a broad spectrum of assessments
to provide students opportunity to demonstrate their capabilities. All tests and
major assignments will be posted on google calendar per grade level as no more than
two major assignments, assessments or tests can be due on any given day per grade
level. Grade level Team Leaders will be responsible for monitoring grade level
calendars to ensure compliance. Minor assignments such as quizzes and homework
are not subject to regulation on the calendar. If a student has a test scheduled that
is not on the calendar and that puts the test/major assignment load over two, the
student may opt to take the test or turn in the assignment at a later date,
determined in conjunction with the teacher, student and coordinator. Because our
program is in the context of a public school, occasions may arise, particularly at the
end of the nine weeks marking period, students may also have county mandated
SOL preparatory tests. We cannot regulate these tests. While students be grades
according to the Henrico County Schools grading system from 100 to 0 points
translated into letters A-F, they will be assessed against the MYP criteria on a
regular basis. Their marks or levels of achievement will be reported to students and
parents on HCPS link, which is a digital grade reporting system. Students will be
encouraged to reflect on their grades and progress and to talk to me whenever they
have questions on concerns about any given assignment or their academic