The content of the MYP1 Science Course is the first of a three-year course that will be based on the AQA Key Stage 3 Science syllabus. This syllabus covers a wide range of scientific disciplines, including biology, chemistry, and physics. During MYP1-3, students will acquire foundational scientific knowledge and skills necessary for success in IGCSE years (MYP4-5). Each unit in MYP1-3 will contain at least two “topics”. For example: MYP1 Unit 1 is called “Origins” and contains the topics of the Universe and the Particle Model. Each “topic” is related to one of 10 big ideas or concepts in science: Forces, Electromagnetism, Energy, Waves, Matter, Reactions, Earth, Organisms, Ecosystems and Genes. Throughout MYP1-3, we will revisit each big idea multiple times through the learning of different (but related) topics, each time increasing the complexity of our understanding. For example, the big idea of Waves has four topics: It’s easier for students to develop an understanding of a big idea through multiple interactions with the concepts within the idea. By connecting smaller ideas to more abstract ideas, students will be better prepared to apply these concepts when approaching an unfamiliar topic.

Students in the MYP1 Science Course are assessed on four criteria (A, B, C and D) which are made up of different strands: Criterion A: Knowing and Understanding i. explain scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations iii. analyse and evaluate information to make scientifically supported judgments. Criterion B: Inquiring and Designing i. explain a problem or question to be tested by a scientific investigation ii. formulate a testable hypothesis and explain it using scientific reasoning iii. explain how to manipulate the variables, and explain how data will be collected iv. design scientific investigations. Criterion C: Processing and Evaluating i. present collected and transformed data ii. interpret data and explain results using scientific reasoning iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation iv. evaluate the validity of the method v. explain improvements or extensions to the method. Criterion D: Reflecting on the Impacts of Science i. explain the ways in which science is applied and used to address a specific problem or issue ii. discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue iii. apply scientific language effectively iv. document the work of others and sources of information used.

Common areas of difficulty in the MYP1 Science Course may include: Managing Time Effectively in Assessments: many students struggle to prioritise their time in assessments, resulting in them fully completing only one or two strands of the criterion being assessed. This often is the key reason why students achieve lower grades than they are capable of. Practical Experiments: Conducting experiments and interpreting results accurately can be challenging. Students may struggle with identifying variables, processing data, and communicating their scientific predictions, conclusions, and evaluations in a clear manner. Understanding Complex Concepts: Some scientific concepts can be challenging. For example, abstract topics like particles or energy may be difficult to grasp quickly as it is hard to visualise things we cannot see. Scientific Terminology: Learning and using scientific terminology accurately can be a hurdle for some students.

There were three criteria assessed in the first reporting period: first a criteria B and C investigation into shadow length, then a criterion A test on the Universe. Many students who attained an overall grade of 3 or lower, achieved their highest grades in the criterion A test (with many of them achieving a passing grade) but struggled the most with the investigation. The criterion B section of the investigation was often the lowest grade. Therefore we will be providing a series of four intervention workshops weekly on Thursdays after school in B114+B116 from 23rd November 2023 onwards. In these sessions, we will provide support and guidance on the skills needed for inquiring and designing investigations (criterion B). Toward the end of this series of workshops, students will design a new investigation as a "recuperação paralela" assessment that will allow us to evaluate if the intervention has been successful.

Here are some tips to support your child: Homework and Revision: Ensure your child completes their homework and revises regularly. This helps reinforce learning and build confidence. Some strategies include: Making flashcards to help learn scientific terminology, Constructing concept maps as a tool to process the information learned and summarise the key ideas, Checking their note-taking from lessons by reviewing the presentation slides used in class (shared on Managebac) and adding additional information when needed. Online Resources: There are numerous study resources that students can use to help them with their learning. These include: The unit “Textbook”: a digital document containing all the relevant subject content for the unit. This is shared at the beginning of each unit on Managebac. The unit “Study Guide”: a digital document containing a revision list, suggested study strategies as well as links to useful resources such as YouTube videos, quizzes, and animations. This is shared at the end of each unit on Managebac. Quizlet Flashcards BBC Bitesize Revision Monkey Youtube Playlist Attending the MYP1 Science Support ECA: This will be compulsory for students who attained less than a 4 for their overall science grade in the 1st reporting period. However, other students who would like to work on their scientific knowledge and skills are more than welcome to attend. This will be taking place every Thursday from 4:00 p.m. to 4:45 p.m. during the months of November and December. Communicate with Teachers: Maintain open communication with your child's science teacher. If you have concerns or questions, don't hesitate to reach out for guidance and support. Stay Informed: Keep yourself informed about the course content and assessment criteria. This will help you better understand your child's progress. Encourage Exploration: Encourage your child to explore science beyond the classroom. Visiting museums, conducting simple experiments at home, and discussing scientific topics can foster their interest.

In MYP 1, in Unit 1 students have spent their time in the first unit learning about biographies. In particular the idea that the story you tell is influenced by your perspective of the situation, object, facts, ideas, opinions and feelings involved. Some of the important questions presented and answered were: What kind of information is presented in a biography? What are the features of a biography? What is a biography? What do we learn from reading about other people's lives? Why is it important to record life stories of particular people? What makes a subject (person) worthy of having a biography written about them? Class activities involved email writing including formal emails, biographical writing incorporating a biographical wall poster and a biography of a celebrity of choice. In Unit 2, we move to the study of a novel, Holes, by Louis Sachar. This novel focuses on the conceptual understanding of the connections we share through friendship, challenges, beliefs and hopes that we have in common and how this is what makes us a community. Some of the important questions presented are: What are the features of a novel? What are some of the themes of this novel? Why do people bully other people? What can be done against bullying? What can the victim do? What can you do? How does this novel teach us about our own strengths and weaknesses? Why is it important that we connect with different people in our community?

In MYP 2, students continue to prepare for their e-assessments and IGCSE exams, which they will sit in MYP 4 and MYP 5, by rehearsing the skills that will be required of them. To this end, in Unit 1 we begin the year with a class study of The Play of The Diary of Anne Frank - a powerful work which involves the students in contextual research about the Second World War, as well as learning about stylistic conventions of the drama. Class activities include presentations, storyboarding and a scene performance of the play incorporating collaborative and creative skills. We finish the unit with an analytical essay based on Anne's development as a character. In Unit 2, we move to a study of Fairy Tales, Myths and Legends, such stories supplying the background, or frame of reference, for literature works the students will study in their later years. The class will complete a form of empathy writing, whereby they impersonate a character of the more well-known narrative, but provide a different, or unique perspective, of the events and thus challenge the more stereotypical associations these traditional tales have accrued over time. In Unit 3, undertaken in the second term in MYP 2, we move onto Crime Scene Investigation, a unit concerned with reading detective fiction and evaluating the importance of means, motive and opportunity as staples associated with this genre. The students complete two assessments here: the first relating to a creative writing task in which they pen their own detective (murder-mystery) story and a presentation based on a mock-crime situation, eliciting conceptual differences between deduction and inference. As preparation for the end of year exam, we move onto Unit 4, a novel study, where we complete our second class reader, The Breadwinner, analyzing themes, exploring character and discussing the impact of context on meaning. In the final weeks, we look at poetry and finish the year with a poetry recitation competition, speaking poetry from memory being considered an excellent way of understanding, not only rhythm and pace, but also how these are integral to a poem's meaning. Ways to Improve Students in MYP 2 can help themselves in their learning by engaging in useful study habits, one of these, in addition to the class library lesson, being reading as much as they can in English in their own time. Reading is the single best way to enhance a student's range of vocabulary, become familiar with a variety of sentence structures, improve accuracy of grammar, spelling and so on, as well as increase their knowledge of the world. Moreover, there are several English ECA's after school where students can receive extra help, together with teacher and school librarian availability for one-to-one conferencing and for reading recommendations respectively.

Unit 1: Short Stories In this unit, students read a collection of captivating short stories, including works by renowned authors such as Roald Dahl, Richard Connell, Shirley Jackson, Edgar Allan Poe, and Nadine Gordimer. The exploration is anchored in the belief that stories can be profound teachers, encouraging individuals to contemplate issues from diverse perspectives. The key concept of Culture, a dynamic and organic concept encompassing learned and shared beliefs, values, interests, attitudes, products, ways of knowing, and patterns of behavior created by human communities, frames their exploration. Guiding Questions: What defines the features of a short story? How do short stories illuminate aspects of a particular place, country, people, way of life, culture, or period in time? Can connections be drawn between the short stories studied? What distinguishes a dynamic character from a static character? Are short stories the ultimate form of storytelling? Can reading stories compel readers to reassess ideas or beliefs from different perspectives? Unit 2: William Shakespeare's Romeo and Juliet Transitioning to Unit 2, students delve into the timeless masterpiece, Romeo and Juliet by William Shakespeare. The overarching statement of inquiry orients them, thereby emphasizing that by studying classics of literature, connections to the human condition can be forged across time and space. Furthermore, the key concept of Connections, which involves links, bonds, and relationships among people, objects, organisms, or ideas, significantly shapes their understanding. Guiding Questions: What influence does Shakespeare have on modern literature and other literary genres? What are the consequences of going against the norms of society? What insights can be gained into Elizabethan life and times? How do the characteristics of Shakespearean language shape the understanding of his plays? In what ways do his plays reflect the time and culture in which he lived? Unit 3: The Curious Incident of the Dog in the Night-time (Author: Mark Haddon) Students engage with the thought-provoking narrative of The Curious Incident of the Dog in the Night-time by Mark Haddon. Recognizing that our vision of the world is profoundly influenced by our unique set of circumstances, students are encouraged to maintain an open mind and consider multiple points of view. The key concept of Perspective, the position from which we observe situations, objects, facts, ideas, and opinions, associated with individuals, groups, cultures, or disciplines, significantly influences their engagement with the material.. Questions: What is autism, and how does it impact the lives of those living with it? In what ways do autistic individuals experience the world around them? How does the author, Mark Haddon, illustrate that Christopher's autism presents him with a unique set of challenges and perspectives? Can we truly comprehend the point of view of others if we haven't lived their experiences? Unit 4: Poetry In the culminating unit, students delve into the world of poetry, guided by the statement of inquiry emphasizing that the reader's interpretation ultimately defines the purpose of the literary piece. The unit centers around the concept of Form — the shape and underlying structure of an entity or piece of work, encompassing its organization, essential nature, and external appearance. Bearing that in mind, students explore various poetic devices, thereby discerning their impact on readers in the process. This engagement with authorial choices enriches their understanding of communication in the intricate artistry of poetry. Questions: What are the main literary devices employed in poetry? Why is sound crucial in the appreciation of poetry, and how does reading aloud enhance its impact? How is rhythm integral to the essence of poetry? What distinguishes a poem from prose, such as novels and short stories? How do a poet's choices influence the audience's experience? What qualities make a poem great, memorable, and meaningful? Who holds the authority to determine the meaning and purpose of art, specifically poetry—the artists themselves or the audience?

In MYP4 English, students began by studying creative writing in Unit 1, with a focus on descriptive writing. They read and analyzed a variety of descriptive texts and learned different techniques that could be used to create a rich, impactful piece of writing. Students practiced their creative writing in class and ultimately completed a written exam to assess their descriptive writing skills. In Unit 2, students learned about advertising techniques and completed a collaborative project in which they created an advertising campaign. They were able to use organizational and collaboration skills to apply the knowledge they learned about advertising and graphic features to market their product and “sell a lifestyle”. For this project, students created a graphic poster and a video for their product. This assessment remains one of our student’s all time favorites! Currently, in Unit 3, we are studying the novel Animal Farm by George Orwell. We started by examining the historical context of the novel and how it operates as an allegory. Now we are reading and analyzing the work, focusing specifically on characters and significant themes. Students will write an essay on a theme of their choice as the summative assessment for this unit.

In MYP5, students engage with a curriculum aligned with the IGCSE requirements, a demanding Cambridge qualification designed to foster critical thinking skills. Our English program focuses on preparing students for a comprehensive assessment comprising five papers. These papers evaluate their critical-thinking abilities and analytical skills through the exploration of diverse literary forms, including a gothic novel (Rebecca), a Shakespeare play (Othello), a series of poems (IGCSE Poetry Anthology), an unseen poem or novel extract and, finally, two First Language exams that encompass reading comprehension, the knowledge and application of various text types (speech; news article; letter and so on), as well as descriptive/narrative writing. The immersive journey into the IGCSE syllabus for 2024 began in the last term of MYP4, thus providing students with a thorough preparation for the challenges and expectations of this rigorous, academic pursuit. Ways to improve To optimize their preparation, students are encouraged to revisit their notes and ensure a thorough understanding of each text. Our teachers have been providing constructive feedback on students' essays and oral presentations, specifically focusing on poetry analysis. Acknowledging and addressing the highlighted areas for improvement is paramount at this stage, fostering a targeted and comprehensive approach to refining their skills.

This is a two-year program where students study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and text type, alongside appropriate secondary readings, students investigate the nature of language itself and the ways in which it shapes, and is influenced by, identity and culture. Approaches to study in the course are meant to be wide ranging and can include literary theory, sociolinguistics, media studies and critical discourse analysis among others. In Unit 1 students undergo a close study of one of the main anchor texts of the course, Tim O'Brien's The Things They Carried. This text includes an exploration of some of the key concepts of the program including intertextuality, the importance of time and space to the meaning of a work, as well as the key conceptual understandings such as culture, identity and transformation. This unit is integrated with two non-literary Bodies of Work (BoW) that rehearse many of the main themes of O'Brien's war novel, the first being Banksy's work, his contemporary street art, coupled with the Iranian-American artist, Sarah Rahbar, and her "Flag" and "War Series" of artworks. In Unit 2, we move onto a study of Marjane Satrapi's acclaimed graphic novel, Persepolis, where the writer explores ideas of growing up; nationalism; the private versus the public; the idea of revolution; notions of oppression and injustice and so on. This unit is combined with a study of the Nobel Prize Winner, Shirin Ebadi's, powerful memoir Iran Awakening, a perfect companion piece that delineates similar ideas from a human rights perspective. Unit 3 comprises a look at another Nobel Prize Winner's text, Gabriela Garcia Marquez's Chronicle of a Death Foretold, delving into ideas of machismo, marianismo and colonialism, among other related themes. At the beginning of the second year, we undertake a poetry study of Sylvia Plath's Selected Works, especially her highly charged poems from her collection Ariel, exploring ideas of motherhood, creativity, patriarchy, as well as personal and cultural identity. Linked with Plath's poetry is Barbara Kruger's artwork, especially her famed work from the 1980s, many of which have since entered the mainstream as contemporary logos and shirt designs, her pieces passing comment on both the worlds of materialism and consumerism. We finish the term with a study of Shakespeare's masterpiece of jealous possessiveness, Othello. Unit 4, begun in the final term, is where we complete our novel studies with what is considered F. Scott Fitzgerald's best work, and one of the finest in North American literature, The Great Gatsby. Incorporating themes of the American Dream, the pursuit of pleasure, materialism and morality, it provides a fitting summary of many of the course's concepts and concerns. As we move towards examinations, the course switches to a focus on review of the various assessments as preparation for May. Course Assessments: External Assessments Paper 1: Guided Literary Analysis, 2 hours 15 minutes (35%) Two non-literary unseen passages from two different text types, each accompanied by a question; write an analysis of each For SL: Guided Literary Analysis is 1 hour 15 mins and the student chooses to write on one of the tow non-literary text-types given Paper 2: Comparative Essay, 1 hour 45 minutes (25%) Four general questions; respond to one question and write a comparative essay based on two works studied in the course Higher Level: (HL only) essay (20%) 1,200-1,500-word essay on a non-literary text, a collection of non-literary texts by the same author, or a literary text studied in the course Internal Assessment Individual Oral: 15 minutes (20%) Two extracts chosen from two works studied (one literary and one non-literary, no more than 40 lines each); offer a prepared response of 10 minutes examining the ways in which a global issue is presented through the content and form of the two texts studied, followed by 5 minutes of questioning by the teacher The students will keep a digital portfolio of work as a means of aiding in their own review of the material studied during the course.

Throughout DP 1 and DP 2, literature students are introduced to the exam components of the course: Paper 1: an unseen text that students must analyse, plan and write an analytical essay in response to a guiding question in 1h15 min. (HL students would write two essays in 2h15 min). How they can revise and improve: Becoming familiar with different literary text types e.g. plays, poems, prose texts, non-fiction. Learning to read texts analytically by summarising the main ideas of the text, and questioning what ideas / messages / emotions the author is portraying, how they are portraying it (with which literary techniques) and the effect that these have on us, the readers. Choosing extracts from texts they read and analysing them under timed conditions. Becoming comfortable with the criteria. This is what examiners will use to mark Paper 1. They can also go through the feedback checklist in order to self assess. Writing practice paragraphs in short bursts of time. They can also use sample papers from the IB. Reading a strong student response, and reading through the examiners’ comments. Seeking continuous feedback from their teachers. Paper 2: a comparative essay based on two texts studied in class. Students choose one essay question to answer from an option of four questions. Students can choose which two texts they want to compare. How they can revise and improve: Participate in every lesson, as we discuss each studied text in methodical detail before moving onto the next one. Since students read up to 13 texts over the two years (SL read 9), students must make the most of the time in lessons to deeply learn each text. Add notes to their Learner Portfolio on Managebac: the Learner Portfolio is a digital notebook where students can organise their notes to help them revise throughout the two years. Practice planning and writing essays using comparative structures. Revise key tips for success. Look through successful examples. Becoming comfortable with the criteria. This is what examiners will use to mark Paper 2. Seeking continuous feedback from their teachers. The Internal Oral Assessment: The IO is a 15 minute oral exam, wherein students deliver an oral presentation for 10 minutes, followed by a 5 minute Q&A with their teacher. The objective of the oral is for the student to create a Global Issue based on one of the fields of inquiry (e.g.: The impact of systemic oppression on personal psychology). How they can revise and prepare: Go through the step-by-step video guide on how to craft a Global Issue, match your texts and plan the IO. Listen to a strong IO student sample with planning sheet and examiner’s comments. Becoming comfortable with the criteria. This is what examiners will use to mark the IO. Preparing carefully for mock assessments and seeking continuous feedback from their teachers. HL Essay: In addition to the 3 exam components above, HL students must complete a 1,200 - 1,500 word essay on one of the studied texts of their choice, by creating and following a clear line of inquiry (e.g. How important are theatrical props to the representation of identity in the play No Exit?) This is completed in DP2, and students have an opportunity to complete one draft, receive teacher feedback, develop their essay and hand in a final draft, marked by the IB. How they can revise and prepare: Follow the step-by-step student guide on how to plan, structure and draft your essay. Become comfortable with the criteria. This is what examiners will use to mark the HL Essay. Read different student samples along with examiner comments. It is worth reading both successful and unsuccessful essays, in order to clarify what to do and what not to do. Create their very best 1st draft so that they are able to receive specific feedback to maximise the potential of their essay.