Grade 6 Curriculum Guide 2014-2015

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IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young
people who help to create a better and more peaceful world through intercultural understanding
and respect. To this end the organization works with schools, governments and international
organizations to develop challenging programmes of international education and rigorous
assessment. These programmes encourage students across the world to become active,
compassionate and lifelong learners who understand that other people, with their differences, can
also be right.

PATHWAYS WORLD SCHOOL
VISION
Pathways aims to build and nurture a community of thinking, compassionate world citizens, who
are committed to living with responsibility, learning with enthusiasm and balancing a strong work
ethos with a sense of play.

MISSION

It is our mission to ensure that in a safe, tranquil, stimulating and intellectually challenging
environment, all students shall have ample opportunity to:
Imbibe universal values;

Identify and fulfill academic, cultural, sporting and social potential through multiple paths to
learning;

Acquire habits of curiosity, reflection, mental flexibility, independence and self-discipline;

Attain skills and attitudes for life in a rapidly changing world;

Develop a respect and concern towards the environment;

Maintain openness and respect in the face of racial, cultural, religious and linguistic diversity.

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The International Baccalaureate Curriculum Model (Middle Years Programme)

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The International Baccalaureate Learner Profile

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IB MIDDLE YEARS PROGRAMME

The MYP has been designed as a coherent and comprehensive curriculum framework that
provides academic challenge and develops the life skills of students from the ages 11 to 16.

Pathways World School, Aravali is the Candidate school for International Baccalaureate Middle
Years Programme and follows the Standards and Practices and programme requirements of the
MYP.
CONCEPTS DRIVEN CURRICULUM
A Concept is a big idea a principle or conception that is enduring, the significance of which goes
beyond aspects such as particular origins, subject matter or place in time.
(Wiggins and Mc Tighe 1998)
Source: MYP- From Principles into Practice

The MYP identifies prescribed key concepts and related concepts. These concepts ensure the development
of a rigorous curriculum and promote a shared community of practice among IB World Schools offering the
MYP.
Key concepts
The MYP identifies 16 key concepts to be explored across the curriculum. These key concepts,
shown in table represent understandings that reach beyond the eight MYP subject groups from
which they are drawn.

Aesthetic Change Communication Communities
Connections Creativity Culture Development
Form Global interactions Identity Logic
Perspective Relationships Time, place and space Systems

Teachers use key concepts from their own subject group(s)as well as key concepts from other
subject groups-to plan disciplinary and inter-disciplinary units of inquiry. Teachers identify one key
concept that drives the units development.
Related concepts
For each unit, teachers identify one or more related concept that extend(s) learning, lead(s) to
deeper understanding, or offer(s) another perspective from which to understand the identified key
concept(s).

Language and Literature
Audience
imperatives
Character Context Genre
Intertextuality Point of view Purpose Self
expression
Setting Structure Style Themes
Language Acquisition
Phase 1-2
Accent Audience Context Convention

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Form Function Meaning Message
Patterns Purpose Structure Word choice
Phase 3-4
Audience Context Convention Empathy
Function Idiom Meaning Message
Point of view Purpose Structure Word choice
Phase 5-6
Argument Audience Bias Context
Empathy Idiom Inference Point of view
Purpose Stylistic choice Theme Voice
Individuals and Societies
Geography
Causality(ca
uses and
consequences)
Culture Disparity and equity Diversity
Globalization Model Networks Patterns and
trends
Resources Scarcity Scale Sustainability
History
Causality(ca
uses and
consequences)
Civilization Conflict Cooperation
Culture Governance Identity Ideology
Innovation
and revolution
Interdependence Perspective Significance

Science
Biology
Balance Consequences Energy Environment
Evidence Form Function Interaction
Models Movement Patterns Transformation
Chemistry
Balance Conditions Consequences Energy
Models Movement Patterns Transfer
Physics
Consequences Development Energy Environment
Models Movement Pattern Transformation

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Mathematics
Change Equivalence Generalization Justification
Measurement Model Pattern Quantity
Representation Simplification Space System
Arts
Visual Arts
Audience Boundaries Composition Expression
Genre Innovation Interpretation Narrative
Presentation Representation Style Visual Culture
Performing Arts
Audience Boundaries Composition Expression
Genre Innovation Interpretation Narrative
Play Presentation Role Structure
Physical and Health Education
Adaptation Balance Choice Energy
Environment Function Interaction Movement
Perspective Refinement Space Systems
Design
Adaptation Collaboration Ergonomics Evaluation
Form Function Innovations Invention
Market and
trends
Perspective Resources Sustainability
Global contexts
Teaching and learning in the MYP involves understanding concepts in context. Global contexts
provide a common language for powerful contextual learning, identifying specific settings, events
or circumstances that provide more concrete perspectives for teaching and learning. MYP global
contexts, illustrated in the figure below, provide common points of entry for inquiries into what it
means to be internationally minded, framing a curriculum that promotes multilingualism,
intercultural understanding and global engagement.

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Statement of Inquiry
The statement of inquiry expresses the relationship between concepts and context; it represents a
transferable idea supported by factual content.

Subject-group objectives
Each MYP subject-group framework encompasses specific aims and objectives which can be found
in this guide. The objectives of any MYP subject state the specific targets that are set for learning in
that subject. They define what the student will be able to accomplish as a result of studying the
subject. Each objective is elaborated by a number of strands; a strand is an aspect or indicator of
the learning expectation.
Approaches to learning (ATL)
Through approaches to learning in IB programme, students develop skills that have relevance
across the curriculum that help them to learn how to learn. Approaches to learning skills can be
learned and taught, improved with practice and developed incrementally. They provide a solid
foundation for learning independently and with others. ATL skills help students prepare for, and
demonstrate learning through, meaningful assessment. They provide a common language that
students and teachers can use to reflect on and articulate on the process of learning.
The MYP extends IB ATL skills categories into ten developmentally- appropriate skill clusters. This
framework provides common ground from which schools can develop their own frameworks based
on MYP units, including local circumstances and requirements.

IB ATL Skill categories MYP ATL skill clusters
Communication I. Communication
Social II. Collaboration
Self-management III. Organisation
IV. Affective
V. Reflection
Research VI. Information literacy
VII. Media literacy
Thinking VIII. Critically thinking
IX. Creative thinking
X. Transfer

Interdisciplinary Learning

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Meaningful interdisciplinary teaching and learning experiences can have positive effects on
students, teachers and learning environments. Interdisciplinary teaching and learning:
Benefits for students

allows students to use knowledge domains creatively to
foster new understanding
develops mental flexibility that prepares students to be
lifelong learners
promotes intellectual rigour by providing a holistic approach
to the study of complex issues and ideas
models the importance of collaboration and teamwork
across disciplines (an important life skill)
supports and promotes transfer of understanding.
Benefits for teachers develops holistic understanding of disciplinary concepts and
contexts
increases collaboration across subject groups and fosters
collegiality
allows subject groups to share responsibility for developing
content, skills and processes (managing time effectively)
offers opportunities for rich and authentic professional
development with colleagues from other disciplines or
subject groups.

Students will do at least one Interdisciplinary Unit in each year.

Community and Service
Students are encouraged to participate in community and service-based activities. It is up to the student to
select and reflect upon what constitutes a C&S activity. Any of the Community and Service Projects are
school driven too and all the students must participate in them.
By Grades 9-10, students should be able to show personal initiative through their C&S choices and activities.
Each student is required to complete C and S reflections. The portfolios may also contain photographs,
journal entries, poems, etc.
MYP Projects
In Grade 8, students are expected to complete a Community Project.
The community project focuses on community and service, encouraging students to explore their
right and responsibility to implement service as action in the community. The community project
gives students an opportunity to develop awareness of needs in various communities and address
those needs through service learning. As a consolidation of learning, the community project
engages in a sustained, in-depth inquiry leading to service as action in the community.

For more information, read the Pathways World School Community Projects Guide for Grade 8

In Grade 10, students are expected to complete a Personal project.

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The personal project encourages students to practise and strengthen their approaches to learning
(ATL) skills, to consolidate prior and subject-specific learning, and to develop an area of personal
interest. The personal project provides an excellent opportunity for students to produce a truly
personal and often creative product/outcome and to demonstrate a consolidation of their learning
in the MYP.

Introduction to Curriculum and Assessment

At Pathways, we offer the following subjects:
Language and Literature (English)
Language Acquisition (French/Spanish/Hindi/English)
Mathematics
Individuals and Societies (Geography and History)
Sciences (Physical Science and Life Science)
Design (Information Technology and Design & Technology)
Arts (Visual Arts, Music and Drama)

Students in Middle School are assessed using IB published criterion-based assessment. The IB
publishes aims and objectives for each of the eight subject groups. All assessment tasks undertaken
during Middle School are measured against one or more of these criteria.

All these subjects are assessed using the 4 published criteria. Following is the summary:
Language and
Literature
Language
Acquisition
Mathemati
cs
Individuals and
Societies
Sciences Design Arts Physical and
Health Education

A Analyzing Comprehending
spoken and
visual text
Knowledge
and
Understand
ing
Knowing and
Understanding
Knowing and
Understandin
g
Inquiring and
Analyzing
Knowing and
Understandin
g
Knowing and
Understanding
8 8 8 8 8 8 8 8
B Organizing Comprehending
written and
visual text
Investigatin
g patterns
Investigating Inquiring and
Designing
Developing
ideas
Developing
skills
Planning for
performance
8 8 8 8 8 8 8 8
C Producing
Text

Communicating
in response to
spoken, written
and visual text
Communica
ting
Communicating Processing
and
Evaluating
Creating the
solution
Thinking
creatively
Applying and
Performing
8 8 8 8 8 8 8 8
D Using
Language
Using language
in spoken and
written form
Applying
Mathematic
s in real life
context

Thinking
Critically
Reflecting on
the impacts
of science
Evaluating Responding Reflecting and
improving
performance
8 8 8 8 8 8 8 8
Total
32 32 32

32 32 32 32 32

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Assessment tasks take on a variety of forms, from tests and exams to experiments, group-work,
oral or written presentations and performances. Students will usually receive information about
what they are being assessed on and what they need to do at the start of the assessment task. This
information is usually given as a rubric.
Reporting on Assessment
Once a teacher has several scores for a given criteria, she/he must decide on the final grade for that
criterion. This is not done mathematically. Rather, teachers will use their professional judgement to
decide on the level that student is working at, when it comes time to report.

For example:
Alya* does 3 assessments under Criterion A in Language and Literature:

Name of the
student
Comment on the themes
of Shakespeares Julius
Caesar
Analyse the impact of
language in the poem
Daffodils
Compare and Contrast the
two passages
Alya 5/8 4/8 6/8

Alyas teacher will then make a professional judgement on the criterion level of achievement for
her in this criterion. THIS IS NOT AN AVERAGE OF ALL OF THEMARKS FOR THIS CRITERION, but a
professional judgement based on patterns in the data, the development of that student and the
context that the work was completed in. It is the role of teachers to use the evidence to decide the
level that the student is performing at in each specific criterion at the end of the semester.

As a result of Alyas consistent improvement over the semester she would receive a criterion level
of achievement of 6 out of 8 for Language and Literature , Criterion A ( Analysing)
This process of determining criterion levels of achievement is done for all criteria in every subject.
In each subject these criterion levels of achievement are then added together to give a Criterion
Levels Total. This total is then compared to the grade boundary tables to give the student a Grade
out of 7 for that subject. At Pathways ,we call this grade their OLA (Overall Level of Achievement).

Alyas 6 out of a possible 8 in Language and Literature, Criterion A would be added to her criterion
level of achievement in the other 3 Language and Literature criteria (Organisation, Producing Texts,
Using Language)

For Example:
Alyas Language and Literature Grade
Criterion Level of Achievement ( each out of 8)
Criterion A ( Analysing) 6
Criterion B ( Organisation) 4
Criterion C ( Producing texts) 5
Criterion D ( Using language) 6
TOTAL 21

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The IB stipulates how the points awarded for each subject criterion are then combined to arrive
at a final grade for each subject. The grade boundaries are set. These grade boundaries, a set for
each subject group, are used for the final mark. The highest final grade available is a 7.

To arrive at criterion levels total for each student, teachers add together the students final
achievement levels in all criteria of the subject group.
Here, Alyas total score is 21.

Grade Boundaries
Grade 1 2 3 4 5 6 7
Boundary
Guidelines
1-5 6-9 10-14 15-18 19-23 24-27 28-32

Therefore, Alyas grade in Language and Literature is 5

Grade Descriptors
What does Grade 5 mean?
Following are the Descriptors for the grades 1- 7:

Grade Descriptors

1
Produces work of very limited quality.
Conveys many significant misunderstandings or lacks understanding of most
concepts and contexts.
Very rarely demonstrates critical or creative thinking.
Very inflexible, rarely using knowledge or skills.

2
Produces work of limited quality.
Expresses misunderstandings or significant gaps in understanding for many
concepts and contexts.
Infrequently demonstrates critical or creative thinking.
Generally inflexible in the use of knowledge and skills, infrequently applying
knowledge and skills.

3
Produces work of an acceptable quality.
Communicates basic understanding of many concepts and contexts, with
occasionally significant misunderstandings or gaps.
Begins to demonstrate some basic critical and creative thinking.
Is often inflexible in the use of knowledge and skills, requiring support even in
familiar classroom situations.

4
Produces good-quality work.
Communicates basic understanding of most concepts and contexts with few
misunderstandings and minor gaps.
Often demonstrates basic critical and creative thinking.
Uses knowledge and skills with some flexibility in familiar classroom
situations, but requires support in unfamiliar situations.

5
Produces generally high-quality work. Communicates secure
understanding of concepts and contexts. Demonstrates critical and
creative thinking, sometimes with sophistication. Uses knowledge

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and skills in familiar classroom and real-world situations and, with
support, some unfamiliar real-world situations.

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Produces high-quality, occasionally innovative work.
Communicates extensive understanding of concepts and contexts.
Demonstrates critical and creative thinking, frequently with sophistication.
Uses knowledge and skills in familiar and unfamiliar classroom and real world
situations, often with independence.

7
Produces high-quality, frequently innovative work.
Communicates comprehensive, nuanced understanding of concepts and
contexts.
Consistently demonstrates sophisticated critical and creative thinking.
Frequently transfers knowledge and skills with independence and expertise in a
variety of complex classroom and real-world situations.

Assessment Rubrics and Task-specific Clarifications
Before a student is assessed using Assessment Criteria, they will be given an Assessment Rubric. A
rubric is a grid that details what criteria are being used to evaluate the work submitted (or
performed) by students. The benefit of a rubric is that students understand clearly how to
demonstrate what they have learned to the fullest extent. This allows the process of assessment to
be transparent for all involved.

In addition, the rubric may contain task specific clarifications which are more detailed statements of
instruction specific for the task which the student is being asked to do. These clarifications are
designed to help the student focus their assessment so that they have to opportunity to actively
engage in the assessment process. Each subject may present their rubrics in a different style
appropriate to the assessment type.
Command Terms
Command terms are embedded in the objectives and assessment criteria of each subject group in
the MYP.
The outcome of using command terms is that students understand and know what to do when
asked to describe as opposed to discuss, or to infer as opposed to explain.
Teachers use command terms when giving instructions, when questioning students, when posing
problems and when eliciting responses from a class. Students are expected to understand and be
able to respond effectively to the command terms.

See the Appendix 1 for Command terms.

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MIDDLE SCHOOL

SCHOOL YEAR
The School Year spans from August to May. It is divided into two Semesters:
Semester 1- August to December
Semester 2- January to May

SCHOOL DAY
Registration is at 8 am and then it is form tutor lesson till 8.10 a.m. Students who arrive after form
tutor lesson will not be allowed in class until they obtain a late slip from the office.
Your Form Tutor or Co-Form Tutor will take registration and inform you of any school/tutor group
issues. If you have any questions or problems, you should first go to your Form Tutor for help who
will help you or guide you to another member of staff, if required.

FIELD TRIPS
At Middle School, classroom is not the only place for you to learn. In order to stimulate and extend
the classroom learning, you will be taken for Field trips in and around the NCR Delhi. These trips are
sometimes Interdisciplinary in nature and are always organized on Saturdays.

HOMEWORK
Home work is set in all subjects and you must record them in your school planner. The work set
could be written assignments, research work, projects, reading or review. You should expect to do
about 1 - 2 hours of work each day and must submit it on the due date. Apart from this weekend
home work is also set. There is a strict homework schedule for each day which is followed.
The following is the HW schedule:
Day Subject
Monday Language and Literature
Mathematics
Tuesday Sciences
History
Mathematics
Wednesday Geography
Sciences
Mathematics
Thursday Design
Visual Art
Mathematics

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Weekend Language and Literature
Mathematics
Sciences
Individual and Societies
Design
Visual Art
Music/Drama
(HW in subjects in grey will not be given in August. Will be reviewed later)

FACILITIES

The Middle School Academic block is called Aryabhat, named after a well-known Mathematician of
the Classical age. With 26 classrooms, the spacious building is well-equipped with Physical Science
and Life Science labs, IT lab and Dance room and also Visual Art room and Music room. The building
also has a large Audio-Visual hall called Kalindi on the Second Floor. Here students have school
assemblies and other events. The other extra-curricular lessons are held in various venues in the
school campus. Students photocopying needs are taken care of by the Reprographics personnel
located on the ground floor.

Apart from Aryabhat, students also need to go for some instrumental music and Sculpture lessons
in Nalanda. Library too is in Nalanda.

The school also has a large Swimming pool, courts for Squash, Tennis and Basketball, Cricket and
Soccer fields, a gymnasium and Table Tennis rooms.

For Lunch, students need to go to Kasturi where they can enjoy healthy meal with their Form mates
and Form Tutor.

LIBRARY

The library is dynamic and flexible teaching and learning space that is innovatively designed with
best practices and research in mind. It enables, encourages and empowers teaching and learning
for all members of the school community. They are encouraged to grow as individuals where the
world of knowledge opens up to them. The aim of the library is to provide material to promote love
for reading and to support the curriculum with an encouragement and understanding of the diverse
perspectives of cultural heritage of the world. The Middle School teachers may reserve the library
as per their class schedule. They are also allowed to come to the Library either as part of a class
group, or with a note from their teachers. All users may borrow resources up to two weeks. Middle
School students can borrow upto 4 books.
Library Hours:
Monday to Friday 8:00 AM 7:00 PM
Saturday 9:00 AM 7:00 PM
Sunday 10:00 AM 12:30 PM AND 6:30 PM 7:30 PM

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Rules of the library:
All the personal belongings should be kept with the property supervisor before entering to the
library.
Books can be issued with ID-cards only.
Maximum no. of books will be checked out according to the grade level and periodicity will be of
two weeks.
It is the duty of the borrower to check the physical condition of the book while borrowing. If any
returned book is found to be damaged/spoiled/pages-missing, the borrower will be held
responsible for the same.
If a book is long over-due, the member will not be allowed to check out any more library material.

Books should be returned through the drop box window or at the circulation desk.
No one should give the library book to anyone else for use. In case of the book being lost, the
actual borrower will be held responsible for it.
If a book is lost, the person has to either replace the book in the same format (paperback,
hardcover) or pay the replacement cost of the book.
Personal music systems such as iPods, MP3 players, walkman etc are not allowed in the
library. Further, listening to music stored on laptops with or without headsets is also not allowed
in the library.
Library behavior has to be maintained.

Library Services:
OPAC
OPAC is the Online Public Access Catalogue which is used to search the collection of the library
available on a particular subject or area of study.
There are various fields through which one can search for the query.
The available search fields are:
Keyword, Title, Author, Subject, Series
The Library catalogue is automated using a program called Destiny which is available on the
schools website also. This is browser based software, allowing the students to access the Library
database at any time. This program allows library to centralize all the school resources.
Two OPAC systems are presently available in the Library for use by all students. The access to OPAC
is available to all through school website. To access it on school campus, type URL
http://125.19.9.56/.
Web-Path Express
The Web-path service gives the users instant access to thousands of relevant, grade-appropriate
internet sites with just one search directly from destiny.
Access to Web-Path Express:
Web-path Express can be used with the destiny search fields in the Library OPAC. To find the web-
sites on a particular topic, you can use any of the search options in the catalogue.
The Day
The Day is a daily online news/current affairs service for schools (age 11-18) that links the daily
news to the school curriculum.
To log on to this, type URL http://theday.co.uk/

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Username: pathways
Password: theday
Encyclopedia Britannica
The library has subscribed to Encyclopedia Britannica. It provides complete text of Encyclopedia
Britannica with search capabilities, related links, and multimedia enhancements.
To have access to Encyclopedia Britannica, type URL http://school.ebonline.com/
Liaison with outside agencies
The library is the member of British Council library. British Council Library Membership number is
IDL000160.The membership cards are available with the librarian.For details of any of the above
services kindly check with the Librarian.
Library Programmes:
Reading Club programme
The library runs Readosaurus club to inculcate the habit of reading among middle school students
in which they have to meet the target of reading a particular number of books with in the stipulated
time period.
Author Visits
The library invites popular authors to have an interaction with the students.
Celebration of Authors week
The library celebrates authors week twice in a year. During this time various kinds of activities
takes place. Students really enjoy it.
Display of books
There is a display of books in the library especially for the new arrivals on a regular basis.
Reading List
Every year the reading list is made for all the grades to help them to choose/read books relevant to
their age groups.
Book Fairs
The library organizes at least two book fairs in a year.

TRANSITION
We completely understand the anxiety students feel when they graduate from Primary School and
come to Middle School. With its own set of challenges as well as independence, a very formal and
careful transition programme is in place between Primary and Middle School. The bridging begins
as early as the start of Semester 2 and the students get the opportunity of interacting with their
counterparts in Grade 6 and Middle School teachers who familiarize them with life in Middle
School. A parent information session is also held on the PYP Graduation day. The Form Tutors and
subject teachers will try to allay all their apprehensions about the new environment and setting.
Similarly, when students leave Middle School to join Senior School, they get the chance to meet
their future teachers who share with them the subject areas to help them decide their subject
options. Again on a Parent Teacher meeting day, the new openings and subjects are shared with
parents.

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HONOUR ROLL
The Honour Roll for MYP Year 1, 2 & 3; Grade 6 -8 respectively; deals with high academic
performance which is sustained, consistent and wide-spread.
Typically a student has on offer a total of 8 subject groups where grades are earned on a scale of 1
(Lowest) to 7 (Highest).
Subject Max attainable Score
Language and Literature (English) 7
Language Acquisition (Spanish/Hindi/French) 7
Mathematics 7
Sciences (better of Physical Science & Life Science) 7
Individuals and Societies (better of History & Geography) 7
Design (better of DT and I.T.) 7
Arts (better of Music/Drama/Visual Art) 7
Physical and Health Education 7

The student attains an aggregate of 47 points; out of the maximum of 56 points.
AND
At least 4 subject groups with the score of 7 points.
AND
No subject group with the score less than 4 points.
Successfully complete the Interdisciplinary task.
Further, in each of the subjects there must be an effort grade which is not less than B.

ACADEMIC HONESTY
Pathways World School is committed to academic honesty and will ensure that all students in the
MYP and IBDP are aware of the Academic Honesty Policy of the school. The students are expected
to submit work that is their own and referenced using the MLA (Modern Language Association)
format. The students are made aware of the guidelines of academic honesty and not resort to
unfair means while they do their assessments, including the MYP Projects.

For further information on Academic Honesty read Pathways World School Academic Honesty Policy
and Citations the MLA way

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Subject Group Assessment Criteria

Language and Literature

Criterion A
Objectives:

i. identify and comment upon significant aspects of texts
ii. identify and comment upon the creators choices
iii. justify opinions and ideas, using examples, explanations and terminology
iv. identify similarities and differences in features within and between texts.

Criterion A- Analyzing (08)

Achievement
level

Level descriptor

0
The student does not reach a standard described by any of the descriptors below.

1-2
The student:
i. provides minimal identification and comment upon significant aspects
of texts
ii. provides minimal identification and comment upon the creators
choices
iii. rarely justifies opinions and ideas with examples or explanations; uses
little or no terminology
iv. Identifies few similarities and differences in features within and
between texts.

3-4
The student:

i. provides adequate identification and comment upon significant aspects of
texts

ii. provides adequate identification and comment upon the creators choices

iii. justifies opinions and ideas with some examples and explanations, though
this may not be consistent; uses some terminology

iv. identifies some similarities and differences in features within and

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between texts.

5-6
The student:

i. provides substantial identification and comment upon significant aspects
of texts

ii. provides substantial identification and comment upon the creators
choices

iii. sufficiently justifies opinions and ideas with examples and explanations;
uses accurate terminology

iv. describes some similarities and differences in features across and within
and between texts.

7-8
The student:
i. provides perceptive identification and comment upon significant

ii. aspects of texts

iii. provides perceptive identification and comment upon the creators
choices

iv. gives detailed justification of opinions and ideas with a range of
examples, and thorough explanations; uses accurate terminology

v. compares and contrasts features within and between texts.

Criterion B

Objectives:
At the end of year 1, students should be able to:

i. employ organizational structures that serve the context and intention

ii. organize opinions and ideas in a logical manner

iii. use referencing and formatting tools to create a presentation style suitable to the context and
intention.

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Criterion B- Organizing (08)

Achievement
level

Level descriptor

0
The student does not reach a standard described by any of the descriptors
below.

1-2
The student:

i. makes minimal use of organizational structures, though these may not
always serve the context and intention

ii. organizes opinions and ideas with a minimal degree of logic

iii. makes minimal use of referencing and formatting tools to create a
presentation style that may not always be suitable to the context and
intention.

3-4
The student:

i. makes adequate use of organizational structures that serve the context
and intention

ii. organizes opinions and ideas with some degree of logic

iii. makes adequate use of referencing and formatting tools to create a
presentation style suitable to the context and intention.

5-6
The student:

i. makes competent use of organizational structures that serve the context
and intention

ii. organizes opinions and ideas in a logical manner, with ideas building on
each other

iii. makes competent use of referencing and formatting tools to create a
presentation style suitable to the context and intention.

7-8
The student:

i. makes sophisticated use of organizational structures that serve the
context and intention effectively

ii. effectively organizes opinions and ideas in a logical manner with ideas
building on each other in a sophisticated way

iii. makes excellent use of referencing and formatting tools to create an
effective presentation style.

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Criterion C

Objectives:

i. produce texts that demonstrate thought and imagination while exploring new perspectives and ideas
arising from personal engagement with the creative process
ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of
impact on an audience
iii. select relevant details and examples to support ideas.

Criterion C- Producing text (08)

Achievement
level

Level descriptor

0 The student does not reach a standard described by any of the descriptors
below.

1-2
The student:

i. produces texts that demonstrate limited personal engagement with the
creative process; demonstrates a limited degree of thought or
imagination and minimal exploration of new perspectives and ideas

ii. makes minimal stylistic choices in terms of linguistic, literary and visual
devices, demonstrating limited awareness of impact on an audience

iii. selects few relevant details and examples to support ideas.

3-4
The student:

i. produces texts that demonstrate adequate personal engagement with
the creative process; demonstrates some thought or imagination and
some exploration of new perspectives and ideas

ii. makes some stylistic choices in terms of linguistic, literary and visual
devices, demonstrating some awareness of impact on an audience

iii. selects some relevant details and examples to support ideas.

5-6
The student:

i. produces texts that demonstrate considerable personal engagement
with the creative process; demonstrates considerable thought or
imagination and substantial exploration of new perspectives and ideas

ii. makes thoughtful stylistic choices in terms of linguistic, literary and

23

visual devices, demonstrating good awareness of impact on an audience

iii. selects sufficient relevant details and examples to support ideas.

7-8
The student:
i. produces texts that demonstrate a high degree of personal engagement
with the creative process; demonstrates a high degree of thought or
imagination and perceptive exploration of new perspectives and ideas

ii. makes perceptive stylistic choices in terms of linguistic, literary and
visual devices, demonstrating clear awareness of impact on an audience

iii. selects extensive relevant details and examples to support ideas.

Criterion D

Objective:
i. use appropriate and varied vocabulary, sentence structures and forms of expression

ii. write and speak in an appropriate register and style

iii. use correct grammar, syntax and punctuation

iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy

v. use appropriate non-verbal communication techniques.

Criterion D- Using language (08)

Achievement
level

Level descriptor

below.

1-2
The student:

i. uses a limited range of appropriate vocabulary and forms of
expression

ii. writes and speaks in an inappropriate register and style that do not
serve the context and intention

iii. uses grammar, syntax and punctuation with limited accuracy; errors
often hinder communication

iv. spells/writes and pronounces with limited accuracy; errors often
hinder communication

24

v. makes limited and/or inappropriate use of non-verbal
communication techniques.

3-4
The student:

i. uses an adequate range of appropriate vocabulary, sentence
structures and forms of expression

ii. sometimes writes and speaks in a register and style that serve the
context and intention

iii. uses grammar, syntax and punctuation with some degree of
accuracy; errors sometimes hinder communication

iv. spells/writes and pronounces with some degree of accuracy; errors
sometimes hinder communication

v. makes some use of appropriate non-verbal communication
techniques.

5-6
The student:

i. uses a varied range of appropriate vocabulary, sentence structures
and forms of expression competently

ii. writes and speaks competently in a register and style that serve the
context and intention

iii. uses grammar, syntax and punctuation with a considerable degree of
accuracy; errors do not hinder effective communication

iv. spells/writes and pronounces with a considerable degree of
accuracy; errors do not hinder effective communication

v. makes sufficient use of appropriate non-verbal communication
techniques.

7-8
The student:
i. effectively uses a range of appropriate vocabulary, sentence
structures and forms of expression

ii. writes and speaks in a consistently appropriate register and style
that serve the context and intention

iii. uses grammar, syntax and punctuation with a high degree of
accuracy; errors are minor and communication is effective

iv. spells/writes and pronounces with a high degree of accuracy; errors
are minor and communication is effective
v. makes effective use of appropriate non-verbal communication
techniques.

25

Language Acquisition (English, Hindi, French, Spanish)

Phase-specific language acquisition objectives
Phase 1

Phase 2

Phase 3

Phase 4

Phase 5

Phase 6

In order to
reach the aims
of language
acquisition,
students
should be able
to:

In order to
reach the
aims of
language
acquisition,
students
should be
able to:

In order to
reach the
aims of
language
acquisition,
students
should be
able to:

In order to
reach the
aims of
language
acquisition,
students
should be
able to:

In order to
reach the
aims of
language
acquisition,
students
should be
able to:

In order to
reach the
aims of
language
acquisition,
students
should be
able to:

identify basic
facts,
messages,
main ideas and
supporting
details in
everyday
situations

show under-
standing of
messages,
main ideas
and
supporting
details in
familiar
situations

show under-
standing of
information,
main ideas
and
supporting
details, and
draw
conclusions in
familiar and
some
unfamiliar
situations

construct
meaning and
draw
conclusions
from
information,
main ideas
and
supporting
details in
familiar and
unfamiliar
situations

analyze and
draw
conclusions
from
information,
main ideas
and
supporting
details in
social and
some
academic
situations

evaluate and
draw
conclusions
from
information,
main ideas
and
supporting
details in
social and
academic
situations

recognize basic
conventions

recognize
basic
conventions

understand
conventions

interpret
conventions

analyze
conventions

interpret the
authors
choice of
style, format
and ideas to
suit an
intended
audience and
purpose

26

engage with
the spoken
and visual text
by identifying
ideas, opinions
and attitudes
and by making
a personal
response to
the text

engage with
the spoken
and visual
text by
identifying
ideas,
opinions
and
attitudes
and by
making a
personal
response to
the text

engage with
the spoken
and visual
text by
identifying
ideas,
opinions and
attitudes and
by making a
response to
the text
based on
personal
experiences
and opinions

engage with
the spoken
and visual
text by
identifying
ideas,
opinions and
attitudes
and by
making a
response to
the text
based on
personal
experiences
and opinions

engage with
the spoken
and visual
text by
analyzing
ideas,
opinions and
attitudes and
by making a
response to
the text
based on
personal
experiences
and opinions
from a global
perspective.

engage with
the spoken
and visual
text by
analyzing
ideas,
opinions and
attitudes and
by making a
response to
the text
based on
personal
experiences
and opinions
from a global
perspective.

Objective B
identify basic
facts,
messages,
main ideas
and
supporting
details

identify
basic facts,
main ideas
and
supporting
details, and
draw
conclusions

show under-
standing of
information,
main ideas
and
supporting
details, and
draw
conclusions

construct
meaning by
identifying
stated and
implied
information,
main ideas
and
supporting
details, and
draw
conclusions

analyze and
draw
conclusions
from
information,
main ideas
and
supporting
details

evaluate and
draw
conclusions
from
information,
main ideas
and
supporting
details

recognize
basic aspects
of format and
style, and
authors
purpose for
writing

recognize
basic
conventions
including
aspects of
format and
style, and
authors
purpose for
writing
understand
basic
conventions
including
aspects of
format and
style, and
authors
purpose for
writing
interpret
basic
conventions
including
aspects of
format and
style, and
authors
purpose for
writing

analyze basic
conventions
including
aspects of
format and
style, and
authors
purpose for
writing

interpret the
authors
choice of
style, format
and ideas to
suit an
intended
audience and
purpose

engage with
the written
and visual text
by identifying
ideas, opinions
and attitudes
and by making
engage with
the written
and visual
text by
identifying
ideas,
opinions
engage with
the written
and visual
text by
identifying
ideas,
opinions and
engage with
the written
and visual
text by
identifying
ideas,
opinions and
engage with
the written
and visual
text by
analyzing
ideas,
opinions and
engage with
the written
and visual
text by
evaluating
ideas,
opinions and

27

a personal
response to
the text

and
attitudes
and by
making a
personal
response to
the text

attitudes and
by making a
response to
the text
based on
personal
experiences
and opinions

attitudes and
by making a
response to
the text
based on
personal
experiences
and opinions

attitudes and
by making a
response to
the text
based on
personal
experiences
and opinions
from a global
perspective.

attitudes and
by making a
response to
the text
based on
personal
experiences
and opinions
from a global
perspective.

respond
appropriately
to simple
short phrases

respond
appropriately
to spoken,
written and
visual text in
a limited
range of
familiar
situations
respond
appropriately
to spoken,
written and
visual text in a
range of
familiar and
some
unfamiliar
situations
respond
appropriately
to spoken,
written and
visual text in
a range of
familiar and
unfamiliar
situations
respond
appropriately
to spoken,
written and
visual text in
a range of
social and
some
academic
situations

respond
appropriately
to spoken,
written and
visual text in
a wide range
of social and
academic
situations
interact in
simple and
rehearsed
exchanges,
using verbal
and non-
verbal
language

interact in
basic
structured
exchanges on
a limited
variety of
aspects
within
familiar
situations

interact in
rehearsed
and
unrehearsed
exchanges on
a limited
variety of
aspects
within
familiar and
some
unfamiliar
situations

engage in
rehearsed
and
unrehearsed
exchanges to
share ideas
on topics of
personal and
global
significance

engage in
rehearsed
and
unrehearsed
exchanges to
share ideas
on a range of
topics of
personal and
global
significance

engage in
unrehearsed
and complex
exchanges on
a wide range
of topics of
personal and
global
significance

use basic
phrases to
communicate
ideas,
feelings and
information
on a variety
of aspects of
everyday
topics

use phrases
to
communicate
ideas,
feelings and
information
in familiar
situations

express ideas
and feelings,
and
communicate
information in
familiar and
some
unfamiliar
situations

express ideas
and feelings,
and
communicate
information
in simple and
complex texts
in familiar
and
unfamiliar
situations

express
ideas,
opinions and
feelings, and
communicate
information
in a wide
range of
situations

express a
wide range
of ideas,
opinions and
feelings, and
communicat
e information
in a wide
range of
social and
academic
contexts

communicate
with a sense
of audience.
communicate
with a sense
of audience.
communicate
with a sense
of audience
communicate
with a sense
of audience
communicate
with a sense
of register,
communicat
e with a
sense of

28

and purpose.

and purpose.

purpose and
style

register,
purpose and
style

write and
speak using a
basic range of
vocabulary,
grammatical
structures
and
conventions;
when
speaking, use
clear
pronunciation
and
intonation

write and
speak using a
basic range
of
vocabulary,
grammatical
structures
and
conventions;
when
speaking, use
clear
pronunciation
and
intonation

write and
speak using a
range of
vocabulary,
grammatical
structures
and
conventions;
when
speaking, use
clear
pronunciation
and
intonation

write and
speak using a
range of
vocabulary,
grammatical
structures
and
conventions;
when
speaking, use
clear
pronunciation
and
intonation

write and
speak using a
range of
vocabulary,
complex
grammatical
structures
and
conventions;
when
speaking, use
intonation
and fluency

write and
speak using a
wide range
of
vocabulary,
complex
grammatical
structures
and
conventions;
when
speaking,
uses oratory
technique

organize
basic
information
and use a
range of basic
cohesive
devices

organize
information
and ideas and
use a range of
basic
cohesive
devices

organize
information
and ideas and
use a range of
basic
cohesive
devices

organize
information
and ideas into
a structured
text; use a
wide range of
cohesive
devices
organize
information
and ideas;
use a wide
range of
cohesive
devices

organize
information
and ideas;
use a wide
range of
cohesive
devices

use language
to suit the
context.

use language
to suit the
context.

use language
to suit the
context.

use language
to suit the
context.

use language
to suit the
context.

use language
to suit the
context.

Mathematics

Criterion A

Objective:
i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving problems
iii. solve problems correctly in a variety of contexts.

29

Criterion A- Knowing and understanding (08)

Achievement
level

Level descriptor
below.

1-2
The student is able to:

i. select appropriate mathematics when solving simple problems in
familiar situations
ii. apply the selected mathematics successfully when solving these
problems
iii. generally solve these problems correctly.

3-4
i. select appropriate mathematics when solving more complex problems
in familiar situations
problems

5-6
i. select appropriate mathematics when solving challenging problems in
familiar situations
problems

7-8
i. select appropriate mathematics when solving challenging problems in
both familiar and unfamiliar situations
problems

Criterion B

Objective:
i. apply mathematical problem-solving techniques to recognize patterns
ii. describe patterns as relationships or general rules consistent with correct findings
iii. verify whether the pattern works for other examples.

30

Criterion B- Investigating patterns (08)

Achievement
level

Level descriptor
0 The student does not reach a standard described by any of the descriptors below.

1-2
i. apply, with teacher support, mathematical problem-solving techniques to
recognize simple patterns
ii. state predictions consistent with simple patterns.

3-4
ii. suggest how these patterns work.

5-6
ii. suggest relationships or general rules consistent with findings
iii. verify whether patterns work for another example.

7-8

i. select and apply mathematical problem-solving techniques to recognize correct
patterns
ii. describe patterns as relationships or general rules consistent with correct
findings
iii. verify whether patterns work for other examples.

Criterion C

Objective:
i. use appropriate mathematical language (notation, symbols and terminology) in both oral and
written statements
ii. use different forms of mathematical representation to present information
iii. communicate coherent mathematical lines of reasoning
iv. organize information using a logical structure.

Criterion C-Communicating (08)

Achievement
level

Level descriptor
below.

i. use limited mathematical language
ii. use limited forms of mathematical representation to present

31

1-2 information
iii. iii. communicate through lines of reasoning that are difficult to
understand.

3-4
i. use some appropriate mathematical language
ii. use different forms of mathematical representation to present
information adequately
iii. communicate through lines of reasoning that are able to be
understood, although these are not always coherent
iv. adequately organize information using a logical structure.

5-6
i. usually use appropriate mathematical language
ii. usually use different forms of mathematical representation to
present information correctly
iii. communicate through lines of reasoning that are usually
coherent
iv. present work that is usually organized using a logical
structure.

7-8
i. consistently use appropriate mathematical language
ii. consistently use different forms of mathematical
representation to present information correctly
iii. communicate clearly through coherent lines of reasoning
iv. present work that is consistently organized using a logical
structure.

Criterion D

Objective:
At the end of year 1, students should be able to

i. identify relevant elements of authentic real-life situations
ii. select appropriate mathematical strategies when solving authentic real-life situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. explain the degree of accuracy of a solution
v. describe whether a solution makes sense in the context of the authentic real-life situation.

Criterion D- Applying mathematics in real-life contexts (08)

Achievement
level

Level descriptor
0 The student does not reach a standard described by any of the
descriptors below.

i. identify some of the elements of the authentic real-life

32

1-2 situation
ii. apply mathematical strategies to find a solution to the
authentic real-life situation, with limited success.

3-4
i. identify the relevant elements of the authentic real-life
situation
ii. apply mathematical strategies to reach a solution to the
authentic real-life situation

iii. state, but not always correctly, whether the solution makes
sense in the context of the authentic real-life situation.

5-6
situation
ii. select adequate mathematical strategies to model the
iii. apply the selected mathematical strategies to reach a valid
solution to the authentic real-life situation
iv. describe the degree of accuracy of the solution
v. state correctly whether the solution makes sense in the
context of the authentic real-life situation.

7-8
situation
ii. select adequate mathematical strategies to model the
iii. apply the selected mathematical strategies to reach a
correct solution to the authentic real-life situation
iv. explain the degree of accuracy of the solution
v. describe correctly whether the solution makes sense in the
context of the authentic real-life situation.

Sciences
Criterion A
Objectives:
i. outline scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest
solutions to problems set in unfamiliar situations
iii. interpret information to make scientifically supported judgments.

33

Criterion A-Knowing and understanding (08)

Achievement
level

Level descriptor
below.

1-2
i. select scientific knowledge
ii. select scientific knowledge and understanding to suggest solutions to
problems set in familiar situations
iii. apply information to make judgments, with limited success.

3-4
i. recall scientific knowledge
ii. apply scientific knowledge and understanding to suggest solutions to
problems set in familiar situations
iii. apply information to make judgments.

5-6
i. state scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set
in familiar situations
iii. apply information to make scientifically supported judgments.

7-8
i. outline scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set
in familiar situations and suggest solutions to problems set in
unfamiliar situations
iii. interpret information to make scientifically supported judgments.

Criterion B
Objectives:

i. outline an appropriate problem or research question to be tested by a scientific investigation
ii. outline a testable prediction using scientific reasoning
iii. outline how to manipulate the variables, and outline how data will be collected
iv. design scientific investigations.

Criterion B-Inquiring and designing (08)

Achievement
level

Level descriptor
below

i. select a problem or question to be tested by a scientific investigation

34

1-2
ii. select a testable prediction
iii. state a variable
iv. design a method with limited success.

3-4
i. state a problem or question to be tested by a scientific investigation
ii. state a testable prediction
iii. state how to manipulate the variables, and state how data will be
collected
iv. design a safe method in which he or she selects materials and
equipment

5-6

i. state a problem or question to be tested by a scientific investigation
ii. outline a testable prediction
iii. outline how to manipulate the variables, and state how relevant data
will be collected
iv. design a complete and safe method in which he or she selects
appropriate materials and equipment.

7-8
i. outline a problem or question to be tested by a scientific investigation
ii. outline a testable prediction using scientific reasoning
iii. outline how to manipulate the variables, and outline how sufficient,
relevant data will be collected
iv. design a logical, complete and safe method in which he or she selects
appropriate materials and equipment.

Criterion C

Objectives:

i. present collected and transformed data
ii. interpret data and outline results using scientific reasoning
iii. discuss the validity of a prediction based on the outcome of the scientific investigation
iv. discuss the validity of the method
v. describe improvements or extensions to the method.

Criterion C-Processing and evaluating

Achievement
level

Level descriptor
below.

i. collect and present data in numerical and/or visual forms
ii. interpret data
iii. state the validity of a prediction based on the outcome of a scientific

35

1-2
investigation, with limited success
iv. state the validity of the method based on the outcome of a scientific
investigation, with limited success
v. state improvements or extensions to the method that would benefit
the scientific investigation, with limited success.

3-4

i. correctly collect and present data in numerical and/or visual forms
ii. accurately interpret data and outline results
iii. state the validity of a prediction based on the outcome of a scientific
investigation
iv. state the validity of the method based on the outcome of a scientific
investigation
v. state improvements or extensions to the method that would benefit
the scientific investigation.

5-6

i. correctly collect, organize and present data in numerical and/or visual
forms
ii. accurately interpret data and outline results using scientific reasoning
iii. outline the validity of a prediction based on the outcome of a scientific
investigation
iv. outline the validity of the method based on the outcome of a scientific
investigation
v. outline improvements or extensions to the method that would benefit
the scientific investigation.

7-8
i. correctly collect, organize, transform and present data in numerical
and/ or visual forms
ii. accurately interpret data and outline results using correct scientific
reasoning
iii. discuss the validity of a prediction based on the outcome of a scientific
investigation
iv. discuss the validity of the method based on the outcome of a scientific
investigation
v. describe improvements or extensions to the method that would
benefit the scientific investigation.

Criterion D

Objectives:
i. summarize the ways in which science is applied and used to address a specific problem or issue
ii. describe and summarize the various implications of using 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.

36

Criterion D- Reflecting on the impacts of science (08)

Achievement
level

Level descriptor
below.

1-2
The student is able to with limited success:
i. state the ways in which science is used to address a specific
problem or issue
ii. state the implications of using science to solve a specific problem or
issue, interacting with a factor
iii. apply scientific language to communicate understanding
iv. document sources.

3-4
i. state the ways in which science is used to address a specific
problem or issue
ii. state the implications of using science to solve a specific problem or
issue, interacting with a factor
iii. sometimes apply scientific language to communicate
understanding
iv. sometimes document sources correctly.

5-6
i. outline the ways in which science is used to address a specific
problem or issue
ii. outline the implications of using science to solve a specific problem
or issue, interacting with a factor
iii. usually apply scientific language to communicate understanding
clearly and precisely
iv. usually document sources correctly.

7-8
i. summarize the ways in which science is applied and used to address
a specific problem or issue
ii. describe and summarize the implications of using science and its
application to solve a specific problem or issue, interacting with a
factor
iii. consistently apply scientific language to communicate
understanding clearly and precisely
iv. document sources completely.

37

Individuals and Societies

Criterion A
Objectives:
i. use vocabulary in context
ii. demonstrate knowledge and understanding of subject-specific content and concepts, using
descriptions, explanations and examples.


Achievement
level

Level descriptor

1-2
The student:
i. recognizes some vocabulary
ii. demonstrates basic knowledge and understanding of content and concepts
through limited descriptions and/or examples.

3-4
The student:
i. uses some vocabulary
ii. demonstrates satisfactory knowledge and understanding of content and
concepts through simple descriptions, explanations and/or examples.

5-6
The student:
i. uses considerable relevant vocabulary, often accurately
ii. demonstrates substantial knowledge and understanding of content and
concepts through descriptions, explanations and examples.

7-8
The student:
i. consistently uses relevant vocabulary accurately
ii. demonstrates excellent knowledge and understanding of content and
concepts through detailed descriptions, explanations and examples.

Criterion B
Objectives:

i. explain the choice of a research question
ii. follow an action plan to explore a research question
iii. collect and record relevant information consistent with the research question
iv. reflect on the process and results of the investigation.

38

Criterion B- Investigating (08)

Achievement
level

Level descriptor

1-2
The student:
i. identifies a research question
ii. follows an action plan in a limited way to explore a research question
iii. collects and records information, to a limited extent
iv. with guidance, reflects on the research process and results, to a limited
extent

3-4
The student:
i. describes the choice of a research question
ii. partially follows an action plan to explore a research question
iii. uses a method or methods to collect and record some relevant
information
iv. with guidance, reflects on the research process and results with some
depth.

5-6
The student:
i. describes the choice of a research question in detail
ii. mostly follows an action plan to explore a research question
iii. uses method(s) to collect and record often relevant information
iv. reflects on the research process and results.

7-8
The student:
i. explains the choice of a research question
ii. effectively follows an action plan to explore a research question
iii. uses methods to collect and record consistently relevant information
iv. thoroughly reflects on the research process and results.

Criterion C
Objectives:
i. communicate information and ideas with clarity
ii. organize information and ideas effectively for the task
iii. list sources of information in a way that follows the task instructions.

Criterion C- Communicating (08)

Achievement
level

Level descriptor
below.

1-2
The student:
i. communicates information and ideas in a style that is not always clear
ii. organizes information and ideas in a limited way
iii. inconsistently lists sources, not following the task instructions.
The student:
i. communicates information and ideas in a way that is somewhat clear

39

3-4
ii. somewhat organizes information and ideas
iii. lists sources in a way that sometimes follows the task instructions.

5-6
The student:
i. communicates information and ideas in a way that is mostly clear
ii. mostly organizes information and ideas
iii. lists sources in a way that often follows the task instructions.

7-8
The student:
i. communicates information and ideas in a way that is completely clear
ii. completely organizes information and ideas effectively
iii. lists sources in a way that always follows the task instructions.

Criterion D
Objectives:
i. identify the main points of ideas, events, visual representation or arguments
ii. use information to give an opinion
iii. identify and analyze a range of sources/data in terms of origin and purpose
iv. identify different views and their implications.

Criterion D- Thinking critically (08)

Achievement
level

Level descriptor

1-2
The student:
i. identifies the main points of ideas, events, visual representation or
arguments to a limited extent
ii. uses information to give limited opinions
iii. identifies the origin and purpose of limited sources/data
iv. identifies some different views.

3-4
The student:
i. identifies some main points of ideas, events, visual representation or
arguments
ii. uses information to give adequate opinions
iii. identifies the origin and purpose of sources/data
iv. identifies some different views and suggests some of their implications.

5-6
The student:
i. identifies the main points of ideas, events, visual representation or
arguments
ii. uses information to give substantial opinions
iii. identifies the origin and purpose of a range of sources/data
iv. identifies different views and most of their implications

7-8
The student:
i. identifies in detail the main points of ideas, events, visual representation
or arguments
ii. uses information to give detailed opinions

40

iii. consistently identifies and analyses a range of sources/data in terms of
origin and purpose
iv. consistently identifies different views and their implications

Arts

Criterion A
Objectives:
i. demonstrate awareness of the art form studied, including the use of appropriate language
ii. demonstrate awareness of the relationship between the art form and its context
iii. demonstrate awareness of the links between the knowledge acquired and artwork created.

Achievement
level

Level descriptor
1-2 The student:
i. demonstrates limited awareness of the art form studied, including limited
use of appropriate language
ii. demonstrates limited awareness of the relationship between the art form
and its context
iii. demonstrates limited awareness of the links between the knowledge
acquired and artwork created.
3-4 The student:
i. demonstrates adequate awareness of the art form studied, including
adequate use of appropriate language
ii. demonstrates adequate awareness of the relationship between the art
form and its context
iii. demonstrates adequate awareness of the links between the knowledge
5-6 The student:
i. demonstrates substantial awareness of the art form studied, including
substantial use of appropriate language
ii. demonstrates substantial awareness of the relationship between the art
iii. demonstrates substantial awareness of the links between the knowledge
7-8 The student:

i. demonstrates excellent awareness of the art form studied, including
excellent use of appropriate language
ii. demonstrates excellent awareness of the relationship between the art
iii. demonstrates excellent awareness of the links between the knowledge
Criterion B

41

Objectives:
i. demonstrate the acquisition and development of the skills and techniques of the art form studied
ii. demonstrate the application of skills and techniques to create, perform and/or present art.

Criterion B- Developing skills (08)

Achievement level

Level descriptor
descriptors below.

1-2
The student:
i. demonstrates limited acquisition and development of the skills
and techniques of the art form studied
ii. demonstrates limited application of skills and techniques to
create, perform and/or present art.

3-4
The student:
i. demonstrates adequate acquisition and development of the
skills and techniques of the art form studied
ii. demonstrates adequate application of skills and techniques to

5-6
The student:
i. demonstrates substantial acquisition and development of the
skills and techniques of the art form studied
ii. demonstrates substantial application of skills and techniques to

7-8
The student:
i. demonstrates excellent acquisition and development of the skills
and techniques of the art form studied
ii. demonstrates excellent application of skills and techniques to

Criterion C
Objectives:
i. identify an artistic intention
ii. identify alternatives and perspectives
iii. demonstrate the exploration of ideas

42

Criterion C- Thinking creatively (08)

Achievement level

Level descriptor
descriptors below.
1-2 The student:
i. identifies a limited artistic intention
ii. identifies limited alternatives and perspectives
iii. demonstrates limited exploration of ideas.

3-4 The student:
i. identifies an adequate artistic intention
ii. identifies adequate alternatives and perspectives
iii. demonstrates adequate exploration of ideas.

5-6 The student:
i. identifies a substantial artistic intention
ii. identifies substantial alternatives and perspectives
iii. iii. demonstrates substantial exploration of ideas.

7-8 The student:
i. identifies an excellent artistic intention
ii. identifies excellent alternatives and perspectives
iii. demonstrates excellent exploration of ideas.

Criterion D
Objectives:
i. identify connections between art forms, art and context, or art and prior learning
ii. recognize that the world contains inspiration or influence for art
iii. evaluate certain elements or principles of artwork.

Criterion D- Responding (08)

Achievement
level

Level descriptor
below.
1-2 The student:
i. defines a testing method, which is used to measure the success of the
solution
ii. states the success of the solution.
3-4 The student:
i. identifies adequate connections between art forms, art and context,
or art and prior learning

43

ii. demonstrates adequate recognition that the world contains
inspiration or influence for art
iii. presents an adequate evaluation of certain elements of artwork.
5-6 The student:
i. identifies substantial connections between art forms, art and context,
or art and prior learning
ii. demonstrates substantial recognition that the world contains
iii. presents a substantial evaluation of certain elements of artwork.
7-8 The student:
i. identifies excellent connections between art forms, art and
context, or art and prior learning
ii. demonstrates excellent recognition that the world contains
iii. presents an excellent evaluation of certain elements or
principles of artwork.

Design
Criterion A
Objectives:
i. explain and justify the need for a solution to a problem
ii. state and prioritize the main points of research needed to develop a solution to the problem
iii. describe the main features of one existing product that inspires a solution to the problem
iv. present the main findings of relevant research.

Criterion A- Inquiring and analysing (08)

Achievement
level

Level descriptor
below.

1-2
The student:
i. states the need for a solution to a problem
ii. states the findings of research.

3-4
The student:
i. outlines the need for a solution to a problem
ii. states some points of research needed to develop a solution, with
some guidance
iii. states the main features of an existing product that inspires a
solution to the problem
iv. outlines some of the main findings of research.

The student:
i. explains the need for a solution to a problem
ii. states and prioritizes the main points of research needed to develop

44

5-6 a solution to the problem, with some guidance
iii. outlines the main features of an existing product that inspires a
iv. outlines the main findings of relevant research.

7-8
The student:
i. explains and justifies the need for a solution to a problem
ii. states and prioritizes the main points of research needed to develop
a solution to the problem, with minimal guidance
iii. describes the main features of an existing product that inspires a
iv. presents the main findings of relevant research.

Criterion B
Objectives:
i. develop a list of success criteria for the solution
ii. present feasible design ideas, which can be correctly interpreted by others
iii. present the chosen design
iv. create a planning drawing/diagram which outlines the main details for making the chosen
solution.

Criterion B- Developing ideas (08)

Achievement level

Level descriptor
descriptors below.

1-2
The student:
i. states one basic success criterion for a solution
ii. presents one design idea, which can be interpreted by others
iii. creates an incomplete planning drawing/diagram.

3-4
The student:
i. states a few success criteria for the solution
ii. presents more than one design idea, using an appropriate
medium(s) or labels key features, which can be interpreted by
others
iii. states the key features of the chosen design
iv. creates a planning drawing/diagram or lists requirements for
the creation of the chosen solution.

5-6
The student:
i. develops a few success criteria for the solution
ii. presents a few feasible design ideas, using an appropriate
medium(s) and labels key features, which can be interpreted
by others

45

iii. presents the chosen design stating the key features
iv. creates a planning drawing/diagram and lists the main details
for the creation of the chosen solution.

7-8
The student:
i. develops a list of success criteria for the solution
ii. presents feasible design ideas, using an appropriate
medium(s) and outlines the key features, which can be
correctly interpreted by others
iii. presents the chosen design describing the key features
iv. creates a planning drawing/diagram, which outlines the main
details for making the chosen solution.

Criterion C
Objectives:

i. outline a plan, which considers the use of resources and time, sufficient for peers to be able to
follow to create the solution
ii. demonstrate excellent technical skills when making the solution
iii. follow the plan to create the solution, which functions as intended list the changes made to the
chosen design and plan when making the solution
iv. present the solution as a whole.

Criterion C- Creating the solution (08)

Achievement level

Level descriptor
descriptors below.

1-2
The student:
i. demonstrates minimal technical skills when making the
solution
ii. creates the solution, which functions poorly and is presented
in an incomplete form.

3-4
The student:
i. lists the main steps in a plan that contains some details,
resulting in peers having difficulty following the plan to create
the solution
ii. demonstrates satisfactory technical skills when making the
solution
iii. creates the solution, which partially functions and is
adequately presented
iv. states one change made to the chosen design or plan when
making the solution.

The student:
i. lists the steps in a plan, which considers time and resources,

46

5-6
resulting in peers being able to follow the plan to create the
solution
ii. demonstrates competent technical skills when making the
solution
iii. creates the solution, which functions as intended and is
presented appropriately
iv. states one change made to the chosen design and plan when

7-8
The student:
i. outlines a plan, which considers the use of resources and
time, sufficient for peers to be able to follow to create the
solution
ii. demonstrates excellent technical skills when making the
solution
iii. follows the plan to create the solution, which functions as
intended and is presented appropriately
iv. lists the changes made to the chosen design and plan when
making the solution

Criterion D
Objectives:
i. outline a plan, which considers the use of resources and time, sufficient for peers to be able to follow
to create the solution
ii. demonstrate excellent technical skills when making the solution
iii. follow the plan to create the solution, which functions as intended list the changes made to the chosen
design and plan when making the solution
iv. present the solution as a whole.

Criterion D- Evaluating (08)

Achievement
level

Level descriptor
descriptors below.

1-2
The student:
i. demonstrates minimal technical skills when making the
solution
ii. creates the solution, which functions poorly and is presented
in an incomplete form.

3-4
The student:
i. lists the main steps in a plan that contains some details,
resulting in peers having difficulty following the plan to create
the solution

47

ii. demonstrates satisfactory technical skills when making the
solution
iii. creates the solution, which partially functions and is
adequately presented
iv. states one change made to the chosen design or plan when

5-6
The student:
i. lists the steps in a plan, which considers time and resources,
resulting in peers being able to follow the plan to create the
solution
ii. demonstrates competent technical skills when making the
solution
iii. creates the solution, which functions as intended and is
presented appropriately
iv. states one change made to the chosen design and plan when

7-8
The student:
i. outlines a plan, which considers the use of resources and
time, sufficient for peers to be able to follow to create the
solution
ii. demonstrates excellent technical skills when making the
solution
iii. follows the plan to create the solution, which functions as
intended and is presented appropriately
iv. lists the changes made to the chosen design and plan when


Criterion A
Objectives:

i. outline physical health education-related factual, procedural and conceptual knowledge
ii. identify physical and health education knowledge to describe issues and solve problems set in familiar
and unfamiliar situations
iii. apply physical and health terminology to communicate understanding

48


Achievement
level

Level descriptor
below.

1-2
The student:
i. recalls some physical health education factual, procedural conceptual
knowledge
ii. identifies physical and health education knowledge to outline issues
iii. recalls physical and health terminology.

3-4
The student :
i. recalls physical health education factual, procedural and conceptual
knowledge
and suggest solutions to problems set in familiar situations
iii. applies physical and health terminology to communicate
understanding with limited success.

5-6
The student:
i. states physical health education factual, procedural and conceptual
knowledge
and solve problems set in familiar situations
iii. applies physical and health terminology to communicate
understanding.

7-8
The student:
i. outlines physical health education factual, procedural and conceptual
knowledge
ii. identifies physical and health education knowledge to describe issues
and solve problems set in familiar and unfamiliar situations
iii. applies physical and health terminology consistently to communicate
understanding.

Criterion B
Objectives:
i. construct and outline a plan for improving health or physical activity
ii. describe the effectiveness of a plan based on the outcome.

Criterion B- Planning for performance (08)

Achievement
level

Level descriptor
below.

49

1-2
The student:
i. states plans for improving health or physical activity
ii. states the effectiveness of a plan.

3-4
The student:
i. outlines a basic plan for improving health or physical activity
ii. states the effectiveness of a plan based on the outcome.

5-6
The student:
i. outlines a plan for improving health or physical activity
ii. identifies the effectiveness of a plan based on the outcome.

7-8
The student:
i. constructs and outlines a plan for improving health or physical
activity
ii. describes the effectiveness of a plan based on the outcome.

Criterion C
Objectives:

i. recall and apply a range of skills and techniques effectively
ii. recall and apply a range of strategies and movement concepts
iii. recall and apply information to perform effectively.

Criterion C- Applying and performing (08)

Achievement
level

Level descriptor
below.
1-2 The student:
i. recalls some skills and techniques
ii. recalls some strategies and movement concepts
iii. applies information to perform with limited success.

3-4 The student:
i. recalls skills and techniques
ii. recalls strategies and movement concepts
iii. applies information to perform.
5-6 The student is able to:
i. recalls and applies skills and techniques
ii. recalls and applies a range of strategies and movement concepts
iii. applies information to perform effectively.
7-8 The student is able to:
i. recalls and applies a range of skills and techniques
ii. recalls and applies a range of strategies and movement concepts
iii. recalls and applies information to perform effectively.

50

Criterion D
Objectives:
i. identify and demonstrate strategies to enhance interpersonal skills
ii. identify goals and apply strategies to enhance performance
iii. describe and summarize performance.

Criterion D- Reflecting and improving performance (08)

Achievement
level

Level descriptor
below.
1-2 The student:
i. states a strategy to enhance interpersonal skills
ii. states a goal to enhance performance
iii. describes performance.
3-4 The student:
i. lists strategies to enhance interpersonal skills
ii. states a goal and applies strategies to enhance performance
iii. summarizes performance.
5-6 The student:
i. identifies strategies to enhance interpersonal skills
ii. lists goals and applies strategies to enhance performance
iii. outlines and summarizes performance.
7-8 The student:
i. identifies and demonstrates strategies to enhance interpersonal skills
ii. identifies goals and applies strategies to enhance performance
iii. describes and summarizes performance.

Interdisciplinary learning

Criterion A: Disciplinary grounding ( 08)
Achievement
Level
Level Descriptors
descriptors below.

1-2 The student demonstrates limited relevant disciplinary grounding.

3-4 The student demonstrates some relevant disciplinary grounding.

5-6 The student demonstrates most necessary disciplinary grounding.

51

7-8 The student demonstrates extensive necessary disciplinary grounding.

Criterion B: Synthesizing ( 08)
Achievement
Level
Level Descriptors
descriptors below.
1-2 The student establishes few and/or superficial connections between
disciplinary knowledge.
3-4 The student connects disciplinary knowledge to achieve adequate
understanding.
5-6 The student synthesizes disciplinary knowledge to demonstrate
interdisciplinary understanding.
7-8 The student synthesizes disciplinary knowledge to demonstrate
consistent interdisciplinary understanding.

Criterion C: Communicating ( 08)
Achievement
Level
Level Descriptors
below.
1-2 The student communicates interdisciplinary understanding in a limited way.
3-4 The student communicates interdisciplinary understanding with some
clarity.
5-6 The student:
communicates interdisciplinary understanding in a way that is mostly
clear
identifies sources.
7-8 The student:
communicates interdisciplinary understanding with clarity,
organization and coherence
acknowledges relevant sources.

52

Criterion D: Reflecting ( 08)
Achievement Level Level Descriptors
below.
1-2 The student describes strengths and limitations of the interdisciplinary
learning process in a limited way.
3-4 The student:
describes strengths and limitations of the interdisciplinary learning
process
states some limitations or benefits of disciplinary knowledge in
specific situations.
5-6 The student:
explains strengths and limitations of the interdisciplinary learning
process
states some limitations and benefits of disciplinary and
interdisciplinary knowledge in specific situations.

7-8 The student:
evaluates strengths and limitations of the interdisciplinary learning
process
describes some benefits and limitations of disciplinary and
interdisciplinary knowledge in specific situations.

53

Appendix 1
Assessment Command Terms

Command Term MYP definition
Analyse Break down in order to bring out the essential elements or structure.
To identify parts and relationships, and to interpret information to reach
conclusions.
Annotate Add brief notes to a diagram or graph.
Apply Use knowledge and understanding in response to a given situation or
real circumstances.
Appraise Evaluate, judge or consider text or a piece of work.
Argue Challenge or debate an issue or idea with the purpose of persuading
or committing someone else to a particular stance or action.
Calculate Obtain a numerical answer showing the relevant stages in the
working.
Classify Arrange or order by class or category.
Comment Give a judgment based on a given statement or result of a
calculation.
Compare Give an account of the similarities between two (or more) items or
situations, referring to both (all) of them throughout.
Compare and
contrast
Give an account of the similarities and differences between two (or
more) items or situations, referring to both (all) of them throughout.
Construct Develop information in a diagrammatic or logical form.
Contrast Give an account of the differences between two (or more) items or
situations, referring to both (all) of them throughout.
Deduce Reach a conclusion from the information given.
Define Give the precise meaning of a work, phrase, concept or physical
quantity.
Demonstrate Prove or make clear by reasoning or evidence, illustrating with
examples or practical application.
Derive Manipulate a mathematical relationship to give a new equation or
relationship.
Describe Give a detailed account or picture of a situation, event, pattern or
process.
Design Produce a plan, simulation or model.
Determine Obtain the only possible answer.
Discuss Offer a considered and balanced review that includes a range of
arguments, factors or hypotheses. Opinions or conclusions should be
presented clearly and supported by appropriate evidence.
Distinguish Make clear the differences between two or more concepts or items.
Document Credit sources of information used by referencing (or citing) following
one recognized referencing system. References should be included in the
text and also at the end of the piece of work in a reference lists or

54

bibliography.
Estimate Find an approximate value for an unknown quantity.
Evaluate Assess the implications and limitations; make judgments about the
ideas, works, solutions or methods in relation to selected factors.
Examine Consider an argument or concept in a way that uncovers the
assumptions and interrelationships of the issue.
Exemplify Represent with an example.
Explain Give a detailed account including reasons or causes.
Explore Undertake a systematic process of discovery.
Formulate Express precisely and systematically the relevant concept(s) or
argument(s).
Identify Provide an answer from a number of possibilities. Recognize and
state briefly a distinguishing fact or feature.
Infer Deduce; reason from premises to a conclusion. Listen or read beyond
what has been literally expressed.
Interpret Use knowledge and understanding to recognize trends and draw
conclusions from given information.
Investigate Observe, study, or make a detailed and systematic examination, in
order to establish facts and reach new conclusions.
Justify Give valid reasons or evidence to support an answer or conclusion.
Label Add title, labels or brief explanation(s) to a diagram or graph.
List Give a sequence of brief answers with no explanation.
Measure Find a value for a quantity.
Outline Give a brief account.
Predict Give an expected result of an upcoming action or event.
Present Offer for display, observation, examination or consideration.
Prove Use a sequence of logical steps to obtain the required result in a
formal way.
Recall Identify through patterns or features.
Show Give the steps in a calculation or derivation.
Sketch Represent by means of a diagram or graph (labelled as appropriate).
The sketch should give a general idea of the required shape or
relationship, and should include relevant features.
Solve Obtain the answer(s) using appropriate methods.
State Give a specific name, value or other brief answer without explanation
or calculation.
Suggest Propose a solution, hypothesis or other possible answer.
Summarize Abstract a general theme or major point(s).
Synthesize Combine different ideas in order to create new understanding.
Use Apply Knowledge or rules to put theory into practice.

Appendix 2 Course Content

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Grade 6 Curriculum Guide 2014-2015

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