Grade 7 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

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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
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Setting Structure Style Themes
Language Acquisition
Phase 1-2
Accent Audience Context Convention
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

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Interdisciplinary Learning
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
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In Grade 10, students are expected to complete a Personal project.
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
T
Tot
al
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 a criterion levels total for each student, teachers add together the students
final achievement levels in all criteria of the subject group

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.
Produces generally high-quality work. Communicates secure
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5 understanding of concepts and contexts. Demonstrates critical and
creative thinking, sometimes with sophistication. Uses knowledge
and skills in familiar classroom and real-world situations and, with
support, some unfamiliar real-world situations.

6
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 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
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Visual Art
Mathematics
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:
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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/
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.
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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.

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:
At the end of year 2, students should be able to:
i. identify and explain the content, context, language, structure, technique and style of text(s).
ii. identify and begin to explain the effects of the creators choices on an audience
iii. justify opinions and ideas, using examples, explanations and terminology
iv. interpret 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 or explanation of the content,
context, language, structure, technique and style of texts.
ii. provides minimal identification and explanation of the effects of the
creators choices on an audience
iii. rarely justifies opinions and ideas with examples or explanations; uses
little or no terminology
iv. interprets few similarities and differences in features within and
between texts.

3-4 The student:

i. provides adequate identification and explanation of the content,

ii. provides adequate identification and explanation of the effects of the
creators choices on an audience
iii. justifies opinions and ideas with some examples and explanations,
though this may not be consistent; uses some terminology
iv. interprets some similarities and differences in features within and
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between texts.

5-6 The student:

i. provides substantial identification and explanation of the content,
ii. provides substantial identification and explanation of the effects of
the creators choices on an audience
iii. sufficiently justifies opinions and ideas with examples and
explanations; uses accurate terminology
iv. competently interprets and builds on similarities and differences in
features within and between texts.

7-8 The student:

i. provides perceptive identification and explanation of the content,
ii. provides perceptive identification and explanation of the effects of
the creators choices on an audience
iii. gives detailed justification of opinions and ideas with a range of
examples, and thorough explanations; uses accurate terminology
iv. perceptively compares and contrasts features within and between
and texts.

Criterion B
Objectives:
i. employ organizational structures that serve the context and intention
ii. organize opinions and ideas in a coherent and logical manner
iii. use referencing and formatting tools to create a presentation style suitable to the context

Criterion B- Organizing (08)

Achievement
level

Level descriptor
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 coherence and
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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 competent use of organizational structures that serve the
context and intention
ii. organizes opinions and ideas in a coherent and 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.

5-6 The student:
i. makes sophisticated use of organizational structures that serve the
context and intention effectively
ii. effectively organizes opinions and ideas in a coherent and 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.

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 coherent and 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

Criterion C
Objectives:
i. produce texts that demonstrate thought and imagination and understanding 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.

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Criterion C- Producing text (08)

Achievement
level

Level descriptor
below.
1-2 The student:
i. produces texts that demonstrate limited personal engagement with
the creative process; demonstrates a limited degree of thought,
imagination or understanding and minimal exploration and
consideration 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 develop ideas.

3-4 The student:
i. produces texts that demonstrate adequate personal engagement with
the creative process; demonstrates some degree of thought,
imagination and understanding and some exploration and
consideration of new perspectives and ideas.
ii. makes some stylistic choices in terms of linguistic, literary and visual
devices, demonstrating sufficient awareness of impact on an audience
iii. selects some relevant details and examples to develop ideas.

5-6 The student:
i. produces texts that demonstrate considerable personal engagement
with the creative process; demonstrates considerable thought,
imagination and understanding and substantial exploration and
ii. makes thoughtful stylistic choices in terms of linguistic, literary and
visual devices, demonstrating good awareness of impact on an
audience
iii. selects sufficient relevant details and examples to develop 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,
imagination and understanding and perceptive exploration and
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 develop ideas with
some precision.

23

Criterion D
Objectives:

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
v. makes limited and/or inappropriate use of non-verbal
communication techniques.
vi. makes some use of appropriate 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
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 Level Descriptor

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
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.

24

7-8 The student:
i. effectively uses a varied 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.

Language B (English, Hindi, French, Spanish)

Criteria

Criterion A- Comprehending spoken and visual text
Criterion B- Comprehending written and visual text
Criterion C- Communicating in response to spoken, written and visual text
Criterion D- Using language in spoken and written form
Total: 32

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:

Objective A
25

1 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

constru
ct 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

2 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
3 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
26

1 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

2 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

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

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

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

Objective C
1 respond
appropriately
to simple
short phrases

respond
appropriately
to spoken,
written and
visual text in
respond
appropriately to
spoken, written
and visual text
in a range of
respond
appropriately to
spoken, written
and visual text in
a range of
respond
appropriately
to spoken,
written and
visual text in a
respond
appropriately
to spoken,
written and
visual text in a
27

a limited
range of
familiar
situations
familiar and
some unfamiliar
situations
familiar and
unfamiliar
situations
range of social
and some
academic
situations

wide range of
social and
academic
situations
2 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

3 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
communicate
information in
a wide range
of social and
academic
contexts

4

communicate
with a sense
of audience.

communicate
with a sense
of audience.

communicate
with a sense of
audience and
purpose.

communicate
with a sense of
audience and
purpose.

communicate
with a sense
of register,
purpose and
style

communicate
with a sense
of register,
purpose and
style

Objective D

1
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

28

2

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

3 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.

Criterion A- Knowing and understanding (08)

Achievement
level

Level descriptor
0 The student does not reach a standard described by any of the
descriptors 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
29

these problems

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

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

Criterion B- Investigating patterns (08)

Achievement
level

Level descriptor
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
i. apply mathematical problem-solving techniques to recognize
patterns
ii. suggest how these patterns work.

5-6
i. apply mathematical problem-solving techniques to recognize
patterns
ii. suggest relationships or general rules consistent with findings
iii. verify whether patterns work for another example.

30

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
descriptors below.

1-2
i. use limited mathematical language
ii. use limited forms of mathematical representation to present
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.

i. usually use appropriate mathematical language
31

5-6
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
descriptors below.

1-2
i. identify some of the elements of the authentic real-life
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
32

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.

Criterion A-Knowing and understanding (08)

Achievement
level

Level descriptor
descriptors below.
33

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
descriptors below
34

1-2
i. select a problem or question to be tested by a
scientific investigation
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
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
35

Achievement level

Level descriptor
descriptors below.

1-2
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 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
iv. state the validity of the method based on the outcome of a
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
iv. outline the validity of the method based on the outcome of a
v. outline improvements or extensions to the method that would

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
iv. discuss the validity of the method based on the outcome of a
v. describe improvements or extensions to the method that would
36

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.

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 a range of humanities terminology in context.
ii. Demonstrate knowledge and understanding of subject-specific content and concepts, appropriate
to the age level, using descriptions, explanations and examples.


descriptors below.
1-2 The student:
i. makes limited use of terminology
ii. demonstrates basic knowledge and understanding of content and
concepts through limited descriptions and/or examples.
3-4 The student:
i. uses some terminology accurately
ii. demonstrates satisfactory knowledge and understanding of content
and concepts through simple descriptions, explanations and
examples.
5-6 The student:
i. uses considerable and relevant terminology accurately
ii. demonstrates substantial knowledge and understanding of
content and concepts through descriptions, explanations and
examples.
7-8 The student:
i. consistently uses a range of terminology accurately
ii. demonstrates detailed knowledge and understanding of content
and concepts through developed and accurate descriptions,
explanations and examples.

Criterion B
Objectives:
i. formulate/ choose a clear and focused research question, explaining its relevance
ii. formulate and follow an action plan to investigate a research question
iii. use methods to collect and record relevant information
iv. Reflect on the process and results of the investigation..

38

Criterion B- - Investigating (08)

Achievement level

Level descriptor
descriptors below.

1-2
The student:
i. identifies a research question that is clear, focused and relevant
ii. formulates a limited action plan or does not follow a plan
iii. collects and records limited or sometimes irrelevant information
iv. with guidance, reflects on the research process and results in a limited
way.

3-4
The student:
i. formulates/chooses a research question that is clear and focused and
describes its relevance
ii. formulates and occasionally follows a partial action plan to explore a
research question
iii. uses a method(s) to collect and record some relevant information
iv. with guidance, reflects on the research process and results.

5-6
The student:
i. formulates/chooses a clear and focused research question and
describes its relevance in detail
ii. formulates and mostly follows a well- developed action plan to
explore a research question
iii. uses methods to collect and record appropriate relevant information
iv. reflects on the research process and results.

7-8
The student:
i. formulates/chooses a clear and focused research question and
explains its relevance
ii. formulates and effectively follows a consistent action plan to
explore a research question
iii. uses methods to collect and record appropriate and varied relevant
information
iv. reflects in detail on the research process and results.

Criterion C
Objectives:
i. communicate information and ideas in a way that is appropriate for the audience and purpose
ii. structure information and ideas according to the task instructions
iii. create a reference list and cite sources of information.

39

Criterion C- Communicating (08)
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. lists sources of information inconsistently.
3-4 The student:
i. communicates information and ideas in a way that is somewhat clear
ii. somewhat organizes information and ideas
iii. creates an adequate reference list and sometimes cites sources.
5-6 The student:
i. communicates information and ideas in a style that is mostly
appropriate to the audience and purpose
ii. mostly structures information and ideas according to the task
instructions
iii. creates an adequate reference list and usually cites sources.
7-8 The student:
i. communicates information and ideas in a style that is completely
appropriate to the audience and purpose
ii. structures information and ideas completely according to the task
instructions
iii. creates a complete reference list and always cites sources.

Criterion D
Objectives:
i. Analyse the main points of ideas, events, visual representation and arguments
ii. Summarize information to make valid arguments.
iii. Analyse a range of sources/data in terms of origin and purpose
iv. Identify different perspectives and explain their implications.
Criterion D- Thinking critically (08)

below.
1-2 The student:
i. begins to analyse ideas, events, visual representation and arguments in a
limited way
ii. begins to summarize information to make simple arguments
iii. recognizes the origin and purpose of few sources/data
iv. identifies different perspectives.
3-4 The student:
i. completes a simple analysis of ideas, events, visual representation and
40

arguments
ii. summarizes information to make some valid arguments
iii. analyses sources/data in terms of origin and purpose
iv. recognizes different perspectives and suggests some of their
implications.
5-6 The student:
i. completes a substantial analysis of ideas, events, visual representation
and arguments
ii. summarizes information in order to make usually valid arguments
iii. analyses sources/data in terms of origin and purpose
iv. clearly recognizes different perspectives and describes most of their
implications.
7-8 The student:
i. completes a detailed analysis of ideas, events, visual representation and
arguments
ii. summarizes information to make consistent, well-supported arguments
iii. effectively analyses a range of sources/data in terms of origin and
purpose,
iv. clearly recognizes different perspectives and consistently explains their
implications.

Arts

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


Achievement level

Level descriptor
below.
1-2 The student:
i. demonstrates limited awareness of the art form studied, including
concepts and limited use of appropriate language
ii. demonstrates limited awareness of the relationship between the art
form and its varying context
iii. demonstrates limited connection in the links between the knowledge
acquired and artwork created.
3-4 The student:
i. demonstrates adequate awareness of the art form studied, including
41

concepts and adequate use of appropriate language
ii. demonstrates adequate awareness of the relationship between the art
form and its varying context
iii. demonstrates adequate connection in the links between the
knowledge acquired and artwork created.
5-6 The student:
i. demonstrates substantial awareness of the art form studied,
including concepts and substantial use of appropriate language
ii. demonstrates substantial awareness of the relationship between the
art form and its varying context
iii. demonstrates substantial connection in the links between the
7-8 The student:
i. demonstrates excellent awareness of the art form studied, including
concepts and excellent use of appropriate language
ii. demonstrates excellent awareness of the relationship between the
art form and its varying context
iii. demonstrates excellent connection in the links between the

Criterion B
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.

Criteria B- Developing skills (08)

Achievement Level Level 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
ii. demonstrates adequate application of skills and techniques to create,
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
create, perform and/or present art.
42

7 8 The student:
i. demonstrates excellent acquisition and development of the skills and
ii. demonstrates excellent application of skills and techniques to create,

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

Criterion C- Thinking creatively (08)
below.
1 2 The student:
i. identifies a limited artistic intention
ii. identifies and experiments in a limited manner alternatives and
perspectives
iii. demonstrates limited exploration of ideas through the
development process.
3 4 The student:
i. identifies an adequate artistic intention
ii. identifies and experiments in a adequate manner alternatives and
perspectives
iii. demonstrates adequate exploration of ideas through the
5 6 The student:
i. identifies a substantial artistic intention
ii. identifies and experiments in a substantial manner alternatives
and perspectives
iii. demonstrates substantial exploration of ideas through the
7 8 The student:
i. identifies an excellent artistic intention
ii. identifies and experiments in a excellent manner alternatives and
perspectives
iii. demonstrates excellent exploration of ideas through the

Criterion D
Objectives:
i. identify connections between art forms, art and context, or art and prior learning
ii. recognize and appreciate that the world contains inspiration or influence for art
43

iii. evaluate elements or principles of artwork in their own work.

Criterion D- Responding (08)

below.
1 2 The student:
i. identifies limited connections between art forms, art and context, or
art and prior learning
ii. demonstrates limited recognition and appreciation that the world
contains inspiration or influence for art
iii. presents a limited evaluation of certain elements or principle of
artwork in their own work.
3 4 The student:
i. identifies adequate connections between art forms, art and context,
or art and prior learning
ii. demonstrates adequate recognition and appreciation that the world
iii. presents an adequate evaluation of certain elements or principle of
artwork in their own work..
5 6 The student:
i. identifies substantial connections between art forms, art and
context, or art and prior learning
ii. demonstrates substantial recognition and appreciation that the
world contains inspiration or influence for art
iii. presents a substantial evaluation of certain elements or principle of
7 8 The student:
i. identifies excellent connections between art forms, art and context,
or art and prior learning
ii. demonstrates excellent recognition and appreciation that the world
iii. presents an excellent evaluation of certain elements or principles of

Design

Criterion A
Objectives:
i. explain and justify the need for a solution to a problem
ii. state and prioritize the main points of the primary and secondary 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. outline a design brief, which presents the analysis of relevant research.
44

Criterion A- Inquiring and analysing (08)

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


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

12
The student:
i. States the need for a solution to a problem.
ii. States the findings of relevant research.

34
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 a basic design brief with some of the main findings of
research.

56
The student:
i. explains the need for a solution to a problem
ii. states and prioritizes the main points of primary and secondary
research needed to develop 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 primary and secondary
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. Outline a design brief which presents the main findings of relevant
research.
45

Criterion B- Developing ideas (08)

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)

0
below.

0
given below.

12
The student:
i. states one basic success criterion for the design of a solution
ii. presents one design idea, which can be interpreted by others
iii. Creates an incomplete planning drawing/diagram.

34
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 planning drawings/diagrams or lists requirements for the
creation of the chosen solution.

56
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
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.
46

12
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.

34
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.

56
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 making
the solution.
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 simple, relevant testing methods, which generate data, to measure the success of the
solution
ii. outline the success of the solution against the design specification
iii. outline how the solution could be improved
iv. outline the impact of the solution on the client/target audience

Criterion D- Evaluating (08)

0
below.

12
The student:
i. defines a testing method, which is used to measure the success of the
47

solution
ii. states the success of the solution.

34
The student:
i. defines a relevant testing method, which generates data, to measure
the success of the solution
ii. states the success of the solution against the design specification
based on the results of one relevant test
iii. states one way in which the solution could be improved
iv. states one way in which the solution can impact the client/target
audience.

56
The student:
i. defines relevant testing methods, which generate data, to measure
the success of the solution
ii. states the success of the solution against the design specification
based on relevant product testing
iii. outlines one way in which the solution could be improved
iv. outlines the impact of the solution on the client/target audience, with
guidance.

7-8
The student:
i. outlines simple, relevant testing methods, which generate data, to
measure the success of the solution
ii. outlines the success of the solution against the design specification
based on authentic product testing
iii. outlines how the solution could be improved
iv. outlines the impact of the solution on the client/target audience.


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

below.

The student:
i. recalls some physical health education factual, procedural conceptual
knowledge
48

1-2
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
ii. identifies physical and health education knowledge to outline issues
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
ii. identifies physical and health education knowledge to outline issues 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)
below.

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.

49

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

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)
descriptors below.
1-2 The student:
50

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.

51

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 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.
52

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 (labeled 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 7 Curriculum Guide 2014-2015

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