Grade 8 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).
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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
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(causes
and
consequences)
Culture Disparity and equity Diversity
Globalization Model Networks Patterns and trends
Resources Scarcity Scale Sustainability
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History
Causality(causes
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

Mathematics
Change Equivalence Generalization Justification
Measurement Model Pattern Quantity
Representation Simplification Space System
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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

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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.

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,

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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
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.
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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.
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)

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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
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.

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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

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

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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
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.
Produces high-quality, frequently innovative work.
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7 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
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Sciences
Mathematics
Thursday Design
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 on the ground floor, IT lab and Dance room on the first floor and Visual Art room and Music
room on the Second Floor. The building also has a large Audio-Visual hall called Kalindi on the Second Floor.
Here students have school assemblies and other events. Sometimes they have Yoga lessons in Kalindi. Their
photocopying needs are taken care of by the Reprographics personnel.

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

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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 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
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.
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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/
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
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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:
At the end of year 3, students should be able to:
i. identify and explain the content, context, language, structure, technique and style of text(s) and the relationships
among texts
ii. identify and 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 genres and 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, and does not explain the relationships among 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 genres
and texts.

3-4 The student:
i. provides adequate identification and explanation of the content, context,
language, structure, technique and style, and some explanation of the
relationships among texts
ii. provides adequate identification and explanation of the effects of the creators
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 between genres
and texts.

5-6 The student:
i. provides substantial identification and explanation of the content, context,
language, structure, technique and style, and explains the relationships among
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texts
ii. provides substantial identification and explanation of the effects of the creators
iii. sufficiently justifies opinions and ideas with examples and explanations; uses
accurate terminology
iv. competently interprets similarities and differences in features within and between
genres and texts.

7-8 The student:
i. provides perceptive identification and explanation of the content, context, language,
structure, technique and style, and explains the relationships among texts thoroughly
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 genres 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 and intention.

Criterion B- Organizing (08)
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
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 coherence and logic
iii. makes adequate use of referencing and formatting tools to create a
presentation style suitable to the context and intention.
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5-6 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.

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, imagination and sensitivity, while exploring and considering 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 develop ideas

Criterion C- Producing text (08)
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,
imagination or sensitivity 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 sensitivity and some exploration and consideration
25

of new perspectives and ideas
ii. makes some stylistic choices in terms of linguistic, literary and visual
devices, demonstrating adequate 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 sensitivity and substantial exploration and
consideration of new perspectives and ideas
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 sensitivity and perceptive exploration
and consideration 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 develop ideas
with precision.

Criterion D
Objectives:
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)
1-2 The student:
i. uses a limited range of appropriate vocabulary and forms of expression
26

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.

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 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.

27

Language B (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
28

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

29

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
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.

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

30

unfamiliar
situations
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
communicate
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
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

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.

31

Mathematics
Criterion A
Objectives:
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. explain whether a solution makes sense in the context of the authentic real-life situation.

Criterion A- Knowing and understanding (08)
below.
1-2 The student:
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 The student:
i. identify the relevant elements of the authentic real-life situation
ii. select, with some success, adequate mathematical strategies to
model the authentic real-life situation
iii. apply mathematical strategies to reach a solution to the authentic
real-life situation
iv. describe whether the solution makes sense in the context of the
authentic real-life situation.
5-6 The student:
ii. select adequate mathematical strategies to model the authentic
real-life situation
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. discuss whether the solution makes sense in the context of the
authentic real-life situation.
7-8 The student:
ii. select appropriate mathematical strategies to model the authentic
real life situation
iii. apply the selected mathematical strategies to reach a correct
solution
32

iv. explain the degree of accuracy of the solution
v. explain whether the solution makes sense in the context of the
authentic real life situation.

Criterion B
Objectives:
i. select and apply mathematical problem-solving techniques to discover complex patterns
ii. describe patterns as relationships and/or general rules consistent with findings
iii. verify and justify relationships and/or general rules.

Criterion B- Investigating patterns (08)
below.
1-2 The student:
i. apply, with teacher support, mathematical problem-solving
techniques to discover simple patterns
ii. state predictions consistent with patterns.

3-4 The student:
i. apply mathematical problem-solving techniques to discover
simple patterns
ii. suggest relationships and/or general rules consistent with
findings.
5-6 The student:
i. select and apply mathematical problem-solving techniques to
discover complex patterns
ii. describe patterns as relationships and/or general rules consistent
with findings
iii. verify these relationships and/or general rules.
7-8 The student:
i. select and apply mathematical problem-solving techniques to
discover complex patterns
ii. describe patterns as relationships and/or general rules consistent
with correct findings
iii. verify and justify these relationships and/or general rules.

33

Criterion C
Objectives:
i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written
explanations
ii. use different forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete and coherent mathematical lines of reasoning
v. organize information using a logical structure.

Criterion C--Communicating (08)
below.
1-2 The student is able to:
i. use limited mathematical language
ii. use limited forms of mathematical representation to present
information
iii. communicate through lines of reasoning that are difficult to
interpret.

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 clear
iv. adequately organize information using a logical structure.

i. usually use appropriate mathematical language
ii. usually use different forms of mathematical representation to present
information correctly
iii. move between different forms of mathematical representation with
some success
iv. communicate through lines of reasoning that are clear although not
always coherent or complete
v. present work that is usually organized using a logical structure.

i. consistently use appropriate mathematical language
ii. use different forms of mathematical representation to consistently
present information correctly
34

iii. move effectively between different forms of mathematical
representation
iv. communicate through lines of reasoning that are complete and
coherent
v. present work that is consistently organized using a logical structure.

Criterion D
Objectives:
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. explain whether a solution makes sense in the context of the authentic real-life situation.

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

ii. select, with some success, adequate mathematical strategies to model the
authentic real-life situation
iii. apply mathematical strategies to reach a solution to the authentic real-life
situation
iv. describe whether the solution makes sense in the context o the authentic
real-life situation.

ii. select adequate mathematical strategies to model the authentic real-life
situation
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. discuss whether the solution makes sense in the context of the authentic

35

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

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

below.
1-2 The student:
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.

3-4 The student:
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.

5-6 The student:
i. outline scientific knowledge
familiar situations and suggest solutions to problems set in unfamiliar
situations
iii. interpret information to make scientifically supported judgments.

7-8 The student:
i. describe scientific knowledge
36

familiar and unfamiliar situations
iii. analyse information to make scientifically supported judgments.

Criterion B
Objectives:
i. describe a problem or question to be tested by a scientific investigation
ii. outline a testable hypothesis and explain it using scientific reasoning
iii. describe how to manipulate the variables, and describe how data will be collected
iv. design scientific investigations.
Criterion B- Inquiring and designing (08)
below.
1-2 The student:
i. state a problem or question to be tested by a scientific investigation, with
limited success
ii. state a testable hypothesis
iii. state the variables
iv. design a method, with limited success.

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

5-6 The student:
i. outline a problem or question to be tested by a scientific investigation
ii. outline and explain a testable hypothesis using scientific reasoning
iii. outline how to manipulate the variables, and outline how sufficient,
relevant data will be collected
iv. design a complete and safe method in which he or she selects appropriate
materials and equipment.

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

37

Criterion C
Objectives:
i. present collected and transformed data
ii. interpret data and describe results using scientific reasoning
iii. discuss the validity of a hypothesis based on the outcome of the scientific investigation
iv. discuss the validity of the method
iv. describe improvements or extensions to the method.

Criterion C-Processing and evaluating (08)
below.
1-2 The student:
i. collect and present data in numerical and/or visual forms
ii. accurately interpret data
iii. state the validity of a hypothesis with limited reference to a scientific
investigation
iv. state the validity of the method with limited reference to a scientific
investigation
v. state limited improvements or extensions to the method

3-4 The student:
i. correctly collect and present data in numerical and/or visual forms
ii. accurately interpret data and describe results
iii. state the validity of a hypothesis 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 The student:
i. correctly collect, organize and present data in numerical and/or visual
forms
ii. accurately interpret data and describe results using scientific reasoning
iii. outline the validity of a hypothesis 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

38

7-8 The student:
i. correctly collect, organize, transform and present data in numerical and or
visual forms
ii. accurately interpret data and describe results using correct scientific
reasoning
iii. discuss the validity of a hypothesis 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

Criterion D
Objectives:
i. describe the ways in which science is applied and used to address a specific problem or issue
ii. discuss and analyse 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)
below.
1-2 The student:
i. state the ways in which science is used to address a specific problem or issue
ii. state the implications of the use of science to solve a specific problem or
issue, interacting with a factor
iii. apply scientific language to communicate understanding but does so with
limited success
iv. document sources, with limited success.

3-4 The student:
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. sometimes apply scientific language to communicate understanding
iv. sometimes document sources correctly.
5-6 The student:
i. summarize the ways in which science is applied and used to address a specific
problem or issue
39

ii. describe the implications of using science and its application 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 The student:
i. describe the ways in which science is applied and used to address a specific
problem or issue
ii. discuss and analyse 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.

Individuals and Societies
Criterion A
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


1-2 The student:
i. use a range of terminology in context
ii. demonstrate knowledge and understanding of subject-specific content and concepts,
through descriptions, explanations and 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.

40

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:

iii. Formulate /choose a clear and focused research question, explaining its relevance
iv. formulate and follow an action plan to investigate a research question
v. use methods to collect and record relevant information
vi. evaluate the process and results of the investigation, with guidance.

Criterion B- Investigating (08)
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 investigate 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 sufficiently developed action plan to investigate a
research question
iii. uses methods to collect and record appropriate relevant information
iv. with guidance, evaluates 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 investigate a research
question
iii. uses methods to collect and record appropriate and varied relevant information
iv. with guidance, provides a detailed evaluation of the research process and results.

41

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.

Criterion C-Communicating
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 concepts, issues, models, visual representation and/or theories
42

ii. summarize information to make valid, well-supported arguments
iii. analyse a range of sources/data in terms of origin and purpose, recognizing values and limitations
iv. recognize different perspectives and explain their implications.

Criterion D- Thinking critically (08)
1-2 The student:
i. begins to analyze concepts, issues, models, visual representation and/or theories in
a limited way
ii. begins to identify connections between information to make simple arguments
iii. recognizes the origin and purpose of few sources/data as well as few values and
limitations of sources/data
iv. identifies different perspectives

3-4 The student:
i. completes a simple analysis of concepts, issues, models, visual representation
and/or theories
ii. summarizes information to make some adequate arguments
iii. analyses sources/data in terms of origin and purpose, recognizing some values and
limitations
iv. recognizes different perspectives and suggests some of their implications.

5-6 The student:
i. completes a substantial analysis of concepts, issues, models, visual representation
and/or theories
ii. summarizes information in order to make usually valid arguments
iii. analyses sources/data in terms of origin and purpose, usually recognizing values and
limitations
iv. clearly recognizes different perspectives and describes most of their implications.

7-8 The student:
i. completes a detailed analysis of concepts, issues, models, visual representation
and/or theories
ii. summarizes information to make consistent, well-supported arguments
iii. effectively analyses a range of sources/data in terms of origin and purpose,
consistently recognizing values and limitations
iv. clearly recognizes different perspectives and consistently explains their
implications.

43

Arts
Criterion A
Objectives:
i. demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate language
ii. demonstrate knowledge of the role of the art form in original or displaced contexts
iii. use acquired knowledge to inform their artwork.

1-2 The student:
i. demonstrates limited knowledge of the art form studied, including concepts,
processes, and limited use of appropriate language
ii. demonstrates limited knowledge of the role of the art form in original or
displaced contexts
iii. demonstrates limited use of acquired knowledge to inform his or her artwork.

3-4 The student:
i. demonstrates adequate knowledge of the art form studied, including concepts,
processes, and adequate use of appropriate language
ii. demonstrates adequate knowledge of the role of the art form in original or
displaced contexts
iii. demonstrates adequate use of acquired knowledge to inform his or her artwork.

5-6 The student:
i. demonstrates substantial knowledge of the art form studied, including concepts,
processes, and substantial use of appropriate language
ii. demonstrates substantial knowledge of the role of the art form in original or
displaced contexts
iii. demonstrates substantial use of acquired knowledge to inform his or her
artwork

7-8 The student:
i. demonstrates excellent knowledge of the art form studied, including concepts,
processes, and excellent use of appropriate language
ii. demonstrates excellent knowledge of the role of the art form in original or
displaced contexts
iii. demonstrates excellent use of acquired knowledge to inform his or her artwork

44

Criterion B
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
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 create, perform and/or present art.

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.

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 create, perform
and/or present art.

Criterion C
Objectives:
i. outline a clear and feasible artistic intention
ii. outline alternatives, perspectives, and imaginative solutions
iii. demonstrate the exploration of ideas through the developmental process to a point of realization.

45

Criterion C- Thinking creatively (08)
1-2 The student:
i. presents a limited outline of an artistic intention, which may lack clarity or
feasibility
ii. presents a limited outline of alternatives, perspectives, and imaginative
solutions
iii. demonstrates limited exploration of ideas through the developmental process,
which may lack a point of realization.
3-4 The student:
i. presents an adequate outline of a clear and/or feasible artistic intention
ii. presents an adequate outline of alternatives, perspectives, and imaginative
solutions
iii. demonstrates adequate exploration of ideas through the developmental process
to a point of realization.

5-6 The student:
i. presents a substantial outline of a clear and feasible artistic intention
ii. presents a substantial outline of alternatives, perspectives, and imaginative
solutions
iii. demonstrates substantial exploration of ideas through the developmental
process to a point of realization.
7-8 The student:
i. presents an excellent outline of a clear and feasible artistic intention
ii. presents an excellent outline of alternatives, perspectives, and imaginative
solutions
iii. demonstrates excellent exploration of ideas through the developmental process
to a point of realization.

Criterion D
Objectives:
i. outline connections and transfer learning to new settings
ii. create an artistic response inspired by the world around them
iii. evaluate the artwork of self and others.

46

Criterion D- Responding (08)

Achievement
level

Level descriptor
1-2 The student:
i. presents a limited outline of connections and may transfer learning to new
settings
ii. creates a limited artistic response that is possibly inspired by the world around
him or her
iii. presents a limited evaluation of the artwork of self and others.
3-4 The student:
i. presents an adequate outline of connections and occasionally transfers learning
to new settings
ii. creates an adequate artistic response that is occasionally inspired by the world
around him or her
iii. presents an adequate evaluation of the artwork of self and others.

5-6 The student:
i. presents a substantial outline of connections and regularly transfers learning to
new settings
ii. creates a substantial artistic response that is regularly inspired by the world
around him or her
iii. presents a substantial evaluation of the artwork of self and others.

7-8 The student:
i. presents an excellent outline of connections with depth and insight, and
effectively transfers learning to new settings
ii. creates an excellent artistic response that is effectively inspired by the world
around him or her
iii. presents an excellent evaluation of the artwork of self and others.

Design
Criterion A
Objectives:
i. explain and justify the need for a solution to a problem
ii. construct a research plan, which states and prioritizes the primary and secondary research needed to develop a
solution to the problem
iii. analyse a group of similar products that inspire a solution to the problem
iv. develop a design brief, which presents the analysis of relevant research.

47

Criterion A- Inquiring and analyzing (08)
1-2 The student:
i. states the need for a solution to a problem
ii. states some of the main findings of relevant research.

3-4 The student:
i. outlines the need for a solution to a problem
ii. states the research needed to develop a solution to the problem, with
some guidance
iii. outlines one existing product that inspires a solution to the problem
iv. develops a basic design brief, which outlines some of relevant research.

5-6 The student:
i. explains the need for a solution to a problem
ii. constructs a research plan, which states and prioritizes the primary and
secondary research needed to develop a solution to the problem, with
some guidance
iii. describes a group of similar products that inspire a solution to the problem
iv. develops a design brief, which outlines the findings of relevant research.
7-8 The student:
i. explains and justifies the need for a solution to a problem
ii. constructs a research plan, which states and prioritizes the primary and
secondary research needed to develop a solution to the problem
independently
iii. analyses a group of similar products that inspire a solution to the problem
iv. develops a design brief, which presents the analysis of relevant research.

Criterion B
Objectives:
i. develop a design specification which outlines the success criteria for the design of a solution based on the data
collected
ii. present a range of feasible design ideas, which can be correctly interpreted by others
iii. present the chosen design and outline the reasons for its selection
iv. develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen
solution.

Criterion B- Developing ideas (08)
48

1-2 The student:
i. lists a few basic success criteria for the design of a solution
ii. presents one design idea, which can be interpreted by others
iii. creates incomplete planning drawings/diagrams.

3-4 The student:
i. constructs a list of the success criteria for the design of a solution
ii. presents a few feasible design ideas, using an appropriate medium(s) or explains
key features, which can be interpreted by others
iii. outlines the main reasons for choosing the design with reference to the design
specification
iv. creates planning drawings/diagrams or lists requirements for the chosen solution.

5-6 The student:
i. develops design specifications, which identify the success criteria for the design of
a solution
ii. presents a range of feasible design ideas, using an appropriate medium(s) and
explains key features, which can be interpreted by others
iii. presents the chosen design and outlines the main reasons for its selection with
reference to the design specification
iv. develops accurate planning drawings/diagrams and lists requirements for the
creation of the chosen solution.

7-8 The student:
i. develops a design specification which outlines the success criteria for the design of
a solution based on the data collected
ii. presents a range of feasible design ideas, using an appropriate medium(s) and
annotation, which can be correctly interpreted by others
iii. presents the chosen design and outlines the reasons for its selection with reference
to the design specification
iv. develops accurate planning drawings/diagrams and outlines requirements for the
creation of the chosen solution.

Criterion C
Objectives:
i. present a range of feasible design ideas, which can be correctly interpreted by others
ii. present the chosen design and outline the reasons for its selection.

49

Criterion C- Creating the solution (08)
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. outlines each step 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. outlines changes made to the chosen design or plan when making the solution.
5-6 The student:
i. constructs a plan, which considers time and resources, sufficient for peers to be
able to follow 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. outlines changes made to the chosen design and plan when making the solution.
7-8 The student:
i. constructs a logical plan, which outlines the efficient use of time and resources,
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. explains changes made to the chosen design and plan when making the solution.

Criterion D
Objectives:
i. describe detailed and relevant testing methods, which generate accurate data, to measure the success of the
solution
ii. explain the success of the solution against the design specification
iii. describe how the solution could be improved
iv. describe the impact of the solution on the client/target audience.

Criterion D- Evaluating (08)
1-2 The student:
50

i. describes 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. describes a relevant testing method, which generates data, to measure the
success of the solution
ii. outlines the success of the solution against the design specification based on
relevant product testing
iii. lists the ways in which the solution could be improved
iv. outlines the impact of the solution on the client/target audience.

5-6 The student:
i. describes relevant testing methods, which generate data, to measure the success
of the solution
ii. describes the success of the solution against the design specification based on
relevant product testing
iii. outlines how the solution could be improved
iv. describes the impact of the solution on the client/target audience, with guidance.

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

Criterion A
Objectives:

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

1-2 The student:
i. recalls physical and health education factual, procedural and conceptual
51

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.
3-4 The student:
i. states physical and health education factual, procedural and conceptual
knowledge
ii. identifies physical and health education knowledge to describe issues and to
solve problems set in familiar situations
iii. applies physical and health terminology to communicate understanding.

5-6 The student:
i. outlines physical and health education factual, procedural and conceptual
knowledge
ii. applies physical and health education knowledge to describe issues to solve
problems set in familiar situations and suggest solutions to problems set in
unfamiliar situations
iii. applies physical and health terminology consistently to communicate
understanding.
7-8 The student:
i. describes physical health education factual, procedural and conceptual
knowledge
ii. applies physical and health education knowledge to explain issues and solve
problems set in familiar and unfamiliar situations
iii. applies physical and health terminology consistently and effectively to
communicate understanding.

Criterion B
Objectives:

i. design and explain a plan for improving physical performance and health
ii. explain the effectiveness of a plan based on the outcome.

Criterion B- Planning for performance (08)
1-2 The student:
i. outlines a plan for improving physical performance and health
ii. states the effectiveness of a plan based on the outcome.

3-4 The student:
i. constructs and outlines a plan for improving physical performance and health
52

ii. outlines the effectiveness of a plan based on the outcome.

5-6 The student:
i. constructs and explains a plan for improving physical performance and health
ii. describes the effectiveness of a plan based on the outcome.

7-8 The student:
i. designs and explains a plan for improving physical performance and health
ii. explains the effectiveness of a plan based on the outcome.

Criterion C
Objectives:
i. demonstrate and apply a range of skills and techniques
ii. demonstrate and apply a range of strategies and movement concepts
iii. outline and apply information to perform effectively.

Criterion C- Applying and performing (08)
1-2 The student:
i. recalls and applies skills and techniques with limited success
ii. recalls and applies strategies and movement concepts with limited success
iii. recalls and applies information to perform.

3-4 The student:
i. demonstrates and applies skills and techniques with limited success
ii. demonstrates and applies strategies and movement concepts with limited
success
iii. identifies and applies information to perform.

5-6 The student:
i. demonstrates and applies skills and techniques
ii. demonstrates and applies strategies and movement concepts
iii. identifies and applies information to perform effectively.

7-8 The student:
i. demonstrates and applies a range of skills and techniques
ii. demonstrates and applies a range of strategies and movement concepts
iii. outlines and applies information to perform effectively.

53

Criterion D
Objectives:

i. describe and demonstrate strategies to enhance interpersonal skills
ii. outline goals and apply strategies to enhance performance
iii. explain and evaluate performance.

Criterion D- Reflecting and improving performance (08)

1-2 The student:
i. identifies strategies that enhance interpersonal skills
ii. lists goals to enhance performance
iii. summarizes performance.

3-4 The student:
i. identifies and demonstrates strategies that enhance interpersonal skills
ii. identifies goals to enhance performance
iii. outlines and summarizes performance.

5-6 The student:
i. outlines and demonstrates strategies that enhance interpersonal skills
ii. identifies goals and applies strategies to enhance performance
iii. outlines and evaluates performance.

7-8 The student:
i. describes and demonstrates strategies that enhance interpersonal skills
ii. outlines goals and applies strategies to enhance performance
iii. explains and evaluates performance.

54

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.
55

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

56

Grade 8 Curriculum Guide 2014-2015

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