Southwest High School

Transcription

1 Southwest High School

2 SOUTHWEST ACADEMIC INFORMATION Southwest Academic Information International Baccalaureate Middle Years Programme... 3 Academic Programs of Study & Offerings... 4 Class Rank & Grade Point Average (GPA)... 5 Credit... 5 Graduation Requirements... 6 National Honor Society... 6 Post-Secondary Enrollment Options (PSEO)... 7 School Counseling Services... 8 Course Descriptions Arts Design Individuals & Societies Language Acquisition/World Language Language & Literature Mathematics Personal Project Physical Education & Health Sciences Support Services Planning Your High School Program Dear Student, As an International Baccalaureate (IB) World School, Southwest High School provides a balanced curriculum. Our primary focus is preparing all students for college. Most courses and programs at Southwest High School are considered to be college preparatory or college equivalent. You have a unique opportunity to make some decisions that will influence your future. The planning of your high school program is an important decision in your life. The choices you make with regard to these courses will have a direct impact upon your future options. This process does not need to be overwhelming, but it should be taken seriously. You do need to know that each decision you make in high school will affect the options available to you later. It is better to develop a plan that keeps all of your options open. Minneapolis Public Schools graduation requirements provide minimum pathways to 4 year college and university admission standards. For that reason, it is important for you to plan as challenging a course program as you can. You should try to find courses that meet your needs and interests and allow you to keep your post-secondary options open. The Southwest curriculum is rich in both academics and the fine arts, and provides pathways in the career and technical education fields. There is a wide range of offerings to meet all student needs. Your counselor can help provide a clear picture of the high school plan you choose to follow. Appendix A: MYP Subject Briefs Arts... 1 Design... 2 We look forward to assisting you through this process! ~SW Counseling Team Individuals & Societies... 3 Language Acquisition/World Language... 4 Language & Literature... 5 Mathematics... 6 Personal Project... 7 AP IB LEGEND Advanced Placement International Baccalaureate Physical Education & Health... 8 Sciences... 9 Appendix B: Post-Secondary Planning Information College Admission Testing... 1 College Entrance Requirements... 1 College Recommendations... 1 Information Nights for Students & Families... 1 NCAA... 2 Scholarships... 2 SL 1 Standard Level Year 1 SL 2 Standard Level Year 2 HL 1 Higher Level Year 1 HL 2 Higher Level Year 2 Audition required Concurrent Enrollment Fine Arts Credit Fitness for Life Credit 2

3 SOUTHWEST ACADEMIC INFORMATION INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME WHAT IS AN IB EDUCATION? The aim of all IB programmes is to develop internationallyminded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. Informed by these values, an IB education: centres on learners develops effective approaches to teaching and learning works within global contexts explores significant content Working together, these four characteristics define an IB education. An IB education is unique because of its rigorous academic and personal standards. IB programmes challenge students to excel not only in their studies but also in their personal growth. The IB aims to inspire a lifelong quest for learning hallmarked by enthusiasm and empathy. To that end, the IB gathers a worldwide community of supporters who celebrate our common humanity and who share a belief that education can help to build a better world. Education is an act of hope in the face of an always-uncertain future. An IB education calls forth the very best in students and educators alike. The IB believes that together we can help to prepare students for living and working in a complex, highly interconnected world. (What is an IB education?, IBO, August 2013) The IB Learner Profile is the IB mission statement translated into a set of learning outcomes for the 21st century. The attributes of the profile express the values inherent to the IB continuum of international education. The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose. THE MYP CURRICULUM (GRADES 9 & 10) The MYP at Southwest is designed for all 9th & 10th grade students. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement essential qualities for young people who are becoming global leaders. The MYP curriculum framework comprises eight subject groups, providing a broad and balanced education for early adolescents. Students take the core courses of language and literature, individuals and societies, mathematics, sciences, physical and health education, language acquisition, arts, and design. The MYP at Southwest builds upon the knowledge, skills and attitudes developed in years K-8 to prepare students to meet the academic challenges of the IB Diploma Programme (DP), Advanced Placement (AP) courses and other higher-level course offerings. ADVANCED PLACEMENT (AP) Advanced Placement (AP) AP classes are challenging collegelevel courses. In 9 th grade, all MYP students take AP Human Geography and in 10 th grade, all MYP students have the option to take AP US History. Students may register and are encouraged to take the AP exam in those courses. Exams are giving in May, and many North American colleges and universities award college credit for exemplary exam scores. There is a fee to test for the AP exam. Scholarships and/or waivers are available for students who qualify. Students should request waivers during the test registration process, which typically occurs during the winter for AP courses. As IB learners we strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective 3

4 SOUTHWEST ACADEMIC INFORMATION ACADEMIC PROGRAMS OF STUDY AND OFFERINGS Southwest High School supports the educational needs of all students. Our primary focus is preparing all students for college. Most courses and programs at Southwest High School are considered to be college preparatory or college equivalent. Students are expected to learn at high levels and are supported to succeed in academic challenges. Southwest High School is an IB World School. All ninth and tenth grade students are a part of the Middle Years Programme. Southwest offers a full range of studies in grades 11 and 12 through the International Baccalaureate Diploma Programme (DP), the International Baccalaureate Career-related Programme, and the Advanced Placement (AP) program. Southwest students are expected to both enroll in and test in either DP and/or AP courses. Fine Arts at Southwest is a fully developed program of study reaching out to all grades and departments. We offer a full range of courses in dance, vocal and instrumental music, art and theater. A variety of performances are produced in the school and throughout the community. Students have opportunities to work within their own productions, with professionals from other institutions and with the excellent professional Southwest staff. Career & Technical Education Programs prepare students for high tech, high wage, high demand occupations. Students are able to earn both college credit and industry-recognized certifications through their participation in these activity-based courses. Southwest High School offers two programs of study: Information Technology and Business. These programs afford students opportunities to tour colleges that will accept the credit earned in high school, to participate in related student organizations, and job shadow/tour businesses that will welcome the skills that they are learning. CTE students are significantly more likely than their non-cte counterparts to report that they developed problem-solving, project completion, research, math, college application, work-related, communication, time management, and critical thinking skills during high school. (Lekes et all., Career and Technical Education Pathway Programs, Academic Performance, and the Transition to College and Career, 2007). ACADEMIC PROGRAMS OF STUDY: Advanced Placement (AP) Advancement Via Individual Determination (AVID) Autism Career & Technical Education (CT) English Language Learners (ELL) International Baccalaureate (IB) International Baccalaureate Middle Years Programme (IB MYP) International Baccalaureate Diploma Programme (IB DP) International Baccalaureate Career-Related Programme (IB CP) Lifeskills Resource CONCURRENT ENROLLMENT As defined by the National Alliance of Concurrent Enrollment Partnerships, concurrent enrollment provides high school students the opportunity to take college-credit bearing courses taught by college-approved high school teachers. Students gain exposure to the academic challenges of college while in their supportive high school environment, earning transcripted college credit at the time they successfully pass the course. Articulated credit differs in that credit is awarded through a formal agreement between the high school and one or more colleges or universities documenting the transfer policies for specific credit earned in high school classes. Articulated college credit is awarded only if the high school student matriculates to the post-secondary institution(s) with which the agreement is made and, usually, participates in a specific academic program at that institution. Students are eligible for CE credit in articulated courses if the student has met the course-specific qualifications. Please review the Concurrent Enrollment information on the SWHS Academics Menu for the process and admission requirements For more information regarding PSEO & Concurrent Enrollment please visit the following link: Programs/Preparing-for-College/Concurrent-Enrollment 4

5 SOUTHWEST ACADEMIC INFORMATION CLASS RANK & GRADE POINT AVERAGE (GPA) Students receive a letter grade at the end of each 9 week quarter. Southwest does not weight grades or report rank. GPA is cumulative on a 4.0 scale and computed quarterly for all courses taken in which a letter grade is received. GPA is calculated by adding up all final grades and dividing that figure by the total number of grades awarded. Please note that the assigned credit value of courses will impact GPA calculation. Minnesota offers a dual post-secondary enrollment program (PSEO) which allows qualified students to take courses at local colleges and universities. PSEO course letter grades are included in GPA and rank determination. GRADE POINT AVERAGE (GPA) Students receive a cumulative grade point average quarterly for all courses taken in which a letter grade is earned. Each letter grade is assigned a numerical point value; the number of grade points is divided by the number of total grades to determine GPA. A = 4.00 C = 2.00 A- = 3.67 C- = 1.67 B+ = 3.33 D+ = 1.33 B = 3.00 D = 1.00 B- = 2.67 D- = 0.67 C+ = 2.33 F = 0.00 STUDENT RECOGNITION Student recognition acknowledges the importance of rigor and the value of hard work and self-discipline. Award ceremonies are held at the end of the year to honor academic, athletic, social and service achievements. CREDIT COURSE MASTERY Academic success is important. Courses and their placement in the curriculum are important to learning. Southwest attempts to empower each student to be his/her best. Careful thought and preparation is reflected in class design and program scope and sequence. Courses are placed in sequence to optimize learning. Thus, courses must be taken and successfully passed in sequence. Example: the student must successfully complete Spanish 1 prior to enrolling in Spanish 2. Students failing to earn the necessary credits in required courses will need to build a plan with their counselor to recover these credits. A student needs to plan a logical 4 year program. At the same time, a student needs to study and complete the necessary requirements to pass that level of class. Course mastery is designed to ensure successful student learning and development. Some courses are listed with pre-requisites. Pre-requisites are intended to indicate to students what skills, learned in prior courses, are necessary prior to enrolling in the subsequent course. Conversations with teachers, school counselors, and families are important to determine whether the student is prepared to be successful in the subsequent course. CREDIT/NO CREDIT A Credit/No Credit grade is an option in designated classes at the teacher s discretion. Students must request this option during the first two weeks of each quarter if they want to take the course on a Credit/No Credit basis. Students choosing this option must complete a Credit/No Credit slip and obtain signed permission from the teacher, parent/guardian and school counselor. Only one class per quarter may be taken Credit/No Credit. Credit/No Credit is not a recommended option for academic classes necessary for college acceptance. Students are expected to follow the Southwest Attendance Policy and classroom policies, including completion of all assignments and tests. Failure to do so will result in an F in the course. CREDIT RECOVERY Credit Recovery is available for failed classes. Southwest offers credit recovery through after school ALC After School Credit Recovery and Minneapolis Summer School. Students should discuss their options with their school counselor. INCOMPLETES Students who have been absent due to emergencies, extended illnesses (with doctors notes), or similar may be eligible to receive an incomplete at the end of the impacted grading period. Students have one week or less, per agreement with teacher, to make up the work. At the conclusion of the week or teacheragreed upon timeframe, any incompletes that have not been completed will become F s on the transcript. A grade of IN- COMPLETE cannot be given at the end of the 4th quarter grading period. 5

6 SOUTHWEST ACADEMIC INFORMATION GRADUATION REQUIREMENTS CLASS OF 2019 AND BEYOND 4 credits of English 3.5 credits of Social Studies 3 credits of Mathematics 1 credit of Intermediate Algebra 1 credit of Geometry 1 credit of Advanced Algebra 3 credits of Science 1 credit of Physical Science 1 credit of Biology 1 credit of Chemistry or 1 year of Physics.5 credit (1 semester) of Health.5 credit (1 semester) of Fitness 1 credit of Fine Arts (music, art, industrial technology) 6 elective credits 21.5 total credits required Participate successfully in state mandated testing Complete for My Life Plan milestones CREDIT VALUES The district changed the credit value for each course. The credit value for each course are as follows: *Semester and Quarter long courses may vary in assigned credit value. MY LIFE PLAN (MLP) My Life Plan (MLP) is a post-secondary (after high school) planning graduation requirement. MLP requires students to explore self, college, and career. Each grade level has required activities that students typically complete through classrooms. Activities include personality and interest assessments, résumé writing, career and college research, and self-reflection surveys. TESTING REQUIREMENTS All students are required participate in district and state mandated tests. 6 Year-long course 1.0 Semester*.5 Quarter*.25 WORLD LANGUAGE Taking World Language is an International Baccalaureate (IB) Diploma Program and the IB Middle Years Program (MYP) requirement. Southwest students are expected to participate in four years of a single world language. Although college admission requirements vary, many universities require at least two years of a single world language to eligible for admission and four or more years to meet degree requirements. To be best prepared for post-secondary education, training, and the global community, Southwest students are expected to enroll in four years of a single world language. NATIONAL HONOR SOCIETY (NHS) National Honor Society (NHS) is a nation-wide organization for students who are recognized for their scholarship, leadership, service, and character. Students who maintain a 3.0 or higher GPA through the first semester of junior year may apply for admission into the National Honor Society. The goal of the National Honor Society is the development of character through academics, service, and leadership. NHS members are invited to apply as juniors and seniors. Acceptance is based on academic excellence; those accepted show outstanding leadership in academics and involvement in the school and community through service. The National Honor Society meets monthly. ONLINE COURSES There are several reasons for becoming an online student, as are there several ways to do so. Students who are interested in online coursework should meet with their school counselor to discuss the options and courses available. WHAT KIND OF STUDENT BENEFITS FROM MPS ONLINE COURSES? The student who: Needs to finish additional credits to graduate. Wants to take a course their school does not offer. Has disability or short term medical issue and needs to work from home. Has summer job or family travel plans and still wants to earn credit during the summer school session. Is home schooled and wants additional classes. Needs an alternative learning setting. Wants to be a full time online student.

7 SOUTHWEST ACADEMIC INFORMATION POST-SECONDARY ENROLLMENT OPTIONS (PSEO) The Post-Secondary Enrollment Options program, also known as PSEO, was created in 1985 as a means to "promote rigorous educational pursuits and provide a wider variety of options for students." Through PSEO, high school students receive both high school and college/university credit for college or university courses that are completed. Students who meet state requirements are eligible to take regular college classes at no cost at participating four-year colleges and universities or two-year community and technical colleges. As each student s plans and goals are unique, students must work with his/her school counselor to determine if PSEO is a good option. To increase the likelihood of student success, Minnesota State Colleges and Universities (MnSCU) has set the following standards for admission to PSEO (taken from the MnSCU website: Students may also provide other documentation of readiness to perform college-level work for review and approval by a college or university. Other details about PSEO can be found in Board Policy 3.5 and System Procedure SCHEDULING/ACADEMIC PLANNING CHANGE REQUESTS Students are expected to engage in the course registration process, making thoughtful course requests for the next academic year. As such, schedule changes are done for very few reasons. Students must complete a schedule change form by the first Friday following the start of a new semester. Changes are not made on the basis of teacher preference or period of the day, and changes occur only at semester. High school seniors must be in the upper one-half of their class or score at or above the 50th percentile on the ACT or SAT. Juniors must be in the upper one-third of their class or score at or above the 70th percentile on a test, such as the ACT or SAT. Sophomores may enroll in one career or technical education course at a MnSCU college or university if they have attained a passing score or met the 8th grade standard on the 8th grade Minnesota Comprehensive Assessment in reading and meet other course prerequisites or course enrollment standards established by the college. These standards include but are not limited to assessment test scores, program admission or other requirements. If a sophomore receives a grade of C or better in the course, the student shall be allowed to take additional career or technical education courses in subsequent terms. A student who first enrolls under this provision while in 10th grade and wishes to enroll in general education courses as an 11th or 12th grade student must take the system Assessment for Course Placement and achieve the required scores prior to enrollment. Campuses may require eligible 10th grade PSEO students who wish to enroll in a career and technical course to meet with a college counselor or advisor. Colleges and universities may admit students based on other documentation of ability to perform college-level work. COURSE REQUESTS Course requests take place in semester 2 when students select their classes for the following school year. Students receive their course registration card, participate in activities to learn more about course opportunities, talk with their teachers to review recommendations, and discuss possibilities with their school counselors and families. RELEASE PERIOD Scheduling considerations may allow for seniors and juniors to have a release period(s) in their daily schedule. Any student thinking this option is a possibility must be credit ready for graduation. No credit is earned for this option. TRANSCRIPT REQUESTS Students must meet with their school counselor to request that transcripts be sent to colleges or universities on their behalf. Most transcripts are sent electronically via Naviance. Fees are assessed for initial transcripts sent to colleges but not for midyear transcripts, final transcripts, or transcripts requested for scholarships. For Southwest alumni, transcripts are retained at Southwest for five years following graduation. Students who need transcripts should call the Counseling Office at A transcript fee may apply. 7

8 SOUTHWEST ACADEMIC INFORMATION SCHOOL COUNSELING SERVICES SCHOOL COUNSELORS The SWHS Counseling Program is designed to provide comprehensive, developmental counseling, addressing the academic, career post-secondary, and social/emotional needs of all students. Students and parents are encouraged to schedule appointments with their school counselor. School counselor/ student assignments are determined by student last name. Please contact counseling clerical support at MEETING WITH YOUR SCHOOL COUNSELOR It is important that students get to know their school counselor. The school counselors make classroom presentations by grade level, but are also available for individual meetings with both students and parents. School counselors are there to help students with academic and personal needs, and to provide support and guidance for college and life planning. ADVANCED ACADEMICS OFFICE The SWHS Advanced Academics office is designed to provide comprehensive information and answer your questions about Advanced Placement (AP), International Baccalaureate Diploma Programme (IB DP), Concurrent Enrollment courses, and Post- Secondary Education Options (PSEO). In addition, test registration questions for the PSAT/NMSQT, AP, and IB examinations should be directed to this office. SWHS IB Medallion and IB Diploma students will also contact this office if they need assistance with CAS and/or the Extended Essay. Students and parents are encouraged to schedule appointments as needed. Please contact our Advanced Academics Coordinator at: or by . ACHIEVEMPLS CAREER AND COLLEGE CENTER (CCC) The AchieveMpls Career and College Center (CCC) provides Southwest students and families with the information, personal support, and connections they need to create a solid plan for their future careers or college. Coordinators, in collaboration with the Southwest Counselors and other staff members, provide opportunities for students to: obtain individual guidance on career opportunities, college searches, and financial aid use the Naviance website to research colleges, ACT/SAT test preparation, write resumes, complete My Life Plan milestones, search for scholarships, and investigate careers attend college fairs participate in career experiences meet with college, career, and military representatives get assistance in searching for local and national scholarships receive help completing job applications Families are always welcome to stop into the Career and College Center or schedule an appointment with a coordinator to discuss questions regarding their students post-secondary plans. 8

9 The following course descriptions are to be used with the course registration card. Course sequence charts and additional information can be found under ACADEMICS on the Southwest website. Students are encouraged to speak with teachers, school counselors and parents/guardians in creating their academic plans. This catalog is provided to give deeper understanding of possible course options, progression, and sequencing at SW. The content within is subject to change as needed by student interest, schedule, licensure, budget, etc. 9

10 ARTS DANCE Dance 1 Term: Semester Course Prerequisite(s): None This semester course is open to any 9-12th grade student and has a concentration on movement fundamentals through the dance elements of time, space, and energy. The intent is to give students an awareness and reverence for the physical body and its athletic and expressive capabilities. Students experience these elements through a variety of genres including modern dance, swing dance, hip hop, African, and ballet. Introductory elements of dance choreography and performance are also included. Dance 2 Term: Semester Course Prerequisite(s): Successful completion of Dance 1 This class gives a student who has taken beginning dance, a deeper experience in dance as an art form. The class goes beyond exposure into a deeper study of the body and its athletic and expressive capabilities. Dance Company 2 Prerequisite(s): Successful completion of Dance Company 1 (Intermediate) or the equivalent and Instructor Permission Prior to being in Dance Company 2, students must have experience with choreographing and performing modern dance at an intermediate level. They must be familiar with modern dance history and its contributors and have knowledge of giving respectful and informed dance critique based on the Elements of Dance (Body, Time, Space and Energy) and the protocol of DAIJ (Describe, Analyze, Interpret, Judge). This year-long class is for students with more experience in dance that want to work on their movement technique and develop their own artistic voice. This class gives students the opportunity to work with both local and national guest choreographers and perform in a range of dance work. Modern dance is the basis for this class though other genres are included. Dance Composition and Improvisation as well as numerous performing opportunities make up the bulk of this course. The focus on Creating and Performing is strong and discipline and leadership are developed. Principles of Choreography and awareness of dance and it's Cultural, aesthetic and historical components will also be experienced. Dance Company 1 Prerequisite(s): Instructor Permission This year-long course is for the student with more experience in dance and gives students more opportunity to create and perform. A deeper and more refined focus on dance technique, improvisation, and composition can be expected. An introduction to dance history and criticism is also explored. National and local artists assist in exposing the student to the world of dance. Students perform in the school-wide dance concerts. 10 Please see the MYP Subject Brief ARTS for more information; (Appendix A, pg. 1)

11 ARTS FILM AND MEDIA Media Arts 1 Term: Semester Course Prerequisite(s): None In this semester course, students will study modern media with an emphasis on video, TV, and film. Students will understand the vocabulary of video production and filmmaking as well as learn to critically view music videos, television commercials, stop motion animation, television news stories, documentaries, shorts, and feature-length films. Students will learn to analyze and intelligently discuss what they are seeing. There will be extensive hands on video production where students will learn the basics of video production including storyboarding, scripting, camera operation, framing, basic lighting, and editing. The literature we study in this course will be present day and historical examples of TV and film as well as the films produced by students in the class. Media Arts 2 Term: Semester Course Prerequisite(s): Successful completion of Media Arts 1 or instructor approval This is a semester class in which film and video are studied as art forms. Students learn how films communicate visually by analyzing and creating their own films. Students will be using digital cameras and editing their videos using imovie and Final Cut Pro software. This course is writing intensive and involves extensive hands-on video production. Students are expected to be selfdirected and task-orientated. Students will frequently design their own projects, areas of study, and will produce much of the literature studied in this course. Advanced Media and Video Arts Grades: 10 Term: Semester/Year Course Prerequisite(s): Successful completion of Media Arts 1 or instructor approval This media course is ideal for 10th-12th grade students interested in either video production or film analysis. Students choose between assignments in video creation and/or film or TV critique. Students must be self-motivated and highly interested in media arts as they will frequently be designing their own course of study. Possible areas of concentration include but are not limited to: In-house news broadcasting (Purple Journal) Artistic collaboration with theatre, dance, and music Documenting Southwest activities and events Analyzing contemporary or historical TV and film Radio Production The Technology of Media Texts: The Pocket Guide to Analyzing Films by Spadoni and other as agreed upon by student and teacher. Please see the MYP Subject Brief ARTS for more information; (Appendix A, pg.1) 11

12 ARTS INSTRUMENTAL MUSIC Beginning Band > Concert Band Prerequisite: none Symphonic Band Prerequisite: Audition required (held in May and August) This class is designed for students wishing to learn a concert band instrument - flute, clarinet, saxophone, trumpet, horn, trombone, euphonium, tuba, or percussion. Throughout the course, students will learn the fundamentals on their instrument through both large and small group instruction. Students will develop musical literacy skills and perform in-class recitals to demonstrate their progress. At the semester break, students will advance up to Concert Band (or higher with audition). Concert Band Prerequisite: 2 years of experience on a wind or percussion instrument or completion of Beginning Band This class is designed for the student who wishes to learn to play a band instrument as a beginner, to learn to play a different band instrument, or an opportunity to build their skills on a band instrument that they already know how to play. We will work together to learn basics of note reading, rhythmic elements, musical vocabulary and of course learning to play the instrument of the student s choice. Students should bring their own personal instrument to class or will be provided with a school-owned instrument depending on availability. The class will progress together in the method book and we will have two public concert performances. All current members of Symphonic Band should register for Symphonic Band and in May/August we will hold auditions for Wind Ensemble. This intermediate/advanced ensemble is for any musician interested in continuing their band experience at a high level. An audition is required to join this ensemble. You will learn new techniques on your instrument through the rehearsal and performance of varied literature and increase your knowledge of music theory and terminology. This group performs three evening concerts a year along with well as several Pep and Marching Band events. Wind Ensemble Prerequisite: Audition required (held in May and August) Only current members of Wind Ensemble should register for this course and we will hold auditions for new members in May/ August. This advanced ensemble is for any musician interested in continuing their band experience at a challenging level. You will learn new techniques on your instrument through the rehearsal and performance of varied literature and increase your knowledge of music theory and terminology. This group performs four evening concerts a year, tours in the spring, and participates in a tour in the spring along with several Pep and Marching Band events. 12 Please see the MYP Subject Brief ARTS for more information; (Appendix A, pg.1)

13 ARTS Beginning High School Orchestra (Concert Orchestra) Prerequisite(s): Competency on an orchestral string instrument (minimum 1 yr experience) All incoming 9th graders should register for Concert Orchestra. In May/August, we will hold auditions for both String and Chamber Orchestra. This intermediate ensemble is for any musician interested in continuing their orchestral experience, with a focus on building individual technique and musical literacy. Students will learn advancing techniques on their instrument through the rehearsal and performance of varied literature and increase your knowledge of music theory and terminology. This group performs two evening concerts a year. Intermediate Orchestra (String Orchestra) Prerequisite(s): Audition required All current members of String Orchestra should register for String Orchestra. In May/August, we will hold auditions for Chamber Orchestra. This intermediate ensemble is for any musician interested in continuing their orchestral experience at a higher level. Students will learn advancing techniques on their instrument through the rehearsal and performance of varied literature and increase your knowledge of music theory and terminology. Additionally, chamber music will be studied and rehearsed as a part of this class. This group performs three evening concerts a year. Please see the MYP Subject Brief ARTS for more information; (Appendix A, pg.1) 13

14 ARTS Advanced Orchestra (Chamber Orchestra) Prerequisite(s): Audition required Only current members of Chamber Orchestra should register for this course and we will hold auditions for new members in May/ August. This advanced ensemble is for any musician interested in continuing their orchestral experience at a challenging level. Students will work on advanced techniques on their instrument through the rehearsal and performance of varied literature and increase your knowledge of music theory and terminology. Additionally, chamber music will be studied and rehearsed as a part of this class. This group performs four evening concerts a year and tours in the spring. Jazz Ensembles Prerequisite(s): Placement Audition required (in August) Southwest has two Big Band Jazz Ensembles. The bands rehearse twice a week (T, TH) during zero hour. Auditions are required for all instruments in Jazz I and rhythm section parts for Jazz II. Brass and woodwind players may join Jazz II without an audition but do require at least 2 years of playing experience on their instrument. Auditions will be held in August and materials will be available online in the spring time at southwest.mpls.k12.mn.us/jazz. Big Bands will perform at evening concerts throughout the year. Students wishing to participate in a Big Band Jazz ensemble should be register for this course with concurrent registration in Band or Orchestra required (exceptions granted on a case-bycase basis - see Mr. Wixson if would like one). Jazz Band Prerequisite(s): Audition required Southwest has up to four small-group Jazz Combos. Jazz Combos are designed to be teacher-facilitated and student-led. Groups may form on their own, or with the help of the instructor. Combos will perform at various events throughout the year. Jazz Combos meet MWF during zero hour. 14 Exploratory Guitar Term: Year Prerequisite(s): Instructor Approval/Signature This class is designed for the student that benefits from individual adaptations. Together students form a rock band called The Three Strings. Music and instruments are color coded to insure student success. This class performs multiple times throughout the school year. Beginning Guitar Term: Year Prerequisite(s): Instructor Approval/Signature This class is intended for the student with no previous instrumental experience. Students will learn proper positioning and techniques of the different types of guitars, learn the fundamentals of reading music notation in first position, tablature, open chords, strumming patterns, fingerpicking patterns and flatpicking. Students will participate in performances in class and in the spring concert. Intermediate Guitar Term: Year Prerequisite(s): Instructor Approval/Signature This class is designed for the student that has previous experience with a musical instrument and can read music OR is a solid guitar player reading Tablature. Students will learn notations skills in first and fifth positions, moveable barre chording, flat picking, fingerpicking, closed scale positions, and intermediate level rhythms. Guitar history, solo, small ensemble, and large ensemble playing are all a part of the expectations of this class. Students perform in class and in at least two evening performances during the year. Private lessons are encouraged. This class may possibly join the higher level classes in an out-of-state tour in the spring. Please see the MYP Subject Brief ARTS for more information; (Appendix A, pg.1)

15 ARTS PERFORMING ARTS/THEATRE Advanced Guitar Term: Year Prerequisite(s): Audition Required This class is designed for the student that has experience as a solid guitar player that reads music in first and fifth position. Students will expand notations skills across the fretboard, scales and chording in all keys, and advanced level rhythms. Guitar history, solo, small ensemble, and large ensemble playing are all a part of the expectations of this class. Students perform in class, the community, and multiple evening performances during the year. Private lessons are encouraged. This class takes an out-ofstate tour each spring. Guitar Orchestra Term: Year Prerequisite(s): Audition Required This class is designed for the student that has experience as a solid guitar player. Reading music using multiple positions and advanced rhythms is required. Students will expand notation skills across the fretboard. All scales types, chording in all keys, and advanced rhythms is required. Guitar history as well as solo, small ensemble, and large ensemble playing are all a part of the expectations of this class. Students perform in class, the community, and multiple evening performances during the year. Private lessons are encouraged. This class takes an out-of-state tour each spring. Performance Theatre 1 Term: Semester Course Prerequisite(s): None This semester course will explore the art of theatre through acting techniques and methods, voice, character analysis, journaling, critical analysis of plays of various genres, and playwriting. Students will prepare and perform monologues and scenes, learn about and apply theatre vocabulary, and study the technical elements of production design. Performance Theatre 2 Term: Semester Course Prerequisite(s): Successful completion of Performance Theatre 1 or instructor permission In this semester course students will study acting, voice, character analysis and performance, including a deeper exploration of various acting methods and styles. Students will be expected to analyze and perform monologues and extended scenes from various genres. They will also delve into the elements of directing and playwriting, including the composition of more complex scripted and unscripted works. Students will also learn the art of creating the director s production design concept and gain experience with the many varied production elements (costume, set and lighting design, marketing) that must be considered when producing a theatrical piece. Theater Production Term: Semester course Prerequisite(s): None In the Theater Production course students will dive deeper into the experience of technical theatre to learn about and participate in the design process. This course is student-driven; we build our curriculum based on the interests of our students, while focusing on the basic production design elements. Please see the MYP Subject Brief ARTS for more information; (Appendix A, pg.1) 15

16 ARTS VISUAL ARTS Drawing 1 Term: Semester Course Prerequisite(s): None Students will learn the basic techniques and styles of drawing and will develop their mechanical and observational skills in this semester class. Using specific exercises, students will learn how to solve complex drawing problems and work with a variety of different media in order to develop a working visual language and core artistic vocabulary. Students will also participate in the evaluation process, learning how to make revisions in their artwork to create strong compositions. Advanced Art Grades: 10 Prerequisite(s): Teacher approval This is a year-long class that is focused around building a portfolio. A focus will be put on observational drawing as well as developing a personal style. Some time will be spent on art research, but the primary focus of this course is studio work. Students must have a strong interest in visual arts to take this course and have completed two semesters of art previously or demonstrate a strong desire to improve on art skills. Painting 1 Term: Semester Course Prerequisite(s): None This semester studio course introduces students to the basic principles of color theory. Students will have the opportunity to explore different media and techniques and styles of painting, including, but not limited to watercolor, tempera, and acrylic. Students will participate in the evaluation process, learning how to make revisions in their artwork. Students will also learn about the history and various styles of painting and the place of painting in the art world. Grading is based on the MYP curriculum, which includes: knowledge and understanding, application, reflection, and personal engagement. Painting 2 Term: Semester Course Prerequisite(s): Painting I or instructor approval In this semester course, students will continue to develop their technical and observational skills in painting and to hone their technique by using specific exercises to solve advanced painting problems. They will develop their creativity and different styles through work that reflects subjects of personal interest and importance. Students will also participate in the evaluation process, learning the language and conventions of the critique. They will understand how to make revisions in their artwork to create strong compositions and a finished portfolio of work that is ready for a gallery exhibit. Students will also understand their own work in a historical context. 16 Please see the MYP Subject Brief ARTS for more information; (Appendix A, pg.1)

17 ARTS VOCAL MUSIC Beginning (High School) Choir Grades: 9 Prerequisite(s): None Beginning choir is where you start your choir journey here at Southwest. If you re a 9th grader, then sign up for Beginning Choir! Note-reading and musical concepts are learned, as are the fundamentals of healthy and expressive singing. Students are exposed to music from varied genres and time periods. The group performs numerous concerts per year. Prior experience is not necessary. Treble Choir (Donne Voce) Grades: 10 Prerequisite(s): Previous choir experience preferred but not required; Voice Check required This select vocal ensemble of upper voices (sopranos & altos) is for the intermediate choral student interested in continuing their choral experience. If you are in 10th grade and new to choir at Southwest, this is the choir you take. Musicianship and advancing musical concepts are built upon, as are elements of healthy and expressive singing. Students in this choir are exposed to music from varied genres and time periods. This group gives numerous performances per year and usually tours annually. Prior choral experience is preferred. Bass Choir (Men s Choir) Grades: 10 Prerequisite(s): Previous choir experience preferred but not required; Voice Check required This select vocal ensemble of lower voices (tenors & basses) is for the intermediate choral student interested in continuing their choral experience. If you are in 10th grade and new to choir at Southwest, this is the choir you take. Musicianship and advancing musical concepts are built upon, as are elements of healthy and expressive singing. Students in this choir are exposed to music from varied genres and time periods. This group gives numerous performances per year and usually tours annually. Prior choral experience is preferred. Please see the MYP Subject Brief ARTS for more information; (Appendix A, pg.1) 17

18 ARTS CULINARY ARTS Culinary Arts Term: Semester Course Prerequisite(s): none This course focuses on cooking and baking, customer service, and management within the food service industry. Students develop cooking and baking skills through preparation for school lunches and outside catered events. Customer Service skills are developed through class training, as well as service in a variety of public settings. Students learn service management skills regarding sanitation, equipment, using standardized recipes, cost control, and menu planning. Careers and college programs will be highlighted with speakers, field trips, and support from mentor chefs in the industry. Nutrition & Wellness Term: Semester Course Prerequisite(s): none This course focuses on the connection between nutritious food and our overall well-being. Students will prepare and try a variety of healthy foods. The way in which different foods affect physical and mental health will also be explored. Current nutrition issues, future health trends, and food safety will be discussed. The goal is to understand how nutrition affects mental and physical well-being, as well as create an awareness of tasty and healthy foods that students can cook for themselves. 18 Please see the MYP Subject Brief ARTS for more information; (Appendix A, pg.1)

19 DESIGN INFORMATION TECHNOLOGY Digital Media Intro Term: Semester Course Prerequiste(s): none Learn to create in the digital world by mastering the tools of Digital Media. Students in this MYP Design course choose to pursue one of four fundamental pathways in digital design: 3D Design Sound Design Graphic Design Animation Learning objectives in each pathway focus on the mastery of college-level standards, based on technical and conceptual design skills. On their path to develop and demonstrate those skills, students will complete sequences of projects that are both self-selected and standard-aligned. In coursework that is creative, artistic, and technical, students will follow the work of professionals in their chosen field, work collaboratively in client / designer relationships with other students and staff, build portfolios of their outstanding work, and explore what it means to design in the digital world. Please see the MYP Subject Brief DESIGN for more information; (Appendix A, pg.2) Digital Media Survey Term: Semester Course Prerequiste(s): Successful Completion of Digital Media Intro Learn to create in the digital world by mastering the tools of Digital Media. This advanced course is for students who have taken Digital Media Intro and want to move their skills to another level and/or explore the additional Digital Design Pathways. The course is taught concurrently with Digital Media Intro but provides a different, more advanced theoretical curriculum and projects preparing students for the real world of commercial design where Media Production skills are integrated with other fields like marketing, film, computer programming, and the web. More opportunities to work collaboratively in client/designer relationships abound as students develop the their skills as creative, self-directed, digital designers. For students who complete a full Design Pathway in either course, college articulations are available and more are under development. Computer Science Principles PLTW Grades: 10 Prerequisite(s): none; previous experience recommended This course is a capstone for all computer programming courses. You will learn the basic principles of problem analysis, algorithm development, language selection, and program design and development. Students will develop documentation and design logical solutions through flowcharting and pseudo code. MS Visual BASIC is used to develop simple applications. No prior computer programming experience is necessary. Computing Core Certification IC3 Grades: 10 Term: Semester Course Prerequisite(s): none; previous experience recommended Computing Core Certification IC3 is a globally-recognized, entry-level information technology certification program. It provides proof to potential colleges and employers that students are capable of using, maintaining and troubleshooting a broad range of computer technology. The curriculum covers basics of hardware and software, operating systems, applications, networks and the internet. Students who pass the three certification exams will receive an internationally-validated certificate and may apply for 1 college credit at cooperating colleges. Students will gain a foundation to pursue more advanced certifications in IT, such as A+ or N+, or to progress into other technology-rich college majors and career fields. 19

20 DESIGN MARKETING, BUSINESS, & ADMINISTRATION Introduction to Business Grades: 10 Term: Semester Course Prerequisite(s): none; must meet all Concurrent Enrollment Requirements to earn college credit This course is designed to give you an understanding of the functional areas of business. Major emphasis is placed on business ownership; business decision-making; management, marketing, finance, budgeting and production; and the relationship among business, government, and labor. Please review eligibility for concurrent enrollment. Principles of Banking & Finance Grades: 10 Term: Semester Course Prerequisite(s): none; must meet all Concurrent Enrollment Requirements to earn college credit Banking is one of the great industries in the United States. Banks employ thousands of people and offer tremendous career potential. In addition, banks are one of the keys to the flow of funds across the nation and the world. Banks provide an array of services that assist the young, first time saver to the immense, multinational corporation. We also use the term Financial Institution (FI) to refer to various types of banking companies. For example, credit unions, thrifts, and community banks are all types of FIs. Each one however is organized differently and could have different goals. Principles of Marketing Grades: 10 Term: Semester Course Prerequisite(s): none; must meet all Concurrent Enrollment Requirements to earn college credit. You will explore each of the elements of the marketing mix, including product development, pricing strategies, channels of distribution, promotion and buyer behavior. Emphasis will be on analyzing the marketing environment and developing a basic marketing strategy. You will demonstrate your understanding of these marketing elements by analyzing and creating a marketing plan throughout the semester. Entrepreneurship Grades: 10 Term: Semester Course Prerequiste(s): Successful completion of Introduction to Business; must meet all Concurrent Enrollment Requirements to earn college credit. Students will learn foundational skills for owning and running their own business. These skills include market research, business plans, record keeping, accounting, marketing, human resources, insurance, financial management, banking. Please review eligibility for concurrent enrollment. This class will also stress the sales aspect of banking as financial institutions are more geared to selling their products than ever. Finally, we will try to identify your role within a bank and importance of your job function. 20 Please see the MYP Subject Brief DESIGN for more information; (Appendix A, pg.2)

21 Southwest High School Individuals & Societies Course Sequencing INDIVIDUALS & SOCIETIES MYP AP Human Geography Grades: 9 Prerequisite(s): None MYP/AP course in Human Geography introduces students to the systematic study of patterns and processes that shape human understanding, use, and alteration of Earth's surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. The particular topics studied in an AP Human Geography course should be judged in light of the following five college-level goals that build on the National Geography Standards developed in On successful completion of the course, the student should be able to: Use and think about maps and spatial data Understand and interpret the implications of associations among phenomena in places Recognize and interpret at different scales the relationships among patterns and processes Define regions and evaluate the regionalization process Characterize and analyze changing interconnections among places MYP U.S. History Grades: 10 Prerequisite(s): Successful completion of AP Geography The country we live in has a rich, dynamic, and controversial past. In this course students will debate the great questions that come up throughout our history. Students will learn the outcomes and consequences of decisions made, as well as use the skills and tools of the historian. They will examine primary course documents, and read what other historians have theorized regarding controversial issues of the past. This course is highly participatory including seminars, debates, role plays, etc. Students in this course will also participate in research projects. Students will have the opportunity to compete at the district level in the History Day. MYP AP U.S. History Grades: 10 Prerequisite(s): Successful completion of AP Geography In AP U.S. History (APUSH), students will study the themes of U.S. History: American and National Identity, Politics & Power; Work, Exchange & Technology; Culture & Society; Migration & Settlement; Geography & Environment; and America in the World. By researching these themes, the perspectives of the people who made up America s past will become clearer. The voices of revolutionaries, inventors, entrepreneurs, reformers, farmers, industrial workers, Native peoples, freed slaves, soldiers and others will become a little more recognizable. From the College Board: The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. History. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials their relevance to a given interpretive problem, reliability, and importance and to weigh the evidence and interpretations presented in historical scholarship. An AP U.S. History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. Please see the MYP Subject Brief INDIVIDUALS & SOCIETIES for more information; (Appendix A, pg.3) 21

22 INDIVIDUALS & SOCIETIES African American History/Culture Term: Elective Credit Semester Course Prerequisite(s): None People and Places Prerequisite: Students must have an IEP This semester elective course will explore African American History based on the following learning objectives: Provide a varied perspective of African American history Explore why African Americans have occupied an oppressed position in the U.S. and how they have resisted this oppression to create social change Examine changes over time and employ sociological, economic, cultural, and political tools for understanding the historical and contemporary positioning of African Americans Consider how social constructs such as race, gender, and class shape the lives of African Americans Students will enhance their understanding of the historical and cultural perspectives of African Americans. By examining several issues, topics, and themes through the African origins of humanity and civilization to present. Chicano/Latino History Term: Elective Credit Semester Course Prerequiste(s): None In this course, students explore Chicano/Latino history and culture through the lens of historical sociology and critical studies. The course lifts up the voices and perspectives of Chicanos/ Latinos to tell their own his-stories and her-stories by utilizing engaging texts, multimedia resources and critical dialogue. The lesser known stories of everyday resistance and momentous struggles for citizenship and democracy are examined. Below are the course learning objectives: Provide an introduction to Chicano/Latino history, including local histories Explore why Chicanos/Latinos have occupied an oppressed position in the US and how they have resisted and created movements for social change and democracy Examine changes over time and employ sociological, economic, cultural, and political tools for understanding the historical and contemporary circumstances of Chicano/Latino communities This course will instruct students with an Individual Education Plan (IEP) in the five themes of Geography and in the political issues of Europe, the Middle East, Africa, Asia, and the Americas. The principle goal is for students to gain a better understanding about the world in which they live. Students will use maps, videos, projects, and be expected to access different technology tools within this course. Human geography topics will be included in this course. This class meets the Minnesota State standards for Geography and will replace required course work traditionally taught in a Geography course. World Cultures Prerequisite: Students must have an IEP The goal of this course is to enable students to develop more of an understanding of their world through an examination of world cultures and issues. The students will achieve this understanding through comparing events, people and their accomplishments, as well as the effects of the geographical, political, and economic factors on the development of each distinctive culture. This approach will be based on the interdependence on the world community and the need to build understandings that bridge cultural and ethnic differences. This knowledge will be achieved through the introduction and reinforcement of study skills, library and research techniques, and critical thinking skills. 22 Please see the MYP Subject Brief INDIVIDUALS & SOCIETIES for more information; (Appendix A, pg.3)

23 LANGUAGE ACQUISITION/WORLD LANGUAGE Language acquisition is a developmental process. Some topics may be covered in more than one course, but the depth of study and the expectations are different at each level. Levels IV, V and VI are taught under the guidelines of the IB Standard Level (SL) and Higher Level (HL) Language B descriptors. AMERICAN SIGN LANGUAGE (ASL) American Sign Language Prerequisite(s): None American Sign Language 4 Prerequisite(s): Successful completion of ASL Levels 3 ASL is a visual language that is learned best when lessons are presented with no voice, so this class is a silent class. ASL has its own grammatical rules and semantics. Students will be introduced to Deaf culture, begin to use ASL for conversational purposes, read stories about deafness, learn vocabulary, the manual alphabet, and number signs. American Sign Language 2 Prerequisite(s): Successful completion of ASL Level 1 ASL has its own grammatical rules and semantics. Students will continue to increase their sign vocabulary, grammatical structure, learn about Deaf culture, use ASL for conversational purposes, and improve their receptive and expressive fingerspelling. Students will explore famous Deaf individuals, and present on one in ASL in front of their class. This is a silent class. American Sign Language 3 Prerequisite(s): Successful completion of ASL Levels 2 Throughout this silent course students will continue to improve their signing vocabulary, master the manual alphabet and number signs. This course increases the emphasis on more challenging and abstract conversational behaviors, narrative skills, and storytelling skills. Students will have to go out in the Deaf community, interact with Deaf and Hard of Hearing individuals, and continue to learn about Deaf culture. Students continue to develop proficiency in American Sign Language by improving their signing vocabulary, conversational skills, narrative skills, and storytelling skills. Students will demonstrate the ability to express given and self-generated stories of medium length in ASL. Students will have to go out in the Deaf community, interact with Deaf and Hard of Hearing individuals, and continue to learn about Deaf culture. This is a silent class. FRENCH French Level 1 Prerequisite(s): None This course is an introduction to French. It is an appropriate placement for students who have had no French or who have completed a partial year, introductory French course. Throughout French 1, students will develop language proficiency and enhance their understanding of francophone cultures through reading and creating stories, viewing internet news, analyzing videos and songs, engaging in conversations, making connections and comparisons with French and francophone cultures. They will examine cultural practices and perspectives of francophone groups, as well as their own. Students will expand their language learning strategies as well as making connections to other subjects (eg., geography, sports, art, history, etc.) Please see the MYP Subject Brief LANGUAGE ACQUISITION for more information; (Appendix A, pg.4) 23

24 LANGUAGE ACQUISITION/WORLD LANGUAGE French Level 2 Prerequisite(s): Successful completion of French 1 or equivalent This course is a continuation of French 1. It is an appropriate placement for students who have completed two years of French study in middle school or consistent French study throughout elementary school. Throughout the course, students will continue to develop language proficiency and enhance their understanding of francophone cultures through reading and creating stories, viewing internet news, analyzing videos and songs, engaging in conversations, making connections and comparisons with French and francophone cultures. They will examine cultural practices and perspectives of francophone groups, as well as their own. They will expand their language learning strategies as well as making connections to other subjects (eg., geography, sports, art, history, etc.) French Level 3 Prerequisite(s): Successful completion of French 2 or equivalent This course is a continuation of French 2, or an appropriate placement for students who have completed three or more years of French study in elementary or middle school. It is also an option for students who have been very successful in a twoyear middle program and have a teacher recommendation by their teachers. Throughout the course, students will continue to develop language proficiency and enhance their understanding of francophone cultures through reading and creating stories, viewing internet news, analyzing videos and songs, engaging in conversations, making connections and comparisons with French and francophone cultures. They will examine cultural practices and perspectives of francophone groups, as well as their own. They will expand their language learning strategies as well as making connections to other subjects (eg., geography, sports, art, history, etc.) The French course is aligned to the ACTFL National Standards in French, as well as the IB MYP objectives. IB DP SL French Level 4 Language B Prerequisite(s): Successful completion of French 3 or equivalent, as well as freshmen students coming from French immersion programs Assessments: Seniors may complete the internal assessment (written assignment and oral activities) & take the IB exam that correlate with this course. Throughout this course, students will continue to internalize common structures of the language (vocabulary, word order, and various verb tenses). The goal of this course is for students to become more comfortable in using French independently to describe, exchange information and opinions, and analyze issues. All written and oral work done by students throughout the year will be scored using the IB DP rubrics. Students will receive copies of the rubrics in the beginning of the year, and will be expected to use them in preparing for presentations or finetuning their written work. The French course is aligned to the ACTFL National Standards in French as well as the IB DP objectives. IB DP SL French Level 5 Language B Prerequisite(s): Successful completion of French IB DP SL French Level 4 Language B or Equivalent at instructor s discretion Assessments: Seniors are expected to complete the internal assessment (written assignment and oral activities) & take the IB exam that correlate with this course. This course is offered to students who have displayed a strong commitment to the acquisition and use of the French language. It is a review and expansion of the student s knowledge of the structure and regional variations of the French language; history and contemporary civilizations (dependent on current events throughout the calendar year and the instructors choice of literature for the year) of francophone countries, social customs of the various francophone groups, and idiomatic usage of French. The course prepares students to communicate with other French speakers through a variety of modalities. This IB DP SL course is designed around the IB core topics communication and media, global issues, and social relationships. At least two of the IB option themes will also be addressed throughout the course including cultural diversity, customs, traditions, health, leisure, science, and technology. Common contexts of study may include literature (short stories and poetry), current events, advanced grammar, cultural/country studies, movies, music, and entertainment. 24 Please see the MYP Subject Brief LANGUAGE ACQUISITION for more information; (Appendix A, pg.4)

25 LANGUAGE ACQUISITION/WORLD LANGUAGE IB HL French Level 6 Language B Prerequisite(s): Successful completion of IB DP HL French Level 5 Language B or equivalent at instructor s discretion Assessments: Students are expected to complete the internal assessment (written assignment and oral activities) & take the IB exam that correlate with this course. This IB DP HL course is a culmination of all of the French courses offered at Southwest. While language mastery is something that most native speakers have not achieved, students enrolled in this course must be willing to push themselves as they master their proficiency levels. The goal is for each student to achieve growth, becoming more proficient as the year progresses. This requires individual commitment and time out of class. The course is designed around the IB core topics communication and media, global issues, and social relationships. At least two of the IB option themes will also be addressed throughout the course including cultural diversity, customs, traditions, health, leisure, science, and technology. Common contexts of study may include literature (short stories and poetry), current events, advanced grammar, cultural/country studies, movies, music and entertainment. Upon completion of this course, students will be able read extensively from longer authentic texts, write advanced-level compositions and stories, discuss and analyze cultural perspectives, practices, and products, and establish cultural connections through the use of technology and media. JAPANESE Japanese Level 1 Prerequisite(s): None Students are introduced to the basic structure of the Japanese language and cultural concepts as they begin to comprehend and speak Japanese through guided practice in culturally appropriate situations, develop language-learning strategies, study Japanese culture and social practices, connect with other subjects (e.g. geography, sports, history, and math), and explore definitions of culture. Simple reading and writing are introduced through storytelling. The Japanese character studies (Hiragana and Katakana) are occur the MYP units. Japanese Level 2 Prerequisite(s): Successful completion of Japanese 1 or equivalent (i.e., two years of middle school Japanese) Students develop a basic foundation in Japanese as they improve comprehension and speak Japanese through guided practice, increase proficiency of reading and writing from knowledge of Japanese vocabulary and grammar through story telling, practice language-learning strategies, explore connections between language and Japanese culture, and develop awareness of different world views. This course is a prerequisite for Japanese College in the School (CIS). Japanese Level 3 Prerequisite(s): Successful completion of Japanese 2 or equivalent (i.e., three years of strong performance in a middle school class with teacher recommendation or instructor s discretion) Students continue to develop proficiency in Japanese language and deepen their understanding of Japanese culture as they advance listening and speaking skills through conversations on familiar topics, use knowledge of the language to make connections with other subjects, continue to develop reading and writing skills through story telling in Japanese, use authentic materials that reflect Japanese culture, and link the language to the community. This course is an important prerequisite to prepare students for success in the Japanese College in the School (CIS) curriculum, which earns them college credits at the University of Minnesota. Japanese CIS 1 (College in the Schools) Prerequisite(s): Successful completion of Japanese 3 or equivalent at instructor s discretion with a passing score on the placement test Students continue to develop proficiency in Japanese language and deepen their understanding of Japanese culture as they advance listening and speaking skills through conversations on familiar topics, use knowledge of the language to make connections with other subjects, continue to develop reading and writing skills in Japanese, use authentic materials that reflect Japanese culture, and link the language to the community. Oral work is the main focus of this course, with sections on dialogue/grammar and reading/writing. By the end of this course, students will demonstrate basic competence in culturally appropriate expressions and customs for meeting people, shopping and eating out, descriptions of locations and things in the past, making polite requests, asking for/giving permission, and discussing rules. Please see the MYP Subject Brief LANGUAGE ACQUISITION for more information; (Appendix A, pg.4) 25

26 LANGUAGE ACQUISITION/WORLD LANGUAGE IB DP SL Japanese Level 4 Language B Prerequisite(s): Successful completion of Japanese 3 or equivalent at Instructor s Discretion Assessments: Seniors may complete the internal assessment (written assignment and oral activities) & take the IB exam that correlates with this course. Students continue to develop proficiency in Japanese language and deepen their understanding of Japanese culture as they advance listening and speaking skills through conversations on familiar topics, use knowledge of the language to make connections with other subjects, continue to develop reading and writing skills in Japanese, use authentic materials that reflect Japanese culture, and link the language to the community. Core Topics include communication and media, global issues, and social relationships. Additionally, two of the following options of study will be chosen as points of focus: cultural diversity, customs and traditions, health, leisure, science, and technology. This course is conducted primarily in Japanese and is designed to solidify students fluency in reading, writing, listening, and speaking skills. Students will review and expand their knowledge of grammatical structures and acquire a working knowledge of the history, literature, art, social customs, and contemporary civilization of the Japanese people. Students will increase their usage and knowledge of idiomatic Japanese, which is designed to increase their natural communication skills in country or with native speakers of Japanese abroad. Students have the opportunity to take the SAT II Japanese Language Test with Listening each year. IB DP SL Japanese Level 5 Language B Prerequisite(s): Successful completion of IB DP SL Japanese Level 4 Language B or equivalent at instructor s discretion Assessments: Seniors are expected to complete the internal assessment (written assignment and oral activities) & take the IB exam that correlates with this course. This course is conducted primarily in Japanese and is designed to solidify students fluency in reading, writing, listening, and speaking skills. Students will review and expand their knowledge of grammatical structures and acquire a working knowledge of the history, literature, art, social customs, and contemporary civilization of the Japanese people. Students will increase their usage and knowledge of idiomatic Japanese, which is designed to increase their natural communication skills in country or with native speakers of Japanese abroad. Students have the opportunity to take the SAT II Japanese Language Test with Listening each year. IB DP HL Japanese Level 6 Language B Prerequisite(s): Successful completion of IB DP HL Japanese Level 6 Language B or equivalent at instructor s discretion Assessments: Students are expected to complete the internal assessment (written assignment and oral activities) & take the IB exam that correlates with this course. Students continue to develop proficiency in Japanese language and deepen their understanding of Japanese culture as they advance listening and speaking skills through conversations on familiar topics, use knowledge of the language to make connections with other subjects, continue to develop reading and writing skills in Japanese, use authentic materials that reflect Japanese culture, and link the language to the community. Core Topics include communication and media, global issues and social relationships. Additionally, two of the following options of study will be chosen as points of focus: cultural diversity, customs and traditions, health, leisure, science, and technology. Students continue to develop proficiency in Japanese language and deepen their understanding of Japanese culture as they advance listening and speaking skills through conversations on familiar topics, use knowledge of the language to make connections with other subjects, continue to develop reading and writing skills in Japanese, use authentic materials that reflect Japanese culture, and link the language to the community. This course is conducted primarily in Japanese. It includes a review of the structure of the language and further study of idiomatic usage. It prepares students to function in a Japanesespeaking environment. Emphasis is placed on composition. Students may have the option to take the AP Japanese examination. (Note: the course follows the prescribed IB syllabus. The IB and AP curriculum are structured differently.) Core Topics include communication and media, global issues, and social relationships. Additionally, two of the following options of study will be chosen as points of focus: cultural diversity, customs and traditions, health, leisure, science, and technology. 26 Please see the MYP Subject Brief LANGUAGE ACQUISITION for more information; (Appendix A, pg.4)

27 LANGUAGE ACQUISITION/WORLD LANGUAGE SPANISH Spanish Level 1 Prerequisite(s): None Spanish 1 is an introduction to the Spanish language and the cultures of Spanish-speaking communities. In Spanish 1, students practice the basic skills of speaking, listening, reading, and writing with an emphasis on the present tense, and an introduction to the past tense. Students learn basic Spanish grammar such as verb conjugation and adjective agreement. Students are introduced to various aspects of culture in Latin American and Spanish communities through texts, videos, and presentations which include connections to other disciplines. Spanish Level 2 Prerequisite(s): Successful completion of Spanish 1 or equivalent with average grades of C or above In Spanish 2, students will continue to develop their speaking, listening, reading,and writing skills in Spanish while reviewing and building on the foundations acquired in Spanish 1. Students will practice some complex grammatical forms, with an emphasis on narrating in the past tense. Students will expand their knowledge of various aspects of culture in Latin and Spanish communities through texts, videos, and presentations which include connections to other disciplines. IB SL Spanish Level 4 Language B Prerequisite(s): Successful completion of Spanish Level 3 with average grades of C or above Assessments: Seniors may complete the internal assessment (written assignment and oral activities) & take the IB exam that correlates with this course. In this course students will work more independently and further develop the skills achieved in the foundation levels. Through the study of the core topics students will enhance their ability to understand and discuss current events and issues from a cultural perspective. Advanced grammar and composition are also emphasized in this course. Core Topics include communication and media, global issues, and social relationships. Additionally, the class will focus on two or more of the following topics of study: cultural diversity, customs and traditions, health, leisure, science, and technology. Upon completion of this course, students will be able to use knowledge of the language to connect with other subjects, read authentic texts with guidance, write with guidance in Spanish, identify and interpret social practices, develop awareness of different worldviews, and increase conversational fluency. Spanish Level 3 Prerequisite(s): Successful completion of Spanish 2 or equivalent with average grades of C or above. Spanish 3 students continue to improve their speaking, listening, reading, and writing skills in Spanish as they communicate on a variety of interdisciplinary topics. Students will be exposed to more complex verb tenses and grammatical structures. Thematic studies may include Latin American art, Spanish Conquest History, celebrations, folklore, and current events in the Spanish-speaking world. Students will engage in learning tasks that will prepare them for study in the IB Diploma Programme. The class is taught primarily in Spanish, and it is expected that students use Spanish to communicate while in class. Please see the MYP Subject Brief LANGUAGE ACQUISITION for more information; (Appendix A, pg.4) 27

28 LANGUAGE ACQUISITION/WORLD LANGUAGE IB DP SL Spanish Level 5 Language B Prerequisite(s): Successful completion of IB DP SL Spanish Level 4 Language B with average grades of C or above Assessments: Seniors are expected to complete the internal assessment (written assignment and oral activities) & take the IB exam that correlate with this course. Students in this course are assumed to have a strong commitment to the acquisition and usage of Spanish. Materials used for study in the class can include newspaper articles, fragments of literature, film and television clips, documentaries, and novels. There is an underlying review of all grammar topics learned in previous levels, practiced in an advanced, dynamic context. Students will also increase their fluency and communication skills through oral and written practice, and will further develop their ability to analyze authentic literature. Core Topics include communication and media, global issues, and social relationships. Additionally, the class will focus on two or more of the following topics of study: cultural diversity, customs and traditions, health, leisure, science and technology. These topics will be explored through literature, current events, advanced grammar, cultural studies, movies, and music. Upon completion of this course, students will be able to read extensively from authentic texts, write advanced level compositions and stories, discuss and analyze cultural perspectives, practices, and products, and establish cultural connections through the use of technology and media. IB DP HL Spanish Level 6 Language B Prerequisite(s): Successful completion of IB DP SL Spanish Level 5 Language B with average grades of C or better; nativelevel proficiency Assessments: Students are expected to complete the internal assessment (written assignment and oral activities) & take the IB exam that correlate with this course. This is a fast-paced course which aims to prepare students to use Spanish at any time and in any environment to the best of their abilities. It is presumed that the student is comfortable with the different tenses of Spanish conjugation and their appropriate usage; however, there is still contextual review of all grammar topics as necessary. Students in this course should be prepared for advanced practice rather than a topic-by topic review. Authentic sources of Spanish that have been created for native speakers (media, literature, music, etc.) will provide the context of the course. Fluency will increase according to participation in class and dedication to leaving English at the door. Core Topics include communication and media, global issues, and social relationships. Additionally, the class will focus on two or more of the following topics of study: cultural diversity, customs and traditions, health, leisure, science and technology. These topics will be explored through literature, current events, advanced grammar, cultural studies, movies, and music. Per IB requirements, by the end of the HL level, students will have read two authentic Spanish-language novels or a combination of 7-10 short stories and poems. They will have to write a paper of words at the start of the second semester. In addition, there will be three oral presentations during class, and one individual oral assessment in March. Upon completion of this course, students will be able to read extensively from longer authentic texts, write advanced-level compositions and stories, discuss and analyze cultural perspectives, practices, and products, and establish cultural connections through the use of technology and media. 28 Please see the MYP Subject Brief LANGUAGE ACQUISITION for more information; (Appendix A, pg.4)

29 LANGUAGE & LITERATURE MYP Honors English 9 Grade: 9 Prerequisite(s): None MYP English 10 Grades: 10 Prerequisite(s): Successful completion of English 9 Students will practice communicating effectively through writing, literary analysis, research and thinking critically. They will be given the opportunity to further develop their own voices and discern the difference between creative and academic expression. They will also explore concepts related to literature from many cultures and traditions, including fiction and nonfiction in a variety of genres, purposes and styles. Students will interpret, analyze, discuss and evaluate a variety of texts, authors and genres including the works of Shakespeare, Greek poets, Sherman Alexie, Marjane Satrapi, and Chinua Achebe. Individual and group learning activities include a Heroic Journey project, dramatic performance of Romeo and Juliet, and fiction and non-fiction creative writing projects. The aim of MYP Language and Literature is to encourage and enable students to use language as a vehicle for thought, creativity, reflection, learning, self expression, analysis, and social interaction. Students develop critical, creative and personal approaches to studying and analyzing literary and non-literary texts. Students work toward mastery of academic writing skills. Text from different historical periods and a variety of cultures will be examined, with a special emphasis on American literature to coincide with historical studies in other classes. World literature, including text from Shakespeare and Sophocles is included. Linguistic and literary concepts and skills will be applied in a variety of authentic contexts, and a variety of media and modes. In the Standard Level there is a strong focus on language and writing support. Please see the MYP Subject Brief LANGUAGE & LITERATURE for more information; (Appendix A, pg.5) 29

30 LANGUAGE & LITERATURE MYP Honors English 10 Grades: 10 Prerequisite(s): Successful completion of English 9 English Strategies 2 Grades: 9,10 Prerequisite: Students must have an IEP The aim of MYP Language and Literature is to encourage and enable students to use language as a vehicle for thought, creativity, reflection, learning, self expression, analysis, and social interaction. Students develop critical, creative and personal approaches to studying and analyzing literary and non-literary texts. Students work toward mastery of academic writing skills. Text from different historical periods and a variety of cultures will be examined, with a special emphasis on American literature to coincide with historical studies in other classes. World literature, including text from Shakespeare and Sophocles is included. Linguistic and literary concepts and skills will be applied in a variety of authentic contexts, and a variety of media and modes. In the High Level course, students need to demonstrate a willingness to read and master complex text independently. English Strategies 1 Prerequisite: Students must have an IEP Students will develop their literacy skills, including reading, writing, listening and public speaking. This course provides intensive reading intervention with a focus on accuracy and fluency as a basis for comprehension. Grammatical structures and parts of speech are taught through controlled writing activities. The students become acquainted with basic literary elements common to the study of literature. Students read short fictional stories and non-fiction materials. Vocabulary expansion is emphasized in order to help the students become successful with academic language. In this course students will continue working toward mastery of writing simple sentences using assistive technology as much as possible. This course will also focus heavily on comprehension in various situations such as receiving verbal directions, reading/ listening to short stories, and reading informational texts. Students will learn to manipulate language and apply more complex grammatical structures. Readings include novels, poetry and non-fiction materials in conjunction with reading and oral activities. Placement in this course is determined by leveled assessment in conjunction with IEP goals. English Strategies 3 Prerequisite: Students must have an IEP In this course, students will learn strategies to decode more difficult words and learn strategies to improve their understanding of the main ideas and details for written language. The course will also focus on critical skills of verbal communication, including skills of relaying simple information, speaking with expression, and storytelling. This course provides intensive reading and writing intervention. Students will read, write and complete research projects focused on their transition to adulthood. This course results in a culminating project 30 Please see the MYP Subject Brief LANGUAGE & LITERATURE for more information; (Appendix A, pg.5)

31 Southwest Mathematics Department Sequencing MATHEMATICS Learning mathematics is a developmental process. There are topics that are revisited multiple times throughout four years of math courses for any student, but the depth of the study and the expectations set for the students are different at each level. Nearly all of the math courses during the junior and senior years are taught under the guidelines of the IB Standard Level (SL) and the IB Higher Level (HL) descriptors. We have transitioned to having all of the math courses during the freshman and sophomore years taught using the guidelines of the IB Middle Year Programme (MYP) mathematics framework. Each year, current mathematics teachers will assign current students to a full-year mathematics course for the following year. These decisions will be based on the performance and the engagement of the student, the future plans of the student, the observations of the teacher, and family input. Please see the MYP Subject Brief MATHEMATICS for more information; (Appendix A, pg.6) 31

32 MATHEMATICS IB MYP Integrated Math 9 Prerequisite(s): 8 th grade teacher recommendation IB MYP Math 9 Standard encourages and enables students to use the language, symbols and notation of mathematics, to be confident using mathematics to analyze and solve problems both in and out of school, and to develop the knowledge and skills necessary to pursue further studies in mathematics. The course includes algebraic representation and reasoning, sets and Venn diagrams, coordinate geometry and plane geometry, statistics and probability, financial mathematics, trigonometry, simultaneous equations, vectors, deductive geometry, and logic. Students in this class will be provided differentiation opportunities that focus on remediation of skills learned in prior years, review and pre-teaching of skills featured in class, and a preview of concepts to be addressed in future classes. IB MYP Integrated Math 9 Extended Prerequisite(s): 8 th grade teacher recommendation IB MYP Math 9 Extended encourages and enables students to use the language, symbols and notation of mathematics, to be confident using mathematics to analyze and solve problems both in and out of school, and to develop the knowledge and skills necessary to pursue further studies in mathematics. The course includes algebraic representation and reasoning, sets and Venn diagrams, coordinate geometry and plane geometry, statistics and probability, financial mathematics, trigonometry, simultaneous equations, vectors, deductive geometry, and logic. The IB MYP Math 9 Extended class will also explore additional advanced topics during the units of study. Students in this class will be provided differentiation opportunities that focus on connections of skills learned in prior years with current concepts, review and pre-teaching of skills featured in class, and a preview of additional advanced concepts from future classes. IB MYP Integrated Math 10 Prerequisite(s): 9 th grade teacher recommendation IB MYP Math 10 Standard encourages and enables students to use the language, symbols and notation of mathematics, to be confident using mathematics to analyze and solve problems both in and out of school, and to develop the knowledge and skills necessary to pursue further studies in mathematics. Some topics from MYP Math 9 are revisited to develop further understanding. The topic list for this course includes analysis of units, numerical operations, sets and sequences, formal logic, the rule of Pythagoras, algebraic representation and reasoning, geometry, statistics, congruence and similarity, trigonometry, simultaneous equations, probability, function notation and function analysis, financial mathematics, and trigonometric identities. IB MYP Integrated Math 10 Extended Prerequisite(s): 9 th grade teacher recommendation IB MYP Math 10 Extended encourages and enables students to use the language, symbols and notation of mathematics, to be confident using mathematics to analyze and solve problems both in and out of school, and to develop the knowledge and skills necessary to pursue further studies in mathematics. While some topics from MYP Math 9 are revisited, one of the goals of this course is to prepare students for the academic demands of the IB Mathematics Standard Level Diploma Programme courses and the IB Mathematics Higher Level Diploma Programme courses. This topic list for this course includes sets and venn diagrams, algebraic representation and reasoning, Pythagorean theorem, coordinate geometry, congruence and similarity, transformational geometry, univariate data analysis, trigonometry, probability, an introduction to mathematical induction, relations and functions, sequences and series, vectors, exponential functions and logarithms, quadratic functions, advanced trigonometry, matrices, deductive geometry, an introduction to calculus, conic sections, and advanced counting and probability. AP Statistics Prerequisite(s): Successful completion of IB MYP Integrated Math 10 (Standard or Extended) or Teacher Recommendation Assessments: Students are expected to complete the internal assessment project & to take the AP exam that correlate with this course. The purpose AP Statistics is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: 1. Exploring Data: Describing patterns and departures from patterns 2. Sampling and Experimentation: Planning and conducting a study 3. Anticipating Patterns: Exploring random phenomena using probability and simulation 4. Statistical Inference: Estimating population parameters and testing hypotheses 32 Please see the MYP Subject Brief MATHEMATICS for more information; (Appendix A, pg.6)

33 MATHEMATICS IB DP SL Mathematics Studies Year 1 Prerequisite(s): Successful completion of IB MYP Integrated Math 10 Standard or Teacher Recommendation. The IB Diploma Programme Mathematical Studies Standard Level is a two-year college preparatory course for students with varied backgrounds and abilities. The course is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students taking year 1 of this course should be already equipped with fundamental skills and a rudimentary knowledge of basic processes. Topics covered include: Number and Algebra, Mathematical Models, Linear Programming, Geometry and Trigonometry, and ACT preparation. IB SL Mathematics Studies Year 2 Prerequisite(s): Successful completion of IB DP SL Mathematics Studies Year 1 or by Teacher Recommendation. Assessments: Students are expected to complete the internal assessment (project) & to take the IB exam that correlate with this course. The IB Diploma Programme Mathematical Studies Standard Level two-year college-preparatory course is for students with varied backgrounds and abilities. The course is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students taking year 2 of this course should be already equipped with fundamental skills and processes covered in IB DP SL Mathematics Studies Year 1. Topics covered include: Descriptive Statistics, Logic, Sets, and Probability, Statistical Applications, Introductory Differential Calculus, and a student-defined project. IB SL Mathematics Year 1 Prerequisite(s): Successful completion of IB MYP Integrated Math 10 (Standard or Extended) or by Teacher Recommendation. The IB Diploma Programme Mathematics Standard Level course is the first part of a two-year course for students with knowledge of basic mathematical concepts who are able to apply simple mathematical techniques correctly. The course provides students with a sound mathematical background to prepare for future studies in subjects such as chemistry, economics, psychology, and business administration. Students will be introduced to important mathematical concepts through the development of mathematical techniques in a way that emphasizes subject comprehension rather than mathematical rigor. Students should, where possible, apply the acquired mathematical knowledge to solve realistic problems. Topics covered include algebra, quadratics, exponents, logarithms, functions and equations, circular functions and trigonometry, the binomial theorem, and vectors. IB DP SL Mathematics Year 2 Prerequisite(s): Successful completion of IB SL Mathematics Year 1 or by Teacher Recommendation Assessments: Students are expected to complete the internal assessment (project) & to take the IB exam that correlate with this course. This course is the second part of a two-year, for students with knowledge of basic mathematical concepts who are able to apply simple mathematical techniques correctly. The course provides students with a sound mathematical background to prepare for future studies in subjects such as chemistry, economics, psychology and business administration. Students will be introduced to important mathematical concepts through the development of mathematical techniques in a way that emphasizes subject comprehension rather than mathematical rigor. Students should, where possible, apply the acquired mathematical knowledge to solve realistic problems. Topics covered include probability and statistics, limits, differential and integral calculus, and their applications. Please see the MYP Subject Brief MATHEMATICS for more information; (Appendix A, pg.6) 33

34 MATHEMATICS IB DP HL Mathematics Year 1 Prerequisite(s): Successful completion of Pre-calculus or by Teacher Recommendation. Assessments: Students are expected to complete the internal assessment project & to take the IB/AP exam that correlate with this course. The IB Diploma Programme Mathematics Higher Level course is the first part of a two-year, high-honors-level collegepreparatory course for students with a strong background in mathematics and competence in a range of analytical and technical skills. Students will be likely to include mathematics as a major component of university studies either in its own right or within courses such as physics, engineering or technology. The first year of study will be predominantly focused on algebraic reasoning and calculus topics. This course teaches students to derive, understand and apply introductory calculus techniques. Students will develop a deeper understanding of mathematical connections between concepts learned in previous courses. The curriculum includes limits, differentiation, integration, and graphical analysis including asymptotic behavior and continuity. All of the calculus skills are taught to be used for real-life applications. Some of the topics are presented and practiced without the aid of a calculator to help students develop better algebraic reasoning skills. Responsible and intelligent use of calculator technology is demonstrated by instructors and is expected of students. Prerequisite(s): Successful completion of IB DP HL Mathematics Year 1 or by Teacher Recommendation. Assessments: Students are expected to complete the internal assessment project & to take the IB exam that correlates with this course. The IB Diploma Programme Mathematics Higher Level course is for students with a strong background in mathematics and competence in a range of analytical and technical skills. Students will be likely to include mathematics as a major component of university studies either in its own right or within courses such as physics, engineering or technology. The course focuses on developing important mathematical concepts in a comprehensive, coherent and rigorous way through a balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts and to justify and prove results. Students develop insights into mathematical form and structure and become intellectually equipped to appreciate the links between concepts in different topic areas. They will also be urged to develop the skills needed to continue their mathematical growth in other learning environments. Topics covered include series, differential equations, mathematical induction, vector geometry, complex numbers, Euler s Relation, probability, and statistics. College Prep Algebra & Statistics Prerequisites: 11th grade teacher recommendation College Prep Algebra and Statistics will focus on providing a strong conceptual foundation in algebraic relationships and statistical analysis to prepare students to take credit-bearing college math classes. Students will apply practical algebraic skills to further and deepen understanding of the interconnectedness of mathematics through linear, exponential, quadratic, and logarithmic relationships. IB DP HL Mathematics Year 2 34 Please see the MYP Subject Brief MATHEMATICS for more information; (Appendix A, pg.6)

35 MATHEMATICS Basic Math Strategies Prerequisite: Students must have an IEP Math Strategies 3 Prerequisite: Students must have an IEP This is a two-semester course that will provide students with the everyday math skills needed to succeed in life. In this course, students will improve their arithmetic skills as well as their ability to solve applications of arithmetic. The subject areas will be addition, subtraction, multiplication, and division of whole numbers, fractions, decimals and integers. Also included are factoring numbers into the products of primes; conversions between decimals, fractions and percentages; ratio and proportion problems; place value; least common multiple. The use of the scientific calculator as a problem solving tool may also be taught. This course uses computer-assisted instruction. Math Strategies 1 Prerequisite: Students must have an IEP This course provides students with the opportunity to learn basic operations involving whole numbers, decimals, and fractions. Consumer related skills at this level include computing change and developing check-writing skills. Basic geometry skills at this level focus on measurement and identification of geometric shapes and representations. This course provides explicit instruction in basic mathematical skills and concepts with an emphasis on higher-order thinking and techniques for relating problem solving to real life situations. Skills include whole numbers computations, fractions, measurement, money, time, place value, geometry, estimation and calculator use. Math Strategies 2 Prerequisite: Students must have an IEP This course focuses on basic operations involving decimals and percent, laws of exponents, and adding and subtraction to determine elapsed time. Consumer-related skills include reconciling back statements and computing pay rate. Additional content involves identifying basic functions and performing basic graphing skills. Basic geometry skills include determining perimeter and area of various shapes and measuring angles. This course provides explicit instruction with a continued emphasis on higher-order thinking skills, extending whole number skills to include higher level work with whole number algorithms, fractions, decimals, and further problem-solving using tables, number families and ratios, as well as geometry and probability. This course provides explicit instruction on increasingly complex problem-solving skills, including using ratios and proportions, tables, graphs and other techniques; fractions, decimals, measurement, geometry and factorization. This course focuses on basic operations involving integers and numerical expressions. Consumer-related skills include calculating taxes, while geometry skills include complementary and supplementary angles, and the measurement of circles and surface area. This course is offered as the first in a 2-year algebra preparation course for students who have struggled with math. The course provides explicit instruction on essential pre-algebra and basic geometry content including strategies for solving straight-line equations, exponents, signed numbers, facility with fractions, decimals and percentages, data tables and graphs, and a wide range of word problems involving rate, proportion, probability, and algebraic solutions. It provides explicit instruction on essential pre-algebra and basic geometry content including strategies for solving straight-line equations, exponents, signed numbers, facility with fractions, decimals and percentages, data tables and graphs, and a wide range of word problems involving rate, proportion, probability, and algebraic solutions. Financial Concepts Prerequisite: Students must have an IEP Students develop skills for independent money management. This course provides intensive math instruction targeting the application of basic math skills to everyday situations. Students develop competencies in mathematics for personal use in a problem-solving format that allows them to use math skills in consumer situations. Students learn how to become wiser consumers in today s society. Course topics include personal money management, business procedures, transportation, budgeting, taxation, banking, and insurance. Calculators are used as a tool throughout the course. Please see the MYP Subject Brief MATHEMATICS for more information; (Appendix A, pg.6) 35

36 MYP PERSONAL PROJECT Middle Years Programme (MYP) Personal Project The personal project provides an excellent opportunity for students, in the final year of MYP, to produce a truly personal and often creative product/outcome and to demonstrate a consolidation of their learning. The project offers many opportunities for differentiation of learning and expression according to students individual needs. The personal nature of the project is important; the project should revolve around a challenge that motivates and interests the individual student. Each student develops a personal project independently under the supervision of a teacher in the school. 36 Please see the MYP Subject Brief PERSONAL PROJECT for more information; (Appendix A, pg.7)

37 PHYSICAL AND HEALTH EDUCATION PHYSICAL & HEALTH EDUCATION Health Science Term: Semester Course Prerequisite(s): None Soccer Term: Semester Course Prerequisite(s): Fitness for Life This course is required for graduation and is designed to provide students with the knowledge and skills needed to help them develop a healthy lifestyle and practice healthy behaviors. It is intended to increase the student's knowledge of health and to enable the student to analyze his/her attitudes and behaviors in an effort to enhance his/her quality of life. Students will be exposed to current and medically accurate information for the health field. Units of study will include: Personal Health & Wellness Stress-Depression-Anxiety Nutrition Substance Abuse Relationships Human Sexuality (Safer Choices) CPR/First Aid Current Health Trends Fitness for Life Term: Semester Course Prerequisite(s): None This course is required for graduation and is designed to help students learn around two themes of study: Fitness & Lifetime Activity, Competitive & Cooperative Games These two themes will be integrated through out the semester and will work in tandem to help students learn to move for enjoyment and to develop a healthy active lifestyle through physical fitness. Adult and Family Living (Health) Term: Semester Course Prerequisite: Students must have an IEP Students address goals for becoming independent, responsible adults in relationships. The course stresses the acquisition of social skills for setting appropriate life goals and becoming responsible, respectful adults. The course will cover these skills as they relate to family, friendship, peer pressure, dating, healthy versus unhealthy relationships, STDs, lifestyle and goal planning. In this course is for students who enjoy soccer and weight training and wish to gain fitness too. Competitive soccer drills, skill development, and competition with class will be the emphasis. Weight training will be utilized for strength and endurance training. This is an elective class and does not fulfill the Physical Education graduation requirement. Weight Training Term: Semester Course Prerequisite(s): Fitness for Life Strength training and conditioning is a co-ed course designed to meet the needs of the beginner as well as the experienced fitness enthusiast, the athlete and the non-athlete. Students will work on strength development and personal fitness through the use of evidence-based strength training principles and conditioning activities. Topics include: proper lifting techniques, strength training, speed training, agility training, physiology of exercise, and various other training methods Test and measurement of fitness, strength, and conditioning will be part of this course for evaluation. Be prepared to work and put forth effort. This is an elective class and does not fulfill the Physical Education graduation requirement. Lifeguarding (15 years old) Term: Semester Course Prerequisite(s): Fitness for Life This course provides entry-level participants with the knowledge and skills to prevent, recognize, and respond to aquatic emergencies and to provide care for breathing and cardiac emergencies, injuries and sudden illnesses until EMS personnel take over. To be eligible for the Lifeguard Training Course, the participant must be 15 years old. The participant must successfully complete the following prerequisites to demonstrate comfort in the water: 1. Swim 300 yards continuously. 2. Tread water for 2 minutes using only the legs. 3. Complete a timed event within 1 minute, 40 seconds. Starting in the water, swim 20 yards. Surface dive to a depth of 7 to 10 feet to retrieve a 10 pound object. Return to the surface and swim 20 yards on the back to return to the starting point. Exit the water without using a ladder or steps. Please see the MYP Subject Brief PHYSICAL EDUCATION & HEALTH SERVICES for more information; (Appendix A, pg.8) 37

38 SCIENCES Science graduation requirements may vary depending on your anticipated year of graduation. Please refer to the graduation requirements section and speak with your school counselor. Please note: College entrance requirements and academic expectations of incoming freshmen may differ from graduation requirements. Students who take (at least) 4 years of science including biology, chemistry, and physics are the best prepared students and the most competitive college applicants. PHYSICS Grades: 9 Prerequisite(s): None This course is designed teach students how to become critical thinkers in their communities as well as to understand the world around them. Topics that will be investigated in class include 1 and 2 dimensional motion, Newton s Laws of motion, momentum, work and energy, gravitation, heat transfer, properties of sound and light, electricity and circuits, magnets, and technological advances and how they have affected society. All topics will be covered both conceptually and with some math. Basic algebra and geometry will be used in the class. MYP Biology Grades: 10 Prerequisite(s): none Students will inquire into the history and nature of science, investigate and study ecosystems and populations, and the complexities of human interaction within ecosystems. Furthermore, students will investigate cell chemistry, the cell theory, the structure and function of the cell, and the cell cycle as basic to life. Students will also answer questions about heredity, genetics, reproduction, and DNA. Students will study the comparative anatomy of the circulatory, digestive, and nervous systems across the animal kingdom. Students will answer questions about evolution and classification. Students will study the behavior of plants, animals and humans and investigate homeostasis. Exploring Earth Environment Prerequisite(s): Students must have an IEP In this course students will learn about earth science topics that impact their independence as adults. The focus is on concepts related to the physical environment that students need to know in order to be safe and to be responsible citizens. Students will learn about different types of dangerous weather and how to be safe in such situations, including dangers related to heat, cold and water. The impact of human beings on the environment is also addressed including air, water, and land pollution. Students will learn how their personal lifestyle affects their community and the world Exploring Physical Environment Prerequisite(s): Students must have an IEP Physical Environment is the study of matter and energy. Physical Environment is a combination of two branches of science - Chemistry and Physics. Chemistry is the study of the properties, composition, structure, and interactions of matter. Physics is the study of the relationship between matter and energy. Overall, this course will focus mainly on exploring and understanding the relationships between Science, Technology, Engineering, Mathematics, and Society (STEMS). Please note that these topics of study and important concepts may be adjusted by the teacher at any time in order to accommodate student learning. Areas of focus will include: speed, velocity, and acceleration, force of gravity, mass vs. weight, force of friction, Newton's Laws of Motion, buoyancy (related to density), atoms and particle physics, kinetic and potential energy, work, energy, and power, simple machines, heat transfer (conduction, convection, and radiation), electricity (static Vs. current). 38 Please see the MYP Subject Brief SCIENCES for more information; (Appendix A, pg.9)

39 SUPORT SERVICES AVID: ADVANCEMENT VIA INDIVIDUAL DETERMINATION AVID Prerequisite(s): Middle School AVID and/or application, interview and selection process; application process is open to students grades Advancement Via Individual Determination (AVID) is a nationally recognized program that supports students who have shown academic promise, but would benefit from additional preparation for college success. Throughout their four years together, AVID students develop a community of support for one another as they navigate Advanced Placement (AP) and International Baccalaureate (IB) classes and participate in extracurricular and leadership opportunities. Students gain academic skills and are supported in their other courses by the AVID teacher, AVID tutors and their AVID peers. AVID emphasizes writing, inquiry, collaboration, organization and reading. AVID students spend two hours per week building skills necessary for success in college including writing, note taking, research and study skills. Another two hours each week consist of tutor-led study groups designed to support AVID students in college prep coursework including AP and IB classes. One hour a week is focused on team building and motivational activities. AVID is an elective class that meets five class hours per week. Students stay in AVID throughout high school. AVID targets academically promising students (GPA of ) and places them in AP and IB courses while supporting them through the AVID elective. AVID addresses the needs of students without a college-going tradition in their families and/or students who are underrepresented on four-year college campuses. AVID students at Southwest are expected to: participate fully in the AVID course and requirements successfully complete a rigorous college preparatory path including AP and IB coursework participate in school activities and become student leaders apply to and attend a four-year university after graduating high school demonstrate individual determination and commitment to success AVID students can expect: instruction and guidance in developing skills and behaviors for academic success intensive support through tutorials and strong student/ teacher relationships a positive peer group opportunities for experiences and leadership outside of the academic school day a sense of personal pride and achievement gained through hard work and determination In AVID 9 students will focus on learning and applying AVID strategies including Cornell note taking, organizational and time-management skills, critical reading strategies, goal-setting, and discussion and inquiry skills. In AVID 10 students continue to practice and refine skills learned in ninth grade, focus on a career research project developing research skills and participate in mentoring with local professionals from various careers. In AVID 11 students will continue to apply AVID strategies while also preparing for college admission exams (ACT or SAT) and begin the process of selecting colleges and universities. In AVID 12 students continue to apply AVID strategies while focusing on applying to colleges, writing college admission essays and securing financial aid and scholarships. AVID 12 students also participate in a Mock University simulation, refining practical skills needed for first-year college students as well as learning about financial literacy. 39

40 SUPPORT SERVICES ENGLISH LANGUAGE LEARNERS (ELL) ENGLISH LANGUAGE LEARNERS (ELL) EL student schedules depend on their academic and linguistic needs, namely their WIDA English proficiency levels as scored on the WIDA ACCESS the previous spring, their time in the United States, and current academic achievement level. The ELL team works with individual students, their families and counselors so that students succeed in their classes and increase academic skills to graduate. Academic Language Development Prerequisite(s): Eligible for ELL services Intermediate and Advanced English language learners discover how to use and extend their vocabulary, writing, and communication skills more effectively for academic purposes. This course is aligned to math, science and social studies standards. Students learn a variety of reading, writing and speaking strategies. AVID EL Prerequisite(s): Application/Interview Students engage in a college readiness curriculum that includes writing, inquiry, collaboration, organization and reading (WICOR). Students participate in weekly tutorials to support success in core classes. Note-taking, test-taking strategies, reading, and self-awareness are stressed. Motivational activities and career and college exploration are included in the course. 40

41 SUPPORT SERVICES Beginning Reading Prerequisite(s): Eligible for ELL services Math Concepts Prerequisite(s): Eligible for ELL services Beginning Reading is designed to help students develop basic paragraph level reading skills. A successful student will be able to identify the topic and main idea of basic paragraphs, basic vocabulary related to a topic, and demonstrate knowledge of the most common words in the English language. ESL Level 1A Prerequisite(s): Eligible for ELL services This is an English Language Development class is for students who are brand new to the United States and have had limited English instruction. The course will provide students with strategies and practice to improve their English reading, writing, listening and speaking skills to prepare for Level 2 ESL and sheltered content classes. Learning activities include answering WHquestions, repeat words and short phrases, label contentrelated pictures and diagrams, write short answers with visual support, and matching everyday language to pictures. The course objective is to develop English reading, writing, speaking and listening related to Math. Skills that are practiced are making sense of problems and persevering to solve them, using appropriate tools strategically, and model mathematically. Students will understand addition and subtraction of negative and positive values, and use pictures, words and algebra notation to describe an equation, for example. Science Concepts Prerequisite(s): Eligible for ELL services The course objective is to develop English reading, writing, speaking and listening related to Science. Skills that are practiced are making observations, measuring, making predictions and hypotheses, testing hypotheses, and recording and analyzing data. Students will describe, explain, compare and contrast, sequence, summarize and identify and explain cause and effect. ESL Level 2A Prerequisite(s): Eligible for ELL services Social Studies Concepts Prerequisite(s): Eligible for ELL services This is an English Language Development class is for Newcomers at WIDA level 2. The course will provide students with strategies and practice to improve their English reading, writing, listening and speaking skills to prepare for ESL 3 and grade level mainstream classes. Learning activities include sequencing, asking WH-questions for clarification, describing people, places and events, taking content-related notes with graphic organizers, and identifying the main idea in a paragraph. ESL Level 3A Prerequisite(s): Eligible for ELL services This is an English Language Development class is for ELs at WIDA Level 3. Students will develop skills and strategies for making writing and speaking clear and correct to meet grade-level academic standards. Students evaluate their academic language levels using WIDA criteria in order to set goals and increase English language proficiency. The course objective is to develop English reading, writing, speaking and listening related to Social Studies. Skills that are practiced are reading maps, creating timelines, describing and filling in charts. Students will describe, explain, compare and contrast, sequence, summarize and identify and explain cause and effect. Topics include self and family, geographic features and an overview of U.S. History. 41

42 SUPPORT SERVICES ACADEMIC SUPPORT Study Hall Prerequisite: none Study Hall is a place and/or time during the school day where students are assigned to study when they are not scheduled for an academic class. Study Hall is intended to meet the needs of students who seek a quiet environment to individually complete assignments. Students are expected to arrive to class with work to complete, a book to read, or some other appropriate individual activity to do. Study Hall is not a place for students to complete work of a group or partner nature. Students in Study Hall will not receive a grade or credits however daily attendance will be taken. PREP Grades: 9 Prerequisite(s): Selection process The PREP class is a credit-bearing elective for freshman only. It was designed to give freshman the support during their transition to high school, as well as strong foundation for high school success. We focus on three broad areas of learning in a small class size with the support of a classroom teacher, tutors/ coaches, and a School Counselor: 1. Achievement Strategies: PREP scholars utilize a variety of strategies to increase academic success including organization, study skills, self-advocacy and academic planning. PREP scholars are coached as needed in small groups and 1:1 with teachers and tutors. High School Foundations Prerequisite: Students must have an IEP This course will assist students in the development of knowledge and skills to be successful in the high school environment. Students will learn to independently approach assigned materials and tasks with confidence and to be able to successfully follow through on assigned tasks. Students can earn credits toward graduation for completion of this class. Regular assignments in skills such as organizing materials and ideas, self-advocacy and planning, note taking, and reflective essay are given. The purpose of this course is to keep students on tract and help improve teacher-student communication. Grades and missing assignments in the student s classes are reviewed frequently. Emphasis is placed on the student taking responsibility for timely completion of their school assignments and making progress toward graduation. Instruction is offered in small group settings with a high degree of interaction with the instructor. This class focuses on the skills necessary for academic success while providing specially-designed instruction based on each student s IEP goals and objectives. This class allows students time to bring general education assignment questions to class in order to support assignment completion. This differs from a homework center/study hall in that students do receive periodic direct instruction in organization, learning, and study strategies, as well as counseling in self-advocacy. Executive functioning skill application is one area that is targeted to facilitate completion of general education assignments. 2. Academic Identity: PREP scholars investigate their identity as a learner, evaluate strengths and areas of growth, and learn strategies to increase motivation and persistence. Additionally, scholars learn about and plan for their career and post-secondary options through a variety of activities and opportunities. 3. Literacy and Collaboration: PREP scholars learn and practice strategies to increase reading comprehension, practice communicating effectively through writing, and engage in small and large group discussions on a variety of meaningful issues. 42

43 SUPPORT SERVICES Social Success I, II, III, IV Prerequisite: Students must have an IEP Students will increase social thinking and understanding, perspective-taking skills, and social communication and interaction skills to enhance their individual and group social behaviors, successes, and relationship-development skills. Students will learn to develop a wide variety of skills in the areas of independent living, self-advocacy, coping and self-management, emotional understanding and regulation, behavioral management, recreation and leisure, and social skills. Career Exploration Term: Semester Course Prerequisite(s): Students must have an IEP Students explore a variety of jobs and learn essential job skills. Through classroom instruction and at non-paid job sites in the building and in the community. Students will also participate in the PAES lab, a simulated workplace curriculum in the district. This course is blocked for periods 1-3. Work-Based Learning: Seminar Grades: 10 Term: Semester Course Prerequisite(s): 16 years of age; entry into the program is via application Explore career options and learn relevant occupational skills. Students will participate in community service projects, job shadowing, e-mentoring, and field trips as they explore career interests. Upon completion, students will have an e-folio appropriate for their career or college application. Community Based Vocational Training (CBVT) Grades: 10 Term: Semester Course Prerequisite: Students must have an IEP; successful completion of Work-Based Learning: Seminar The CBVT program is a structured, supervised, hands-on work experience in a community-based setting. Students are introduced to a variety of half-day training sites beginning in the third year or later of high school. Students must be at least 16 years of age. Students engage in activities related to IEP goals and objectives and in-transition activities in employment, independent living, and community access. ACADEMIC SUPPORT PROGRAMS AUTISM The Autism program is designed to serve students who have been identified as having Autism Spectrum Disorders. Program components include highly-structured, individualized programming, intensive communication and language training, social skills training, utilization of natural environments for instruction, positive behavioral programming, educationally-based sensory activities, and inclusion with mainstream peers and activities when appropriate. Related services including speech/language, occupational therapy, and adaptive physical education are also provided based on individual need. LIFE SKILLS The Life Skills Program at Southwest High School is a full-time (level IV/Federal setting III) program. The program serves 75 students in grades 9-12, ages from throughout the school district. The mission of the program is to prepare students for the transition from school to adulthood. Emphasis is placed on the development of skills, attitudes, and behaviors necessary for success as an adult. RESOURCE SETTING Students receiving special education services in the resource setting spend most (over 60%) of their day in general education classes. Typically these students are enrolled in the high school foundations course which supports individual academic needs for general education classes, i.e. organization, work completion, and self-advocacy skills. Students may also have a small group special education math or English class if identified on their IEP. Southwest is currently using a co-teaching model for support of some resource students in Algebra, Geometry, AP Human Geography, and U.S. History. 43

44 International Baccalaureate MYP Subject Brief: ARTS I. Course description and aims In MYP arts, students function as artists as well as learners of the arts. Artists have to be curious. By developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem-solvers. Students create, perform and present arts in ways that engage and convey feelings, experiences and ideas. Through this practice, students acquire new skills and master those developed in prior learning. Development in the arts is a dynamic process, and not necessarily linear. Students move freely through a creative process towards a deeper understanding of the arts. The process of creating artwork, as well as the product, demonstrates what students have experienced, learned and attempted to convey. Arts in the MYP stimulate young imaginations, challenge perceptions, and develop creative and analytical skills. The course encourages students to understand the context and cultural histories of artworks, supporting the development of an inquiring and empathetic world view. Arts challenge and enrich personal identity and build awareness of the aesthetic in a realworld context. MYP arts has four objectives of equal importance and value: knowing and understanding; developing skills; thinking creatively; responding. Although the objectives can be addressed separately to scaffold learning, collectively they enrich teaching and learning of the arts. The aims of MYP arts are to encourage and enable students to: create and present art develop skills specific to the discipline engage in a process of creative exploration and (self-) discovery make purposeful connections between investigation and practice understand the relationship between art and its contexts respond to and reflect on art deepen their understanding of the world. Globalization and sustainability Fairness and development III. Assessment criteria Each arts objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels(1 8), divided into four bands with unique descriptors that teachers use to make judgments about students work. Criterion A: Knowing and understanding Students discover the aesthetics of art forms and are able to analyze and communicate using specialized language. Students inform their work and artistic perspective using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context. Criterion B: Developing skills Students develop their artistic ideas to a point of realization by applying their skills. Students make final commitments to their artwork by presenting it to audiences. Criterion C: Thinking creatively Students develop curiosity, and purposefully explore and challenge boundaries. Students explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. They discover their personal signature and realize their artistic identity. Criterion D: Responding Students respond to their world, to their own art and to the art of others. Students must make connections and transfer learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate as well as respond to change. II. Curriculum overview The MYP promotes sustained inquiry in arts by developing conceptual understanding within global contexts. Key concepts such as aesthetics, change, communication and identity broadly frame the MYP curriculum. Related concepts promote deeper learning grounded in specific disciplines. Examples of related concepts in MYP arts include interpretation, narrative, boundaries and innovation. Students explore key and related concepts through MYP global contexts. Identities and relationships Orientation in space and time Personal and cultural expression Scientific and technical innovation International Baccalaureate Organization 2015 International Baccalaureate Baccalauréat International Bachillerato Internacional For further information on the IB Middle Years Programme, and a complete list of MYP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: 44 Appendix A pg. 1

45 International Baccalaureate MYP Subject Brief: DESIGN I. Course description and aims Design, and the resultant development of new technologies, has given rise to profound changes in society, transforming how we access and process information, adapt our environment, communicate with others, solve problems, work and live. MYP design challenges students to apply practical and creativethinking skills to solve design problems; encourages students to explore the role of design in historical and contemporary contexts; and raises students awareness of their responsibilities when making design decisions and taking action. Inquiry and problem-solving are at the heart of design. MYP design requires the use of the design cycle as a tool, which provides: the methodology to structure the inquiry and analyze problems; the development of feasible solutions; the creation of solutions; and the testing and evaluation of the solution. In MYP design, a solution can be a model, prototype, product or system independently created and developed by students. MYP design enables students to develop not only practical skills but also strategies for creative and critical thinking. The aims of MYP design are to encourage and enable students to: enjoy the design process, and develop an appreciation of its elegance and power develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems develop an appreciation of the impact of design innovations for life, global society and environments appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts develop respect for others viewpoints and appreciate alternative solutions to problems act with integrity and honesty, and take responsibility for their own actions developing effective working practices. II. Curriculum overview The MYP promotes inquiry in design by developing conceptual understanding within global contexts. Key concepts such as communication, communities, development and systems broadly frame the MYP curriculum. Related concepts promote deeper learning grounded in specific disciplines. Examples of related concepts in MYP design include adaptation, ergonomics, sustainability and innovation. Students explore key and related concepts through MYP global contexts. Identities and relationships Orientation in space and time Personal and cultural expression Scientific and technical innovation Globalization and sustainability Fairness and development The MYP curriculum framework offers schools flexibility to determine engaging, relevant, challenging and significant content that meets local and national curriculum requirements. This inquiry-based curriculum explores factual, conceptual and debatable questions in the study of design. The MYP requires at least 50 hours of teaching time for each subject area in each year of the programme. For students participating in MYP eassessment, the IB recommends 70 hours of guided learning each year in MYP years 4 and 5. III. Assessment criteria Each design objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1 8), divided into four bands with unique descriptors that teachers use to make judgments about students work. Criterion A: Inquiring and analyzing Students are presented with a design situation, from which they identify a problem that needs to be solved. They analyze the need for a solution and conduct an inquiry into the nature of the problem. Criterion B: Developing ideas Students write a detailed specification, which drives the development of a solution. They present the solution. Criterion C: Creating the solution Students plan the creation of the chosen solution, then follow the plan to create a prototype sufficient for testing and evaluation. Criterion D: Evaluating Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify areas where the solution could be improved and explain how their solution will impact on the client or target audience. International Baccalaureate Organization 2015 International Baccalaureate Baccalauréat International Bachillerato Internacional For further information on the IB Middle Years Programme, and a complete list of MYP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: Appendix A, pg. 2 45

46 International Baccalaureate MYP Subject Brief: INDIVIDUALS & SOCIETIES I. Course description and aims The MYP individuals and societies subject group incorporates disciplines traditionally studied under humanities and social sciences. This subject group encourages learners to respect and understand the world around them, and equips them with the necessary skills to inquire into historical, geographical, political, social, economic, and cultural factors that affect individuals, societies and environments. The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes and beliefs. Courses in this subject group are important for helping students to recognize that both content and methodology can be debatable and controversial, and for practicing the tolerance of uncertainty. The IB s approach to this subject area includes a strong focus on inquiry and investigation. Students collect, describe and analyze data; test hypotheses; and learn how to interpret increasingly complex information, including original source material. This focus on real-world examples, research and analysis is an essential aspect of the subject group. The aims of MYP individuals and societies are to encourage and enable students to: appreciate human and environmental commonalities and diversity understand the interactions and interdependence of individuals, societies and the environment understand how both environmental and human systems operate and evolve identify and develop concern for the well-being of human communities and the natural environment act as responsible citizens of local and global communities develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and the environments in which they live. II. Curriculum overview For MYP individuals and societies, schools develop courses in integrated humanities, history, economics, geography, philosophy, sociology/anthropology, business management, psychology, and world religions. The MYP promotes inquiry in these subjects by developing conceptual understanding within global contexts. Key concepts such as change, global interactions, time, place and space, and systems broadly frame the MYP curriculum. Related concepts promote deeper learning grounded in specific disciplines. Examples of related concepts in MYP individual and societies include causality, globalization, culture and sustainability. Students explore key and related concepts through MYP global contexts. Identities and relationships Orientation in space and time Personal and cultural expression Scientific and technical innovation Globalization and sustainability Fairness and development The MYP curriculum framework offers schools flexibility to determine engaging, relevant, challenging and significant content that meets local and national curriculum requirements. This inquiry-based curriculum explores factual, conceptual and debatable questions in the study of individuals and societies. The MYP requires at least 50 hours of teaching time for each subject area in each year of the programme. For students participating in MYP eassessment, the IB recommends 70 hours of guided learning each year in MYP years 4 and 5. III. Assessment criteria Each individuals and societies objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1 8), divided into four bands with unique descriptors that teachers use to make judgments about students work. Criterion A: Knowing and understanding Students develop factual and conceptual knowledge about individuals and societies. Criterion B: Investigating Students develop systematic research skills and processes associated with disciplines in the humanities and social sciences. Students develop successful strategies for investigating independently and in collaboration with others. Criterion C: Communicating Students develop skills to organize, document and communicate their learning using a variety of media and presentation formats. Criterion D: Thinking critically Students use critical-thinking skills to develop and apply their understanding of individuals and societies and the process of investigation. International Baccalaureate Organization 2015 International Baccalaureate Baccalauréat International Bachillerato Internacional For further information on the IB Middle Years Programme, and a complete list of MYP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: 46 Appendix A, pg. 3

47 International Baccalaureate MYP Subject Brief: LANGUAGE ACQUISITION I. Course description and aims The ability to communicate in more than one language is essential to the concept of an international education that promotes intercultural understanding, and is central to the IB s mission. The study of additional languages in the MYP provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world. Acquiring an additional language and exploring and reflecting on the cultural perspectives of our own and other communities: is central to developing critical thinking and Internationalmindedness provides an intellectual framework to support personal development, cultural identity and conceptual understanding greatly contributes to the holistic development of students and to the strengthening of lifelong learning skills equips students with the necessary multi-literacy skills and attitudes to communicate successfully in various global contexts. The aims of MYP language acquisition are to encourage and enable students to: gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage develop a respect for, and understanding of, diverse linguistic and cultural heritages develop the communication skills necessary for further language learning, and for study, work and leisure in a range of contexts develop multi-literacy skills through the use of a range of learning tools develop an appreciation of a variety of literary and nonliterary texts and to develop critical and creative techniques for comprehension and construction of meaning recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects understand the nature of language and the process of language learning gain insight into the cultural characteristics of the communities where the language is spoken gain an awareness and understanding of the perspectives of people from own and other cultures develop curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning. II. Curriculum overview The MYP promotes inquiry in language acquisition by developing conceptual understanding within global contexts. Key concepts such as communication, connections, creativity and culture broadly frame the MYP curriculum. Related concepts promote deeper learning grounded in specific disciplines. Examples of related concepts in MYP language acquisition include word choice, conventions and idiom. Students explore key and related concepts through MYP global contexts. Identities and relationships Orientation in space and time Personal and cultural expression Scientific and technical innovation Globalization and sustainability Fairness and development The MYP curriculum framework offers schools flexibility to determine engaging, relevant, challenging and significant content that meets local and national curriculum requirements. This inquiry-based curriculum explores factual, conceptual and debatable questions in the study of language acquisition. MYP language acquisition is a compulsory component in every year of the MYP, except for bilingual students who pursue courses of study in multiple languages in the MYP language and literature subject group. The MYP requires at least 50 hours of teaching time for each subject area in each year of the programme. For students participating in MYP eassessment, the IB recommends 70 hours of guided learning each year in MYP years 4 and 5. III. Assessment criteria Each language acquisition objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1 8), divided into four bands with unique descriptors that teachers use to make judgments about students work. Criterion A: Comprehending spoken and visual text Students interpret and construct meaning from spoken and visual texts to understand how images presented with oral text interplay to convey ideas, values and attitudes. Criterion B: Comprehending written and visual text Students construct meaning and interpret written and visual text to understand how images presented with written text interplay to convey ideas, values and attitudes. Criterion C: Communicating in response to spoken and/or written and/or visual text Students develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, and responding to spoken, written and visual text in the target language. Criterion D: Using language in spoken and/or written form Students recognize and use language suitable to the audience and purpose (for example, home, classroom, formal and informal, social, academic contexts). Students apply their understanding of linguistic and literary concepts to develop a variety of structures, strategies and techniques. International Baccalaureate Organization 2015 International Baccalaureate Baccalauréat International Bachillerato Internacional For further information on the IB Middle Years Programme, and a complete list of MYP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: Appendix A, pg. 4 47

48 International Baccalaureate MYP Subject Brief: LANGUAGE AND LITERATURE I. Course description and aims Language is fundamental to learning, thinking and communicating, as well as providing an intellectual framework to support conceptual development. It plays a central role in developing critical thinking, cultivating International-mindedness, exploring and sustaining personal development and cultural identity, and responsibly participating in local, national and global communities. MYP language and literature courses equip students with linguistic, analytical and communicative skills that help to develop interdisciplinary understanding. Students develop skills in six domains listening, speaking, reading, writing, viewing and presenting both independently and with others. MYP language and literature courses include a balanced study of genres and literary texts, including a world literature component. Students interactions with texts generate moral, social, economic, political, cultural and environmental insights. Through their studies, students learn how to form opinions, make decisions, and engage in ethical reasoning. The aims of MYP language and literature are to encourage and enable students to: use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts develop critical, creative and personal approaches to studying and analyzing literary and non-literary texts engage with text from different historical periods and a variety of cultures explore and analyze aspects of personal, host and other cultures through literary and non-literary texts explore language through a variety of media and modes develop a lifelong interest in reading apply linguistic and literary concepts and skills in a variety of authentic contexts. II. Curriculum overview The MYP promotes sustained inquiry in language and literature by developing conceptual understanding in global contexts. Key concepts such as communication, connections, creativity and perspective broadly frame the MYP curriculum. Related concepts promote deeper learning grounded in specific disciplines. Examples of related concepts in MYP language and literature include genre, purpose, context and style. Students explore key and related concepts through MYP global contexts. Identities and relationships Orientation in space and time Personal and cultural expression Scientific and technical innovation Globalization and sustainability Fairness and development The MYP curriculum framework offers schools flexibility to determine engaging, relevant, challenging and significant content that meets local and national curriculum requirements. This inquiry-based curriculum explores factual, conceptual and debatable questions in the study of language and literature. The MYP requires at least 50 hours of teaching time for each subject area in each year of the programme. For students participating in MYP eassessment, the IB recommends 70 hours of guided learning each year in MYP years 4 and 5. III. Assessment criteria Each language and literature objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1 8), divided into four bands with unique descriptors that teachers use to make judgments about students work. Criterion A: Analyzing Students demonstrate an understanding of the creator s choices, the relationship between the various components of a text and between texts, and make inferences about audience responses and creators purposes. Students use the text to support their own responses and reflect on different perspectives and interpretations. Criterion B: Organizing Students understand and organize their ideas and opinions using a range of appropriate conventions for different forms and purposes of communication. Students recognize the importance of maintaining academic honesty, respecting intellectual property rights and referencing all sources accurately. Criterion C: Producing text Students produce written and spoken text, focusing on the creative process itself and on the understanding of the connection between the creator and his or her audience. Students make choices aimed at producing texts that affect both the creator and the audience. Criterion D: Using language Students develop, organize and express themselves and communicate thoughts, ideas and information. They use accurate and varied language that is appropriate to the context and intention. International Baccalaureate Organization 2015 International Baccalaureate Baccalauréat International Bachillerato Internacional For further information on the IB Middle Years Programme, and a complete list of MYP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: 48 Appendix A, pg. 5

49 International Baccalaureate MYP Subject Brief: MATHEMATICS I. Course description and aims The framework for MYP mathematics outlines four branches of mathematical study. 1. Number 2. Algebra 3. Geometry and trigonometry 4. Statistics and probability The study of mathematics is a fundamental part of a balanced education. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. The MYP mathematics and extended mathematics courses promote both inquiry and application, helping students to develop problemsolving techniques that transcend the discipline and are useful in the world outside school. Mathematics in the MYP is tailored to the needs of students, seeking to intrigue and motivate them to want to learn its principles. Students should see authentic examples of how mathematics is useful and relevant to their lives and be encouraged to apply it to new situations. The aims of MYP mathematics courses are to encourage and enable students to: enjoy mathematics, develop curiosity and begin to appreciate its elegance and power develop an understanding of the principles and nature of mathematics communicate clearly and confidently in a variety of contexts develop logical, critical and creative thinking develop confidence, perseverance and independence in mathematical thinking and problem-solving develop powers of generalization and abstraction apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments appreciate how developments in technology and mathematics have influenced each other; the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics; the international dimension in mathematics; and the contribution of mathematics to other areas of knowledge develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics develop the ability to reflect critically upon their own work and the work of others. II. Curriculum overview For MYP mathematics, schools can develop courses at two level of challenge: standard and extended. Standard mathematics aims to provide a sound knowledge of basic mathematical principles. Extended mathematics supplements the standard curriculum with additional topics and skills, providing greater breadth and depth of study. The MYP promotes sustained inquiry in mathematics by developing conceptual understanding within global contexts. Key concepts such as form, logic and relationships broadly frame the MYP curriculum. Related concepts promote deeper learning grounded in specific disciplines. Examples of related concepts in MYP mathematics include equivalence, measurement, quantity and justification. Students explore key and related concepts through MYP global contexts. Identities and relationships Orientation in space and time Personal and cultural expression Scientific and technical innovation Globalization and sustainability Fairness and development The MYP curriculum framework offers schools flexibility to determine engaging, relevant, challenging and significant content that meets local and national curriculum requirements. This inquiry-based curriculum explores factual, conceptual and debatable questions in the study of mathematics. The MYP requires at least 50 hours of teaching time for each subject area in each year of the programme. For students pa ticipating in MYP eassessment, the IB recommends 70 hours of guided learning each year in MYP years 4 and 5. III. Assessment criteria Each mathematics objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1 8), divided into four bands with unique descriptors that teachers use to make judgments about students work. Criterion A: Knowing and understanding Students select and apply mathematics to solve problems in both familiar and unfamiliar situations in a variety of contexts, demonstrating knowledge and understanding of the framework s branches (number, algebra, geometry and trigonometry, statistics and probability). Criterion B: Investigating patterns Students work through investigations to become risk-takers, inquirers and critical thinkers. Criterion C: Communicating Students use appropriate mathematical language and different forms of representation when communicating mathematical ideas, reasoning and findings, both orally and in writing. Criterion D: Applying mathematics in real-life contexts International Baccalaureate Organization 2015 International Baccalaureate Baccalauréat International Bachillerato Internacional For further information on the IB Middle Years Programme, and a complete list of MYP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: Appendix A, pg. 6 49

50 International Baccalaureate MYP Subject Brief: PERSONAL PROJECT I. Project aims and objectives The MYP personal project is a student-centered and ageappropriate practical exploration in which students consolidate their learning throughout the programme. This long-term project is designed as an independent learning experience of approximately 25 hours. The personal project formally assesses students ATL skills for self-management, research, communication, critical and creative thinking, and collaboration. The personal project encourages students to practise and strengthen their ATL skills, to connect classroom learning engagements with personal experience, and to develop their own interests for lifelong learning. Students who finish the MYP in year 3 or 4 must complete the MYP community project. MYP year 5 students must successfully complete the externally moderated personal project to be eligible for IB MYP course results and the IB MYP certificate. Students participating in MYP years 3, 4 and 5 may engage in both projects. The aims of the MYP projects are to encourage and enable students to: participate in a sustained, self-directed inquiry within a global context generate creative new insights and develop deeper understandings through in-depth investigation demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time communicate effectively in a variety of situations demonstrate responsible action through, or as a result of, learning appreciate the process of learning and take pride in their accomplishments. Students must identify a global context for their MYP projects to establish their relevance and significance. The following global contexts direct learning towards independent inquiry. Identities and relationships Orientation in space and time Personal and cultural expression Scientific and technical innovation Globalization and sustainability Fairness and development. MYP projects involve students in a wide range of studentplanned learning activities that extend knowledge and understanding, and develop important academic and personal skills. II. Project components Students address personal project objectives through: the process they follow the product or outcome they create the report or presentation they make that explains what they have done and learned. Students document their thinking, research process and development of their initial ideas by developing an outline of a challenging but manageable goal. Example goals include the development of original works of art, models, business plans, campaigns, blueprints, investigative studies, scientific experiments, performances, fieldwork, narrative essays, courses of study or learning engagements, films, computer programmes, and many other forms of work. Students document their project work in the process journal. This learning strategy helps students record and learn from their work, and it promotes academic honesty. As a record of progress, journals can take many forms and can be recorded in a variety of media. They represent an evolving record of plans, ideas and accomplishments. The process journal provides a repository for essential reflections on learning and formative feedback on students work. Extracts from the journal, which demonstrate achievement in all criteria, are submitted as appendices of the report or presentation at the conclusion of the project. The personal project report explains the project process in a concise and succinct form. The report contains a formal bibliography and a statement of academic honesty. III. Assessment criteria Each personal project objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1 8), divided into four bands with unique descriptors that teachers use to make judgments about students work. Criterion A: Investigating Students define a clear goal and global context for the project, based on personal interests. Students identify prior learning and subject-specific knowledge relevant to the project. Students demonstrate research skills. Criterion B: Planning Students develop criteria for the product/outcome. Students plan and record the development process of the project. Students demonstrate self-management skills. Criterion C: Taking action Students create a product/outcome in response to the goal, global context and criteria. Students demonstrate thinking skills. Students demonstrate communication and social skills. Criterion D: Reflecting Students evaluate the quality of the product/outcome against their criteria. Students reflect on how completing the project has extended their knowledge and understanding of the topic and the global context. Students reflect on their development as IB learners through the project. International Baccalaureate Organization 2015 International Baccalaureate Baccalauréat International Bachillerato Internacional For further information on the IB Middle Years Programme, and a complete list of MYP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: 50 Appendix A, pg. 7

51 International Baccalaureate MYP Subject Brief: PHYSICAL EDUCATION & HEALTH SCIENCES I. Course description and aims MYP physical and health education aims to empower students to understand and appreciate the value of being physically active while developing the motivation for making healthy and informed life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes contributing to a balanced and healthy lifestyle. Students engaged in physical and health education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, as well as positive social interaction. Physical activity and health are of central importance to human identity and global communities, creating meaningful connections among people, nations, cultures and the natural world. Through physical and health education, students learn to appreciate and respect the ideas of others, and develop effective collaboration and communication skills. This subject area also offers many opportunities to build positive interpersonal relationships that can help students to develop a sense of social responsibility and intercultural understanding. The aims of MYP physical and health education are to encourage and enable students to: use inquiry to explore physical and health education concepts participate effectively in a variety of contexts understand the value of physical activity achieve and maintain a healthy lifestyle collaborate and communicate effectively build positive relationships and demonstrate social responsibility reflect on their learning experiences. II. Curriculum overview The MYP promotes sustained inquiry in physical and health education by developing conceptual understanding within global contexts. Key concepts such as change, communication and relationships broadly frame the MYP curriculum. Related concepts promote deeper learning grounded in specific disciplines. Examples of related concepts in MYP physical and health education include energy, balance and refinement. Students explore key and related concepts through MYP global contexts. Identities and relationships Orientation in space and time Personal and cultural expression Scientific and technical innovation Globalization and sustainability Fairness and development The MYP curriculum framework offers schools flexibility to determine engaging, relevant, challenging and significant content that meets local and national curriculum requirements. This inquiry-based curriculum explores factual, conceptual and debatable questions in the study of physical and health education. The MYP requires at least 50 hours of teaching time for each subject area in each year of the programme. For students participating in MYP eassessment, the IB recommends 70 hours of guided learning each year in MYP years 4 and 5. III. Assessment criteria Each physical and health education objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1 8), divided into four bands with unique descriptors that teachers use to make judgments about students work. Criterion A: Knowing and understanding Students develop knowledge and understanding about health and physical activity in order to identify and solve problems. Criterion B: Planning for performance Students through inquiry design, analyse, evaluate and perform a plan in order to improve performance in physical and health education. Criterion C: Applying and performing Students develop and apply practical skills, techniques, strategies and movement concepts through their participation in a variety of physical activities. Criterion D: Reflecting and improving performance Students enhance their personal and social development, set goals, take responsible action and reflect on their performance and the performance of others. International Baccalaureate Organization 2015 International Baccalaureate Baccalauréat International Bachillerato Internacional For further information on the IB Middle Years Programme, and a complete list of MYP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: Appendix A, pg. 8 51

52 International Baccalaureate MYP Subject Brief: SCIENCES I. Course description and aims With inquiry at the core, the MYP sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. The MYP sciences curriculum explores the connections between science and everyday life. As they investigate real examples of science applications, students discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment. Scientific inquiry fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Students learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities. The MYP sciences group aims to encourage and enable students to: understand and appreciate science and its implications consider science as a human endeavor with benefits and imitations cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments develop skills to design and perform investigations, evaluate evidence and reach conclusions build an awareness of the need to effectively collaborate and communicate apply language skills and knowledge in a variety of real-life contexts develop sensitivity towards the living and non-living environments reflect on learning experiences and make informed choices. II. Curriculum overview Although schools may vary the structure of the curriculum throughout the five years of the programme, they generally develop discrete, modular or integrated science courses. Discrete sciences courses typically encompass biology, chemistry and physics, but may include other science disciplines, such as environmental sciences, life sciences or physical sciences. Modular sciences courses include two or more discrete sciences taught in rotation. The MYP promotes inquiry in sciences by developing conceptual understanding within global contexts. Key concepts such as change, relationships and systems broadly frame the MYP curriculum. Related concepts promote deeper learning grounded in specific disciplines. Examples of related concepts in MYP sciences include energy, movement, transformation and models. Additional concepts may also be identified and developed to meet local circumstances and curriculum requirements. Students explore key and related concepts through MYP global contexts. Identities and relationships Orientation in space and time Personal and cultural expression Scientific and technical innovation Globalization and sustainability Fairness and development These same global contexts are discussed across the curriculum, supporting transfer and interdisciplinary learning. The MYP curriculum framework offers schools flexibility to determine engaging, relevant, challenging and significant content that meets local and national curriculum requirements. This inquiry-based curriculum explores factual, conceptual and debatable questions in the study of sciences. The MYP requires at least 50 hours of teaching time for each subject area in each year of the programme. For students participating in MYP eassessment, the IB recommends 70 hours of guided learning each year in MYP years 4 and 5. III. Assessment criteria Each sciences objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1 8), divided into four bands with unique descriptors that teachers use to make judgments about students work. Criterion A: Knowing and understanding Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve problems and express scientifically supported judgments. Criterion B: Inquiring and designing Students develop intellectual and practical skills through designing, analyzing and performing scientific investigations. Criterion C: Processing and evaluating Students collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been appropriately reached. Criterion D: Reflecting on the impacts of science Students evaluate the implications of scientific developments and their applications to a specific problem or issue. Varied scientific language is applied to demonstrate understanding. Students should become aware of the importance of documenting the work of others when communicating in science. International Baccalaureate Organization 2015 International Baccalaureate Baccalauréat International Bachillerato Internacional For further information on the IB Middle Years Programme, and a complete list of MYP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: 52 Appendix A, pg. 9

53 POST-SECONDARY PLANNING INFORMATION COLLEGE ADMISSION TESTING Most 4 year colleges/universities will require an admission test as part of their admission requirements. Colleges will accept either the ACT or SAT test, although it is necessary to check the admission requirements at each individual school. More highly selective colleges may also require SAT II Subject tests. Students are strongly encouraged to check with individual institutions regarding their admission testing requirements. Some programs will look for specific subjects, but others will accept any test students choose to submit. Students can look to which advanced courses they do well in to help guide their test selection. Some schools are test optional for college admission. That is, the ACT or SAT are not required as part of the admission process. However, those schools may require the test as part of their scholarship, placement, etc., process. Refer to fairtest.org for more information. Community and technical colleges typically do not require the ACT or SAT. Instead, they may have students take a placement test. In Minnesota, these institutions typically have students take the Accuplacer. The Accuplacer is a placement test that determines in which level of math, English or reading courses a student should be placed. Four year institutions may also use the Accuplacer to determine course placement. COLLEGE ENTRANCE REQUIREMENTS COLLEGE RECOMMENDATIONS Some colleges will require letters of recommendation from teachers and/or counselors as part of the application process. Teacher letters of recommendation help colleges to understand how a student performs in the classroom. Teachers typically comment on student leadership, behavior, engagement in the curriculum, students response to difficult concepts, and creativity. Because teachers put students in the context of the classroom, students are encouraged to ask junior or senior English, Social Studies, Science, or Math teachers. Counselor letters of recommendation help colleges to understand the student as a whole person and how they can be compared to other students at the high school. Counselors typically comment on student activities, the student s transcript, how a student has challenged him/herself, any special circumstances, and leadership. INFORMATION SESSIONS FOR STUDENTS AND FAMILIES The Counseling department and the AchieveMpls Career & College Center coordinators host numerous information sessions for students and families during the course of the school year. Although each session is targeted to a specific grade, all sessions are open to all students and families. We strongly encourage students to attend with their families. Specific dates are communicated via , announcements and can also be found on the school calendar. TWO YEAR VS. FOUR YEAR VS. SELECTIVE When choosing courses, students need to consider not only high school graduation requirements but also college entrance requirements. With competition for college admission increasing, it is highly recommended that students review entrance requirements and choose appropriate courses to help them in becoming more than a minimum candidate. Selective colleges state that they are looking for students to take the hardest classes in which they can be successful. Students do not need to take a full load of college-level courses; rather, students should challenge themselves in the courses in which they feel the most confident. Students are strongly encouraged to research admission requirements at colleges in which they are interested or remotely considering. Appendix B, pg. 1 53

54 POST-SECONDARY PLANNING INFORMATION NCAA The NCAA Eligibility Center is responsible for determining the eligibility of every college-bound student athlete in NCAA Divisions I and II athletics. Academic performance must be emphasized at every step of the high school career, including grade nine. College-bound athletes should complete the registration process at at the beginning of their junior year. Students should see their school counselor for additional information. SCHOLARSHIPS Merit-based scholarships are monetary awards given to students based on their special talents. Merit-based scholarships are typically given based on a student s outstanding performance in academics, athletics, the Arts, or other unique talents. Need-based aid is awarded to a student based solely on his or her family s financial status. Federal student-aid is need-based aid. PAGE EDUCATION SCHOLARSHIP The Page Education Scholarship is a grant that ranges in value from $1,000 - $2500 annually. Students can apply to renew the grant each year. The application opens in January with grants awarded typically in May. Applicants must be a student of color, a graduate of a Minnesota high school, plan to be enrolled fulltime in a college or university in Minnesota and are willing to complete at least 50 hours tutoring students in grades K-8. POWER OF YOU SCHOLARSHIP Power of You recipients receive a scholarship that covers the cost of tuition and fees for two years (or 72 credits) at either Minneapolis Community and Technical College (MCTC) or Saint Paul College. Power of You applicants must graduate from a Minneapolis or St. Paul public high school, apply for the FAFSA, meet the family income cap of $75,000, complete both the college and program applications, take the Accuplacer placement test and score above Adult Basic Education in two or more sections, and submit a final transcript upon acceptance into the program. The Power of You application is usually due at the beginning of May. THE WALLIN SCHOLARSHIP The Wallin Scholarship is an award of up to $16,000 over 4 years ($4,000/year). The online application process typically occurs in late winter. Applicants must have a GPA of 3.0 or higher, an ACT score of 19 or above, meet certain income requirements and are applying to an eligible college or university (4 year accredited public or private colleges in Minnesota, Wisconsin, Iowa, North Dakota, South Dakota, or one of the Historically Black Colleges and Universities). 54 Appendix B, pg. 2

55 Southwest High School Office: Fax: Web: West 47 th Street Minneapolis, MN