International Baccalaureate Middle Years Program (Grades 6-10)
The International Baccalaureate Middle Years Program (IBMYP)
will be offered in the Middle School (Grades 6-8) and High
School (Grades 9-10). The IBMYP's aim is to provide young
people with an education for life and to teach them to relate
the content of classroom learning to the realities of the
world outside.
The objectives of the program ensure an academic challenge,
the International Baccalaureate (IB) believes
that all young people can benefit in different ways from
the IBMYP's holistic, integrated approach to teaching and
learning.
Young adolescents are confronted with a vast and often bewildering
array of choices; the IBMYP is designed to provide them with
the values and opportunities that will enable them to develop
sound judgement and to choose wisely. The program focuses
on learning how to learn and on how to evaluate information
critically.
Collectively, eight subject groups of the IBMYP provide a
broad, traditional foundation of knowledge. Students are encouraged
to question and evaluate information critically, to seek out
and explore the links between subjects, and to develop an
awareness of their place in the world.
In the Middle Years Program, students experience learning
activities from all subject groups (Figure 1). Curriculum
balance is managed over time to ensure that language and mathematical
skills are embedded, while students explore a rich and diverse
program.
As students approach entry to the IB Diploma Program, electives
will be offered to ensure that students have attained the
rigorous standards required for entry to higher level and
standard level courses. In addition, electives will enable
all students to pursue subjects that suit their passions and
interests. In this way, the WAB Middle Year's Program will
aim for curriculum breadth and enrichment, as well as for
academic rigor.
As part of the IB's curriculum aims, the program fosters
the fundamental concepts of intercultural awareness, promoting
better understanding of, and respect for other cultures, as
well as concern for international issues.
The IBMYP also emphasizes the importance of communication
through the acquisition of Language A (English) and through
world languages (French, Dutch, and Chinese), which are taught
as first languages (Language A) or second languages (Language
B).
Students develop an understanding of learning by participating
in activities that promote critical thinking, social awareness
and content links between subject areas. They also study approaches
to learning, participate in community service, learn about
health and social education issues, develop an appreciation
of the environment and Homo Faber - the creative and inventive
genius of people and its impact on society. These five areas
of interaction aim to create meaningful links between subject
groups to enhance the relevance of what is learned.
The talented and highly qualified administrative and teaching
staff at WAB have designed flexible timetables to maximize
opportunities for integrated learning environments, within
a moderated internal assessment framework.
Students receive high quality feedback to inform learning
and are expected to be active rather than passive participants
in the learning process. Students have access to high quality
information processing resources through wireless connectivity
to the Internet and multi-media facilities throughout the
campus.
This diagram represents the curriculum model of the IBMYP.
The five areas of interaction connect the development of the
individual (at the center) to the educational experiences
in all subject groups (at the outer points of the octagon).
These interactive areas are common to all subjects.
Each subject develops general and specific links through
the areas of interaction. In this way, the areas of interaction
link the subject groups, demonstrating the interdisciplinary
potential of the IBMYP. The five areas of interaction have
no clear boundaries, but merge to form a context for learning
that contributes to the student's experience of the curriculum.
On completion of the IBMYP program in Grade 10, students
can receive certification. All students in their final year
will complete a personal project during the year, and will
submit a sample Portfolio of Achievement.
The portfolio will include a Record of Achievement which
gives a final IB Grade (1-7) for each subject in which the
student has been registered as a candidate, and which indicates
that community and service requirements have been satisfied.
It will also include an IBMYP Certificate which indicates
an overall standard of achievement in all aspects of the MYP
providing that the student:
• Is registered in at least one subject for each
of the eight subject groups
• Has gained at least a Grade 3 for the Personal
Project
• Has participated in the program for at least
the final two years
• Has met the expectations of community and service
to the satisfaction of the school
• Has gained a grade total of at least 36 with
subject groups and the personal project combined
All IBMYP subjects delivered at WAB will be moderated. The term
moderation refers to the checking and unifying of assessment
standards. The moderation process is carried out by the International
Baccalaureate Curriculum and Assessment Center (IBCA) to ensure
that programs are continually benchmarked for consistency, and are
delivered to the standard of quality demanded by the IB.
Assessment
There is no external assessment by the IB within the Middle Years
Program (MYP). This means that there are no formal externally set
or externally marked examinations. Western Academy of Beijing teachers
carry out all student assessment within the MYP program. They are
highly trained and qualified to use their professional judgement
and expertise to evaluate the quality of student work, and to provide
feedback to improve learning.
Assessment practice at WAB is standards-based, comparing
a student's achievement to expected standards using descriptive
criteria. Assessment criteria will be shared with students
and parents to clarify achievement expectations and to support
learning.
Within the MYP, continuous assessment will be an integral
part of teaching. Assessment information will include qualitative
and quantitative data that can be used for formative and summative
purposes.
Formative assessment practice includes discussing learning
intentions with students, clarifying goals for achievement,
and the receiving/giving of feedback that describes how learning
can be improved. Student engagement and involvement in the
process will aim to build self-esteem and the motivation to
improve.
Summative assessment enables teachers and students to make
judgements about overall progress and achievement. Assessment
criteria provide a framework for making decisions about the
quality of work. Criteria help clarify the strengths and weaknesses
of teaching and learning processes. The purpose and means
of assessment will be clearly explained and shared with students.
Formative and summative assessment will:
• Allow both student and teacher to assess what
the student can do, and how they can use knowledge and skills
in a meaningful situation
• Allow the application of knowledge and skills
rather than the mere recall of facts
• Involve the students in reflection using learning
intentions and assessment criteria to underpin dialogue
• Provide students with an opportunity to analyze
their learning and to understand what needs work or improvement
• Be based on agreed standards of performance for
a particular year group with expectations shared between teachers,
parents and students
• Involve descriptive feedback dialogue between
the teacher and student to clarify and develop next learning
steps
• Provide direction for future instruction
• Include references to clear objectives, learning
outcomes and standards across subject areas
• Provide equal learning opportunities regardless
of gender, culture and special needs
All classroom assessment practice will use a rich variety
of assessment strategies to accommodate preferred learning
styles and abilities. Internal assessment between classes
of the same grade level will be moderated to ensure consistency
of teachers' judgements.
Students will receive regular feedback about their achievements
in relation to the school's defined achievement standards
for each MYP subject. Teachers will use the MYP assessment
criteria to help inform decisions, in conjunction with a range
of qualitative and quantitative assessment data collated during
the program.
In Grade 10, students will submit work to the IB as evidence
of the level of achievement attained, and for course completion.
A range of collated assessment information from throughout
the year will be evaluated using the MYP assessment criteria
and achievement levels to allocate the final grades.
Language A
Studying Language A is essential for any student engaged
in the Middle Years Program as it provides academic rigor
within its own subject group and crosses the boundaries of
the traditional disciplines.
The teaching and learning of Language A is compulsory in
every year of the program. Each student needs the opportunity
to study language and literature within this subject group.
Language A is normally the best language of the student for
most this will be English, the language of instruction. Other
Language A options will be delivered depending on students'
needs. In some circumstances, it will be in the student's
best interests to take two Language A options but these decisions
will be made on an individual case basis.
The study of Language A provides the basic tool of
communication by:
• Enabling effective learning of other subjects
delivered by teachers at WAB
• Developing social contacts
• Encouraging self-expression
It enables students to study a broad range of text
and forms of expression by:
• Fulfilling cultural and intercultural roles
• Influencing the personal and moral development
of the student through literature
• Deepening the student's understanding of human
nature and values
Participating in Language A fulfills the MYP's fundamental
concepts of holistic learning, intercultural awareness and
communication. Language A will facilitate links between subject
groups as language A skills can be developed within a range
of contexts from different subject groups.
Intercultural awareness is developed through a range
of organized activities including:
• Organization of displays on literature from
different parts of the world
• Public presentation of projects representing
the school's diverse population
• Guest speakers from a range of international
organizations
• A range of activities on United Nations Day
• Student exchange programs
• Exploring cultural differences and the meeting
of cultures in literature
The development of communication skills in language A will
encompass the four strands, listening, speaking, reading and
writing. These key strands in the WAB Curriculum Framework
provide a consistent articulation of skills from Early Childhood
through to High School.
Students will experience language acquisition in a variety
of contexts, using a range of electronic, visual, oral and
written text. Multimedia equipment and ICT networks will facilitate
oral and written presentations. Students will be expected
to learn a range of linguistic and literary terminology as
part of a well-balanced language program.
All students at WAB receive English language support to address
their range of language skills. Individualized programs are
designed to suit learning needs including in-class support,
ESOL programs, and survival English language classes. The
Western Academy of Beijing has developed a world-class English
language support facility that is resourced with highly trained
ESOL and linguistic specialists.
At the end of the Language A course students should
be able to:
• Understand and comment on the language, content, structure,
meaning and significance of both familiar and previously unseen
pieces of writing in a range of genre
• Demonstrate a critical awareness of a range of written
and visual texts
• Use language to narrate, describe, analyze, explain,
argue, persuade, inform, entertain and express feelings
• Compare texts and connect themes to show similarities
or differences across genres
• Express an informed personal response to literary and
non-literary texts and demonstrate the ability to approach material
independently
• Understand connotations within a language in order
to interpret the author's or speaker's intention
• Express ideas with clarity and coherence in both oral
and written communication
• Structure ideas and arguments, both orally and in writing,
in a sustained and logical way and support them with relevant examples
• Distinguish the main ideas in a text from the secondary
ideas
• Use and understand an appropriate and varied range
of vocabulary and idiom
• Use correct grammar with appropriate and varied sentence
structure
• Show awareness of the need for an effective choice
of register (tone, vocabulary, grammar and sentence structure) suited
to the audience in both oral and written communication
Language B
The learning and teaching of foreign languages at WAB is
closely linked to intercultural awareness and to the development
of linguistic skills in reading, writing, listening and speaking.
Language B is defined as a world language learned at school.
Initially, there will be three Language B options offered
by WAB in the MYP program including French, Dutch and Chinese.
Language B students will have experienced little or no formal
instruction in the language before the beginning of the course.
It is compulsory for all students to participate in a Language
B option of their choice, except for students who take two
Language A courses.
At the end of the Language B course students should be able
to:
Speaking
• Communicate with comprehensible pronunciation
and intonation
• Use a variety of vocabulary and idiom appropriately
and with accuracy appropriate to the level
• Spontaneously request and provide information
on a range of topics within their experience using comprehensible
pronunciation and intonation
• Take part in conversation and dialogue and express
personal feelings and opinions
• Take part in formal and informal discussion on
a variety of topics related to the areas of interaction and
to cultural issues
Writing
• Communicate effectively and appropriately in
writing about concrete or familiar situations
• Communicate effectively for a variety of purposes
through the appropriate use of grammatical structures, cohesive
devices, vocabulary and spelling
Listening
• Understand an appropriately paced conversation
from various sources on a variety of topics
• Understand formal and informal presentations,
given in Language B by native speakers, on a variety of topics
including cultural issues
• Understand specific factual information and attitudes
expressed in a spoken context even when some unfamiliar language
is included
• Recognize different types of discourse, understanding
the main ideas and drawing conclusions
Reading
• Demonstrate comprehension of ideas in a variety of
authentic material including literary and non-literary texts, some
of which may be simplified
• Identify important points, main ideas and supporting
details
• Extract relevant information and draw conclusions
• Identify some aspects of style
Humanities
The Humanities Program includes studies of Geography and
History. The study of Economics, Societies, Cultures and Politics
are embedded within the context of these disciplines. Teachers
develop programs that integrate learning within and across
these conceptual areas to ensure that students can understand
the interrelationships between people, places and time.
At WAB, the study of Humanities will enable students
to:
• Appreciate their own and other people's past
and traditions
• Study world geographical features and processes
• Investigate and analyze historical events
• Understand the ways in which environments change
through physical as well as human interaction
• Investigate and study a range of social organizations
in terms of their political and economic arrangements
• Investigate how local and global issues and events
affect human lives
Geography involves studying the development and changes
of physical and spatial arrangements within various environments.
In a world that is constantly changing, this discipline helps
students to grasp the dynamic quality of physical land features,
and to understand the changes which have taken place in different
environments over time.
It enables students to study environmental factors and the
natural forces that have shaped the Earth. They learn to appreciate
how humans have influenced changes in their environment and
how actions taken by people in society have affected the wider
world.
The course is designed to develop students' understanding
of their immediate natural and social environment as well
as an appreciation of geographical phenomena on local, regional,
national and global scales. An important aim of the geography
program is to teach about major geographical concepts while
fostering an awareness of the challenges to humankind, and
our individual and collective responsibilities to protect
the environment.
The aims of the Geography Program are to enable students
to:
• Analyze, according to a variety of subjective
viewpoints, the ways in which societies live in, locate, organize,
compete for and perceive space
• Acquire a critical and sympathetic awareness
of interaction between humans and the environment, and appreciate
the role of subjectivity in the perception of space
• Organize their spatial knowledge at local, regional,
national and global levels, in a world where information comes
from an increasing variety of sources
• Develop a sense of place and an understanding
of geographical scale, to appreciate inequalities and differences
in levels of development
• Develop an awareness of the links between Geography
and History
By the end of the geography course, students should be able
to:
Knowledge and Understanding
• Demonstrate subject knowledge through the accurate use of
a range of relevant facts, examples and case studies
• Demonstrate the precise use of appropriate subject
language, vocabulary and terminology
• Demonstrate a clear understanding of geographical
processes and relationships
• Explain geographical cause and effect
• Draw conclusions
Understanding and Application of Concepts
• Demonstrate comprehension of geographical ideas,
theories and concepts
• Show an awareness of which concepts, ideas or
theories are relevant to particular geographical situations
• Utilize their theoretical and conceptual knowledge
to formulate ideas or hypotheses
• Apply concepts, ideas or theories to new situations
and make inferences
• Recognize limitations in the application of ideas,
concepts and theories
Application of Skills
• Use geographical documents such as maps, graphs,
tables, atlases, photographs and statistics to interpret information
• Represent spatial phenomena using maps, models,
diagrams, spreadsheets and graphs
• Use a variety of media and technologies to present
geographical data
• Observe, record and select information from primary
and secondary sources of data
• Classify data for appropriate use
• Research geographical data using a variety of
media and technologies
• Quantify, check and verify geographical data
• Analyze and interpret geographical data
• Use information to make comparisons of similarity
and difference
• Test hypotheses and/or ideas and where necessary
modify them
• Recognize, describe and explain patterns in time
and space
• Present clear and reasoned arguments based on
geographical concepts, using relevant examples
• Critically evaluate geographical information
in order to identify key questions and issues
• Make balanced judgements about issues, problems
and conflicts
• Express geographical information and ideas in
a clear and precise manner
Students will develop these skills within a conceptual framework
that includes:
Studies of orientation and geographic position -
location, real distance, time-distance, geographical position
using grids and GPS, territoriality, boundaries, personal
space.
Environment - natural processes and systems, natural
hazards, variations in the natural and cultural environment,
human effects on environment, environmental programs, responsibility
for conservation and protection.
Development - demography, food supply, resource location
and exploitation, industrialization, settlement, transport,
variation in levels of development and leisure activities.
Subjectivity of spatial representation - perceptions
of people, places and environments.
History involves studying various cultures and times
that have influenced the development of the modern world.
Fundamental concepts will be developed through a range of
integrated contexts and will include studying changes over
time; causes and consequences; continuity and change; and
similarities and differences.
History is the study of how and why past events have occurred
and is an account of what happened and why. Students will
deal with tasks involving the analysis of different types
of evidence and the investigation and interpretation of past
events.
The aims of the History Program are to:
• Develop knowledge and understanding of the past
• Develop an understanding of history and culture
from local Chinese environments, students' home countries,
and other global perspectives
• Appreciate the relationship between technology
and historical change
• Use research skills to uncover and use fragmentary
evidence of the past
• Establish critical thinking strategies to understand
different interpretations of the past
• Discover an interest in, and enjoyment of the
past
• Develop an awareness of the links between History
and Geography
At the end of the course, students should be able to:
Knowledge and Understanding
• Know and apply historical terms
• Demonstrate factual recall
• Demonstrate an understanding of chronology
• Describe historical events
Understanding and Application of Concepts
• Make relevant connections (where they exist)
between present and past events
• Understand events and issues in the context of
the time period
• Recognize similarity and difference
• Identify cause and consequence
• Understand continuity and change
Application of Skills
• Detect forms of bias: visual, graphic, tabular
and printed
• Question the authenticity and reliability of
historical sources
• Interpret and evaluate a wide range of historical
sources and evidence
• Present clear and reasoned arguments based on
historical concepts, using relevant examples
• Express historical information and ideas in a
clear and precise manner
Students will develop these skills within a conceptual framework
that includes:
Time - establishes personal sense of identity in
a context of time and place, understanding of chronology which
link people, places and events, understanding of people in
past societies - their politics, economies, culture, society.
Cause and Consequence - identifies short-term
and long-term cause, linking cause and consequence, and promoting
objective views of history.
Continuity and Change - develops historical perspectives
which more clearly demonstrate why things change and why they
stay the same, analysis of the interplay of people, issues
and events over time.
Similarity and Difference - acknowledges diverse cultural
traditions, recognizes uncertainty, and is about investigation into
the achievements of different cultures.
Technology
The MYP Technology Program studies the practical solutions
found by people over time that have become integrated into
everyday activities. Technology is regarded as the product
of skilful human activity such as inventing, designing, making,
constructing, operating, maintaining, repairing, re-evaluating,
improving or discarding the material objects that do not work.
It is concerned with people making or using objects to support
or enhance needs in our everyday situations such as in obtaining
nutrition, clothing, shelter, communication, health, learning,
pleasure and security.
The study of Technology is about processes that may change
or become outdated. It is also about learning how to adapt
to new experiences, being able to approach problems with the
appropriate skills and techniques, and being able to identify
important aspects of a problem and developing creative, innovative
solutions.
The MYP Technology Program requires students to develop and
continually apply the skills involved in inventing, creating,
constructing, testing, modifying and evaluating. Technology
thus fosters an awareness of the development, application,
impact and implications of inventions while it encourages
students to acquire and perfect technological skills.
At WAB, Technology will be much more than simply creating
products. Since it has local and global consequences, students
are encouraged to understand the issues involved in technological
developments and proposals.
Basic needs, cultural practices, aesthetic preferences, environmental
factors, economic considerations, individual values, past
experiences, political processes and the predicted impact
of technological development all play a part in shaping opinions.
MYP Technology at WAB will require students to consider the
interrelated nature of these influences in shaping past and
future technological developments, and to formulate individual
opinions.
MYP Technology is organized around three themes:
• Information - Information and Communications
Technologies (ICT), computer programming and logical progression,
multi-media studies, web design, building computers, network
and communication systems, principles of operating systems
and software use, the computer as a control device,
• Materials - physical and chemical properties,
natural and synthetic materials, selection of materials for
specific functions, comparison and use of food stuffs (nutritional
value, sources and dietary requirements), biotechnology, world
food production and processing, mixed media effects (combining
textiles with other materials), safe and hygienic procedures,
packaging and recycling materials
• Systems -production systems, labor saving
devices, linking production to computer designed operating
systems, electronics and control, robotics, creation of systems
to achieve a specific output, combinations of processes to
achieve and enhance a specific result, choice of appropriate
energy sources
MYP Technology is based on a model of learning which incorporates
knowledge, research, skills and design principles in problem-solving
contexts, whilst maximizing the use of local and readily available
resources.
The design cycle underpins the program and will be used by
students to investigate, plan, create a product/solution,
and to evaluate the outcomes of their work.
At the end of the MYP Technology Program, students should
be able to:
Investigate
• Identify problems or needs
• Formulate questions and a design specification
• Use appropriate sources
• Collect, select and organize information and
materials
• Compare and contrast information
• Interpret information
• Search for solutions or designs which could be
adapted
• Research the potential social significance of
the product/solution
Plan
• Judge, test and choose resources
• Experiment and seek alternatives
• Develop and synthesize ideas
• Identify priorities
• Predict outcomes
• Create and communicate a logical sequence of
work
• Plan the use of time and resources
Create a Product/Solution
• Use tools and equipment safely and efficiently
• Follow a design specification
• Monitor the quality of their work
• Use appropriate techniques, materials and equipment
• Consider modifications to the design specification
• Decide on the presentation of product/solution
and techniques used
Evaluate
• Judge the effectiveness of the product/solution
as compared to the original need
• Evaluate the quality of the product/solution
as compared to the original need
• Assess the efficiency of the process
• Suggest ways to improve the product/solution
• Reflect on the social significance of the product/solution
• Make a self-assessment
• Consider the information revealed through product
testing or performance evaluation by others
Students will learn Technology through a range of topics
that investigate different contexts including Design Technology;
Biotechnology; Electronics and Control Technology; Information
and Communication Technologies; Food Technology; Manufacturing
and Production Systems; and Structures and Mechanisms Technology.
Within each context, students will be able to implement all
four elements of the design technology cycle using computer
technologies. They will use multi-media equipment and software
to learn about programming and to construct electronic control
systems that can be used in robotics, and the design of manufacturing
systems.
Students will learn about logical progression involved in
programming and will experiment with the construction and
use of computers as a control device. The study of Computer
Technology and the development of information skills is an
integral and fundamentally important element of the Technology
curriculum.
At WAB, a core value of our school is to ensure that all students
are well equipped to use and integrate computer technology into
their lives to enhance communication and creativity. The use of
computers is an integral part of all teaching programs but, in particular,
it is a fundamental component of the Technology Program.
Mathematics
The WAB Middle Years Program is designed to embed basic numeracy
skills developed in the elementary school, as well as develop
students' understandings of mathematical skills and concepts
within the disciplines of algebra, geometry, trigonometry,
statistics, probability and calculus.
The program will empower students with a solid base of mathematical
knowledge and related skills that will enable them to adapt
to technological and economic development.
MYP Mathematics at WAB also promotes an understanding of
how cultural, societal and historical influences have shaped
mathematical thinking and brought about its evolution. Students
will be able to understand and discuss the internationally
shared concepts of mathematics and the different contributions
made by mathematicians over time.
The aims of the Mathematics Program are to enable
students to:
• Develop a positive attitude toward the continued
learning of mathematics
• Appreciate the usefulness, power and cleverness
of mathematics, and recognize its relationship with other
disciplines and with everyday life
• Appreciate the international dimensions of mathematics
and its varied cultural and historical perspectives
• Gain knowledge and develop understanding of mathematical
concepts
• Develop mathematical skills and apply them
• Develop the ability to communicate mathematics
with appropriate symbols and language
• Develop the ability to reflect on and evaluate
the significance of their work and the work of others
• Develop patience and persistence when solving
problems
Develop and apply information and communication technology
skills in the study of mathematics
By the end of the Mathematics MYP Program students should
be able to:
Knowledge and Understanding
• Know, understand and apply concepts and skills
from the five branches of mathematics
• Be able to understand and use a variety of mathematical
forms and have the ability to move confidently between them
Application and Reasoning
• Select and use appropriate mathematical knowledge
when investigating problems
• Select and apply appropriate mathematical skills
and techniques when investigating problems
• Recognize patterns and structures and describe
them as relationships or general rules when investigating
problems
• Draw conclusions consistent with findings
• Justify mathematical relationships when investigating
problems
Communication
• Communicate mathematical facts, ideas, methods,
results and conclusions
• Use appropriate language and mathematical symbols
• Use a variety of media and technologies to communicate
mathematical ideas
Reflection and Evaluation
• Reflect on their methods and processes
• Consider possible alternative approaches
• Evaluate the significance and reliability of
their findings and the findings of others
During the Middle Years Mathematics Program, students will be streamed
to enable them to receive in-depth support and feedback about more
specific aspects of their knowledge and skills. This strategy helps
to identify learning gaps to ensure that students have a strong
grasp of basic number skills and a comprehensive foundation for
the development of complex mathematical concepts.
The Arts (Visual and Performing Arts)
The Arts are a form of human expression through creative
activity. They offer a distinctive way of learning where seeing,
feeling, hearing, thinking and creating are coordinated in
a powerful form of visual, aural and tactile communication.
Through The Arts, students work cooperatively and individually,
and have opportunities to research, identify and discuss issues.
They are able to provide insights, opinions, solutions and
resolutions during preparation for performances. This involves
reflecting on, appreciating and evaluating artwork. The Arts
are a powerful medium for examining societies and our world.
The Arts Program at WAB includes studies in the Visual
Arts; Music and Drama. Students will be able to participate
in core programs, but will also be able to select options
for further study. Electives will enable students to experience
a rich and diverse arts program, but will also allow other
students to select a more specialized program to gain entry
to higher level studies at IB Diploma level.
Music, Visual Art and Drama include a range of activities
including written exercises, rehearsals, and polished presentations,
to works in progress. They are performed to a range of audiences,
using different contexts for presentation.
The Visual Arts encompasses a core program focused
on key concepts such as practicing techniques with a variety
of media (different pencil types, computer printers, oils)
and tools (sketches, written descriptions, scale models).
Students will learn about art and design in different cultures
and will consider the mixing of media to produce desired effects.
They will be encouraged to develop a knowledge and understanding
of a range of observational, creative and interpretative works
developed in different cultures over time.
Through electives, students will engage in the creation of
art works in a range of contexts including drawing, painting,
printmaking, sculpture and photography.
The Music Program will also encompass a core program
focused on exploring the sounds of different instruments to
recognize them individually and discern them in an ensemble.
Students will practice performance skills, and will learn
to write music using a variety of technologies.
In electives, students will be offered specialized experiences
in band, orchestra, choir, composition, or in using a selected
instrument.
The core Drama Program will enable students to explore
how dramatic concepts including conflict, constraint, and
tension can be used to create tragic and comic works. Students
will investigate how performance spaces can be used for different
effects, and will explore the use of stereotypes and factors
that assist characterization.
In more specialized drama electives, students will be involved
in writing their own scripts, experimenting with a variety
of technologies, and creating their own drama production such
as a silent movie.
The Arts Program enables students to establish links between
subjects, cultures and different areas of experience. MYP
Arts enable students to develop the ability to express themselves
and their ideas about the world in which they live.
The Chinese culture is an especially rich context for the
WAB Arts Program. Students will participate in a range of
expression modes including oral, written, visual, aural and
kinesthetic activities. In addition, they will visit local
performance and exhibitions, and present their own.
The Arts Program promotes an understanding of how traditions,
histories and beliefs have influenced the way in which works
of art are formed and valued in society. This enables students
to develop insights into, and respect for, their own and other
cultures. The Arts also provide opportunities for students
to communicate their thoughts and feelings.
Education in The Arts at WAB enables students to express
themselves in an authentic and active manner. It develops
students' abilities to understand the thoughts and feelings
communicated through the work of other artists.
The creative process underpins teaching and learning in The
Arts. Students learn to plan, create and evaluate art. The
cycle enables students to engage with creative energy and
to communicate, interact and reflect on the outcomes.
The MYP Arts Program at WAB emphasizes all aspects of the
creative cycle so that students develop a range of skills
which can be shown through the development of their art and
their artistic outcomes. Students learn to develop their skills
as an artist and as an individual.
The WAB program includes subjects that include both performing
and visual arts. Music, Dance and Drama include a range of
activities such as written exercises, rehearsals, polished
presentations, and works in progress. They will be performed
to a range of audiences, using different contexts for presentation.
The visual arts encompass drawing, painting, printmaking,
sculpture and photography. Students use a combination of techniques
and work in a variety of media to meet the objectives of the
subject. Students are encouraged to develop a knowledge and
understanding of a range of observational, creative and interpretative
works developed in different cultures over time.
Throughout the MYP Arts Program, students will develop and
use a Developmental Workbook (DW). It is a written record
of the development of a student's artwork as well as their
own development as an artist. The purpose of the DW is to
encourage experimentation and critical thinking. It provides
the opportunity for reflection and can be a source and stimulus
for dialogue.
The Developmental Workbook includes:
• Students' records of their development and the
influences the work of others has had on them
• Records of the process of creation which could
be recorded using videotape, audio tape, or other media as
a supplement
• Work which is meaningful to the student and which
can be used as a source of dialogue between the student and
others
• Evidence of research which has informed the student's
ability to create visual art, music and drama
• The application of approaches to learning (ATL)
skills in its presentation, such as legibility, organization
and referencing
The aims of the MYP Arts Program are to enable students
to:
• Experience and develop curiosity, interest and
enjoyment in their own creativity and that of others
• Explore through the processes of visual and performing
arts
• Acquire and develop skills needed for the creation
of visual and performing art work
• Use the language, concepts, and principles of
visual and performing arts
• Communicate their thoughts and ideas through
visual and performing arts
• Create visual and performing art work
• Reflect on, appreciate and evaluate their work
and the work of others
• Develop receptiveness to visual and performing
art forms across time, place and cultures, and perceive the
significance of these art forms as an integral part of life
By the end of the MYP Arts Program, students should be able
to:
Knowledge and Understanding
• Demonstrate knowledge and understanding of the
theoretical basis of the art forms studied
• Demonstrate knowledge and understanding of a
variety of styles, developments and ideas which have shaped
the arts across time and cultures
• Apply appropriate terminology to show aesthetic
and critical awareness
Application
• Plan and organize effectively to define and set
goals, solve problems, negotiate and make decisions
• Experiment and explore through both spontaneous
and structured activities
• Use art confidently as a form of expression and
communication while demonstrating a range of technical skills
• Demonstrate an ability to find original and inventive
solutions
• Apply skills specific to the art forms studied
to elaborate an idea, a theme or a composition, to a point
of realization
• Present work through formal or informal performance
and exhibition
Evaluation and Reflection
• Reflect upon an evaluation of their art work
in order to set goals for future development
• Learn from group discussion and feedback to support
and promote creative development
• Assess and appraise their art work and that of
others
Artistic Awareness and Personal Engagement
• Show sensitivity to the artwork of their own
and different cultures
• Accept and incorporate views and feedback from
others to further develop their artistic potential
• Develop self-motivation in setting and meeting
deadlines
• Demonstrate initiative, creativity and a willingness
to take artistic risks
• Support and encourage their peers toward a positive
working environment
At WAB, students are encouraged to make links between learning
in the arts and other subject areas, cultures and different
life experiences. The Arts offer a unique combination of psychomotor
skills, factual knowledge and affective understanding, a combination
promoting intellectual, emotional and social development.
Students are able to develop these skills in The Arts through use
of the outstanding WAB facilities such as the Dance Studio, the
WAB Founders' Theatre, and specialist music facilities for group
and individual performances.
Physical Education and Health
The MYP Physical Education Program at WAB is specifically
designed to meet the educational needs of students aged between
11 and 16 years. It aims to prepare young people for the changing
demands of life in the new century, and to prepare them for
their own physical development.
MYP students are making the transition from early puberty
to mid-adolescence. This is a crucial period of personal,
physical and intellectual development, of uncertainty and
questioning. The WAB program is designed to guide students
in their search for a sense of belonging in the world around
them.
It also aims to help students develop the knowledge, attitudes
and skills they need to participate actively and responsibly.
Students learn to become independent thinkers and problem
solvers in relation to their own health and wellbeing.
Students will engage in the study of culture and its sporting
traditions, analyzing gender issues, and determining different
views about physical activity. The forthcoming Olympics in
Beijing are an excellent context for considering sports competitions
and events.
Students will learn about team and individual excellence
in practical sessions that include swimming, basketball, tennis,
athletics, gymnastics and football.
At WAB, the Physical Education Program will also include
studies in Health to support an integrated learning strategy
that enables students to develop a more holistic understanding
of their personal wellbeing.
They will engage in physical fitness activities, study the
effects of fitness on their body, and note the interrelationships
between their mental health and self-esteem. They will participate
as individuals and in groups to appreciate the benefits of
peer support, team roles and responsibilities, as well as
perseverance and commitment.
The aims of the MYP Physical Education and Health
Program are to enable students to:
• Appreciate and understand the value of physical
education and its relationship to a healthy, active lifestyle
• Achieve to their optimal level of physical fitness
• Become aware of movement as a creative medium
related to communication, expression, and aesthetic appreciation
• Develop the motor skills necessary to participate
successfully in a variety of physical activities
• Experience enjoyment and satisfaction through
physical activity
• Develop social skills that demonstrate the importance
of teamwork and cooperation in group activities
• Demonstrate a high level of interest and personal
engagement showing initiative, enthusiasm and commitment
• Show knowledge and understanding in a variety
of physical activities and evaluate their own and others'
performances
• Demonstrate the ability to critically reflect
upon physical activity in both a local and intercultural context
• Demonstrate the ability and enthusiasm to pass
on to others in the community the knowledge, skills and techniques
that have been learned
• Understand the physical and social changes associated
with growth and development, especially during adolescence
and puberty
By the end of the MYP Physical Education and Health Program
students should be able to:
Knowledge and Understanding
• Demonstrate an understanding of the principles
and concepts related to a variety of physical activities
• Understand the importance of physical activity
to a healthy lifestyle
• Recall and understand the various components
that contribute to health-related fitness
• Meet the physical challenges of the environment
through outdoor and adventure activities
• Respect and understand the environment
• Take an active part in creating environments
that support health and participation in physical activity
• Develop an understanding of training principles
and the effects of exercise on the body and mind
• Understand the physical and mental problems associated
with living in a stressful world
• Appreciate how physical and mental wellbeing
can be improved through physical fitness and health management
Performance and Application
• Display acquired motor skills necessary to perform
in a variety of physical activities
• Apply tactics, strategies and rules in both individual
and groups situations
• Use movement concepts appropriately in relation
to themselves, others and their physical environment
• Apply health and fitness principles effectively
through a variety of physical activities
Social Skills
• Work cooperatively
• Respect themselves and their social and physical
environment
• Support and encourage others toward a positive
working environment
• Develop attitudes and strategies that enhance
their relationship with others
• Show sensitivity to their own and different cultures
Personal Engagement
• Show initiative, creativity and a willingness
to improve themselves
• Take responsibility for their own learning process
and demonstrate engagement with the activity, showing enthusiasm
and commitment
• Show self-motivation, organization and responsible
behavior
• Recognize, analyze and evaluate the effects of
a variety of physical activities on themselves and others
• Reflect upon and evaluate their own performance
in order to set goals for future development
Health and Physical Education at WAB aims to educate the
whole person and prepares students for a physically, emotionally
and socially healthy life. Students are able to make informed
decisions about their own health and physical wellbeing. They
learn to identify potential hazards and to cope with them
through an informed approach. Students develop a sense of
responsibility for their own wellbeing and for their physical
and social environment.
The sport and recreational facilities at WAB are outstanding. Students
can participate in swimming activities throughout the year, in a
world class indoor heated pool.
There is a 400m all weather running track and a very large,
spacious gym that can accommodate up to four classes simultaneously.
The gymnasium has two full sized basketball courts.
A wide range of extra curricula activities are also provided at
WAB to encourage the development of team skills including cooperation,
communication and tolerance. Students can participate in team sports
with opportunities for after school and inter-school competitions.
These supplement the range of recreational and fitness activities
available on campus and other recreational activities organized
within the community.
Sciences
The MYP Science Program at WAB offers students a comprehensive
and balanced combination of scientific knowledge, process
skills and attitudes. It enables them to be scientifically
literate so that they can make informed judgements and decisions
about scientific issues, and use the acquired scientific process
skills for successful problem solving.
Learning about science is an active process, integrating
both 'hands on' and 'mind-on' experiences. Students actively
participate in scientific investigations and use the skills
associated to formulate scientific explanations.
Students will participate in a general Science Program in
Grades 6-8. In Grades 9 and 10, students will be taught a
core science program, with a further choice of electives including
specialist study in Chemistry, Physics, Biology, and Science
Applications. This will enable students to explore a range
of science contexts, with the advantage of allowing subject
specialization for those wishing to focus more specifically
on academic higher level programs at IB Diploma.
The program places emphasis on the development of scientific
literacy. This means that students must develop an understanding
of Science including the concepts and processes required for
personal decision-making, participation in civic and cultural
affairs, and the ability to comment on local and global issues.
Students learn how to apply these concepts in a range of
contexts including health, the environment, and new technologies.
Students establish an understanding of the cultural, societal
and historical influences on the evolution of Science and
discuss international developments in Science including its
relationship to technology.
Science delivered in the five-year MYP program covers all
six areas of science including:
Skills and processes - classifying, communicating,
controlling variables, experimenting, hypothesizing, inferring,
interpreting data, measuring, modeling, observing, predicting,
using numbers, using time-space relationships.
Theories, models and explanations - particulate nature
of matter, natural selection, waves, fields (gravitational,
electrical, magnetic), cell theory, energy.
Social and ethical implications of science - the greenhouse
effect, acid rain, ozone depletion, use of petrochemicals,
use of polymers, water supplies, water pollution, energy conservation,
malnutrition, ecosystems, birth control, use of biotechnology,
medical treatments.
Change and equilibrium - chemical and physical change,
forces, natural forces, evolution, homeostasis, constancy
and change of life forms.
Energy - energy transformation and conservation, energy
transfer and transport, impacts of energy.
Structures, patterns and systems - matter, living
systems, earth and space
The six areas of the Science Program are covered within teaching
contexts that include Biology, Chemistry, Physics, Earth Sciences
and Environmental Studies. Each area is covered in every year
of the Science Program.
The aims of the MYP Science Program are to enable
students to:
• Develop skills that are relevant and useful
to the study and practice of science in everyday situations
• Acquire understanding and knowledge of the concepts,
principles and applications of science
• Become confident and responsible citizens in
a rapidly changing world, able to develop an informed interest
in matters of scientific importance
• Recognize the usefulness and limitations of a
scientific approach and to appreciate its applicability to
other disciplines and to everyday life
• Develop an awareness of the conditions which
threaten or enhance health
• Develop a positive attitude to the need for the
conservation of natural resources and the preservation of
the environment
• Realize that science does not provide the answer
to all problems
• Develop curiosity, interest and enjoyment in
science and its methods of enquiry
• Demonstrate an awareness of science as a cooperative
activity between individuals
• Understand that science is an increasingly international
activity involving cooperation at all levels
• Know about the influences and limitations imposed
on science by social, economic, technological, political,
ethical and cultural factors
• Understand the historical evolution of scientific
knowledge and understanding
• Develop and apply their information technology
skills in the study of Science
By the end of the Science Program, students should be able
to:
Scientific Knowledge and Concepts
• Understand the nature and methodology of Science
• Know about scientific facts, definitions, laws,
theories, models and concepts
• Use appropriate vocabulary and terminology, including
the use of symbolic language
• Understand how laws, theories, models and concepts
have changed over time
• Use the SI (System International) units of measurement
One World
• Describe ways in which science is applied and
used
• Evaluate the benefits and drawbacks of the application
of science
• Discuss the ethical and moral issues arising
from the application of science
• Discuss how the study and practice of science
is subject to cultural influences
• Understand how the various Science disciplines
interrelate and how Science in general relates to other disciplines
• Treat Science as a cooperative activity
Communication
• Communicate ideas, observations, arguments and
practical experiences using:
- appropriate language and vocabulary
- graphs, charts, diagrams and tables
- an appropriate report format
- where appropriate, software such as word processors, spreadsheets,
databases and modeling programs
Scientific Enquiry
• State a problem in the form of a question that
can be answered by experiment:
• Form a hypothesis
• Test a hypothesis under conditions in which variables
are controlled
• Plan an appropriate experiment
• Draw conclusions consistent with the evidence,
commenting on errors as appropriate
• Assess the validity of the conclusion based on
the amount of evidence
• Evaluate the overall design and procedures followed
in an experiment
Processing Data
• Organize and evaluate data in a variety of forms
• Transform data presented in one form to another
form including mathematical calculations, graphs and charts
• Identify trends and patterns in data
• Make predictions based on data
• Use knowledge and understanding to explain the
conclusions
Performance in Experiments
• Follow instructions, both written and oral
• Select and safely manipulate apparatus, materials
and techniques appropriate to the experimental task
• Carry out experiments safely
• Make and record observations, estimates and measurements
• Use appropriate tools and techniques to collect
data
• Work cooperatively
The Core and Electives Program provided in Grades
9 and 10 will enable students to explore a selection of specialized
topics that aim to provide:
• In-depth knowledge to extend students as a prerequisite
for IB Chemistry, Physics and Biology
• A range and breadth of science learning contexts
for students who wish to continue general science studies
In Chemistry, students will learn about physical and
chemical changes, elements and compounds, solutions, atomic
structure, chemical equations, chemical bonding, solubility,
rates of reaction, organic chemistry and applications of chemistry
to medicine, food, fuels, energy, agriculture and industry
In Biology, students will learn about organisms and
habitats, classification, cells, plants, gas exchange, ecology,
the water cycle, body systems and senses, adaptation and survival,
variation and evolution, genetics, cell theory, chromosomes,
and applications of biology to biotechnology, health and medicine
In Physics, students will learn about heat and temperature,
density and pressure, meteorology, sound, waves, light and
energy, electromagnetic radiation, including light and optics,
motion, energy resources and electricity
WAB provides specialist laboratories and highly qualified
teachers to deliver a science program with breadth and depth.
Support for Student Learning
All students in the WAB MYP Program will receive learning support
from highly qualified teachers and specialist support staff. Some
will receive input from special needs educators while others will
receive enrichment and extension through differentiated programs.
At WAB, the curriculum is designed to meet student learning needs
and to ensure that each individual student receives a high quality
education.
