MYP Parent manual

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MYP Parent Manual


Asker International School Mission Statement
Asker International School will seek to assist each student to develop to his/her
full potential, to become a versatile, effective and responsible citizen of the
world. We will do this within a secure and stimulating environment, delivering
curricular programmes developed and authorized by the International
Baccalaureate Organization (IBO), with English as the medium of instruction.

About the MYP
The MYP is a programme of international education designed for students in Grades 6 - 10. Asker
Interntional School (AIS) follows the framework set by the International Baccalaureate (IB) and is an
authorized world school.

The IB Middle Years Programme (MYP) is a challenging framework that encourages students to make
practical connections between their studies and the real world. The programme fits to support our
schools vision, Developing global citizens for the world of tomorrow. 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. The MYP aims to develop students
who can participate actively and responsibly in a complex and changing world. Learning how to learn
and to evaluate information critically is as important as learning facts. The MYP builds on the work of
the PYP (Primary Years Programme grades 1-5), and prepares students for entry to their next chapter
of learning, either the IB Diploma Programme (DP) or for local videregående schools.

School values and beliefs
AIS does not wish to impose a particular system of belief on any member of the school: we will aim to
create an atmosphere of freedom, tolerance and mutual respect for all forms of belief and non-belief,
seeking to emphasize what unites us, and not what divides us. Our emphasis will be on mutual
respect: each student is to be encouraged to experience and understand the diversity of cultural,
religious and political systems with which they come into contact. As an international school, we will
be committed to fostering international understanding, and an awareness in each student of issues
such as peace, freedom, and care of the environment – issues which are of concern to us all as world
citizens.

THE MYP FRAMEWORK
(IBO 2018)
The MYP emphasizes intellectual challenge. It encourages students aged 11 to 16 to make practical
connections between their studies and the real world, preparing them for success in further study and
in life.
The MYP aims to develop active learners and internationally minded young people who can
empathize with others and pursue lives of purpose and meaning.
The programme empowers students to inquire into a wide range of issues and ideas of significance
locally, nationally and globally. The result is young people who are creative, critical and reflective
thinkers.
Research shows that students participating in the MYP:

The IB Middle Years Programme Model
Teaching and learning is underpinned by the following features:
Conceptual understanding: concepts are big ideas, which form the basis of teaching and learning in
the MYP. They ensure breadth and depth in the curriculum to promote learning within and across
subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal,
local and global significance and examine knowledge holistically. The MYP prescribes sixteen key
interdisciplinary concepts along with related concepts for each discipline.
Approaches to Learning (ATL): a unifying thread throughout all MYP subject groups, are skills which
help students manage their own learning. They provide a foundation for independent learning and
success in further education and the world beyond the classroom. Developing and applying these
communication, social, self-management, research and thinking skills helps students learn how to
learn.
The ATL skills that students are encouraged to develop in the MYP are:
• communication skills
• social: collaboration skills
• self-management: organization, affective and reflection skills
• research: information literacy and media literacy skills
• thinking: critical-thinking, creative and transfer skills

Global Contexts: provide shared starting points for inquiry into what it means to be internationally
minded, framing a curriculum that promotes multilingualism, intercultural understanding and global
engagement. Students learn best when their learning experiences have context and are connected to
their lives and the knowledge gained from the world they have experienced.
Using global contexts, MYP students develop an understanding of their common humanity and shared
guardianship of the planet through developmentally appropriate explorations of:
• identities and relationships
• orientation in space and time
• personal and cultural expression
• scientific and technical innovation
• globalization and sustainability
• fairness and development

Service as Action, through community service: Action and service have always been shared values of
the IB community. Students take action when they apply what they are learning in the classroom and
beyond. AIS MYP learners strive to be caring members of the community who demonstrate a
commitment to service - making a positive difference to the lives of others and to the environment.
Through their engagement with service and action, MYP students will continue to increase their
awareness of their own strengths and areas for growth, undertake new challenges, plan and initiate
activities, work collaboratively with others, show perseverance and commitment, engage with locally
and globally significant challenges and consider the ethical implication of their actions. At AIS, students
are provided with numerous opportunities for service involvement in each year of the programme,
which are in turn aligned with the MYP learning outcomes. Action becomes part of the MYP unit plans,
which demonstrate appropriate opportunities, through inquiry, to participate in service as action.
All MYP students must fulfil the AIS expectations for participation in community service, which is a
requirement for their final certificate

MYP Projects
MYP projects help students to develop the attributes of the IB learner profile; they enable students to
engage in practical explorations through a cycle of inquiry, action and reflection. Students decide what
they want to learn about, identify what they already know, discovering what they will need to know to
complete the project, and create a proposal or criteria for completing it.

Community Project
In Grade 9, during design lessons, students complete the IB MYP Community Project. The Community
Project focuses on community and service; encouraging students to explore their right and
responsibility to implement service as action in the community. Students have an opportunity to
develop awareness of needs in various communities addressing those needs through service learning.
As a consolidation of learning, the community project allows students to engage in a sustained,
in-depth inquiry leading to service as action in the community.
The Community Project may be completed individually by groups of maximum 3 students, and is
formally assessed. The presentation at the end of the community project is an oral presentation
delivered to an audience.

Personal Project
The Personal Project is a culminating experience in which Grade 10 students complete an extended,
self-directed piece of work. It allows students to investigate an area of truly personal interest. This area
should be framed as a problem that exists for them on a personal, local or global platform. They will
focus on the production of a product as a solution to the identified problem, enabling students to
engage in practical explorations through a cycle of inquiry, action and reflection. The Personal Project
allows students to strengthen and apply their ATL skills. As it is a culminating piece of work for the
MYP, it provides students an excellent opportunity to consolidate and apply their previous learning from
the MYP. The individual nature of the Personal Project allows students to demonstrate and apply their
preferred learning style. The process is completely personal and students will be expected to work
through their learning journey independently, with the support and guidance of a supervisor.

All students in Grade 10 must complete the Personal Project in order to obtain the MYP Certificate.
Only under exceptional circumstances can a student withdraw from the Personal Project element. In
which case, the student will not be eligible to be awarded with the MYP Certificate. However, the
student could still receive an MYP Record of Achievement

THE CURRICULUM
The programme model of the MYP places the students at its centre. This underscores the belief in
educating the whole person, and placing importance on student inquiry. The MYP subject groups are:

  1. Language and Literature (English, Norwegian)

  2. Language Acquisition (Mandarin, Spanish, Norwegian)

  3. Individuals and Societies

  4. Mathematics

  5. Sciences

  6. Physical and Health Education

  7. Arts (Performing, Visual)

  8. Design


HOME-SCHOOL LINKS
Presentations are given by the Homeroom teachers to introduce the MYP to parents at the beginning
of the school year. Parent-teacher and student-led conferences are scheduled throughout the school
year. Further MYP information meetings may also be scheduled. Please refer to the school calendar
for details.

Reporting
Parents receive summative student reports twice a year, in December and in June. Reports include
feedback on academic progress, Approaches to Learning skills, Service Action engagement and
target areas.

Homework
Homework provides all students with meaningful opportunities to reinforce their learning at school and
to develop appropriate attitudes, habits and commitment to learning. It is important that all students
maintain a record of homework set and planned. Homework activities are an important means for
teachers to check and support students’ understanding of concepts, knowledge and skills. Homework
encourages organization, planning, and self-discipline; furthermore, homework demonstrates a
commitment to academic work.

Homeroom teachers
Each year group has an allocated homeroom teacher who acts as the pastoral and organisational
leader for the year. The homeroom teacher is the key contact person between parents and the school
in matters concerning students’ pastoral care, academic progress and personal development.
Homeroom teachers play an important role in working with and supporting all students through their
time at the school. They have an overview of students’ progress and take a particular interest in
individual development.

Pastoral leader and support
AIS has a pastoral leader to support students in need. The pastoral leader runs regular workshops
with students.

Learning Support
At AIS we provide students with the support they need in order to set and meet individual learning
targets. Differentiation is an integral part of teaching and learning. This may involve utilising
collaborative and cooperative learning, a variety of learning practices, creative approaches to teaching
and learning, differing formats and modes of exploring and presenting knowledge and understanding
being made available to the students. However, in those cases where students require instruction
beyond regular teaching practices, learning support is provided. The student’s learning needs are
considered on an individual basis and, when necessary, learning support is provided.

Managebac
ManageBac is the AIS chosen online platform for curriculum planning, assessment and reporting as
well as communication between AIS, parents and students.

Tracking student performance
During the school year, parents can continuously follow the planned school experiences on
Managebac as well as see the weekly calendar, assignments due and the student’s grades for the
different assignments.

The calendar, upcoming assignments, can be found in the ‘Calendar’ tab on the left, which also will
show the student’s attendance and enable parents to send messages to the homeroom teacher.


ManageBac also allows parents to track student performance and feedback given on various
assignments. By clicking the progress tab and choosing the relevant subjects, the students’ progress
is shown once uploaded by the teacher.

MYP 1-5 Course Overviews

Language and Literature - English and Norwegian

The study of Language and Literature focuses on the six skills areas - listening, speaking, reading,
writing, viewing and presenting - developed as both independent and interdependent skills. They are
centred within an inquiry-based learning environment. This subject aims for students to develop an
appreciation of the nature of language and literature, of the many influences on language and
literature, and of its power and beauty. Students are encouraged to recognize that proficiency in
language is a powerful tool for communication in all societies. Furthermore, language and literature
incorporates creative processes and encourages the development of imagination and creativity
through self-expression.

Aims
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 analysing literary and
    non-literary texts
  • engage with text from different historical periods and a variety of cultures
  • explore and analyse 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.


Main objectives
In order to reach the aims of language and literature, students should be able to do complete the
objectives below:

Criterion
Objectives
Analysing
i. analyse the content, context, language, structure, technique and style of text(s)
and the relationship among texts
ii. analyse the effects of the creator’s choices on an audience
iii. justify opinions and ideas, using examples, explanations and terminology
iv. evaluate similarities and differences by connecting features across and within
genres and texts.
Organizing
i. employ organizational structures that serve the context and intention
ii. organize opinions and ideas in a sustained, coherent and logical manner
iii. use referencing and formatting tools to create a presentation style suitable to
the context and intention.
Producing text
i. produce texts that demonstrate insight, imagination and sensitivity while
exploring and reflecting critically on new perspectives and ideas arising from
personal engagement with the creative process
ii. make stylistic choices in terms of linguistic, literary and visual devices,
demonstrating awareness of impact on an audience
iii. select relevant details and examples to develop ideas.
Using Language
i. use appropriate and varied vocabulary, sentence structures and forms of expression
ii. write and speak in a register and style that serve the context and intention
iii. use correct grammar, syntax and punctuation
iv. spell (alphabetic languages), write (character languages) and pronounce with
accuracy
v. use appropriate non-verbal communication techniques.

Language Acquisition - Mandarin, Spanish and Norwegian

Language acquisition in the MYP aims to develop a respect for, and understanding of, other languages
and cultures, and is equally designed to equip the student with a skills base to facilitate further
language learning.

Aims
The aims of the teaching and learning of MYP language acquisition are 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 student’s communication skills necessary for further language learning, and for
    study, work and leisure in a range of authentic contexts and for a variety of audiences and purposes
  • enable the student to develop multiliteracy skills through the use of a range of learning tools,
    such as multimedia, in the various modes of communication
  • enable the student to develop an appreciation of a variety of literary and non-literary texts and to
    develop critical and creative techniques for comprehension and construction of meaning
  • enable the student to recognize and use language as a vehicle of thought, reflection,
    self-expression and learning in other subjects, and as a tool for enhancing literacy
  • enable the student to understand the nature of language and the process of language learning,
    which comprises the integration of linguistic, cultural and social components
  • offer insight into the cultural characteristics of the communities where the language is spoken
  • encourage an awareness and understanding of the perspectives of people from own and other
    cultures, leading to involvement and action in own and other communities
  • foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.


Main objectives
In order to reach the aims of language acquisition, students should be able to do complete the
objectives below:

Criterion
Objectives
Comprehending spoken and visual text
• listen for specific purposes and respond to show
understanding
• interpret visual text that is presented with spoken
text
• engage with the text by supporting opinion and
personal response with evidence and examples
from the text.
Comprehension of written and visual text
• read for specific purposes and respond to show
understanding
• interpret visual text that is presented with written
text
• engage with the text by supporting opinion and
personal response with evidence and examples
from the text.
Communicating in response to spoken
and/or written and/or visual text.
• interact and communicate in various situations
• express thoughts, feelings, ideas, opinions and
information in spoken and written form
• speak and write for specific purposes.
Using language in spoken and/or written form.
• organize thoughts, feelings, ideas, opinions and
information in spoken and written form
• develop accuracy when speaking and writing in the
target language.

Individuals and Societies (also known as Humanities)
MYP individuals and societies encourages learners to respect and understand the world around them
and equips them with the necessary skills to inquire into historical, contemporary, geographical,
political, social, economic, religious, technological and cultural factors that have an impact on
individuals, societies and environments. It encourages learners, both students and teachers, to
consider local and global contexts.

Studies in individuals and societies are essential for developing empathy
and international-mindedness, including the idea that “other people, with their differences, can also be
right” (IB mission statement).

Aims
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.

Main objectives
In order to reach the aims of individuals and societies, students should be able to do complete the
objectives below:

Criterion
Objectives
Knowing and
understanding
i. use terminology in context
ii. demonstrate knowledge and understanding of subject-specific content and
concepts through descriptions, explanations and examples.
Investigating
i. formulate a clear and focused research question and justify its relevance
ii. formulate and follow an action plan to investigate a research question
iii. use research methods to collect and record relevant information
iv. evaluate the process and results of the investigation.
Communicating
i. communicate information and ideas using an appropriate style for the audience
and purpose
ii. structure information and ideas in a way that is appropriate to the specified
format
iii. document sources of information using a recognized convention.
Thinking critically
i. discuss concepts, issues, models, visual representation and theories
ii. synthesize information to make valid arguments
iii. analyse and evaluate a range of sources/data in terms of origin and purpose,
examining value and limitations
iv. interpret different perspectives and their implications.



Sciences
With inquiry at the core, MYP sciences 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 will discover the tensions and dependencies between science and
morality, ethics, culture, economics, politics, and the environment.

Aims
The aims of MYP sciences are to encourage and enable students to:
  • understand and appreciate science and its implications
  • consider science as a human endeavour with benefits and limitations
  • 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.

Main objectives
In order to reach the aims of sciences, students should be able to complete the objectives below:

Criterion
Objectives
Knowing and
understanding
i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in
familiar and unfamiliar situations
iii. analyse and evaluate information to make scientifically supported
judgements.
Inquiring and designing
i. explain a problem or question to be tested by a scientific investigation
ii. formulate a testable hypothesis and explain it using scientific reasoning
iii. explain how to manipulate the variables, and explain how data will be
collected
iv. design scientific investigations.
Processing and
evaluating
i. present collected and transformed data
ii. interpret data and explain results using scientific reasoning
iii. evaluate the validity of a hypothesis based on the outcome of the
scientific investigation
iv. evaluate the validity of the method
v. explain improvements or extensions to the method.
Reflecting on
the impacts of science
i. explain the ways in which science is applied and used to address a
specific problem or issue
ii. discuss and evaluate the various implications of the use of science and
its application in solving a
specific problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used.

Mathematics
The study of mathematics promotes a powerful universal language, analytical reasoning and
problem-solving skills that contribute to the development of logical, abstract and critical thinking.
Mathematics helps make sense of the world and allows phenomena to be
described in precise terms. It also promotes careful analysis and the search for patterns and
relationships, skills necessary for success both inside and outside the classroom.

Studying mathematics is more than simply learning formulae or rules. It promotes both inquiry and
application, helping students to develop problem-solving techniques that transcend the discipline and
that are useful in the world outside school.

Aims
The aims of MYP mathematics 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
  • appreciate the moral, social and ethical implications arising from the work of mathematicians
  • and the applications of mathematics
  • appreciate the international dimension in mathematics through an awareness of the universality
    of mathematics and its multicultural and historical perspectives
  • appreciate 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.


Main objectives
In order to reach the aims of mathematics, students should be able to do complete the objectives
below:

Criterion
Objectives
Knowing and
understanding
i. select appropriate mathematics when solving problems in both familiar and
unfamiliar situations
ii. apply the selected mathematics successfully when solving problems
iii. solve problems correctly in a variety of contexts.
Investigating patterns
i. select and apply mathematical problem-solving techniques to discover
complex patterns
ii. describe patterns as general rules consistent with findings
iii. prove, or verify and justify, general rules.
Communicating
i. use appropriate mathematical language (notation, symbols and terminology) '
in both oral and written
explanations
ii. use appropriate forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete, coherent and concise mathematical lines of reasoning
v. organize information using a logical structure.
Applying mathematics
in real-life contexts
i. identify relevant elements of authentic real-life situations
ii. select appropriate mathematical strategies when solving authentic real-life
situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. justify the degree of accuracy of a solution
v. justify whether a solution makes sense in the context of the authentic
real-life situation.




Arts - Performing Art and Visual Art
Arts in the MYP stimulate young imaginations, challenge perceptions and develop creative and
analytical skills. Learning through the arts helps us to explore, shape and communicate our sense of
identity and understanding of the world, while providing opportunities to develop self-confidence,
resilience and adaptability. MYP Arts value the process of creating artwork as much as the finished
product.

Aims
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.


Main objectives
In order to reach the aims of arts, students should be able to do complete the objectives below:

Criterion
Objectives
Knowing and
understanding
i. demonstrate knowledge and understanding of the art form studied, including
concepts, processes, and the use of subject-specific terminology
ii. demonstrate an understanding of the role of the art form in original or displaced
contexts
iii. use acquired knowledge to purposefully inform artistic decisions in the process
of creating artwork.
Developing skills
i. demonstrate the acquisition and development of the skills and techniques of the
art form studied
ii. demonstrate the application of skills and techniques to create, perform and/or
present art.
Thinking creatively
i. develop a feasible, clear, imaginative and coherent artistic intention
ii. demonstrate a range and depth of creative-thinking behaviours
iii. demonstrate the exploration of ideas to shape artistic intention through to a
point of realization.
Responding
i. construct meaning and transfer learning to new settings
ii. create an artistic response that intends to reflect or impact on the world around
them
iii. critique the artwork of self and others.



Design
MYP design challenges all students to apply practical and creative thinking skills to solve design problems.
It 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 used to structure the inquiry and analysis of 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 defined as a model, prototype, product or system that
students have developed and created independently.

Aims
The aims of MYP design are to encourage and enable students to:
  • enjoy the design process, 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.

Main objectives
In order to reach the aims of design, students should be able to do complete the objectives below:

Criterion
Objectives
Inquiring and analysing
i. explain and justify the need for a solution to a problem for a specified client/target
audience
ii. identify and prioritize the primary and secondary research needed to
develop a solution to the problem
iii. analyse a range of existing products that inspire a solution to the
problem
iv. develop a detailed design brief which summarizes the analysis of
relevant research.
Developing ideas
i. develop a design specification which clearly states the success criteria for
the design of a solution
ii. develop a range of feasible design ideas which can be correctly
interpreted by others
iii. present the final chosen design and justify its selection
iv. develop accurate and detailed planning drawings/diagrams and outline
the requirements for the creation of the chosen solution.
Creating the solution
i. construct a logical plan, which describes the efficient use of time and
resources, sufficient for peers to be able to follow to create the solution
ii. demonstrate excellent technical skills when making the solution
iii. follow the plan to create the solution, which functions as intended
iv. fully justify changes made to the chosen design and plan when making
the solution
Evaluating
i. design detailed and relevant testing methods, which generate data, to
measure the success of the solution
ii. critically evaluate the success of the solution against the design
specification
iii. explain how the solution could be improved
iv. explain the impact of the solution on the client/target audience.

Physical and health education
MYP physical and health education aims to empower students to understand and appreciate the value
of being physically active and develop the motivation for making healthy life choices. Physical and
health education fosters the development of knowledge, skills and attitudes that will contribute to a
student’s balanced and healthy lifestyle. This subject explores a variety of concepts that help foster an
awareness of physical development and health perspectives, empowering students to make informed
decisions and promote positive social interaction.

Aims
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.


Main objectives
In order to reach the aims of physical and health education, students should be able to do complete the objectives below:

Criterion
Objectives
Knowing and understanding
i. explain physical and health education factual, procedural and conceptual
knowledge
ii. apply physical and health education knowledge to analyse issues and
solve problems set in familiar and unfamiliar situations
iii. apply physical and health terminology effectively to communicate
understanding.
Planning for performance
i. design, explain and justify a plan to improve physical performance and
health
ii. analyse and evaluate the effectiveness of a plan based on the outcome.
Applying and performing
i. demonstrate and apply a range of skills and techniques effectively
ii. demonstrate and apply a range of strategies and movement concepts
effectively
iii. analyse and apply information to perform effectively.
Reflecting and
improving performance
i. explain and demonstrate strategies that enhance interpersonal skills
ii. develop goals and apply strategies to enhance performance
iii. analyse and evaluate performance.

Assessment at AIS

In assessing MYP students, AIS uses the set of criteria common to IB schools world-wide. Each
subject is graded according to four criteria on a scale of 1-8. During the semester, students will be
given tasks and assignments, which are assessed according to one or more of these criteria (more
complex tasks will involve more criteria).

At reporting time (twice a year), teachers will select a cumulative grade for each criteria based on
previous work. The grades for each of these criteria are then added up (for a maximum possible of 32)
and converted to a final IB subject grade of 1-7 using the following scale.


MYP general grade descriptors

Grade
Boundary
guidelines
Descriptor
1
0-5
Produces work of very limited quality. Conveys many significant misunderstandings
or lacks understanding of most concepts and contexts. Very rarely demonstrates
critical or creative thinking. Very inflexible, rarely using knowledge or skills.
2
6-9
Produces work of limited quality. Expresses misunderstandings or significant gaps
in understanding for many concepts and contexts. Infrequently demonstrates
critical or creative thinking. Generally inflexible in the use of knowledge and skills,
infrequently applying knowledge and skills.
3
10-14
Produces work of an acceptable quality. Communicates basic understanding of
many concepts and contexts, with occasionally significant misunderstandings or
gaps. Begins to demonstrate some basic critical and creative thinking. Is often
inflexible in the use of knowledge and skills, requiring support even in familiar
classroom situations.
4
15-18
Produces good-quality work. Communicates basic understanding of most concepts
and contexts with few misunderstandings and minor gaps. Often demonstrates
basic critical and creative thinking. Uses knowledge and skills with some flexibility
in familiar classroom situations, but requires support in unfamiliar situations.
5
19-23
Produces generally high-quality work. Communicates secure understanding of
concepts and contexts. Demonstrates critical and creative thinking, sometimes with
sophistication. Uses knowledge and skills in familiar classroom and real-world
situations and, with support, some unfamiliar real-world situations.
6
24-27
Produces high-quality, occasionally innovative work. Communicates extensive
understanding of concepts and contexts. Demonstrates critical and creative thinking,
frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar
classroom and realworld situations, often with independence.
7
28-32
Produces high-quality, frequently innovative work. Communicates comprehensive,
nuanced understanding of concepts and contexts. Consistently demonstrates
sophisticated critical and creative thinking. Frequently transfers knowledge and
skills with independence and expertise in a variety of complex classroom and
real-world situations.



Award of the AIS Certificate
At the conclusion of MYP year 5 (Grade 10) all students will receive a final grade in each subject from
1 (unsatisfactory) to 7 (excellent). These grades will also be converted to national grading standards
using the conversion table found on the next page. AIS students who successfully complete the MYP
will receive the following:

  • Asker International School Certificate

  • Transcript of achievement (IB grades and converted grades to National standards)


1. Asker International School Certificate
AIS will award a certificate to each student who satisfies the following stipulations. The students must
have:
  • Participated in the program for a minimum of one year (Year 5)
  • Gained at least a grade 2 per MYP subject group
  • Gained at least a grade 3 for the Personal Project
  • Completed the AIS requirements for Service as action.


Subjects
  • Language and Literature (English)
  • Language and Literature (Norwegian)
  • Language Acquisition (Mandarin)
  • Language Acquisition (Spanish)
  • Mathematics
  • Sciences
  • Individuals and Societies
  • Arts
  • Design
  • Physical and health education


A grade from all subjects and the Personal Project will contribute to the award of the certificate.

In some circumstances, students at AIS may study fewer than the subjects indicated above. This
decision will be made at the start of the academic year and will be on an individual basis.

2. Transcript of achievement
The transcript will present a list of final grades for each subject studied in MYP year 5. Grades will be
presented in two columns. The first column will indicate IB grades out of 7. The second column will be
the converted grade for national standards, which will be out of 6. The transcript will be in compliance
with national legal requirements.


Conversion table
IB
Norway
7
6.00
6
5.23
5
4.22
4
3.28
3
2.37

Life after AIS
Options and general points about after 10th grade at Asker International School
  • All students have the right to vgs

  • All students to the state system have to go through the fylkeskommune application office. In Oslo you also have to apply to the school.
  • Entrance is competitive and will depend on their grades from grade 10. Application office will convert grades from different systems (ie IB) so that students can be compared.
  • Schools have open days for 10th Grade students
  • IB diploma is offered in years 2 and 3
  • Other general information can be found at VILBLI

What is Videregående Skole (VGS)?
Responsibility of fylkeskommune

1 comment:


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