{"id":4856,"date":"2017-12-05T12:01:03","date_gmt":"2017-12-05T12:01:03","guid":{"rendered":"http:\/\/www.tashschool.org\/?page_id=4856"},"modified":"2022-10-06T05:05:56","modified_gmt":"2022-10-06T05:05:56","slug":"departments","status":"publish","type":"page","link":"https:\/\/www.tashschool.org\/departments\/","title":{"rendered":"Departments"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; fullwidth=&#8221;on&#8221; _builder_version=&#8221;4.6.0&#8243; _module_preset=&#8221;default&#8221; custom_margin_tablet=&#8221;&#8221; custom_margin_phone=&#8221;-30px||||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;||||false|false&#8221; global_module=&#8221;14500&#8243;][et_pb_fullwidth_post_title meta=&#8221;off&#8221; featured_image=&#8221;off&#8221; _builder_version=&#8221;4.6.0&#8243; _module_preset=&#8221;default&#8221; title_font_size=&#8221;40px&#8221; background_color=&#8221;rgba(255,255,255,0.7)&#8221; background_enable_image=&#8221;off&#8221; background_position=&#8221;top_right&#8221; background_blend=&#8221;lighten&#8221; custom_padding=&#8221;50px|||||&#8221; title_font_size_tablet=&#8221;35px&#8221; title_font_size_phone=&#8221;30px&#8221; title_font_size_last_edited=&#8221;on|phone&#8221;][\/et_pb_fullwidth_post_title][et_pb_fullwidth_image src=&#8221;https:\/\/www.tashschool.org\/wp-content\/uploads\/2022\/08\/Simple-Colour-Band-Thin-copy-2.png&#8221; title_text=&#8221;Simple Colour Band Thin copy 2&#8243; _builder_version=&#8221;4.6.0&#8243; _module_preset=&#8221;default&#8221; border_width_top=&#8221;3px&#8221; border_color_top=&#8221;#ffffff&#8221; border_width_bottom=&#8221;3px&#8221; border_color_bottom=&#8221;#ffffff&#8221;][\/et_pb_fullwidth_image][\/et_pb_section][et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;3.22&#8243;][et_pb_row _builder_version=&#8221;3.25&#8243; background_size=&#8221;initial&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;3.25&#8243; custom_padding=&#8221;|||&#8221; custom_padding__hover=&#8221;|||&#8221;][et_pb_text _builder_version=&#8221;3.27.4&#8243; border_style=&#8221;solid&#8221;]<\/p>\n<h2>Secondary Subject Departments<\/h2>\n<p>[\/et_pb_text][et_pb_accordion _builder_version=&#8221;3.3.1&#8243;][et_pb_accordion_item title=&#8221;Arts&#8221; open=&#8221;on&#8221; _builder_version=&#8221;3.3.1&#8243;]<\/p>\n<header class=\"entry-header\">\n<p class=\"entry-title\"><strong>General introduction to department<\/strong><\/p>\n<\/header>\n<div class=\"entry-content\">\n<p>AT TIS, three different Arts disciplines are offered: Music, Visual Art and Drama\/Theatre Arts. These Arts subjects offer students opportunities and experiences through which they are encouraged to develop a sense of self and an understanding of the complex world around them. The key skills of creative thinking, problem solving, collaboration, communication, reflection, appreciation and feedback are explicit elements of our Arts curricula, but which reach beyond the confines of both classroom and subject area, extending to all areas of living and learning, in the present and into the future as lifelong skills.<\/p>\n<p>The Arts co-curricular program is designed to facilitate students\u2019 participation in the development and production of public events placing the greatest emphasis on the creative process and the experience of involvement. The co-curricular program extends and strengthens the skills, knowledge and attitudes of the curricular program and provides further opportunities for creative and artistic development.<\/p>\n<p>In both curricular and co-curricular Arts, active learning-through-doing, taking creative risks and experimenting with ideas and concepts, position students\u2019 learning in an authentic context with authentic demands, whilst embodying a student centred approach.<\/p>\n<p>The development of critical skills is embedded in a holistic Arts curriculum, which embraces the teaching of the \u2018whole\u2019 student. Students are encouraged to face what is uncertain, make creative connections, engage imaginations, learn how to express themselves effectively and develop respectful and supportive ways of interacting.<\/p>\n<p>TIS is one of only two hundred and twenty schools worldwide (*) which offers all three IB programmes, and which is therefore able to deliver continuity in Arts education across all grades. The IB continuum of international education provides a progression of learning for students aged 3 to19. Reflection, evaluation, artistic self-expression, collaboration and communication are intrinsic to the beliefs and values held in each programme.<\/p>\n<p>The incremental development of knowledge, conceptual understanding and skills through units of inquiry nurture students\u2019 reflective approach to their own work as well as a deeper understanding of the role of the arts in society, the world, and in their own lives.<\/p>\n<p>Tashkent International School offers subject specific Arts education in Music, Visual Art and Drama throughout the school and across all three IB programmes.<\/p>\n<p>*Statistics published be the International Baccalaureate, http:\/\/www.ibo.org\/facts\/schoolstats\/progcombinationsbyregion.cfm, (accessed 29.01.14)<\/p>\n<p><strong>MYP Aims<\/strong><br \/> The aims of MYP arts are to encourage and enable students to:<\/p>\n<ul>\n<li>create and present art<\/li>\n<li>develop skills specific to the discipline<\/li>\n<li>engage in a process of creative exploration and (self-)discovery<\/li>\n<li>make purposeful connections between investigation and practice<\/li>\n<li>understand the relationship between art and its contexts<\/li>\n<li>respond to and reflect on art<\/li>\n<li>deepen their understanding of the world.<\/li>\n<\/ul>\n<p><strong>Diploma Programme Subject Aims<\/strong><br \/> The aims of the IB Diploma Programme Arts subjects are to enable students to:<\/p>\n<ul>\n<li>enjoy lifelong engagement with the arts<\/li>\n<li>become informed, reflective and critical practitioners in the arts<\/li>\n<li>understand the dynamic and changing nature of the arts<\/li>\n<li>explore and value the diversity of the arts across time, place and cultures<\/li>\n<li>express ideas with confidence and competence<\/li>\n<li>develop perceptual and analytical skills.<\/li>\n<\/ul>\n<p>and specifically in \u2026<\/p>\n<p>Music:<\/p>\n<ul>\n<li>\u00a0develop their knowledge and potential as musicians, both personally and collaboratively.<\/li>\n<\/ul>\n<p>Visual Art:<\/p>\n<ul>\n<li>make artwork that is influenced by personal and cultural contexts<\/li>\n<li>become informed and critical observers and makers of visual culture and media<\/li>\n<li>develop skills, techniques and processes in order to communicate concepts and ideas.<\/li>\n<\/ul>\n<p>Theatre<\/p>\n<ul>\n<li>explore theatre in a variety of contexts and understand how these contexts inform practice<\/li>\n<li>understand and engage in the processes of transforming ideas into action<\/li>\n<li>develop and apply theatre production, presentation and performance skills, working both independently and collaboratively (presenting theatre)<\/li>\n<li>understand and appreciate the relationship between theory and practice<\/li>\n<\/ul>\n<p><strong>Subject specific information<\/strong><br \/> In Grade 6, 7 and 8, students study one of the three Arts subjects each trimester. In Grade 9 students select two arts disciplines on which to focus, studying each subject for one semester. In Grade 10 students select one Arts subject which they will study for the duration of the year.<\/p>\n<p><strong>Assessment in the Middle Years Programme (MYP) Arts subjects<\/strong><\/p>\n<p><strong>A. Knowing and understanding<\/strong><br \/> Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms<br \/> and are able to analyse and communicate in specialized language. Using explicit and tacit knowledge<br \/> alongside an understanding of the role of the arts in a global context, students inform their work and<br \/> artistic perspectives.<\/p>\n<p>In order to reach the aims of arts, students should be able to:<\/p>\n<p>i. demonstrate knowledge and understanding of the art form studied, including concepts, processes<br \/> and the use of subject-specific terminology<br \/> ii. demonstrate an understanding of the role of the art form in original or displaced contexts<br \/> iii. use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.<\/p>\n<p><strong>B. Developing skills<\/strong><br \/> The acquisition and development of skills provide the opportunity for active participation in the art form<br \/> and in the process of creating art. Skill application allows students to develop their artistic ideas to a<br \/> point of realization. The point of realization could take many forms. However, it is recognized as the<br \/> moment when the student makes a final commitment to his or her artwork by presenting it to an<br \/> audience. Skills are evident in both process and product.<\/p>\n<p>In order to reach the aims of arts, students should be able to:<\/p>\n<p>i. demonstrate the acquisition and development of the skills and techniques of the art form studied<br \/> ii. demonstrate the application of skills and techniques to create, perform and\/or present art.<\/p>\n<p><strong>C. Thinking creatively<\/strong><br \/> The arts motivate students to develop curiosity and purposefully explore and challenge boundaries.<br \/> Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to<br \/> develop their artistic intentions, their processes and their work. Thinking creatively enables students to<br \/> discover their personal signature and realize their artistic identity.<\/p>\n<p>In order to reach the aims of arts, students should be able to:<\/p>\n<p>i. develop a feasible, clear, imaginative and coherent artistic intention<br \/> ii. demonstrate a range and depth of creative-thinking behaviours<br \/> iii. demonstrate the exploration of ideas to shape artistic intention through to a point of realization.<\/p>\n<p><strong>D. Responding<\/strong><br \/> Students should have the opportunity to respond to their world, to their own art and to the art of others.<br \/> A response can come in many forms; creating art as a response encourages students to make<br \/> connections and transfer their learning to new settings. Through reflecting on their artistic intention and<br \/> the impact of their work on an audience and on themselves, students become more aware of their own<br \/> artistic development and the role that arts play in their lives and in the world. Students learn that the arts<br \/> may initiate change as well as being a response to change.<\/p>\n<p>In order to reach the aims of arts, students should be able to:<\/p>\n<p>i. construct meaning and transfer learning to new settings<br \/> ii. create an artistic response which intends to reflect or impact on the world around them<br \/> iii. critique the artwork of self and others.<\/p>\n<table width=\"21\" height=\"5\">\n<tbody>\n<tr style=\"height: 16.875px;\">\n<td style=\"height: 16.875px; width: 967.333px;\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Design&#8221; _builder_version=&#8221;3.3.1&#8243; open=&#8221;off&#8221;]<\/p>\n<div class=\"entry-content\">\n<p>Inquiry and problem solving are at the heart of MYP Design at TIS. Design is one of the eight subject groups in the MYP with defined aims, objectives and assessment criteria. During the five year Design course in Grades 6 \u2013 10, students are given the opportunity to develop a range of skills, to identify, and understand processes through effectively solving a range of design problems which can be applied to any type of future enterprising.<\/p>\n<p><a href=\"http:\/\/tashschool.org\/wp-content\/uploads\/2014\/10\/myp-brief_design_2015.pdf\">IBO MYP Design subject brief<\/a><\/p>\n<p><strong>The aims of MYP design are to encourage and enable students to:<\/strong><\/p>\n<ul>\n<li>enjoy the design process; develop an appreciation of its elegance and power.<\/li>\n<li>develop knowledge, understanding and skills from different disciplines which are applied to design.<\/li>\n<li>use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems using the design cycle.<\/li>\n<li>develop an appreciation of the impact of design innovations for life, global society and environments<\/li>\n<li>appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts.<\/li>\n<li>develop respect for others\u2019 viewpoints and appreciate alternative solutions to problems.<\/li>\n<li>act with integrity and honesty, and take responsibility for their own actions developing effective working practices.<\/li>\n<\/ul>\n<p><strong>How do students learn in Design?<\/strong><\/p>\n<p>Students will use the MYP Design Cycle to find solutions to design questions; this process promotes an inquiry-based and practical approach to learning.<\/p>\n<p>Design at TIS is about developing thinking skills and applying these within authentic hands-on units, so that students can demonstrate knowledge and understanding in practical outcomes.<\/p>\n<p>A design solution or outcome can be defined as a physical or virtual model, prototype, product or system that students have generated independently. This means that MYP Design expects students to become actively involved in and to focus on the whole design process rather than just on the final products\/solutions. In this way students become aware of how to apply knowledge through the challenge of practical activity through authentic learning experiences. This helps students to develop a variety of skills of real world application including creative, analytical, critical thinking strategies and a variety of soft skills.<\/p>\n<p><strong>Resources at TIS<\/strong><\/p>\n<p>The Design rooms have ergonomic workbenches adapted to students\u2019 needs and are equipped with machines for the manipulation of materials: fretsaws, sanders, pillar drill, strip heater, sewing machines, 3D printers, electronics, and hand tools that will allow the creation of prototypes.<\/p>\n<p>The department supports a flexible integration of digital design skills into each unit. Projects are also developed using computer software such as Sketch Up and Adobe Illustrator to aid the design process. Coding, Electronics, and Robotics are being introduced this year.<\/p>\n<p><strong>Previous MYP Units:<\/strong><\/p>\n<ul>\n<li>Grade 6: Material Concerns, Rubber Band Car Interdisciplinary Unit, Logos for Humanity.<\/li>\n<li>Grade 7: Cultural Pattern Box, Mobile Device Holder, Automata, Free Choice Unit.<\/li>\n<li>Grade 8: Motivational Poster, Structures and Forces, What\u2019s the Problem? Green Architecture.<\/li>\n<li>Grade 9: Making it Happen Making a Difference Service Unit, Plastic Fantastic, Slogan Bag, Compact Living.<\/li>\n<li>Grade 10: Open Service Unit; Ergonomic Computer Product, Many Problems Many Solutions, Who Are We?<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<\/div>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;English&#8221; _builder_version=&#8221;3.3.1&#8243; open=&#8221;off&#8221;]<\/p>\n<header class=\"entry-header\"><strong>English Language and Literature &amp; English Language Acquisition<\/strong><\/header>\n<header><\/header>\n<header class=\"entry-header\">At TIS two different English courses are offered: English Language and Literature and English Language Acquisition. Within these courses, there are four levels available for students with different levels of English fluency. English Language and Literature is course that is designed for students who are fluent speakers and writers of the English Language. English Language Acquisition is a course offered at a range of phases for students at different stages of developmental proficiency in English. TIS accepts students with no knowledge of the English language in Grade 6 and 7 and offers courses designed to support the rapid development of English skills required for success in the IB programmes. Students progress through the different levels of English, with all students being expected to undertake an English Language and Literature course within the Diploma Programme (Grades 11 and 12).<\/header>\n<div class=\"entry-content\">\n<p><strong>MYP English Language and Literature courses:<\/strong><\/p>\n<p>Students need 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. They will be 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.<\/p>\n<p>All IB programmes value language as central to developing critical thinking, which is essential for the cultivation of intercultural understanding, as well as for becoming internationally minded and responsible members of local, national and global communities. Language is integral to exploring and sustaining personal development and cultural identity, and provides an intellectual framework to support conceptual development. The six skill areas in the MYP language and literature subject group\u2014listening, speaking, reading, writing, viewing and presenting\u2014develop as both independent and interdependent skills. They are centred within an inquiry-based learning environment. Inquiry is at the heart of MYP language learning, and aims to support students\u2019 understanding by providing them with opportunities to independently and collaboratively investigate, take action and reflect.<\/p>\n<p>As well as being academically rigorous, MYP language and literature equips students with linguistic, analytical and communicative skills that can also be used to develop interdisciplinary understanding across all other subject groups. Students\u2019 interaction with chosen texts can generate insight into moral, social, economic, cultural and environmental factors and so contributes to the development of opinion- forming, decision-making and ethical-reasoning skills, and further develops the attributes of an IB learner.<\/p>\n<p><a href=\"http:\/\/tashschool.org\/wp-content\/uploads\/2014\/10\/myp-brief_language-literature_2015.pdf\" target=\"_blank\" rel=\"noopener\">IBO MYP Language and Literature brief<\/a><\/p>\n<p><strong>Aims of the MYP Language and Literature Course<\/strong><br \/>\nAt the end of the course students should be able to:<\/p>\n<ul>\n<li>use language as a vehicle for thought, creativity, reflection, learning, self-expression and social interaction<\/li>\n<li>develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts<\/li>\n<li>develop critical, creative and personal approaches to studying and analyzing literary and non-literary works<\/li>\n<li>engage in literature from a variety of cultures and representing different historical periods<\/li>\n<li>explore and analyze aspects of personal, host and other cultures through literary and non-literary works<\/li>\n<li>engage with information and communication technology in order to explore language<\/li>\n<li>develop a lifelong interest in reading widely<\/li>\n<li>apply language A skills and knowledge in a variety of real-life contexts.<\/li>\n<\/ul>\n<p><strong>MYP English Language Acquisition<\/strong><\/p>\n<p>This course provides a developmental English language education for students whose first language is not English. The course is divided into three levels \u2013 foundation, standard and advanced. Foundation students are taught in a separate class, while standard and advanced students are taught together. The primary focus is to develop the four skills of reading, writing, listening and speaking in English. A variety of materials are used including: literary texts, news and magazine articles, radio programs, films, etc. Students are assessed using MYP criteria appropriate for their level and progress through the different levels of courses as appropriate to their development.<br \/>\nFor more information about the English Foundation Programme, you can see the English Language Learning department information.<\/p>\n<p><strong>Aims of the MYP English Language B course:<\/strong><br \/>\nAt the end of the course students should be able to:<\/p>\n<ul>\n<li>communicate information, ideas and opinions<\/li>\n<li>demonstrate comprehension of specific factual information and attitudes, expressed in spoken and written contexts<\/li>\n<li>identify main ideas and supporting details and draw conclusions from spoken and written texts<\/li>\n<li>understand and appropriately use structures and vocabulary<\/li>\n<li>request and provide information in both spoken and written contexts<\/li>\n<li>engage actively in oral production using comprehensible pronunciation and intonation<\/li>\n<li>Take part in formal and informal communications.<\/li>\n<\/ul>\n<p><strong>IB Diploma Programme<\/strong><br \/>\nAt TIS two different English A courses are offered within the IB Diploma; both courses are offered at the standard and higher levels. All students in Grades 11 and 12 are required to study one English A course of the two.<\/p>\n<p><strong>Language A: language and literature<\/strong><br \/>\n(Excerpted from Course Outlines for Language A: Language and Literature)<\/p>\n<p>The study of the texts produced in a language is central to an active engagement with language and culture and, by extension, to how we see and understand the world in which we live. A key aim of the language A: language and literature course is to encourage students to question the meaning generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text\u2019s wider context in shaping its meaning is central to the course.<\/p>\n<p>The language A: language and literature course aims to develop in students skills of textual analysis and<br \/>\nthe understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. The course is designed to be flexible\u2014teachers have the opportunity to construct it in a way that reflects the interests and concerns that are relevant to their students while developing in students a range of transferable skills. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception.<\/p>\n<p>In view of the international nature of the IB and its commitment to intercultural understanding, the\u00a0language A: language and literature course does not limit the study of texts to the products of one culture or of the cultures covered by any one language. The study of literature in translation from other cultures is especially important to IB Diploma Program students because it contributes to a global perspective, thereby promoting an insight into, and understanding of, the different ways in which cultures influence and shape the experiences of life common to all humanity.<\/p>\n<p><strong>DP Language and Literature: Sequence of Course.<\/strong><\/p>\n<p><strong>Sections of the Course:<\/strong><br \/>\nThe course has four sections over two years:<\/p>\n<p><strong>Year One:<\/strong><\/p>\n<p>Part 1: Language in cultural context<br \/>\nTexts are chosen from a variety of sources, genres and media.<br \/>\nPart 4: Literature\u2014critical study<br \/>\nHL: Three texts, all of which are chosen from the prescribed list of authors (PLA) for the language A studied.<\/p>\n<p><strong>Year Two:<\/strong><\/p>\n<p>Part 3: Literature\u2014texts and contexts<br \/>\nHL: Three texts (HL) or two texts (SL) one of which is a text in translation chosen from the prescribed literature in translation (PLT) list and one from the prescribed list of authors (PLA) for the language A studied. The other may be chosen freely.<br \/>\nPart 2: Language and mass communication<br \/>\nTexts are chosen from a variety of sources, genres and media.<\/p>\n<p><strong>Language A: Literature<\/strong><br \/>\n(Excerpted from Course Outlines for Language A: Literature.)<\/p>\n<p>The course is built on the assumption that literature is concerned with our conceptions, interpretations<br \/>\nand experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works.<\/p>\n<p>Through the study of a wide range of literature, the Language A: Literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the Language A: Literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language.<\/p>\n<p><strong>Part One: Works in Translation<\/strong><br \/>\nIn Part One, students study three works that were originally written in a language other than English. The assessment of this part of the course is a literary essay and reflective statement based on one of the studied texts.<\/p>\n<p><strong>Part Two: Detailed Study<\/strong><br \/>\nIn Part Two, students study in depth the work of three writers in three different genres. The assessment for this section of the course is an individual oral commentary and discussion.<\/p>\n<p><strong>Part Three: Literary Genres \u2013 Drama<\/strong><br \/>\nFor Part Three, students study four works of drama. These plays become the focus material used in Paper Two of the final examination.<\/p>\n<p><strong>Part Four: Options<\/strong><br \/>\nIn this part of the course, students study three texts\/works. The final assessment is an individual oral presentation based on one of the works studied.<\/p>\n<\/div>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;English Language Learners&#8221; _builder_version=&#8221;3.3.1&#8243; open=&#8221;off&#8221;]<strong>General Introduction to Department<\/strong><br \/>\nGreetings! \u00a0As part of the Secondary School Curriculum, all students in Grades 6 \u2013 10 must follow either the MYP English Language and Literature program or the MYP English Language Acquisition program.<\/p>\n<p>The MYP English Language and Literature program is intended for students who are either native speakers of English or at a near native-English speaker level. For those who are still developing their competence in English, the school provides the MYP English Language Acquisition course, which is divided into three levels: Foundation, Standard and Advanced. The TIS English Foundation course is intended for those with a low level of English fluency and it takes a multi-pronged approach to teaching the basic required English intensely and quickly.<\/p>\n<p><a href=\"http:\/\/tashschool.org\/wp-content\/uploads\/2014\/10\/myp-brief_language-acquisition_2015.pdf\" target=\"_blank\" rel=\"noopener\">IBO MYP Language Acquisition brief<\/a><\/p>\n<p>Students who are placed in the Foundation Level of English will receive three types of English Language Support to help them achieve a level of English that will allow them to be successful in the academic program of the school. These include:<\/p>\n<ol>\n<li><strong>English Language Acquisition<\/strong>\u00a0\u2013 The aim of this course is to provide a developmental language education within the school for students whose first language is not English. The primary focus is to develop the four key skills: reading, writing, listening and speaking using a variety of material including: literary texts, news and magazine articles, radio programmes etc. Students are assessed using MYP criteria appropriate for their level.<\/li>\n<li><strong>English For Academic Purposes (EAP)<\/strong>\u00a0\u2013 This course is scheduled during the additional language time for all English Foundation level students. The aim of this course is to provide language support that is specific to academic course work, with specific emphasis on humanities and science. Students will develop skills and study strategies that will enable full participation in the TIS curriculum. In order to do this, the EAP specialist teacher will works closely with subject teachers to discuss assessment criteria, goals and content material. The EAP class is adapted to meet the language and literacy skills necessary for academic success in each grade level.<\/li>\n<li><strong>In Class Support<\/strong>\u00a0\u2013This support is designed to assist subject teachers with differentiation of instruction in the mainstream classes, as well as support EAP students. The EAP teacher will be scheduled to attend specific classes for a particular grade level, in order to ensure continuity. Content being covered during these classes will then be reinforced in a variety of different ways during the EAP class time.<\/li>\n<\/ol>\n<p>The MYP English Language Acquisition program enables teachers to focus more easily on the specific needs of the learner, and has had very positive results. We believe that the addition of the EAP classes and the scheduled In-Class support also increases the speed and efficiency of the English language acquisition process.<\/p>\n<p><strong>MYP Aims for Language Acquisition<\/strong><\/p>\n<p><strong>Students will:<\/strong><\/p>\n<ul>\n<li>gain proficiency in an additional language while maintaining their mother tongue and cultural heritage<\/li>\n<li>develop a respect for, and understanding of, diverse linguistic and cultural heritages<\/li>\n<li>develop 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<\/li>\n<li>develop multi-literacy skills through the use of a range of learning tools, such as multi-media, in the various modes of communication<\/li>\n<li>develop an appreciation of a variety of literary and non-literary texts and develop critical and creative techniques for comprehension and construction of meaning<\/li>\n<li>come 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<\/li>\n<\/ul>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Individuals and Societies&#8221; _builder_version=&#8221;3.3.1&#8243; open=&#8221;off&#8221;]<strong>Individuals and Societies Department Philosophy<\/strong><br \/>\nThe Individuals and Societies Department strives to enrich the learning experiences of the students at TIS by focusing on the interactions of people, cultures and their environments through the study of subjects like History, Economics and Geography. Students learn to develop a respect for and understanding of others\u2019 perspectives, values and attitudes. Students develop a sense of internationalism while also fostering a greater appreciation of their own culture. An effort is made to integrate a study of the host culture with the themes identified in each course. In addition to the regular classroom experiences, TIS upper- school students are active participants in our Model United Nations simulations.<\/p>\n<p>For grades 6-10, the department follows the Middle Years Program developed by the International Baccalaureate Organization (IBO). The curriculum is based on a set of distinct inquiry- based themes wherein the study of subjects like History, Economics and Geography is integrated. Students are encouraged to undertake individual inquiries on the issues of relevance. Classroom experiences support them in this process by providing the necessary background knowledge, research tools, and language support. Cross-curricular links with other subjects are explored with a view to enriching the students\u2019 learning experiences and to enable students to find real-world connections for classroom learning. Criterion-based assessment is used to provide constructive feedback and to decide final achievement levels.<\/p>\n<p>At the 11th and 12th grade levels, the department follows the Diploma Program (DP) developed by the IBO. We offer IB History, Geography and Economics at both the Standard and the Higher levels.<\/p>\n<p><strong>MYP Aims<\/strong><\/p>\n<p>The aims of MYP individuals and societies are to encourage and enable students to:<\/p>\n<ul>\n<li>appreciate human and environmental commonalities and diversity<\/li>\n<li>understand the interactions and interdependence of individuals, societies and the environment<\/li>\n<li>understand how both environmental and human systems operate and evolve<\/li>\n<li>identify and develop concern for the well-being of human communities and the natural environment<\/li>\n<li>act as responsible citizens of local and global communities<\/li>\n<li>develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and the environments in which they live.<\/li>\n<\/ul>\n<p><a href=\"http:\/\/tashschool.org\/wp-content\/uploads\/2014\/10\/myp-brief_individuals-societies_2015.pdf\" target=\"_blank\" rel=\"noopener\">IBO MYP Individuals and Societies subject brief<\/a><\/p>\n<p><strong>DP Subject Aims<\/strong><\/p>\n<p>The aims of all subjects in DP group 3, individuals and societies are to:<\/p>\n<ul>\n<li>encourage the systematic and critical study of: human experience and behavior; physical, economic and social environments; and the history and development of social and cultural institutions<\/li>\n<li>develop in the student the capacity to identify, to analyze critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society<\/li>\n<li>enable the student to collect, describe and analyze data used in studies of society, to test hypotheses, and to interpret complex data and source material<\/li>\n<li>promote the appreciation of the way in which learning is relevant both to the culture in which the student lives, and the culture of other societies<\/li>\n<li>develop an awareness in the student that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity<\/li>\n<li>enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty.<\/li>\n<\/ul>\n<p>In addition to the common group 3 aims, each subject area has additional aims specific to the course content:<\/p>\n<p><strong>Economics aims:<\/strong><\/p>\n<ul>\n<li>develop an understanding of microeconomic and macroeconomic theories and concepts and their\u00a0real-world application<\/li>\n<li>develop an appreciation of the impact on individuals and societies of economic interactions between\u00a0nations<\/li>\n<li>develop an awareness of development issues facing nations as they undergo the process of change.<\/li>\n<\/ul>\n<p><strong>Geography aims:<\/strong><\/p>\n<ul>\n<li>develop an understanding of the interrelationships between people, places, spaces and the\u00a0environment<\/li>\n<li>develop a concern for human welfare and the quality of the environment, and an understanding of\u00a0the need for planning and sustainable management<\/li>\n<li>appreciate the relevance of geography in analyzing contemporary issues and challenges, and develop\u00a0a global perspective of diversity and change.<\/li>\n<\/ul>\n<p><strong>History aims:<\/strong><\/p>\n<ul>\n<li>promote an understanding of history as a discipline, including the nature and diversity of its sources,\u00a0methods and interpretations<\/li>\n<li>encourage an understanding of the present through critical reflection upon the past<\/li>\n<li>encourage an understanding of the impact of historical developments at national, regional and\u00a0international levels<\/li>\n<li>develop an awareness of one\u2019s own historical identity through the study of the historical experiences\u00a0of different cultures.<\/li>\n<\/ul>\n<p><strong>TIS MYP Individuals and Societies Program of Study<\/strong><\/p>\n<p>Students in the MYP are assessed with four criteria: A. Knowing and Understanding, B. Investigating, C. Communicating, and D. Thinking Critically. Each criterion has nine levels of achievement, from 0-8. Some of the topics in each grade level are described below though these are in development and changes are likely to occur to continue to ensure the curriculum is engaging and relevant for TIS students.<\/p>\n<p>Grade 6<br \/>\nIn Grade 6, students are introduced to the subject of Individuals &amp; Societies through an exploration of their place in the world in the \u2018Finding Our Way\u2019 unit. This leads into \u2018No PLace Like Home\u2019 which looks at the history of Tashkent as a city and considers cities of the future and how they might respond to global challenges. \u2018How Civilized!\u2019 allows the students to consider the evolution of civilization and how the modern world can learn from the past. FInally, the students investigate present day tribal peoples in \u2018Tribes &amp; Tribulations\u2019.<\/p>\n<p>Grade 7<br \/>\nThe grade 7s build on their learning from the previous year by starting with \u2018On The Move\u2019, a unit which looks at migration of people through history and investigates the issues causing and related to modern human migration. Following this will be units on \u2018Innovation\u2019, \u2018Walls &amp; Borders\u2019 and \u2018Social Change\u2019.<\/p>\n<p>Grade 8<br \/>\nStudents begin by exploring the use of humans as resources in the first unit, We, the workforce! They also study aspects of economics through units on Trade, Economic Growth and Development. Grade 8 students use their geographic lenses to explore human rights in \u2018Humans, right?\u2019, our food system in \u2018Can We Sustain It?\u2019 before being encouraged to explore their own passion and how to harness this as a power for good in the world in \u2018Mission Possible\u2019.<\/p>\n<p>Grade 9<br \/>\nThe students start with an in depth exploration of the key global issue of International Relations which includes preparation for the Model United Nations event which is held in early November. This the follows with units centered around the Sustainable Development Goals.<\/p>\n<p>Grade 10<br \/>\nThe Grade 10 the students are exposed to a curriculum designed to prepare the for the Diploma program, particularly the Group 3 subjects of Geography, History and Economics. They also start with an in depth exploration of the key global issue of International Relations which includes preparation for the Model United Nations event which is held in early November. This builds on their previous experiences in Grade 9. The next unit \u2018This is Democracy?\u2019 looks at varying political systems around the world and how they developed. The third unit is \u2018Revolutions\u2019 while the course concludes with \u2018Systems:to plan or not to plan?\u2019, which explores a variety of human systems, their effectiveness and impact on our lives.<\/p>\n<p>Current lesson resources and more can be found at <a href=\"https:\/\/sites.google.com\/tashschool.org\/insoc\">https:\/\/sites.google.com\/tashschool.org\/insoc<\/a> and on Managebac<\/p>\n<p><strong>DP Topics and Units<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td>Economics<\/td>\n<td>Introductions to Economics<br \/>\nMarkets<br \/>\nElasticities<br \/>\nMarket Failure<br \/>\nMarket Economics<br \/>\nMacroeconomic Problems<br \/>\nInternational Trade<br \/>\nMarket Structures<br \/>\nCauses and Consequences of Growth<br \/>\nDevelopment Barriers, Strategies and Evaluation<\/td>\n<\/tr>\n<tr>\n<td>Geography<\/td>\n<td>Populations and Transitions<br \/>\nDisparities in Wealth and Development<br \/>\nPatterns in Environmental Quality and Sustainability<br \/>\nPatterns in Resource Consumption<br \/>\nFreshwater \u2013 Issues and Conflicts<br \/>\nField Work and Internal Assessment<br \/>\nUrban Environments<br \/>\nExtreme Environments<br \/>\nGlobal Interactions<\/td>\n<\/tr>\n<tr>\n<td>History<\/td>\n<td>Causes of WWI<br \/>\nBismarck and Unification of Germany<br \/>\nRussia \u2013 Romanovs, Bolsheviks and the Revolution<br \/>\nTreaty of Versailles and Impacts<br \/>\nWeimar Republic \u2013 Rise and Fall<br \/>\nNazis \u2013 Propaganda, Economics and Foreign Policy<br \/>\nInternational Relations<br \/>\nRussian Civil War<br \/>\nUSSR under Lenin<br \/>\nStalin\u2019s Domestic and Foreign Policies<br \/>\nCauses of the Cold War<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Languages&#8221; _builder_version=&#8221;3.3.1&#8243; open=&#8221;off&#8221;]The Languages Department believes that competency in a foreign language is a valuable life skill, a powerful tool both in societal communication and as a means of personal reflection. Learning a foreign language and studying its literature is a creative process that encourages the development of imagination and creativity through self-expression.<\/p>\n<p>The Languages Department shares IB aims and objectives which promote confidence in language knowledge and skills for real-world purposes as well as academic ones.<\/p>\n<p>Our teaching methodologies, classroom activities and technology use a communicative competence approach to language learning. The main aim of the World Language program is communication; however, grammar and vocabulary are dealt with in detail. Students need to be empowered to comprehend language through listening, reading, viewing and to express themselves with increasing confidence through speaking, writing and interpreting. They become acquainted with Russians, French and Korean culture, customs and people through poems, songs, proverbs, fairy tales, and cartoons.<\/p>\n<p><b>MYP Aims<\/b><\/p>\n<p>The aims of the teaching and learning of MYP language acquisition are to:<\/p>\n<ul>\n<li>gain proficiency in an additional language<\/li>\n<li>develop a respect for, and understanding of, diverse linguistic and cultural heritages<\/li>\n<li>develop the student\u2019s communication skills necessary for further language learning, and for study<\/li>\n<li>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<\/li>\n<li>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<\/li>\n<li>enable the student to recognize and use language as a vehicle of thought, reflection and learning in other subjects<\/li>\n<li>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<\/li>\n<li>offer insight into the cultural characteristics of the communities where the language is spoken<\/li>\n<li>encourage an awareness and understanding of the perspectives of people from own and other cultures<\/li>\n<li>foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.<\/li>\n<\/ul>\n<p><b>Programme of study in MYP<\/b><br \/>\nIn the Middle Years Program for grades 6-10, the Department divides Language acquisition students into three levels depending upon their level of fluency: Emergent (phases 1-2), Capable (phases 3-4) and Proficient (phases 5-6). Students who are fluent or, mother tongue speakers study the MYP Language and Literature course which is offered in Russian.<\/p>\n<p><a href=\"http:\/\/tashschool.org\/wp-content\/uploads\/2014\/10\/myp-brief_language-acquisition_2015.pdf\">IBO MYP Language Acquisition subject brief<\/a><\/p>\n<p><b>Emergent<\/b>\u00a0<b>Level (MYP Phase 1&amp;2)<\/b><br \/>\nThis level is for students who have had little or no prior formal instruction. The purpose of the Emergent level is the acquisition of language required for common purposes and situations in everyday communication. This course\u2019s purpose is to develop basic vocabulary and grammar, pronunciation and intonation. Through oral interaction, students learn how to communicate information. Writing helps students provide some information and ideas and also develop handwriting. Reading simple texts gives students the opportunity to identify factual information and get to know the culture using the language.<br \/>\n[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Mathematics&#8221; _builder_version=&#8221;3.3.1&#8243; open=&#8221;off&#8221;]Mathematics is important, both in school and beyond. The TIS secondary mathematics program aims to prepare students to use it in both contexts. The school follows the guidelines of the Middle Years Programme (MYP) for students in grades 6-10 and the Diploma Programme in grades 11 and 12.<\/p>\n<p>The MYP sets a framework that focuses on four branches of mathematical study: Number, Algebra, Geometry and trigonometry, Statistics and probability. In addition to mathematics topics, the program is designed to foster problem-solving, communication, collaboration, and an understanding of real-life contexts and situations.<\/p>\n<p>The three IB Diploma Mathematics courses are designed for different types of students: those who wish to study mathematics in depth, either as a subject in its own right or to pursue their interests in areas related to mathematics; those who wish to gain a degree of understanding and competence to understand better their approach to other subjects; and those who may not as yet be aware how mathematics may be relevant to their studies and in their daily lives.<\/p>\n<p>Each course is designed to meet the needs of a particular group of students. Therefore, great care is taken to select the course that is most appropriate for an individual student. In making this selection, individual students should be advised to take account of the following factors:<\/p>\n<ul>\n<li>their own abilities in mathematics and the type of mathematics in which they can be successful<\/li>\n<li>their own interest in mathematics and those particular areas of the subject that may hold the most interest for them<\/li>\n<li>their other choices of subjects within the framework of the Diploma Programme<\/li>\n<li>their academic plans, in particular the subjects they wish to study in the future<\/li>\n<li>their choice of career.<\/li>\n<\/ul>\n<p>Teachers assist with the selection process and offer advice to students. The courses available are:<\/p>\n<p><strong>Mathematical Studies SL<\/strong>\u00a0\u2013 This course has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities.<\/p>\n<p><strong>Mathematics Standard Level<\/strong>\u00a0\u2013 This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background in their university studies.<\/p>\n<p><strong>Mathematics Higher Level<\/strong>\u00a0\u2013 This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies<\/p>\n<p><strong>MYP Aims<\/strong><\/p>\n<p>The aims of MYP mathematics are to encourage and enable students to:<\/p>\n<ul>\n<li>enjoy mathematics, develop curiosity and begin to appreciate its elegance and power<\/li>\n<li>develop an understanding of the principles and nature of mathematics<\/li>\n<li>communicate clearly and confidently in a variety of contexts<\/li>\n<li>develop logical, critical and creative thinking<\/li>\n<li>develop confidence, perseverance, and independence in mathematical thinking and problem-solving<\/li>\n<li>develop powers of generalization and abstraction<\/li>\n<li>apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments<\/li>\n<li>appreciate how developments in technology and mathematics have influenced each other<\/li>\n<li>appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics<\/li>\n<li>appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives<\/li>\n<li>appreciate the contribution of mathematics to other areas of knowledge<\/li>\n<li>develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics<\/li>\n<li>develop the ability to reflect critically upon their own work and the work of others.<\/li>\n<\/ul>\n<p><a href=\"http:\/\/tashschool.org\/wp-content\/uploads\/2014\/10\/myp-brief_mathematics_2015.pdf\" target=\"_blank\" rel=\"noopener\">IBO MYP Mathematics subject brief<\/a><\/p>\n<p>MYP student assessment is done through four criteria. These criteria are meant to assess the full realm of mathematical understanding. They are: Knowing and understanding, Investigating patterns, Communicating, and Applying mathematics in real- life contexts.<\/p>\n<p>Assessment<br \/>\nAssessment is done through many forms, including homework, participation, projects, investigations (with an emphasis on real-life contexts), and tests and examinations. Assessments are done using the IBMYP assessment guidelines, focusing on four specific assessment criteria:<\/p>\n<p><strong>Criterion A: Knowing and understanding.<\/strong>\u00a0This criterion looks at how well a student can demonstrate an understanding of key concepts and skills.\u00a0<strong>Assessment tasks<\/strong>\u00a0for this criterion will generally be class tests and examinations but could also include real-life problems and investigations that may have a variety of solutions.<\/p>\n<p><strong>Criterion B: Investigating patterns.<\/strong>\u00a0This criterion examines to what extent the student is able to investigate problems by choosing and selecting appropriate techniques and to reason from specific cases to generalizations.\u00a0<strong>Assessment tasks<\/strong>\u00a0for this criterion will generally be mathematical investigations of a complexity which is appropriate to the grade level. They are often set in real-life contexts.<\/p>\n<p><strong>Criterion C: Communication.<\/strong>\u00a0In this criterion, a student\u2019s ability to use appropriate language, vocabulary, and representation are assessed, as well as the student\u2019s ability to clearly explain his or her reasoning. Students are encouraged to choose and use appropriate ICT tools such as graphic display calculators, screenshots, graphing, spreadsheets, drawing and word-processing software to enhance communication.\u00a0<strong>Assessment tasks<\/strong>\u00a0for this criterion are likely to be real-life problems and investigations.<\/p>\n<p><strong>Criterion D: Applying Mathematics in real-life contexts.<\/strong>\u00a0Students are expected to identify the relevant elements of the authentic real-life situation, select appropriate mathematical strategies to model the authentic real-life situation, apply the selected mathematical strategies to reach a correct solution and to explain whether the solution makes sense in the context of the authentic real-life situation.\u00a0<strong>Assessment tasks<\/strong>\u00a0are usually investigations and real-life problems. These types of tasks will provide students with opportunities to use the mathematical concepts and skills they have learned in a meaningful context.<\/p>\n<p><strong>DP Subject Aims \u2013 The aims are same for all of three DP Mathematics classes<\/strong><\/p>\n<p>The aims of all mathematics courses in group 5 are to enable students to:<\/p>\n<ul>\n<li>enjoy mathematics, and develop an appreciation of the elegance and power of mathematics<\/li>\n<li>develop an understanding of the principles and nature of mathematics<\/li>\n<li>communicate clearly and confidently in a variety of contexts<\/li>\n<li>develop logical, critical and creative thinking, and patience and persistence in problem-solving<\/li>\n<li>employ and refine their powers of abstraction and generalization<\/li>\n<li>apply and transfer skills to alternative situations, to other areas of knowledge and to future developments<\/li>\n<li>appreciate how developments in technology and mathematics have influenced each other<\/li>\n<li>appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics<\/li>\n<li>appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives<\/li>\n<li>appreciate the contribution of mathematics to other disciplines, and as a particular \u201carea of knowledge\u201d in the TOK course.<\/li>\n<\/ul>\n<p><strong>Subject specific information<\/strong><br \/>\nAt the sixth and seventh grade level, all classes are organized by homerooms. This allows for a heterogeneous mix as students solidify basic understandings of mathematics and are introduced to some of the more complex ideas of the subject. At TIS the aim is to maximize the potential of each student; therefore, from grade 8 upwards, we create mathematics classes based on a student\u2019s skill level enabling us to group students for targeted instruction leading to more effective teaching and learning. Standard Level courses present the concepts and skills that are normally covered by students of that grade level. Extended Level courses are for those students who have strong math skills and understanding and who are able to work with a program that offers acceleration in either pacing or concept level. Students are placed in Extended Level courses based on teacher recommendation, MYP Criteria scores for the semester and standardized test scores.<\/p>\n<p>This structure complements the structure of the Mathematics framework outlined in the IBMYP Mathematics guide which draws a distinction in terms of the development of skills and concepts in Mathematics over the course of the programme according to a standard\/extended split. The standard\/extended split also aligns well with the three-way split of the Mathematics courses within the IB Diploma: Mathematical Studies, Standard level and Higher level.<\/p>\n<p><strong>Required equipment<\/strong><\/p>\n<p>The items that we wish your child to have with them in their mathematics lessons are as follows:<\/p>\n<ul>\n<li>Colored pens for writing and corrections<\/li>\n<li>HB pencils<\/li>\n<li>Eraser<\/li>\n<li>Pencil sharpener<\/li>\n<li>Highlighter<\/li>\n<li>30 cm ruler<\/li>\n<li>Protractor<\/li>\n<li>Compass<\/li>\n<li>Starting in grade 8 students are required to have a graphic display calculator. The TIS preferred model is the Texas Instruments TI-84+ calculator<\/li>\n<\/ul>\n<p><strong>MYP units of study<\/strong><\/p>\n<p><strong>Grade 6<\/strong><br \/>\nGeometry<br \/>\nNumber System<br \/>\nFractions<br \/>\nStatistics<br \/>\nIntegers<\/p>\n<p><strong>Grade 7<\/strong><br \/>\nRatio and Proportion<br \/>\nPercentage<br \/>\nProbability<br \/>\nAlgebra<br \/>\nGeometry<\/p>\n<p><strong>Grade 8<\/strong><br \/>\nLinear Equations and Linear Functions<br \/>\nSimultaneous Equations<br \/>\nPythagoras Theorem<br \/>\nStatistics<br \/>\nTrigonometry (right triangles)<br \/>\nCongruence and Similarities<\/p>\n<p><strong>Grade 9<\/strong><br \/>\nSets, Venn diagrams and Probability<br \/>\nIntroduction to Polynomials<br \/>\nQuadratic Functions<br \/>\nSurface Area\/Volume<br \/>\nCircle<\/p>\n<p><strong>Grade 10<\/strong><br \/>\nExponential and Logarithms<br \/>\nStatistics<br \/>\nTrigonometry (non-right triangles)<br \/>\nVectors<br \/>\nArithmetic and Geometric Sequences and Series<\/p>\n<p><strong>Diploma Programme Topics, Units and Options<\/strong><\/p>\n<p><strong>Mathematical Studies<\/strong><br \/>\nTopic 1 Number and algebra<br \/>\nTopic 2 Descriptive Statistics<br \/>\nTopic 3 Logic, sets and probability<br \/>\nTopic 4 Statistical applications<br \/>\nTopic 5 Geometry and trigonometry<br \/>\nTopic 6 Mathematical models<br \/>\nTopic 7 Differential calculus<\/p>\n<p><strong>Project<\/strong><br \/>\nThe project is an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements.<\/p>\n<p><strong>Mathematics Standard Level<\/strong><br \/>\nTopic 1 Algebra<br \/>\nTopic 2 Functions and equations<br \/>\nTopic 3 Circular functions and trigonometry<br \/>\nTopic 4 Vectors<br \/>\nTopic 5 Statistics and probability<br \/>\nTopic 6 Calculus<\/p>\n<p><strong>Mathematics exploration<\/strong><br \/>\nInternal assessment in mathematics SL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics.<\/p>\n<p><strong>Mathematics Higher Level<\/strong><br \/>\nTopic 1 Algebra<br \/>\nTopic 2 Functions and equations<br \/>\nTopic 3 Circular functions and trigonometry<br \/>\nTopic 4 Vectors<br \/>\nTopic 5 Statistics and probability<br \/>\nTopic 6 Calculus<\/p>\n<p><strong>Option Syllabus content<\/strong><br \/>\nStudents must study one of the following options as listed below<br \/>\nTopic 7 Statistics and probability<br \/>\nTopic 8 Sets, relations and groups<br \/>\nTopic 9 Calculus<br \/>\nTopic 10 Discrete mathematics<\/p>\n<p><strong>Mathematics exploration<\/strong><br \/>\nInternal assessment in mathematics HL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics.<br \/>\n[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Physical and Health Education&#8221; _builder_version=&#8221;3.3.1&#8243; open=&#8221;off&#8221;]MYP physical and health education aims to empower students to understand and appreciate the value of being physical active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student\u2019s balanced and healthy lifestyle.<\/p>\n<p>Physical activity and health are of central importance to human identity and global communities. They create meaningful connections among people, nations, cultures and the natural world, and they offer a range of opportunities to build intercultural understanding and greater appreciation for our common humanity.<\/p>\n<p><strong>MYP Physical Education Aims<\/strong><br \/>\nThe TIS Physical Education program aims to contribute to the development of a student\u2019s physical, intellectual, emotional and social maturity. The aims of health &amp; physical education are to enable students to develop:<\/p>\n<ul>\n<li>An interest in the promotion of health and wellness<\/li>\n<li>The motivation to participate fully in all aspects of physical education<\/li>\n<li>Their optimal level of physical fitness<\/li>\n<li>Effective communication strategies, verbal, non-verbal and written<\/li>\n<li>The skills and understanding necessary to participate successfully in a variety of physical activities, for example: practicing, refining, adapting, thinking, interacting<\/li>\n<li>The ability to reflect critically on all aspects of physical education, including being a critical performer<\/li>\n<li>An understanding of international perspectives on physical activity, sport and health education<\/li>\n<li>A lifelong interest in and enjoyment of physical activities as a participant<\/li>\n<\/ul>\n<p><a href=\"http:\/\/tashschool.org\/wp-content\/uploads\/2014\/10\/myp-brief_phys-health-ed_2015.pdf\">IBO MYP Physical and Health Education subject brief<\/a><\/p>\n<p><strong>Subject Specific Information<\/strong><br \/>\nAll students will be required to change into appropriate PE clothing (shorts, sweatpants, t-shirts) and appropriate footwear (tied up running shoes) with non-marking soles.\u00a0 All items must be recognizable sports attire. No jeans or beach-wear please. At the completion of class students will be given the opportunity to shower and must change clothes.<\/p>\n<p><strong>MYP Units<\/strong><\/p>\n<ul>\n<li>Grade 6: Invasion Games, Health and Fitness, Games Around the World, Court Games, Movement Composition<\/li>\n<li>Grade 7: : Invasion Games, Health and Fitness, Games Around the World, Court Games, Movement Composition<\/li>\n<li>Grade 8: Invasion Games, Health and Fitness, Striking Games, Court Games, Movement Composition<\/li>\n<li>Grade 9: Invasion Games, Health and Fitness, Striking Games, Court Games, Movement Composition<\/li>\n<li>Invasion Games, Health and Fitness, Striking Games, Court Games, Movement Composition<\/li>\n<\/ul>\n<p><strong>MYP Physical and Health Education Assessment Criteria<\/strong><br \/>\nThroughout the year, the students are assessed no less than twice per criteria, per semester. All criteria are graded out of eight.<\/p>\n<ul>\n<li>Criteria A: knowing and understanding<\/li>\n<li>Criteria B: planning for performance<\/li>\n<li>Criteria C: applying and performing<\/li>\n<li>Criteria D: reflecting and improving performance<\/li>\n<\/ul>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Sciences&#8221; _builder_version=&#8221;3.3.1&#8243; open=&#8221;off&#8221;]<strong>Science Department Philosophy<\/strong><br \/>\nThe Science Department at Tashkent International School believes that students should be provided with learning opportunities that engage them in an inquiry-based science education. We believe that the teaching and learning of scientific concepts and processes should be unified by providing a variety of experiences that include the consideration of moral, ethical, social, economic, cultural or environmental implications of using science and technology.<\/p>\n<p><strong>MYP Aims<br \/>\nThe aims of MYP sciences are to encourage and enable students to:<\/strong><\/p>\n<ul>\n<li>understand and appreciate science and its implications<\/li>\n<li>consider science as a human endeavor with benefits and limitations<\/li>\n<li>cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct<\/li>\n<li>explanations and judge arguments<\/li>\n<li>develop skills to design and perform investigations, evaluate evidence and reach conclusions<\/li>\n<li>build an awareness of the need to effectively collaborate and communicate<\/li>\n<li>apply language skills and knowledge in a variety of real-life contexts<\/li>\n<li>develop sensitivity towards the living and non-living environments<\/li>\n<li>reflect on learning experiences and make informed choices.<\/li>\n<\/ul>\n<p><a href=\"http:\/\/tashschool.org\/wp-content\/uploads\/2014\/10\/myp-brief_sciences_-2015.pdf\" target=\"_blank\" rel=\"noopener\">IBO MYP Sciences subject brief<\/a><\/p>\n<p><strong>The taught curriculum in sciences focuses on three main areas.<\/strong><\/p>\n<ul>\n<li>Scientific knowledge and understanding and its application<\/li>\n<li>The scientific process, leading from scientific inquiry and design through to processing and evaluating<\/li>\n<li>How students can reflect on the impact of scientific development<\/li>\n<\/ul>\n<p>Where achievable, students should always develop each of these areas in an active and practical learning environment.<\/p>\n<p><strong>Expectations<\/strong><\/p>\n<p>Students are expected to act in a way that supports and actively encourages the learning of all students in the school. In part, this will be seen by the following:<\/p>\n<ul>\n<li>Be respectful of all people and property;<\/li>\n<li>Be safe and maintain a safe attitude and environment;<\/li>\n<li>Come to class fully prepared with all materials and ready to learn;<\/li>\n<li>Leave the classroom clean and orderly;<\/li>\n<li>Ask for help early when you do not understand material or assignments; and<\/li>\n<li>Get instructions on missed class work and assignments from other class members.<\/li>\n<\/ul>\n<p><strong>Assessments criteria<\/strong><\/p>\n<p>Students will be assessed according to MYP guidelines. In science, 4 different assessment criteria are used:<\/p>\n<ul>\n<li>Criterion A: Knowing and understanding (max 8)<\/li>\n<li>Criterion B: Investigating (max 8)<\/li>\n<li>Criterion C: Processing and evaluation (max 8)<\/li>\n<li>Criterion D: Reflecting on the impacts of science (max 8)<\/li>\n<\/ul>\n<p><strong>MYP Units of Study<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td><strong>Grade<\/strong><\/td>\n<td><strong>Unit<\/strong><\/td>\n<\/tr>\n<tr>\n<td>6<\/td>\n<td>\n<ol>\n<li>Introduction to science: Scientific inquiry, safety and equipment<\/li>\n<li>Introduction to cells<\/li>\n<li>Energy and science fair<\/li>\n<li>Our place in the solar system<\/li>\n<li>Nutrition and digestion<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<tr>\n<td>7<\/td>\n<td>\n<ol>\n<li>Biomes<\/li>\n<li>Science fair<\/li>\n<li>Plate tectonics, waves, light and sound<\/li>\n<li>Introduction to atoms<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<tr>\n<td>8<\/td>\n<td>\n<ol>\n<li>Forces and motion<\/li>\n<li>Science fair<\/li>\n<li>Elements, compounds and mixtures<\/li>\n<li>DNA, genetics and reproduction<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<tr>\n<td>9<\/td>\n<td>\n<ol>\n<li>Uncertainties, measurement and basic data recording<\/li>\n<li>Heating and cooling<\/li>\n<li>Electricity<\/li>\n<li>Fundamentals of chemistry<\/li>\n<li>Chemical reactions<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<tr>\n<td>10<\/td>\n<td>\n<ol>\n<li>The Chemistry of life<\/li>\n<li>Evolution<\/li>\n<li>Everything is connected (biology)<\/li>\n<li>You cannot get something for nothing (physics and chemistry)<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>IB Diploma Programme Subject Aims<\/strong><br \/>\nBiology, chemistry and physics are offered at both standard and higher levels. Students choose one or two of the three disciplines to study for both years of the Diploma Programme.<\/p>\n<p>Through studying biology, chemistry or physics, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes these subjects.<\/p>\n<p>The aims enable students, through the overarching theme of the Nature of Science, to:<\/p>\n<ol>\n<li>\u00a0appreciate scientific study and creativity within a global context through stimulating and challenging opportunities<\/li>\n<li>\u00a0acquire a body of knowledge, methods and techniques that characterize science and technology<\/li>\n<li>\u00a0apply and use a body of knowledge, methods and techniques that characterize science and technology<\/li>\n<li>\u00a0develop an ability to analyse, evaluate and synthesize scientific information<\/li>\n<li>\u00a0develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities<\/li>\n<li>\u00a0develop experimental and investigative scientific skills including the use of current technologies<\/li>\n<li>\u00a0develop and apply 21st century communication skills in the study of science<\/li>\n<li>\u00a0become critically aware, as global citizens, of the ethical implications of using science and technology<\/li>\n<li>develop an appreciation of the possibilities and limitations of science and technology<\/li>\n<li>develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.<\/li>\n<\/ol>\n<p>Each of the International Baccalaureate Diploma courses in biology, physics and chemistry is a two year course that prepares students for IB Examinations. In addition to exams, the final marks will be determined by an internal assessment (IA), which consists of a single 10 hour individual investigation that is graded by the teacher and moderated by examiners from the IBO. All IB science courses have a strong emphasis on experimentation and the scientific method as a way of gaining knowledge and understanding.<\/p>\n<p>Students study at either Higher (HL) or Standard Level (SL). The main difference has to do with the time and depth of study required. Higher grades are also required of students in HL Subjects for earning the IB Diploma, for university acceptance and for the possibility of college credit.<\/p>\n<p><strong>Practical work and internal assessment<\/strong><br \/>\nAl three sciences require that students undertake a minimum amount of practical activitiy that supports the curriculum. For standard level students this is 40 hours and for higher level students this is 60 hours.<\/p>\n<p>The internal assessment requirements are the same for biology, chemistry and physics. The internal assessment, worth 20% of the final assessment, consists of one scientific investigation. The individual investigation should cover a topic that is commensurate with the level of the course of study.<\/p>\n<p>The group 4 project is an interdisciplinary activity in which all Diploma Programme science students must participate. The intention is that students from the different group 4 subjects analyse a common topic or problem. The exercise should be a collaborative experience where the emphasis is on the processes involved in, rather than the products of, such an activity.<\/p>\n<p><strong>IB Diploma Biology Course Content<\/strong><\/p>\n<p><strong>Core Topics for SL and HL<\/strong><\/p>\n<ul>\n<li>Topic 1 Cell Biology<\/li>\n<li>Topic 2 Molecular Biology<\/li>\n<li>Topic 3 Genetics<\/li>\n<li>Topic 4 Ecology<\/li>\n<li>Topic 5 Evolution and Biodiversity<\/li>\n<li>Topic 6 Human Physiology<\/li>\n<\/ul>\n<p><strong>Additional Topics for HL<\/strong><\/p>\n<ul>\n<li>Topic 7 Nucleic Acids<\/li>\n<li>Topic 8 Metabolism, Cell Respiration &amp; Photosynthesis<\/li>\n<li>Topic 9 Plant Biology<\/li>\n<li>Topic 10 Genetics and Evolution<\/li>\n<li>Topic 11 Animal Physiology<\/li>\n<\/ul>\n<p><strong>Option Syllabus content<\/strong><br \/>\nStudents must study one of the following options listed below<br \/>\nA. Neurobiology and behaviour<br \/>\nB. Biotechnology and bioinformatics<br \/>\nC. Ecology and conservation<br \/>\nD. Human physiology<\/p>\n<p><strong>IB Diploma Chemistry Course Content<\/strong><\/p>\n<p><strong>Core Topics for SL and HL<\/strong><\/p>\n<ul>\n<li>Topic 1 Stoichiometric relationships<\/li>\n<li>Topic 2 Atomic structure<\/li>\n<li>Topic 3 Periodicity<\/li>\n<li>Topic 4 Chemical bonding and structure<\/li>\n<li>Topic 5 Energetics\/thermochemistry<\/li>\n<li>Topic 6 Chemical kinetics<\/li>\n<li>Topic 7 Equilibrium<\/li>\n<li>Topic 8 Acids and bases<\/li>\n<li>Topic 9 Redox processes<\/li>\n<li>Topic 10 Organic chemistry<\/li>\n<li>Topic 11 Measurement and data processing<\/li>\n<\/ul>\n<p><strong>Additional Topics for HL<\/strong><\/p>\n<ul>\n<li>Topic 12 Atomic structure<\/li>\n<li>Topic 13 The periodic table\u2014the transition metals<\/li>\n<li>Topic 14 Chemical bonding and structure<\/li>\n<li>Topic 15 Energetics\/thermochemistry<\/li>\n<li>Topic 16 Chemical kinetics<\/li>\n<li>Topic 17 Equilibrium<\/li>\n<li>Topic 18 Acids and bases<\/li>\n<li>Topic 19. Redox processes<\/li>\n<li>Topic 20. Organic chemistry<\/li>\n<li>Topic 21. Measurement and analysis<\/li>\n<\/ul>\n<p><strong>Option Syllabus content<\/strong><br \/>\nStudents must study one of the following options listed below<br \/>\nA. Materials<br \/>\nB. Biochemistry<br \/>\nC. Energy<br \/>\nD. Medicinal chemistry<\/p>\n<p><strong>IB Diploma Physics Course Content<\/strong><\/p>\n<p><strong>Core Topics for SL and HL<\/strong><\/p>\n<ul>\n<li>Topic 1 Measurements and uncertainties<\/li>\n<li>Topic 2 Mechanics<\/li>\n<li>Topic 3 Thermal physics<\/li>\n<li>Topic 4 Waves<\/li>\n<li>Topic 5 Electricity and magnetism<\/li>\n<li>Topic 6 Circular motion and gravitation<\/li>\n<li>Topic 7 Atomic, nuclear and particle physics<\/li>\n<li>Topic 8 Energy production<\/li>\n<\/ul>\n<p><strong>Additional Topics for HL<\/strong><\/p>\n<ul>\n<li>Topic 9 Wave phenomena<\/li>\n<li>Topic 10 Fields<\/li>\n<li>Topic 11 Electromagnetic induction<\/li>\n<li>Topic 12 Quantum physics and nuclear physics<\/li>\n<\/ul>\n<p><strong>Option Syllabus content<\/strong><br \/>\nStudents must study one of the following options listed below<br \/>\nA. Relativity<br \/>\nB. Engineering physics<br \/>\nC. Imaging<br \/>\nD. Astrophysics<br \/>\n[\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Secondary Subject Departments General introduction to department AT TIS, three different Arts disciplines are offered: Music, Visual Art and Drama\/Theatre Arts. These Arts subjects offer students opportunities and experiences through which they are encouraged to develop a sense of self and an understanding of the complex world around them. The key skills of creative thinking, [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","advanced_seo_description":"","jetpack_seo_html_title":"","jetpack_seo_noindex":false,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/www.tashschool.org\/wp-json\/wp\/v2\/pages\/4856"}],"collection":[{"href":"https:\/\/www.tashschool.org\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.tashschool.org\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.tashschool.org\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.tashschool.org\/wp-json\/wp\/v2\/comments?post=4856"}],"version-history":[{"count":13,"href":"https:\/\/www.tashschool.org\/wp-json\/wp\/v2\/pages\/4856\/revisions"}],"predecessor-version":[{"id":16381,"href":"https:\/\/www.tashschool.org\/wp-json\/wp\/v2\/pages\/4856\/revisions\/16381"}],"wp:attachment":[{"href":"https:\/\/www.tashschool.org\/wp-json\/wp\/v2\/media?parent=4856"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.tashschool.org\/wp-json\/wp\/v2\/categories?post=4856"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.tashschool.org\/wp-json\/wp\/v2\/tags?post=4856"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}