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High School Curriculum
Our school curriculum reflects the broad community we
serve. Not able to meet the requirements of every national system which
our students represent, we do provide a comprehensive curriculum that
reflects the school’s mission.
The International Baccalaureate
Middle Years Programme (IBMYP) is a feature of grades 6-10 and
all students are involved. The International
Baccalaureate Diploma Programme is offered in grades 11 and 12,
and has worldwide recognition as excellent preparation for university.
Many universities give advanced placement for IB graduates.
The curriculum development process involves committees
represented by teachers who are experts in their disciplines. In consultation
with parents and administration, teachers design their courses with general
curricular goals in mind.
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Grading Systems and Policies
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Grades are a reflection of a student’s mastery
of subject content as determined through application, reinforcement,
homework, projects, quizzes, tests, and other means of effective
assessment. Academic grades should not include matters related
to discipline or matters other than mastery of subject content
and requisite skills. The IB Diploma exams have a sliding grade
boundary for each year and for each subject.
Grade Scale
7 or 6 Excellent
5 Good
4 Average
3 Poor
2 or 1 Failure
Some students may be subject to another grading
system because of individual circumstances.
P Progressing
U Unsatisfactory
Students passing a course (3 and above) receive
credit for the course. Those who fail a course (less than 3) receive
(0) credit.
Students in Grade 9 and 10 are assessed using
MYP criteria for each subject area. All teachers assess students
at the end of each quarter using these criteria. It is important
for both parent and students to understand the IB philosophy surrounding
criteria making. Each teacher will review the different criteria
used in their subject area at the start of each semester.
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ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) SUPPORT
PROGRAMME
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At UNIS more than 70% of our students identify English
as their additional or alternate language. Many of our students still
require some degree of language support as they pursue an education
in English. We are proud of our hard-working students; our aim is
to support them and encourage them in this challenging task. At UNIS
we believe that we are ALL language learners for life.
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EAL Courses
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EAL Content Support 9 and 10
2 semester course (1 credit) |
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Grade 9 and 10 Intermediate level EAL students
are grouped by grade level during the Language B (Foreign
Language) block. These EAL classes use the content of the
curriculum, particularly the Humanities and Science curricula,
as the vehicle through which students develop their social
and academic English language knowledge and skills in speaking,
listening, reading, writing and media literacy -viewing and
presenting. Assessment is formative but an overall grade
is given based on Language B Foundation criteria –modified
Typically these are students who have had some English
language study, often in the form of English as a foreign
language
in their home country school system.
FEE PAYING |
EAL English 9 & 10
2 semester course (1 credit) |
Grades 9 and 10 EAL Support students are also grouped
by grade level during the Language A block. These classes
focus on extending and developing students’ social
and academic English language knowledge and skills, from
whatever level the student enters these classes.
NON-FEE PAYING
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Assessment Criteria for
EAL English 9 and 10:
Language B Foundation Level
Modified |
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Speaking and Listening- message and
interaction
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Speaking- language
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Writing- message and organization
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Writing- language
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Reading comprehension
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EAL Students' Grading Scale
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Students who are identified as beginner
or intermediate EAL students have some of their classes in
which content and expectations may be modified to accommodate
their language proficiency. In order to clearly and fairly
communicate EAL students’ academic progress and achievement
in subject classes, the following grade scale may be used
for the Middle Years Programme: 7,6,5,4, P and U.
The grades of 7,6,5 and 4 would indicate that the student’s
academic achievement is equivalent, in conceptual understanding,
knowledge and skills, to that of the other students in the
class. Teachers can assign 7,6,5 or 4 grades to students
even if the quantity or quality of material produced is modified
to account for the increased challenge students face working
in an additional language. However, if students’ academic
achievement is not at least of a 4 level, the teacher can
assign an P or U grade. The P grade would indicate a teacher’s
satisfaction with the student’s progress, and a U grade
would indicate that the progress made is not satisfactory.
Students receiving a 7,6,5,4 or P grade would receive credit
for the course.
P Modified
grade for students who are identified as Beginner or Intermediate
EAL students. Due to the difficulties of learning in an additional
language, comprehension and application of some material
may only meet the lower levels of MYP criteria. Written work
may contain frequent errors of language form e.g. of grammar/syntax,
punctuation/spelling, and be limited by a narrow vocabulary..
However, evidence of higher order thinking skills, creativity,
initiative and developing language skills are demonstrated.
Attitude and cooperation are appropriate. Improvement is
observable and measurable.
U Modified
grade for students who are identified as Beginner or Intermediate
EAL students. Due to the difficulties of learning in an additional
language, comprehension and application of most material
may only meet the lower levels of MYP criteria. Has difficulty
in understanding required knowledge and skills even with
EAL Content Support. Work in general areas does not meet
the minimum requirements. Initiative is usually not evident.
Attitude and cooperation may be apathetic or neutral.
PLEASE NOTE: The
P and U grading modification will be used for those students
who are fee-paying EAL students.
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Exam Dictionary Procedure for EAL
students
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Electronic dictionaries are never allowed in examination
rooms, but it is our policy to let EAL Content Support
students use paper dictionaries for translation. However,
we would prefer that they do not spend a lot of time consulting
a dictionary in exams, because this goes against one of
our main learning objectives, which is ‘learning
to tolerate not knowing every word of a text’, On
the other hand, we appreciate that a dictionary helps with
both language and confidence, although in some exams a
dictionary may not be allowed as it is at the discretion
of the teacher setting the exam e.g. when exams specifically
test vocabulary no dictionaries will be allowed.
To encourage personal responsibility and organization,
all EAL students should provide their own paper dictionaries;
both Mother Tongue to English and English to Mother Tongue
are recommended, either in one volume or two All paper
dictionaries will be checked and confirmed as appropriate
by the EAL department.
Timed Exams: Students who are designated as EAL students
may have an additional period of time (20 minutes) to
use their dictionary and complete exams that are heavy
on reading.
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