MYP Subject Groups

Subjects studied

M1-M3: English, French and Swahili
M4-M5: English. Either French OR Swahili.

Minutes per week

English A or English B: 200 min per week
French B: M1-M3 180 min per week, M4-M5 200 min per week
French A: Variable depending on class
Swahili: M1-M3 80 min per week, M4-M5 200 min per week

Teachers in 2008/09

Moshi
English: M1 - Emily Vient
English: M2, M4 and M5 - Joe Wright
English: M3 - Carol Dawson
ESL: Emily Vient
French A: Anne-Carole Laborde
French B: M1-M3 Anne-Carole Laborde
French B: M4-M5 Rachel Tariolle
Swahili: M1-M3 Nainkwa Mvungi, Anna Malya and Joyce Semiono
Swahili: M4 Nainkwa Mvungi, M5 Anna Malya

Arusha

Language A

Language A is defined as the student's best language. It is typically but not necessarily the language of instruction in the school, and is obviously fundamental to the curriculum as it crosses the boundaries of the traditional disciplines. It is the basic tool of communication in the sense of enabling one to understand and to be understood, and to establish one's own identity. Language is also the avenue by which one gains access to literature and thereby to the cultural treasury of civilization. The Middle Years Programme thus distinguishes between the instrumental function of language when it emphasizes listening, viewing, speaking, reading and writing skills, and the study of literature, which encompasses a variety of periods and genres.

Language A Assessment Criteria

Criterion A: Content
Maximum 10
This criterion refers to the student's ability to demonstrate: an awareness of the function of language A through critical and creative writing; an understanding of the works studied; and an effective response to literature.

Criterion B: Organisation
Maximum 10
This criterion covers the student's ability to: express ideas with clarity and coherence; structure arguments in a sustained and logical fashion; and support these arguments with relevant examples.

Criterion C: Style and Language Usage
Maximum 10
This criterion refers to the student's ability to use language for a variety of purposes, including description, analysis and persuasion. Appropriate register and language should be chosen, according to intention and audience.

Language B

Language B, an additional modern language, similarly plays a double role. It is the means by which one communicates with another linguistic community and the gateway to the understanding of another culture. For MYP purposes, the study of a language B should represent a genuine encounter with something new to the student. It fosters communication skills and the appreciation of other cultures, increasing the students'self-knowledge and their knowledge of the world. The teaching and learning of a language B, a modern language in addition to one's own, is a compulsory aspect of the MYP in every year of the programme.

Language B Levels
There are three levels for certification in MYP language B. These are:

language B advanced
language B standard
language B foundation.

Please note that students taking two languages A are not obliged to take a language B in addition.

Language B advanced
Students being registered for certification in their final MYP year for language B advanced will show a high level of competence in the language B, but will not yet be ready to undertake the language as language A. Students'higher level of competence may be the result of prior exposure to the language, being able to access the language in the host community, or other special circumstances. Language B advanced students are those who need a greater challenge than that offered through language B standard.

Aiming for the MYP language B advanced level would be good preparation for the Diploma Programme language A2 course.

Language B standard
Students being registered for certification in their final MYP year for language B standard will have studied the language B for the five years of the MYP (or four years for schools taking the four-year option), and typically will have had little or no formal instruction, and will not be proficient in the language before starting the course.

Aiming for the MYP language B standard level would be good preparation for the Diploma Programme language B course.

Language B foundation
It is a requirement that language B is taught in MYP schools in every year of the programme. Schools are not permitted to allow students to complete only two or three years of language study within the MYP. However, the language B foundation level may be necessary for students who have not studied the same language B for the entire five years of the MYP, due to school transfer or other special circumstances. The language B foundation level may also be helpful for schools undertaking the programme flexibility option, particularly those schools implementing the MYP in the two years preceding the Diploma Programme (DP).

Students being registered for certification in their final MYP year for language B foundation will have studied the language for approximately two years and will have a basic level of competence in the language by the end of the MYP. Aiming for the MYP language B foundation level may in some cases prepare students for the DP language B course at standard level. In other cases, students may opt for the DP language ab initio course in a different language such as Swahili.

Language B Assessment Criteria

Foundation Level
Criterion A: Speaking and listening - message and interaction
Maximum 8
To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?
To what extent can the student:

request and/or provide information as appropriate to the task
understand and respond to questions and statements
present their ideas, giving details where appropriate
demonstrate the ability to maintain a coherent and flowing conversation?

Criterion B: Speaking - language
Maximum 8
To what extent does the student show the ability to use the language effectively and accurately?
To what extent can the student:

use clear pronunciation and/or intonation
correctly use a range of vocabulary
correctly use a range of grammatical structures?

Criterion C: Writing - message and organization
Maximum 8
To what extent does the student show the ability to communicate, organize and support relevant ideas?
To what extent can the student:

provide information and ideas
develop ideas
use a format and structure appropriate to the task to organize the work?

Criterion D: Writing - language
Maximum 8
To what extent does the student show the ability to use the language effectively and accurately?
To what extent can the student:

correctly use a range of vocabulary
correctly use a range of grammatical structures
show accuracy in spelling or writing of characters?

Criterion E: Reading comprehension
Maximum 16 (8 x 2)
To what extent does the student show the ability to comprehend a piece of writing in the target language?
To what extent can the student:

identify specific factual information
identify main ideas and supporting details
draw conclusions?

Standard Level
Criterion A: Oral communication - message and Interaction
Maximum 8
To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?
To what extent can the student:

communicate information, ideas and opinions
respond and react to questions and ideas (familiar and spontaneous situations)
contribute to the conversation and engage actively
maintain a flow of ideas and a logical continuity in the conversation?

Criterion B: Oral communication - language
Maximum 8
To what extent does the student show the ability to use the language effectively and accurately?
To what extent can the student:

use clear pronunciation and/or intonation
correctly use a range of vocabulary
correctly use a range of grammatical structures?

Criterion C: Writing - message and organization
Maximum 8
To what extent does the student show the ability to communicate, organize and support relevant ideas?
To what extent can the student:

provide information and ideas
develop ideas
use a format and structure appropriate to the task to organize the work?

Criterion D: Writing - language
Maximum 8
To what extent does the student show the ability to use the language effectively and accurately?
To what extent can the student:

correctly use a range of vocabulary
correctly use a range of grammatical structures
show accuracy in spelling or writing of characters
write with a particular audience in mind?

Criterion E: Reading comprehension
Maximum 16 (8 x 2)
To what extent does the student show the ability to comprehend a piece of writing in the target language?
To what extent can the student:

identify both stated and implied information
identify main ideas and supporting details
draw conclusions and recognize implied opinions and attitudes
identify aspects of format and style?

Advanced Level
Criterion A: Oral communication - message and Interaction
Maximum 8
To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?
To what extent can the student:

communicate information, ideas and opinions
respond and react in a sophisticated manner to questions and ideas (familiar and spontaneous situations)
contribute to the conversation and engage actively
maintain a flow of ideas and a logical continuity in the conversation?

Criterion B: Oral communication - style and language use
Maximum 8
To what extent does the student show the ability to use the language effectively and accurately?
To what extent can the student:

use clear pronunciation and/or intonation
correctly use a range of vocabulary
correctly use a range of grammatical structures
show the ability to adapt register and style of language to the situation?

Criterion C: Writing - message and organization
Maximum 8
To what extent does the student show the ability to communicate, organize and support relevant ideas?
To what extent can the student:

provide information and ideas
respond to the topic in a sophisticated manner and develop ideas
use a format and structure appropriate to the task to organize the work?

Criterion D: Writing - style and language use
Maximum 8
To what extent does the student show the ability to use the language effectively and accurately?
To what extent can the student:

correctly use a range of vocabulary and idiom
correctly use a range of grammatical structures and syntax
show accuracy in spelling or writing of characters
write with a particular audience in mind?

Criterion E: Text interpretation
Maximum 16 (8 x 2)
To what extent does the student show the ability to comprehend a piece of writing in the target language?
To what extent can the student:

identify both stated and implied information
identify main ideas and supporting details
draw conclusions, infer information and recognize implied opinions and attitudes
interpret aspects of style?