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Grade 10

Parent Overview

Grade 10 Brochure

Grade 10 Experience at HIS

Students in grade 10 have opportunities to develop their knowledge and understanding within a variety of courses and experiences. They are tasked with learning many topics, demonstrating mastery of content, and applying that content in new areas. Students also are expected to join after school activities including sports teams, creative experiences, and clubs that enrich their personal and social lives. The information below demonstrates the opportunities and courses available to students.

Curricular Program

Language and Literature

Students can choose between English or Chinese Language and Literature courses. In this course, students develop critical, creative, and personal approaches to studying literary and non-literary texts. The class addresses the concepts of Communication, Creativity, Connections, and Perspective through studies in language and literary texts. Students demonstrate their understanding through formative and summative assessments that represent the criteria posted below in blue font. Units for the course are listed below and can be accessed on Managebac. 

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Unit Overviews for English Language and Literature

SHORT STORIES WITH STYLE

Key Concept:   Communication
Related Concepts:  Style, self-expression, theme
Global Contexts:  Personal and cultural expression
Skills: Analyzing author's writing style, close-reading, creative writing
Resources: Assorted short stories

PERSUASION

Key Concept:  Communication
Related Concepts:  Audience imperatives, purpose, context, style
Global Contexts:  Fairness and development
Skills: Analysing and use of rhetorical devices, fallacies, writing persuasive speeches
Resources: Assorted ads and speeches

ASSESSMENT CRITERIA

 

A: ANALYZING

 

B: ORGANIZING

 

C: PRODUCING TEXT

 

D: USING LANGUAGE

TRAGEDY

Key Concept:  Creativity
Related Concepts:  Audience imperatives, self-expression, genres, style
Global Contexts:  Identities and relationships
Skills: Analyzing how meaning is constructed, discussion skills, interpreting words on the page to stage
Resources: W. Shakespeare's Macbeth

NOVEL

Key Concept:  Communities
Related Concepts:  Character, point of view, setting, theme
Global Contexts: Orientation in time and space
Skills: Literary analysis, close reading, analytical essay writing
Resources: C. Achebe's Things Fall Apart

English Language and Literature Grade 10
Teacher: Ms. Marisa Confait
Email: mconfait@his-china.org
Managebac: https://his-china.managebac.cn

Unit Overviews for Chinese Language and Literature

WORLD DRAMA STUDY

Key Concept:  Creativity
Related Concepts:  Theme, character
Global Contexts:  Identities and relationships
Skills: Understanding characters and expressing motivations
Resources: Dramas from W. Shakespeare and H. Ibsen

 

NOVEL

Key Concept:  Perspective
Related Concepts:  Character and purpose
Global Contexts:  Identities and Relationships
Skills: Analytical reading and writing
Resources: Dream of Red Chamber

ASSESSMENT CRITERIA

 

A: ANALYZING

 

B: ORGANIZING

 

C: PRODUCING TEXT

 

D: USING LANGUAGE

ANCIENT POETRY

Key Concept:  Connection
Related Concepts:  Self-Expression, structure
Global Contexts:  Personal and Cultural Expression
Skills:  Analysis, close reading, and explaining literary features
Resources: Poetry from Su Dongpo, Li Qingzhao, Xin Qi Ji

LANGUAGE AND GENDER

Key Concept:  Communication
Related Concepts:  Audience and purpose
Global Contexts:  Fairness and development
Skills: Social and communication skills
Resources: Advertisements, commercials and news stories

Chinese Language and Literature Grade 10
Teacher: Ms. Jenny Wang
Email: jwang@his-china.org
Managebac: https://his-china.managebac.cn

Mathematics

This is a program that  gives all students a sound knowledge of basic mathematical principles while allowing them to develop the skills needed to meet the objectives of the course. Students are challenged to make connections of mathematics to real-world situations and recognize mathematical patterns through investigations. The course explores the concepts of Form, Relationships, and Logic using the assessment criteria listed below in blue font. Units for the course are listed below and can be accessed on Managebac.

Unit Overviews for Mathematics

PATTERN, ALGEBRA & QUADRATIC EQUATIONS

Key Concept:  Relationships
Related Concepts:   Model, pattern
Global Contexts:  Scientific and technical innovation
Skills: Investigating the underlying patterns in systems, models, methods; products, processes and solutions.
Resources: Haese & Harris textbook 

STATISTICS & PROBABILITY

Key Concept:  Logic
Related Concepts:  Justification, Representation
Global Contexts:  Scientific & Technical Innovation
Skills: Justify decisions through interactions
Resources: Haese & Harris text, math resources

QUADRATIC, EXPONENTIAL, & LOGARITHMIC FUNCTIONS

Key Concept:  Form
Related Concepts:  Generalization, model, pattern
Global Contexts:  Scientific & technical innovation
Skills: Recognizing underlying patterns and generalizations

ASSESSMENT CRITERIA

 

A: KNOWING AND UNDERSTANDING

 

B: INVESTIGATING PATTERNS

 

C: COMMUNICATING

 

D: APPLYING MATHEMATICS IN REAL WORLD CONTEXTS

MEASUREMENT & DEDUCTIVE GEOMETRY

Key Concept:  Relationships
Related Concepts:  Measurement, space
Global Contexts:  Scientific & technical innovation
Skills: measuring relationships​ between points and objects in space
Resources: Haese & Harris textbook
 

GEOMETRY & TRIGONOMETRY

Key Concept:  Relationships
Related Concepts:  Measurement & space
Global Contexts:  Scientific & technical innovation
Skills:  Understanding systems, models, methods, products, processes and solutions
Resources: Haese & Harris textbook

Mathematics Grade 10
Teacher: Mr. Andrew Riege
Email: ariege@his-china.org
Managebac: https://his-china.managebac.cn

Science

This course keeps inquiry as the foundation of teaching and learning. Students work independently and collaboratively to investigate topics through research, experimentation, and observation.  Students also explore the connections between science and every day life. The concepts addressed throughout the year include the ideas of Change, Relationships, and Systems. In Grade 10, students study topics of Biology, Environmental Science, and Physics using the assessment criteria listed below.

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Unit Overviews for Science

FORCES & MOTION

Key Concept: Change
Related Concepts:  Form, movement
Global Contexts:  Orientation in space and time
Skills: Using open inquiry and experimentation to develop an understanding of the main concepts, and using mathematical skills for practical use.
Resources:  Lab equipment, calculator

NUTRITION

Key Concept: Change
Related Concepts:  Energy, interaction
Global Contexts:  Identities & relationships  
Skills: Interpreting graphs, writing full lab reports
Resources: body model, lab equipment

GENETICS

Key Concept: Form
Related Concepts:  Environment, function
Global Contexts:  Identities and relationships
Skills: Conducting genetic crosses, working out probabilities
Resources: Computer and internet resources

RESPIRATION & CIRCULATION

Key Concept: Systems
Related Concepts:  Balance, energy
Global Contexts:  Identities and relationships
Skills: Measuring, planning controlled experim.
Resources: Skeleton, body model, lab equipment

ASSESSMENT CRITERIA

 

A: KNOWING & UNDERSTANDING

 

B: DESIGNING & INQUIRING

 

C: PROCESSING & EVALUATING

 

D: REFLECTING ON THE IMPACTS OF SCIENCE

 

CELL BIOLOGY

Key Concept: Systems
Related Concepts:  Function, interaction
Global Contexts:  Orientation in space and time
Skills: Making and using slides, drawing biological specimens
Resources:  Microscopes, slides

ECOLOGY & ENVIRONMENT

Key Concept:  Communities
Related Concepts:  Environment, interaction
Global Contexts:  Globalization and sustainability
Skills: Constructing and interpreting food webs, scientific writing, writing an essay
Resources: internet resources, computer, lab equipment

ENERGY, WORK, & MACHINES

Key Concept:  Development
Related Concepts:  Consequences, energy
Global Contexts:  Scientific & technical innovation
Skills: Planning and carrying out full lab reports, mathematical skills
Resources: Lab equipment

Science Grade 10
Teacher: Dr. Thomas Jenner
Email: tjenner@his-china.org
Managebac: https://his-china.managebac.cn

Social Studies

In this course, students are challenged to respect and understand the world from historical, geographical, social, economic, religious, and cultural perspectives. Through explorations that discuss the impact of these approaches on the individual, society and environment, the course approaches concepts of Change, Global Interactions, Systems, Time, Place, and Space. Grade 10 students focus specifically on units in Economics, World History, and Contemporary Social Problems. The assessment criteria are listed below. The units are posted as an overview and can be accessed on Managebac.

Grade 10 Social Studies class

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Unit Overviews for Social Studies

MACRO-ECONOMICS

Key Concept: Systems
Related Concepts:  Causality
Global Contexts:  Globalization and sustainability
Topic Area: Economics
Skills: Investigating the patterns of decision making processes and consequences for society
Resources: Economics textbook and real world examples

GLOBALIZATION: COLONIES & EMPIRES

Key Concept: Global Interaction
Related Concepts:  Causation, consequence, significance, and perspective
Topic Area: History and Geography
Global Contexts:  Globalization and sustainability
Skills: Researching and presenting evaluations of motive
Resources: Text books, maps, primary source documents

ASSESSMENT CRITERIA

 

A: KNOWING & UNDERSTANDING

 

B: INVESTIGATING

 

C: COMMUNICATING

 

D: THINKING CRITICALLY

INFLUENTIAL IDEAS PART II

Key Concept: Change
Related Concepts:  Causality, choice, governance
Global Contexts:  Identities and relationships
Topic Area: Integrated humanities (economics, history, philosophy, and political science
Skills: Understanding, Interpreting and analyzing documents and ideas. Making judgements based on historical evidence. Synthesis: Applying knowledge to new events and circumstances
Resources: Primary and secondary source documents (various text books, documents, and original writings)

WORLD WAR I

Key Concept: Time, place, and space
Related Concepts:  Innovation and revolution, perspective, and power
Global Contexts:  Scientific & technical innovation
Skills: Researching perspectives of historical events, and make judgments on evidence. Essay writing skills.
Resources: Primary source documents and historiography

Social Studies Grade 10
Teacher: Mr. Terry Strombeck
Email: tstrombeck@his-china.org
Managebac: https://his-china.managebac.cn

Language Acquisition

Students can choose a language pathway that best fits their mother tongue and language needs. With language classes for native speakers and speakers of other languages, the phases of instruction match student levels. Students can take courses in Chinese, Spanish, or English language acquisition. 

Students are expected to develop competence in multiple languages while gaining respect for cultural perspectives that relate to the languages learned. At HIS, students can choose from Chinese or Spanish courses to develop their skills as multilingual learners. Various levels are offered for student growth in concepts of Connections, Creativity, and Culture. In Grade 10, students can learn Chinese from phase 2 - 6 and Spanish from phase 2-4. Assessments will utilize the criteria posted in blue below. 

Understanding the Phases of Language Acquisition

In Language Acquisition, teaching and learning is organized into six phases. These phases do not correspond to particular age groups or MYP year levels, and students do not necessarily begin in phase 1 – they can begin at any phase, depending on their prior experiences, and may exit from any phase on the continuum.

When planning the language acquisition curriculum at HIS, teachers decide the most suitable phase in which to place individual students from a wide-ranging evaluation of the student's ability in all four language skill areas: reading, writing, speaking, and listening. Our phases are grouped into three classes: phase 1 and 2 (beginners), phase 3 and 4 (intermediate), and phase 5 and 6 (advanced) *

A general overview of the attainment profile of a student at the transition points between the phases is provided below:

Phase 1 & 2 students should:

  • understand and respond to simple spoken and written texts
  • identify messages, facts, opinions, feelings and ideas presented in oral, visual and written language
  • demonstrate their comprehension in short oral and written form
  • interact to share information in a limited range of familiar situations using basic language appropriate to a limited range of interpersonal and cultural contexts
  • be aware that language varies according to purpose and audience

Phase 3 & 4 students should: 

  • understand and respond to a variety of spoken and written texts
  • interpret specific information, main ideas and some detail presented in complex oral, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed
  • engage in conversation and write structured text to share informative and organized ideas on topics of personal interest and global significance, in arrange of interpersonal and cultural contexts
  • communicate substantial information containing relevant and developed ideas and justified opinions on events, experiences and some concepts explored in class​
  • identify aspects of format and style, and speak and write with a clear sense of audience and purpose

Phase 5 & 6 students should: 

  • analyze specific information, ideas, opinions and attitudes presented in oral, visual and written language
  • draw conclusions, infer information and recognize implied opinions and attitudes
  • respond and react to questions and ideas in a range of spoken, visual and written texts
  • engage actively in conversations in social and some academic situations to contribute substantial information containing relevant and focused ideas supported by examples and illustrations.
  • organize information and ideas into a clear and effective structure to express their understanding and opinions on topics of personal interest and global significance. Interpret and  adapt aspects of format, register and style of language

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Unit Overviews for Language Acquisition

SCHOOL LIFE

Key Concept:  Communication
Related Concepts:  Message, function, context
Global Contexts:  Orientation in space and time
Skills: Accessing a range of spoken, written, and visual texts for  communicating with others
Resources: Vocabulary, articles, and reading passages
 

IMMIGRATION

Key Concept:  Connection
Related Concepts:  Audience, purpose, conventions
Global Contexts:  Orientation in space and time, fairness and development
Skills: Understanding how language changes due to cultural influences, purposes, and audience needs
Resources:  Vocabulary, articles, and reading passages, student dialogues

ASSESSMENT CRITERIA

A: COMPREHENDING SPOKEN AND VISUAL TEXT

B: COMPREHENDING WRITTEN AND VISUAL TEXT

C: COMMUNICATING IN RESPONSE TO SPOKEN / WRITTEN / VISUAL TEXT

D: USING LANGUAGE IN SPOKEN OR WRITTEN FORM

ADAPTING

Key Concept: Culture
Related Concepts:  Meaning, empathy, and point of view
Global Contexts:  Identities and relationships
Skills: Articulating identity formation, self-esteem, status, role models, personal efficacy, attitudes, and motivations
Resources: Vocabulary, articles, and reading passages

ENTERTAINMENT

Key Concept: Creativity
Related Concepts:  Word choice, form, patterns
Global Contexts:  Personal and cultural expression
Skills: Researching and presenting cultural elements in arts, crafts, and the creative process 
Resources:  Vocabulary, articles, and reading passages

Design

As a link between innovation and creativity the Design course encourages students to explore problems and potential solutions available for them. Using the Design Cycle as the foundation for the course, students use imagination, creativity, research, and collaboration to achieve their final products. The course focuses on key concepts of Communication, Communities, Development, and Systems. In Grade 10, students gain insight to the ethical and cultural implications of product design using the topics of cooking, fashion, and technology. One unit is left undefined; this allows for an adaptive response to a global event or class specific interest. The course uses the assessment criteria posted below for feedback and guidance. The units can be accessed on Managebac for updated information and specific assessments. 

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Unit Overviews for Design

SMART WEAR

Key Concept:  Connections
Related Concepts:  Form and function
Global Contexts:  Scientific & technical innovation
Skills: Exploration of emerging tech markets, solving issues with wearable tech
Resources: Individual research, documentaries, individualized designs

RESPONSIVE DESIGN

Key Concept:  Undefined
Related Concepts:  Individually determined
Global Contexts:  Individually determined
Skills:  Systems, models, methods; products, processes and solutions, collaboration, design cycle
Resources:  Individually required materials

ASSESSMENT CRITERIA

 

A: INQUIRING & ANALYZING

 

B: DEVELOPING IDEAS

 

C: CREATING THE SOLUTION

 

D: EVALUATING

RECIPE GUIDE

Key Concept:  Communication
Related Concepts:  Evaluation, emulation
Global Contexts:  Personal and cultural expression
Skills: Understanding cultural norms, cooking and video crafting
Resources:  Researched exemplars, parents, family members' recipes

RECYCLED FASHION

Key Concept: Form
Related Concepts:  Adaptation and resources
Global Contexts:  Personal and cultural expression
Skills: Crafting, building, creating, transfer, use of recycled materials
Resources: Researched exemplars, found and purchased materials for individual designs

Design Grade 10
Teacher: Mr. Matthew Tupper
Email: mtupper@his-china.org
Managebac: https://his-china.managebac.cn

Arts

Students are encouraged to think creatively, develop artistic skills and  use their imaginations. In Grade 10, students can choose between Visual Arts, Music, or Drama for a year-long course, which meets twice a week. Student exhibitions and performances are required. 

High School Drama

In a combined grade 9 & 10 class, Drama students are encouraged to think creatively, develop artistic skills, use their imaginations, see other perspectives, reflect on the context of art, and make connections between investigation and practice. The art courses focus on the concepts of Aesthetics, Change, Communication, and Identity. This course is an in-depth look at all aspects of acting in the modern world. Summative assessments will lead to student run productions at Arts nights and Coffee House performances and will be assessed according to the criteria listed below:

High School Drama

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Unit Overviews for High School Drama

ALONE ONSTAGE

Key Concept: Perspectives
Related Concepts: Causality
Global Contexts: Identities and relationships
Skills: Analyzing text, deriving meaning, exploring motivation, and creating character
Resources: Various monologues

SCENE WORK


Key Concept: Communication
Related Concepts: Boundaries and role
Global Contexts: Personal and cultural expression
Skills: Applying character building skills from Unit 1; exploring objectives, obstacles and tactics, creating believable realities
Resources: Various scripts
 

STAGING

Key Concept: Systems
Related Concepts: Composition, interpretation
Global Contexts: Presentation
Skills: Stage management, design
Resources: Stage Manager's Handbook

ASSESSMENT CRITERIA

 

A: KNOWING AND UNDERSTANDING

 

B: DEVELOPING SKILLS

 

C: THINKING CREATIVELY

 

D: RESPONDING

PLAYWRITING

Key Concept:  Communication
Related Concepts:  Composition and narrative
Global Contexts:  Orientation in Space and Time
Skills: Storytelling, transfer, writing, analysis
Resources: Pixar shorts, Artistotle's Poetics

FILM

Key Concept:  Form
Related Concepts:  Composition, expression, interpretation
Global Contexts:  Orientation in space and time
Skills: Acting for screen, transfer, sequencing, analysis, and emulation
Resources: Silent films, Foley shorts, clips from current movies

High School Drama
Teacher: Mr. Matthew Tupper
Email:mtupper@his-china.org
Managebac: https://his-china.managebac.cn

High School Music

The combined grade 9 & 10 High School Music course extends the creative thinking, skill development, reflections on the context of music, knowledge, and understanding established in the previous year. Students will continue to present their learning and growth through performances, and will explore the concepts of Aesthetics, Change, Communication, and Identity through the following units. Student exhibitions and performances are required to complete the assessment criteria listed below.

High School Music

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Unit Overviews for High School Music

DISSONANCE IN WESTERN CLASSICAL MUSIC

Key Concept:  Change
Related Concepts:  Form, Genre
Global Contexts:  Orientation in time and space
Skills: Dissecting key theoretical elements of historical genres and styles of European classical music
Resources: Various musical pieces, instruments

 

SKILL BUILDERS

Key Concept:  Communication
Related Concepts:  Audience, role
Global Contexts:  Globalization and sustainability 
Skills: Building and sustaining skills on their applied instruments, with the goal of presenting a cohesive ensemble performance
Resources: Musical instruments and sheet music

ASSESSMENT CRITERIA

 

 

A: KNOWING AND UNDERSTANDING

 

B: DEVELOPING SKILLS

 

C: THINKING CREATIVELY

 

D: RESPONDING

MUSIC THEATRE

Key Concept:  Relationships
Related Concepts:  Expression, role
Global Contexts:  Identities and relationships
Skills: Researching the social impacts of the musical genre and presenting a concert program to highlight a specific social issue
Resources: Internet access, various musical exemplars

 

PERFORMANCE

Key Concept:  Aesthetics
Related Concepts:  Style, play
Global Contexts:  Personal and cultural exploration
Skills: Refining their performances through individual progress through group ensemble performance, highlighting the refinement process obtained throughout the year
Resources: Musical instruments and sheet music

High School Music
Teacher: Mr. Kyle Kresge
Email: kkresge@his-china.org
Managebac: https://his-china.managebac.cn

High School Visual Arts

The combined grade 9 & 10 Visual Arts class focus on the concepts of Aesthetics, Change, Communication, and Identity. In the Visual Arts course, students are encouraged to think creatively, develop artistic skills, use their imaginations, see other perspectives, reflect on the context of art, and make connections between the investigation and the practice. Student exhibitions are required to complete the assessment criteria listed below.

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Unit Overviews for High School Visual Arts

COMMUNICATING THROUGH ART

Key Concept:  Communication
Related Concepts:  Audience and expression
Global Contexts:  Personal and cultural expression
Skills: Communicating, organizing, reflecting, creative thinking
Resources: Individualized art materials based on student projects 

MULTIMEDIA

Key Concept: Change
Related Concepts:  Justification, representation
Global Contexts:  Scientific & technical innovation
Skills: Printmaking, stenciling, collage, 3-D installations
Resources: Individualized art materials based on student project requirements

ASSESSMENT CRITERIA

 

 

A: KNOWING AND UNDERSTANDING

 

B: DEVELOPING SKILLS

 

C: THINKING CREATIVELY

 

D: RESPONDING

SELF PORTRAITURE

Key Concept: Identity
Related Concepts:  Composition, interpretation, representation
Global Contexts:  Personal and cultural expression
Skills: Painting techniques and framing of image
Resources: Individualized art materials based on student projects

PERSONAL EXPRESSION

Key Concept:  Aesthetics
Related Concepts:  Composition, interpretation, representation
Global Contexts:  Personal and cultural expression
Skills: Based on student choice of media
Resources: Individualized art materials based on student project requirements 

High School Visual Arts
Teacher: Mrs. Jamie Sanchez
Email: jsanchez@his-china.org
Managebac: https://his-china.managebac.cn

Physical and Health Education

Giving students an opportunity to understand and appreciate the value of being physically active and making healthy life choices is an important part of high school. Students will learn about and learn through physical activity in the PE portion of the course, which meets twice a week, while they explore health and wellness issues through the Health portion of the course, which meets once a week. Combined, the course addresses the concepts of Change, Communication, Development, and Relationships. The assessment criteria are listed below:

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Physical and Health Education Unit Overviews

PHYSICAL FITNESS

Key Concept:  Development
Related Concepts:  Balance, choice, function
Global Contexts:  Scientific & technical innovation
Topic Area: Physical Education
Skills: Developing physical fitness principles while undertaking a personalized training 
Resources: PE Equipment and fitness plan

NET GAMES & INVASION GAMES

Key Concept:  Change
Related Concepts:  Environment, systems, movement
Global Contexts: Fairness and development
Topic Area: Physical Education
Skills: Demonstrating and applying a range of skills and techniques effectively using movement concepts, analyzing and applying information to perform effectively
Resources: PE equipment, audio visual devices, student plans and reflective elements

ASSESSMENT CRITERIA

 

A: KNOWING & UNDERSTANDING

 

B: PLANNING FOR PERFORMANCE

 

C: APPLYING & PERFORMING

 

D: REFLECTING & IMPROVING PERFORMANCE

NUTRITION

Key Concept: Change 
Related Concepts:  Choice, environment, energy
Global Contexts:  Identities and relationships
Topic Area: Health
Skills: Understanding energy balance, investigating external influences, creating healthy eating plans
Resources: Nutrition education materials, meal planning logs, student reflections

AQUATICS

Key Concept:  Development
Related Concepts:  Choice, Systems
Global Contexts:  Scientific & technical Innovation
Topic Area: Physical Education
Skills: Developing effective decision-making, swimming technique, life-saving certification 
Resources: Swimming pool, Red Cross life saving resources, CPR resources, First Aid resources

High School Physical and Health Education
Teacher: Mr. Filipe Nogueira
Email: fnogueira@his-china.org
Managebac: https://his-china.managebac.cn

High School Physical and Health Education
Teacher: Ms. Nora May
Email: nmay@his-china.org
Managebac: https://his-china.managebac.cn

G10 China Trip

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Co-Curricular Programs

Students are encouraged to develop their own areas of interest in creative, active, or service-oriented activities. Above and beyond the curricular program of study, students are able to join a variety of activities, programs, clubs, and events that challenge them to collaborate with classmates, initiate projects, and apply their knowledge to the world around them.

Co-Curricular Programs

Personal Project

What are the MYP Projects?
MYP Projects develop students' personal interests and show the skills they have developed in the MYP through their Approaches to Learning (ATL). MYP students complete Projects in Grade 8 (Community Project) and Grade 10 (Personal Project). In Grade 10, students gain feedback and support from their Project Period instructor, Projects Coordinator, and Project Supervisor as they work toward completion of the MYP Personal Project. The Personal Projects should be based on student interests, talents, and passions, 
resulting in a product or outcome.

This project will have a principled action. This means students make choices that extend beyond their MYP classroom learning.  As students complete their Personal Project, they will learn more about the importance of being socially responsible and how to take thoughtful and appropriate (principled) action in order to work towards the completion of a large scale project.The MYP Personal Project introduces students to the challenges and demands of the Diploma Program and the Extended Essay.

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ATL Skills

The ATL Skills class meets weekly with a teacher to provide academic skill development and support the Personal Project timeline.

Projects and ATL Skills class meets weekly with a teacher to provide academic skill development  Students gain feedback and support from their project period instructor and projects coordinator.

By the end of Grade 10 students will complete their Personal Project. This project 
is based on student interests, talents, and passions, resulting in a product or outcome.

ATL Skills

SELF-MANAGEMENT

Strands: Organization skills, affective skills and reflection skills
Unit Description:
Demonstrate and carry out the HIS Academic Game Plan. This consists of a digital filing system, a binder system, a daily planner, MLA format, ManageBac tools, goal-setting techniques and note-taking strategies. These strategies will be checked for usage by project period instructors.

COMMUNICATION

Strands: Communication Skills
Unit Description:
Identify and evaluate a variety of media, reading skills and strategies. Including completing a first read, second read, third read, and close read of a short article with accompanying supportive media material 
such as audio, pictures and video.

THINKING

Strands: Critical thinking skills, creative thinking skills and transfer skills
Unit Description:
Reflect on the ATL skills students have used throughout the year in a final task to be loaded onto ManageBac. This reflective paper will demonstrate the use of all five ATL skill categories, three of the learner profile traits, a global context and the product life cycle. 

ASSESSMENT CRITERIA

 

INVESTIGATING

 

PLANNING

 

TAKING ACTION

 

REFLECTING

RESEARCH

Strands: Information literacy skills, media literacy skiils
Unit Description:
Complete an argumentative essay and work through the writing process. This will consist of a brainstorming process, an outline process, thesis statement, introduction, body, conclusion, a first draft, peer review, second draft, teacher review and published draft.

SOCIAL

Strands: Collaboration skills, 
Unit Description: 
Practice filmmaking techniques in a group to showcase a film in the HIS Student Film Festival. Students will work through forming a group, delegating roles, idea creation, script-writing, storyboarding, filming, sound design editing, peer review, final cut, and production of a film of their creation.

China Trip

At the end of September, the class participates in a China Trip to facilitate learning and understanding of the cultural elements of life in China. The grade 10 trip to Inner Mongolia provides a first hand view of life in the Chinese desert and allows students to support the environment through a tree planting project. Students also visit a local school and interact with the children.

For more information about the activities, transportation, accommodation, and schedule, access the grade 10 China Trip page on the website. 

Grade 10 China Trips: Inner Mongolia Encounter

Service and Action

Students are encouraged to join a variety of activities through school-sponsored projects during China Trip weeks, or during Activity period where they support our community needs through service elements. Students are also tasked with taking on individual service elements by supporting projects of their own interests. Service organizations like GIN Club provide experiences to improve the environment and interact with the local community through projects and trips. Each student is expected to participate in service activities at HIS and within the surrounding community.

Varsity Sports

High School students are able to join the Varsity Sports teams for Volleyball, Basketball, Soccer, Table Tennis, Badminton, and Swimming. The HIS teams are part of the SISAC and ACAMIS divisions, which travel to Shanghai and other cities in China. Varsity sports training takes place Monday, Wednesday, and Friday afternoons with matches or tournaments on weekends.

See the HIS Athletics webpage for more information.

HIS Athletics Calendar for 2018-2019.

After School Activities

With a variety of creative opportunities provided, students can develop their interests within a caring environment. Students are encouraged to create their own student-led activities that can run after school or during Activity Period. Activities include those listed below:

  • Model United Nations
  • Art Club
  • Dance Groups
  • Musical Ensembles
  • Theater Performances
  • Global Issues Network Club
  • Math Club
  • Robotics Club
  • Language Development
  • Outdoor Education
  • Computer Programming
  • National Honor Society
  • Wheels Around Hangzhou
  • Student Council

More information can be found on the HIS Website

Advisory Program

The Grade 10 advisory program provides opportunities for students to work in a small group with an advisor on topics ranging from global issues and human rights to parenting skills. Students are enabled to reflect on their IB Learner Profile attributes in a supportive and challenging environment. Individualised attention and support are at the heart of this program, which is designed to support the development of positive values, strong character, and healthy social interactions. Advisors also support the Service as Action activities and reflections that students join over the course of the year. General Topics are listed below. 

Advisory

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Advisory Program Topics

ORGANIZATIONAL SKILLS

Key Concept: Systems
Global Context: Scientific & technical innovation
Skills: Personal organizational techniques, use of computer for maximization of organization
Resources: Online portals and calendars

CHARACTER & VALUES

Key Concept: Identities
Global Context: Identities and relationships
Skills: Understanding leadership roles, personality surveys, collaborative activities
Resources: Leadership texts

FINANCES

Key Concept: Communication
Global Context: Fairness & development
Skills: Jobs, budgeting, mortgages, loans, pensions
Resources: Economic resources for student reflection

IBDP & UNIVERSITY PLANNING

Key Concept: Systems
Global Context: Orientation in Space & Time
Skills: Preparing for IBDP course selections, reviewing university programs and majors
Resources: IBDP faculty, college counselor, BridgeU

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Student Life

Students at HIS take part in regular activities and events. From monthly spirit days to evening events including dances, chill evenings, sleepovers, and House activities, students benefit from an active planning committee with the HIS Student Council. To see the up to date activities, click the link to the Student Council page below:

HIS Student Council

Lunch Menu

See the updated lunch menu for HIS students

 

Units Overview