Grade 9

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. In this course, students develop critical, creative, and personal approaches to studying literary and non-literary texts. The class addresses the concepts of Identity, Creativity, Aesthetics, and Change through studies in language and literary texts. Students demonstrate their understanding through formative and summative assessments that represent the criteria posted below. Units for the course are listed below and can be accessed on Managebac.  

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. Units for the course are listed below and can be accessed on Managebac.

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 9, students study topics of Chemistry and Physics using the assessment criteria listed below:

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 9 students will concentrate on studies in Microeconomics, American History, Influential Ideas and Contemporary Societal Problems.The assessment criteria are listed below. The units are posted as an overview and can be accessed on Managebac.

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

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. Students in Design 9 take a long look at design and how it can effect change in a community. Technical innovation and sustainability are weighted evenly alongside social fairness and empathy. 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.

Students are encouraged to think creatively, develop artistic skills and  use their imaginations. In Grade 9, 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 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 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.

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: