Year 9 - Curriculum Guide & Information Handbook - AIA MSC

Year 9 – 2019 Information Handbook

AIA MELBOURNE SENIOR CAMPUS

2018

1 Year 9 - Curriculum Guide & Information Handbook

Content

Declarations

Affirmation of Democratic Principles and Practices 2

Muslim Charter 3

Policies

Introduction 4

AIA Profile 5

Academy Vision Statement 6

Uniform Policy 7-10

Homework Study Plan 11

Subject Time Allocation – Year 9 12

Middle Years Programme

MYP Curriculum 13

IB Philosophy in the MYP 13

IB Learner Profile 14

Summary of Assessment Criteria's 15

Curriculum and Assessment

Language and Literature 16

Individuals and Societies 16

Language Acquisition 17

Religious Education 17

Physical and Health Education 18

Design 18

Arts 19

Sciences 19

Mathematics 20

Assessment and Reporting 21

Promotion Policy 22

Service as Action 23

Student Portfolios 24

Year 9 In class programs, extracurricular and others

Australian Youth Climate Coalition / $20 Boss 25

Afterschool Quran / Maths / Language Acquisition & Homework Support 26

Boys Adventure Club / Girls Adventure Club /Education Perfect / Duolingo 27

Health and Physical Education & Sports / Chess Competitions 28

Art & Craft Club / Science Club / Stile Education 29

Year 9 Camp 30

2018


2018


Introduction

The curriculum for Australian International Academy (AIA) is provided by the International Baccalaureate

Organisation (IBO). The Middle Years Programme (MYP) was adopted in 2000 as the curriculum

framework for students Years 6 to Year 10 at AIA. It is undertaken by all students in the Middle School.

At the end of Year 10, students who meet all the requirements of the MYP will be awarded an MYP

completion certificate by AIA and/or also a completion certificate by the IBO.

The International Baccalaureate Middle Years Programme Curriculum Guidelines (Years 6-10) is designed

to give you an overview of the curriculum and learning opportunities that are available at AIA over the five

years of the programme.

The MYP provides a common framework that is consistent across all levels and areas of study. It is a

student centred programme based on the unique needs and characteristics of adolescences. The programme

engages and motivates students to reach their highest potential and helps shape their character. It is a

programme that provides discipline, challenging standards, skills development, creativity and flexibility to

help students become self reliant and responsible world citizens.

The MYP curriculum model places the student at the centre and has a philosophy that promotes the

education of the whole person and the “connectedness” of learning.

The MYP places a strong emphasis on the individual areas of study and the links between these through

thinking, both critically and creatively, about ideas and behaviours. It includes problem solving and

analysing, clarification and discussion of personal beliefs and standards on which decisions are made. It

also leads to deeper thinking and action.

2018


The Australian International Academy Profile

The Australian International Academy (AIA) is an equal opportunity educational institution dedicated to

the provision of high quality education for students from Prep to Year 12 matriculation in Australia and

internationally. The head office of the AIA is in Melbourne, Australia.

The AIA grew out of the establishment of the first school in Australia tailored to the needs of Muslim

students in Coburg, Melbourne in 1983. Since its initial buildings in Coburg (a suburb about 10km north of

Melbourne CBD) had been purchased in 1982 through a donation from the late King Khalid of Saudi

Arabia, it was named the King Khalid Islamic College of Victoria. The secondary component of the school

started in 1991 at the Coburg site, and in 1995 a second campus was opened in the nearby suburb of

Merlynston (about 12km north of Melbourne).

The first Year 12 VCE (Victorian Certificate of Education) class graduated in 1995, and the first Year 12

IB (International Baccalaureate) Diploma class graduated in 1996.

In 2006 the name of the school was changed to the Australian International Academy. In that same year the

AIA opened a new campus, the Australian School of Abu Dhabi in the United Arab Emirates, and also took

over the Noor al Houda School in Sydney, which is now known as the AIA – Sydney Campus. Since then

we have grown in leaps and bounds. We now have three functioning campuses here in Victoria, two

campuses in Sydney and one campus in Abu Dhabi with the possibilities of other campuses opening up in

the near future.

The Academy’s population is made of students from a wide range of ethnic and cultural backgrounds

including Arab, Turkish, Indian, Pakistani, Bangladeshi, Indonesian, Malaysian, Somali, British, European,

South African and others. Overseas students are accepted as well as local residents. The Academy staff is

likewise composed of a rich international mixture which includes Muslim and non Muslim staff.

2018


Academy Vision

The Academy Vision is to have graduates who are well prepared and self motivated to advance and to

participate effectively as world citizens with Muslim values.

Having such a vision in mind, the Academy is offering a broader and well balanced curriculum with global

perspectives to students in junior, secondary and post compulsory levels. In a Muslim environment, Islamic

Education and extracurricular components complement the general education programme to produce a

comprehensive contemporary curriculum that satisfies students’ needs and realises the vision.

Vision Objectives

To realise this Vision, the Academy is working towards the following nine

objectives:

To develop the curriculum to cater for the growing needs of all students

To widen the focus and the scope of all programmes to go beyond the

local or the regional aims to global perspectives.

To develop extracurricular programmes that complements the general

curriculum and encourages creativity, innovation, involvement in service for the community,

participation in sports, and concern for the environment.

To develop and maintain a school environment where every student has the opportunity to learn to

his/her fullest potential and to enjoy his/her school days without discrimination or undue pressure.

To develop appropriate teaching practices and promote contemporary approaches to learning that

encourage students to build self confidence and develop their talents and inner personal skills.

To build in students the proper character that exemplifies desirable values and shows respect and

tolerance to other opinions and appreciation to differing cultures and religions.

To develop and optimise educational opportunities, resources, and facilities to cope with all

challenges brought about by the technology age.

To improve and optimise working conditions for the Academy employees and develop effective

recruitment and selection procedures to attract and appoint good quality candidates, and

To develop and improve its administrative and financial systems to deliver services efficiently and

effectively and to achieve optimum results.

2018


UNIFORM POLICY- BOYS

Students are expected to wear the complete Academy uniform whilst at school, travelling to

and from school and when attending all Academy assemblies, functions and excursions unless

instructed otherwise.

Uniforms must be kept neat, clean and in good condition at all times. Damaged or shabby

items of uniform are to be replaced.

The uniform is to be properly presented and worn correctly at all times.

- Shirts must be kept tucked in at all times, even when worn under the jumper. (This is not

enforced when students are engaged in sporting activities at recess and lunchtime)

- Jumpers are not to be worn around the waist.

- Only a white singlet or tee-shirt may be worn under the shirts.

- No undergarments should be seen below sleeves of shirts or at neck line of shirts.

- The uniform is not permitted to be worn with `non-uniform’ clothing.

The school blazer must be worn for all official school functions, including excursions

whether on or off campus. This arrangement may only be varied by an official

announcement.

The blazer must be worn to and from school and kept on until the end of assemblies every

morning. The blazer must be worn home in the afternoon. This arrangement may only be

varied by an official announcement.

Navy blue scarves, beanies and gloves may be worn during the winter months.

Fingerless (cut-off) gloves are not acceptable.

Shoes must be black polishable leather school shoes. Runners, boots and shoes with Velcro

are not regulation school shoes. Shoes are not permitted to have heels higher than 3 cm.

Boys must wear long grey school trousers. Trousers must be fully hemmed, without slits.

The school tie is to be worn at all times unless varied by an official announcement. The collar

button on the shirt should be done up and the tie should cover the top button.

Only the official AIA navy blue backpack is acceptable.

Students must wear the Academy PE uniform to and from school on Sports Day.

School uniform includes hair, jewellery and hats.

- An unobtrusive wrist watch is the only permitted item of jewellery to be worn. Smart watches are

not permitted.

- Only school approved AIA bucket hats are to be worn for sporting activities and outside in the yard

Facial hair and hairstyle

- Facial hair must be neat and tidy.

- Normal schoolboy haircuts of an acceptable length are required.

- Hair must be off the collar and when forward it must be out of the eyes.

- Hair is to be well groomed and kept clean and tidy.

- Hair should be kept in its natural colour (no variations or extremes to normal hair colour is

acceptable).

- Extreme hairstyles (e.g. tails, Mohawks, spikes, corn rows, undercuts, dreadlocks, afros,

indie cuts, ponytails and long hair) are not permitted.

2018


CONSEQUENCES

A student who attends the school without full,

correct uniform must report immediately to their

Student Management Coordinator.

Students not in full school uniform and without a

Uniform pass will be asked to remove the non-

uniform item. If it cannot be removed students

will be sent home to change following a phone

call to the student’s family.

Breach of uniform policy:

A written note in the student’s planner and signed

by a parent is required on the day that the student is

out of uniform.

Students who breach the Academy uniform policy

will:

- be issued with a uniform pass for the first

breach providing they have an acceptable

reason.

- be issued with an after-school detention for the

second breach.

If a student regularly breaches the uniform policy,

the Academy will contact the parents and ask that

the student be collected from the Academy or

bring the correct item of clothing to the Academy.

The student will not be permitted to go into class

until they are in full and correct uniform.

Summer (Terms 1 & 4) Winter (Terms 2 & 3) Sports Uniform

AIA Navy blue school blazer

Grey tailored school trousers

AIA white long or short sleeved shirt

AIA school tie Plain grey/white socks (mid-calf) Black polishable leather school shoes

Black belt -overhang is to be tucked into

the trouser belt loops


Grey tailored school trousers

AIA white long sleeved shirt

(square cut)

AIA Maroon jumper (Years 6 – 9)

AIA Navy blue jumper (Years 10 – 12)

AIA school tie

Plain/white grey socks

Black polishable leather school shoes

Black belt- overhang is to be tucked

into the trouser belt loops.

AIA Navy blue and white track suit

AIA Navy blue and sky blue polo

top

AIA Navy blue bucket hat

AIA Sports bag

Sports shoes

AIA Navy blue backpack

(compulsory)

2018


UNIFORM POLICY - GIRLS

Students are expected to wear the complete Academy uniform whilst at school, travelling to

and from school and when attending all Academy assemblies, functions and excursions unless

instructed otherwise.

Uniforms must be kept neat, clean and in good condition at all times. Damaged or shabby

items of uniform are to be replaced.

The uniform is to be properly presented and worn correctly at all times.

- Shirts must be kept tucked in at all times, even when worn under the jumper. (This is not

enforced when students are engaged in sporting activities at recess and lunchtime)

- Jumpers are not to be worn around the waist.

- Only a white singlet or tee-shirt may be worn under the shirts.

- No undergarments should be seen below sleeves of shirts or at neck line of shirts.

- The uniform is not permitted to be worn with `non-uniform’ clothing.

The school blazer must be worn for all official school functions, including excursions

whether on or off campus. This arrangement may only be varied by an official

announcement.

The blazer must be worn to and from school and kept on until the end of assemblies every

morning. The blazer must be worn home in the afternoon. This arrangement may only be

varied by an official announcement.

Navy blue scarves, beanies and gloves may be worn during the winter months. Fingerless

(cut-off) gloves are not acceptable.

Shoes must be black polishable leather school shoes. Runners, boots and shoes with Velcro

are not regulation school shoes. Shoes are not permitted to have heels higher than 3 cm.

Only the official AIA navy blue backpack is acceptable.

Students must wear the Academy PE uniform to and from school on Sports Day.

School uniform includes hair, jewellery, make-up and hats.

- An unobtrusive wrist watch is the only permitted item of jewellery to be worn.

- Smart watches are not permitted at school and if seen will be confiscated

- Facial piercing and stud jewellery is not acceptable.

- Make-up, long nails, fake nails and nail polish are not permitted.

- Only school approved AIA bucket hats are to be worn for sporting activities and outside in the yard

All female students in Years 6 to 12 must cover their entire hair. A plain white underscarf and

white school scarf must be worn. The school scarf should drape over the chest and be pinned

at the shoulder. The scarf should not hang loosely.

2018


CONSEQUENCES

A student who attends the school without full,

correct uniform must report immediately to

their Student Management Coordinator.

Students not in full school uniform and without a

Uniform pass will be asked to remove the

non-uniform item. If it cannot be removed

students will be sent home to change

following a phone call to the student’s family.

Breach of uniform policy:

A written note in the student’s planner and

signed by a parent is required on the day that

the student is out of uniform.

Students who breach the Academy uniform

policy will:

- be issued with a uniform pass for the first

breach providing they have an acceptable

reason.

- be issued with an after-school detention for

the second breach.

If a student regularly breaches the uniform

policy, the Academy will contact the parents

and ask that the student be collected from the

Academy or bring the correct item of clothing

to the Academy. The student will not be

permitted to go into class until they are in full

and correct uniform.

Summer (Terms 1 & 4) Winter (Terms 2 & 3) Sports Uniform


AIA sky blue summer skirt

AIA white long sleeved shirt

Plain white socks (mid-calf to knee high)

White school scarf & white underscarf

Black polishable leather school shoes (heels no higher than 3cm)

AIA Navy blue school blazer AIA

grey and navy winter skirt

AIA white long sleeved shirt (square cut)

AIA Maroon jumper (Years 6 – 9)

AIA Navy blue jumper (Years 10 – 12)

White school scarf & white underscarf

Plain grey knee high socks or grey school stockings Black polishable leather school shoes (heels no higher than 3cm) Leggings/pants are not to be worn under the school

skirt

AIA Navy blue and white track suit

AIA Navy blue and sky blue long sleeves polo top

AIA Navy blue bucket hat

AIA Sports bag

Sports shoes

AIA Navy blue backpack (compulsory)

2018


Homework and Study Plan

It is important for students to realise that learning is not confined within the school environment and homework is

able to provide:

establishment of self discipline and develop good study habits

a link between home and school

the opportunity for students to revise/ complete work at home

Every student is expected to do homework each night, whether it is written work, revision of the day’s lessons,

memorisation of Quran, wider reading, research, or private study. Students are expected record their homework on

their planner and parents are asked to oversee the completion of homework.

Role of Parents Parents are also urged to encourage regular habits of homework and study, and support their children in developing a

sensible routine. When set homework has been completed, any unused time should be used for wider reading,

revision, exam preparation, etc. It is vital that parents work in collaboration with the school to ensure that there is a

consistent emphasis placed on the importance of homework and study.

It is imperative for parents to provide the right conditions for home study. Where possible students should have:

A room to him/herself or at least an area away from distractions such as TV

A desk or table

Good lighting

A comfortable chair (not too comfortable)

Students Years 6-7 1 to 1.5 hours every day, at least 5 sessions per week

Years 8-9 1.5 to 2 hours every day, at least 5 sessions per week

The first part of Home Study should include revision of work of each of the day’s classes.

The second part of Home Study should consist of completion of assigned tasks and work required by

teachers.

Work due over a period of time should be worked on over multiple Home Study Sessions.

It is important that all students appreciate the need to submit their work on time and that work submitted is neat and

presentable.

Attendance and Punctuality STUDENT ABSENCES

Students are required to supply a written note signed by a parent or a medical certificate explaining any absence from

school immediately upon return. In addition we would appreciate a phone call concerning any absence longer than

two days.

Students from year 6 to 12 are not to exceed the Academy policy regarding absences. Students may not exceed

absences of 5 days/semester.

EARLY DISMISSAL

In cases where a student is to be dismissed before the official end of day assembly, a written note signed by a parent

must be provided to the Year Level Coordinator at the beginning of the day.

Students are required to report to the Student Office and sign out before leaving the Academy grounds. If a student is

to be collected from the Academy, a parent is to collect the student from the office.

2018


Subject Time Allocation – Year 9

Area of study Subjects Lessons per week

Language and literature

(Language A)

English 7

Language acquisition

(Language B)

Arabic/Turkish/French 3

Individuals and society

(Humanities)

History/Geography/Civics & Citizenship 4

Islamic Studies & Quran 4

Mathematics Number, algebra, geometry and trigonometry,

statistics and probability, discrete

mathematics.

7

Arts Visual Arts

Design/2D&3D

Art/Mixed Media

Performing Arts - Drama

2

Alternates by Semester

Sciences General Science 4

Health and Physical

Education and

Extra Curricular Sports

Physical Education/Health/Sports 2

Design

(Technology)

Computer Technology 2

Total Periods Per Week 35

2018


CRITERIA AND ACHIEVEMENT LEVELS

Each of the nine subject areas detailed on the following pages has a number of criteria specific to the

subject, which form the basis of assessment in the subject.

Each of these criteria has levels of achievement and descriptors by which the student's work is assessed.

Teachers will set tasks to address one or more criteria and will assess students against the pertinent criteria by

matching the student's performance against the descriptor that best reflects the performance of the student.

The MYP Curriculum

The MYP curriculum model is one based on a thorough involvement in each of the eight subject areas identified in

the model below including the study of a second language.

Students in their final year of the MYP (Year 10 at AIA) complete a major self-directed project called the Project;

which is researched and developed in conjunction with a staff member acting as a mentor. The Project carries the

same weight as a full subject.

VISUAL ARTS DRAMA

HISTORY & GEOGRAPHY

PHYSICAL EDUCATION

SPORTS HEALTH &

WELL-BEING

NUMBER, ALGEBRA,

GEOMETRY and

TRIGONOMETRY,

STATISTICS and

PROBABILITY,

DISCRETE

MATHEMATICS.

BIOLOGY CHEMISTRY

ARABIC TURKISH FRENCH

ENGLISH

COMPUTER TECHNOLOGY

ARTS & DESIGN

TECHNOLOGY

2018


IB Philosophy & IB Learner Profile

IB programmes promote the education of the whole person, emphasising intellectual, personal, emotional

and social growth through all domains of knowledge. By focusing on the dynamic combination of

knowledge, skills, independent critical and creative thought and international-mindedness, the IBO

espouses the principle of educating the whole person for a life of active, responsible citizenship.

Underlying the three programmes is the concept of education of the whole person as a lifelong process. The

learner profile is a profile of the whole person as a lifelong learner.

The aim of all IB programmes is to develop internationally minded people who, recognising their common

humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know

how to learn independently and with others. We learn with enthusiasm and sustain

our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a

range of disciplines. We engage with issues and ideas that have local and global

significance

Thinkers We use critical and creative thinking skills to analyse and take responsible action

on complex problems. We exercise initiative in making reasoned, ethical

decisions.

Communicators We express ourselves confidently and creatively in more than one language and in

many ways. We collaborate effectively, listening carefully to the perspectives of

other individuals and groups

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and

with respect for the dignity and rights of people everywhere. We take

responsibility for our actions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the

values and traditions of others. We seek and evaluate a range of points of view,

and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service,

and we act to make a positive difference in the lives of others and in the world

around us.

Risk-takers /C We approach uncertainty with forethought and determination; we work

independently and cooperatively to explore new ideas and innovative strategies.

We are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives—

intellectual, physical, and emotional—to achieve well-being for others and

ourselves. We recognise our interdependence with other people and with the

world in which we live. Reflective

We thoughtfully consider the world and our own ideas and experience. We work

to understand our strengths and weaknesses in order to support our learning and

personal development.

2018


The MYP assessment criteria across subject groups can be summarised as follows.

2018


Curriculum and Assessment

Language and literature (Language A)

The objectives of MYP language A deal with language and literature.

The various language skills—listening, speaking, reading, writing, viewing and presenting—

are all covered by these objectives.

These objectives relate directly to the assessment criteria found in the “Language A assessment criteria” section.

The aims of the teaching and study of MYP language A are to encourage and enable students to:

Use language as a vehicle for thought, creativity, reflection, learning, self - expression and social interaction.

Develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of

contexts.

Develop critical, creative and personal approaches to studying and analysing literary and non-literary works.

Engage in literature from a variety of cultures and representing different historical periods.

Explore and analyse aspects of personal, host and other cultures through literary and non-literary works

Engage with information and communication technology in order to explore language.

Develop a lifelong interest in reading widely

Apply Language A skills and knowledge in a variety of real-life contexts

Individuals and Societies (Humanities)

The aims of the teaching and learning of MYP humanities are to encourage and

enable the student to:

Appreciate the range of human and environmental commonalities and

diversities.

Understand the interactions and interdependence of individuals, societies

and environments in different contexts.

Understand how both environmental and human systems operate and evolve over time.

Identify and develop a concern for human and environmental well-being.

Act upon opportunities to be a responsible global citizen.

Develop effective inquiry skills to achieve conceptual understanding in humanities.

Individuals and Societies (Humanities) Criterion A Knowing and understanding Maximum 8

Criterion B Investigating Maximum 8

Criterion C Communicating Maximum 8

Criterion D Thinking critically Maximum 8

Language and Literature (Language A) Criterion A Analysing Maximum 8

Criterion B Organising Maximum 8

Criterion C Producing text Maximum 8

Criterion D Using language Maximum 8

2018


Language Acquisition (Language B)

The language B objectives are designed to enable the student to become multi literate by developing their:

Oral literacy (oracy)

Visual literacy (visuacy)

Written literacy (literacy).

In the context of the language B framework, to be multi literate is

defined as being able to understand and use print-based and digital spoken, written and visual text.

Meaning in text is constructed and presented in linguistic mode but also in visual, auditory, gestural and spatial mode

(Evans et al 2008a: 2). These various modes must all be understood in combination with each other and are

increasingly combined to construct meaning. Therefore, to be multi literate not only requires an understanding of

spoken, written and visual text but an understanding of the interplay of these various modes in a text.

The objectives are organised into the three areas of communication (oral, visual and written) and—to assist teachers

with planning, teaching and assessing—are further grouped into four communicative processes.

1. Oral communication

2. Visual interpretation

3. Reading comprehension

4. Writing

These four objectives are skills-based. The student’s knowledge and understanding will be developed through:

Learning language

Learning through language

Learning about language (Halliday 1985).

This, in turn, helps students learn how to learn. The cognitive, linguistic and socio-cultural aspects of communication

are intertwined in each of the four objectives. The student is expected to develop the competencies to communicate

appropriately, accurately and effectively in an increasing range of social, cultural and academic contexts, and for an

increasing variety of purposes.

Each phase of the four objectives is elaborated by several bullet-pointed strands. Each strand is an aspect or

component of the whole objective and must be considered when planning, teaching, assessing and reporting on the

student’s language development and communicative competence. These aspects in language B focus on purpose,

context and language control.

Language Acquisition (Language B)

Criterion A Comprehending spoken and visual text Maximum 8

Criterion B Comprehending written and visual text Maximum 8

Criterion C Communicating in response to spoken, written and visual text Maximum 8

Criterion D Using language in spoken and written form Maximum 8

2018


Religious Education

Religious education seeks to transmit the revealed & acquired knowledge to our young

generation of Australian Muslims, and to inculcate in them Islamic values that will guide

them & lead them into a healthy, well adjusted life whereby they contribute to the

growth of the society in which they live.

AIMS The need to cater for the education of Australian Muslim children is of utmost importance and by doing so we seek

to:

Preserve our Islamic culture and identity.

To prepare the student for life with a clear consciousness of his/her role

To instill a deep sense of belonging to Islam

Provide an Islamic environment where students are comfortable and free to practice Islam and enhance their

faith and Islamic knowledge.

Teach Islamic civilization, history and Islamic achievements.

Develop tolerance and ability to participate effectively in society.

Develop good Australian Muslim citizens.

Religious Studies

Criterion A Knowing and understanding Maximum 8

Criterion B Investigating Maximum 8


Criterion D Thinking critically Maximum 8

Physical and Health Education (Physical Education)

The aims of the teaching and study of MYP physical education are to

encourage and enable students to develop:

An appreciation and understanding of the value of physical

education and its relationship to a healthy, balanced lifestyle.

An interest in the promotion of health and wellness.

The motivation to participate fully in all aspects of physical education.

Their optimal level of physical fitness effective communication strategies, verbal, non-verbal and written.

The skills and understanding necessary to participate successfully in a variety of physical activities, for

example, learning, practising, refining, adapting, thinking, and interacting.

The ability to reflect critically on all aspects of physical education, including being a critical performer.

An understanding of international perspectives on physical activity, sport and health education.

A lifelong interest in and enjoyment of physical activities as a participant.

Physical and Health Education (Physical Education)


Criterion B Planning for performance Maximum 8

Criterion C Applying and performing Maximum 8

Criterion D Reflecting and improving performance Maximum 8

2018


Design (Technology)

The MYP technology design cycle consists of four major stages and these relate to the

objectives of the course.

The aims of the teaching and study of technology are to encourage and enable students to:

Develop an appreciation of the significance of technology for life, society and the

environment.

Use knowledge, skills and techniques to create products/solutions of appropriate

quality.

Develop problem solving, critical- and creative thinking skills through the application of the design cycle.

Develop respect for others’ viewpoints and appreciate alternative solutions to problems.

Use and apply information and communication technology (ICT) effectively as a means to access, process

and communicate information, and to solve problems.

Design (Technology)

Criterion A Inquiring and analysing Maximum 8

Criterion B Developing ideas Maximum 8

Criterion C Creating the solution Maximum 8

Criterion D Evaluating Maximum 8

Arts

The arts objectives interrelate with each other and form the basis of the student’s experience in the arts.

The aims of the teaching and study of MYP arts are for students to:

Understand how the arts play a role in developing and expressing personal

and cultural identities.

Appreciate how the arts innovate and communicate across time and

culture.

Become informed and reflective practitioners of the arts.

Experience the process of making art in a variety of situations.

Explore, express and communicate ideas.

Become more effective learners, inquirers and thinkers.

Develop self-confidence and self-awareness through art experiences.

Appreciate lifelong learning in and enjoyment of the arts.

Arts


Criterion B Developing skills Maximum 8

Criterion C Thinking creatively Maximum 8

Criterion D Responding Maximum 8

2018


Sciences

The aims of MYP sciences are to encourage and enable students to:

understand and appreciate science and its implications

consider science as a human endeavour with benefits and limitations

cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct

explanations and judge arguments

develop skills to design and perform investigations, evaluate evidence and reach conclusions

build an awareness of the need to effectively collaborate and communicate

apply language skills and knowledge in a variety of real-life contexts

develop sensitivity towards the living and non-living environments

Reflect on learning experiences and make informed choices.

Sciences


Criterion B Inquiring and designing Maximum 8

Criterion C Processing and evaluating Maximum 8

Criterion D Reflecting on the impacts of science Maximum 8

Mathematics

The aims of MYP mathematics are to encourage and enable students to:

enjoy mathematics, develop curiosity and begin to appreciate its

elegance and power

develop an understanding of the principles and nature of mathematics

communicate clearly and confidently in a variety of contexts

develop logical, critical and creative thinking

develop confidence, perseverance, and independence in mathematical

thinking and problem-solving

develop powers of generalisation and abstraction

apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future

developments

appreciate how developments in technology and mathematics have influenced each other

appreciate the moral, social and ethical implications arising from the work of mathematicians and the

applications of mathematics

appreciate the international dimension in mathematics through an awareness of the universality of

mathematics and its multicultural and historical perspectives

appreciate the contribution of mathematics to other areas of knowledge

develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics

Develop the ability to reflect critically upon their own work and the work of others.

Mathematics


Criterion B Investigating patterns Maximum 8


Criterion D Applying mathematics in real-life contexts Maximum 8

2018


Assessment and Reporting Assessment and Reporting is an integral part of monitoring the receptiveness and achievement of our students.

We provide a quality MYP curriculum, assessment and reporting is a vital part of current practices, assessment

results are posted via Compass. We are committed to reporting to parents personally and providing written reports

in the means of 3 progress, 2 interim and 2 semester reports throughout the year.

Where more than one teacher is involved, common standards are set (standardisation of internal

assessment).

Student performance is assessed against the published assessment criteria for each subject.

Criterion levels totals for each subject are established for each student.

Teachers apply the grade boundaries to establish final grade for the student in each subject.

Please note the following:

The final common assessment task (research, test, exam, assignment etc.) is part of the continuous MYP

assessment process which should assist in confirming the most consistent level of student achievement in each

subject area. Once the most consistent level of achievement for each criteria has been established, these are then

added together to arrive at a final MYP mark for each subject. This total is then converted to the final MYP

grade using the 1-7 scale below.

General grade descriptors

Grade Descriptor

Grade 1 Minimal achievement in terms of the objectives.

Grade 2 Very limited achievement against all the objectives. The student has difficulty in understanding the

required knowledge and skills and is unable to apply them fully in normal situations, even with support.

Grade 3

Limited achievement against most of the objectives, or clear difficulties in some areas. The student

demonstrates a limited understanding of the required knowledge and skills and is only able to apply

them fully in normal situations with support.

Grade 4

A good general understanding of the required knowledge and skills, and the ability to apply them

effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and

evaluation.

Grade 5

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply

them in a variety of situations. The student generally shows evidence of analysis, synthesis and

evaluation where appropriate and occasionally demonstrates originality and insight.

Grade 6


them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown

where appropriate. The student generally demonstrates originality and insight.

Grade 7


them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and

evaluation is shown where appropriate. The student consistently demonstrates originality and insight and

always produces work of high quality.

Reporting to parents, include written reports seven times every year,

Information sessions and interviews.

Grade Boundaries

1 1-5

2 6-9

3 10-14

4 15-18

5 19-23

6 24-27

7 28-32

2018


Promotion Policy

Year 9 students must gain a minimum of 19 Credit points out of a possible 24 by the end of the year in

order to be considered for promotion to Year 10 at the Academy.

There are 2 Credit points to be gained from each core subject.

Core subjects are Language and Literacy, Mathematics, Individuals

and Societies, Science, Language Acquisition, Islamic studies and

Quran, Physical Education, Arts/Design /Technology/Quran Extension.

A total of 19 credit points are achieved from the core subject.

Students must make every effort to complete the requirement of year 9

Service as Action booklet should demonstrate your willingness to

support and help your community.

Student portfolio should have a collection of tasks completed from all

your core subjects and evidence of goals and certificate achieved.

The Academy offers an extensive range of Extra Curricular activities your involvement must be

documented in order to achieve credit points.

Credit Points Per Semester Semester 1 Semester 2 Total

Core Subjects 9 9 18

Service as Action 1 1 2

Student Portfolio 1 1 2

Extra Curricular Activities 1 1 2

Total Credit Points 12 12 24

2018


Service as Action

IB learners strive to be caring members of the community who demonstrate a personal commitment to

service, and act to make a positive difference to the lives of others and to the environment.

MYP learning outcomes for service

With appropriate guidance and support, MYP students should, through their

engagement with service as action:

1. become more aware of their own strengths and areas for growth

2. undertake challenges that develop new skills

3. discuss, evaluate and plan student-initiated activities

4. persevere in action

5. work collaboratively with others

6. develop international-mindedness through global engagement, multilingualism and intercultural

understanding

7. Consider the ethical implications of their actions.

These learning outcomes identify the substance of students’ self-reflection on service as action. All of these

learning outcomes are closely associated with IB learner profile attributes and ATL skills. Through their

participation in service, students can become more confident and self-regulated learners.

Student requirements

Service experiences are opportunities for students to engage in action. Students have a choice from the

following 3 options.

1. Single learning event: This is a service the student provides to others just once and is not ongoing.

Three must be completed per term.

2. Series of related learning experiences: This is a service the student provides over a short period of

time e.g. over a 3 week period. Two must be completed per term.

3. An extended project: This is a service the student provides over a long period of time. E.g. 3

weeks or more. One must be completed per term.

Students are expected to fill in the service experience proposal form and hand it in to their Personal

Development teacher for feedback and approval.

2018


Student Portfolio

The portfolio concept itself is not a new concept.

Artists, graphic designers, architects etc. have long been

using portfolios to organise their work and showcase

their skills and talents.

Portfolios in the classroom today are becoming very

powerful and popular tools for assessment and

evaluation. They provide examples of what students are

capable of doing while encouraging students to take charge of their own learning.

Portfolio assessment objectives

a. To allow students to use creativity & originality in displaying their work

b. To develop students’ organisational skills

c. To help students become aware of their progress & growth over a period of time

d. To encourage students to take charge of their own learning

e. To allow students to demonstrate their learning through a variety of ways & to ensure they

experience success

f. To help students review & reflect on their work & engage in self assessment

g. To develop students’ critical thinking skills of analysis, synthesis & evaluation by reviewing and

reflecting on their work

h. To help students to set goals to enhance their strengths & to improve their areas of concern

2018


Year 9 extra-curricular and other programmes

Australian Youth Climate Coalition –Switched On Schools Program

The Australian Youth Climate Coalition (AYCC) is

Australia’s largest youth-run organisation, their mission is to

build a movement of young people leading solutions to the

climate crisis.

Their vision is for a just and sustainable world, with a

safe climate for our generation and future generations.

The AYCC fosters youth leadership, problem solving

and sustainability within Australian students.

The AYCC will present workshops within the school that focuses on a peer to peer approach and presents

challenges of sustainability, climate justice and climate solutions. Students have to solve challenges that

face Australia and attempt to solve issues from an individual, local, regional and international perspective.

Selected students who excel in leadership and innovation during these workshops will have the opportunity

to attend a two day Climate Justice Conference.

Foundation for Young Australians $20 BOSS Challenge The Foundation for Young Australians (FYA) is partnering with

the National Australia Bank (NAB) are offering students the

challenge of starting up their own business and have an

opportunity to encourage young people in an immersive

experience at school that encourages their

entrepreneurial spirit.

Students will be loaned $20 as start-up money and need

to pay back the start-up money with a $1 legacy payment.

Students are encouraged to start up a business in school such as car cleaning, making and selling clothes or

arts and crafts.

The benefits of this program is that it promotes leadership, group work,

responsible spending and provides our students with an invaluable insight

into how a business is run.

2018


After school Quran, Maths, Language Acquisition and Homework Support

After school classes run for the duration of each

term. Students have the opportunity to grow and

build on their skills through the sessions. The

sessions generally commence at the end of the school

day, allowing children an easy transition from the

classroom to their after school class.

Support Classes- Open to every child

Mathematics - Year 9 students have the

opportunity to get assistance with homework or

further studies in mathematics on Mondays to Friday

after school in room T7 with Ms Hoi and Monday

after school with Mr Ibrahim in room T3. Please see

the Year 9 coordinator for further information.

Quran support - Year 9 students have the opportunity to get assistance with homework or further

studies in Quran Memorisation on Mondays after school with Mr & Mrs Ayoubi in room C1. Please see


Arabic support – Year 9 students have the opportunity to get assistance with homework or further

studies in learning the Arabic language on Monday and Tuesday after school with Mrs Abir in the library.

Please see the Year 9 coordinator for further information.

French support -Year 9 students have the opportunity to get assistance with homework or further

studies in learning the French language on Tuesday after school with Mrs Abir in the library. Please see


Iman Club - Year 8 students are given the opportunity to take part and discuss matters about their faith

amongst a supportive team during selected lunch times.

2018


The Boys’ Adventure Club

The Boys’ Adventure Club (BAC) is an initiative that encourages young boys to

develop an awareness and understanding about themselves and the environment.

The club is also designed to help foster the physical, intellectual, social and

emotional development of boys.

Activities which have been undertaken during the sessions include go kart racing,

laser tag, rock climbing, pizza making, Science Works Museum, sports activities

and life skills training such as First Aide, building confidence, resilience and

leadership.

The Girls’ Adventure Club

The AIA Girl Adventure Club provides a nurturing Islamic environment devoted to leadership

development for girls. This journey begins in Year 6. Interested girls may continue until Year 12.

Some activities girls have been involved in are: trip to Fun Fields

Water Park, roller skating, basic first aid incursion with a female life

guard, baking course at Brassiere Bakery, soap making, soy candle

making, making ice cream, swimming, cake decorating, maintaining

the AIA GAC vegetable patch, card making, scrap booking,

participation in community events, rock climbing and much more....

Education Prefect

Education Perfect is an online platform designed to make learning fun,

engaging and effective.

It has been proven to improve learning outcomes and increase student

engagement. Students are assigned targeted lessons to consolidate classroom

content. Education Perfect can be used across all subject learning areas.

Duolingo

Duolingo is a free language-learning app that offers our students practice in a complete

language course in Arabic, French and Turkish. The program itself offers 11 completed

language courses for English speakers and non-English speakers.

Duolingo is a straightforward language app. Students set up their profile, choose their

target language, and set their weekly goals. Daily reminders are sent out to the students

to ensure they met their goals. Duolingo supports our students in their language learning

adventure!

2018


Physical and Health Education and Sports

The health and physical education and sports department is recognised as a

leader in academic, recreational and competition opportunities on the

Melbourne Senior Campus. A comprehensive program has been

developed in order to supports student learning and lifelong

participation and wellness. Student development, respect, and

cooperation and student professionalism is valued at AIA.

The health and physical education and sports department seek opportunities for a variety of recreational

and competitive activities that will contribute to an individual’s physical fitness, personal development,

respect and maturity through competitive engagement and extend the knowledge they are acquiring in

Physical Education Programme.

Chess

Chess is one of the most powerful educational tools available to strengthen a child’s mind. It can enhance

concentration, patience, and perseverance as well as develop creativity, intuition, memory and most

importantly the ability to analyse and deduce from a set of general principles, learning to make tough

decisions and solve problems flexibly.

At AIA Chess club we enable all students to shine an d be recognised intellectually. Playing chess helps

students achieve many learning outcomes fast and more effectively. Put simply, chess makes kids smarter

as stated by experts. Chess has shown to enhance the analytical, critical thinking, and visualization skills

most particularly those of second to third graders. This is attributed to

the rapid development of children in these age groups. The soon your

child begins the better. According to a study conducted in Venezuela,

results have shown that children who took chess classes for 4 ½ months

have increased their IQ points. This conclusion is also backed up by a

2003 study of Murray Thompson, a Ph.D. Education student at the

Flinders University in Australia. In his research, participants who played

chess also demonstrated improved IQ levels. Thompson ascribes this to

the concentration and logical thinking chess game calls.

At AIA chess is played every Tuesdays in the cafeteria. Once students are familiar with the game, they

have the opportunity to play in interschool events against other schools.

2018


Science Club

A science club that kids don't want to leave!

Our highly experienced science teachers run fortnightly afterschool

classes at our school science labs.

The Science club activities, investigations and experiments, are

designed to truly engage children with the scientific method whereby

they learn to hypothesise, fairly test experiments, understand and

change variables plus explore and communicate results just like in the

real world. Specifically the program is designed around hands-on

science experiments each section allows the students to gain greater

confidence and engage with each concept presented... and have a blast

doing so!

No fuss, just great science at an accessible club cost.TI

Stile EDUCATION

We are helping students learn science more

effectively by providing great lesson content and a

flexible system to support their teaching. Stile’s

mission is to improve scientific literacy among young

people around the world - that is, their ability to

engage, reflect and think critically about how the world works.

Art & Craft Club

Art and craft club is a great way for students to be involved in hands-on

activities whether it be origami, 3D models or

working on their artistic skills once a week

throughout the year during lunch time.

When our time with them is limited in the classroom, an art and craft club

can serve as a nice supplement for students who can’t get enough art. This

club also allows more opportunities and freedom to try new things with

students.

2018


Camps

Dates: Term 3 Week 3 – 6 August to 9 August (4 days)

Boys camp: Anglesea Camp (YMCA)

Girls camp: Forest Edge Camp (CYC)

Camp Philosophy

The Year 9 camp is designed to mix academic pursuits with adventure style

activities. The aim of camp is to develop resilience, self-esteem and self-

reliance in the students, who will receive a sense of satisfaction from

completing the challenging activities.

Whilst on camps we provide workshops in a number of core subjects to provide an insight to study

beyond the boundaries of the classroom. In addition, the camp program includes a team challenge which

will incorporate elements of leadership, cooperation, patience, design and planning to complete.

The Year 9 camp focus is centred on the individual as part of the team and that we required to be a part of

teams through our lives and we need to participates and contributes to those teams to enhance our lives and

the lives of those around us.

The camp is trying to make students look deeper into issues and examine their

involvement in the bigger picture and how they can contribute to that picture even

if it is only on a small scale.

Expectations / Responsibilities

1. A daily reflection had to be maintained an outline of the day’s activities and

personal observation and thoughts.

2. Students are to exhibit the highest levels of respect and behaviour at all times to each other, teachers,

camp staff and instructors and the public.

3. It is expected that students will be aware of the camp program and be prompt to all workshop, meals

and activities.

4. NO electronic devices are allowed.

5. All regular school policies outlined on daisy the school e-planner apply during the camp.

6. Duty groups are to set tables 15 minutes before the meal time and to remain to clear dishes and wipe

benches etc. after the meal.

7. Students are to listen to and follow all instructions given by teachers and instructors.

8. Your cabin is to be kept clean, neat and tidy at all times.

9. Litter is to be disposed of appropriately; school rubbish policy applies on camp.

10. Students are not allowed out of the buildings after lights out and noise is kept to a minimum.

11. Breach of any of the above will incur a consequence to be determined by the camp staff and might

include sending the offender home.

Year 9 - Curriculum Guide & Information Handbook - AIA MSC

Documents

Transcript of Year 9 - Curriculum Guide & Information Handbook - AIA MSC