SECONDARY SCHOOL MISSION

To develop in each student a sense of his or her potential as an excellent and well-balanced scholar, a disciplined and responsible member of society as well as a caring, gracious citizens of the world.

SSIS & IB CORE VALUES

The target for the school is to help our students acquire the qualities prescribed by IBO which overlap with our core values (Initiative, Communication, Collaboration, Commitment, Caring). It is our calling to see the students strive to be knowledgeable inquirers, thinkers, risk-takers and communicators who are principled, open-minded, caring, balanced and reflective.

THE INTERNATIONAL BACCALAURATE MIDDLE YEARS PROGRAMME [Diagram]

In SSIS, the curriculum is Singapore-based and designed for easy assimilation into the home environment. However, it is designed with the aim of moving the students beyond merely his/her home environment. This is where IB/MYP, with its broad-based, cross-disciplinary enquiry-type teaching and learning approach, plays a central role in our integrated programme.

The IB/MYP adheres to the aim and objectives set by the International Baccalaureate Organisation (IBO), with its head office in Geneva and curriculum centre in Cardiff, UK. The aim remains that of providing each student with a broad-based and inter-disciplinary educational experience that will develop him/her into an individual with a keen sense of global awareness, an understanding of international issues and a genuine appreciation of cultural diversity, and able to discern his/her role in the global community. The IB learner profile “is central to the definition of what it means to be internationally-minded”. (IB Learner Profile Booklet, March 2006).

As such, SSIS has developed our strategic focus areas with programmes to strengthen the holistic learning, communication and intercultural awareness as well as our school core values that will guide our students, creating thoughtful members of local communities and the larger world.

Within each academic discipline, the student will be guided towards the realisation that every subject area is a co-operative venture between the individual and the international community. As useful citizens of the world, all students in our integrated programme are required to participate actively in community service. At the same time, all knowledge is related to real-world situations, and all instruction geared towards a deeper understanding of the wider environmental, social, economic, political and ethical implications.

Our Curriculum
comprises eight areas of study as follows:

Language A	English
Language B	Chinese
Humanities	Geography, History
Science	General Science, Biology, Chemistry, Physics
Mathematics	Mathematics, Extended Mathematics
Arts	Art, Music, Drama
Technology	Design and Computer Technology
Physical Education	Physical Education and Health

 

 

 

 

 

 

 

 

FIVE AREAS OF INTERACTION

The areas of interaction that are woven into our curriculum connect the students with the different subjects and the potential applications within the five areas.

Approaches To Learning [Diagram]

The objective of each subject group is one that is skill-based yet broad. The emphasis of Approaches to Learning (ATL) require students to take responsibility for their own learning, thereby developing an awareness of how they learn best, of thought processes and of learning strategies.

Community and Services [Diagram]

The school has designed a Community Involvement Programme for students to take on responsibility, to have initiative and to display leadership in their commitment to the community.

Human Ingenuity [Diagram]

The school encourages students to expand their creative and innovative capacities in designing, producing and displaying original works that convey their thoughts. Students will be encouraged to show appreciation of the inventive and creative genius of people and the impact of the work on the society. The way in which human minds have influenced the world is the focus of this area.

Environments [Diagram]

Through an interdisciplinary approach to the study of the environment, students will learn to undertake personal responsibility for preserving the environment through individual and collective efforts. The consideration of how humans interact with the world at large and our environments is essential.

Health and Social Education [Diagram]

Through developing an understanding of the factors which contribute to physical and mental well being, students are encouraged to rise to the challenge of accepting responsibility for self and community and in the process gain self esteem and confidence.

The Personal Project [New Guide 0910]

The personal project is a significant part of the programme as it provides students an excellent opportunity to produce a truly creative piece of work of their choice and to demonstrate the skills developed in approaches to learning. The areas of interaction are central to the experience of the personal project, which is intended to be the culmination of the student’s involvement with the five areas of interaction.

The personal project may take many forms, for example:

· an investigative experiment

· an original work of art ( visual, performance, or drama )

· a creative piece of writing

· an invention or a model design

· a business or organizational plan or project

The project is normally completed during grade 10 in the MYP.

GRADING AND ASSESSMENT

Grading and assessment of students are on-going processes throughout the year.

The MYP offers a criterion-referenced model of assessment. The students' results are determined by performance against set standards, not by each student's position in the overall rank order.

MYP subjects have their own specific criteria and work in each subject is assessed by subject-specific criteria. The students are then awarded specific levels of achievement in each criterion, that form their final assessment.

The IB/MYP programme provides opportunities for students to demonstrate their learning through various tasks. At SSIS teachers design different tasks to evaluate the student’s knowledge and understanding of skills, concepts and attitudes. These include observations, performance assessments, process-focused assessments, selected responses and open-ended tasks.

The work of MYP students is internally assessed and externally moderated. The students are assessed based on the following:

I. Individual Subject Criteria

II. Descriptors for End-Of-Year Summative MYP Grade

III. End-Of-Year Summative MYP Subject Grade

Parent-teacher conferences are scheduled twice per year where teachers discuss the academic and non-academic development of the students with their parents. Further meetings may be arranged when necessary.

MODERATION PROCESS & PRESCRIBED TASKS (New)

I. Moderation Process 0809
II. Prescribed Tasks for Moderation

 

IB WORLD SCHOOL