Chinese International School

Course Outline 2013-2014 Department: Spanish Year Year Year Year Year Year Year 07 08 09 10 11 12 13

Departamento de francs y espaol

Chinese International School Y7 Spanish B Course Outline 2013-2014 Aims for MYP Language B
The aim of MYP Year 7 Spanish is to develop students communication skills and expand their cognitive and analytical abilities. The course is designed to: develop the language effectively as a means of practical communication give insight into the life and culture of the communities where the language is spoken encourage a positive attitude towards speakers of Spanish and other languages as well as an appreciation of, and empathy towards other cultures provide a sound basis of communication skills begin to develop an understanding of the nature of language and the process of language learning develop curiosity, interest and enjoyment in Spanish begin to develop an understanding of the cultural patterns that affect the thinking and acting of communities in which Spanish is spoken.

Course description
The year 7 Spanish course provides students with the opportunity to develop the four skills - Speaking, Writing, Listening and Reading - as interactive and interdependent components. Intercultural awareness is cultivated as students are always encouraged to use the language as a tool to enhance the understanding of other cultures. In Year 7, students will develop these skills through the specific topics of the course. The course textbook used is Espacio Joven A1. Following the new MYP Language B Guide, all students will be enrolled in a phase. There are six phases in the MYP, Phases 1-6. The purpose of these new phases is to allow for students to reach their maximum potential within the class, as well as offer more opportunities for differentiation. This change is also an effort to align the MYP courses with those of the DP. The topics covered are: Greetings, numbers and alphabet Home and family Pets and hobbies Festivals and special occasions Clothing and colors School and daily routines Leisure activities

Addressing the Areas of Interaction (AOI)

Over and above the linguistic competence, the program also incorporates the five Areas of Interaction: approaches to learning (ATL), community and service, health and social education, environments and human ingenuity. The wide range of activities conducted in and outside the classroom will help students develop and respectively improve their: Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of life

Departamento de francs y espaol

Learning another language helps students enhance their knowledge of different study skills, and makes them aware of their own learning styles and strategies. In addition, becoming more aware of the culture of the Spanish-speaking world gives them a broader perspective of the world, enabling them to develop critical judgement of various ways of living and thinking (ATL). Through their learning experience, students will also be able to develop a deeper understanding and empathy for the culture of others, thus strengthening their sense of belonging to their own community and increasing their awareness of community needs (community and service). By becoming confident and appreciative of the level of linguistic competence they have reached, students will also increase their self-esteem (health and social education) They will also be encouraged to develop a balanced local and global perspective of the environmental challenges of our time (environments). Finally, looking at the beliefs, celebrations, ways of living, adapting, and solving problems in other cultures as part of their language study will broaden the students knowledge and understanding of the concept of human ingenuity. Students appreciation of creative minds will be extended through encountering individuals such as authors, artists, composers and inventors represented in their Spanish studies.

Assessment
The assessments are organized around the four interactive skill areas, speaking, writing, listening and reading comprehension. They are based on a variety of activities such as projects, oral presentations, performances as well as written papers. The assessments are derived from clearly defined assessment criteria and rubrics as follow: A: Oral Communication To measure the students development as a speaker of the language. B: Visual interpretation To measure the students ability to interpret visual text presented with spoken and written text C: Reading comprehension To measure the students ability to comprehend written text D: Writing To measure the students development as a writer of the target language

Departamento de francs y espaol

Chinese International School Y8 Spanish 2013-2014 Course Outline Aims for MYP Language B
The aim of MYP Year 8 Spanish is to develop students communication skills and expand their cognitive and analytical abilities. The course is designed to: develop the language effectively as a means of practical communication give insight into the life and culture of the communities where the language is spoken encourage a positive attitude towards speakers of Spanish and other languages as well as an appreciation of, and empathy towards other cultures provide a sound basis of communication skills begin to develop an understanding of the nature of language and the process of language learning develop curiosity, interest and enjoyment in Spanish begin to develop an understanding of the cultural patterns that affect the thinking and acting of communities in which Spanish is spoken.

Course description
The Year 8 Spanish course provides students with the opportunity to develop the four skills - Speaking, Writing, Listening and Reading - as interactive and interdependent components. Intercultural awareness is cultivated as students are always encouraged to use the language as a tool to enhance the understanding of other cultures. In Year 8, students will develop these skills through the specific topics of the course. The course textbook used is En Espaol!. Following the new MYP Language B Guide, all students will be enrolled in a phase. There are six phases in the MYP, Phases 1-6. The purpose of these new phases is to allow for students to reach their maximum potential within the class, as well as offer more opportunities for differentiation. This change is also an effort to align the MYP courses with those of the DP. The topics covered are: Daily life Leisure activities Occupations Sports and Health Student life Time periods Weather

Addressing the Areas of Interaction (AOI)

Over and above the linguistic competence, the program also incorporates the five Areas of Interaction: approaches to learning (ATL), community and service, health and social education, environments and human ingenuity. The wide range of activities conducted in and outside the classroom will help students develop and respectively improve their: Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking

Departamento de francs y espaol

Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of life

Learning another language helps students enhance their knowledge of different study skills, and makes them aware of their own learning styles and strategies. In addition, becoming more aware of the culture of the Spanish-speaking world gives them a broader perspective of the world, enabling them to develop critical judgement of various ways of living and thinking (ATL). Through their learning experience, students will also be able to develop a deeper understanding and empathy for the culture of others, thus strengthening their sense of belonging to their own community and increasing their awareness of community needs (community and service). By becoming confident and appreciative of the level of linguistic competence they have reached, students will also increase their self-esteem (health and social education) They will also be encouraged to develop a balanced local and global perspective of the environmental challenges of our time (environments). Finally, looking at the beliefs, celebrations, ways of living, adapting, and solving problems in other cultures as part of their language study will broaden the students knowledge and understanding of the concept of human ingenuity. Students appreciation of creative minds will be extended through encountering individuals such as authors, artists, composers and inventors represented in their Spanish studies.

Assessment
The assessments are organized around the four interactive skill areas, speaking, writing, listening and reading comprehension. They are based on a variety of activities such as projects, oral presentations, performances as well as written papers. The assessments are derived from clearly defined assessment criteria and rubrics as follow: A: Oral Communication To measure the students development as a speaker of the language. B: Visual interpretation To measure the students ability to interpret visual text presented with spoken and written text C: Reading comprehension To measure the students ability to comprehend written text D: Writing To measure the students development as a writer of the target language

Departamento de francs y espaol

Chinese International School Y9 Spanish 2013-2014 Course Outline Aims for MYP Language B
The aim of MYP Year 9 Spanish is to develop students communication skills and expand their cognitive and analytical abilities. The course is designed to: develop the language effectively as a means of practical communication give insight into the life and culture of the communities where the language is spoken encourage a positive attitude towards speakers of Spanish and other languages as well as an appreciation of, and empathy towards other cultures provide a sound basis of communication skills begin to develop an understanding of the nature of language and the process of language learning develop curiosity, interest and enjoyment in Spanish begin to develop an understanding of the cultural patterns that affect the thinking and acting of communities in which Spanish is spoken.

Course description
The Year 9 Spanish course provides students with the opportunity to develop the four skills - Speaking, Writing, Listening and Reading - as interactive and interdependent components. Intercultural awareness is cultivated as students are always encouraged to use the language as a tool to enhance the understanding of other cultures. In Year 9, students will develop these skills through the specific topics of the course. The course textbook used is En Espaol!. Following the new MYP Language B Guide, all students will be enrolled in a phase. There are six phases in the MYP, Phases 1-6. The purpose of these new phases is to allow for students to reach their maximum potential within the class, as well as offer more opportunities for differentiation. This change is also an effort to align the MYP courses with those of the DP. The topics covered are: Chores City life Housing Food Shopping Transportation Travel

Addressing the Areas of Interaction (AOI)

Over and above the linguistic competence, the program also incorporates the five Areas of Interaction: approaches to learning (ATL), community and service, health and social education, environments and human ingenuity. The wide range of activities conducted in and outside the classroom will help students develop and respectively improve their: Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of life

Departamento de francs y espaol

Learning another language helps students enhance their knowledge of different study skills, and makes them aware of their own learning styles and strategies. In addition, becoming more aware of the culture of the Spanish-speaking world gives them a broader perspective of the world, enabling them to develop critical judgement of various ways of living and thinking (ATL). Through their learning experience, students will also be able to develop a deeper understanding and empathy for the culture of others, thus strengthening their sense of belonging to their own community and increasing their awareness of community needs (community and service). By becoming confident and appreciative of the level of linguistic competence they have reached, students will also increase their self-esteem (health and social education) They will also be encouraged to develop a balanced local and global perspective of the environmental challenges of our time (environments). Finally, looking at the beliefs, celebrations, ways of living, adapting, and solving problems in other cultures as part of their language study will broaden the students knowledge and understanding of the concept of human ingenuity. Students appreciation of creative minds will be extended through encountering individuals such as authors, artists, composers and inventors represented in their Spanish studies.

Assessment
The assessments are organized around the four interactive skill areas, speaking, writing, listening and reading comprehension. They are based on a variety of activities such as projects, oral presentations, performances as well as written papers. The assessments are derived from clearly defined assessment criteria and rubrics as follow: A: Oral Communication To measure the students development as a speaker of the language. B: Visual interpretation To measure the students ability to interpret visual text presented with spoken and written text C: Reading comprehension To measure the students ability to comprehend written text D: Writing To measure the students development as a writer of the target language

Departamento de francs y espaol

Chinese International School Y10 Spanish Course Outline

The Aims for MYP Language B Spanish The aim of the Spanish Elective in Year 10 is to further develop the students communication and comprehension skills in the target language, i.e. Spanish, significantly beyond the foundation laid in Years 7-10. The curriculum fosters communication and expands the students cognitive and analytical abilities. The course is designed to: develop the language effectively as a means of practical communication. give insight into the life and culture of the communities where Spanish is spoken. encourage a positive attitude towards speakers of Spanish and other languages as well as an appreciation of and empathy towards other cultures, including the students own culture(s). provide a sound basis of communication and comprehension skills. develop an understanding of the nature of language and the process of language learning. begin to develop an understanding of the cultural patterns that affect the thinking, feeling and behavior of the communities in which Spanish is spoken. develop a curiosity, an interest and enjoyment in the Spanish language and the various cultures of the Spanish-speaking world. develop an appreciation of literature in Spanish (Phase 5) 2013-2014

Following the new MYP Language B Guide, all students will be enrolled in a phase. There are six phases in the MYP, Phases 1-6. The purpose of these new phases is to allow for students to reach their maximum potential within the class, as well as offer more opportunities for differentiation. This change is also an effort to align the MYP courses with those of the DP. Course Outline The three skills speaking, listening, writing and reading are seen as interactive and interdependent components. Intercultural awareness is cultivated, as students are always encouraged to use the language as a tool to enhance the understanding of other cultures. The following topics will be covered in Year 10 using the Avancemos 2! textbook in conjunction with supplemental articles from reputable Spanish-language media (i.e. BBC Mundo, CNN en espaol and News in Slow Spanish): Traveling o Booking tickets, airports, places of interests, topography and geography of destination Daily Routines o Getting up, shaving, applying make-up, brushing your teeth, putting on your clothes, brushing your hair, drying yourself, washing your face, lying down, going to bed Music o Learning to differentiate between genres of Latin/Spanish music, understanding the historical and cultural influences in each genre, analyzing lyrics, genres to be explored include: salsa, tango, mariachi, merengue,

Departamento de francs y espaol

Dance o Choosing songs from three genres of music, analyzing lyrics, helping partner understand the story of chosen songs, learning how to dance three to five Latin dance styles, performing three dances with one or two PE Extended students in front of their peers and families.

flamenco, son cubano, Andean music, bolero, Rock Latino, cumbia, hip hop Latino and bachata.

Addressing the Areas of Interaction Over and above the linguistic competence, the program also incorporates the five Areas of Interaction (AOIs): Approaches to learning ( ATL), Community and Service (CS), Health and Social Education (HSE), Environment (E) and Human Ingenuity (HI). The wide range of activities conducted in and outside of the classroom will help students develop and individually improve their: Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of life Approaches to learning Learning another language helps students enhance their knowledge of different study skills, and makes them aware of their own learning styles and strategies. By virtue of becoming more aware of the cultures of the Spanish-speaking world, they will gain a broader perspective of the world, enabling them to develop critical judgment of various ways of living and thinking. Community and Service Students will develop a deeper understanding and empathy for the culture of others through their learning experience, thus strengthening their sense of belonging to their own community and increasing their awareness of community needs. Health and Social Education Students will increase their self-esteem by becoming confident and appreciative of the level of linguistic competence they have reached. They will read about health and social issues affecting the Spanish-speaking world (ie. Ethical issues in sports/Political unrest in Central America). Environment Students will be encouraged to develop a balanced local and global perspective of the environmental challenges of our time. Human Ingenuity Students will learn about the various beliefs, celebrations, ways of living, ways of adapting and ways of solving problems in other cultures as part of their language study, which will broaden their knowledge and understanding of the concept of Human Ingenuity. Students appreciation of creative minds will expand as they encounter authors, artists, composers and inventors that have made significant contributions to the Spanish-speaking world.

Assessment

Departamento de francs y espaol

The assessments are organized around the three interactive skill areas of speaking (including listening), writing, and reading. They based on a variety of activities such as projects, exhibitions, oral presentations, performances and demonstrations as well as written papers or essays. The assessments are derived from clearly defined assessment criteria and rubrics which students receive at the beginning of the year. At the end of the course students will be assessed according to the following criteria: A: Oral Communication To measure the students development as a speaker of the language. B: Visual interpretation To measure the students ability to interpret visual text presented with spoken and written text C: Reading comprehension To measure the students ability to comprehend written text D: Writing To measure the students development as a writer of the target language

Departamento de francs y espaol

Chinese International School Y11 Spanish 2013-2014 Course Outline

The Aims for MYP Language B Spanish The aim of the Spanish Elective in Year 11 is to further develop the students communication and comprehension skills in the target language, i.e. Spanish, significantly beyond the foundation laid in Years 8-10.The curriculum fosters communication and expands the students cognitive and analytical abilities. The course is designed to: develop the language effectively as a means of practical communication. give insight into the life and culture of the communities where Spanish is spoken. encourage a positive attitude towards speakers of Spanish and other languages as well as an appreciation of and empathy towards other cultures, including the students own culture(s). provide a sound basis of communication and comprehension skills. develop an understanding of the nature of language and the process of language learning. begin to develop an understanding of the cultural patterns that affect the thinking, feeling and behavior of the communities in which Spanish is spoken. develop a curiosity, an interest and enjoyment in the Spanish language and the various cultures of the Spanish-speaking world.

Course Outline The three skills speaking (including listening), writing and reading are seen as interactive and interdependent components. Intercultural awareness is cultivated, as students are always encouraged to use the language as a tool to enhance the understanding of other cultures. Following the new MYP Language B Guide, all students will be enrolled in a phase. There are six phases in the MYP, Phases 1-6. The purpose of these new phases is to allow for students to reach their maximum potential within the class, as well as offer more opportunities for differentiation. This change is also an effort to align the MYP courses with those of the DP. The following topics will be covered in Year 11 using the Avancemos 2! textbook in conjunction with supplemental articles from reputable Spanish-language media (i.e. BBC Mundo, CNN en espaol and News in Slow Spanish): Legends and stories o Myths and historical stories of the Spanish-speaking world Food o Preparing, describing, food-related odes by Pablo Neruda, cuisines of the Spanish-speaking world Cinematic arts o Making movies, Latino movie stars in Hollywood, Casa de los espiritus (House of the Spirits), international film festivals, the Oscar and the Ariel prestigious awards, movie premieres o Film critic Journalism o Being a reporter, double-entendres and other ways to play with words, Sino-Latino relations o The influence of China in the Spanish speaking world and vice-versa.

Addressing the Areas of Interaction Over and above the linguistic competence, the program also incorporates the five Areas of Interaction (AOIs): Approaches to learning (ATL), Community and Service (CS), Health and Social Education (HSE), Environment (E) and Human Ingenuity (HI). The wide range of activities conducted in and outside of the classroom will help students develop and individually improve their: Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of life Approaches to learning Learning another language helps students enhance their knowledge of different study skills, and makes them aware of their own learning styles and strategies. By virtue of becoming more aware of the cultures of the Spanish-speaking world, they will gain a broader perspective of the world, enabling them to develop critical judgment of various ways of living and thinking. Community and Service Students will develop a deeper understanding and empathy for the culture of others through their learning experience, thus strengthening their sense of belonging to their own community and increasing their awareness of community needs. Health and Social Education Students will increase their self-esteem by becoming confident and appreciative of the level of linguistic competence they have reached. They will read about health and social issues affecting the Spanish-speaking world (ie. Ethical issues in sports/Political unrest in Central America). Environment Students will be encouraged to develop a balanced local and global perspective of the environmental challenges of our time. Human Ingenuity Students will learn about the various beliefs, celebrations, ways of living, ways of adapting and ways of solving problems in other cultures as part of their language study, which will broaden their knowledge and understanding of the concept of Human Ingenuity. Students appreciation of creative minds will expand as they encounter authors, artists, composers and inventors that have made significant contributions to the Spanish-speaking world. Assessment The assessments are organized around the three interactive skill areas of speaking (including listening), writing, and reading. They based on a variety of activities such as projects, exhibitions, oral presentations, performances and demonstrations as well as written papers or essays.

Departamento de francs y espaol

The assessments are derived from clearly defined assessment criteria and rubrics which students receive at the beginning of the year. At the end of the course students will be assessed according to the following criteria:

Departamento de francs y espaol

A: Oral Communication To measure the students development as a speaker of the language. B: Visual interpretation To measure the students ability to interpret visual text presented with spoken and written text C: reading comprehension To measure the students ability to comprehend written text D: Writing To measure the students development as a writer of the target language

Departamento de francs y espaol

Chinese International School Y7 Spanish B Course Outline 2013-2014 Aims for MYP Language B
The aim of MYP Year 7 Spanish is to develop students communication skills and expand their cognitive and analytical abilities. The course is designed to: develop the language effectively as a means of practical communication give insight into the life and culture of the communities where the language is spoken encourage a positive attitude towards speakers of Spanish and other languages as well as an appreciation of, and empathy towards other cultures provide a sound basis of communication skills begin to develop an understanding of the nature of language and the process of language learning develop curiosity, interest and enjoyment in Spanish begin to develop an understanding of the cultural patterns that affect the thinking and acting of communities in which Spanish is spoken.

Course description
The year 7 Spanish course provides students with the opportunity to develop the four skills - Speaking, Writing, Listening and Reading - as interactive and interdependent components. Intercultural awareness is cultivated as students are always encouraged to use the language as a tool to enhance the understanding of other cultures. In Year 7, students will develop these skills through the specific topics of the course. The course textbook used is Espacio Joven A1. Following the new MYP Language B Guide, all students will be enrolled in a phase. There are six phases in the MYP, Phases 1-6. The purpose of these new phases is to allow for students to reach their maximum potential within the class, as well as offer more opportunities for differentiation. This change is also an effort to align the MYP courses with those of the DP. The topics covered are: Greetings, numbers and alphabet Home and family Pets and hobbies Festivals and special occasions Clothing and colors School and daily routines Leisure activities

Addressing the Areas of Interaction (AOI)

Over and above the linguistic competence, the program also incorporates the five Areas of Interaction: approaches to learning (ATL), community and service, health and social education, environments and human ingenuity. The wide range of activities conducted in and outside the classroom will help students develop and respectively improve their: Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of life C:\Users\CIS\Desktop\Course Outlines\Moongate Spanish Yr7 2013-2014.doc 1

Departamento de francs y espaol

Learning another language helps students enhance their knowledge of different study skills, and makes them aware of their own learning styles and strategies. In addition, becoming more aware of the culture of the Spanish-speaking world gives them a broader perspective of the world, enabling them to develop critical judgement of various ways of living and thinking (ATL). Through their learning experience, students will also be able to develop a deeper understanding and empathy for the culture of others, thus strengthening their sense of belonging to their own community and increasing their awareness of community needs (community and service). By becoming confident and appreciative of the level of linguistic competence they have reached, students will also increase their self-esteem (health and social education) They will also be encouraged to develop a balanced local and global perspective of the environmental challenges of our time (environments). Finally, looking at the beliefs, celebrations, ways of living, adapting, and solving problems in other cultures as part of their language study will broaden the students knowledge and understanding of the concept of human ingenuity. Students appreciation of creative minds will be extended through encountering individuals such as authors, artists, composers and inventors represented in their Spanish studies.

Assessment
The assessments are organized around the four interactive skill areas, speaking, writing, listening and reading comprehension. They are based on a variety of activities such as projects, oral presentations, performances as well as written papers. The assessments are derived from clearly defined assessment criteria and rubrics as follow: A: Oral Communication To measure the students development as a speaker of the language. B: Visual interpretation To measure the students ability to interpret visual text presented with spoken and written text C: Reading comprehension To measure the students ability to comprehend written text D: Writing To measure the students development as a writer of the target language

C:\Users\CIS\Desktop\Course Outlines\Moongate Spanish Yr7 2013-2014.doc 2

Departamento de francs y espaol

Chinese International School Y8 Spanish 2013-2014 Course Outline Aims for MYP Language B
The aim of MYP Year 8 Spanish is to develop students communication skills and expand their cognitive and analytical abilities. The course is designed to: develop the language effectively as a means of practical communication give insight into the life and culture of the communities where the language is spoken encourage a positive attitude towards speakers of Spanish and other languages as well as an appreciation of, and empathy towards other cultures provide a sound basis of communication skills begin to develop an understanding of the nature of language and the process of language learning develop curiosity, interest and enjoyment in Spanish begin to develop an understanding of the cultural patterns that affect the thinking and acting of communities in which Spanish is spoken.

Course description
The Year 8 Spanish course provides students with the opportunity to develop the four skills - Speaking, Writing, Listening and Reading - as interactive and interdependent components. Intercultural awareness is cultivated as students are always encouraged to use the language as a tool to enhance the understanding of other cultures. In Year 8, students will develop these skills through the specific topics of the course. The course textbook used is En Espaol!. Following the new MYP Language B Guide, all students will be enrolled in a phase. There are six phases in the MYP, Phases 1-6. The purpose of these new phases is to allow for students to reach their maximum potential within the class, as well as offer more opportunities for differentiation. This change is also an effort to align the MYP courses with those of the DP. The topics covered are: Daily life Leisure activities Occupations Sports and Health Student life Time periods Weather

Addressing the Areas of Interaction (AOI)

Over and above the linguistic competence, the program also incorporates the five Areas of Interaction: approaches to learning (ATL), community and service, health and social education, environments and human ingenuity. The wide range of activities conducted in and outside the classroom will help students develop and respectively improve their: Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking

C:\Users\CIS\Desktop\Course Outlines\Moongate Spanish Y08 2013-2014.doc 1

Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of life

Departamento de francs y espaol

Learning another language helps students enhance their knowledge of different study skills, and makes them aware of their own learning styles and strategies. In addition, becoming more aware of the culture of the Spanish-speaking world gives them a broader perspective of the world, enabling them to develop critical judgement of various ways of living and thinking (ATL). Through their learning experience, students will also be able to develop a deeper understanding and empathy for the culture of others, thus strengthening their sense of belonging to their own community and increasing their awareness of community needs (community and service). By becoming confident and appreciative of the level of linguistic competence they have reached, students will also increase their self-esteem (health and social education) They will also be encouraged to develop a balanced local and global perspective of the environmental challenges of our time (environments). Finally, looking at the beliefs, celebrations, ways of living, adapting, and solving problems in other cultures as part of their language study will broaden the students knowledge and understanding of the concept of human ingenuity. Students appreciation of creative minds will be extended through encountering individuals such as authors, artists, composers and inventors represented in their Spanish studies.

Assessment
The assessments are organized around the four interactive skill areas, speaking, writing, listening and reading comprehension. They are based on a variety of activities such as projects, oral presentations, performances as well as written papers. The assessments are derived from clearly defined assessment criteria and rubrics as follow: A: Oral Communication To measure the students development as a speaker of the language. B: Visual interpretation To measure the students ability to interpret visual text presented with spoken and written text C: reading comprehension To measure the students ability to comprehend written text D: Writing To measure the students development as a writer of the target language

C:\Users\CIS\Desktop\Course Outlines\Moongate Spanish Y08 2013-2014.doc 2

Departamento de francs y espaol

Chinese International School Y9 Spanish 2013-2014 Course Outline Aims for MYP Language B
The aim of MYP Year 9 Spanish is to develop students communication skills and expand their cognitive and analytical abilities. The course is designed to: develop the language effectively as a means of practical communication give insight into the life and culture of the communities where the language is spoken encourage a positive attitude towards speakers of Spanish and other languages as well as an appreciation of, and empathy towards other cultures provide a sound basis of communication skills begin to develop an understanding of the nature of language and the process of language learning develop curiosity, interest and enjoyment in Spanish begin to develop an understanding of the cultural patterns that affect the thinking and acting of communities in which Spanish is spoken.

Course description
The Year 9 Spanish course provides students with the opportunity to develop the four skills - Speaking, Writing, Listening and Reading - as interactive and interdependent components. Intercultural awareness is cultivated as students are always encouraged to use the language as a tool to enhance the understanding of other cultures. In Year 9, students will develop these skills through the specific topics of the course. The course textbook used is En Espaol!. Following the new MYP Language B Guide, all students will be enrolled in a phase. There are six phases in the MYP, Phases 1-6. The purpose of these new phases is to allow for students to reach their maximum potential within the class, as well as offer more opportunities for differentiation. This change is also an effort to align the MYP courses with those of the DP. The topics covered are: Chores City life Housing Food Shopping Transportation Travel

Addressing the Areas of Interaction (AOI)

Over and above the linguistic competence, the program also incorporates the five Areas of Interaction: approaches to learning (ATL), community and service, health and social education, environments and human ingenuity. The wide range of activities conducted in and outside the classroom will help students develop and respectively improve their: Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of life

C:\Users\CIS\Desktop\Course Outlines\Moongate Spanish Y09 2013-2014.doc 1

Learning another language helps students enhance their knowledge of different study skills, and makes them aware of their own learning styles and strategies. In addition, becoming more aware of the culture of the Spanish-speaking world gives them a broader perspective of the world, enabling them to develop critical judgement of various ways of living and thinking (ATL). Through their learning experience, students will also be able to develop a deeper understanding and empathy for the culture of others, thus strengthening their sense of belonging to their own community and increasing their awareness of community needs (community and service). By becoming confident and appreciative of the level of linguistic competence they have reached, students will also increase their self-esteem (health and social education) They will also be encouraged to develop a balanced local and global perspective of the environmental challenges of our time (environments). Finally, looking at the beliefs, celebrations, ways of living, adapting, and solving problems in other cultures as part of their language study will broaden the students knowledge and understanding of the concept of human ingenuity. Students appreciation of creative minds will be extended through encountering individuals such as authors, artists, composers and inventors represented in their Spanish studies.

Departamento de francs y espaol

Assessment
The assessments are organized around the four interactive skill areas, speaking, writing, listening and reading comprehension. They are based on a variety of activities such as projects, oral presentations, performances as well as written papers. The assessments are derived from clearly defined assessment criteria and rubrics as follow: A: Oral Communication To measure the students development as a speaker of the language. B: Visual interpretation To measure the students ability to interpret visual text presented with spoken and written text C: reading comprehension To measure the students ability to comprehend written text D: Writing To measure the students development as a writer of the target language

C:\Users\CIS\Desktop\Course Outlines\Moongate Spanish Y09 2013-2014.doc 2

Departamento de francs y espaol

Chinese International School Y10 Spanish 2013-2014 Course Outline

The Aims for MYP Language B Spanish The aim of the Spanish Elective in Year 10 is to further develop the students communication and comprehension skills in the target language, i.e. Spanish, significantly beyond the foundation laid in Years 7-10. The curriculum fosters communication and expands the students cognitive and analytical abilities. The course is designed to: develop the language effectively as a means of practical communication. give insight into the life and culture of the communities where Spanish is spoken. encourage a positive attitude towards speakers of Spanish and other languages as well as an appreciation of and empathy towards other cultures, including the students own culture(s). provide a sound basis of communication and comprehension skills. develop an understanding of the nature of language and the process of language learning. begin to develop an understanding of the cultural patterns that affect the thinking, feeling and behavior of the communities in which Spanish is spoken. develop a curiosity, an interest and enjoyment in the Spanish language and the various cultures of the Spanish-speaking world. develop an appreciation of literature in Spanish (Advanced )

Following the new MYP Language B Guide, all students will be enrolled in a phase. There are six phases in the MYP, Phases 1-6. The purpose of these new phases is to allow for students to reach their maximum potential within the class, as well as offer more opportunities for differentiation. This change is also an effort to align the MYP courses with those of the DP. Course Outline The three skills speaking, listening, writing and reading are seen as interactive and interdependent components. Intercultural awareness is cultivated, as students are always encouraged to use the language as a tool to enhance the understanding of other cultures. The following topics will be covered in Year 10 using the Avancemos 2! textbook in conjunction with supplemental articles from reputable Spanish-language media (i.e. BBC Mundo, CNN en espaol and News in Slow Spanish): Traveling o Booking tickets, airports, places of interests, topography and geography of destination Daily Routines o Getting up, shaving, applying make-up, brushing your teeth, putting on your clothes, brushing your hair, drying yourself, washing your face, lying down, going to bed Music o Learning to differentiate between genres of Latin/Spanish music, understanding the historical and cultural influences in each genre, analyzing lyrics, genres to be

C:\Users\CIS\Desktop\Course Outlines\Moongate Spanish Y10 2013-2014.doc 1

Departamento de francs y espaol

Dance o Choosing songs from three genres of music, analyzing lyrics, helping partner understand the story of chosen songs, learning how to dance three to five Latin dance styles, performing three dances with one or two PE Extended students in front of their peers and families.

explored include: salsa, tango, mariachi, merengue, flamenco, son cubano, Andean music, bolero, Rock Latino, cumbia, hip hop Latino and bachata.

Addressing the Areas of Interaction Over and above the linguistic competence, the program also incorporates the five Areas of Interaction (AOIs): Approaches to learning ( ATL), Community and Service (CS), Health and Social Education (HSE), Environment (E) and Human Ingenuity (HI). The wide range of activities conducted in and outside of the classroom will help students develop and individually improve their: Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of life Approaches to learning Learning another language helps students enhance their knowledge of different study skills, and makes them aware of their own learning styles and strategies. By virtue of becoming more aware of the cultures of the Spanish-speaking world, they will gain a broader perspective of the world, enabling them to develop critical judgment of various ways of living and thinking. Community and Service Students will develop a deeper understanding and empathy for the culture of others through their learning experience, thus strengthening their sense of belonging to their own community and increasing their awareness of community needs. Health and Social Education Students will increase their self-esteem by becoming confident and appreciative of the level of linguistic competence they have reached. They will read about health and social issues affecting the Spanish-speaking world (ie. Ethical issues in sports/Political unrest in Central America). Environment Students will be encouraged to develop a balanced local and global perspective of the environmental challenges of our time. Human Ingenuity Students will learn about the various beliefs, celebrations, ways of living, ways of adapting and ways of solving problems in other cultures as part of their language study, which will broaden their knowledge and understanding of the concept of Human Ingenuity. Students appreciation of creative minds will expand as they encounter authors, artists, composers and inventors that have made significant contributions to the Spanish-speaking world.
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Assessment

Departamento de francs y espaol

The assessments are organized around the three interactive skill areas of speaking (including listening), writing, and reading. They based on a variety of activities such as projects, exhibitions, oral presentations, performances and demonstrations as well as written papers or essays. The assessments are derived from clearly defined assessment criteria and rubrics which students receive at the beginning of the year. At the end of the course students will be assessed according to the following criteria:

A: Oral Communication To measure the students development as a speaker of the language. B: Visual interpretation To measure the students ability to interpret visual text presented with spoken and written text C: Reading comprehension To measure the students ability to comprehend written text D: Writing To measure the students development as a writer of the target language

C:\Users\CIS\Desktop\Course Outlines\Moongate Spanish Y10 2013-2014.doc 3

Departamento de francs y espaol

Chinese International School Y11 Spanish 2013-2014 Course Outline

The Aims for MYP Language B Spanish The aim of the Spanish Elective in Year 11 is to further develop the students communication and comprehension skills in the target language, i.e. Spanish, significantly beyond the foundation laid in Years 8-10.The curriculum fosters communication and expands the students cognitive and analytical abilities. The course is designed to: develop the language effectively as a means of practical communication. give insight into the life and culture of the communities where Spanish is spoken. encourage a positive attitude towards speakers of Spanish and other languages as well as an appreciation of and empathy towards other cultures, including the students own culture(s). provide a sound basis of communication and comprehension skills. develop an understanding of the nature of language and the process of language learning. begin to develop an understanding of the cultural patterns that affect the thinking, feeling and behavior of the communities in which Spanish is spoken. develop a curiosity, an interest and enjoyment in the Spanish language and the various cultures of the Spanish-speaking world.

Course Outline The three skills speaking (including listening), writing and reading are seen as interactive and interdependent components. Intercultural awareness is cultivated, as students are always encouraged to use the language as a tool to enhance the understanding of other cultures. Following the new MYP Language B Guide, all students will be enrolled in a phase. There are six phases in the MYP, Phases 1-6. The purpose of these new phases is to allow for students to reach their maximum potential within the class, as well as offer more opportunities for differentiation. This change is also an effort to align the MYP courses with those of the DP. The following topics will be covered in Year 11 using the Avancemos 2! textbook in conjunction with supplemental articles from reputable Spanish-language media (i.e. BBC Mundo, CNN en espaol and News in Slow Spanish): Legends and stories o Myths and historical stories of the Spanish-speaking world Food o Preparing, describing, food-related odes by Pablo Neruda, cuisines of the Spanish-speaking world Cinematic arts o Making movies, Latino movie stars in Hollywood, Casa de los espiritus (House of the Spirits), international film festivals, the Oscar and the Ariel prestigious awards, movie premieres o Film critic Journalism o Being a reporter, double-entendres and other ways to play with words, Sino-Latino relations

C:\Users\CIS\Desktop\Course Outlines\Moongate Spanish Y11 2013-2014.doc

o The influence of China in the Spanish speaking world and vice-versa. Addressing the Areas of Interaction

Departamento de francs y espaol

Over and above the linguistic competence, the program also incorporates the five Areas of Interaction (AOIs): Approaches to learning (ATL), Community and Service (CS), Health and Social Education (HSE), Environment (E) and Human Ingenuity (HI). The wide range of activities conducted in and outside of the classroom will help students develop and individually improve their: Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of life Approaches to learning Learning another language helps students enhance their knowledge of different study skills, and makes them aware of their own learning styles and strategies. By virtue of becoming more aware of the cultures of the Spanish-speaking world, they will gain a broader perspective of the world, enabling them to develop critical judgment of various ways of living and thinking. Community and Service Students will develop a deeper understanding and empathy for the culture of others through their learning experience, thus strengthening their sense of belonging to their own community and increasing their awareness of community needs. Health and Social Education Students will increase their self-esteem by becoming confident and appreciative of the level of linguistic competence they have reached. They will read about health and social issues affecting the Spanish-speaking world (ie. Ethical issues in sports/Political unrest in Central America). Environment Students will be encouraged to develop a balanced local and global perspective of the environmental challenges of our time. Human Ingenuity Students will learn about the various beliefs, celebrations, ways of living, ways of adapting and ways of solving problems in other cultures as part of their language study, which will broaden their knowledge and understanding of the concept of Human Ingenuity. Students appreciation of creative minds will expand as they encounter authors, artists, composers and inventors that have made significant contributions to the Spanish-speaking world. Assessment The assessments are organized around the three interactive skill areas of speaking (including listening), writing, and reading. They based on a variety of activities such as projects, exhibitions, oral presentations, performances and demonstrations as well as written papers or essays.

C:\Users\CIS\Desktop\Course Outlines\Moongate Spanish Y11 2013-2014.doc

Departamento de francs y espaol

The assessments are derived from clearly defined assessment criteria and rubrics which students receive at the beginning of the year. At the end of the course students will be assessed according to the following criteria: A: Oral Communication To measure the students development as a speaker of the language. B: Visual interpretation To measure the students ability to interpret visual text presented with spoken and written text C: Reading comprehension To measure the students ability to comprehend written text D: Writing To measure the students development as a writer of the target language

C:\Users\CIS\Desktop\Course Outlines\Moongate Spanish Y11 2013-2014.doc

CHINESE INTERNATIONAL SCHOOL IBDP Language B Spanish

Year 12-13 Spanish Standard/Higher Level
This course is designed for students with some previous experience of the language. The main focus is acquisition and development of skills up to a fairly sophisticated degree at higher level beyond purposes of everyday social interaction, such as discussions of abstract ideas and cultural subtleties. . Please refer to Language B IBDP guide for further details.

The course comprises five topics: 3 from the core and 2 chosen from the five options. At least two aspects must be covered in each of the five topics that make up the course. The corewith topics common to both levelsis divided into three areas and is a required area of study. Communication and media Global issues Social relationships In addition, at both SL and HL, teachers select two from the following five options. Cultural diversity Customs and traditions Health Leisure Science and technology The core and the options at both levels must be studied within the context of the culture(s) of the target language.

Assessment Outline for Standard Level External Assessment: (70%) Paper 1 Text Handling, 1 hours, consisting of 4 written texts, based on the core. Paper 2 Written Production, 1 hours, 250-400 words from a choice of 5, based on the options. No dictionaries are allowed. Written assignment: Intertextual reading followed by a written exercise of 300-400 words + 100-word rationale, based on the core. Internal Assessment: (internally assessed and externally moderated) (30%) Oral Component Individual Oral (8-10 minutes). Based on the options: 15 minutes preparation time and a 10-minute (max.) presentation and discussion with the teacher. Interactive Oral Activity: Based on the core. 3 class room activities. Assessment Outline for Higher Level External Assessment: (70%) Paper 1 Text Handling, 1 hours, consisting of 5 written texts, based on the core. Paper 2 Written Production, 1 hours. Two compulsory writing exercises. No dictionaries are allowed. Section A: 250-400 words, based on the options, to be selected from a choice of 5 Section B: Response of 150-250 words to a stimulus text, based on the core. Written assignment: Creative writing of 500-600 words + 150-word rationale, based on one of the literary texts read. Internal Assessment: (30%) Oral Component Individual Oral (8-10 minutes). Based on the options: 15 minutes preparation time and a 10-minute (max.) presentation and discussion with the teacher. Interactive Oral Activity: Based on the core. 3 class room activities. All pieces of work will be assessed using the IB scale 1-7.
7 6 5 4 3 2 1 Excellent performance Very good performance Good performance Satisfactory performance Mediocre performance Poor performance Very poor performance

The majority of assessed work will include past IB questions so that students have a realistic idea of IB level assessment materials.
IB 7 6 5 4 3 2 1 Homework Score 90% + 77-89% 67- 76% 56- 66% 41-55% 21-40% 0-20% Test Score Standard 82% + 69-81% 57-68% 44-56% 31-43% 15-30% 0-14% Excellent performance Very good performance Good performance Satisfactory performance Mediocre performance Poor performance Very poor performance

CHINESE INTERNATIONAL SCHOOL IBDP Language B Spanish

Year 12-13 Spanish Standard and Higher Levels
This course is designed for students with some previous experience of the language. The main focus is acquisition and development of skills up to a fairly sophisticated degree at higher level beyond purposes of everyday social interaction, such as discussions of abstract ideas and cultural subtleties. SL and HL are differentiated by the recommended number of teaching hours, the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria. Please refer to Language B IBDP guide for further details.

The course comprises five topics: 3 from the core and 2 chosen from the five options. At least two aspects must be covered in each of the five topics that make up the course. The corewith topics common to both levelsis divided into three areas and is a required area of study. Communication and media Global issues Social relationships In addition, at both SL and HL, teachers select two from the following five options. Cultural diversity Customs and traditions Health Leisure Science and technology Also, at HL, students read two works of literature. The core and the options at both levels, as well as literature at HL, must be studied within the context of the culture(s) of the target language.

Assessment Outline for Standard Level External Assessment: (70%) Paper 1 Text Handling, 1 hours, consisting of 4 written texts, based on the core. [25%] Paper 2 Written Production, 1 hours, 250-400 words from a choice of 5, based on the options. No dictionaries are allowed. [25%] Written assignment: Intertextual reading followed by a written exercise of 300-400 words + 100-word rationale, based on the core. [20%] Internal Assessment: (internally assessed and externally moderated) (30%) Oral Component Individual Oral (8-10 minutes). Based on the options: 15 minutes preparation time and a 10-minute (max.) presentation and discussion with the teacher. [20%] Interactive Oral Activity: Based on the core. 3 class room activities. [10%] Assessment Outline for Higher Level External Assessment: (70%) Paper 1 Text Handling, 1 hours, consisting of 5 written texts, based on the core. Paper 2 Written Production, 1 hours. Two compulsory writing exercises. No dictionaries are allowed. [25%] Section A: 250-400 words, based on the options, to be selected from a choice of 5 Section B: Response of 150-250 words to a stimulus text, based on the core. [25%] Written assignment: Creative writing of 500-600 words + 150-word rationale, based on one of the literary texts read. [25%] Internal Assessment: (30%) Oral Component Individual Oral (8-10 minutes). Based on the options: 15 minutes preparation time and a 10-minute (max.) presentation and discussion with the teacher. [20%] Interactive Oral Activity: Based on the core. 3 class room activities. [10%] All pieces of work will be assessed using the IB scale 1-7.
7 6 5 4 3 2 1 Excellent performance Very good performance Good performance Satisfactory performance Mediocre performance Poor performance Very poor performance

The majority of assessed work will include past IB questions (when possible) so that students have a realistic idea of IB level assessment materials.
IB 7 6 5 4 3 2 1 Test Score Standard level 89% + 75-88% 61-74% 47-60% 26-46% 12-25% 0-11% Test Score Higher level 87%+ 73-86% 61-72% 47-60% 28-46% 14-27% 0-13% Excellent performance Very good performance Good performance Satisfactory performance Mediocre performance Poor performance Very poor performance