The secondary school curriculum at ISA Wuhan International School will offer a balanced and effective range of courses that integrate the IGCSE curriculum, the IB MYP curriculum and the Chinese National Standard Curriculum. We are looking forward to delivering high quality student-centred education to create an unique Secondary School Curriculum.
The course will use a series of validated assessments to understand the student's current stage of competence and thus to get to know what do our students know? what can they understand? and ultimately to get the answers of their learning intentions.
Students are given triple tests as they progress through the course and teachers are given data to adjust the curriculum accordingly based on their performance and thus improve their teaching practices.
Summative assessment task 总结性评估
Success Criteria 成功准则
Rubic of understanding 理解力评估表
Scientificly Refine Curriculum
Our planned and delivered curricula are gathered from best practices around the world to reinforce that we are truly an international school. The IB provides the rigour of international standards and practices.
To ensure clarity and depth, our planned curriculum is written across three tiers of detail.
Tier One: High level scope and sequence documents
At this level, the curriculum documentation comprises the overall view of topics, learning outcomes,
assessment criteria and type, key skills, concepts and content for each subject area.
Take the one-month timetable of a G6 student as an example:
Tier Two: Unit Plans
Teachers complete a plan for each unit of inquiry they teach throughout the year. Once a unit has been completed, there is a reflection element included, where teachers may make adjustments to the teaching unit to ensure maximum effectiveness in the teaching and learning.
This final level documents are what is taught on a day-to-day or lesson to lesson basis. We will use formative assessment, different questions and more inquiries approaches to make sure students understand material and then teacher can make adjustments
IB programme models highlight important shared features of an IB education：
Developing the attributes of the learner profile
Approaches to teaching and approaches to learning
Age-appropriate culminating experiences
An organized and aligned structure of subject groups or disciplines
Development of international-mindedness as a primary aim and context for learning
The IB is well-known worldwide for the Holistic Education and the Action and Service programme at MYP enables students to contribute to their communities through a wide range of activities in and out of school each year.
IB素以“全人教育”享誉全球，在MYP阶段设置的“行动与服务”课程（Action and Service) 使学生每年都会进行丰富的校内外活动，为自己所在的社区做贡献。
Subject Groups 具体开设学科组
The MYP comprises 8 subject groups:
Language and literature
Individuals and societies
Physical and Health Education
Chemistry 化学, Physics 物理
Assessed Curriculum 评估体系
What we assess？
Assessment is integral to all teaching and learning. It is central to the MYP goal of thoughtfully and effectively guiding students through the five essential elements of learning:
The acquisition of knowledge
The understanding of concepts
The mastering of skills
The development of attitudes
The decisions to take action
Why we assess？
To improve student learning, to provide information on student learning and to contribute to the efficacy of learning programmes.
Assessment is the ongoing process of gathering evidence for and of learning.
How we assess？
Teachers assess students before, during and after each unit. Assessment data of a student’s knowledge, skills and attitudes in all curriculum areas supports teachers in tailoring learning experiences according to the needs of individual students.
This is incorporated into the daily learning process. It provides teachers with information about how learning is developing. It is used to help teachers to plan the next stage of learning. Examples of formative assessment strategies include teacher observation, individual teacher-student interviews, self-assessment and peer-assessment.
This occurs at the end of a teaching and learning cycle, usually a unit in the MYP. It gives students a single opportunity to demonstrate what they have learned by applying their knowledge in new and authentic ways. It informs and improves student learning and the teaching process. The summative assessment task for each unit is collaboratively designed at the beginning of each unit by the teachers and directly measures the central idea of the unit. Examples of summative assessment tasks include reports, essays, examinations, investigations, research projects, presentations, performances. Commonly used assessment tools for these tasks include checklists, rubrics and anecdotal notes.
In the MYP, subject group objectives correspond to assessment criteria. Each criterion has nine possible levels of achievement (0–8), divided into four bands that generally represent limited (1–2); adequate (3–4); substantial (5–6); and excellent (7–8) performance.