INS P I RE THE WO RL D

MYP
CURRICULUM
HANDBOOK
U N L E AS H YO U R TA L ENTS

Academic
Programmes
at La Garenne School
Our key objectives are to enable each student to achieve
academic success and develop a passion for lifelong learning
and discovery. The boarding school environment provides the
stability and structure necessary to thrive and develop. Parallel
to this, the academic life of the school engages students with
stimulating and challenging programmes of study.

The Middle Years Programme (MYP) provides a broad and

balanced education for the 11-16 age group. In the final two
years, flexibility within the choice of subjects allows students
to follow their personal learning goals and future educational
plans.

International Baccalaureate
Middle Years Programme
Table of Contents
INTERNATIONAL BACCALAUREATE MISSION STATEMENT 2
LA GARENNE INTERNATIONAL SCHOOL MISSION STATEMENT 2
WELCOME TO THE MYP AT LA GARENNE 3
THE IB LEARNER PROFILE 5
Inquirers 5
Knowledgeable 5
Thinkers 5
Communicators 5
Principled 5
Open-minded 5
Caring 5
Risk-takers 5
Balanced 6
Reflective 6
THE LA GARENNE CURRICULUM MODEL 7
THE MIDDLE YEARS PROGRAMME 8
APPROACHES TO TEACHING AND LEARNING (ATLs) 8
CONCEPTS 9
GLOBAL CONTEXTS 9
SERVICE AS ACTION 10
Service as Action projects could include: 10
THE SECONDARY LEARNING SHOWCASE 11
Examples of Secondary Learning Showcases include: 11
THE PERSONAL PROJECT 11
Examples of Personal Projects include: 11
ASSESSMENT IN THE MYP 12
ASSESSMENT PROCESS & CALCULATION OF GRADES 13
MYP SUBJECT CRITERION TO GRADE CONVERSION 15
INDEPENDENT STUDY 17
EXTRA-CURRICULAR ACTIVITIES 19
ATTENDANCE & PUNCTUALITY 19
REWARDS AND SANCTIONS 19
General Rewards 19
Academic Rewards 19
Sanctions 20
Level 1: Guidance 21
Level 2: Sanctions 21
Level 3: Detention 21
Level 4: Academic Report 22
Level 5: Disciplinary Council 22
LEARNING SUPPORT 22
THE ROLE OF THE CLASS TUTOR 23
 Morning Registration 23
Absence & Lateness 23
Pastoral Issues 23
Behaviour & Discipline 23
Academic Monitoring 23
TIMETABLES 24
Typical MYP Academic Timetable: 24
MYP SUBJECT AIMS AND COURSE OVERVIEWS 25
1 - Language and Literature (English) 25
2 - Language Acquisition (French and English) 25
3 - Individuals and Societies 25
4 - The Sciences 25
5 - Mathematics 25
6 - The Arts (Visual and Music*) 25
7 - Design 25
8 - Physical and Health Education 25
LANGUAGE AND LITERATURE (ENGLISH) 26
Aims 26
LANGUAGE ACQUISITION (ENGLISH AND FRENCH) 28
INDIVIDUALS AND SOCIETIES 30
Main Objectives 30
SCIENCES 32
Aims 32
MATHEMATICS 34
Main Objectives 34
THE ARTS (VISUAL ARTS & MUSIC*) 36
Aims 36
Main Objectives 36
DESIGN 38
PHYSICAL AND HEALTH EDUCATION 40
Aims 40

The contents of this guide are to be read in conjunction with the following school
policies:
● LGIS Assessment Policy
● LGIS Academic Honesty Policy
● LGIS Language Policy
● LGIS Learning Support Policy
● LGIS Admissions Policy

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INTERNATIONAL BACCALAUREATE MISSION STATEMENT
The International Baccalaureate aims to develop inquiring, knowledgeable and caring
young people who help to create a better and more peaceful world through intercultural
understanding and respect.

To this end the organisation works with schools, governments and international
organisations to develop challenging programmes of international education
and rigorous assessment.

These programmes encourage students across the world to become active, compassionate
and lifelong learners who understand that other people, with their differences,
can also be right.

LA GARENNE INTERNATIONAL SCHOOL MISSION STATEMENT

The Mission of La Garenne International School is to educate children from around the
world, in a warm family atmosphere in which we promote traditional Swiss values of
openness, responsibility, organisation, honesty, politeness and respect.

The school strives to nurture the talents of each child, meeting their individual needs and
aspirations and preparing them to be responsible global citizens.

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WELCOME TO THE MYP AT LA GARENNE
We are delighted to welcome you to the IB Middle Years Programme at La Garenne
International School. The Middle Years Programme is an innovative global curriculum with a
rigorous approach to academics, which also places key importance on developing the
personal skills central to success. We have seen at first hand the International
Baccalaureate’s power to produce internationally-minded and curious young people who
are socially able and academically driven.

The IB programmes are a perfect fit for La Garenne where nurturing the talents of each
child ensures that through personalised support, they can graduate to become
open-minded and principled global citizens. Furthermore, the IB programmes match our
belief in celebrating our differences and encouraging internationalism, respect and
understanding. Our school community represents over 30 different countries and by living
and working together, and learning from each other, students’ preconceptions are
constantly challenged.

Through the MYP, our students are also challenged to excel in their personal development.
We offer a broad and rich curriculum beyond the classroom that makes the most of our
unique environment in the stunning Swiss Alps. Expeditions, Outdoor Education, a diverse
sports programme, clubs and charity events very much reflect the values of the IB.

Your child will benefit from a high quality education which is strictly quality assured by the
IB organisation and recognised across the world, enabling students to progress to pre
university programmes wherever they choose to study..

If you have any questions please do not hesitate to get in touch and find out how La
Garenne can support your child in achieving their full potential.

Mischa-Lara Beccaro Mortley

MYP Coordinator

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THE IB LEARNER PROFILE
The aim of all IB programmes is to develop internationally-minded people who help to
create a better and more peaceful world. Within the Middle Years Programme (MYP), this is
considered through the IB Learner Profile. At La Garenne, we aim to provide an educational
environment where our students with their wide range of backgrounds and abilities all
aspire to develop the following characteristics:

Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry
and research and show independence in learning. They actively enjoy learning and this
love of learning will be sustained throughout their lives.

Knowledgeable
They explore concepts, ideas and issues that have local and global significance. In so
doing, they acquire in-depth knowledge and develop understanding across a broad and
balanced range of disciplines.

Thinkers
They exercise initiative in applying thinking skills critically and creatively to recognize and
approach complex problems, and make reasoned, ethical decisions.

Communicators
They understand and express ideas and information confidently and creatively in more than
one language and in a variety of modes of communication. They work effectively and
willingly in collaboration with others.

Principled
They act with integrity and honesty, with a strong sense of fairness, justice and respect for
the dignity of the individual, groups and communities. They take responsibility for their own
actions and the consequences that accompany them.

Open-minded
They understand and appreciate their own cultures and personal histories, and are open to
the perspectives, values and traditions of other individuals and communities. They are
accustomed to seeking and evaluating a range of points of view, and are willing to grow
from the experience.

Caring
They show empathy, compassion and respect towards the needs and feelings of others.
They have a personal commitment to service, and act to make a positive difference to the
lives of others and to the environment.

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Risk-takers
They approach unfamiliar situations and uncertainty with courage and forethought, and
have the independence of spirit to explore new roles, ideas and strategies. They are brave
and articulate in defending their beliefs.

Balanced
They understand the importance of intellectual, physical and emotional balance to achieve
personal well-being for themselves and others.

Reflective
They give thoughtful consideration to their own learning and experience. They are able to
assess and understand their strengths and limitations in order to support their learning and
personal development.

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THE LA GARENNE CURRICULUM MODEL
La Garenne has a vibrant international curriculum that addresses the variety of needs and
interests of our students. Itl is carefully composed to ensure the progression of our
students throughout each of the age ranges and programmes. We offer the International
Primary Years Curriculum, the IB Middle Years Curriculum and the IB Diploma Programme.

The International The IB Middle Years The IB Diploma

Primary Years Programme Programme
Curriculum

Ages 5-11 Ages 11-16 Ages 16-18

International Mindedness

IPC Mission Statement IB Mission Statement

Inquiry based learning

IPC personal goals: IB Approaches to Learning:

Cooperation, Communication,
Thoughtfulness, Respect, Communication skills, Social skills, Self-management skills,
Resilience & Morality Research skills, Thinking skills

Themed units of learning

Learning goals Subject aims and objectives

Reflection

Formative & Summative Assessment

Secondary Learning
Exit Point Showcase/Personal Project The Extended Essay

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THE MIDDLE YEARS PROGRAMME

In keeping with our school philosophy, the MYP

curriculum puts the learner at the heart of their own
learning and encourages them to make practical
connections between all parts of their studies as well as
making links to the world around them. This is facilitated
through the following features of the programme:

APPROACHES TO TEACHING AND LEARNING (ATLs)

The ATLs are a guiding framework which ensure that students not only acquire knowledge,
but also acquire the skills needed to be effective learners who can self-regulate their
learning. The ATLs comprise the following skills which all teachers develop in each unit of
work:

● Thinking Skills
● Communication Skills
● Social Skills
● Self-Management Skills
● Research Skills

We encourage students to reflect on each unit and complete a self-assessment of how well
they feel they have developed these skills, and what they believe they can do to improve.
These reflections are summarised on assessment cards.

CONCEPTS
Concept-based learning is at the heart of the MYP Programme and effective education
generally. By encouraging learners to develop conceptual understanding, we are helping to
ensure that learners develop a holistic view of knowledge and go beyond memorising facts
to be able to draw on links between topics and subjects and further their understanding.
Each unit of work explores one overarching Key Concept which frames the inquiry, in
addition to two or more Related Concepts rooted in the subject discipline.

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GLOBAL CONTEXTS
The six Global Contexts form a framework which ensures that learning is always set in a
context which is relevant to the students. They form a common language among all the
subject areas and aim to ensure that there is always a link between what the student is
learning and what is happening in the real world. Each unit of work is rooted in one of the
Global Contexts:

● Identities and relationships

● Orientation in space and time
● Personal and cultural expression
● Scientific and technical innovation
● Globalisation and sustainability
● Fairness and development

Using the UN Sustainable Development Goals, we reinforce the Global Contexts with
real-world examples and are able to make a natural link with the Service as Action
component.

SERVICE AS ACTION
One of the most exciting features of the MYP is the compulsory Service as Action
component. This is designed to enable pupils to develop a stronger sense of the

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importance of community. They become responsible citizens, with a deepening
understanding of the world around them. Service as Action provides wonderful
opportunities for experiential learning through real-world interactions. The emphasis is on:

1. Developing community awareness and concern

2. Learning to balance social, academic, and recreational avenues whilst maintaining a
healthy lifestyle.
3. Becoming independent.
4. Developing skills to make an effective contribution to society including personal
reflection, resilience and working collaboratively.

Service as Action can take a variety of different forms from direct service such as working
providing one-to-one support for others, or indirect service such as supporting a cause,
charity fundraising or raising awareness of a specific issue.

Service as Action projects could include:

● Helping out once a week on the La Garenne farm
● Taking part in a charity fun-run
● Making posters to raise awareness of healthy eating habits
● Travelling to a foreign country to help build a school
● Organising a campaign to reduce the amount of plastics used in the school
● Volunteering to teach English at an old people’s home
● Reading to groups of the children in the Minis

Effective projects challenge the individual and lead to personal development. Students’
progress with their projects is recorded on ManageBac to ensure that staff can see what
the students are engaged with and how they are progressing.

Good projects improve interpersonal skills and self esteem, increase confidence, develop
leadership skills, allow a student to reflect on their strengths and weaknesses, discover
new talents and interests and help prepare them for the Creativity, Activity, Service
component of their future Diploma studies.

For further information, see the La Garenne International School Service and Action
Handbook.

THE SECONDARY LEARNING SHOWCASE

MYP students take part in the Secondary Learning Showcase at the end of Terms 1 and 2.
These collaborative projects provide a fantastic opportunity for our students to learn
teamwork and media skills, at the same time as demonstrating the depth of their personal

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connection, understanding and engagement with the topics they have studied. These
events are a celebration of students’ learning, and an excellent opportunity to practise
speaking in front of the whole school and parents.

Examples of Secondary Learning Showcases include:

● Organising a social media campaign
● Creating and presenting an interactive booth
● Pitching solutions to support UN Sustainable Development Goals
● Curating an art/design/information exhibition
● Showcasing competition entries in science, technology and engineering
● Sharing reflections from Service as Action experiences

THE PERSONAL PROJECT

In MYP5, students complete an assignment aiming to reflect and summarise their learning
throughout the five years of their MYP studies. The Personal Project further aims to
encourage students to pursue an area of interest which links to subject content. It should
be an opportunity for students to showcase the development of the five key skills areas
outlined in the Approaches to Learning section above.

The Personal Project is compulsory. Learners conduct a sustained investigation, based on

sound research, and communicate their findings clearly to their target audience.

Examples of Personal Projects include:

● Inventing, designing and building a new object or system
● Devising, conducting and reporting an original science experiment
● A piece of extended creative writing
● An extended research project into an original area of study
● Setting up a small business idea
● Starting a charity

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ASSESSMENT IN THE MYP
We aim to produce reflective and self-regulating learners who can identify personal goals
and plan strategies for growth. Assessment can take different forms depending on the
context. These forms of assessment vary between subjects and age ranges.

Formative Assessment
Formative assessment should be a feature of every MYP lesson with its primary purpose
being to inform the students how they can advance their learning. Formative assessment
strategies evident in lessons may include:

● Peer reviews
● Self-assessment
● Quizzes or tests
● Venn diagrams
● Drawings
● Group discussions
● Visualisation of understanding
● Spontaneous responses

Summative Assessment
Summative assessment takes place at the end of each unit of work and indicates how well
students progressed. The grade a student obtains in their assessments is reported to
parents via the half-term and end-of-term report cards. Summative assessment includes:

● Investigations
● Research projects
● Creating podcasts
● Developing a website
● Verbal presentations to peers
● Writing a song
● Making a documentary

At La Garenne, each assessment encourages students to apply their learning to a

real-world situation. This helps to ensure that students can see the purpose of their
learning as well as allowing us to assess how well they have progressed according to the
five key ATL skills.

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ASSESSMENT PROCESS & CALCULATION OF GRADES
Each MYP subject area has four specific grading criteria. A student’s final grade is based on
their summative scores. Essentially, students are graded on what they actually know and
are able to do.

Criteria-based assessments are made using an MYP 8-point rubric. Below is an example for
assessing ‘Knowledge and Understanding’ in Individuals and Societies:

Achievement Level Descriptor

Level

0 The student does not reach a standard described by any of the

descriptors below

1-2 The student:

i. recognises some vocabulary
ii. demonstrates basic knowledge and understanding of content and
concepts through limited descriptions and/or examples.

3-4 The student:

i. uses some vocabulary
ii. demonstrates satisfactory knowledge and understanding of content
and concepts through simple descriptions, explanations and/or
examples

5-6 The student:

i. uses considerable relevant vocabulary, often accurately
ii. demonstrates substantial knowledge and understanding of content
and concepts through descriptions, explanations and examples.

7-8 The student:

i. consistently uses relevant vocabulary accurately
ii. demonstrates excellent knowledge and understanding of content and
concepts through detailed descriptions, explanations and examples.

When more than one criterion is assessed in a task, multiple grades are given. For example
if an Individuals and Societies essay is assessed using Criteria A: Knowing and
Understanding, B: Investigating, C: Communicating and D: Thinking Critically, then the
teacher enters a separate score for each, meaning four grades are given for the piece of
work. These criterion-specific grades are converted into a final grade (1-7) using the
following conversion tables:

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The Assessment Criteria for all eight subject areas, are shown in this table:

Subject Criterion A Criterion B Criterion C Criterion D

Area

Language Analysing Organising Producing Text Using Language

and
Literature

Language Listening Reading Speaking Writing

Acquisition

Individuals Knowing and Investigating Communicating Thinking

and Understanding Critically
Societies

Sciences Knowing and Inquiring and Processing and Reflecting on the

Understanding Designing Evaluating Impacts of
Science

Mathematics Knowing and Investigating Communicating Applying

Understanding Patterns Mathematics in
Real-World
Contexts

Arts Knowing and Developing Skills Thinking Responding

(Visual and Understanding Creatively
Music)

Physical and Knowing and Planning for Applying and Reflecting and
Health Understanding Performance Performing Improving
Education Performance

Design Inquiring and Developing Creating the Evaluating

Analysing Ideas Solution

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MYP SUBJECT CRITERION TO GRADE CONVERSION
To arrive at a criterion-levels total for each student, teachers add together the student’s
final achievement levels in all criteria (A, B, C and D) of the subject group. LGIS uses the
MYP 1–7 scale grade boundary guidelines table that follows to determine final grades in
each year of the MYP.
The table provides a means of converting the criterion levels total into a grade based on a
scale of 1–7

MYP Boundary Descriptors

Grade Guidelines

1 1-5 Produces work of very limited quality. Conveys many

significant misunderstandings or lacks understanding of most
concepts and contexts. Very rarely demonstrates critical or
creative thinking. Very inflexible, rarely using knowledge or
skills.

2 6-9 Produces work of limited quality. Expresses

misunderstandings or significant gaps in understanding for
many concepts and contexts. Infrequently demonstrates
critical or creative thinking. Generally inflexible in the use of
knowledge and skills, infrequently applying knowledge and
skills.

3 10-14 Produces work of an acceptable quality. Communicates basic

understanding of many concepts and contexts, with
occasionally significant misunderstandings or gaps. Begins to
demonstrate some basic critical and creative thinking. Is often
inflexible in the use of knowledge and skills, requiring support
even in familiar classroom situations.

4 15-18 Produces good-quality work. Communicates basic

understanding of most concepts and contexts with few
misunderstandings and minor gaps. Often demonstrates
basic critical and creative thinking. Uses knowledge and skills
with some flexibility in familiar classroom situations, but
requires support in unfamiliar situations.

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 5 19-23 Produces generally high-quality work. Communicates secure
understanding of concepts and contexts. Demonstrates
critical and creative thinking, sometimes with sophistication.
Uses knowledge and skills in familiar classroom and
real-world situations and, with support, some unfamiliar
real-world situations.

6 24-27 Produces high-quality, occasionally innovative work.

Communicates extensive understanding of concepts and
contexts. Demonstrates critical and creative thinking,
frequently with sophistication. Uses knowledge and skills in
familiar and unfamiliar classroom and real-world situations,
often with independence.

7 28-32 Produces high-quality, frequently innovative work.

Communicates comprehensive, nuanced understanding of
concepts and contexts. Consistently demonstrates
sophisticated critical and creative thinking. Frequently
transfers knowledge and skills with independence and
expertise in a variety of complex classroom and real-world
situations.

EXAMINATIONS AND ASSESSMENTS

All MYP levels are continuously assessed in the classroom setting. MYP4 and MYP5 have mock
examinations in March, while MYP5 also have formal, final exams in June. These exams are
internally assessed. The grades obtained in the final MYP5 exams are used to recommend
study options for the Diploma programmes. Students who successfully complete the MYP
programme and the Personal Project, are awarded an MYP Certificate of Participation.
Students in MYP1-MYP3 are assessed by end-of-unit assessments throughout the year.

ACADEMIC HONESTY
We expect students to uphold academically honest conduct at all times. It is important that
students understand our Academic Honesty Policy and always follow its guidance:

● Students should always hand in work that is their own. Any help from friends, tutors,
secondary literature, the internet or other sources, must be stated.
● Students should not present ideas taken from other sources as their own.
● Copying in any form is not permitted.

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Work that does not meet these standards cannot be assessed and must be repeated, with
sanctions applied if necessary. If a student has knowingly allowed their work to be copied,
sanctions may be taken against both.

Students who breach these standards when preparing work for external examination or
moderation seriously jeopardise their success in their chosen qualification.

Suspected cases of academic dishonesty, plagiarism or copied work may result in

disqualification from all examinations.

Students should:

● Ensure that they understand the tasks set and seek clarification from the relevant
teacher at the first opportunity if in any doubt.
● Report any suspected cases of academic dishonesty.
● Accept constructive criticism and realise that it helps them learn.
● Accept responsibility for their own actions and words.

INDEPENDENT STUDY
We believe that independent study is an essential part of the learning process. It enables
students to consolidate or review ideas, prepare for future studies and develop
organisational skills. It also gives students the opportunity to work independently of the
teacher and to self-motivate. Independent study is set every week for all academic
subjects. MYP4 and MYP5 may have up to three supervised, independent study sessions
within their weekly timetables. In addition, boarding students are expected to attend
evening supervised study. If a student displays an excellent work ethic, they may be
allowed to study independently in their rooms.

All independent study is set via ManageBac. Students can stay organised and access the
task at all times via their computer. Below is an example of a student’s independent study
calendar shown on ManageBac:

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Independent study assignments are due by the deadline set by the teacher. It is at the
teacher's discretion if they accept the work handed in after the due date. If assignments are
not up to the expected standard, students may be given a sanction by their teacher.

The amount of independent study increases as students progress through the school:

Time per subject per week

M1 45 minutes

M2 45 minutes

M3 1 Hour

M4 1.5 Hours

M5 2 Hours

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In the Senior School, teachers set work in advance for the following week. Students should
review their upcoming tasks and deadlines over the weekend to ensure that they can
manage their time effectively: “don’t meet the deadline, beat the deadline!”

EXTRA-CURRICULAR ACTIVITIES
Because learning is about more than just traditional subjects and the classroom, La
Garenne offers Extra-Curricular Activities (ECAs) every day between 16:30 and 18:00.
MYP1-MYP5 students are expected to attend three ECAs a week.

ATTENDANCE & PUNCTUALITY

Attendance at lessons is compulsory and if a student’s attendance falls below our
expectations, we reserve the right to withhold registration for formal examinations.
Attendance registers are taken at the start of the day by the Form Tutor, at the start of each
lesson and during ECAs. Authorised absence may only be granted for illness or
pre-approved appointments.
Students must be punctual to lessons and activities. Learning begins at the stated start time
of the lesson. Therefore students should arrive before the lesson start time. If students are
persistently late for lessons, sanctions will be applied.

REWARDS AND SANCTIONS

General Rewards
● Students are rewarded for excellence, whether academic or behavioural.
● Excellent work or achievements are recognised in the weekly assembly.
● At the end of each academic year, selected students are awarded prizes for
attainment, effort and progress.
● At the end of each academic year, one student who has excelled consistently is
awarded the La Garenne Student of the Year prize.

Academic Rewards

★ Level 1: Praise by the teacher

★ Level 2: Academic rewards / Class Dojo points
★ Level 3: Weekly academic achievers / Star of the week
★ Level 4: End of Term Prize
★ Level 5: End of Year Prize

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Sanctions
We believe that a positive, holistic approach can pre-empt behavioural issues.

Our five-tier discipline system consists of reminders about positive behaviour, followed by
sanctions and detentions, the Academic Report Card, and ultimately parental reference.

The Academic Report Card can be issued to students by the Heads of Middle or Senior
School, in consultation with teachers and the General Director, for displaying repeated
inappropriate behaviour. Students must carry the card with them at all times and produce
the card on request. The card must be signed at the end of each lesson by the subject
teacher with an indication of the student’s behaviour during that lesson.

In the first instance, teachers should hold their own detentions at break or lunchtimes for
low-level discipline issues or missed deadlines. Individual students who do not improve in
these areas may then be put into detention supervised by the Head of Section. In this
instance the teacher should formally put the student into Detention via the Discipline
Manager in iSAMS, clearly stating the work to be done. Detentions take place on Tuesday
and Thursday lunchtimes, supervised by the Head of Section. Students showing insufficient
effort or those guilty of more serious misconduct may be put into Friday after-school

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Detention and lose weekend privileges.

In general, if negative behaviour persists, the following procedure for escalation of

sanctions should be followed:

1. A dialogue with the student regarding their behaviour

2. Student issued with a verbal warning
3. Lunchtime or after school detention
4. Student loses privileges and/or is issued with a ‘GAB’ card’
5. Student is referred to the Disciplinary Council (see below)

Level 1: Guidance
Guidance includes staff-student dialogue to help the student understand what is acceptable
behaviour. These conversations are primarily confidential between the student and the
member of staff.

Level 2: Sanctions
Depending on the severity or frequency of the incident, it may be necessary to issue a
sanction to make the student aware of the seriousness of their behaviour and help them
focus on how to improve.

Level 3: Detention
If a student's behaviour does not improve, they may be put into detention on Friday
afternoon. They may also be temporarily denied the right to leave campus in their free time
or lose other privileges.

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Level 4: Academic Report
Restrictions are designed to allow staff to guide and oversee improvements in the student’s
behaviour while not impacting their continuing education. This may include putting the
student on an academic report and/or being gated and losing privileges. Parents will be
informed of these Restrictions.

Level 5: Disciplinary Council

A student whose behaviour may result in suspension or exclusion is required to attend a
Disciplinary Council meeting. This usually comprises the Class tutor, the Head of Section,
Houseparent and the General Director. A student may ask to be supported by another
student. The student’s previous behaviour record and contributions to the school will be
taken into consideration as well as their response to the Disciplinary Council. The result of
the Discipline Council will be on the student’s record and school transcript. Should the
decision be for the student to leave the campus, the parents will be notified and should
make arrangements for the student to leave at the earliest opportunity. A student who has
been excluded may not return to the campus without permission from the General Director.

LEARNING SUPPORT
La Garenne prides itself on supporting students with mild to moderate learning needs as
well as those who are gifted and talented. Classroom teachers are sensitive to the needs of
individual students and work closely with the Learning Support specialist to help identify,
support and monitor students who may require additional support, or extension and
challenge. We want our students to become independent learners, with enhanced
self-esteem and self-image.

We aim to:
● enable students to become independent learners and to monitor their own
progress
● develop self-esteem and positive attitudes about school and learning
● help students to participate in the appropriate curriculum for their age
● provide additional teaching and support
● involve parents in supporting their children through effective communication
● develop appropriate individual teaching programmes
● intervene at the appropriate time in order to enhance learning and reduce
difficulties in learning
● support students’ wellbeing through every aspect of school life
● engage and challenge our gifted and talented students

All students on the learning support register will be given an Individual Education Plan
which is evaluated regularly by the SENDCO and the class teacher.

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THE ROLE OF THE CLASS TUTOR
Morning Registration

● Meet their students and take the register.

Absence & Lateness

● Be aware of the reasons for absences, and record these in the register.
● Notify the Head of Section immediately if a student is absent without a reason.
● Update the Head of Section about students who are persistently late.
● Collate work for students who are absent for extended periods of time.

Pastoral Issues
● Maintain an ongoing dialogue with the students regarding their lives inside and
outside of the classroom.
● Get to know their class, and be alert to any changes in mood.
● Support, guide and help their students through any issues.
● As far as possible: speak to each member of their tutor group each week.
● Be aware of child protection issues.

Behaviour & Discipline

● Monitor the uniform of their class and encourage correct uniforms day to day.
● Tackle low-level behavioural issues.

Academic Monitoring
● Maintain an overall view of the academic progress of each student in their class.
● Monitor reports to see if there are any points of concern, or opportunities for praise.
● Write Tutor Reports about each of their students.

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TIMETABLES
Structure of the Day - Monday to Friday

Tutor Time: 08.30 - 08.45

08.45 - 11.00: Lessons 1-3

11.00 - 11.20: Break

11.20 - 12.50: Lessons 4 & 5

12.50 - 13.45: Lunch Break

13.45 - 16.00: Lessons 6 - 8

16.00 - 16.30: Break

16.30-18:00: ECAs

Typical MYP Academic Timetable:

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MYP SUBJECT AIMS AND COURSE OVERVIEWS
1 - Language and Literature (English)

2 - Language Acquisition (French and English)

3 - Individuals and Societies

4 - The Sciences

5 - Mathematics

6 - The Arts (Visual and Music*)

7 - Design

8 - Physical and Health Education

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LANGUAGE AND LITERATURE (ENGLISH)
Language and Literature is an academically rigorous study of language and literature which
aims to equip students with linguistic, analytical and communicative skills. Students develop
an appreciation of the nature of language and literature, of the many influences on
language and literature, and of its power and beauty.

Aims
The study of MYP Language and Literature is to encourage and enable students to:
● use language as a vehicle for thought, creativity, reflection, learning, self-expression
and social interaction
● develop critical, creative and personal approaches to studying and analysing literary
and non-literary works
● develop a lifelong interest in reading widely and apply language skills in a variety of
real-life contexts

Main Objectives
Criteria A In order to reach the aims of studying language and literature, students
Analysing should be able to:
• analyse the content, context, language, structure, technique and style of
text(s) and the relationships between texts
• analyse the effects of the creator’s choices on an audience
• justify opinions and ideas, using examples, explanations and terminology
• evaluate similarities and differences by connecting features across and
within genres and texts

Criteria B In order to reach the aims of studying language and literature, students
Organising should be able to:
• employ organisational structures that serve the context and intention
• organise opinions and ideas in a sustained, coherent and logical manner
• use referencing and formatting tools to create a presentation style suitable
to the context and intention

Criteria C In order to reach the aims of studying language and literature, students
Producing should be able to:
text • produce texts that demonstrate insight, imagination and sensitivity while
exploring and reflecting critically on new perspectives and ideas arising
from personal engagement with the creative process
• make stylistic choices in terms of linguistic, literary and visual devices,
demonstrating awareness of impact on an audience
• select relevant details and examples to develop ideas

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Criteria D In order to reach the aims of studying language and literature, students
Using should be able to:
language • use appropriate and varied vocabulary, sentence structures and forms of
expression
• write and speak in a register and style that serve the context and intention
• use correct grammar, syntax and punctuation
• spell (alphabetic languages), write (character languages) and pronounce
with accuracy
• use appropriate non-verbal communication techniques

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LANGUAGE ACQUISITION (ENGLISH AND FRENCH)
Language Acquisition studies are organised in six phases which represent a developmental
continuum of additional language learning. Within each year group, three of these phases
are provided to allow appropriate differentiation for each student.

Students may commence their Language Acquisition course at any phase of the continuum
and may exit from any phase:

1. Students with no prior knowledge of the language should start in phase 1.

2. Students exiting from phase 4 should have had the equivalent of at least four years
of Language Acquisition learning.
3. Phases 5 and 6 can be considered the step-over phase to MYP Language and
Literature.

It is important to note that the phases are not organised in age groups or MYP years, rather
the experience and language level of the individual student.

In order to give students the best possible chance for academic success in the IB MYP
and IB DP, English acquisition is prioritised. Students in MYP1-4 with lower levels of
English are required to take additional intensive English lessons. These replace some
subject lessons. Students entering MYP5 or DP are required to have attained B2 English
level (First Certificate).

The aims of the teaching and learning of MYP Language Acquisition are to:

● develop the student’s communication skills necessary for study, work and leisure in
a range of different contexts and for a range of audiences and purposes
● enable the student to develop multi-literacy skills through the use of a range of
learning tools, such as multimedia, in the various modes of communication
● enable the student to develop an appreciation of a variety of texts and to develop
critical and creative techniques for comprehension and construction of meaning
● enable the student to recognise and use language as a vehicle of thought,
reflection and self expression, and as a tool for enhancing literacy
● enable the student to understand the nature of language and the process of
language learning, integrating linguistic, cultural and social components
● offer insight into the cultural characteristics of the communities where the language
is spoken

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 ● foster curiosity, inquiry and a lifelong interest and enjoyment in language learning

Main Objectives
Criteria A As appropriate to the phase, the student is expected to be able to:
Listening ● demonstrate understanding of explicit and implicit spoken
information in multimodal texts
● demonstrate understanding of conventions
● demonstrate understanding of relationships between the various
components of the multimodal text

Criteria B As appropriate to the phase, the student is expected to be able to:

Reading ● demonstrate understanding of explicit and implicit written information
in multimodal texts)
● demonstrate understanding of conventions
● demonstrate understanding of relationships between the various
components of the multimodal text

Criteria C As appropriate to the phase, the student is expected to be able to:

Speaking ● use spoken language to communicate and interact with others
● demonstrate accuracy and fluency in speaking
● communicate clearly and effectively

Criteria D As appropriate to the phase, the student is expected to be able to:

Writing ● use written language to communicate with others
● demonstrate accurate use of language conventions
● organise information in writing
● communicate information with a sense of audience and purpose
La Garenne goes beyond the normal MYP requirements by adding the rigour of
internationally recognised language examinations and certificates from Cambridge English
and DELF (Diplômes d’Etudes en Langue Française). These external examinations take
place in May following the dedicated Saturday Academic Exams Practice.

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INDIVIDUALS AND SOCIETIES
The IB MYP Individuals and Societies course encourages learners to respect and
understand the world around them and equip them with skills appropriate for the 21st
century. It involves inquiring into historical, contemporary, geographical, political, social,
economic, religious, technological and cultural contexts that influence and have an impact
on individuals, societies and environments. The MYP Individuals and Societies defines itself
as incorporating disciplines traditionally found in the humanities, such as history and
philosophy, as well as disciplines found in the social sciences, such as economics,
geography, sociology and politics. Through the MYP framework, knowledge and
conceptual understanding, as well as thinking critically and communication, contribute to
the development of the student as a whole.

The aims of the teaching and learning of MYP Individuals and Societies 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 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

Main Objectives
Criteria A Students develop factual and conceptual knowledge about individuals
Knowing and and societies. In order to reach the aims of individuals and societies,
understanding students should be able to:
● use terminology in context

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 ● demonstrate knowledge and understanding of subject-specific
content and concepts through descriptions, explanations and
examples

Criteria B In order to reach the aims of individuals and societies, students should
Investigating be able to:
● formulate a clear and focused research question and justify its
relevance
● formulate and follow an action plan to investigate a research
question
● use research methods to collect and record relevant
information
● evaluate the process and results of the investigation

Criteria C In order to reach the aims of individuals and societies, students should
Communicating be able to:
● communicate information and ideas using an appropriate style
for the audience and purpose
● structure information and ideas in a way that is appropriate to
the specified format
● document sources of information using a recognized
convention

Criteria D In order to reach the aims of individuals and societies, students should
Thinking be able to:
critically ● discuss concepts, issues, models, visual representation and
theories
● synthesise information to make valid arguments
● analyse and evaluate a range of sources/data in terms of origin
and purpose, examining values and limitations
● interpret different perspectives and their implications

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SCIENCES
The IB MYP Sciences sets out to educate students for life in the twenty-first century. The
course offers a way of learning through inquiry that can contribute to the development of
an analytical and critical way of thinking. The Sciences provide students with opportunities
to explore the role of science in historical and contemporary contexts. We aim to help
students appreciate the links between science and everyday life as well as the dynamic
interactions between science and society. The Sciences contribute to helping students
broaden their understanding of themselves as individuals and as collective members of
society and the natural environment.

In MYP1-3, the sciences are integrated and taught together. In MYP4 and 5, students
choose two options from Biology, Chemistry or Physics. The remaining three lessons a
week are dedicated to supervised individual study. Ambitious students are able to take all
three sciences, providing they have demonstrated scientific aptitude.

Aims
The aims of MYP Sciences are to encourage and enable students to:
● develop inquiring minds and curiosity about science and the natural world
● acquire knowledge, conceptual understanding and skills to solve problems and
make informed decisions in scientific and other contexts
● develop skills of scientific inquiry to design and carry out scientific investigations
and evaluate scientific evidence to draw conclusions
● communicate scientific ideas, arguments and practical experiences accurately in a
variety of ways
● think analytically, critically and creatively to solve problems, judge arguments and
make decisions in scientific and other contexts
● appreciate the benefits and limitations of science and its application in
technological developments
● understand the international nature of science and the interdependence of science,
technology and society, including the benefits, limitations and implications imposed
by social, economic, political, environmental, cultural and ethical factors
● demonstrate attitudes and develop values of honesty and respect for themselves,
others, and their shared environment

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Main Objectives
Criteria A In order to reach the aims of sciences, students should be able to:
Knowing and ● explain scientific knowledge
understanding ● apply scientific knowledge and understanding to solve
problems set in familiar and unfamiliar situations
● analyse and evaluate information to make scientifically
supported judgments

Criteria B In order to reach the aims of sciences, students should be able to:
Inquiring and ● explain a problem or question to be tested by a scientific
designing investigation
● formulate a testable hypothesis and explain it using scientific
reasoning
● explain how to manipulate the variables, and explain how data
will be collected
● design scientific investigations

Criteria C In order to reach the aims of sciences, students should be able to:
Processing ● present collected and transformed data
and evaluating ● interpret data and explain results using scientific reasoning
● evaluate the validity of a hypothesis based on the outcome of
the scientific investigation
● evaluate the validity of the method
● explain improvements or extensions to the method

Criteria D In order to reach the aims of sciences, students should be able to:
Reflecting on ● explain the ways in which science is applied and used to
the impacts of address a specific problem or issue
science ● discuss and evaluate the various implications of the use of
science and its application in solving a specific problem or issue
● apply communication modes effectively
● document the work of others and sources of information used

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MATHEMATICS
MYP Mathematics sets out to give students an appreciation of the usefulness, power and
beauty of mathematics. Mathematics is considered both as a means of modelling systems
using a universal language and in exploring that language for its own sake. This
necessitates flexibility in methodology and so different approaches are adopted where
appropriate, for example: practical work, projects, investigations, graphical calculator and
computer work. Students are encouraged to investigate mathematics independently, to
explore relationships within the subject and to recognise and exploit the interaction
between mathematics and other subjects. Within each year group, there are two levels of
mathematics provided to allow appropriate differentiation for each student.

Aims
The aims of MYP Mathematics are to enable students to:

● develop their mathematical knowledge and oral, written and practical skills in a way
which encourages confidence and provides satisfaction and enjoyment
● apply mathematics in everyday situations and develop an understanding of the part
which mathematics plays in the world around them
● develop an understanding of mathematical principles and flexible strategies for
problems of which solutions are not obvious
● develop an ability to apply mathematics in other subjects, particularly science and
technology
● develop the abilities to reason logically, to classify, to generalise and to prove
● appreciate patterns and relationships in mathematics MYP Mathematics aims to
equip all students with the knowledge, understanding and intellectual capabilities to
address further courses in mathematics, as well as to prepare those students who
will use mathematics in their workplace and life in general.

Main Objectives

Criteria A In order to reach the aims of mathematics, students should be able to:
Knowing and ● select appropriate mathematics when solving problems
understanding ● apply the selected mathematics successfully when solving
problems
● solve problems correctly in both familiar and unfamiliar
situations in a variety of contexts

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Criteria B In order to reach the aims of mathematics, students should be able to:
Investigating ● select and apply mathematical problem-solving techniques to
patterns discover complex patterns
● describe patterns as general rules consistent with findings
● prove, or verify and justify, general rules

Criteria C In order to reach the aims of mathematics, students should be able to:
Communicating ● use appropriate mathematical language (notation, symbols and
terminology) in both oral and written explanations
● use appropriate forms of mathematical representation to
present information
● move between different forms of mathematical representation
● communicate complete, coherent and concise mathematical
lines of reasoning
● organise information using a logical structure

Criteria D In order to reach the aims of mathematics, students should be able to:
Applying ● identify relevant elements of authentic real-life situations
mathematics in ● select appropriate mathematical strategies when solving
real-life authentic real-life situations
contexts ● apply the selected mathematical strategies successfully to
reach a solution
● justify the degree of accuracy of a solution
● justify whether a solution makes sense in the context of the
authentic real-life situation

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THE ARTS (VISUAL ARTS & MUSIC*)
The arts are a universal form of human expression and a unique way of knowing that
engage us in affective, imaginative and productive activity. Learning through the arts helps
us to explore, shape and communicate our sense of identity and understanding of the
world, while providing opportunities to develop self- confidence, resilience and adaptability.
MYP Arts value the process of creating artwork as much as the finished product.

Music* functions as a means of personal and communal identity and expression, and
embodies the social and cultural values of individuals and communities. This scenario
invites exploration and sensitive study. Music varies considerably from one culture to
another; yet it may share similarities.

Visual Art is designed to develop the students’ ability to express their ideas, personalities,
and interpretations of the world alongside the pride that comes with mastering skills and
producing unique work. Research, selection, learning media skills, and evaluation give the
student tools to express themselves and a way of working. Students are given space to
independently explore and extend projects. Students gain enormous self-confidence when
they have produced an effective artwork and when the work is displayed and appreciated
by peers and the learning community. Students are encouraged to study how other artists
have used artistic techniques and explore these techniques in their own creative work.

Aims
The aims of MYP arts are to encourage and enable students to:

● create and present art

● develop skills specific to the discipline
● engage in a process of creative exploration and (self-)discovery
● make purposeful connections between investigation and practice
● understand the relationship between art and its contexts
● respond to and reflect on art
● deepen their understanding of the world.

Main Objectives
The MYP Arts objectives interrelate with each other and form the basis of the student’s
experience in the arts. Personal engagement surrounds the student at the centre and
connects directly with each of the other objectives. The course objectives are closely
aligned to the four Arts assessment criteria:

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 Criteria A In order to reach the aims of arts, students should be able to:
Knowing and ● demonstrate knowledge and understanding of the art form
understanding studied, including concepts, processes and the use of
subject-specific terminology
● demonstrate an understanding of the role of the art form in
original or displaced contexts
● use acquired knowledge to purposefully inform artistic
decisions in the process of creating artwork

Criteria B In order to reach the aims of arts, students should be able to:
Developing ● demonstrate the acquisition and development of the skills and
skills techniques of the art form studied
● demonstrate the application of skills and techniques to create,
perform and/or present art

Criteria C In order to reach the aims of arts, students should be able to:
Thinking ● develop a feasible, clear, imaginative and coherent artistic
creatively intention
● demonstrate a range and depth of creative-thinking behaviours
● demonstrate the exploration of ideas to shape artistic intention
through to a point of realisation

Criteria D In order to reach the aims of arts, students should be able to:
Responding ● construct meaning and transfer learning to new settings
● create an artistic response which intends to reflect or impact on
the world around them
● critique the artwork of self and others

*Music is only currently available to students in MYP years 1, 2 and 3.

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DESIGN
Design, and the resultant development of new technologies, has given rise to profound
changes in society: transforming how we access and process information; how we adapt
our environment; how we communicate with others; how we are able to solve problems;
how we work and live. MYP Design aims to provide the means and the context to equip
students with the knowledge, skills and understanding to become successful
problem-solvers who can appreciate the impact of design in everyday life and society and
who can solve real-life problems.

The aims of MYP design are to encourage and enable students to:
● enjoy the design process, develop an appreciation of its elegance and power
● develop knowledge, understanding and skills from different disciplines to design
and create solutions
● use and apply technology effectively as a means to access, process and
communicate information, model and create solutions, and to solve problems
● develop an appreciation of the impact of design innovations for life, global society
and environments
● appreciate past, present and emerging design within cultural, political, social,
historical and environmental contexts
● develop a respect for others’ viewpoints and appreciate alternative solutions to
problems
● act with integrity and honesty, and take responsibility for their own actions
developing effective working practices.

Main Objectives
Criteria A In order to reach the aims of design, students should be able to:
Inquiring and ● explain and justify the need for a solution to a problem for a
analysing specified client/target audience
● identify and prioritise the primary and secondary research needed
to develop a solution to the problem
● analyse a range of existing products that inspire a solution to the
problem
● Develop a detailed design brief, which summarises the analysis of
relevant research

Criteria B In order to reach the aims of design, students should be able to:
Developing ● develop a design specification, which clearly states the success
ideas criteria for the design of a solution

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 ● develop a range of feasible design ideas, which can be correctly
interpreted by others
● present the final chosen design and justify its selection
● develop accurate and detailed planning drawings/diagrams and
outline the requirements for the creation of the chosen solution

Criteria C In order to reach the aims of design, students should be able to:
Creating the ● construct a logical plan, which describes the efficient use of time
solution and resources, sufficient for peers to be able to follow to create
the solution
● demonstrate excellent technical skills when making the solution
● follow the plan to create the solution, which functions as intended
• fully justify changes made to the chosen design and plan when
making the solution
● present the solution as a whole, either in electronic form, or
through photographs of the solution from different angles,
showing details

Criteria D In order to reach the aims of design, students should be able to:
Evaluating ● design detailed and relevant testing methods, which generate
data, to measure the success of the solution
● critically evaluate the success of the solution against the design
specification
● explain how the solution could be improved
● explain the impact of the solution on the client/target audience

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PHYSICAL AND HEALTH EDUCATION
MYP Physical and Health Education is concerned with more than just participating in sports
and games. Its primary aims are to encourage the development of “intelligent performers”
and to encourage students to understand the importance of a balanced, healthy lifestyle.
MYP students should develop knowledge, critical thinking and reflection skills, and a sense
of responsibility, as well as interpersonal and self-motivational skills. This in turn should
encourage choices that will contribute to long-term healthy living.

Aims
The aims of the teaching and study of MYP Physical and Health 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: learning, practising, refining, adapting, thinking, 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
● opportunities to become multi-skilled by experimenting with the main sports groups

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Main Objectives
Criteria A In order to reach the aims of physical and health education, students
Knowing and should be able to:
understanding ● explain physical health education factual, procedural and
conceptual knowledge
● apply physical and health education knowledge to analyse
issues and solve problems set in familiar and unfamiliar
situations
● apply physical and health terminology effectively to
communicate understanding

Criteria B In order to reach the aims of physical and health education, students
Planning for should be able to:
performance ● design, explain and justify plans to improve physical
performance and health
● analyse and evaluate the effectiveness of a plan based on the
outcome

Criteria C In order to reach the aims of physical and health education,

Applying and students should be able to:
performing ● demonstrate and apply a range of skills and techniques
effectively
● demonstrate and apply a range of strategies and
movement concepts
● analyse and apply information to perform effectively

Criteria D In order to reach the aims of physical and health education,

Reflecting and students should be able to:
improving ● explain and demonstrate strategies that enhance
performance interpersonal skills
● develop goals and apply strategies to enhance
performance
● analyse and evaluate performance

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