SENIOR SCHOOL

GRADE 9-10 CURRICULUM

2021 - 2023

www.mis-munich.de
 SENIOR SCHOOL
GRADE 9/10 CURRICULUM 2021-23
Dear students, parents and guardians,

This booklet describes the academic programmes and courses that are available in
the Senior School at MIS in grades 9 and 10. These are important years as students
make the transition into the Senior School and look forward to completing their
school education and preparing or their futures at colleges and universities.

It is our intention to ensure that students are placed appropriately in classes so that
they can be successful and make the best choice for themselves within the context
of their prior academic achievement, their capabilities, and their aspirations for the
future. There are some choices available in grades 9 & 10 so it is useful for students
to know how these relate to where their strengths lie and how their interests may
connect to study and employment opportunities in the wider world.

As well as studying the information in this booklet, you will also have an opportunity
to meet and talk about course placement and the course options available. For
grade 8 parents, there will be an opportunity to attend a consultation evening. There
will also be an assembly for grade 8 students at which the Assistant Principal,
Counselor, and I will discuss the course options. You also have the possibility to
contact the Assistant Principal, our Counselors and the Heads of Departments who
can advise you more specifically.

Please feel welcome to ask questions at any time.

Students, I wish you well in the curses you select and for your success in grade 9
and 10 generally.

Anders Carlsson
Senior School Principal

(updated: 28 January 2021)

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2
 TABLE OF CONTENTS

TABLE OF CONTENTS .............................................................................................................................. 3

1 MISSION, VISION, VALUES ............................................................................................................. 4
1.1 OUR MISSION .................................................................................................................................. 4
1.2 OUR VISION...................................................................................................................................... 4
1.3 OUR VALUES ................................................................................................................................... 4
1.4 SENIOR SCHOOL AIMS & OBJECTIVES .................................................................................... 6
2 CONTACT INFORMATION ............................................................................................................... 7
3 THE GRADE 9/10 PROGRAMME .................................................................................................... 8
3.1 OVERVIEW ....................................................................................................................................... 8
3.2 THE MIS DIPLOMA .......................................................................................................................... 8
3.3 THE IBMYP CURRICULUM FRAMEWORK ............................................................................... 10
4 INTERNAL GRADING AND REPORTING ..................................................................................... 17
4.1 ACADEMIC ACHIEVEMENT ........................................................................................................ 17
4.2 REPORTING ................................................................................................................................... 21
5 COURSE PLACEMENT AND CHOICE .......................................................................................... 22
6 COURSE DESCRIPTION BY DEPARTMENT ............................................................................... 23
6.1 THE ARTS ....................................................................................................................................... 23
6.2 DESIGN............................................................................................................................................ 24
6.3 ENGLISH (LANGUAGE AND LITERATURE) ............................................................................. 25
6.4 LANGUAGE ACQUISITION (EAL) ............................................................................................... 25
6.5 INDIVIDUALS & SOCIETIES ........................................................................................................ 26
6.6 MATHEMATICS .............................................................................................................................. 29
6.7 GERMAN (LANGUAGE AND LITERATURE) ............................................................................. 31
6.8 OTHER LANGUAGES – MOTHER TONGUE ............................................................................ 32
6.9 LANGUAGE ACQUISITION .......................................................................................................... 33
6.10 EXPERIMENTAL SCIENCES ....................................................................................................... 37
6.11 PHYSICAL AND HEALTH EDUCATION ..................................................................................... 38
6.12 ACADEMIC STRATEGIES ............................................................................................................ 39
6.13 INDEPENDENT STUDY ................................................................................................................ 41
7 WORK EXPERIENCE (GRADE 10) ................................................................................................ 42
8 COURSE SELECTIONS AND UNIVERSITY ENTRANCE............................................................ 43
8.1 UNIVERSITIES IN THE UK ........................................................................................................... 43
8.2 COLLEGES/UNIVERSITIES IN NORTH AMERICA .................................................................. 43
8.3 RECOGNITION FOR GERMAN UNIVERSITY........................................................................... 44
8.4 GERMAN RECOGNITION PROCESS ........................................................................................ 44
8.5 RECOGNITION FOR THE “MITTLERER SCHULABSCHLUSS” ............................................ 46
9 CLAIMING SCHOOL FEES (GRADES 10, 11 AND 12 ONLY) AS “SONDERAUSGABEN”
FOR GERMAN TAXES.................................................................................................................... 47
10 RECOGNITION OF THE IB IN GERMANY–ZAST (IN GERMAN) ............................................... 48

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1 MISSION, VISION, VALUES

1.1 OUR MISSION

Nurture – Inspire Challenge

1.2 OUR VISION

Munich International School nurtures, challenges and inspires our students to become
academically successful, life-long learners, creative and innovative thinkers, ethical,
globally-minded contributors, and healthy well-balanced individuals who will thrive and
make a positive impact in a complex and changing word.

1.3 OUR VALUES

Our values are encapsulated in the IB learner profile. All members of the MIS
community strive to be:

Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know how to
learn independently and with others. We learn enthusiasm and sustain our love of
learning throughout life.

Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range
of disciplines. We engage with issues and ideas that have local and global
significance.

Thinkers
We use critical and creative thinking skills to analyse and take responsible action on
complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators
We express ourselves confidently and creatively in more than one language and in
many ways. We collaborate effectively, listening carefully to the perspectives of other
individuals and groups.

Principled
We act integrity and honesty, with a strong sense of fairness and justice, and with
respect for the dignity and rights of people everywhere. We take responsibility for our
actions and their consequences.

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Open-minded
We critically appreciate our own cultures and personal histories, as well as the values
and traditions of others. We seek and evaluate a range of points of view, and we are
willing to grow from the experience.

Caring
We show empathy, compassion and respect. We have a commitment to service, and
we act to make a positive difference in the lives of others and in the world around us.

Risk-takers
We approach uncertainty with forethought and determination; we work independently
and cooperatively to explore new ideas and innovates strategies. We are resourceful
and resilient in the face of challenges and change.

Balanced
We understand the importance of balancing different aspects of our lives – intellectual,
physical, and emotional – to achieve well-being for ourselves and others. We
recognize our interdependence with other people and with the world in which we live.

Reflective
We thoughtfully consider the world and our own ideas and experience. We work to
understand our strengths and weaknesses in order to support our learning and
personal development.

(IB 2013, The IB learner profile. Cardiff: International Baccalaureate).

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1.4 SENIOR SCHOOL AIMS & OBJECTIVES

1.4.1 Senior School Purpose

The purpose of the Senior school is to provide an environment of mutual respect and
co-operation in which our students may achieve the transition from adolescence to
adulthood. We are aware that for some students the Senior School provides the final
year of schooling. We need to develop those skills and attitudes that will equip them
for their adult life. In particular, we wish to see well balanced individuals who are ready
for higher education and full-time employment in whatever culture they go to.

1.4.2 Senior School Aims

Our programme, though primarily academic, offers a wide range of opportunities for
creativity, sport and service to the community. Within this context students of varying
abilities and aptitudes will be encouraged to develop to the full of their intellectual,
social, moral, physical, creative, emotional and individual potential.

1.4.3 Senior School Objectives

Our aim and purpose will be achieved when our students leave us:

• capable of independent critical thinking, problem solving and reflection on their

knowledge and experience.
• knowing how to learn and how to reach conclusions about people and their
achievements, their languages and literature, and the ways in which social and
scientific influences affect our environment.
• with a respect for the cultural heritage, and beliefs of others; with an ability to
communicate effectively in at least two languages with those from other cultures
and, in particular, those of the host country.
• with a concern for the state of environment, both local and global and a concern
for the awareness of its effect on our quality of life.
• with a concern for human rights.
• with a concern for those in need.
• able to co-operate with others to achieve a common objective.
• able to accept responsibility for their own actions and the effect those actions
have on other people.
• able to exercise moral judgement.
• having maintained an active and healthy lifestyle through physical activity.
• with an appreciation for the arts and capable of independent creative endeavour
and self-expression.
• aware of their emotional nature and potential with the self-awareness required
to build on personal strengths and overcome weakness.
• having the qualities of reliability, independence, perseverance and energy.
• able to make constructive use of available advice to make decisions about their
future careers.

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2 CONTACT INFORMATION

Senior School Principal

Anders Carlsson Tel 366-200 acarlsson@mis-munich.de
Senior School Assistant Principal
Mark Palfrey Tel 366-201 mpalfrey@mis-munich.de
Counselor (Grades 9-12 homeroom A & B) and University Advisor
Linda Ortwein Tel 366-202 lortwein@mis-munich.de
Counselor (Grades 9-12 homeroom C & D) and University Advisor
Chris Floor Tel 366-212 cfloor@mis-munich.de
Counselor (Grades 9-12 homeroom E & F) and University Advisor
Ola Schmidt Tel 366-210 oschmidt@mis-munich.de
Guidance Office
Manuela Black Tel 366-213 mblack@mis-munich.de
IB MYP Coordinator
Angela Brassington Tel 366-204 abrassington@mis-munich.de
Service as Action Coordinator
Sabine Cossette scossette@mis-munich.de
Mother Tongue Coordinator
Tanja Connemann tconnemann@mis-munich.de

Heads of Departments:
The Arts Department
Philippa Lior plior@mis-munich.de
Design Department
Paul Murphy pmurphy@mis-munich.de
English A Department
Catherine Marcea cmarcea@mis-munich.de
English Acquisition Department
Glauce Amato Serralvo gamatoserralvo@mis-munich.de
German A Department
Martin Delveaux mDelveaux@mis-munich.de
Language B Department (Language Acquisition)
Patricia Corbett pcorbett@mis-munich.de
Learning Support Department
Maureen Burke mburke@mis-munich.de
Individuals & Societies Department
Enda McDermott emcdermott@mis-munich.de
Marsha McDougall mmcdougall@mis-munich.de
Mathematics Department
Philip Kurbis pkurbis@mis-munich.de
PE Department
Dan Harcock dharcock@mis-munich.de
Science Department
Cameron Lumsden clumsden@mis-munich.de

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3 THE GRADE 9/10 PROGRAMME

3.1 OVERVIEW

The grade 9/10 programme of instruction conforms to the curriculum framework and
requirements of the International Baccalaureate Middle Years Programme (IBMYP).
The IBMYP is a six-year programme which begins in grade 5 and is completed in
grade 10.

Grade 9 and 10 also comprise two of the four years of schooling needed to gain the
MIS Diploma.

3.2 THE MIS DIPLOMA

3.2.1 Graduation Requirements

As a NEASC accredited school, our MIS Diploma is 8emphasizes as equivalent to a

high school diploma in the US or Canada, and thus by many universities worldwide as
sufficient for entry. In order to graduate from MIS and to receive the MIS Diploma, a
student must spend at least Grade 12 at MIS and have successfully completed four
years of Senior School (Grades 9-12), fulfilling the minimum requirement of 25 credits.
The minimum credit requirement is made up as follows:

SUBJECT AREA YEARS OF CREDITS

STUDY
English 4 4
Mathematics 3 3
Individuals & Societies 3 3
Sciences * 2 3
Second Language 2 2
The Arts/Design/PE 2 2
Theory of Knowledge 2 1
(TOK)
Additional Credits 7
TOTAL 25

*As MIS offers Extended Sciences in 9th and 10th grade, three or four credits can be achieved in two years.

Additional credits can be earned in the following ways – see following page:

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 1. Students select additional courses from the areas of Mathematics, Individuals
& Societies, Sciences, Languages, Fine Arts, Design and Physical Education
(0.5 – 1 credit per year).
2. Grade 10 students who successfully complete their MYP Personal Project and
the Interdisciplinary Assessment (with a grade 3 or above) will earn 0.5 credit
for their Personal Project and 0.25 credit for their Interdisciplinary Assessment.
This grade is factored into the GPA.
3. Students gain 0.25 of a credit if they successfully complete the following
elective courses in grades 11 and/or 12: Model United Nations (MUN); USA
College Preparation Programme, Teen PEP (Prevention Education
Programme), Business@School, Physical Education and
only in Grade 11: Makers’ Space.
4. In addition to obtaining minimum credit requirements, all students are required
to satisfactorily complete Creativity, Activity and Service (CAS) requirements
for graduation.
5. All enrolled students must maintain a minimum course load of five courses per
year regardless of accrued credits, unless participating in a Principal approved
work-study.

Explanatory Notes:

• All courses graded with either a number or SP (Satisfactory Progress) may be

used for credit towards the MIS Diploma.
• One credit represents the successful completion of a full year of study in a
subject covering 2 ½ - 4 hours/week with at least an end of year grade 3 or SP.
An example: 1 year of study in English can result in 1 credit, whilst one year of
PE in grade 9/10, taking approximately half the time, will result in 0.5 credit.
• Credit from high schools other than MIS, grades 9-12, is granted on the basis
of the identity of the class content requirements and time spent in class in the
school from which the student comes, as compared with the course
requirements and the time spent in class at MIS. This is usually determined on
an individual basis.
• English as an Additional Language (EAL) courses may fulfil English
requirements. Dual credit for English and EAL is not given. Multiple EAL
courses receive one credit in any given year toward graduation.
• The Second Language requirement for the MIS Diploma can be met by taking
a minimum of two years in one Language B other than English or a Second
Language A.
• German Language courses are compulsory for Grade 9 and 10.
• In Grade 11 all students must satisfactorily complete two Friday afternoon
electives. Each elective earns 0.25 credit per semester. The options are
described in the following section.

Note: The above requirements may only be waived or amended on an individual

basis with approval from the Senior School Principal or Head of School.

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3.3 THE IBMYP CURRICULUM FRAMEWORK

The International Baccalaureate Middle Years Progamme (IB MYP) is a programme

of study designed to meet the educational requirements of students aged between 11-
16 years. It is also designed as part of the learning continuum between PYP and DP.
Accordingly, there is a strong focus on global engagement, conceptual learning,
service as action and interdisciplinary links between the subjects. Students are
supported to become independent learners and encouraged to reflect on their
learning. The main features of the IB MYP are shown in the model below with the
learner featured in the center. This positioning emphasizes the importance of student
inquiry and educating the whole person. The progrmme is designed to guide students
in their search for a sense of place in natural and social environments. (MYP: From
Principles into Practice: 2008)

The MYP at MIS has a strong focus on approaches to learning (ATL), which involves
understanding the skill clusters that are relevant in all subject areas and that help
students “learn how to learn”. ATL is taught and developed over the course of the
MYP. They provide a strong foundation for independent, lifelong learning.

The ATL skill clusters are:

• Communication
• Social
• Self-management
• Research
• Thinking

Global contexts frame and connect student learning and inquiry towards meaningful
real world contexts. Authentic connections to global events, issues, situations etc.
create a broad context for learning.

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MYP inquiry develops meaningful explorations of:
• Identities and relationships
• Orientation in time and space
• Personal and cultural expression
• Scientific and technical innovation
• Globalization and sustainability
• Fairness and development

International-mindedness, global engagement and effective communication along

with an appreciation for the connections between subjects are encouraged.

3.3.1 Specific Subject Offered at MIS

IB Courses or Subject Groups MIS Subjects

Language & Literature German
English
“Unsere Welt in Unserer Zeit”
Language Acquisition English (EAL)
French
Spanish
Mandarin
Academic Strategies Pls. see page 39
Independent Study Pls. see page 41
Individuals & Societies History
Geography
Integrated Humanities
Mathematics Mathematics (three levels)
Coding and Computing
Sciences Integrated Science
Extended Science
Physical and Health Education Physical and Health Education

Arts Visual Arts

Drama
Music
OR
Design Design

3.3.2 The Personal Project

Started in grade 9 and completed in grade 10, the Personal Project is an independent
inquiry and learning experience. With some guidance from an assigned supervising
teacher, students select, develop and research a topic of personal interest using the

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most appropriate global context to focus their inquiry. The work is developed over an
extended period of time and students present their projects to the school community.

Personal Projects take a multitude of forms:

• Developing a business plan
• Building a guitar
• Writing an original vegan cookbook
• Creating a video tutorial
• Organizing a fundraising event

It is essential for students to demonstrate their approaches to learning throughout the

following three project components:
• Process journal
• Product or outcome
• Report

The process journal records how the project is completed. Students record their
planning, time management, research, communication, and other techniques they use
to achieve their goal. The challenges encountered and how they solved problems
during their projects are also recorded. This description of the process is
important and is given more weighting in the marking then to the outcome or product.
Following internal assessment by MIS teachers, results are externally validated by IB
examiners.

Personal Project assessment criteria:

----------------------------------------------------------------------------------
Criterion A Investigating Maximum 8
----------------------------------------------------------------------------------
Criterion B Planning Maximum 8
----------------------------------------------------------------------------------
Criterion C Taking action Maximum 8
----------------------------------------------------------------------------------
Criterion D Reflecting Maximum 8
----------------------------------------------------------------------------------

A project scoring a maximum of 32 points meets the following descriptors:

Investigating The student:

i. Defines a clear and highly challenging goal and context for
the project, based on personal interests
ii. Identifies prior learning and subject-specific knowledge that
is consistently highly relevant to the project
iii. Demonstrates excellent research

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 Planning The student:
iv. develops rigorous criteria for the product/outcome
v. presents a detailed and accurate plan and record of the
development process of the project
vi. demonstrates excellent self-management skills

Taking The student:

action i. creates an excellent product/outcome in response to the
goal, global context and criteria
ii. demonstrates excellent critical thinking skills
iii. demonstrates excellent communication and social skills

Reflection The student:

i. presents an excellent evaluation of the quality of the
product/outcome against his or her criteria
ii. presents excellent reflection on how completing the project
has extended his or her knowledge and understanding of
the topic and the global context
iii. presents excellent reflection on his or her development as
an IB learner through the project

3.3.3 Interdisciplinary Units and Onscreen examination

In the MYP, interdisciplinary learning is the process by which students come to

understand bodies of knowledge and ways of knowing from two or more disciplines or
subject groups and integrate them to create new understandings. In April, grade 10
students will be given a packet of information called Pre-Release Materials (PRM).
This will contain a selection of sources which will also be available during the onscreen
examination. Students have time to read and review the sources prior to the
examination. The examination will relate to two of the following four subjects:
Language and Literature, Individuals and societies, Science and Mathematics.

----------------------------------------------------------------------------------------
Criterion A Disciplinary grounding Maximum 8
---------------------------------------------------------------------------------------
Criterion B Synthesising Maximum 8
---------------------------------------------------------------------------------------
Criterion C Communication Maximum 8
---------------------------------------------------------------------------------------
Criterion D Reflecting Maximum 8
--------------------------------------------------------------------------------------

MIS students are involved in interdisciplinary projects at every year level.

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A student scoring a maximum of 32 points meets the following descriptors:

Disciplinary The student:

grounding i. demonstrates extensive necessary disciplinary
knowledge.
Synthesising The student:
i. synthesizes disciplinary knowledge to demonstrate
consistent throughout and insightful interdisciplinary
understanding
Communication The student:
i. communicates interdisciplinary understanding that
is consistently well structured, clear and coherent,
using selected forms or media effectively
ii. consistently documents well-chosen sources using
a recognized convention
Reflection The students:
i. demonstrates through and nuanced reflection on his
or her development of interdisciplinary
understanding
ii. evaluates thoroughly and with sophistication the
limitations and benefits of disciplinary and
interdisciplinary knowledge and ways of knowing in
specific situation.

3.3.4 Service as Action

Service as action develops students’ emerging sense of self, aims to help them
become responsible community members and global citizens. This essential
component of the MYP does not have dedicated class time however the curriculum
provides students with opportunities to engage in and extended their service as action.
With some assistance from both their Year Advisor and the Service as action
coordinator students maintain an electronic service as action portfolio. Student
portfolios demonstrate their achievement against the following learning outcomes:

• Become more aware of your own strengths and areas for growth
• Demonstrate commitment and perseverance
• Demonstrate that you have thought about the impact of your action/s on others
• Develop international-mindedness
• Discuss, evaluate and plan student-initiated activities
• Undertake challenges that develop new skills
• Work collaboratively with others

Service as action activities may be organized by students, teachers, parents or by

external community organisations. Activities may be completed independently or
together with other students and individuals. The main requirement for activities is
that they enable students to meet the learning outcomes. Students are not graded,
but given a “completed” status, if the school determines they have met the Service as

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action requirements. Successful completion of Service as Action is a requirement for
the MYP Certificate.

3.3.5 IB MYP Validated Grades – Course Results and MYP Certificate

To obtain IB validated grades Grade 10 students must register for eAssessment. All
registered students will receive a Course Results transcript showing their subjects and
results. Students who successfully complete all requirements will receive the IB MYP
Certificate.

IB MYP Certificate

To obtain the IB MYP Certificate registered students (with a minimum of one year MYP
study) must submit their Personal Project and complete the following eAssessment
requirements:

Onscreen examinations
• Language and Literature (English and/or German)
• Individuals and Societies (History, Geography or Integrated Humanities)
• Mathematics (Standard or Extended)
• Sciences (Integrated Science)
• Interdisciplinary

Onscreen examinations are two-hour long and take place over a two-week period in
May in grade 10, these can occur on Pentecost Monday and Ascension Day.
Onscreen examinations are assessed by IB examiners. If students Mother Tongue is
French or Spanish, they may be able to take the onscreen exam in these languages.
Please consult with the Mother Tongue Coordinator.

ePortfolio
• Language Acquisition (English, French, Spanish or German)
• Arts, Physical and Health Education and Design

ePortfolios are similar to coursework. The IB sends schools unit planners, which must
be taught with required assessment tasks. All grade 10 MIS students study these
units and undertaken the assessments. Teachers submit teacher assessed totals for
registered students to the IB. The IB ‘dynamically sample’ these totals, meaning they
re-mark student work to validate the MIS teacher assessments.

For students enrolled in grade 10 at MIS, payment for IB MYP onscreen assessments
are paid through the tuition fee.

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3.3.6 MIS and the IB Course Result or Certificate Points

Performance in each subject, including the personal project and interdisciplinary

onscreen examination, is graded on a scale of 7 points (maximum) down to 1 point
(minimum).

To obtain the IB MYP Certificate students must gain a total of 28 points from six subject
groups, the interdisciplinary on-screen examination and the personal project
combined, out of a possible maximum of 56.

Students must:

• gain at least a grade 3 in at least one subject from each subject group
• gain at least a grade 3 for the Personal Project
• gained at least a grade 3 for the interdisciplinary on-screen examination
• complete the school’s requirements for Service as action

Please note that the grades for: Arts, Physical and health education and Design will
show on the Course Result Certificate, however, only the highest grade from these
three subjects will count towards the total certificate points.

Any subjects, in addition to the six that contributed to the award of the MYP Certificate,
will also be indicated on the accompanying MYP Course Results document.

Students, who attempt the MYP Certificate but do not attain it, will receive the MYP
Course Results. This document will record student achievements and will not indicate
assessments where no grade was awarded or non-completion of the community
service requirement. Similarly, there will be no indication the candidate has not
achieved the MYP Certificate.

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4 INTERNAL GRADING AND REPORTING

4.1 ACADEMIC ACHIEVEMENT

4.1.1 MYP Criterion Based Assessment

Assessment is integral to teaching and learning, and supports student learning by

providing feedback based on subject specific criteria. Criterion-base assessment is
evidence based and evaluates a student’s performance against subject criteria rather
than in relation to the work of other students.

Each MYP subject has learning defined objectives corresponding to the criteria shown
below. Note the vertical alignment of criteria. Criterion A is concerned with knowledge
and understanding whereas B is generally assessing organization.

Subject Criterion A Criterion B Criterion C Criterion D

-------------------------------------------------------------------------------------------------------------------------------------
Language Analysing Organisation Producing text Using
and literature language
-------------------------------------------------------------------------------------------------------------------------------------
Language Listening Reading Speaking Writing
Acquisition
------------------------------------------------------------------------------------------------------------------------------------
Mathematics Knowing and Investigating Communicating Applying
Understanding pattern mathematics
in real-life
contexts
------------------------------------------------------------------------------------------------------------------------------------
Sciences Knowing and Inquiring and Processing and Reflecting
Understanding designing evaluating on the
impacts
of science
-----------------------------------------------------------------------------------------------------------------------------------
Individuals Knowing and Investigating Communicating Thinking
and societies understanding critically
-----------------------------------------------------------------------------------------------------------------------------------
Arts: Visual Knowing and Developing Thinking Responding
Arts, Music understanding skills creatively
Drama
-----------------------------------------------------------------------------------------------------------------------------------
Design Inquiring and Developing Creating Evaluating
analysing ideas solution
------------------------------------------------------------------------------------------------------------------------------------
Physical Knowing and Planning for Applying and Reflecting
and Health understanding performance performing and
Education improving
performance
-----------------------------------------------------------------------------------------------------------------------------------

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When MYP teachers assign assessments, they explain to the students which criteria
will be used to evaluate the work. In this way, students are aware, ahead of time, the
skills and concepts on which they should concentrate.
Often teachers will create task specific clarifications which further detail expectations.

4.1.2 Example Criterion Achievement and Level Descriptors

The Language and literature Criterion D example below, demonstrates how teachers
assess student work against Level descriptors and award appropriate Achievement
level. Teachers evaluate the student’s work starting from the lowest level descriptor
until they find the descriptor that accurately represents the student work.
Subject objectives
All criteria have a are aligned with
maximum of 8 points criterion strands

Criterion, D: Using language

Maximum: 8
At the end of Grade 10, students should be able to:
• 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

Achievement Level descriptor

level
0 The student does not reach a standard described by any of the descriptors
below.
1-2 The student:
i. Uses a limited range of appropriate vocabulary and forms of
expression
ii. Writes and speak in an inappropriate register and style that do not
serve the context and intention
iii. Uses grammar, syntax and punctuation with limited accuracy;
errors often hinder communication
iv. Spells/writes and pronounces with limited accuracy; errors often
hinder communication
v. Makes limited and/or inappropriate use of non-verbal
communication techniques.
3-4 The student:
i. Uses an adequate range of appropriate vocabulary, sentence
structure and forms of expression.
ii. Sometimes writes and speak in a register and style that serve the
context and intention

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 iii. Uses grammar, syntax and punctuation with some degree of
accuracy; errors sometimes hinder communication
iv. Spells/writes and pronounces with some degree of accuracy;
errors sometimes hinder communication
v. Makes some use of appropriate non-verbal communication
5-6 The student:
i. Uses a varied range of appropriate vocabulary, sentence
structures and forms of expression competently
ii. Writes and speak in competently in a register and style that serve
the context and intention
iii. Uses grammar, syntax and punctuation with a considerable
degree of accuracy; errors do not hinder effective communication
iv. Spells/writes and pronounces with considerable degree of
accuracy; errors do not hinder effective communication
v. Makes sufficient uses of appropriate non-verbal communication
techniques
7-8 The student:
i. Effectively uses a range of appropriate vocabulary, sentence
structure and forms of expression
ii. Writes and speaks in consistently appropriate register and style
that serve the context and intention
iii. Uses grammar, syntax and punctuation with a high degree of
accuracy; errors are minor and communication is effective
iv. Spells/writes and pronounces with a high degree of accuracy;
errors are minor and communication is effective
v. Makes effective use of appropriate non-verbal communication
techniques.

Amendment of Assessment policy

In grade 9 and 10 it is a requirement to assess each criterion at least once during the
autumn term (for the January reporting). For the end of the year grades each criterion
has to be assessed at least twice.

However, not all assessment tasks will assess all criterion strands. Teacher must only
assess strands that are appropriate to the task. To illustrate further, if students are
asked to write an analytical essay it is inappropriate for a Language and literature
teacher to assess:

• Vi. “Makes effective use of appropriate non-verbal communication techniques.”

This strand should only be assessed on an assessment task such as an oral

presentation, or a performance etc.

4.1.3 MYP Criterion Level Totals

A student’s criterion level total, is decided by the teacher determining (not averaging)
the student’s most consistent achievement levels for the given assessment tasks in all
criteria for that subject.

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Here is an example from a Language and literature class.

Assessment task Criterion A Criterion B Criterion C Criterion D

Oral Commentary 5 3 7
Analytical Essay 6 5 3 4
Visual Test – Film 6 5 3 4
Creative Writing 6 3 4
Most appropriate level 6 5 3 4
Criterion level total 18/32

The sample student has achieved 18 points out of possible maximum 32 points. The
MYP General 1-7 Grades can now be applied.

4.1.4 MYP General 17- Grade Descriptors

Criterion level totals are converted to a MYP General 1-7 Grade as shown on the table
below.
Our sample student above attained 18 points which translates to a General Grade of
4. Students will receive MYP General Grades on the MIS report card.

Grade Boundary Descriptor

points
1 1-5 Produces work 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

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.

20
 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.

4.1.5 Grade Point Average and Honour Roll

All courses grades 1 – 7 are considered to be part of the Grade point average
calculation. Partial credit courses are pro-rated in calculating the GPA. The GPA is
calculated on a 1 through 7 scale and is unweighted. In order to reach a particular
honour roll status, students are required to meet the following GPA thresholds:

Head of School’s List = 6.5

High Honour List = 6.0
Honours = 5.5

No student with a 2 or 1 or UP in any subject will qualify for the Honour Roll. Internal
grading will reflect IB external grading standards. Grades for the Honour Roll, High
Honours and the Head of School’s List are worked out on the Mid Year and the End
of Year report card grades. The unweighted GPA is calculated in the Mid Year Report
(Semester GPA) and in the End of Year Report (Year GPA).

4.1.6 Grading of EAL Students

Beginning and intermediate level EAL students who have been placed in courses that
are particularly challenging relative to their proficiency in English may receive an SP
(Satisfactory Progress), IS (Improving Slowly) or UP (Unsatisfactory Progress) instead
of a 1-7 grade. This allows them time to learn new vocabulary, develop more skill in
reading and writing and t adjust to the style of the classroom teacher before having to
earn 1-7 grades.

4.2 REPORTING

Formal reporting occurs twice each year:

• Mid Year Report Card
• End of Year Report Card

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5 COURSE PLACEMENT AND CHOICE
For students entering grades 9 and 10 placement in particular courses and classes
will be determined in the following ways:

(a) In Science, Individuals & Societies, Arts, Design and PE students are placed
in heterogeneous groups by the school.

(b) In Maths and the Languages students will be placed at the appropriate level
according to the departmental recommendations based on their aptitude and
achievement and/or by their level of experience (in a language).

(c) In addition, students can choose 2-year courses

i) One Arts subject: Visual Arts, Drama, Music or Design

ii) one Individuals & Societies subject: Geography, History or Integrated
Humanities
iii) two Electives: French Acquisition Beginners, French Acquisition Standard,
Spanish Acquisition Beginners, Spanish Acquisition Standard, Mandarin
Acquisition Standard, Mother Tongue Language, Unsere Welt in Unserer Zeit,
Geography, History, Visual Arts, Music, Drama, Academic Strategies, Coding
and Computing, Integrated Science Extension, Independent Study.

Parents are asked to complete and sign a form to confirm student choices.
Courses with 5 students or less will not be offered.

The following combinations of courses are not possible.

■ Integrated Humanities with Geography

■ Integrated Humanities with History

- because of subject content overlap

• There may also be restrictions due to timetable constraints.

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6 COURSE DESCRIPTION BY DEPARTMENT

Students must select a minimum of one Arts or Design.

6.1 THE ARTS

Subject Requirements

Students are required to take a minimum of two years of an Arts subject for the MIS
Diploma in grades 9 and 10. Arts subjects are optional in grades 11 and 12. Please
note that most Arts subject from G09 require subject specific software that is not
available on the school license to students in the Bring Your Own Programme.

6.1.1 Visual Arts

This two-year course in which students will gain an understanding of the elements of
art and principles of design through a range of media and techniques. Exploring 2 and
3 D projects, students will develop skills in drawing, painting, sculpture, digital media
and ceramics. Relevant historical and contemporary art contexts will be studied.

6.1.2 Drama

This is a two-year performance based course that explores techniques in Drama in

order to develop the students’ understanding of the world around them and their
expression in a dramatic medium. The course also fosters individual awareness and
group interaction through practical work. Students will be introduced to practitioners
and theatre practice through a project based curriculum. Use of multi-media is an
integral part of the course. Students are encouraged to attend theatre performances
with the teacher outside of class time and will also have the opportunity of attending
an IST three-day Drama workshop festival at an international location.

6.1.3 Music

This is a two-year practical course that emphasises the development of listening,

performing and creating skills. The focus will be on technique, music practice and
rehearsal, composing and arranging to develop the student’s performance as a
creative musician. Emphasis is placed on the artistic process as part of the student’s
musical development through continuous investigation, rehearsal, planning, reflection
and evaluation.
One class per week will be focused on active listening skills where students will study
music of different styles and genres. Students will learn how to notate and compose
music.

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6.2 DESIGN

Students must select a minimum of one Arts subject or Design.

6.2.1 Design

Design is a unique aspect of a student’s education, with both the process and the
product being important. The subject involves designing and making quality products
that can be tested and evaluated in use using a variety of materials, equipment and
processes. Students undertaking the Grade 9/10 course at MIS will be using
strategies to develop solutions to set problems. Students will have a planned and
progressive experience of Design that is appropriate to their abilities and relevant to
their future needs as active participants in a technological society.

Course Content:

In grade 9 students solve teacher-generated problems using the IB MYP Design

Cycle. Skills are integrated into these projects and by Grade 10 the expectations is
that they will utilize a wide range of skills, developed through the previous years and
apply them to a more open, student-driven design project where the teacher takes the
role of a facilitator.

In grade 10, the students have the possibility to identify their own design situation from
a set context when undertaking the ePortfolio. The ePortfolio is an optional component
of MYP Design, however, all student in grade 10 will be assessed internally on this
project as well as one other occurring before and after the ePortfolio. Projects at this
stage can be products, textile, food or digital design.

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6.3 ENGLISH (LANGUAGE AND LITERATURE)

Subject Requirements

Students are required to take 4 years of English in the Senior School. The courses
are offered in a two-year sequences. Students take English Language and Literature
in grades 9 and 10, and IBDP English Literature A or Language and Literature A or
English B at Higher or Standard Levels in grades 11 and 12.

6.3.1 English Language and Literature

This two-year language and literature course encourages students to develop their
ability to communicate accurately and effectively and to understand and respond
imaginatively and persuasively to a variety of texts. Through the study of selected
classic and contemporary novels, plays, poetry, and non-fiction texts students develop
a critical and original approach to interpreting and analyzing writing and literature.
Independent and individualised reading and writing programmes are important
elements in this course. Oral expression is also emphasized as students are required
to articulately express their thinking about texts for a variety of audiences using
appropriate language.

Through a carefully planned integrated approach to the following four areas of the
English curriculum – texts, contextual understanding, linguistic structures/features and
learning strategies – this course prepared students for all Diploma Programme English
course options.

6.4 LANGUAGE ACQUISITION (EAL)

English Language Acquisition or English as an additional Language (EAL) is an

extensive language course intended for non-native English language speakers who
are at an intermediate level of proficiency in the language. It follows the framework
for MYP Language Acquisition course.

Placement in the course is determined using a multiple measures approach including

language testing and input from classroom teachers. A similar assessment is used to
determine when students are ready to move to the MYP English Language & Literature
course.

The EAL course aims to develop oral language, written and visual literacy skills.
Students participated in reading, writing, listening and speaking and viewing activities
designed to improve conversation and literacy and visual interpretation skills required
for academic and social and academic success in school.

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6.5 INDIVIDUALS & SOCIETIES

Subject Requirements

In grades 9 and 10 students are required to take one Individuals & Societies subject,
either Geography, History or Integrated Humanities. It is also possible to take both
Geography and History. Integrated Humanities may not be combined with Geography
or History due to MYP regulations.

For MYP Individuals and Societies the curriculum promotes inquiry by developing
conceptual understanding within global contexts.
Key concepts such as change, global interactions, time, place and space and systems
broadly frame the MYP curriculum.
Related concepts promote deeper learning grounded in specific disciplines. Examples
of related concepts include causality, globalisation, culture and sustainability.

The MYP Individuals & Societies curriculum prepares students for the IB Diploma
courses in Grades 11 and 12. Students are also prepared for MYP on-screen
assessments in order to achieve external certification for the courses that they have
taken. On-screen assessments are formal external examinations and are available in
Geography, History and Integrated Humanities.

In grades 11 and 12 IB Diploma students are required to take at least one Group 3
‘Individuals & Societies’ subject: This includes Business HL/SL, Economics HL/SL,
Geography HL/SL, Global Politics HL/SL, and History HL/SL. For Geography and
History at Higher Level, it is preferable to have studied the respective subject or
Integrated Humanities in grades 9 and 10, but not required.

6.5.1 Geography

Throughout the course students are encouraged to develop their understanding of the
MYP key concepts. Through case studies students examine the ways in which
humans are influenced by and respond to and change their environment.

Current units include: ‘Exhausted – a study of the impact of mineral extraction on

countries and communities. ‘How Fair is Fashion?’ - examining the globalized
relationship between TNC’s, factory workers and consumers. ‘Don’t Panic’ the
response to migration in different countries, including Germany.

A feature of the subject is that current events are always relevant and can become the
basis for new case studies.

The course is built around the MYP Individuals and Societies framework and is
designed to stimulate an interest in the geographical processes that shape the natural
and human landscapes in the world around us. Emphasis is laid on the inter-
relationships between the natural environment and human activities.

26
There is an emphasis on the development of geographical skills. These include: map
work, the applications of technology in geography, such as Geographical Information
Systems (GIS) data analysis and interpretation, research of current events and the
application of concepts, such as the measurements of the student’s own ‘ecological
footprint’.

Fieldwork is an important element of assessment and is mainly conducted in the local

area. Previous studies have included a survey of changes in stream channel
characteristics in the Maising Schlucht.

6.5.2 History

Throughout the course students are encouraged to develop their understanding of the
key MYP concepts.

MYP History focuses primarily on modern world history topics, with an emphasis on
the themes of human rights and social justice.

In Grade 9 units include the Indian Independence Movement 1918-47, The US Civil
Rights Movement (1954-68) and the Revolution in Iran (1978-79).

The grade 10 students investigate topics such as Theories of War & Peace, The British
Suffrage Movement & Women’s Rights and the Vietnam War.

Students are expected to develop the skills needed to interpret and evaluate a range
of historical sources and be able to look at events and issues critically from multiple
perspectives. MYP History provides students with great opportunity to develop their
critical thinking skills and draw linkages between past events and those currently
developing in the world.

6.5.3 Integrated Humanities

MYP Integrated Humanities offers elements of three disciplines: Economics,

Geography & History. It is designed to give students an introduction to content and
skills in each of these disciplines, but also to enable students to understand the links
between them. Rather than approaching the subjects individually, students will look
at each topic from economic, geographic, and historical perspectives among others.

The units will focus on important global current events and issues of social justice.
The topics include human rights, development, migration, climate change and
sustainability, resource extraction and globalization.

Integrated Humanities prepares students for any of the Group 3 Individuals and
Societies IB Diploma subjects by developing the skills applicable to the different
disciplines. These include map work, data analysis and interpretation, historical
investigation, interpretation and evaluation of historical sources, and economic
evaluation techniques.

27
N.B. It is not possible to choose Integrated Humanities in combination with History or
Geography since there is content overlap.

CAREERS

Economists, Geographers, and Historians are valued highly by employers, in a wide

variety of fields within business and industry. Historians develop valuable critical
thinking, communication and research skills, which are valued in wide variety of
careers including the business and management environment, journalism, law and
politics. Geographers learn a wide variety of skills. The ability to understand how
humans interact with the natural environment is becoming increasingly important in
modern world development. Economics provide an understanding of the systems
societies use to distribute the world’s scarce resources and the impact of the choices
we make.

Our recommendations to grade 8 students who are finding difficulty choosing between
history, geography, and integrated humanities:

- Choose the subject which interests and motivates you the most;
- Check the subject requirements for colleges IF you already know where you
want to go.
- Check the relevance of geography/history/economics IF you already have
some idea about a particular career in which you are interested;
- Talk with your Humanities teacher about your strengths and weaknesses.
- Talk with the Guidance Counselor in the Senior School.

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6.6 MATHEMATICS

Subject Requirements

In grades 9, 10, 11, and 12, students are required to take one math course per year
and receive a year-end grade of 3 or higher for at least three of those years.

6.6.1 Mathematics Standard

Students will have the opportunity to explore basic Mathematics concepts in depth and
engage in a variety of investigations to help them make the connection between
Mathematics and the world around them. A major emphasis will be place on the use
of technology and the Graphic Display Calculator. Admission to this programme will
be based upon the recommendation of the student’s Mathematics teachers.

6.6.2 Mathematics

This programme is intended to prepare students for Standard Level Mathematics in

the IB Diploma. Students will have the opportunity to engage in many investigations
requiring a higher level of thought and analysis. A major emphasis will be place on
algebra, geometry, trigonometry, statistics, and probability. The use of technology,
including a Graphic Display Calculator, will be used to complete investigations that will
be used to enhance learning and develop student’s higher order thinking skills.
Investigations will prepare students for the exploration task which make up 20% of
students IBDP grade. Students must maintain a level 3 or above in Criteria A to remain
in Mathematics.

6.6.3 Mathematics Extended

A rigorous programme intended to prepare student to take Higher Level Mathematics

in the IBDP. In addition to covering the material in Mathematics supplementary topics
of interest will be explored. Students will have the opportunity to engage in many
investigations requiring a higher level of thought and analysis. A major emphasis will
be placed on algebra, geometry, trigonometry, statistics, and probability. The use of
technology, including Graphic Display Calculator will be used to complete
investigations that will be used to enhance learning and develop student’s higher order
thinking skills. Investigations will prepare students for the exploration task which
makes up 20% of student’s IBDP grade. Students admitted to this programme must
have the recommendation of their Mathematics teacher, achieve at least a 6 on the
end of year report card with at least a 6 in Criteria A, and perform well on the grade 8
end of year Criteria A Assessment. Students must maintain at least a level of 4 in
Criteria A to remain in Mathematics Extended.

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6.6.4 Coding and Computing

Coding and Computing is a computer science course that provides students with a
foundation of coding skills that will enable them to create authentic interactive
applications. Students analyse, design, develop and evaluate software solutions.
They use a programming language to create a solution to a student-identified need or
opportunity for a specific target audience.
Students also learn about what Artificial Intelligence (AI) really means, how it is created
and how AI will develop and affect the world in the near future.

Due to the fact that computers solve problems to serve people, there is a significant
human side to computer science as well. Beyond coding skills, the key concept of this
course is to develop an understanding of computer science as a vehicle for problem
solving, communication and creativity. There is no prerequisite for this course, though
a lot of what is involved in coding is critical thinking, problem-solving, focus,
perseverance and definitely collaboration.

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6.7 GERMAN (LANGUAGE AND LITERATURE)

Subject Requirements

In grades 9 and 10, students are required to take German in addition to English. In
grades 11 and 12, IBDP students are required to take a language other than English
either as Language and Literature, Literature, Language Acquisition or Ab Initio level.
Students must receive a year-end grade 3 or higher for at least two of the four years.

It is generally expected that most students will study German each year at MIS. Native
speakers and highly proficient near-native or bilingual speakers take German
Language and Literature in grades 9 and 10, and IBDP German Literature or
Language and Literature at Higher or Standard Levels in grades 11 and 12. Less
proficient non-native speakers take a German Language acquisition course in grades
9 and 10 that depends on their level of proficiency and IBDP German B at Higher or
Standard Levels in grades 11 and 12.

6.7.1 German (Language and Literature)

The course is designed for native speakers of German or those with near-native
competence in both spoken and written German, covering a demanding syllabus of
literature and language study. In the course of the two years, students develop their
communication skills in various contexts, e.g. sophisticated discussions,
presentations, and role-plays. They also improve their ability to respond to a variety
of fictional and non-fictional texts, for example, novels, plays, and poetry. Students
will be prepared for the Language and Literature Assessment in German during grades
9 and 10. Additionally, in grade 9 they work on a media project to gain exposure to
journalistic writing. Analytical as well as creative writing skills are promoted, and the
student are expected to read independently. In grade 10 the course also prepares
students for their work experience by practising job interview and writing job
applications.

6.7.2 German elective: “Unsere Welt in Unserer Zeit“ (Our world in our time)

This two-year course encourages students to learn about the principles of democratic
society. Students will develop an understanding of the German social order and the
role of Germany in world politics. At the same time, they will develop their ability to
form an independent political opinion and to evaluate current political events. The
course is aimed at native/near-native speakers of German and is delivered entirely in
German. Linguistically, it aims at improving students’ ability to understand and use
complex expressions in German, both verbally and in writing. Communicating
accurately and effectively is therefore a major focus of this course.

31
Planned activities:
* Weekly news coverage and discussion of current events and messages
* simulations
* projects where students identify political issues and work out solutions
** excursions:
* Bavarian state parliament
* simulations game in Regensburg: developing and passing a law

6.8 OTHER LANGUAGES – MOTHER TONGUE

6.8.1 Mother Tongue Independent Study

Study of one’s own language is vital for a child’s emotional, social and academic
growth and development. At MIS, German Language A and English Language A are
offered as part of the school’s curriculum. These courses are intended for native
speakers and for near-native speakers who have achieved a native-like proficiency in
the language. Students who speak a mother tongue other than German or English
can pursue their study of that language through privately financed tutoring from 9th
Grade until their graduation in 12th Grade.

MIS supports the learning of the students’ first languages in a number of ways
including
• assisting parents in finding tutors for their children,
• training tutors,
• buying books for the library, and
• providing use of the school facilities for their classes.

Any students taking an approved Mother Tongue Language course may opt for the
Independent Study class as their elective subject. They use this time to complete
assigned work given by the mother tongue language teacher. They study
independently but are supervised by a teacher to ensure that assigned work is carried
out. They may also use this time to meet with their Mother Tongue teacher for private
instruction.

Parents of children who speak a mother tongue other than German or English should
contact the Mother Tongue Coordinator, Tanja Connemann (tconnemann@mis-
munich.de) for more information.

32
6.9 LANGUAGE ACQUISITION

6.9.1 Course Descriptions and Aims

The ability to communicated in more than one language is essential to the concept of
an international education that promotes intercultural understanding and is central to
the IB’s mission. The study of additional languages in the MYP provides students with
the opportunity to develop insights into the features, processes and craft of language
and the concept of culture, and to realize that there are diverse ways of living, behaving
and viewing the world.

Acquiring an additional language and exploring and reflecting on the cultural

perspectives or our own and other communities:

√ is central to developing critical thinking and international-mindedness

√ provides an intellectual framework to support personal development, cultural
identify and conceptual understanding
√ greatly contributes to the holistic development of students and to the
strengthening of lifelong learning skills.
√ equips students with the necessary multiliteracy skills and attitudes to
communicate successfully in various global contexts and builds intercultural
understanding.

The aims of MYP language acquisition are to encourage and enable students to:

• gain proficiency in an additional language while supporting maintenance of their

mother tongue and cultural heritage
• develop a respect for, and understanding of, diverse linguistic and cultural
heritages
• develop the communication skills necessary for further language learning, and
for study, work and leisure in a range of contexts and for a variety of audiences
• develop multiliteracy skills through the use of a range of learning tools, such as
multimedia, in the various modes of communication
• develop an appreciation of a variety of literary and non-literacy texts and to
develop critical and creative techniques for comprehension and construction of
meaning
• recognize and use language as a vehicle of thought, reflection, self-expression
and learning in other subjects
• understand the nature of language and the process of language learning
• offer an insight into the cultural characteristics of the communities where the
language is spoken
• encourage an awareness and understanding of the perspectives of people from
own and other cultures
• foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language
learning.

33
Language B continuum and placement information

Teaching and learning acquisition subject group is organized in six phases. The phase
in the Language Acquisition system do not necessarily represent years of language
learning.

The language learning continuum can be seen in this small table.

Emergent Capable communicator Proficient

communicator communicator
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6
(The language learning continuum descriptors do not directly correspond with the
descriptors of the European Reference Framework)

Students in phases 1 and 2 are considered “emerging” language learners and most
students will move from phase 1 in year 1 to phase 2 in year 2. Due to learning
differences or a late entrance into the program during the school year, students might
remain in phase 1 or phase 2 for mor than one year.

Students in phases 3 and 4 are considered “capable” language learners. Students

may move from one phase to the next over one year, however, many students benefit
from more practice of the structures learned and will remain in the same for two or
more years.

In phase 4, students revisit many language structures learned in previous phases as

they build and extend their vocabulary and fluency. This process requires two or more
years of practice for the majority of students. Therefore, most students will remain in
phase 4 for two or even three years.

Students in phase 5 and 6 are considered “proficient” learners. To reach this level,
students generally will need language input outside of the classes in addition to
learning and language in class. This input can be through their involvement in the
target language at home, in the community, through engagement with native speakers
in clubs or activities, through independent reading or other forms of language
emersion.

At phase 5 the level of language is such that students are on the cusp of being near
native; with 3 language lessons a week, it is not a realistic expectation for all students
to reach phase 5 or 6 withing their time at MIS. Therefore, phase 5 and 6 students
will generally be taught in one class with differentiated instruction and assessments.
Indeed, at different grade levels, students may be taught in mixed phase level classes;
phases 3 and 4, phases 4 & 5 and phases 5 & 6.

Transition to the German A programme:

Students who are non-native speakers of German will be placed in a German B class
when entering MIS. Depending on their interest, the year of their entrance into the

34
program, their linguistic background and their involvement with the German language,
some students might reach a level of language, which would equip them to transition
into the German Language and Literature programme. Indeed, students reaching this
level of language are required to enter the German Language and Literature program,
so that they are appropriately challenged.

Student placement:

New students entering MIS will be placed into their language classes based on the
information provided in the enrollment Language Profile questionnaire. If a student
can’t be placed in the information provided, the Language Acquisition department will
conduct a spoken and/or written placement test to determine the most appropriate
phase for the student.

At the end of the school year, the language teachers will recommend the phase a
student should be placed in for the next school year, based on the student’s
performance and progress in class and by showing mastery of the most important
skills needed to move to the next phase.

6.9.2 Curriculum Overview

MYP language acquisition is a compulsory component in every year of the MYP,

except for bilingual students who pursue courses of study in multiple languages in the
MYP language and literature subject group.

The MYP requires at least 50 hours of teaching time for each subject area in each
year of the programme. For students participating in MYP eAssessment, the IB
recommends 70 hours of guided learning each year in MYP years 4 and 5.

6.9.3 Assessment Criteria

Each language acquisition objective corresponds to one of four equally weighted

assessment criteria. Each criterion has eight possible achievement levels (1-8),
divided into four bands with unique descriptors that teachers use to make judgements
and about students’ work.

Criterion A: Listening
Students interpret and construct meaning from spoken and multimodal texts to
understand how images and other spatial aspects presented with oral text interplay to
convey ideas, values and attitudes. Students think creatively and critically about what
is viewed, and should be aware of opinions, attitudes and cultural references
presented in the visual text.

Criterion B: Reading
Students construct meaning and interpret written, spatial and visual text to understand
how images presented with written text interplay to convey ideas, values and attitudes.
Students think creatively and critically about what is read and viewed, and should be
aware of opinions, attitudes and cultural references presented in the written text.

35
Criterion C: Speaking
Students develop their communication skills by interacting on a range of topics of
personal, local and global interest and significance, and responding to spoken, written
and visual text in the target language. When speaking in the target language, students
apply their understanding of linguistic and literary concepts to develop a variety of
structures, strategies and techniques with increasing skill and effectiveness. This is
the use of the language system, including their use of grammar, pronunciation and
vocabulary.

Criterion D: Writing
Students recognize and use language suitable to the audience and purpose (for
example, home, classroom, formal and informal, social, academic, contexts).
Students apply their understanding of linguistic and literary concepts to develop a
variety of structures, strategies and techniques. When writing in the target language,
students apply their understanding of language, form, mode, medium and literary
concepts to express ideas, values and opinions in creative and meaningful ways.
They develop a variety of structures using strategies (spelling, grammar, plot,
character, punctuation, voice, format, audience) and techniques with increasing skill
and effectiveness.

6.9.4 MYP eAssessment

Students seeking IB MYP course results for MYP language acquisition complete an
on-screen examination in addition to an internally-assessed, externally-moderated
speaking examination to demonstrate their achievement of subject-group objectives.
Successful results can contribute to students’ attainment of the IB MYP certificate.

The assessments are offered at three levels: emergent, capable and proficient.

Please note that students beginning German in 10th grade do not have sufficient
language to take the on-screen assessment.

36
6.10 EXPERIMENTAL SCIENCES

6.10.1 Grade 9 – MYP Integrated Sciences

Grade 9 Integrated Sciences is a single credit course which prepares students to sit
the MYP eAssessment. The course covers topics from General Science, Biology,
Chemistry and Physics; Atomic & Kinetic Theory, Periodicity, Chemical Reactions,
Ecosystems, Human Biological Systems, Motion & Dynamics. This course is
assessed according to the MYP Guidelines and is mandatory.

6.10.2 Grade 9 – Integrated Sciences Extension

Grade 9 Extended Science, is an optional course designed to extend the Scientific

Experience in preparation for further study in Diploma Experimental Sciences. Topics
covered will include Biology, Chemistry and Physics; Waves, Energy & Kinetic Theory,
Chemical Changes and Enzymes. The extended programme will increase the breadth
and depth of topics, and the mathematical relationships for the analysis of results.

6.10.3 Grade 10 – MYP Integrated Sciences

The Grade 10 Integrated Sciences course is a continuation of the Grade 9 course, and
prepares students for the MYP e-Assessment in Integrated Sciences. Topics include:
Introductory Organic Chemistry, Calorimetry, Reproduction, Digestive and
Cardiopulmonary systems and Electromagnetism. This course is assessed according
to the MYP Guidelines and is mandatory.

6.10.4 Grade 10 – Integrated Sciences Extension

The Grade 10 Extended Science is an optional course that will focus on the skills that
will give a strong basis for IB Diploma Experimental Sciences. Topics include:
The Nervous system, Nuclear Science, Genetics and Evolution, and Quantitative
Chemistry.

37
6.11 PHYSICAL AND HEALTH EDUCATION

6.11.1 PHE

MYP physical and health education helps students understand the elements of a
healthy, active lifestyle.

The aims of MYP Physical and Health Education are to encourage and enable
students to:

- Use inquiry to explore physical and health education concepts;

- Participate effectively in a variety of contexts;
- Understand the value of physical activity;
- Achieve and maintain a healthy lifestyle;
- Collaborate and communicate effectively
- Build positive relationship and demonstrate social responsibility;
- Reflect on their learning experiences;

Student’s involvement in physical activity can take many forms, ranging from
individual, non-competitive activity through to competitive team games. Emphasis is
placed on combining motor skills and tactical knowledge to improve individual and
team performance.

Student’s progress form the development of basic motor skills to the performance of
complex movement patterns that form part of teams games. They learn how
developing physical capacity in area such as strength, flexibility and endurance are
related to both fitness and physical performance.

Students learn rules and procedure to enable them to participate in movement and
physical activity safely and how to use equipment safely and confidently. In addition
to be being physically active, students also experience leadership, umpire/referring
and coaching roles.

38
6.12 ACADEMIC STRATEGIES

6.12.1 Academic Strategies

Purpose

Support students with their Learning Differences to access the curriculum. To provide
students time to:

• Refine learning strategies from Middle School and adapt to Senior School
environment
• Refine organizational techniques
• Complete class work with guidance and support
• Be held accountable for their goals

Expectations

Students are expected to:

Respect the learning environment
Come to class with work
Manage their time
Be open about their needs
Be accountable for their time in the class
Use class time to set meetings with counselors and subject teachers
Refine organizational techniques
Engage in peer-to-peer learning

Teacher is expected to:

Encourage student development
Teach strategies, when needed
Refine Approaches to Learning (ATL) skills
Hold students accountable

Key & Related Concepts:

Organization
Self-awareness
Problem-solving
Content, Knowledge & Skills

39
 Approaches to Areas of development
Learning (ATL)
Thinking skills Critical thinking, Creativity and innovation, Reflection,
Transfer
Self-management Organization, Goal setting, Focus, Self-motivation, Affective
skills
Communication Interacting, Feedback, Speaking, Listening, Writing for
skills Different Audiences
Social skills Collaborating, Delegate and Task Responsibility, Resolve
Conflicts
Research skills Information and Media Literacy: Accessing, Selecting,
Organization and Referencing Resources.

Who is the class designed for:

• Students new to the IB MYP curriculum.

• Students with learning needs as identified by their student support plan and the
learning support department.
• Students that would benefit from receiving assistance in organization and
managing the expectations in the Senior School.
• Enrollment by recommendation of Middle School and Senior School learning
support teachers, counselors, and Learning Support Coordinator.

Grading

Students will complete a reflection before the end of each marking period.
The teacher will comment on the student reflection.

SP = Satisfactory Progress
IS = Improving Slowly
UP = Unsatisfactory Progress
ME = Medical Excuse
AD = Academic Dishonesty
A = Absent
NA = Not Applicable

40
6.13 INDEPENDENT STUDY

What is INDEPENDENT STUDY?

Purpose

To provide an opportunity for students to complete coursework/classwork and

homework in a supervised and structured setting. For the most part, students will work
independently on their tasks, with very limited whole class instruction.
à Complete work with guidance and support
à Meet with teachers or supervisors
à Students can pursue an area of academic interest not offered by the school

Expectations

Students are expected to:

à respect the learning environment
à come to class with work
à to use class time to complete set tasks
à manage time effectively
à use class time to set meetings with counselors, subject teachers or other
supervisors
à Engage in peer-to-peer learning

Teacher’s role:

à to actively supervise the students

à assist students in prioritizing demands
à to help student’s complete tasks in a timely manner

Content, Knowledge & Skills

Approaches to Learning (ATL) Skills

à Self-management skills e.g. time management, organization, setting and
reviewing goals
à Research skills

For whom is the class designed?

à Any student who feels they would benefit from taking one fewer elective
à Students who can work independently

How is the student assessed?

The student will achieve a grade of SP and gain a credit, if their attitude is studious
and work habits productive.

41
7 WORK EXPERIENCE (GRADE 10)
Grade 10 students will be expected to take part in the Work Experience programme
at the end of the school year. The primary aim of the programme is for students to
explore an occupational area by working in a business or profession that interests
them. In the process, students will learn to write a résumé and cover letter, and they
will learn to find a job and gain work experience working with people in a professional
setting.

Work Experience is valuable for many reasons. Many students include the experience
on their résumé and often discuss their Work Experience when applying to college or
university. After reflecting on their experience and clarifying their career goals, some
students have made changes to their course selections for grades 11 and 12 that
better fit their more defined future plans.

Students are encouraged to find their own Work Experience placements. MIS insures
students should they be in an accident during Work Experience employment, but does
not provide insurance should they damage anything at the workplace or do harm to
others. This would be covered by German “Haftpflicht” insurance carried by most
families.

Brief Timeline:

In December: Counselors review the Work Experience programme and all

necessary procedures with Grade 10 students.
December to March: Students explore possible placements, interview, decide where
they will work, obtain employer and parent signature. Return
Work Experience Placement forms to Year Advisors.
In June: Actual Work Experience for 15 working days (there are no
Grade 10 classes during this time)
Last week in June: Evaluation and sharing Work Experience for all grade 10
students at MIS (will present to grade 9 as well).

More details about Work Experience can be found on the MIS Website:
https://www.mis-munich.de/p/parents ( Senior School–Resources–Work Experience)

Please also contact the MIS Counseling Department with questions by emailing
seniorschoolguidance@mis-munich.de

Dates for the Work Experience and the Evaluation Day/s are published on the MIS
Senior school calendar on the website.

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8 COURSE SELECTIONS AND UNIVERSITY ENTRANCE
Courses in grades 9 and 10 are the culmination of the International Baccalaureate
Middle Years Programme which is a solid academic foundation in preparation for the
IB Diploma. Course choices should reflect a student’s interests as well as university
entrance considerations as denoted in the following sections. It is important to be
aware that students are often expected to include in their grade 9 & 10 grades when
applying to universities.

Completion of the MIS Diploma is recognized for admission by US universities, as well

as and some other non-US colleges and universities worldwide. The IB Diploma is
recognized as a qualification for entrance to colleges and universities worldwide (Note:
some universities require specific courses be taken).

Formal agreements exist between the IB and many ministries of education and private
institutions. Some colleges and universities may offer advanced standing or course
credit to students with strong IB examination results. The IB regularly updates its
guides to university recognition in each of its geographic regions. For further
information visit the IB website:
https://www.ibo.org/university-admission/recognition-of-the-ib-diploma-by-countries-
and-universities/country-recognition-statements/

It is helpful if students have a general idea of what they want to study. Grade 10
students take a careers interest inventory in the fall that provides feedback about their
talents and abilities, which may be used to help select courses for Grades 11 and 12.
All 10th grade students will have an individual counselor meeting to discuss 11th grade
course choices.

8.1 UNIVERSITIES IN THE UK

Information on UK university course requirements is available from the UCAS website:

www.ucas.com
Another useful resource is HEAP Guide, which is available in the Guidance
Counselling office. Students may use either resource by subject, course or university.
From there, students can navigate to university websites, which will provide
information about the course content and entrance requirements. Students should
carefully check what subject(s) have to be taken and at what level. This will help them
to make an informed decision when choosing IB subjects. They should seek advice
from their counselor.

8.2 COLLEGES/UNIVERSITIES IN NORTH AMERICA

Although US colleges and universities do not require the IB Diploma, participation in

the academically rigorous IB programme can greatly enhance a student’s application.
Advanced standing or college credit is often awarded to students who have earned an
IB Diploma or who have attained scores of 5, 6, or 7 on Higher Level examinations.
Maia Learning, which may be accessed through the MIS website, allows easy

43
connections to university websites where individual information can be found. There
are also many other resources that are useful for researching US institutions, including
the Fiske Guide and Big Future, which is the Collegeboard’s site for the university
exploration. The link can be found here: https://bigfuture.collegeboard.org

Most colleges/universities in North America expect students to have taken four years
of English; three or four years of humanities-related courses (including two years of
History), Science, and Mathematics; and at least two years of foreign language.
Students interested in studying engineering in Canadian universities must take both
Physics and Chemistry at either level. Carefully check with your Guidance Counselor
to be sure your chosen subjects are acceptable.

8.3 RECOGNITION FOR GERMAN UNIVERSITY

For admission to German Universities the IB Diploma must be taken and the following
conditions MUST be met:

• Among the 6 IBDP subjects passed must be: at least two languages (at least
one at A – please check KMK (Kultusminsterkonferenz) requirements for
details), one science (Physics, Chemistry or Biology), Mathematics, and one
humanities-related subject (History, Economics, Geography or Business
Management, Global Politics).
• Grades of 4 or better in all subjects. One grade of 3 can be balanced by another
grade of 5 of at least the same level (Standard or Higher) with a total of 12
points being the minimum in HL subjects and 24 points the minimum overall.
• Of the three International Baccalaureate Diploma subjects taken at ‘Higher
Level’, at least one must be either Mathematics or a natural science, i.e.
Biology, Chemistry or Physics.
• All subjects must have been taken during all 4 semesters in Grades 11 and 12.
• Self-taught languages may be recognised. Please check with the Zeugnisaner-
kennungsstelle prior to choosing this option.
• If the above requirements are met the IB Diploma qualifies as the “Allgemeine
Hochschulzugang”.

8.4 GERMAN RECOGNITION PROCESS

Parents of IB students are welcome to write to the Zeugnisanerkennungsstelle in

advance of beginning their IB Diploma programme (at the end of Grade 10) and get
written confirmation that their choice of subjects will lead to the type of recognition that
they wish to obtain.

Note The type of Mother tongue course and the definition of an advanced foreign
language (fortgeschrittene Fremdsprache) can be complicated. Please contact your
Guidance Counselor if you are unsure about meeting the requirements.

44
In order to initiate the official recognition process, the following documents need to
be posted to the Zeugnisanerkennungsstelle (ZAST, contact below). Points 1-3
MUST be completed by April of 12th grade.

1. A copy of the students’ passport or ID.

2. Evidence of 12 years of continuous education in the form of a CV. This should

include:
- Contact details
- All schools the student attended and which grades were attended in which
school year.
- IB HL and SL subjects

3. An official copy of the grade 12 mid-year transcript. You can request this from the
Guidance Office. Students who did not attend MIS in grade 10, also need to submit
an offcial copy of the final grade 10 report card or transcript.

At the end of grade 12 you will need to attend to the following:

4. Post an official grade 12 end-of-year transcript to the ZAST. You can request the
transcript from the Guidance Office at the end of grade 12 and it will usually be
available around the time of graduation.

5. The IB Diploma results have to be sent directly from the IBO to the ZAST on July
6th. This will only happen if you request this on the B2 form. The form is attached,
available in ItsLearning and on the Schoolbase student and parent portal. The form
needs to be sent electronically to the Exams Office,
exams-office@mis-munich.de by April 16th. This process ensures that the IBO
sends the IB Diploma results electronically to the ZAST.

6. This point may be required only if you apply for the recognition process after the
official IB Diploma has been issued in August: A confirmation from the Bavarian
university stating the necessity of the IB Diploma recognition for admission to the
university. We highly recommend that you to initiate the recognition process by the
end of April of grade 12 as outlined above.

If all documents are complete, the ZAST issues a recognition certification

(‘Anerkennungsbescheid’) in time for the application deadline of the Bavarian
universities (usually 15 July). One certification will be sent to your contact address.
Official copies need to be presented to the universities. Official copies can be
obtained from the city administration (Stadt-/Gemeindeverwaltung, Rathaus,
Bürgeramt, Kreisverwaltungsreferat) or from a notary. Do not send your original to a
university.

45
Contact details of the Zeugnisanerkennungsstelle:

Bayerisches Landesamt für Schule

Zeugnisanerkennungsstelle
Stuttgarter Str. 1
91710 Gunzenhausen

Tel. +49 9831-686-252 (tel. hours: Mo/Tue/Thurs 9:00-10:30 and 13.30-15:30, Fr 9:00-10:30)
E-Mail: zast@las.bayern.de

Website:
https://www.las.bayern.de/zeugnisanerkennung/allgemeinbildende_schulabschluess
e/allgemeinbildende_schulabschluesse.html

Templates for the request of evaluation can be found on the lower righthand side of
the website under ‘Antragsformular’.

Please note: Some universities may require you to go through Uni-assist for the
recognition of the IB Diploma or the appropriate state’s ‘Zeugnisanerkennungsstelle’,
if the university is outside of Bavaria. This needs to be checked with the individual
institution!
Uni-assist (https://www.uni-assist.de) is a centralized admissions portal and handles
international applications for its member universities. An online application through
Uni-assist’s online portal may be compulsory, although a separate application direct
to the university may also be required. Please make sure that you tick the box and
complete the information for Uni-assist on the B2 form.

The copy of the formal IB agreements from the Zeugnisanerkennungsstelle in German

language may be found in section 10 in this handbook.

8.5 RECOGNITION FOR THE “MITTLERER SCHULABSCHLUSS”

The IB eAssessments are necessary for attainment of the official MYP certificate
issued by the IB. This is the only certificate recognized by most governments and
post-grade 10 institutions. However, the Bavarian Zeugnisanerkennungsstelle (ZAST)
will recognize a successfully achieved school-based MYP certificate (even without
eAssessment) as Mittleren Bildungsabschluss (MSA). At MIS all students take the
eAssessments and attempt to earn the official MYP Certificate from the IB, as it is the
qualification with the broadest recognition, and participation in the eAssessments
provides external validation of achievement.

46
Please not that students must receive 32 out of a maximum of 56 MYP points to obtain
the MSA. This reflects the MYP as meeting the academic standards set forth by state
and national education ministries. The ZAST does not recognize Integrated
Humanities, so students need to choose either History or Geography to achieve the
Mittlere Schulabschluss. Students seeking the German MSA should consult with the
ZAST in Bavaria.

The Zeugnisanerkennungsstelle (ZAST) will issue a certificate that verifies that a

student’s MYP Certificate is equivalent to the German Mittlere Bildungsabschluss only
for students who plan to apply for admission to a German school, apprenticeship or
work experience that requires such certification. Families who need this certificate
must inquire at MIS to receive the appropriate school-issued certificates and forms for
the application. The application should be submitted after MYP Certificate results
have been received in September after the student has completed grade 10.

9 CLAIMING SCHOOL FEES (GRADES 10, 11 AND 12 ONLY)

AS “SONDERAUSGABEN” FOR GERMAN TAXES

In order to claim school fees in grade 10, 11 and 12 as “Sonderausgaben” for German
taxes the ZAST will request certain documents. For details see the “Informationen für
Schüler einer Internationalen Schule“ (overleaf and specifically page 53).

Important! For students who will not complete the MYP Certificate or the IB Diploma
with all requirements for German recognition, school fees in grades 10, 11 and 12 are
not eligible for inclusion as “Sonderausgaben” with the family’s German taxes.

47
10 RECOGNITION OF THE IB IN GERMANY–ZAST (in German)
Please see the following pages for agreements from the Zeugnisanerkennunsstelle:

Bayerisches Landesamt
für Schule
Zeugnisanerkennungsstelle

Informationen für Schüler einer Internationalen Schule

(Erwerb eines IB-Diplomas)

Stand: Januar 2021

Die Zeugnisanerkennungsstelle hat unter anderem die Aufgabe, ausländische Zeugnisse auf ihre
Gleichwertigkeit mit bayerischen Schulabschlüssen zu überprüfen, sofern die bayerische aufnehmende
Schule oder Hochschule nicht eigenständig entscheiden kann. Im Folgenden ist dargestellt, unter
welchen Bedingungen Zeugnisse, erworben an einer Internationalen Schule („International School“), als
Nachweis des mittleren Schulabschlusses oder der Hochschulzugangsqualifikation für die Fortsetzung
der Bildungslaufbahn im Freistaat Bayern anerkannt werden können.

1. Mittlerer Schulabschluss

Für die Anerkennung eines mittleren Schulabschlusses muss der erfolgreiche Besuch von zehn
aufsteigenden Schulstufen einer allgemein bildenden Internationalen Schule nachgewiesen werden.

a) Bei der Bewertung der Prüfungen aus dem englischen Bildungssystem (I)GCSE gilt:

Es müssen zwei Sprachen, Mathematik, ein naturwissenschaftliches Fach aus der Gruppe
Physics oder Chemistry oder Biology und ein gesellschaftskundliches Fach aus der Gruppe
History oder Geography oder Economics mit jeweils mindestens 4 von 9 Notenpunkten
(bzw. der Note C) nachgewiesen werden.
Wenn das Fach Englisch eingebracht wird, muss es auf muttersprachlichem Niveau („First
Language English“) belegt werden.
Das Fach „German“ kann auch von Deutschen als eine der beiden Sprachen eingebracht
werden.
So genannte „Short Courses“ können nicht bewertet werden.

Andere als die vorstehend genannten Fächer sind nicht bewertbar für die Zuerkennung eines
mittleren Schulabschlusses. Sofern die englischen Kursbezeichnungen von den angegebenen
Kursbezeichnungen abweichen, bitten wir um Rücksprache mit der
Zeugnisanerkennungsstelle.

b) Gemäß Beschluss der Kultusministerkonferenz vom 8. Dezember 2011 in der jeweils geltenden
Fassung kann ein nach den Bestimmungen der/des „International Baccalaureate
Organisation/Office du Baccalauréat International“ an einer der unten genannten
Internationalen Schulen* in der Bundesrepublik Deutschland erworbener Abschluss des Middle
Years Programme (MYP) als dem Mittleren Schulabschluss gleichwertig anerkannt werden ab
Erwerbstermin Juni 2016, sofern die nachstehenden Bedingungen erfüllt sind:

*
o Berlin Brandenburg International School GmbH o Bavarian International School gAG
o Bonn International School e. V. o Heidelberg International School GmbH
o Dresden International School e. V. o Strotthoff International School GmbH & Co.
o International School of Düsseldorf e. V. o International School Stuttgart (Sindelfingen Campus)
o International School Hannover Region GmbH o International School of Hamburg
o Munich International School e. V. o Thuringia International School Weimar e. V. (ThIS)
o International School of Stuttgart e. V. o Franconian International School (FIS), Erlangen

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 2

In den fünf Kernfächergruppen des „Middle Years Programme“ (MYP), Language and Literature,
Language Acquisition oder ein weiteres Fach Language and Literature, Individuals and
Societies, Sciences sowie Mathematics, muss jeweils mindestens ein Fach belegt worden sein.

In den drei Wahlfächergruppen Arts, Physical and Health Education und Design muss
mindestens ein Fach belegt worden sein. Science ist als naturwissenschaftliches
Integrationsfach oder in drei naturwissenschaftlichen Fächern getrennt zu erteilen.

Zusätzlich zu den in den vorstehend genannten Fächergruppen müssen eine Projektarbeit

(„personal project“) erstellt und eine benotete interdisziplinäre Lerneinheit („interdisciplinary
unit“) absolviert worden sein.

Die Stundenanzahl in den Fächern bzw. Fächergruppen ist an die Vorgaben der Vereinbarung
über die Schularten und Bildungsgängen im Sekundarbereich I vom 03.12.1993 in der jeweils
geltenden Fassung (Ziffer 4.1.2) unter Berücksichtigung der Dauer des MYP-Programms
angeglichen.

Die folgenden Fächer können als Integrationsfächer oder als getrennte Fächer erteilt werden:
Science, Arts, Individuals and Societies und Design.

Insgesamt beinhaltet das MYP-Zertifikat acht benotete Elemente. Dementsprechend können

maximal 56 Punkte erreicht werden. Für die Vergabe des MYP-Zertifikats sind mindestens 28
Punkte erforderlich. Ab einer Punktzahl von 32 wird das MYP-Zertifikat als dem Mittleren
Schulabschluss gleichwertig anerkannt. Für die Erlangung der Berechtigung zum Besuch der
Einführungsphase der gymnasialen Oberstufe sind mindestens 40 Punkte erforderlich. Dabei
müssen in den drei Fächergruppen Language and Literature, Language Acquisition oder ein
weiteres Fach Language and Literature und Mathematics, insgesamt mindestens 15 Punkte
erreicht werden.

Bei der Berechnung der Durchschnittsnote (N) wird von der im Abschluss des Middle Years
Programme ausgewiesenen Gesamtpunktzahl (P) sowie von 56 Punkten als maximaler
Punktzahl (Pmax) und von 28 Punkten als minimaler Punktzahl (Pmin) ausgegangen.

Die Umrechnung erfolgt nach folgender Formel:

N= 1+3 (Pmax – P) / (Pmax – Pmin)

mit

N = Note (Durchschnittsnote)
P = ausgewiesene Punktzahl

Es müssen hinreichende Deutschkenntnisse nachgewiesen werden; das Nähere wird durch die
landesrechtlichen Bestimmungen geregelt.

Für MYP-Zertifikate, die für die Erwerbsjahre 2012 bis 2015 ausgestellt wurden, gilt die
Vereinbarung in den Fassungen vor dem Beschlussdatum 1. Oktober 2015 fort.

Notenskala im MYP

1 = very poor
2 = poor
3 = mediocre
4 = satisfactory
5 = good
6 = very good
7 = excellent

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 3

2. Hochschulzugangsqualifikation und Notenberechnung

Gemäß Beschluss der Kultusministerkonferenz vom 10. März 1986 in der jeweils geltenden Fassung wird
ein nach den Bestimmungen der/des „International Baccalaureate Organisation/Office du Baccalauréat
International“ erworbenes „International Baccalaureate Diploma/Diplôme du Baccalauréat International“
als Hochschulzugangsqualifikation anerkannt, sofern dieses nach einem Besuch von mindestens zwölf
aufsteigenden Jahrgangsstufen an Schulen mit Vollzeitunterricht erworben wurde und die nachstehenden
Bedingungen vollumfänglich erfüllt sind:

a) Unter den sechs Prüfungsfächern des "International Baccalaureate Diploma/Diplôme du Baccalauréat

International" (IB) müssen folgende nach der Terminologie des IB bezeichnete Fächer sein:
zwei Sprachen auf dem Niveau A oder B (davon mindestens eine fortgesetzte (Fremd-)Sprache als
„Language A1, 3“ oder „Language B HL2“),
ein naturwissenschaftliches Fach (Biology, Chemistry oder Physics),
Mathematik (Mathematics: Analysis and Approaches HL oder Mathematics: Applications and
Interpretation HL bzw. Mathematics: Analysis and Approaches SL oder Mathematics: Applications
and Interpretation SL6)
ein gesellschaftswissenschaftliches Fach (History, Geography, Economics, Psychology, Philosophy,
Business and Management, Social Anthropology oder Global Politics).

Das sechste verbindliche Fach kann außer den genannten Fächern eines der nachfolgenden nach der
Terminologie des IB bezeichneten Fächer sein:
Art/Design4, Music, Theatre Arts5, Film, Literature and Performance, eine weitere moderne
(Fremd-)Sprache (ggf. ab initio, jedoch nicht “self taught”3), Latin, Classical Greek, General
Chemistry, Applied Chemistry, Environmental Systems and Societies, Computer Science,
Design Technology, World Religions, Business and Organisation, Sports Exercise and Health
Science

b) Unter den drei im Rahmen des "International Baccalaureate Diploma/Diplôme du Baccalauréat

International" auf dem „Higher Level“ nachzuweisenden Fächern muss entweder Mathematik oder ein
naturwissenschaftliches Fach, d. h. Biology oder Chemistry oder Physics, sein.

c) Alle Fächer müssen bis zum Ende des Bildungsganges durchgängig (zweijährig aufsteigend) belegt
worden sein.

d) Die geforderten sechs Fächer müssen mindestens mit der IB-Note 4 benotet sein.

Sofern in nur einem Fach die IB-Note 3 vorliegt, kann diese ausgeglichen werden, wenn in einem
weiteren Fach auf mindestens demselben Anspruchsniveau mindestens die IB-Note 5 und insgesamt
mindestens 24 Punkte erzielt worden sind.

Vorstehendes gilt für die Bewertung des IB-Diplomas im Freistaat Bayern ebenso gleichmäßig wie für die
Bewertung des IB-Diplomas in den anderen Ländern in der Bundesrepublik Deutschland.

1 Ab Prüfungstermin 2013 Language A: Language and Literature oder Language A: Literature

2 Gilt ab Prüfung 2013.
3 Im Einzelfall Anerkennung des Faches „School supported self-taught Language A: Literature SL“
4 Heißt ab Prüfungstermin 2000 Visual Arts.
5 Heißt ab Prüfungstermin 2009 Theatre.
6 Bis einschließlich Prüfungstermin November 2020: Mathematics HL oder Mathematics SL

50
 4

Erwerb des IB Diplomas bis einschließlich Prüfungstermin November 2020:

Ein IB Diploma, welches die vorstehenden Bedingungen vollumfänglich erfüllt, kann als allgemeine
Hochschulzugangsqualifikation zu Fachhochschulen und Universitäten anerkannt werden.

Erwerb des IB Diplomas ab Prüfungstermin Mai 2021:

a) Ein IB Diploma, welches die vorstehenden Bedingungen vollumfänglich erfüllt, kann nur dann als
allgemeine Hochschulzugangsqualifikation zu Fachhochschulen und Universitäten anerkannt werden,
sofern das Fach Mathematik (Mathematics: Analysis and Approaches oder Mathematics: Applications
and Interpretation) im Higher Level absolviert wird.
b) Wird das Fach Mathematik (Mathematics: Analysis and Approaches oder Mathematics: Applications
and Interpretation) im Standard Level nachgewiesen, kann ein fachgebundener Hochschulzugang zu
Fachhochschulen und Universitäten für Studienfächer, die nicht dem mathematisch-
naturwissenschaftlich-technischen Bereich zuzuordnen sind, bestätigt werden.

Ausnahme: Absolventinnen und Absolventen der in den Anlagen 1 und 2 zur o.g. Vereinbarung
aufgelisteten Schulen erfüllen im Fach Mathematik (Mathematics: Analysis and Approaches SL oder
Mathematics: Applications and Interpretation SL) die einschlägigen Anforderungen, sodass diesen mit
vereinbarungsgemäßem Erwerb des IB Diplomas ein allgemeiner Hochschulzugang auch ohne
Nachweis des Fachs Mathematik im Higher Level (Mathematics: Analysis and Approaches oder
Mathematics: Applications and Interpretation) zu eröffnen ist.
Die Vereinbarung mit Anlagen ist einsehbar unter:
https://www.kmk.org/fileadmin/Dateien/pdf/ZAB/Hochschulzugang_Beschluesse_der_KMK/IB_Diploma_16.pdf

Für ein IB Diploma, erworben an einer International School, die nicht in den o.g. Anlagen aufgelistet
ist, gelten ergänzend die folgenden studienzielspezifischen Mindestanforderungen:

Studienziel Mindestanforderung
Humanmedizin, Zahnmedizin, Tiermedizin, Mathematics: Analysis and Approaches SL oder
Pharmazie Mathematics: Applications and Interpretation SL
und
Biology HL oder Chemistry HL oder Physics HL
Mathematik und Naturwissenschaften Mathematics: Analysis and Approaches HL oder
(Fächergruppen*: Biologie, Chemie, Physik, Mathematics: Applications and Interpretation HL
Geowissenschaften, Umweltwissenschaften, Haushalts- und
und Ernährungswissenschaften) Biology SL oder Chemistry SL oder Physics SL
Technische Fächer Mathematics: Analysis and Approaches HL oder
(Fächergruppen*: Architektur, Informatik, Elektro- und Mathematics: Applications and Interpretation HL
Informationstechnik, Maschinenbau, Wirtschaft und und
Ingenieurwesen, Medizintechnik, Fahrzeug- und Biology SL oder Chemistry SL oder Physics SL
Verfahrenstechnik, Technischer Umweltschutz,
Bibliotheks- und Informationswesen, Versorgungstechnik)

* Bei den genannten Fächergruppen handelt es sich um eine Auswahl ohne Anspruch auf Vollständigkeit.

Für die Eröffnung des Hochschulzugangs zu geistes- und gesellschaftswissenschaftlichen sowie

wirtschafts- und sozialwissenschaftlichen Studiengängen, zu Psychologie, zu Rechtswissenschaft und zu
Sport sind keine ergänzenden fachspezifischen Anforderungen im Fach Mathematik bzw. in den
Naturwissenschaften zu erfüllen. Die Belegung von Mathematics: Analysis and Approaches SL oder
Mathematics: Applications and Interpretation SL und einem naturwissenschaftlichen Fach (Biology oder
Chemistry oder Physics) im HL ist hinreichend.

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Unterlagenvorlage:

Auf dem Postweg vorzulegende Unterlagen, sofern die aufnehmende bayerische Hochschule nicht
eigenständig entscheiden kann im Rahmen des Zulassungs- und Immatrikulationsverfahrens:
1. Personalausweis oder Reisepass in einfacher Fotokopie (nur die Seite mit den Personaldaten)
2. schulischer Lebenslauf in tabellarischer Form, aus dem hervorgeht, in welchem Schuljahr welche
Jahrgangsstufe besucht wurde
3. deutsche Kontaktadresse des Bewerbers/der Bewerberin
4. Jahreszeugnis der 10. Klasse in amtlich beglaubigter Fotokopie des Originals
5. IB-Results Summary über alle vier Semester im Original (ausgestellt von der besuchten Internationalen
Schule)
6. IB-Diploma mit zugehöriger Fächer- und Notenübersicht in amtlich beglaubigter Fotokopie des Originals
7. Zweckschreiben der bayerischen Hochschule über die Notwendigkeit eines Anerkennungsbescheides

Besonderheit:

Sofern der/die jeweilige Schüler/in sich unmittelbar nach Abschluss der Prüfungen zum Erwerb des
IB-Diplomas für einen zulassungsbeschränkten Studiengang in Bayern bewerben oder den Meldetermin
15. Juli bei den bayerischen Hochschulen einhalten möchte, sind ausschließlich die vorstehend
unter 1-5 genannten Unterlagen bis Ende April des Prüfungsjahres der Zeugnisanerkennungsstelle
auf dem Postweg vorzulegen sowie bei der IBO, nicht bei der Schule, ein Official Transcript
(„Transcript of grades“) in Auftrag zu geben, das der Zeugnisanerkennungsstelle zeitgleich mit der
Bekanntgabe der Noten am 5. Juli des jeweiligen Prüfungsjahres online von der IBO übermittelt wird,
sodass die Zeugnisanerkennungsstelle bei Bedarf einen Bescheid für die fristgerechte Bewerbung an
den bayerischen Hochschulen zum 15. Juli erstellen kann, der einmalig ergeht, an die Kontaktadresse
des/der Bewerbers/in ausschließlich postalisch versandt wird und stets in amtlich beglaubigter Fotokopie
an den bayerischen Hochschulen vom Bewerber vorzulegen ist.

Hinweis:

Sind einzelne Bedingungen des Beschlusses der Kultusministerkonferenz vom 10.03.1986 in der jeweils
geltenden Fassung nicht erfüllt, scheidet mit Erwerb des IB-Diplomas eine unmittelbare Zuerkennung der
Hochschulzugangsqualifikation für den Bereich der Universitäten und Fachhochschulen aus, diese kann
jedoch z. B. über die erfolgreiche Teilnahme an der Feststellungsprüfung am Studienkolleg nachträglich
fachgebunden erworben werden (vgl. bitte http://www.studienkolleg-coburg.de/ sowie
http://studienkolleg-münchen.de).

Alternativ kann eine fachgebundene Hochschulzugangsqualifikation erworben werden über ein

erfolgreiches Studienjahr (Nachweis von 60/180 ECTS in einem akkreditierten Bachelorstudiengang –
Vereinigtes Königreich: Nachweis von 120/360 Credits). Das Studienjahr muss in einem Land absolviert
worden sein, dessen Reifezeugnisse in Deutschland eine Hochschulzugangsqualifikation direkt oder
nach einem einjährigen erfolgreichen Studium eröffnen.

Notenberechnung:

Bei der Berechnung der deutschen Gesamtnote (N) aus der im „International Baccalaureate
Diploma/Diplôme du Baccalauréat International“ ausgewiesenen Gesamtpunktzahl (P) wird von 42
Punkten als maximaler Punktzahl (Pmax) und von 24 Punkten als minimaler Punktzahl (Pmin)
ausgegangen.

Dabei werden die ggf. erreichten Zusatzpunkte mitberücksichtigt.

Gesamtpunktzahlen zwischen 42 (Pmax) und 45 Punkten (höchstmögliche Punktzahl des IB zuzüglich

der maximal erreichbaren 3 Zusatzpunkte) werden der deutschen Durchschnittsnote 1,0 gleichgesetzt.

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Die Umrechnung erfolgt nach folgender Formel:

N = 1 + 3 x Pmax – P
Pmax – Pmin
N = deutsche Gesamtnote; P = im Zeugnis ausgewiesene Gesamtpunktzahl;
Pmax = 42 Punkte (IB-Gesamtpunktzahl ohne Zusatzpunkte);
Pmin = 24 Punkte (unterer Eckwert)

Dabei ergeben sich folgende Werte:

IB-Gesamtpunktzahl entspricht deutscher Note

45, 44, 43, 42 1,0

41 1,1
40 1,3
39 1,5
---------------------------------------------------------------------------------
38 1,6
37 1,8
36 2,0
35 2,1
34 2,3
33 2,5
---------------------------------------------------------------------------------
32 2,6
31 2,8
30 3,0
29 3,1
28 3,3
27 3,5
---------------------------------------------------------------------------------
26 3,6
25 3,8
24 4,0

3. Schulgeldzahlungen als Sonderausgaben nach § 10 Abs. 1 Nr. 9 EStG

Auf dem Postweg vorzulegende Unterlagen für die einmalige Ausfertigung einer Prognosebescheinigung
für den Schulbesuch im IB-Programm:
1. Reisepass oder Personalausweis in einfacher Fotokopie (nur die Seite mit den Personaldaten)
2. Lebenslauf mit genauen Angaben zu den Schulbesuchsjahren
3. Jahreszeugnis Klasse 10 in amtlich beglaubigter Fotokopie des Originals
4. Fächerwahl im IB-Programm (Grade 11 & 12), zu bestätigen von der Internationalen Schule
durch verbindliche Ausweisung der Fächer englischsprachig im Higher Level (HL) und
Standard Level (SL), im Original
Eine Prognosebescheinigung ergeht einmalig im Original, sobald alle vorstehend genannten Unterlagen
in der angegebenen Form vollständig vorliegen.
Für die Jahrgangsstufe 10 ist eine Ausfertigung einer Prognosebescheinigung nicht vorgesehen.
___________________________________________________________________________________
IB-Bestehensnoten Einzelfach: IB-Nichtbestehensnoten Einzelfach:
4 = satisfactory/satisfaisant 1 = very poor/très faible
5 = good/bon 2 = poor/faible
6 = very good/très bon 3 = mediocre/médiocre
7 = excellent/excellent

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