Academics

Academics at Changchun American International School closely follow principles, curriculum guidelines and methodology of the International Baccalaureate Program as CAIS seeks to become an IBO World School for the Middle Years Program (Grades 6-10) and the Diploma Program (Grades 11-12).

The broad, holistic and global concepts, curricular structure and methodology incorporated into these programs strongly align with Changchun American International School's mission and philosophy, while meeting the educational and growth needs of students living in the highly international and widely inter-cultural environment characterized by the international community in Changchun.

Though the school remains and "Interested School" for the Primary Years Program (Pre-K-5), the guidelines for the PYP serve as the basis for curriculum development and methodology incorporated into the elementary school.

The Middle Years Program:

The Middle Years Program (MYP), is one of the three programs offered by the International Baccalaureate Organization (IBO) since 1994 designed for students between the ages of 11 and 16 years.

Changchun American International School has determined that the curricular and instructional goals of this program offer strong advantages to CAIS students because of the program's global focus, curricular breadth, and incorporation of The Learner Profile and Areas of Interaction.

It is a program that helps students develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing world.

MYP Curriculum Model

From http://www.ibo.org/myp/curriculum/

The curriculum is illustrated by an octagon with eight academic areas or subject groups surrounding the five areas of interaction. The personal project appears at the centre.

The curriculum may be taught as an entity in itself, but it is flexible enough to allow the demands of national, regional or local legislation to be met while maintaining the mission and philosophy of the IBO.

Eight Subject Areas in MYP:

Language A
Language B
Humanities
Mathematics
Sciences
Technology
Arts
Physical Education
Personal Project: The Personal Project is a significant piece of work that is the product of the student's initiative and creativity.

MYP Assessment   Criteria

Language A   Language B   Humanities   Mathematics  

Sciences   Technology   Arts   Physical Education

Areas of Interaction in MYP

The Areas of Interaction surrounding the student in the model are the core elements of the MYP, which provide a framework for learning within and across the subject groups. They allow connections among the subjects themselves, and between the subject and real-life issues.

Approaches to Learning
Community and Service
Homo Faber
Environment
Health and Social Education
The Areas of Interaction are:

• Interactive organizing themes which facilitate long-term learning;
• Perspectives through which teachers and students consider teaching and learning, approach the different disciplines and establish effective connections;
• A guide for inquiry and reflection for the students;
• A point of reference for team planning on the part of all teachers;
• A common language used by educators and students across the curriculum;
• An anchor for learning;
• The starting point for the personal project.

The IBO Learner Profile in MYP

The IBO learner profile is the IBO mission statement translated into a set of learning outcomes for the 21st century. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.

The IBO Mission Statement:

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through inter-cultural understanding and respect.

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

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

IB learners strive to be:

• Inquiring
• Knowledgeable
• Thinking
• Communicating
• Principled
• Open-minded
• Caring
• Risk-taking
• Balanced
• Reflective

The Diploma Program

The IB Diploma Program (DP) is a demanding comprehensive two-year curriculum for students aged 16 to 19, culminating in the IB examinations. With an international IB diploma, students will gain entry into the leading universities around the world.

World universities
http://universities.ibo.org/ibo/index.cfm/en/ibo/services/universities

Curriculum
http://www.ibo.org/diploma/curriculum/index.cfm

The curriculum is made up of six subject groups with three components in the core as shown in the hexagon.

Changchun American International School offers the following subjects. Students must study one subject from each group and at least three and not more than four of the subjects are taken in higher level (HL), 240 teaching hours; the others in standard level (SL), 150 teaching hours.

From http://www.ibo.org/diploma/curriculum/

 DP Assessment   Criteria

The three core requirements are the extended essay, theory of knowledge, and creativity, action, service.
The extended essay with a limit of 4,000 words prepares the students with the necessary writing and research skills crucial to excel in a university.

The 100 hour interdisciplinary theory of knowledge (TOK) course is designed to challenge students to reflect on the different metamorphosis of knowledge, the mediums of knowledge and the actions of knowing. Through these reflections, students will have a better understanding of how to think and respond in a dynamically diverse world.

The 150 hour creativity, action, service (CAS) component of the DP program enriches the student through creative pursuits, physical activities, and service projects in the local, provincial, and global environments. Through CAS students will attain a better understanding of their own and others' talents, confidence to independently or collaboratively seek change, and an awareness of global social issues.