~ aR-RijaL's BloG ~

Introduction

 

In the SPMRSM MYP, the early and mid-adolescence years are crucial to self-development. It is a time when many students experience increasing personal, family and peer pressure to achieve and perform. In this context, academic honesty must be seen as a larger set of values and skills that promote personal integrity and good practices in teaching, learning and assessment. Students are expected to strive to develop the attributes of The IB Learner Profile that are embedded throughout the curriculum and in the school’s daily life. Therefore, the IB Learner Profile is the cornerstone to the school’s Academic Honesty Policy.

 

 

Forms and Definitions of Academic Dishonesty

 

Cheating

Cheating is defined as using unauthorized answers or sources to receive credit for schoolwork. Some examples are looking at someone else’s paper, copying from books when students are supposed to use only their memory (e.g. on quizzes and tests) or copying someone else’s homework.

 

Plagiarism

Plagiarism is defined as a form of cheating when a student presents another person’s words or ideas as their own without giving the originator credit for the information. Some common examples of plagiarism are copying information from a book without using quotation marks and without including a bibliography at the end of the assignment listing the sources used. All information in academic assignments that is not common knowledge must be cited and documented.

 

Collusion

Collusion is defined as supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another.

 

Paraphrasing

Paraphrasing is defined as using an author’s ideas by rewarding or rearranging the author’s original words. Paraphrased materials still require the student to acknowledge the source. Sources may vary from books or hard copy documents, digital, media, software or any internet sources. SPMRSM MYP will be using the American Psychological Association (APA) style for referencing purposes.

 

 

 

 

 

 

General Guidelines

 

At SPMRSM MYP, we place a high value on honesty and this extends to work submitted for assessment. Teachers are expected to work with students from the beginning of their participation in the MYP, to develop shared understandings about cheating, plagiarism, and other instances of academic dishonesty. All members of the community need to be aware that the school treats academic dishonesty as a very serious matter. SPMRSM MYP promotes academic honesty in class, assembly, notice boards, Info TV, posters, flyers, planners and bulletins.

 

 

To be academically honest, all SPMRSM MYP students must be:

 

Inquirers

–          An honest inquirer develops inquiry skills through research and independent learning.

–          Ask the teacher or a classmate for clarification when necessary.

 

Knowledgeable

–          An honest learner becomes knowledgeable through exploration of concept, ideas and issues that creates impacts locally and has global significance.

–          In using APA.

 

Thinkers

–          Honest thinkers exercises critical and creative thinking skills upon solving complex problems, reasoning and making ethical decisions.

–          Take good notes and keep drafts of your papers & projects, so it’s obvious that the assignments you turn in are truly your work

 

Communicators

–          Honest communicator acknowledge their supporter ie: teachers, friends and families and value their opinion

–          Put others’ words & ideas into your own words (paraphrase) – use YOUR voice & personality when writing or creating.

 

Principled

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

–          Give credit and cite sources when borrowing words, ideas, or images from a website, song, video, or person, including interviews and photos (or other primary sources) and reference books (or other secondary source).

 

Reflective

–          They are being thoughtful and understanding in assessing their own learning and experience.

–          Consider the benefits for turning in work completed honestly (as opposed to work completed dishonestly)

 

 

 

 

Balanced

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

–          Make a schedule, so you finish work on time & are not tempted to cheat.

 

Risk Takers

–          Show courage and bravery in defending their beliefs and independent in exploring new roles, ideas and strategies

–          Be a leader–always do your own work & refuse to help others cheat

 

Caring

–          Develops and shows empathy, compassion and respect towards others through positive acts and service.

–          Respect the efforts of others who help you complete your own honest work

 

Open Minded

–          Learners are open to the perspectives, values and traditions of other individuals and communities.

–          Consider many ways to cite sources & credit to others in your work

 

The Middle Years Programme committee agrees that the academically honest student at SPMRSM MYP

 

DOES

• His/her own work/project
• Acknowledge help from parents, other students and friends
• Acknowledge the source of direct quotations
• Acknowledge information taken from books, CD-ROMs and the Internet
• Acknowledge reference materials in a bibliography
• Know what constitutes cheating and abides by the rules
• Understand the need to follow time frame for completing task
• Understand and follow all MYP academic guidelines

 

DOES NOT

• Use notes during a test unless allowed by a teacher
• Copy from another student during a test
• Copy from another student’s work and submit it as their own
• Do homework for another student
• Communicate with other students during a test.

 

 

 

 

 

 

 

 

 

 

 

Consequences of Academic Dishonesty

 

Students who commit offenses such as cheating in homework/examination/assignment, copying, helping others to cheat, falsifying data, plagiarism, etc.

1. will repeat / redo same level of task/homework/examination
2. will be punished to do community service tasks – i.e. mural painting, landscaping, cleaning, community activities, charity work
3. will be under supervision by the homeroom advisor
4. will undergo counselling session
5. will involve parental discussion

 

The student may be given a second chance to complete another assignment and shall be assessed by teachers for suitable credits.

 

 

Prevention of Academic Dishonesty

 

MRSM Tun Mohammad Fuad Stephens may submit selected pieces of student work to external bodies for verification and evaluation of sources in line with IB recommendations and practice. Students should be able to submit electronic copies of hard work to the teacher or to the curriculum coordinator when required for verification at any time. To defend students against charges of malpractice, students are made compulsory to keep all drafts that they produce in preparing work for submission to teachers.

 

Procedure for Investigating Suspected Cases of Academic Dishonesty

 

If a student is suspected breaking the school’s standards of academic honesty, he or she will be reported to the IB MYP coordinator who will investigate the matter. The student will be given the opportunity to reply to the accusations and if the student is found being academically dishonest in submitting his or her prerequisite work, the IB MYP coordinator will decide the outcome of the case. In serious circumstances, the head of school will also  be involved to determine the consequence of the case.

Philosophy

At MRSM TMFS, we believe that all students are entitled to an inclusive education that promotes the basic right of all students to receive appropriate and quality educational experiences that facilitate the membership, participation and learning of all students in any school programme and activity. To this end we have made it a priority to identify and remove any barriers to student participation in the IB programme while preserving the integrity of IB curricular and assessment expectations. Every students should be provided with creative, thinking and learning skills that will enable them to become self-sufficient citizens, caring and reflective member of society, and productive contributors in the global market place. For our students we see it as our duty to provide differentiated instructional experiences, assessment and classroom accommodations, assistive technology and support resources to ensure that all students thrive and reach their highest potential.

 

 

Governing Principles

To this end, we have endeavoured to ensure that access to the IB programme at our school is as inclusive as possible, while maintaining the academic rigor and integrity demanded by the IBO and that our stakeholders have come to expect. For students who require learning accommodations, we adhere to the following principles to ensure inclusivity and access for all.

 

The IB supports the following principles of an inclusive education where:

• education for all is considered a human right
• education is enhanced by the creation of affirmative, responsive environments that promote a sense of belonging, safety, self-worth and whole growth for every student
• every educator is an educator of all students
• learning is considered from a strength-based perspective
• learning diversity is valued as a rich resource for building inclusive communities
• all learners belong and experience equal opportunities to participate and engage in quality learning
• full potential is unlocked through connecting with, and building on, previous knowledge
• assessment provides all learners with opportunities to demonstrate their learning, which is rewarded and celebrated
• multilingualism is recognized as a fact, a right and a resource
• all students in the school community fully participate in an IB education and are empowered to exercise their rights and accept their responsibilities as citizens
• all students in the school community have a voice and are listened to so that their input and insights are taken into account
• all students in the school community develop the IB learner profile attributes and develop into inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect
• diversity is understood to include all members of a community
• all students experience success as a key component of learning.

 

 

 

 

 

 

Accommodations and the Application Process

At MRSM TMFS, inclusivity begins with information. Our staff have made it a priority to go out to primary schools outside our school board to present about the MYPIB Programme in our school to potential students, their parents, teachers and administrators. These presentations give all stakeholders an opportunity to discuss concerns and ask questions about the programme to determine whether or not an IB education is an appropriate fit for their child. As well, we host a series of community information sessions to deliver information about the programme to families and to provide an opportunity for the students and parents to explore our school, gather information about our academic programmes and ask essential questions.  It is also a priority to discuss with families that special learning needs are not disqualifying factors in determining student suitability for the IB programme. Students and parents who are interested to be part of our school committee will then submit the application form online to the MARA Secondary Education Division.

 

 

Accommodations in the Classroom

Students enrolled in MRSM TMFS is diverse. Many of our students have special academic, physical, social and emotional needs that are addressed so that each student is being given equal opportunity and able to succeed in the IB Programme. Any student with a need for special arrangements must be identified prior to starting the program. Special arrangements may include modifications to exam papers, extensions to deadlines, assistance to practical work, additional time, and information and communication technology.

 

Further to this, the MARA Secondary Education Division policy also encourage specific roles for all teachers in regards to the delivery of Special Education programming for exceptional students. These responsibilities include:

 

The teacher:

• carries out duties as outlined by MARA Secondary Education Division, regulations, and policy documents, including policy/program memoranda;
• follows board policies and procedures regarding special education and inclusion;
• where appropriate, works with special education staff and parents to develop differentiated learning activities for an exceptional pupil
• provides the program for the exceptional pupil in the regular class,
• communicates the student’s progress to parents

 

The homeroom advisors:

• will familiarize themselves with the nature and needs of their students’ special needs.
• will provide support to these students to ensure their success.

 

Special Needs Education and Administrative Support

In addition to classroom support from teachers, the IB coordinator will ensure that all IB policies regarding candidates with assessment access concerns are fulfilled and that all candidates are supported in fulfilling their learning goals.

 

To this end, the IB Coordinator will:

• apply to the IB for students’ accommodations in assessment type and circumstances;
• work collaboratively with faculty to support students with special education needs;
• provide examination accommodations as needed and approved by the IB;
• maintain discretion and confidence in providing special education needs services. The school will also fulfil a number of responsibilities, specific to the demands of an IB education for exceptional students;
• ensure that students with special learning needs will receive appropriate guidance from school counselling staff with special attention paid to IB course requirements and the IB principles governing accommodations for students with assessment needs;

 

Special Needs Education and Family Support

At MRSM TMFS, we believe that parents/legal guardians should be regarded as leading experts on their children. As such, it is essential that families play a key role in developing and managing the learning needs of exceptional children. To this end, we ask that families:

• work closely with the school, teachers and the IB Coordinator to ensure that appropriate accommodations are implemented in order to serve the best interests of your child;
• provide all relevant documentation in order to access all essential special education services and apply for all necessary accommodations;
• encourage their child to take advantage of all accommodations and assistive technology available to them;
• encourage their child to share their learning experience especially if they feel their learning needs are not being met.

 

 

Philosophy of Assessment

 

Our school believes that all students can learn. Quality learning process is driven by authentic assessment. Both formative and summative assessments will provide information on students’ performance in order for teachers to give timely feedback to students. Teachers are encouraged to use assessment data to reflect on teaching practices and develop remediation and enrichment activities.

Purpose of Assessment

 

1. Support and encourage learning and progress towards meeting MYP criteria and Malaysian National Curriculum.
2. Provide feedback to students, parents and teachers on students’ progress in learning and effectiveness of curriculum and instruction.
3. Promote critical and higher-order thinking skills, deep and authentic understanding of content, enquiry into real-world contexts, and positive attitudes toward lifelong learning.
4. Reflect international-mindedness through Global Contexts.
5. Support holistic development of students through Learner Profile and ATL skills.

 

Principle of Assessment

 

1. Assessments measure the students’ mastery of MYP objectives through the use of
2. Common assessments
3. Approaches to Learning skills
4. MYP assessment criteria for each subject group in all years of the programme

 

2. Teachers provide clear learning targets to students and design assessments that are
3. Authentic, relevant and student-friendly
4. Made public and tied to learning objectives

 

3. Teachers collaboratively create Task Specific Clarifications that includes the use of
4. MYP assessment criteria for each subject group
5. MYP command terms
6. Student-friendly language
7. Specific expected outcomes at the beginning of each individual task so that students are aware of what is required

 

4. Teachers create multiple and varied assessments in order for
5. Students to demonstrate maximum learning
6. Students to frequently show their individual achievement
7. Students to have differentiated assessment tasks to better take advantage of their learning strengths
8. Them to gauge students’ progress towards mastery
9. Them to guide students’ instruction

 

5. Teachers provide students with multiple opportunities to master objectives by
6. Providing feedback in a timely manner
7. Allowing students to revise work, when possible, according to rich, descriptive feedback
8. Allowing students to rework formative assessments if possible

 

6. Teachers ask students to self-assess their learning because
7. It is critical that students have the opportunity to practise self-assessment and reflection

 

7. Teachers collaboratively ensure the standardization of achievement level by
8. Referring the score based on the level descriptor and task clarification
9. Carrying out random check by Head of Subject who will pick 10% of the answer scripts or a minimum of 10 scripts from the total students’ scripts assessed by the individual teacher. The scripts are chosen randomly from students with different scores
10. Rechecking all the answer scripts by the teacher if more than 50% of the students’ sample scores differ from the scores given by Head of Subject

 

Methods of Assessment

 

1. Each subject area will determine appropriate formative and summative assessments related to their state standards and MYP prescribed assessment criteria.

 

2. Formative Assessment

 

Formative assessment is infused into the daily learning activities. The outcome is used by teachers to adjust their teaching strategies, and by students to adjust their learning approaches. Teachers can plan and change their teaching and learning styles for the students as they can pin point students’ strengths and weaknesses, and students can plan and manage the next steps in their learning.

 

3. Summative Assessment

 

Summative assessment is usually implemented at the end of a teaching or learning unit/topic or at the end of a term or a school year. As an IB requirement, each criterion and each strand must be assessed at least twice a year. During this time, students will have the opportunity to demonstrate what they have learned by applying their knowledge to answer given questions or complete given tasks.

 

There are two types of summative assessment: IB assessment, which is carried out during or after every unit and the MRSM examinations to prepare students to sit for the National examination (PT3 and SPM examinations). MRSM examinations consist of Final Semester 1, Final Semester 2, Pre-trial, Trial PT3 and SPMRSM. Students will sit for the National examinations, PT3 in Form Three and SPM in Form Five which will be held respectively at the end of the academic year.

 

For the Form One, Two and Four, they will only sit for two MRSM examinations which are Final Semester 1 and Final Semester 2 examinations. Meanwhile, for the Form Three and Form Five, they will sit for all MRSM examinations and the National examinations.

 

 

 

The Summative Assessment details are summarized in the table below:

 

Year	IB Assessment	MRSM/National Assessment
1	Summative Assessment	Final Semester 1 & 2
2		Final Semester 1 & 2
3		Final Semester 1, Pre-Trial, Trial, PT3
4		Final Semester 1 & 2
5		Final Semester 1, Pre-Trial, SPMRSM, SPM

 

Final Semester 1 and 2 examinations are formally written tests which cover a range of topics that has been taught in that duration of time, which is normally a few months. These examinations are carried out to familiarize students with the PT3 and SPM examination format. The instruments can be in the form of multiple choice questions, short open-ended questions, short and long essays or cloze test.

 

Pre-trial, Trial PT3 and SPMRSM examinations are trial run of the real PT3 and SPM examinations. These exams are prepared for the Form Three and Form Five students and they are administered a few weeks before the real PT3 and SPM examinations. Such examinations are necessary for monitoring purposes and marks are submitted to the Bahagian Pendidikan Menengah (BPM) MARA.

 

At Form Three, every student will sit for the PT3 examination in October and the Form Five students will sit for the SPM examination in November. The instruments for this assessment are prepared by the Lembaga Peperiksaan Malaysia (LPM).

 

IB Summative Assessments may include, but are not limited to:

 

1. Projects
2. Presentations
3. Performances (both live and/or incorporating digital media)
4. Essays
5. Compositions
6. Lab Reports Portfolios
7. Developmental Workbooks
8. Process Journals
9. Writer’s Notebooks Tests
10. Quizzes / Examinations
11. Group or Panel Discussions
12. Online Forums
13. Socratic Seminars

 

At the end of each year, students will receive 2 achievement reports that are i) IB MYP achievement report and, ii) MRSM/National achievement report.

 

 

 

 

 

 

 

 

 

 

 

Planning and Practices of Assessment

 

1. Plan the type of assessment within the year by using Assessment Planning Table (APT) to ensure each strand of each criteria will be assessed a minimum of two times per year.
2. Select objectives for the assessment.
3. Set assessment task and distribute rubric.
4. Provide Task Specific Clarification (TSC) for assessment.
5. Provide feedback on students’ progress.
6. Self/peer-assessment: students review work to identify areas for improvement.
7. Determine final levels for each criterion among the teachers in subject unit.
8. Determine final grade using the subject specific grade boundaries by referring to the Summative Assessment Chart.

 

Subject-Specific Assessment Criteria

 

CRITERION	Language & Literature	Language Acquisition	Individuals & Society	Science
A (max 8)	Analysing	Comprehending spoken & visual text	Knowing & understanding	Knowing & understanding
B (max 8)	Organizing	Comprehending written & visual text	Investigating	Inquiring & designing
C (max 8)	Producing Text	Communicating in response to text	Communicating	Processing & evaluating
D (max 8)	Using Language	Using language in spoken or written form	Thinking critically	Reflecting on the impacts of science

 

CRITERION	Mathematics	Physical & Health Education	Arts	Design
A (max 8)	Knowing & understanding	Knowing & understanding	Knowing & understanding	Inquiring & analysing
B (max 8)	Investigating patterns	Planning for performance	Developing skills	Developing ideas
C (max 8)	Communicating	Applying & performing	Thinking creatively	Creating the solution
D (max 8)	Applying math in real-life contexts	Reflecting & improving performance	Responding	Evaluating

 

CRITERION	Personal Project	Interdisciplinary Unit
A (max 8)	Investigating	Disciplinary grounding
B (max 8)	Planning	Synthesizing
C (max 8)	Taking Action	Communicating
D (max 8)	Reflecting	Reflecting

Determination of Final Achievement

 

1. The final achievement grades are awarded at the end of each year. The teacher will, based on the evidence collected throughout the year, use professional and informed judgment to award each student a final achievement level in each of the criteria.
2. The achievement level is not an arithmetical average of the grades achieved throughout the year; rather the student will be graded on where his or her skills fall at the end of the year (i.e. what level of mastery of the subject matter has been achieved). This allows for the acknowledgment of growth where the student is not penalized for earlier work that might not reflect current level of understanding.
3. The final achievement levels for each of the criteria are added together. The sum produced is used to translate the student’s final achievement into the IB MYP 1-7 scale according to the official MYP published grade boundary.(See below).
4. For example, if the sum of the values awarded for each criterion in a Language and literature class is 25, the final achievement grade for that class will be MYP grade 6. Numeric scales are commonly used in educational systems around the world, and the IB 1-7 scale is one of the most widely recognized.
5. The grade boundary guide is the same for all years and subjects in MYP.

Grade	Boundary guidelines	Descriptor
1	1–5	Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
2	6–9	Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
3	10–14	Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.
4	15–18	Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
5	19–23	Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.
6	24–27	Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real- world situations, often with independence.
7	28–32	Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Achievement Report

 

 

NAME:

COLLEGE NUMBER:                             CLASS:                                                YEAR:

HOMEROOM:

 

 

SUBJECT GROUP	MYP ASSESSMENT CRITERIA & ACHIEVEMENT LEVEL				TOTAL	FINAL GRADE
	A	B	C	D
Language & Literature
	Analyzing	Organizing	Producing Text	Using Language	32
Language Acquisition
	Comprehending Spoken & Visual Text	Comprehending written and visual text	Communicating	Using Language	32
Individuals & Societies
	Knowing & Understanding	Investigating	Communicating	Thinking critically	32
Sciences
	Knowing & Understanding	Inquiring and designing	Processing and evaluating	Reflecting on the impacts of science	32
Mathematics
	Knowing & Understanding	Investigating patterns	Communicating	Applying mathematics in real-life contexts	32
Arts
	Knowing & Understanding	Developing skills	Thinking creatively	Responding	32
Physical & Health Education
	Knowing & Understanding	Planning for performance	Applying and performing	Reflecting and improving performance	32
Design
	Inquiring & Analysing	Developing ideas	Creating the solution	Evaluating	32
Interdisciplinary Unit
	Disciplinary grounding	Synthesizing	Communicating	Reflecting	32

Note: Maximum achievement level for every MYP assessment criteria = 8

 

GRADE	1	2	3	4	5	6	7
BOUNDARIES	1 – 5	6 – 9	10 – 14	15 – 18	19 – 23	24 – 27	28 – 32

 

Philosophy

 

MRSM Language Policy is designed to assist students in acquiring and refining the linguistic skills in which:

1. All teachers are language teachers.
2. Language is a primary means of learning and communicating.
3. Language acquisition is to be promoted as a partnership between all members of our community including parents, students, teachers and staff.
4. Mother tongue languages help form cultural and personal identity and should be respected.
5. The shared experience of learning language creates cohesion among students from diverse backgrounds and promotes international-mindedness.
6. The learning and acquiring of other languages helps students to become global citizens.

 

Students are encouraged to use written language in a myriad of contexts as a means for expressing themselves powerfully, purposefully and creatively while reflecting on their learning and their lives, as well as connecting with the world.

 

 

School Language Profiles

 

Aims:

All MRSM teachers, staff, parents and students work to:

1. Enable students to learn and use language confidently in a variety of contexts.
2. Increase students’ powers of written and oral communication through intentional assessment.
3. Promote student understanding and enjoyment of literature.
4. Allow students to explore different perspectives through language.
5. Encourage students to have fun and express themselves through language.
6. Provide support for students who are weak in any of the languages so that they can overcome their weaknesses.

 

Language and Literature: Mother Tongue/Language of Instruction

Malay Language (Mother tongue)

1. a) Malay Language is the medium of instruction at MRSM Tun Mohammad Fuad Stephens
2. b) The focus of the language of instruction is its application across the subject area and

throughout the trans-disciplinary areas of knowledge

1. c) It is also a tool for the development of social, emotional and cognitive skills
2. d) The language of instruction skill can be further developed by challenging students’ level of

understanding and providing good models of effective communication.

 

Language Acquisition

English as a Second Language (ESL) Instruction

1. a) Mastery of English as a second language is in line with the National Education Policy

to produce students who can communicate well, in Malay Language and English

1. b) English is also important due to its position as a globally accepted international

language

 

 

Supporting Mother Tongue

 

The school acknowledges the importance of supporting and developing the mother tongue as the foundation of learning. The followings are the actions of supporting and developing the mother tongue:

 

1. Promote continuous cognitive development and maintaining cultural identity;
2. Facilitate the learning of second and third languages;

iii.               Ensure that the students remain in touch with, and maintain esteem for their               language and culture;

1. Enable students to understand and appreciate other cultures through                           translation of literary work, and
2. Ensure that during the teaching and learning process students can relate to                        their own world view and not feel alienated.
3. Enable students to access books in their mother tongue in the library

 

 

 

Language Offered

 

	No.	Language	Student’s Grade	Status	Remarks
Language & Literature	1	Malay language as a medium of instruction	Form 1 to Form 5	Compulsory	Mother tongue
	2	Malay language as a subject	Form 1 to Form 5	Compulsory	Mother tongue
Language Acquisition	3	English language as a subject	Form 1 to Form 5	Compulsory	Second language

 

 

Language Of Instruction

 

The primary language of instruction for MRSM is Malay Language (National Language) except for Mathematics and Sciences which are taught in English. Students develop the fluency and literacy skills necessary to ensure their ability to communicate effectively as required by the Malaysian National Curriculum.

 

1. All announcements, notices, memos and other publications are available in Malay Language (National Language) and English.
2. Resources support teaching and learning
3. The library also functions as a centre for nurturing passion and talent in language.

 

 

 

 

Second Language

 

MRSM will support students with limited English proficiency in language acquisition through various strategies.

 

1. Language Profile (Language Acquisition)

English

Form 1	Form 2	Form 3	Form 4	Form 5
Phase 1
Phase 2	Phase 2	Phase 2
	Phase 3	Phase 3	Phase 3
			Phase 4	Phase 4
			Phase 5	Phase 5

 

 

Language Learning Support

 

Language support is done not merely in the classroom but beyond the four walls of the classroom. Teachers are aware that they play a pivotal role in promoting language skills that are prerequisite for students to attain content knowledge and express their learning in various ways. Teachers support language learning via the following actions:

 

1. a) Teachers provide a platform for interdisciplinary learning between their language studies and other subjects by incorporating a diverse learning experiences that relate to the students’ daily lives and the world
2. b) Teachers give exposure to students on a range of cultural perspectives and intercultural understanding and appreciation
3. c) Language learning and assessments are tailored to the students’ level of language development
4. d) Various outside-of-classroom language activities are held in order to enable students to become confident and competent with the spoken and written forms of the language.
5. e) Additional language programs are held to cater students with low level of language proficiency (both in language of instruction and second language). These activites are specifically designed so that students can learn in different ways so as to provide varied and stimulating learning activities for all.

 

 

Ongoing Review Of The Language Policy

 

This policy will be formally reviewed and revised as needed to adapt to the changes in best practices and the needs of our learning community.

This policy is available to all stakeholders in the MRSM Learning Community, and the school leadership welcomes comments and recommendations at any time.

 

 

Conclusion

 

Malay language is the official national language and the main language of education instruction. Mastery of formal Malay language is important not only for educational purposes but also as a vehicle promoting national integration and patriotism.

 

There will also be a strong emphasis on the learning acquisition and teaching of English as a second language. Competency in English will put the students in good stead when the use of English is required in community communication, in specific inter-school communication locally and in obligatory international communication. Mastery of English will increase students’ chances in further education.

 

The ability to use Malay and English comfortably is in keeping with the aim towards instilling international-mindedness among students.

 

 

 

 

SPMRSM IB MIDDLE YEARS PROGRAMME

SPMRSM MYP is an MRSM education system that offers the Middle Years Programme provided by International Baccalaureate education. SPMRSM MYP runs in a five-year school programme. The MYP provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP is flexible enough to accommodate most national or local curriculum requirements.

 

SPMRSM MYP aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. This is in line with the IB mission statement, as SPMRSM MYP is moving towards authorisation as IB World School in 2018.

Why MYP?

 

• Offers an added value towards internationalising MARA education system.

 

• Community service and personal project that must be carried out by learners ensured a holistic learning experience.

 

• Learners are moulded to be self- regulated and self-directed, and also sensitive towards society’s needs.

 

• College environment promotes global mindedness through school wide activities that are inquisitive, action-based and reflective in nature.

 

 

 

 

 

 

THE IB MYP CURRICULUM MODEL

 

IB programme models highlight important shared features of an IB education.

• Developing the attributes of the learner profile
• Approaches to teaching and approaches to learning
• Age-appropriate culminating experiences
• An organized and aligned structure of subject groups or disciplines
• Development of international-mindedness as a primary aim and context for learning

 

The MYP is a challenging framework that encourages students to make practical connections between their studies and the real world. The MYP is a five-year programme, which can be implemented in a partnership between schools, or in several abbreviated (two, three or four year) formats. Students who complete the MYP are well-prepared to undertake the IB Diploma Programme (DP) or Career-related Programme (CP).

 

The MYP curriculum framework comprises eight subject groups, providing a broad and balanced education for early adolescents. The MYP requires at least 50 hours of teaching time for each subject group, in each year of the programme.

 

In years 4 and 5, students have the option to take courses from six of the eight subject groups within certain limits. Each year, students in the MYP also engage in at least one collaboratively planned interdisciplinary unit that involves at least two subject groups.

 

In the programme model for the MYP, the first ring around the student at the centre describes the features of the programme that help students develop disciplinary (and interdisciplinary) understanding.

• Approaches to learning (ATL) – a key component of the MYP for developing skills for learning.
• Approaches to teaching – emphasizing MYP pedagogy, including collaborative learning through inquiry.
• Concepts – highlighting a concept-driven curriculum.
• Global contexts – showing how learning best takes place in context.

 

The second ring describes some important outcomes of the programme.

• Inquiry-based learning may result in student-initiated action, which may involve service within the community.
• The MYP culminates in the personal project (for students in MYP year 5) or the community project (for students in MYP years 3 or 4).

 

The third ring describes the MYP’s broad and balanced curriculum.

• The MYP organizes teaching and learning through eight subject groups:

o   language and literature,

o   language acquisition,

o   individuals and societies,

o   sciences,

o   mathematics,

o   arts,

o   physical and health education, and

o   design.

 

• In many cases, discrete or integrated disciplines may be taught and assessed within a subject group: for example, history or geography within the individuals and societies subject group; biology, chemistry or physics within the sciences subject group.
• The distinction between subject groups blurs to indicate the interdisciplinary nature of the MYP.
• The subject groups are connected through global contexts and key concepts.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THE PERSONAL PROJECT

 

PROJECT AIMS AND OBJECTIVES

The MYP personal project is a student-centred and age-appropriate practical exploration in which students consolidate their learning throughout the programme. This long-term project is designed as an independent learning experience of approximately 25 hours. The personal project formally assesses students’ ATL skills for self-management, research, communication, critical and creative thinking, and collaboration.

 

The personal project encourages students to practise and strengthen their ATL skills, to connect classroom learning engagements with personal experience, and to develop their own interests for lifelong learning. MYP year 5 students must successfully complete the externally moderated personal project to be eligible for IB MYP course results and the IB MYP certificate.

 

The aims of the MYP projects are to encourage and enable students to:

• participate in a sustained, self-directed inquiry within a global context
• generate creative new insights and develop deeper understandings through in-depth investigation
• demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time
• communicate effectively in a variety of situations
• demonstrate responsible action through, or as a result of, learning
• appreciate the process of learning and take pride in their accomplishments

 

Students must identify a global context for their MYP projects to establish their relevance and significance. The following global contexts direct learning towards independent inquiry.

• Identities and relationships
• Orientation in space and time
• Personal and cultural expression
• Scientific and technical innovation
• Globalization and sustainability
• Fairness and development

 

MYP projects involve students in a wide range of student-planned learning activities that extend knowledge and understanding, and develop important academic and personal skills.

 

PROJECT COMPONENTS

Students address personal project objectives through:

• the process they follow
• the product or outcome they create
• the report or presentation they make that explains what they have done and learned.

 

Students document their thinking, research process and development of their initial ideas by developing an outline of a challenging but manageable goal. Example goals include the development of original works of art, models, business plans, campaigns, blueprints, investigative studies, scientific experiments, Performances, fieldwork, narrative essays, courses of study or learning engagements, films, computer programmes, and many other forms of work.

Extracts from the journal, which demonstrate achievement in all criteria, are submitted as appendices of the report or presentation at the conclusion of the project. The personal project report explains the project process in a concise and succinct form. The report contains a formal bibliography and a statement of academic honesty.

 

ASSESSMENT CRITERIA

Each personal project 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 judgments about students’ work.

 

Criterion A: Investigating

Students define a clear goal and global context for the project, based on personal interests. Students identify prior learning and subject-specific knowledge relevant to the project. Students demonstrate research skills.

 

Criterion B: Planning

Students develop criteria for the product/outcome. Students plan and record the development process of the project. Students demonstrate self-management skills.

 

Criterion C: Taking action

Students create a product/outcome in response to the goal, global context and criteria. Students demonstrate thinking skills. Students demonstrate communication and social skills.

 

Criterion D: Reflecting

Students evaluate the quality of the product/outcome against their criteria. Students reflect on how completing the project has extended their knowledge and understanding of the topic and the global context. Students reflect on their development as IB learners through the project.

 

EXTERNAL MODERATION

In response to national or local requirements, schools may add criteria and use additional models of assessment.

 

Each student has a personal project supervisor who provides guidance and formative feedback. Projects are assessed by their supervisors against these published criteria, and schools conduct internal standardization to ensure consistent understanding of the criteria and student performance.

 

The external validation of personal project grades is mandatory for all MYP schools ending in year 5. In each exam session, the IB moderates a sample of personal projects from each school, adjusting grades as

necessary to ensure the application of rigorous and reliable international standards.

 

MYP projects are usually developed and presented in the school’s language of instruction. Personal project reports must be developed and presented in one of the MYP moderating languages, although the

IB offers a special request procedure to support language learning in a broad range of students’ mother tongues.

 

The IB MYP certificate requires a satisfactory level of achievement in the personal project.

 

SERVICE AS ACTION

 

MYP students are required to participate in the Service as Action programme. Service starts in the classroom and extends beyond, requiring students to take an active part in the communities in which they live. Giving importance to the sense of community throughout the programme encourages responsible citizenship and seeks to deepen the student’s knowledge and understanding of the world around them.

 

One-off projects, environmental projects, charity events or student initiatives sometimes take place at weekends. All students are expected to undertake the planning of their project prior to its implementation.

 

When approved, they will be allocated a mentor to guide them through the process. It is also a requirement that students present their involvement in their project as a poster display or other informative way to both demonstrate involvement and to educate others. Self-reflection forms an integral element of a successful service project.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEY CONCEPTS

 

The MYP identifies 16 key concepts to be explored across the curriculum. These key concepts represent understandings that reach beyond the eight MYP subject groups from which they are drawn.

 

Teachers use key concepts from their own subject group(s)—as well as key concepts from other subject groups—to plan disciplinary and interdisciplinary units of work. Teachers identify one key concept that drives the unit’s development.

 

 

 

 

 

 

 

 

 

 

 

Aesthetics	Aesthetics deals with the characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.
Change	Change is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.
Communication	Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common ‘language’ (which may be written, spoken or non-verbal).
Communities	Communities are groups that exist in proximity defined by space, time or relationship. Communities include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.
Connections	Connections are links, bonds and relationships among people, objects, organisms or ideas.
Creativity	Creativity is the process or ability to make or produce something new and original, often characterized by the use of imagination or divergent thinking. It may be evident in the process as well as the outcome, solution or product.
Culture	Culture encompasses a range of learned and shared beliefs, values, interests, attitudes, products, ways of knowing and patterns of behaviour created by human communities. The concept of culture is dynamic and organic.
Development	Development is the act or process of growth, progress or evolution, sometimes through Iterative improvements.
Form	Form is the shape and underlying structure of an entity or piece of work, including its organization, essential nature and external appearance.
Global Interactions	Global interaction focuses on the connections among individuals and communities, as well as their relationships with built and natural environments, from the perspective of the world as a whole.
Identity	Identity is the state or fact of being the same. It refers to the particular features which define individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or it can be constructed, asserted, and shaped by external and internal influences.
Logic	Logic is a method of reasoning and a system of principles used to build arguments and reach conclusions.
Perspectives	Perspective is the position from which we observe situations, objects, facts, ideas and opinions. Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple representations and interpretations.
Relationships	Relationships are the connections and associations between properties, objects, people and ideas-including the human community’s connections with the world in which we live. Any change in relationship brings consequences-some of which may occur on a small scale, while others may be far reaching, affecting large networks and systems like human societies and the planetary ecosystem.
Systems	Systems are sets of interacting or interdependent components. Systems provide structure and order in human, natural and built environments. Systems can be static or dynamic, simple or complex.
Time, Place & Space	Time, place and space: The intrinsically-linked concept of time, space and place refers to the absolute or relative position of people, objects and ideas. ‘Time, place and space’ focuses on how we construct and use our understanding of location (“where” and “when”).

 

KEY CONCEPTS	Language & Literature	Language Acquisition	Individuals & Society	Science	Mathematics	Arts	Physical & Health Education	Design
Aesthetics						X
Change			X	X		X	X
Communication	X	X				X	X	X
Communities								X
Connections	X	X
Creativity	X	X
Culture		X
Development								X
Form					X
Global Interactions			X
Identity						X
Logic					X
Perspectives	X
Relationships				X	X		X
Systems			X	X				X
Time, Place & Space			X

 

 

 

 

 

 

 

 

 

RELATED CONCEPTS

 

These are discipline-specific concepts. 2-3 should be addressed in each unit. It is up to departments to ensure sufficient horizontal and vertical coverage. More detail and support on these will be provided in subject guides and teacher support material.

 

Language & Literature

Audience Imperatives	Character	Context	Genres
Intertextuality	Point of view	Purpose	Self-expression
Setting	Structure	Style	Theme

 

Language Acquisition

Phases 1-2

Accent	Audience	Context	Conventions
Form	Function	Meaning	Message
Patterns	Purpose	Structure	Word choice

 

Phases 3-4

Accent	Context	Conventions	Empathy
Function	Idiom	Meaning	Message
Points of view	Purpose	Structure	Word choice

 

Phases 5-6

Argument	Audience	Bias	Context
Empathy	Idiom	Inference	Point of view
Purpose	Stylistic choices	Theme	Voice

 

 

 

 

Individuals & Societies

Geography

Causality (cause & consequence)	Culture	Disparity & equity	Diversity
Globalization	Management & intervention	Networks	Patterns & trends
Power	Processes	Scale	Sustainability

 

History

Causality (cause & consequence)	Civilization	Conflict	Cooperation
Culture	Governance	Identity	Ideology
Innovation & revolution	Interdependence	Perspective	Significance

 

Islamic Studies

Authority	Beliefs	Deity	Destiny
Doctrines	Morality	Religious feelings	Ritual & rights
Sacredness	Symbolism	Tradition	Worship

 

Mathematics

Change	Equivalence	Generalization	Justification
Measurement	Model	Pattern	Quantity
Representation	Simplification	Space	System

 

 

 

 

 

 

Sciences

Balance	Consequences	Energy	Environment
Evidence	Form	Function	Interaction
Models	Movement	Patterns	Transformation

 

Biology

Balance	Consequences	Energy	Environment
Evidence	Form	Function	Interaction
Models	Movement	Patterns	Transformation

 

Chemistry

Balance	Conditions	Consequences	Energy
Evidence	Form	Function	Interaction
Models	Movement	Patterns	Transfer

 

Physics

Consequences	Development	Energy	Environment
Evidence	Form	Function	Interaction
Models	Movement	Patterns	Transformation

 

 

 

 

 

 

 

 

 

 

Arts

Visual Arts

Audience	Boundaries	Composition	Expression
Genre	Innovation	Interpretation	Narrative
Presentation	Representation	Style	Visual culture

 

Performing Arts

Audience	Boundaries	Composition	Expression
Genre	Innovation	Interpretation	Narrative
Play	Representation	Role	Structure

 

Physical & Health Education

Adaptation	Balance	Choice	Energy
Environment	Function	Interaction	Movement
Perspectives	Refinement	Space	Systems

 

Design

Adaptation	Collaboration	Ergonomics	Evaluation
Form	Function	Innovation	Invention
Markets & Trends	Perspective	Resources	Sustainability

 

 

 

 

 

 

 

 

 

 

 

IB MYP OBJECTIVES BY SUBJECT GROUP

 

OBJECTIVES	Language & Literature	Language Acquisition	Individuals & Society	Science
A	Analysing	Comprehending spoken & visual text	Knowing & understanding	Knowing & understanding
B	Organizing	Comprehending written & visual text	Investigating	Inquiring & designing
C	Producing Text	Communicating in response to text	Communicating	Processing & evaluating
D	Using Language	Using language in spoken or written form	Thinking critically	Reflecting on the impacts of science

 

 

OBJECTIVES	Mathematics	Physical & Health Education	Arts	Design
A	Knowing & understanding	Knowing & understanding	Knowing & understanding	Inquiring & analysing
B	Investigating patterns	Planning for performance	Developing skills	Developing ideas
C	Communicating	Applying & performing	Thinking creatively	Creating the solution
D	Applying math in real-life contexts	Reflecting & improving performance	Responding	Evaluating

 

OBJECTIVES	Personal Project	Interdisciplinary Unit
A	Investigating	Disciplinary grounding
B	Planning	Synthesizing
C	Taking Action	Communicating
D	Reflecting	Reflecting

 

 

 

 

 

 

 

 

 

 

 

 

Bismillahirrahmanirrahim…

Wooowww…. Lama gila tak update status kat Blog nie…. Rasa mcm dah lebih setahun, sejak last update 14 februari 2014.. lamanya jari jemari ini tak menari-nari di papan kekunci ini… mungkin di penghujung tahun 2015 ini dapat aku simpulkan sebagai tahun yang paling rahmat bagiku… Alhamdulillah ya Allah…

Sejek kali terakhir blog ini di update… pelbagai peristiwa yang tidak disangka-sangka berlaku dalam hidupku.. rezeki tidak henti2 menjengah ke muka pintu.. sehingga terlupa dalam kesibukkan mencari Sakinah,mawaddah, dan warahmah…

Alhamdulillah… dalam mengulit bahagia saat ini, terlalu banyak kenangan manis yang kini berada dalam lipatan sejarah hidupku… terlalu bnyak sehingga jari yang mula menari-nari ini terus kebas menaip (akibat lama tak Update)…

Biarlah Nukilan Kalam Ar-Rijal Bercherita….

Hidupku berubah 360 darjah semenjak aku mendapat tawaran temuduga menjadi guru Mara….

perjalanan hidupku selepas itu penuh warna warni….

Sehingga aku ketemu seorang bidadari….. Yang merubah hidupku dari warna-warni ke tahap syurga dunia-wi…..

dialah Isteriku… Sang Bidadari…..( Kisah bersambung…)