Jeddah Knowledge International School (JKS) is a leading innovative school in Jeddah, known for its quality of education, well-rounded environment, and its commitment to academic excellence.
As a school, we believe in the importance of a well-rounded education that integrates a rigorous academic curriculum with the development of life-long skills, values and attitudes. Our staff strives to prepare all our students to succeed in a demanding and ever-evolving global society.
Our academic program strives towards “Academic Excellence” and it covers the American and International Baccalaureate standards of learning, supervised by our Heads of Departments, PYP, MYP, DP, and Subject Coordinators.
JKS’ buildings were built according to international specifications on a 40,000 square meter plot of land. It is fully air-conditioned, and equipped with security cameras, a fire alarm system, intercoms and a paging system.
All students at JKS have access to a strong support system. Individual teachers, dedicated support staff help and guide them.
Language and Literature
The aims of MYP language and literature are to encourage and enable students to:
Through the study of language and literature students are enabled to deconstruct texts in order to identify their essential elements and their meaning. Analysing involves demonstrating an understanding of the creator’s choices, the relationships between the various components of a text and between texts, and making inferences about how an audience responds to a text, as well as the creator’s purpose for producing text. Students should be able to use the text to support their personal responses and ideas. Literacy and critical literacy are essential lifelong skills; engaging with texts requires students to think critically and show awareness of, and an ability to reflect on, different perspectives through their interpretations of the text.
In order to reach the aims of studying language and literature, students should be able to:
Students should understand and be able to organize their ideas and opinions using a range of appropriate conventions for different forms and purposes of communication. Students should also recognize the importance of maintaining academic honesty by respecting intellectual property rights and referencing all sources accurately.
C. Producing text
Students will produce written and spoken text, focusing on the creative process itself and on the understanding of the connection between the creator and his or her audience. In exploring and appreciating new and changing perspectives and ideas, students will develop the ability to make choices aimed at producing texts that affect both the creator and the audience.
D. Using Language
Students have opportunities to develop, organize and express themselves and communicate thoughts, ideas and information. They are required to use accurate and varied language that is appropriate to the context and intention. This objective applies to, and must include, written, oral and visual text, as appropriate.
The aims of the teaching and learning of MYP language acquisition are to:
A. Comprehending spoken and visual text
Comprehending spoken and visual text encompasses aspects of listening and viewing, and involves the student in interpreting and constructing meaning from spoken and visual text to understand how images presented with oral text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is viewed, and to be aware of opinions, attitudes and cultural references presented in the visual text. The student might, for example, reflect on feelings and actions, imagine himself or herself in another’s situation, gain new perspectives and develop empathy, based on what he or she has understood in the text.
As appropriate to the phase, the student is expected to be able to:
B. Comprehending written and visual text
Comprehending written and visual text encompasses aspects of reading and viewing, and involves the student in constructing meaning and interpreting written and visual text to understand how images presented with written text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is read and viewed, and to be aware of opinions, attitudes and cultural references presented in the written and/or visual text. The student might, for example, reflect on feelings and actions, imagine himself or herself in another’s situation, gain new perspectives and develop empathy, based on what he or she has understood in the text.
C. Communicating in response to spoken, written and visual text
In the language acquisition classroom, students will have opportunities to 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.
D. Using language in spoken and written form
This objective relates to the correct and appropriate use of the spoken and written target language. It involves recognizing and using language suitable to the audience and purpose, for example, the language used at home, the language of the classroom, formal and informal exchanges, social and academic language. When speaking and writing in the target language, students apply their understanding of linguistic and literary concepts to develop a variety of structures, strategies (spelling, grammar, plot, character, punctuation, voice) and techniques with increasing skill and effectiveness.
The aims of MYP mathematics are to encourage and enable students to:
A. Knowledge and understanding
Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This objective assesses the extent to which students can select and apply mathematics to solve problems in both familiar and unfamiliar situations in a variety of contexts.
In order to reach the aims of mathematics, students should be able to:
B. Investigating patterns
Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Working through investigations encourages students to become risk-takers, inquirers and critical thinkers. The ability to inquire is invaluable in the MYP and contributes to lifelong learning.
Mathematics provides a powerful and universal language. Students are expected to use appropriate mathematical language and different forms of representation when communicating mathematical ideas, reasoning and findings, both orally and in writing.
D. Applying mathematics in real-life contexts
MYP mathematics encourages students to see mathematics as a tool for solving problems in an authentic real-life context. Students are expected to transfer theoretical mathematical knowledge into real-world situations and apply appropriate problem-solving strategies, draw valid conclusions and reflect upon their results.
The aims of MYP sciences are to encourage and enable students to:
A. Knowing and Understanding
Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve problems and express scientifically supported judgments.
Assessment of this objective must be done using tests or exams. To reach the highest level students must make scientifically supported judgments about the validity and/or quality of the information presented to them. Assessment tasks could include questions dealing with “scientific claims” presented in media articles, or the results and conclusions from experiments carried out by others, or any question that challenges students to analyse and examine the information and allows them to outline arguments about its validity and/or quality using their knowledge and understanding of science.
In order to reach the aims of sciences, students should be able to:
B. Inquiring and Designing
Intellectual and practical skills are developed through designing, analysing and performing scientific investigations. Although the scientific method involves a wide variety of approaches, the MYP emphasizes experimental work and scientific inquiry.
When students design a scientific investigation they should develop a method that will allow them to collect sufficient data so that the problem or question can be answered. To enable students to design scientific investigations independently, teachers must provide an open-ended problem to investigate. An open-ended problem is one that has several independent variables appropriate for the investigation and has sufficient scope to identify both independent and controlled variables. In order to achieve the highest level for the strand in which students are asked to design a logical, complete and safe method, the student would include only the relevant information, correctly sequenced.
C. Processing and evaluating
Students collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been appropriately reached. MYP sciences helps students to develop analytical thinking skills, which they can use to evaluate the method and discuss possible improvements or extensions.
D. Reflecting on the impacts of science
Students gain global understanding of science by evaluating the implications of scientific developments and their applications to a specific problem or issue. Varied scientific language will be applied in order to demonstrate understanding. Students are expected to become aware of the importance of documenting the work of others when communicating in science.
Students must reflect on the implications of using science, interacting with one of the following factors: moral, ethical, social, economic, political, cultural or environmental, as appropriate to the task. The student’s chosen factor may be interrelated with other factors.
Individuals and Societies
The aims of MYP individuals and societies are to encourage and enable students to:
A Knowing and understanding
Students develop factual and conceptual knowledge about individuals and societies.
In order to reach the aims of individuals and societies, students should be able to:
Students develop systematic research skills and processes associated with disciplines in the humanities and social sciences. Students develop successful strategies for investigating independently and in collaboration with others.
Students develop skills to organize, document and communicate their learning using a variety of media and presentation formats.
D. Thinking critically
Students use critical thinking skills to develop and apply their understanding of individuals and societies and the process of investigation.
Physical and health education
The aims of MYP physical and health education are to encourage and enable students to:
A Knowing and understanding
Students develop knowledge and understanding about health and physical activity in order to identify and solve problems.
In order to reach the aims of physical and health education, students should be able to:
B. Planning for performance
Students through inquiry design, analyse, evaluate and perform a plan in order to improve performance in physical and health education.
C. Applying and performing
Students develop and apply practical skills, techniques, strategies and movement concepts through their participation in a variety of physical activities.
D. Reflecting and improving performance
Students enhance their personal and social development, set goals, take responsible action and reflect on their performance and the performance of others.
The aims of MYP arts are to encourage and enable students to:
A. Knowing and understanding
Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able to analyse and communicate in specialized language. Using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context, students inform their work and artistic perspectives.
In order to reach the aims of arts, students should be able to:
B. Developing skills
The acquisition and development of skills provide the opportunity for active participation in the art form and in the process of creating art. Skill application allows students to develop their artistic ideas to a point of realization. The point of realization could take many forms. However, it is recognized as the moment when the student makes a final commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product.
C. Thinking creatively
The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. Thinking creatively enables students to discover their personal signature and realize their artistic identity.
Students should have the opportunity to respond to their world, to their own art and to the art of others. A response can come in many forms; creating art as a response encourages students to make connections and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate change as well as being a response to change.
The aims of MYP design are to encourage and enable students to:
A. Inquiring and analysing
Students are presented with a design situation, from which they identify a problem that needs to be solved. They analyse the need for a solution and conduct an inquiry into the nature of the problem.
In order to reach the aims of design, students should be able to:
B. Developing ideas
Students write a detailed specification, which drives the development of a solution. They present the solution.
C. Creating the solution
Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for testing and evaluation.
a. in electronic form, or
b. through photographs of the solution from different angles, showing details.
Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify areas where the solution could be improved and explain how their solution will impact on the client or target audience.
(Source: www.ibo.org – The Middle Year Programme Guide for Schools)
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