Principal's remarks of Integrated Programs:

Athena Liu

Principal of Integrated Programs
IB Programme Leader for IB school visit
Executive Master of Arts in International Educational Leadership and Change, The Education University of Hong Kong
Postgraduate study in psychology, Southwest University
B.A. in Education, Southwest University
IB Advanced Certificate in leadership research
National Psychological Counselor, Second Level
Family Education Instructor, Advanced level

Dear students,

Welcome to the Integrated Programs of Chengdu Meishi International School!

The Integrated Programs of our school, adhering to the IB philosophy that values innovative breakthroughs and keeping pace with the modern practices, is committed to providing high-quality international education. Here, you can feel the charm of the integration of the Chinese and western education; you will have the opportunity to appreciate national culture, and gain a deeper understanding of diverse cultures and perspectives; you will have various opportunities to develop your interests and enhance your potential to the fullest; teachers here will help you learn how to think critically and creatively, you can gain the corresponding skills and attitudes to carry out practical work, and truly understand the meaning of " building a better world".

As the only school authorized by three IB programmes in Southwest China, we are committed to the continuity and consistency of the three programmes. We have plans for student��s growth in all aspects, such as language cohesion, subject cohesion and learning method cohesion. The integrated system of disciplinary knowledge, including PYP��s transdisciplinary learning, MYP��s interdisciplinary learning and DP��s TOK which links up all the subject learning, promotes student��s all-round development. Besides the rigorous academics, we also teach through numerous enrichment activities, such as Christmas and New Year Party, No shave November, International Day, Drama Night, 100th day in school, Pop Show, through which students could feel the charm of international education. Further, we also have CISA athletics and academics competition, and Service as Action (SA) / Creativity, Activity, Service (CAS) events initiated and planned by our students. These extracurricular activities are an extension and supplement of classroom teaching.

In order to achieve the goal of balanced development, you need to be diligent and disciplined. At this young age of your life, it is the best time to strive for excellence. I hope you keep your dream in heart and have your feet on the ground. Read more, exercise more, think more, and practice more, and you will ultimately enjoy the fulfillment of learning.

Sincerely,
Athena Liu
Principal of Integrated Programs
Chengdu Meishi International School

Integrated Programs DP Programme

Authorized by the IB, Chengdu Meishi International School is an IB World School, offering the IB Continuum of the PYP, the MYP and the DP to our students. Chengdu Meishi International School is the only school in southwestern China that offers all three IB programmes.

A profile of our school at IB official website: www.IBO.ORG/EN/SCHOOL/003888

What is the DP?

The Diploma Programme (DP) offers leading curriculum framework which consists of six subject areas as well as Theory of Knowledge(TOK), Extended Essay(EE), and Creativity, Activity and Service(CAS). The DP is widely recognized as the top university preparatory programme and as a bridge to world’s top universities and colleges. The DP graduates will be gladly accepted by those world prestigious universities such as Harvard University, Yale University, University of Cambridge, and Oxford University.

DP subject briefs

In the Language A: Literature course, the focus is directed towards developing an understanding of the techniques involved in literary critique and promoting the ability to form independent literary analysis. Language A: literature is designed for students who are native speakers or have advanced language proficiency. That policy promotes respect for the literary heritage of the student’s native language and provides an opportunity for students to continue to develop oral and written skills in their mother tongue while studying in a different language of instruction.

Language acquisition consists of two modern language courses--language ab initio and language B—that are offered in a number of languages. Language ab initio and language B are language acquisition courses designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the languages studied is spoken.

Language B is a language acquisition course designed for students with some previous experience of the target language. In the language B course, students further develop their ability to communicate in the target language through the study of language, themes and texts.

Individuals and societies subject area includes business management, economics, geography, global politics, information technology in global society, philosophy, psychology, social and cultural anthropology, and world religions. This subject group fosters students’ ability of making decisions, adapting changes, thinking strategically, making long-term planning, analyzing and assessing, having intercultural awareness and global view. It encourages students to think critically and systematically learn human experience and behavior, social and economic environment and history and development of social and cultural organizations. Our school offers courses in history, economics and business management.

For sciences, six subjects are available: biology, computer science, chemistry, design technology, physics and sport, exercise and health science. It aims to enable students to cultivate scientific research, problem solving, collaborative learning, design, and interdisciplinary ability. Our school offers courses in physics, chemistry and biology.

Generally, each course includes core teaching units and optional units. Students who take higher level courses need to learn in-depth and spend more time than students who take courses at standard level.

The IB assessment of this subject area usually includes internal assessment, paper 1, paper 2 and paper 3.

At present, four subjects in mathematics are available: mathematical studies standard level, mathematics standard level/higher level, further mathematics higher level, which fosters students’ ability for logical thinking and applying math to solving real-world problem. Starting in autumn of 2019, the mathematics subject area is optimized into two categories, 1. Mathematics: Analysis and Approaches and 2. Mathematics: Applications and Interpretations. For each course, higher level and standard level are offered to students carrying different requirements.

Unlike AP (Advanced Placement), DP requires internal assessment (30%) in addition to written exams. The internal assessment requires students to work on math exploration using what they have learned.

Within the arts subject area, students may explore multiple courses at higher level or standard level including: dance, music, film, theatre, visual arts and school-based curricula. Students’ artistic appreciation, clear understanding, critical thinking and reflective analysis, deep understanding of the art, and imagination and creativity are developed through studying these subjects. The arts of IB is not simply technical training but inquiry-based education. The former can be acquired by learning and training. But the latter aims to cultivate well-rounded students with critical thinking skills and inquiry skills. It is very important in the whole curriculum system to foster advanced learning skills, which help students have a better understanding of their subjects. Our school offers DP visual arts.

Instructed by experienced visual arts teachers, students will gain deep understanding of the course and complete artwork as required. The assessed components include Comparative Study, Process Portfolio and Exhibition.

TOK is a subject emphasizing on critical thinking and inquiry learning process, so it has no specific knowledge system or knowledge in a specific field. What students learn from TOK and other 6 subjects is linked to each other. TOK asks students to reflect on the nature of Knowledge, and how we know what we claim to know. It encourages students to analyze and explore knowledge.

Knowledge questions are open questions about knowledge points. Knowledge claims are “I know X”“How I know Y”or statement about knowledge. Areas of Knowledge (AOK) indicate knowledge in specific areas. The TOK courses have 8 AOKs, including Ethics, History, The Arts, Mathematics, The natural science, The human science, Religious knowledge systems and Indigenous knowledge systems. Typically students select 6 specific areas from the 8 AOKs. The purpose of TOK is to emphasize connection between these areas of knowledge because they provide students with an opportunity to think about the nature of knowledge.

Assessment: the TOK course is assessed through an essay and an oral presentation. The essay must be selected from 6 prescribed titles officially provided by the IB and the words are limited to 1,600. An oral presentation could be 15–minute individual presentation, or group work for at most 3 people, in which the group presentation is limited to 30 minutes and every member must participate.

The extended essay provides DP students an opportunity to transfer a topic of special personal interest to an academic essay through independent investigation. The research results in a 4,000-word (4,800 Chinese characters) essay.

The internal driving force throughout the Extended Essay (EE) are self-interest and enthusiasm for inquiry, in other words, independent curiosity about knowledge. Students choose an academic topic of a subject area (it also can be an interdisciplinary area) to research as they like. As EE originates from the student’s personal interest, the essays reflect learners’ enthusiasm and independence for study. And the inquiry processes express their personalized learning form to the fullest.

CAS is an experiential learning, which is an integral part in the IB. The projects develop and cultivate students’ comprehensive qualities. Creativity, activity and service is what we usually called the IB social and community services. Unlike passive involvement, or choosing an interested club, CAS emphasizes on developing students’ interest, designing objectives, solving problems, continually reflecting and perfecting solutions, caring for the community and people, cultivating community spirit and enhancing social responsibility.

To ensure active participation, IB has more strict requirements. Students must have a plan for designing a CAS project. Thus students must think about their CAS plans and how to achieve learning outcomes. Students should also improve the ability to serve others and achieve physical fitness through sports and develop their creativity.

Principal's remarks of Integrated Programs:

Athena Liu

Integrated Programs DP Programme

What is the DP?

DP subject briefs

The Advantage of Integrated Programs DP at CMIS:

The Achievements of Integrated Programs DP at CMIS:

Integrated Programs Team

Athena Liu

Miles Zhang

Jennifer Jiang

Li Cheng

Lorry Luo

Rita Zhang

Monica Liu