Curriculum
The IB continuum of programmes offered by RCHK is designed to develop well-rounded individuals who can respond to today’s challenges with optimism and an open mind.
RCHK is an authorised provider of four IB programmes: the Primary Years Programme (PYP), Middle Years Programme (MYP), IB Diploma Programme (DP) and International Baccalaureate Career-related Programme (IBCP).
What are the benefits of a four-programme IB school?
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Learning through inquiry is central to all four IB programmes. |
Links learning to the world we live in through the PYP transdisciplinary themes which become the MYP Global Contexts, followed by the DP Theory of Knowledge or CP Personal and Professional Skills. |
Learner skills and attributes gained from the PYP exhibition support the MYP Personal Project which in turn can be developed and used in the IB Diploma Extended Essay or CP Reflective Project. |
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Assessment in all four programmes is criteria-based encouraging an active role in the assessment and feedback processes from students. |
Students are encouraged to become “caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment” through Action in the PYP, which leads into Action and Service in the MYP, CAS in the DP or Service Learning in the CP. |
Through the aspects of the IB Middle Years Programme learners are enabled to become successful independent, globally-minded critical thinkers prepared for the demands of the IB Diploma and Career Programmes and their ongoing future learning. |
Primary Years Programme (PYP)
The Primary Years Programme is an inquiry-driven, transdisciplinary framework which supports the holistic development of students. With a strong emphasis on developing conceptual understanding, and skills which help students to learn, teachers and students use this framework to make decisions about the learning that takes place.
Students build on prior knowledge, understanding and skills through learning that is focused on a Unit of Inquiry central ideas:
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Who We Are |
Where We Are in Place and Time |
How We Express Ourselves |
How the World Works |
How We Organize Ourselves |
Sharing the Planet |
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Year 1 |
An understanding of the self helps humans flourish throughout life |
Imagination allows people to explore ideas of things that cannot be seen |
Designers create for a purpose |
Our connections with communities can lead us to take care of them |
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Year 2 |
An understanding of the self helps humans flourish throughout life |
Homes and spaces can reflect identity |
Connecting the Arts can inspire new compositions |
Exploring materials can lead to discoveries |
Systems create organisation |
Food goes through stages |
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Year 3 |
An understanding of the self helps humans flourish throughout life |
An understanding of personal histories connects the past to the present |
Artists explore and use a variety of tools and materials to imagine, create and express ideas |
People apply their understanding of forces to design |
Systems exist to keep communities organised |
Maintaining a balance in nature depends on living things sharing resources |
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Year 4 |
An understanding of the self helps humans flourish throughout life |
Exploration leads to discoveries, and opportunities, and develops new understandings |
Storytellers evoke emotions through the stories they create |
Natural environments change over time |
The success of a business can be measured in many ways |
Resourcefulness and a sense of purpose can help foster the building of communities |
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Year 5 |
An understanding of the self helps humans flourish throughout life |
Shared decision-making can lead to opportunities |
Media shapes how people think and the choices they make |
Investigation is required to understand scientific phenomena |
The challenges and opportunities created by migration can enhance people and places |
Understanding different perspectives can help reduce conflict and build relationships |
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Year 6 |
An understanding of the self helps humans flourish throughout life |
The process of creating enables people to develop an appreciation of the aesthetic |
Organisations can provide services within communities |
Biodiversity relies on maintaining a balance within nature |
Throughout history, discoveries have transformed lives |
Innovation can solve problems and help improve lives |
Transdisciplinary learning
All teachers collaborate to strengthen the approach to transdisciplinary learning. This occurs through unit design meetings, where homeroom and specialist teachers discuss the conceptual understanding that will drive the learning for the unit. The units of inquiry have specific disciplines learnt within them and are integrated within the subjects.
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Who We Are |
Where We Are in Place and Time |
How We Express Ourselves |
How the World Works |
How We Organize Ourselves |
Sharing the Planet |
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Year 1 |
Language (English and Chinese) Social Studies PSE Physical Education Visual Arts Music |
Language (English and Chinese) Visual Arts Music |
Language (English and Chinese) Mathematics Science Social Studies Visual Arts Red Door Centre |
Language (English and Chinese) Social Studies Science |
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Year 2 |
Language (English and Chinese) Social Studies PSE Physical Education Visual Arts Music |
Language (English and Chinese) PSE Social Studies Mathematics |
Language (English and Chinese) Visual Arts Music Physical Education |
Language (English and Chinese) Visual Arts Music Physical Education Science Social Studies Mathematics |
Language (English and Chinese) Visual Arts Music Physical Education Social Studies Mathematics Red Door Centre |
Language (English and Chinese) Science Social Studies Mathematics |
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Year 3 |
Language (English and Chinese) PSE Visual Arts Music Physical Education Science Mathematics |
Language (English and Chinese) Visual Arts Music Physical Education Social Studies Mathematics Red Door Centre |
Language (English and Chinese) Visual Arts Music Physical Education Mathematics PSE |
Language (English and Chinese) Science Mathematics Red Door Centre |
Language (English and Chinese) Visual Arts Music Physical Education Science Social Studies Mathematics |
Language (English and Chinese) Science Mathematics |
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Year 4 |
Language (English and Chinese) PSE Physical Education Mathematics |
Language (English and Chinese) Physical Education Mathematics Social Studies |
Language (English and Chinese) Visual Arts Music Physical Education Science Social Studies Mathematics |
Language (English and Chinese) Physical Education Science Mathematics Red Door Centre |
Language (English and Chinese) Visual Arts Social Studies Mathematics |
Language (English and Chinese) Physical Education Social Studies Mathematics |
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Year 5 |
Language (English and Chinese) PSE Visual Arts Music Physical Education Social Studies |
Language (English and Chinese) PSE Social Studies |
Language (English and Chinese) Visual Arts Music Red Door Centre Social Studies Mathematics |
Language (English and Chinese) Science Mathematics |
Language (English and Chinese) Visual Arts Music Physical Education Science Social Studies Mathematics |
Language (English and Chinese) Social Studies |
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Year 6 |
Language (English and Chinese) PSE Visual Arts Music Physical Education Science Mathematics |
Language (English and Chinese) Social Studies Mathematics PSE |
Language (English and Chinese) Visual Arts Music Physical Education Mathematics |
Language (English and Chinese) Science Mathematics |
Language (English and Chinese) Social Studies Mathematics |
Language (English and Chinese) Science Mathematics |
Middle Years Programme (MYP)
The MYP provides a comprehensive curriculum framework of academic challenge that enables students to embrace the connections between traditional subjects and the world in which they live through the process of inquiry. MYP is an inquiry-based curriculum framework with a focus on using conceptual and contextual lenses to frame learning. This framework, along with continued innovation, has allowed us to provide students with a varied and challenging curriculum with engaging learning experiences and instructional strategies.
The MYP supports student learning in this critical phase of personal, psychological, social, physical and intellectual development. Success in school is closely related to social and emotional wellbeing and the MYP aims to build self-esteem and resilience through exploring life beyond the classroom. The MYP uses a rigorous process of criterion-based assessment across the disciplines to develop academic knowledge and skills.
Students in the MYP are encouraged to:
Develop a sense of discovery and enjoyment of the learning process both collaboratively and individually |
Recognize how knowledge, skills and concepts are interrelated |
Learn to communicate effectively across different media, in English and additional languages |
Develop their own sense of cultural identity and respect for other cultural identities |
Reflect upon their ideas, behaviours and attitudes |
Become independent learners who use their knowledge, skills and talents to participate actively and responsibly |
MYP Subjects
In the MYP, the subjects are connected through key concepts that enable students to understand and link the big ideas they are studying. Relevance to the real world is provided by global contexts.
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Language & Literature |
Analysing |
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Language acquisition |
Comprehending spoken and visual text |
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Individuals & Societies |
Knowing and understanding |
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Sciences |
Knowing and understanding |
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Mathematics |
Knowing and understanding |
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Arts |
Knowing and understanding |
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Physical and Health Education |
Knowing and understanding |
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Design |
Inquiring and analysing |
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MYP projects |
Investigating |
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Interdisciplinary |
Disciplinary grounding |
1. Chinese
MYP students learn Chinese at two subject groups: Language and Literature, and Language Acquisition. For further information, please refer to the Language section.
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Chinese |
Chinese Language and Literature |
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The course is designed for students with Chinese as their best language. At this level, students are expected to develop an appreciation of the nature of language and literature and of their power and beauty. They are encouraged to recognize that language proficiency is a powerful tool for communication in all societies. Furthermore, language and literature incorporate creative processes and encourage the development of imagination and creativity through self-expression. The course includes the study of functional language skills, such as listening, viewing, speaking, reading and writing. It also includes the study of both classic and modern Chinese literature and a variety of genres, such as poetry, prose and fiction. As well as being academically rigorous, the course equips students with linguistic, analytical and communicative skills that can also be used to develop interdisciplinary understanding across all other subject groups. Students’ interaction with chosen texts can generate insight into moral, social, economic, political, cultural and environmental factors and so contributes to the development of opinion-forming, decision-making and ethical-reasoning skills, and further develops the attributes of an IB learner. |
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Chinese Language Acquisition |
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This course provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realise that there are diverse ways of living, behaving and viewing the world. The course enables students from a range of language learning backgrounds to gain competence in the language. The long-term goal is to establish balanced bilingualism or multilingualism. At this level, students are encouraged to understand and appreciate Chinese language and culture. It provides a skill base to facilitate further Chinese learning. The six skill areas in PYP language—listening, speaking, reading, writing, viewing and presenting—are further developed through the MYP years. Proficiency in Chinese through the study of Language Acquisition course gives students access to a broader range of input, experiences and perspectives on Chinese language and culture, and the enjoyment of being able to communicate in Chinese. Students will develop not only an inquiring and reflective approach to language learning but also multiliteracy skills that they will be able to apply and extend in their DP language courses. |
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Class Placement |
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In RCHK, students are placed in a Chinese class according to his/her learning history and academic performance. Please read RCHK MYP Chinese class placement for more information. |
2. Design
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Design |
Creative thinking and problem solving |
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Design is the link between innovation and creativity, taking thoughts and exploring possibilities and constraints associated with products or systems. Design enables students to become skilful problem solvers, stimulating ingenuity and encouraging them to combine intellectual talents and practical skills. MYP Design challenges all students to apply practical and creative thinking skills to solve design problems. It encourages students to explore the role of design in both historical and contemporary contexts and raises students’ awareness of their responsibility when making design decisions and taking action. Students are encouraged to display ingenuity and creativity in devising practical solutions to given tasks. Students use the design cycle to:
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Forward-thinking and sustainable learning |
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To enable students to face these challenges successfully, they are taught a broad range of skills that range from traditional ‘hands-on’ practices to the latest computer-aided design and manufacturing techniques using laser-cut, 3D printing or vacuum bag forming (with the use of plastic-free or biodegradable materials). Our Design Department has been plastic-free since the 2018-19 academic year. Our Food Lab is a sustainable space and a zero-waste kitchen. |
Subject Group Overview
3. English
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English |
Philosophy & Mission Statement |
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The philosophy of Renaissance College’s English Department derives from a belief that the study of language and literature is important because:
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Goals |
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As lifelong learners, RCHK students will be encouraged to:
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MYP English Curriculum Overview
4. Individuals and Societies
Individuals and Societies (I&S) comprises elements of a broad range of traditionally separate subjects, such as:
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Geography |
History
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Economics |
Politics |
Philosophy |
Sociology |
Anthropology |
Psychology |
Individuals and Societies play a unique role in developing respect for different values, beliefs, cultures and ideas. Our aim at Renaissance College is to use I&S to promote self-awareness, empathy, and understanding of the world’s people. We also seek to encourage students to adopt a proactive role in addressing environmental issues.
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Individuals and Societies |
Teaching Strategies |
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Considering students’ diverse learning styles, we employ various teaching and assessment strategies to ensure all our students have an opportunity to learn and demonstrate understanding. Teaching strategies focus on active learning. Individual and group work will make full use of ICT, and students will be exposed to experiential learning through field trips. Our teaching methods will develop the students’ ability to express ideas clearly, think critically and acquire the skills needed to become rational, tolerant and responsible citizens of the world. |
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Aims and Goals |
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The primary aim of the Individuals and Societies course at Renaissance College is to develop the understanding and application of concepts and skills, rather than prescribe and assess content. Students will:
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I&S Units |
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Year 7 Units |
1 – Mapping 2 – Ancient Civilisations 3 – Weather 4 – Changing Places |
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Year 8 Units |
1 – Ecosystems 2 – Renaissance 3 – World Beliefs 4 – Understanding the Media |
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Year 9 Units |
1 – Global Gap 2 – Freedom and Equality 3 – Business and Leisure 4 – Culture |
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Year 10 Units |
1 – China – World Superpower? 2 – Power and Politics 3 – The Art of Changing Behaviour 4 – Ethical Aid |
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Year 11 Units |
1 – Make it, Sell it (with Design) 2 – Liveable Cities 3 – Genocide 4 – Population |
Meet the Individuals & Societies Team
5. Mathematics
For details about the MYP and DP Mathematics, please visit the below IB links and the below resources for the latest information concerning curriculum, assessment, resources and mathematical pedagogy at RCHK.
MYP Mathematics Assessment at RCHK
6. Performing Arts (Music and Theatre)
At RCHK, the Theatre and Music programmes have been developed to create a progression of learning that allows students to develop a variety of skills and understandings in the two Art Forms. The programmes enable students to successfully pursue further study in the IB Diploma Music or Theatre courses, or the IB Career Programme Performing Arts strand.
In MYP Arts, students have opportunities to function as artists, as well as learners of the arts. Artists have to be curious. By developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem-solvers. Students develop through creating, performing and presenting arts in ways that engage and convey feelings, experiences and ideas. It is through this practice that students acquire new skills and master those skills developed in prior learning.
Arts in the MYP stimulate young imaginations, challenge perceptions and develop creative and analytical skills. Involvement in the arts encourages students to understand the arts in context and the cultural histories of artworks, thus supporting the development of an inquiring and empathetic worldview. They challenge and enrich personal identity and build awareness of aesthetics in a real-world context.
The aims of MYP Arts are to encourage and enable students to:
- create and present art
- develop skills specific to the discipline
- engage in a process of creative exploration and self discovery
- make purposeful connections between investigation and practice
- understand the relationship between art and its context
- respond to and reflect on art
- deepen their understanding of the world
7. Physical and Health Education
The aim of Physical and Health Education in the MYP is to facilitate the development of knowledge, skills and attitudes that will contribute to a student’s healthy and balanced lifestyle throughout their school years and beyond.
The breadth of the program promotes effective participation in a variety of movement contexts and values the achievement and maintenance of a healthy lifestyle.
Students engage in a variety of physical activities that allow them to explore physical and health education concepts:
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Team sports |
Applied fitness |
Aesthetic movement |
Aquatics |
International/ cultural experiences |
This subject enables students to establish links between different areas of experience through the key concepts of Change, Communication and Relationships. Through an inquiry-based approach, these concepts enable students to organise physical and health education facts and topics in relation to their learning about themselves, their communities and the world around them.
Extra-curriculars
The physical and health education program also seeks to promote students' participation in extracurricular physical activities such as Black Kites Sports teams, House Sports, and after-school activities.
8. Science
Learning activities at Renaissance College include experiments, research assignments, fieldwork, and Science Fair projects. Some activities are carried out individually, while group activities help to develop social and communication skills. Information and communication technology plays a central role – the use of interactive data-logging apparatus, digital imaging equipment, laptops, the internet and web-based forums all enhance the teaching and learning of science.
In the MYP, Science comprises elements of the traditional subjects of biology, chemistry and physics. Also included are topics, concepts and issues from other branches of science, such as earth and health sciences.
The study of science aims to provide students with both a body of knowledge and an understanding of the scientific approach to problem-solving. The ability to formulate hypotheses, design and conduct experiments to test them, and evaluate results constitutes the framework within which specific content is presented.
Students are also encouraged to relate the content of the classroom and laboratory to the realities of life as they develop critical thinking and problem-solving skills. Among other skills, students are expected to:
- Use basic laboratory equipment safely and efficiently
- Make sensible estimates and take accurate measurements
- Make scientifically supported arguments
Science courses promote an awareness of the increasingly international context of scientific activity — its impact and limitations — and the constant evolution of scientific knowledge and understanding. Students are encouraged to consider science as a constantly evolving cooperative venture between individuals and among members of the international community, influenced by social, economic, technological, political, ethical and cultural surroundings.
9. Visual Arts
From the earliest times, artistic expression has been common to all cultures. Beyond language barriers, discovering the cultural values of civilisations through their artistic production is one of the best ways to promote international understanding.
Students are brought into contact with the art forms and aesthetic values of other cultures and their own and are helped to develop perceptions between ideas and art. They are also encouraged to identify particular creative abilities and to master techniques appropriate to that form of expression.
How does a Visual Arts Course at RCHK supports student’s development:
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Organises learning around the inquiry cycle- a dynamic, ongoing process of sensing, planning, creating and evaluating art, and one in which all the senses are involved |
Encourages creative energy, communication, interaction and reflection |
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Aims to help the student become a developing artist—one who is able to assess the level of skill and target the areas that need development |
Seeks to acquaint young people with the creations of men and women whose works have proven to be of enduring worth |
Students can work cooperatively and individually while learning the skills and techniques of various disciplines, including sketching and drawing, painting, printmaking, textiles, sculpture and photography. These skills will range from a fundamental and traditional craft approach to developing work in digital media.
An integral aspect of the course will be the student’s process journal. This workbook will record their work's progress and provide a journal in which they reflect on their own development as an artist.
The Personal Project
In the final year of the programme, all students engage in the Personal Project (PP). The project involves students setting specific and rigorous learning and product goals that they work independently to fulfill, and will then report back on their process, learning, and achievement. This process enables them to investigate, design, create and reflect upon a personal area of interest and demonstrate the knowledge and skills related to this area of interest through engagement in a process of independent learning.
The Personal Project is a culminating activity in the Middle Years Program (MYP), which allows students to work on a large-scale project of their initiative and creativity. The project provides them with a chance for their own personal inquiry into a topic that they feel passionate about and enables them to apply the Approaches to Learning (ATL) skills that they have acquired throughout their MYP experience. The Personal Project is also excellent preparation for the IB Diploma Program and the Extended Essay.
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Product |
Final Report |
Exhibition |
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The Product, or Outcome, is what the student’s end goal is. This is determined by the student and then approved by the Personal Project Coordinator. The students then create a series of specifications to determine what their Product will be like and how they will measure its success. |
The 15-page report reflects on students’ achievement throughout the PP process and is assessed based on the three criteria: Planning, Approaches to Learning, and Reflection. While the format of the final report is typically written, students can have the option to do an oral report or multimedia presentation as well. |
The Personal Project Exhibition is a time to celebrate the hard work and effort put in the past year. Parents and Year 10 students about to start the Personal Project process are invited to view and celebrate with the Year 11 students. |
Diploma Programme (DP)