Curriculum and Learning

Vienna International School

Strasse der Menschenrechte 1, 1220 Vienna, Austria‡Tel.: (+43-1) 203 55 95‡Fax: (+43-1) 203 03 66
 Vienna International School
Strasse der Menschenrechte 1
1220 Vienna, Austria
Tel: +43 1 203 55 95 Fax: 43 1 203 03 66
http://www.vis.ac.at

Vienna International School Profile

The Mission of the Vienna International School (VIS) is ‘to empower all of our students to be
successful and responsible in a nurturing and diverse learning community, so that they can
achieve their potential in changing world’.

Vienna International School opened in 1978 as a non-profit organisation to serve the

United Nations and diplomatic communities in Vienna. It has the support and official
recognition of the Austrian Government and the city of Vienna and is accredited by the
Austrian Ministry of Education and the Council of International Schools. The school is
governed by a Board of seven, four of whom are appointed by the United Nations, with
three elected by the parent community.

The school is truly international with students coming from diverse backgrounds and
representing more than 104 nationalities. The total school enrolment is 1400, with students
aged between 3 and 19 years. More than 230 teachers, administration and support staff
provide the students and the school community with high-quality educational
programmes and support services. The language of instruction is English, with the learning
of other languages and Mother Tongue languages being actively supported. More than
95% of students successfully complete the demanding courses of the International
Baccalaureate Diploma Programme, and choose to go on to higher education.

Parental involvement in their children’s education is a highly valued feature of the school.
Many parents also participate in a wide variety of student activities and events, and
through the VIS Parent Teacher Association.

VIS is one of a select number of schools offering the three International Baccalaureate
Programmes. These academic programmes are outlined in the following pages together
with the IB learner Profile, which describes the characteristics that support students in
becoming successful, lifelong learners.

Peter M.J. Murphy

Director
 IB PRIMARY YEARS PROGRAMME
GRADES ELC – 5 CURRICULUM

INTRODUCTION KNOWLEDGE
The International Baccalaureate Primary Years The importance of the traditional subject areas is
Programme (IB PYP) is designed for students acknowledged: language, mathematics, science,
between the ages of 3 and 12 years. It is an social studies, personal, social and physical
international, transdisciplinary programme which education, and the arts are specified as
focuses on the total growth of the developing components of the IB PYP curriculum model.
child, touching hearts as well as minds and Subject knowledge is integrated using the six
encompassing social, physical, emotional and transdisciplinary themes of the curriculum model,
cultural needs in addition to academic welfare. which include:
! who we are
! where we are in place and time
IB PYP ! how we express ourselves
At the heart of the IB PYP philosophy is a ! how the world works
commitment to structured inquiry as the leading ! how we organize ourselves
vehicle for learning. Six transdisciplinary themes ! sharing the planet
provide the framework for the exploration of
knowledge. Students explore subject areas
SKILLS
through these themes, often in ways that
transcend conventional subject boundaries. In the The search for understanding is central to the
process, they develop an understanding of beliefs and practices of the IB PYP. The
important concepts, acquire essential skills and construction and meaning of understanding is
knowledge, develop particular attitudes and learn complemented by the students acquiring and
to take socially responsible action. applying a range of skills. These skills are best
developed in the context of authentic situations
through the units of inquiry.
FIVE ESSENTIAL ELEMENTS Throughout the programme, students acquire and
The curriculum framework consists of five essential apply a set of transdisciplinary skills: social skills,
elements: concepts, knowledge, skills, attitudes communication skills, thinking skills, research skills
and action. Through these elements students are and self-management skills.
given the opportunity to:
! gain knowledge that is relevant and of global
ATTITUDES
significance
In the IB PYP there is a focus on the development
! develop an understanding of concepts, which
of personal attitudes towards people, the
allows them to make connections throughout
environment and learning as well as attitudes that
their learning
contribute to the well-being of the individual and
! acquire transdisciplinary and disciplinary skills the group. These attitudes are reflected in the IB
! develop attitudes that will lead to international- Learner Profile and include: commitment,
mindedness creativity, curiosity, empathy, independence,
integrity, and tolerance.
! take action as a consequence of their learning

ACTION
CONCEPTS
Education must extend beyond the intellectual to
There is a commitment to a concept-driven include not only socially responsible attitudes but
curriculum as a means of supporting inquiry. also thoughtful and appropriate action. An explicit
Students gradually work towards a deepening of expectation is that successful inquiry will lead to
their conceptual understanding as they approach responsible action, initiated by the student as a
those concepts from a range of perspectives. result of the learning process. This action will extend
A concept-driven curriculum helps the learner to the student’s learning, or it may have a wider
construct meaning through improved critical social impact and will look different within each
thinking and the transfer of knowledge. age range.
Our students are encouraged to reflect, make
informed choices and take action that will help
their peers and the wider community.
 IB PYP CURRICULUM MODEL

ASSESSMENT
EXHIBITION
There are two types of assessment in the IB PYP,
Students aged 10 to 12 who are in their final year
each of which has a specific function.
of the programme are expected to carry out an
extended, collaborative inquiry project, known as
Formative assessment is interwoven with daily ‘the exhibition’.
learning and helps teachers and students find out With the guidance of their teachers students are
what the students already know in order to plan given considerable flexibility in their choice of the
the next stage of learning. Formative assessment real-life issues or problems to be explored and
and learning activities are directly linked; neither investigated in the exhibition.
can function effectively or purposefully without the
The exhibition represents a significant event in the
other.
life of both the school and student, synthesizing the
essential elements of the programme and sharing
Summative assessment occurs at the end of the them with the whole school community. It is an
teaching and learning process and provides opportunity for students to exhibit the attributes of
students with opportunities to demonstrate what the student profile that have been developing
they have learned. It aims to give teachers and throughout their engagement with the
students a clear insight into students' programme. It is a culminating experience marking
understanding. the transition from the IB PYP to the IB Middle Years
Programme.
 IB MIDDLE YEARS PROGRAMME
GRADES 6 – 10 CURRICULUM
!

INTRODUCTION CURRICULUM STRUCTURE

VIS follows the International Baccalaureate Middle The IB MYP consists of eight subject groups
Years Programme (IB MYP) for students in Grades integrated through five areas of interaction that
6 - 10. provide a framework for learning within and across
The IB MYP, for students aged 11 to 16, provides a the subjects.
framework of academic challenge that The curriculum includes the following subjects:
encourages students to embrace and understand
the connections between traditional subjects and Arts: Drama, Music, Visual Arts
the real world, and become critical and reflective Humanities: Geography, History
thinkers. Language A: English/German/Mother Tongue
Language B: English/German/French/Spanish
IB MYP Mathematics
The IB MYP is designed to provide students with the Physical Education
values and opportunities that will enable them to
Sciences: General Science (Grades 6 – 8),
develop sound judgment. The IB MYP is guided by
Biology, Chemistry, Physics
three fundamental concepts:
Technology: Computer Technology, Computer
! holistic learning - representing the notion that
Aided Design, Design Technology,
all knowledge is interrelated and that the
Food Technology
curriculum should cater to the development of
the whole person, the attributes of which are
described by the IB learner profile AREAS OF INTERACTION
! intercultural awareness - representing the
Approaches to learning (ATL)
notion that school communities should
Through ATL students develop the tools to enable
encourage and promote international-
them to take responsibility for their own learning
mindedness by engaging with and exploring
and to develop an awareness of how they learn
other cultures, a key feature of international
best, of thought processes and of learning
education as reflected in the attributes of the IB
strategies.
learner profile
Community and service
! communication - representing the notion that
This component requires students to take an active
schools should encourage open and effective
part in the communities in which they live, thereby
communication, important skills that contribute
encouraging responsible citizenship.
to international understanding as exemplified
by the attributes of the IB learner profile. Human ingenuity
Students explore in multiple ways the processes
The programme:
and products of human creativity, thus learning to
! encourages a positive attitude to learning by appreciate and develop in themselves the human
challenging students to solve problems, show capacity to influence, transform, enjoy and
creativity and resourcefulness and participate improve the quality of life.
actively in their communities
Environments
! reflects real life by providing a framework that This area aims to develop students’ awareness of
allows students to see the connections among their interdependence with the environment so
the subjects themselves, and between the that they understand and accept their
subjects and real issues responsibilities.
! emphasizes, through the learner profile, the Health and social education
development of the whole student–physically, This area deals with physical, social and emotional
intellectually, emotionally and ethically. health and intelligence — key aspects of
development leading to complete and healthy
lives.
 IB MYP CURRICULUM MODEL

ASSESSMENT ENGLISH AS A SECOND LANGUAGE

The MYP offers a criterion-related model of MOTHER TONGUE
assessment. This means that students' results are
In ESL the aim is to develop students’ language
determined by performance against set
skills in all areas: speaking, writing, reading and
standards, not by each student's position in the
listening. Students are withdrawn from some
overall rank order.
subjects to participate in additional English
Assessment tasks allow students to demonstrate language programmes.
achievement according to the required
In Mother Tongue the aim is to build on the
objectives within each subject group. These
literacy skills which students already have. This
may include: open-ended, problem-solving
will develop their cognitive abilities, which can
activities and investigations, organised
be transferred to their emerging English skills, in
debates, hands-on experimentation, analysis
addition to adding to their self-esteem and
and reflection.
their identity.
 IB DIPLOMA PROGRAMME
GRADES 11 - 12 CURRICULUM

INTRODUCTION THE VIENNA INTERNATIONAL SCHOOL

In Grades 11 and 12 the school follows the
ACADEMIC DIPLOMA
International Baccalaureate Diploma Programme. The VIS Academic Diploma is awarded to students
This is a rigorous pre-university course of studies, who achieve a minimum of 20 points from their five
leading to external examinations that meet the best IB subjects, which must include an Individuals and
needs of highly motivated secondary school class Societies subject, a Language, and Mathematics or
students between the ages of 16 and 19 years. It is Science (Higher Level subjects are given a +1 point
designed to promote international understanding weighting). The General Diploma requires a minimum
and facilitate the mobility of students to a wide of 15 points. Successful completion of the CAS
variety of institutions by offering a rigorous, holistic component is required of all students.
approach to learning.
VIS offers the following qualifications:
AUSTRIAN MATURA
• Full IB Diploma (with or without Matura
This is accepted by Austrian Universities. Students
Equivalence)
qualify for Matura equivalence based upon their
• VIS Academic Diploma and VIS General final externally marked IB certificate Grades and
Diploma (with or without Matura Equivalence) internal Grades (3 HL and 3 SL, no Grade below 3
and a minimum of 24 points).

COURSES OF STUDY In addition, students in Grades 9 and 10 must

successfully complete:
Students in Grades 11 & 12 can follow either the IB • all subjects taught in the VIS curriculum
Full Diploma course or the Certificate course. (including 3 separate sciences) receiving
Please note that ‘Certificate’ stands for the Grade 3 or above in each on their end of year
successful completion of one single subject within school reports
the IB DP.
• a third language taught as part of the VIS
VIS is able to offer a variety of courses and levels curriculum for at least four years up to and
with more than 65 different options. including Grade 10 with level two objectives
being reached (or take external exams or as IB
Certificate in the third language)
IB FULL DIPLOMA COURSE
In Grades 11 and 12 students must study
This is accepted for University entrance in most
• Austrian History and Austrian Geography unless
countries of the world. It consists of three High
Geography and History are studied at IB level
Level (HL) subjects (which are suitable for
Advanced Placement in some countries) and • German, English, Mathematics and one
three standard level (SL) subjects. Students must Experimental Science from the IB DP
gain a minimum of 24 points from a maximum 45 programme
points.
The diploma also requires completion of a OTHER REQUIREMENTS
research essay of 4.000 words, a Theory of
Knowledge course and CAS (Creativity, Action • The interdisciplinary Theory of Knowledge (TOK)
and Service) requirements. course is designed to develop a coherent
approach to learning, which transcends and
unifies the academic areas.
IB CERTIFICATE COURSE • The Extended Essay of some 4000 words offers
This is an alternative programme of pre-university the opportunity to investigate a topic of special
courses chosen from IB subjects allowing greater interest and acquaints students with the
flexibility, which may lead to a VIS Academic or independent research and writing skills
General Diploma and possibly to Austrian Matura expected at university.
equivalence. Five, six or seven subjects may be • Participation in the school’s Creativity, Action,
chosen. While CAS (see above) is mandatory, Service (CAS) programme encourages students
there is no requirement to study three of the to be involved in sports, artistic pursuits and
subjects at High Level, or to complete an Extended community service work. 150 hours of CAS
Essay. All students follow the Theory of Knowledge service are required.
course but Certificate students are assessed
internally and the result does not appear on their IB
Certificates.
 IB DP CURRICULUM MODEL

SUBJECTS AVAILABLE AT VIS

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6
(Lang A) (Lang B/ (Individuals& (Sciences) (Mathematics) (Arts)
Ab Initio) Societies)
English A: Language B (SL) Economics HL Biology HL /SL Computer Film HL/SL
Literature English, French, Economics SL Science HL/SL
Chemistry HL/SL Music HL/SL
(SL/HL) German, Spanish
Environmental Maths HL/SL
Design Theatre HL/SL
English A: Language B (HL) Systems and
Technology Maths Studies SL
Language and English, French, Societies SL Visual Arts HL/SL
HL/SL
Literature German, Spanish Further Maths
Geography OR
(SL/HL) Environmental HL
Language ab HL/SL one other
Systems and
German A: initio (SL) subject from
History HL/SL Societies SL
Literature German Groups 1-5
(SL/HL) ITGS HL/SL Physics HL/SL
Mother Tongue
German A: (HL/SL) Psychology
Language and (most languages HL/SL
Literature available)
(SL/HL)
Mother Tongue
(HL/SL)
(most
languages
available)
 The International Baccalaureate Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their
common humanity and shared guardianship of the planet, help to create a better and more
peaceful world.

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy learning
and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so
doing, they acquire in-depth knowledge and develop understanding across a broad
and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize
and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in
more than one language and in a variety of modes of communication. They work
effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect
for the dignity of the individual, groups and communities. They take responsibility for
their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are
open to the perspectives, values and traditions of other individuals and communities.
They are accustomed to seeking and evaluating a range of points of view, and are
willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought,
and have the independence of spirit to explore new roles, ideas and strategies. They
are brave and articulate in defending their beliefs.

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

Reflective They give thoughtful consideration to their own learning and experience. They are
able to assess and understand their strengths and limitations in order to support their
learning and personal development.
 Universities and Colleges
attended by VIS graduates
United States of America United Kingdom Canada
Babson College Aberdeen University Acadia University
Boston University Aberystwyth University Dalhousie University
Bryn Mawr College Anglia Ruskin University McGill University
Carnegie-Mellon University Aston University McMaster University
Chicago School of Art and Bath University Memorial University
Design Birmingham University Queen’s University
Cornell University Bournemouth University Simon Fraser University
Drexel University Brighton University University of Alberta
Duke University Bristol University University of British Columbia
Elon College Brunel University University of Montreal
George Washington University Cambridge University University of Ottawa
Georgetown University Cardiff University University of Toronto
Georgia Institute of City University University of Western Ontario
Technology De Montfort University
Harvard University Dundee University Other Universities include...
Marquette University Durham University
Marymount Manhattan Edinburgh University American University of Paris
College Exeter University Australian National University
Michigan State University Glasgow University Balamund University
M.I.T. Herriot Watt University Bocconi University Milan
Northeastern University Hull Univeristy Charles University Prague
Northwestern University Imperial College London Ecole Hoteliere
Oregon University Kent University Enschede University
Parson’s School of Design Kings College London Erasmus University Rotterdam
Pennsylvania State University Lancaster University ETH Zurich
Princeton University Leeds University Franklin College
Purdue University Leicester University Groningen University
Rice University London School of Economics Les Roches
Ringling College of Art and Loughborough University Melbourne University
Design Manchester University Modul University Vienna
Rutgers State University Newcastle University Orebro University
Sarah Lawrence College Nottingham University Pecs University
Savannah College of Art & Oxford Brookes University Semmelweis University
Design Oxford University Swiss Business School
St. John’s College Reading University Technical University Delft
Stanford University Royal Holloway University Technical University
The American University SOAS University of London Eindhoven
Tufts University Southampton University Technical University Vienna
Tulane University St. Andrews University University College Cork
U. of Massachusetts at Surrey University University College Dublin
Amherst Sussex University University of Applied Arts Graz
University of California University College London University of Leuven
University of California Berkely University of the Arts London University of Music &
University of Florida University of the Creative Arts Performing Arts
University of Maryland University of the West of University of Porto
University of Michigan England US International University
University of Pennsylvania Warwick University Nairobi
University of Virginia York University Vienna Arts School
Virginia Tech Vienna University of
Webster University Economics
Yale University Webster University Vienna