Academic Handbook
Grade 102022-2023

Table of Contents
1. Guiding Statements
2. Leadership at UWC ISAK Japan
Who is a transformational Leader?
How Do We Gauge our Success?
Leadership Portfolio & Leadership Diploma
3. Academic Honesty
4. Attainment Indicators
UWC ISAK Japan Attainment Indicators
What other skills and qualities do we look to assess?
5. UWC ISAK Japan Japan Grade 10 Academic Programme
Leadership
LEADERSHIP COURSE
Course Description
Course Outline
Assessment
Language and Literature
English (Level 1)
Course Description
Course Outline
Skills Developed
Assessment
English (Levels 2 and 3)
Course Description
Course Outline
Skills Developed
Assessment
Japanese (Level 1)
Course Description
Course Outline
Skills Developed
Assessment
Japanese (Level 3)
Course Description
Humanities
Grade 10 Humanities - Facing a Challenging World
Course Description
Course Outline
Skills Developed
The Sciences
G10 Science
Course Description
Course Outline
Skills Developed

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Assessment
Information Science17
17

Course Description

17

Course Outline
Skills Developed
Assessment

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Mathematics
G10 Mathematics

18

Course Description
Course Outline
Skills Developed
The Arts

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21

Visual Arts
Course Description
Course Outline
Skills Developed
Assessment
Positive Change Project
Mission Aligned Themes
Examples of potential research questions
Assessment

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1. Guiding Statements
A Shared Mission
UWC makes education a force to unite people, nations and cultures for peace and a sustainable future
Our Distinct Identity
To empower our students to become transformational leaders who explore new frontiers for the greater
good of Asia and beyond
Our Motto
One Life. Realise your Potential. Be a catalyst for positive change.

2. Leadership at UWC ISAK Japan
A unique and core component of UWC ISAK Japan is our focus on leadership. Our leadership programme
is integrated into all aspects of living and learning on campus.

Who is a transformational Leader?
A transformational leader is someone who consistently identifies what is most important
and what is needed, takes purposeful action in the face of discomfort, uses diversity as
a strength, and supports others in this practice. With continuous practice, atransformational leader creates positive change within self and the community at large.

Leadership is a Practice
Leadership is not a position or status that a selective group of people earn, whether by the virtue of theireconomic or social position in society or their innate demeanor or personality. No matter what our
background or personality, we can all engage in practices that support our growth in leadership skills andmindsets to become positive change makers. While developing these core skills and mindsets, UWC ISAK
Japan offers a human-centered environment where each of us can find our own strengths, and ourauthentic ways to creating positive change.

How Do We Gauge our Success?
At UWC ISAK Japan, we believe that ultimate success is achieved when the entire UWC ISAK Japan
community is committed to the practice of transformational leadership; engaged in getting better at
Awareness, Connecting, Action-Taking, Self-Discipline, and Creativity; and making visible positive impact
for the greater good of Asia and beyond.
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Leadership Portfolio & Leadership Diploma
In order for students to track their engagement in the leadership practice and growth in their leadershipskills and mindsets, each student designs and creates their own web-based leadership portfolio across all
years at UWC ISAK Japan. They use this space to showcase major artifacts of their leadership practices,and reflect on their growth as leaders.
Upon graduation many of our students will be awarded a unique Leadership Diploma. The leadership
diploma acknowledges students who not only satisfy the academic requirements for a high school diploma
but also demonstrate significant engagement in the leadership practices throughout their time at UWC ISAK
Japan and have created positive changes that are in line with our mission. We work with students so they
can all meet this important milestone.

3. Academic Honesty
Definition: The School defines malpractice as behavior that results in, or may result in, the student or any
other students gaining an unfair advantage in assessment components. Malpractice includes the following:●

Plagiarism: This is defined as the representation of the ideas or work of another person as thestudent's own.

●

Collusion: This is defined as supporting malpractice by another student, as in allowing one's work
to be copied or submitted for assessment by another.

●

Duplication of work: This is defined as the presentation of the same work for different assessment
components and/or diploma requirements.

●

Any other behavior that gains an unfair advantage for a student or affects the results ofanother student. For example, taking unauthorised material or devices into a test situation,
misconduct during an exam, falsifying an activities record, disclosure of information to and receipt of
information from students about the content of a test to others who may not have written it yet.

In these cases, the student Code of Conduct which is in the Student Handbook, will be in effect.

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4. Attainment Indicators
UWC ISAK Japan Attainment Indicators
UWC ISAK Japan uses its own set of internal attainment indicators, which allow us to focus on student
learning and provide for cohesion across grade levels. In addition, they allow us to harmonise both the IB
and Japanese Ministry of Education grading requirements.
UWC ISAK
Level

7

6

5

4

Attainment Grade

Descriptors

Excellent

Skills Development​- Consistent and thorough evidence of the ability toapply skills both widely and flawlessly.
Content Acquisition​- Consistent and thorough evidence of near-mastery oftargeted subject knowledge.
Conceptual Understanding​- Consistent and thorough evidence of highquality analysis, synthesis and evaluation.
Consistent and thorough evidence of originality and insight.

Very Good

Skills Development ​- Consistent and thorough evidence of the ability toapply skills widely.
Content Acquisition​- Frequent evidence of near-mastery of targeted
subject knowledge.
Conceptual Understanding ​- Frequent evidence of high quality analysis,
synthesis and evaluation. Frequent evidence of originality and insight.

Good

Skills Development ​- Frequent evidence of the ability to apply skills tomost situations.
Content Acquisition ​- Frequent evidence of good targeted subject
knowledge.
Conceptual Understanding ​- Frequent evidence of good analysis,
synthesis and evaluation. Occasional evidence of originality and insight.

Satisfactory

Skills Development ​- Evidence of the ability to apply skills effectively insome situations. Content Acquisition ​- Occasional evidence of targeted
subject knowledge.
Conceptual Understanding ​- Occasional evidence of analysis, synthesis
and evaluation.

Underdeveloped
Attainment

Skills Development ​- Limited evidence of the application of appropriate
skills. Content Acquisition ​- Limited evidence of targeted subject
knowledge. Conceptual Understanding ​- Limited evidence of analysis,
synthesis and evaluation.

2

Low Measurable
Attainment

Skills Development ​- Very limited evidence of the application of
appropriate skills. Content Acquisition ​- Very limited evidence of targeted
subject knowledge. Conceptual Understanding ​- Very limited evidence ofanalysis, synthesis and evaluation.

1

No Measurable
Attainment

3

Minimal evidence demonstrated of required expectations

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What other skills and qualities do we look to assess?
When the school sends home report cards, students, and their families, receive their attainment level per
subject and also narrative comments where teachers and advisors discuss the students’ growth andprovide feedback on their approaches to learning. Among these skills and qualities, teachers and advisors
may discuss “awareness”, or the students’ capacity to observe oneself and the environment and tounderstand what is important for the greater good. Teachers and advisors may also discuss “connecting”, or
how the student empathises with members of the community, understands diverse potentials and supports
others towards a common goal. Teachers and advisors may also discuss “action taking”, or how the student
steps out of their comfort zone and acts with courage. Teachers and advisors may also discuss“Self-Discipline”, or how the student responds to challenges with measured reflection, resilience andoptimism. Teachers and advisors may also discuss “Creativity”, or how students’ generate ideas and build
upon the ideas of others.

5. UWC ISAK Japan Japan Grade 10 Academic Programme
Leadership
LEADERSHIP COURSE
Course Description
The Grade 10 Leadership program is the pinnacle of students’ experience at UWC ISAK Japan. Eachstudent has the opportunity to develop and run their own project or to join another student project. Throughthe experience of running a project, students learn leadership and teamwork skills such as communication,
project management, conflict resolution, and budgeting.
Successful projects are ones which are both ambitious enough to challenge the student to grow andimpactful enough to have positive outcomes for others.
The learning is student-led. This means that we expect students to drive their own learning, take initiative,
ask questions, and take action to move their projects forward.
The underlying methodology is two-fold:● Personalised - Each student can choose their own project based on the intersection of theirinterests and where there is a genuine need in the world. Instructors and coaches will guidestudents in learning the skills and knowledge needed to complete their projects.
● Project-based - Projects form the core of the curriculum and connect learning with real-life
experience. Reflection and coaching are key instructional strategies to help students uncover theirstrengths and areas for improvement in a relevant and practical way.
There are two Project Weeks in the course:● Fall Project Week: Students spend 2-3 days in a camp-like environment in which they are pushedUWC ISAK Japan G10 Academic Handbook 2022-2023

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●

outside their comfort zone to learn more about leadership, teamwork, communication, andself-awareness. They spend the final two days focused on their projects and taking action.
Spring Project Week: Students spend the entire week off-timetable to focus on their projects. Real
progress and action is expected during this Project Week.

Course Outline
The course is run in four phases which students can progress through at their own pace.
1. Explore○ Students take their first steps to create their Purpose Project. They learn about themselves,
teamwork, leadership, and identify the nexus between their interests and problems in theworld that need solving. They identify their strengths and areas for growth.
2. Connect, Commit, and Plan
○ Students find out more about the problem they are solving, what has already been done,
who is already working in this space, and make connections with possible mentors andsupporters. With the support of their coach, students plan their project. They identify theneeded skills and knowledge, resources required, clarify roles and responsibilities, anddevelop a plan of action. This involves empathising with the people associated with the
project.
3. Taking Action○ Students take action to achieve the aims of their project. This often involves ideating,prototyping, and testing. Students make project decisions and problem solve. Students
receive support from their coach and mentor.
4. Evaluate○ Students evaluate their project and themselves. This phase involves students identifying
their thoughts and feelings throughout the project, sharing their experiences, and evaluating
their project in terms of:i.
Processii.
Project Outcomesiii.
Self-Assessment to identify learning, achievements, challenges, strengths, interests,
and areas for improvement.

Assessment
Assessment is a ⅓ approach in which three assessments take place: student self-assessment, coachassessment, and peer assessment.
Coaches will review the student’s self-assessment, peer-assessment, and coach assessment. When thereis evidence of the success criteria, a pass will be awarded. The success criteria are:■ Students discover their interests.
■ Students identify a nexus between their interest and a community need.
■ Students take action and work towards solving a need.
■ Students reflect on the successes and failures of their actions.
■ Students reflect on and identify their personal strengths and areas for improvement.

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Language and Literature
English (Level 1)
Course Description
Language is essential for communicating, thinking, and learning. Furthermore, having a firm command of
language is fundamental to critical thinking, which is a key skill in all IB Diploma courses. As such, students
in English 1 develop an appreciation for, and enjoyment of, the power and beauty of the English languagein daily use and in literature. English 1 is a course that focuses on building vocabulary, strengthening
grammar and preparing students for success in the IB Diploma program.
The English 1 course focuses on four units:
1.
2.
3.
4.

Building blocks of English
Overcoming Obstacles
Creative Writing
Essays and Speeches

Course Outline
Quarter 1: Building blocks of English
This unit focuses on introducing students to the fundamentals of high school English. This includes learning
how to organize paragraphs, write a 5-paragraph essay and write summaries. It also focuses on reading
comprehension strategies such as guessing context from the title, skimming, scanning and guessing
meaning from context. This builds a strong foundation for the rest of the year, not only for English but also
for other subjects.
Quarter 2: Overcoming Obstacles
This unit centres around the main question, “How are obstacles overcome?”. Throughout the unit we read
and/or watch biographies of various celebrities and activists such as Malala Yousoufzai, Nick Vijicic, Helen
Keller, Iqbal Masih, etc.. After learning about each celebrity, we discuss the obstacles that they faced in life
and the strategies they used to overcome them. These obstacles could be mental, physical, cultural orsocial. We then talk about obstacles in our own life and apply what we have learned from the celebrities inour own lives.
Quarter 3: Creative Writing
Having spent the first half of the year strengthening English language foundation, we now start exploring
the literary aspects of the course. Students learn the fundamentals of short story such as plot graph,setting, and characterisation. Students use this knowledge to deconstruct some popular fairy tales. They
also have an opportunity to share fairy tales from their culture. Finally, we look at some fractured fairy tales
and write a fractured fairy tale of our own.
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Quarter 4: Essays and Speeches
In this unit, we learn about speech as a text type, learn what makes a speech a memorable speech andlisten to come famous speeches from around the world. Students then pick a topic that they are passionate
about, write and deliver a speech on the topic.

Skills Developed
●
●
●
●
●
●
●
●
●

Paragraphing
Essay writing
Story analysis
Creative writing: short stories
Reading: non-fiction texts
Reading: fiction texts
Collaborative skills
Speaking skills
Performance skills

Assessment
Quarter 1: Building blocks of English● A series of summaries● Vocabulary quizzes● 5-paragraph essay
Quarter 2: Overcoming Obstacles● Presentation: present on the obstacles faced and overcome by a celebrity of choice● Comprehension and vocabulary quizzes
Quarter 3: Creative Writing● Write an original fractured fairy tale
Quarter 4: Speech● Analyse a famous speech● Write and deliver a speech

English (Levels 2 and 3)
Course Description

Language is essential for communicating, thinking, and learning. Furthermore, having a firm command of
language is fundamental to critical thinking, which is a key skill in all IB Diploma courses. As such, students

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in English 2 and 3 develop an appreciation for, and enjoyment of, the power and beauty of the English
language in daily use and in literature.
This is a language and literature course that prepares students for success in the IB Diploma as well as
encourages students to pursue their creative interests. The study of language involves exploring how
language is used in texts that students encounter on a daily basis. Students need to think critically about
the stylistic and structural devices that the creators of texts use as well as the purpose, audience, and bias
in texts such as social media and news articles.
The study of literature involves texts that communicate complex human ideas through written art forms
such as poetry and novels. Moreover, students develop their own creative skills by learning how to use
structure and stylistic devices in their own creative works.
This English course focuses on four units:
I.
II.
III.
IV.

Creative writing: The creative process behind poetry and protest
Drama study: The principles of storytelling in Shakespeare’s plays.
New media: Campaigns and persuasion
Novel study: Writers express their views on societal and political issues.

The course begins with a creative writing unit on poetry that presents creativity as a process rather
than inspiration. Students learn how to use a variety of thinking tools, poetic devices and poetry
forms to express their ideas. Through the act of creation, students become more aware of the
choices poets need to make when crafting their poems. This leads to skills-based work on poetry
analysis and writing literary essays, which are key skills for Diploma level studies in English.
Students have a chance to study the principles of storytelling as they apply to drama texts througha study of Shakespeare’s plays Romeo and Juliet, and A Midsummer Night’s Dream. Concepts
such as dramatic irony, archetypal characters, and genre conventions are examined bydeep-diving into selected scenes. Performance skills are taught in conjunction with scene analysis
as a way for students to understand the plays as an actor or director might.
The English course at UWC ISAK Japan recognizes the ever changing nature of language andforms of communication in a unit on social media and persuasive language. In this part of thecourse, students will have the opportunity to create a social media campaign on a global issue
they care about. They will create multi-modal social media texts such as Facebook and Twitter
posts as well as persuasive speeches. The students will explore how how organizations make use
social media to persuade viewers to think, feel, or take action in certain ways.
The course concludes with a novel study and creative writing unit exploring how writers express
their views on important societal issues through the novel form. Students draw on the concepts
learned from the previous units, such as the principles of story and the creative process, to craft
their own short stories that deal with societal or political issues of concern to each student. At thesame time, the class studies George Orwell’s Animal Farm, Craig Silvey’s Jasper Jones, and Keiji
Nakazawa’s Barefoot Gen. Themes of power and language, revolutions and repression, andconflict and order are examined and connections made to current world events and students’ lives.

Course Outline
Quarter 1: The creative process behind poetry and protest

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Students study poetic forms and techniques and write their own poems. They apply thinking tools to help
develop originality in their poems. They write several poems and make a portfolio of their poetry, thenanalyse of one of their poems. Students then look at a range of protest poetry and write a 5-paragraphessay analysing a literary poem.
Quarter 2: Drama study: The principles of storytelling in Shakespeare’s plays.
Students explore how the principles of storytelling are applied in Shakespeare’s Romeo & Juliet and A
Midsummer Night’s Dream. Students understand characterization and language devices common to
Shakespeare’s works. Students learn how the forces of antagonism, such as the protagonist, theantagonist, setting, and secrets, combine to cause the tragedy, or comedy, of the two plays. In addition,
students practice research skills as they look into the time period Shakespeare wrote in.

Quarter 3: New media: Campaigns and persuasion
Students analyse various social media texts such as Facebook, Twitter, and blogs. Students examine howorganizations make use of persuasive language devices to influence viewers. Students learn how to identify
bias. Students understand how an individual can have a voice and connect with an audience by creating asocial media campaign of at least three texts, one of which needs to be a speech.
Quarter 4: Novel study: Writers express their views on societal and political issues.
Students read Animal Farm by George Orwell, Barefoot Gen by Keiji Nakazawa, and Jasper Jones by
Craig Silvey. Students understand how authors address social and political issues in their works of fiction.
Story principles such as structure, archetypal characters, and irony are analysed and students apply thoseprinciples in their own works of fiction. Connections are made between the novels, students’ own
experiences, and the wider world.

Skills Developed
●
●
●
●
●
●
●
●
●
●
●

Poetry analysis
Story analysis
Paragraphing
Essay writing
Creative writing: poetry
Creative writing: short stories
Reading: non-fiction texts
Reading: fiction texts
Collaborative skills
Speaking skills
Performance skills

Assessment
Quarter 1: The creative process behind poetry and protest● Creative piece: poetry portfolio.
● Rationale of one poem from the portfolio.
● Analysis essay of one protest poem.
Quarter 2: Drama study: The principles of storytelling in Shakespeare’s plays.
● Performance: present one scene from Romeo and Juliet or A Midsummer Night’s Dream.
● Literary essay.
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Quarter 3: New media: Campaigns and persuasion● Persuasive speech.
● Social media campaign.
Quarter 4: Novel study: Writers express their views on societal and political issues.
● Literary essay.
● Creative piece: short story
End of year exam
● Essay based on one unit of study from the year.

Japanese (Level 1)
Course Description
The purpose of this course is to help each student attain a beginning level of Japanese proficiency in thefive skills of listening, speaking, reading, writing and typing by presenting language in the context of thecontemporary Japanese-speaking world and its culture. The Primary emphasis in classroom is tocommunicate in Japanese. Students will also be expected to master hiragana, katakana, and some kanji
characters by the end of the course. Written exercises and reading usually will be assigned as in-class workand quizzed in class. As a summative assessment at the end of each semester, students will be assigned a
project which they will demonstrate their communication skills (presentational, interpretive, andinterpersonal) and their reading and writing skills. It is an additional language-learning course and students
with appropriate academic challenge will develop their intercultural understanding through project basedlearning.

Leadership/Mindfulness practice and Japanese language acquisition
What does it mean to be a positive change maker as a language learner? How can we make positivechanges while learning Japanese language and culture? At UWC ISAK Japan, students will consistently be
asked to practice their leadership while learning Japanese language and culture. Students will also be
encouraged to observe and identify Mindfulness in Japanese culture and bring them into their life.

Course Outline
In order to build solid foundation in Japanese literacy, with an emphasis on “Conceptual Understanding”,
students will acquire the following grammar expressions;Introducing yourself, Asking people their names and what they do, Asking/telling people times, phone
numbers, etc., Asking and answering how much things cost, Going shopping, Ordering food in a restaurant,
Talking about daily activities and customs, Extending invitations, Accepting and refusing invitations, Asking
and describing where things are, Talking about things that happened in the past, Talking about habitual
actions in the past, Talking about travel, Making offers and invitations, Talking about likes and dislikes,
Requests, Asking for and giving permission, Talking about rules and regulations, Offering to help, Giving
reasons for doing/not doing something

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Numbers / Time / Particles / Question sentences / Verbs (present and past tense) / Word order/ Frequency
adverbs / Adjectives / Te form of verbs

Skills Developed-

Students can communicate clearly and effectively in a range of situations, demonstrating linguisticcompetence and intercultural understanding.
Students can use language appropriate to a range of interpersonal and/or cultural contexts.
Students can understand and use language to express and respond to a range of ideas withaccuracy and fluency.
Students can organize ideas on a range of topics, in a clear, coherent and convincing manner.
Students can understand, analyze, and respond to a range of written and spoken texts.

Assessment
Check for understanding as formative assessment:
Reflections, Quizzes, Summarizing the grammar materials, Making visual presentations, Graphic recording,Peer instruction, Peer/Self Assessments, “Separate what you do and don’t understand”, observations,discussions, questioning, and more!
Authentic assessment (the yearlong project) as summative assessment:
First semester – Introducing your life to your future/possible host family and friends
Second semester – Homestay (arranged by and prepared for by the students)
The goals of this project are:
●
●
●
●
●
●

To enable students to make friends beyond our school community
To help students learn more about authentic Japanese culture
To explore their life in japan with the Japanese language skills they gain the year
To enable students to travel alone in JapanTo help students develop organization/planning skills
To help students practice/develop their leadership and mindfulness skills

Japanese (Level 3)
Course Description(国語総合)UWC ISAKは、文部科学省認定の学校教育法で規定されている「一条校※」であるため、規定の指導要項に従い、高校国語総合の内容（現代文・古典）を学習する。対象は中学国語修了程度の学力を有する生徒。
※ 一条校＝学校教育法第一条に基づく学校。一般的には日本の小・中・高等学校を指す。インターナショナル
スクールを含む「各種学校」と対比で用いられることもある。

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コース概要相互理解を促進するためには、相手の考えを理解し、自分の考えを的確に伝えることが大切である。しかし、それだけではなく、自分の考えを相手に理解させて、相手を動かすpositive change makerになるために、語彙力・文章読解力・表現力・論述力などの言語技術の基本を習得し、磨きをかける。
目標
論理的な分析に基づいた高度な論述力や口頭発表力を培うため、文章の詳細な読み取りと分析ができる●力をつける。
「理解しやすい文章を書く」スキルを身につける。
●
根拠を明確にして論を組み立てる力、作品を論理的に批評する力をつける。
●
自分たちの分析を発表し、それについてのディスカッション、ディベートを実施。
●
多様な文化と、様々な時代を代表する文学に触れ、自国の文化や他国の文化が持つ多様な側面を探求●し、分析する。 そのために、批判的、創造的、独自の取組みをする。
文学作品・説明的文章・古文の分野に渡るテキストの他、メディア教材を使用。
●
学んだスキルと知識を実生活の様々な状況で応用する。
●●
Grade11以降のIB Japanese Aで必要とされる力をつけ、スタイルに慣れる。
評価
下記内容を総合的に考慮して評価を行う。
•••

漢字 （小テスト）
課題 （エッセイ、論述、作品）
パフォーマンス（スピーチ、ディベート、朗読など）（a. 関心・意欲・態度 b. 話す・聞く能力 c. 書く能力 d. 知識・理解）
A 内容 / B 構成 / C 表現（スタイルと言語の用法）
A. 内容
口頭、文字、及び視覚的テキストの言葉遣い、内容、構成、意味、意義を理解し、分析する●
専門用語を文脈の中で理解し、応用する●
著者の選択が読み手に与える影響を分析する●
文脈と意図を備えた、文学的及び非文学的特徴を用いたテキストを作る●
様々なジャンルの中で、幾つかの作品を比較対照し、その主題の関連性を読み取る●
文学/非文学的テキストについて、よく調べた上で独自の見解を述べる●
B. 構成• 多様なテキストの様式で、構成と言語固有の慣例を用いた作品を作る• 考えと主張を、持続的で一貫性と論理性のある方法で構成して作品を作る• 批判的で適切な言語的手法を用いる
C. 表現• 叙述、記述、分析、説明、議論、説得、通知、娯楽、感情表現のために言語を正確に用いる• 適切で多様な言語使用域、語彙、イディオムを用いる• 文法と統語構造を正しく用いる• 多様な文型を適切に用いる• 文字（漢字言語）を正しく用いる
Syllabus シラバス
S1 (Aug-Dec) ガイダンス/ 作文/ 随筆/ 要約/ 評論/ 小論文/ 古文/ スピーチ
S2 (Jan-Mar) 評論/ 和歌/ 小説/ 詩・短歌・俳句/ プレゼンテーション
S3 (Apr-Jun) 調査・記録・発表/ 小論文/ ディベート

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Humanities
Grade 10 Humanities - Facing a Challenging World
Course Description
The Humanities 10 course analyzes Global Issues in an interconnected world. Drawing upon several
disciplines--History Geography, Economics and Politics--students are asked to investigate real world issues
through the lens of the United World College ethos while meeting the requirements of MEXT (the Japanese
Ministry of Education). Here at UWC ISAK Japan, our G10 Humanities programme addresses questions ofsustainability through each social discipline by explicitly focusing on international topics and theirimplications on regional and local communities within Asia. In addition to knowledge of real world issues,
students will be equipped with the necessary skills to ensure adequate preparation for Individual andSocieties (Group 3) within the IB. Such skills include document analysis, essay writing, critical thinking,communication, and investigation. Students will be encouraged to take ownership of their learning, while
becoming reflective, balanced critical thinkers.
Concepts by Discipline:
Geography

History

Economics

Global Politics

Sustainability

Modernity

Development

Citizenship

Innovation

Global Interaction

Social Justice

Democracy

Course Outline
Geography
Sustainability
Innovation
This portion of the course focuses on the key question: How do we share space, time and resources withothers? The course begins with an exploration of the topic of population dynamics. What are theimplications of population growth? What factors influence growth, decline, and maintenance of populations?
Students will explore why some societies have ageing populations while others seek to control population
growth. Immigration, emigration and displacement are also explored using current and historical casestudies. Another section of the Sustainability unit focuses on the impact of Global Climate Change.
Students are presented with the scientific evidence, political perspectives, and social media response andare challenged to consider possible options. What actions should be taken?
History
Modernity
Global Interaction
Modernity and global interaction are the key themes of the History unit. Students explore Japan from theTokugawa Shogunate to the postwar period, considering the transition of Japan from isolation to formidable
regional military power. Aspects of the traditional culture and society will be explored, as well as the
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implications of the forced opening of Japan by the United States. Modernization, industrialization,
constitutionalism and the extension of the vote and citizen’s rights will be juxtaposed with discussion of therise in militarism and imperial aims in the first half of the twentieth century. How and why has Japanevolved into a global power?
Economics
Development
Social JusticeThis unit focuses on the discrepancy of wealth between the global north and south. It evaluates thesignificance and implications of European colonialism and its contribution to the current economic divide. It
analyses the United Nations Development Goals by exploring case studies within specific regions within the
global south, which students will evaluate their progress. Most importantly, students will weigh personal
responsibility and action within an unequal world.
Global Politics
Democracy
Citizenship
The Global Politics unit addresses the concept of Democracy by investigating its history and development
over time and space. It addresses individual rights and responsibilities needed to ensure a healthy andsustainable democracy. It evaluates present challenges to democracy, such as inequality, education,
injustice and social challenges from media outlets. Finally, the unit asks to students to analyse the claim‘that democracy is an outdated concept in the 21st century.’

Skills Developed
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Capacity to develop rigorous and cogent arguments
Ability to make reasoned judgments
Understanding the purposes, values and limitations of a range of sources of information
critical thinking
Emotional intelligence
Analysis, synthesis and interpretation of information
Construction of substantiated analyses about the past
Research and selection of materials
Communication and writingorganisation and self-management
Storytelling
CollaborationUWC ISAK Japan G10 Academic Handbook 2022-2023

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The Sciences
G10 Science
Course Description
There is an old Swedish proverb: Being young is a fault that diminishes daily. Here at UWC ISAK Japan
our science programme explores energy and matter but also living things and technology: it is acomprehensive course chock-full of research and discovery; scientific innovation and its impact on human
lives; light and polymers; photosynthesis and geology. Through our Grade 10 Science course, students
learn to value the process of obtaining and evaluating knowledge over the facts themselves. The course is
not designed nor intended to be a pre-IB year.
Our Science programme explores 7 topics aligned with the Japanese MEXT curriculum: the nature ofscience, characteristics of life, properties of matter, photosynthesis & cellular respiration, light, polymers,
and our changing environment. In line with our college mission, the programme also emphasises
cross-cutting concepts of awareness, connecting, action-taking, self-discipline, and creativity.

Course Outline
Semester 1 The principles of science and characteristics of scientific knowledge.
The basic unit of life and how organisms are classified.
The structure of atoms and how the elements are organized.
The source of energy on Earth and how that light energy is converted into chemical energy byphotosynthetic organisms.
The source of organic compounds and how they are used by heterotrophs to produce energy.
Semester 2 The properties and uses of electromagnetic waves, namely visible light.
The relationship between light and plant growth, animal behaviour, and human sight.
The properties and functions of various clothing material and nutrients in food.
How science innovation and development have improved human lives.
The geology of Japan.

Skills Developed
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Observing the natural world
Recognition of environmental issues
Appreciation of technological innovations
Working together on projects
Teaching others
Asking questions
Discussing topics
Choosing areas of research
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●
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Presenting information
Researching information
Meeting deadlines

Assessment
Students in Grade 10 Science receive feedback on formative and summative assessments throughout theirunits of study. Graded unit tests, presentations, projects, and an end of year exam are major assessment
pieces. As many students are transitioning to an English academic environment as well as one thatemphasizes higher-order cognitive skills, reported grades reflect a best-fit of the student’s achievement atthat time.

Information Science
Course Description
Information Science course aims to provide a comprehensive understanding on the role and effect ofInformation Technology (IT) on the society. Students learn the scientific way of thinking that helps to findand solve issues regarding Information Technology and build the ability and attitude to further develop theinformation society. This course provides a framework for the student to make informed judgments anddecisions about the use of technology within social contexts. It encourages students to use their knowledgeof IT systems and technical skills to justify IT solutions for the identified problems.
In our school, this course is delivered mostly through practical hands on activities as it is a skill-based
course. It comprises three main phases - 1) Awareness and application of existing tools & technologies 2)
Acquisition of basic computational thinking and problem-solving skills 3) Creating computational solutions
by applying logical thinking skills.
Here at UWC ISAK, the Information Science course goes hand in hand with our core leadership courses:
Mindful Self Discipline (Leading self) and Design Innovation (Leading with Others). Leadership is practiced
throughout the Information Science course.

Course Outline
Awareness and application of existing tools & technologies○ Understanding the use of a wide variety of softwares and Apps to solve problems○ Applications to specified scenarios.
○ Awareness of the ways Information Technology can help in home, learning and work
environments○ Evaluating their social and ethical significance.
Acquisition of basic computational thinking and problem-solving skills .
○ Learn how to think algorithmically and solve programming problems efficiently.
○ A lot of practical activities to acquire the logical thinking skills.
○ Coding Apps and Games with the help of interactive visual programming tools.

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Creating computational solutions by applying logical thinking skills.
○ Students are provided a wide variety of platforms, which they can use to create a technology
solution to solve a problem by applying problem-solving skills.
○ Creating Mobile Apps.
Knowledge of IT including new and emerging technologies: Research based activity.
Database○○○

Understanding the concept of relational database - tables and keys.
Creating database for a specific application.
Create SQL Queries.

Website Development

Skills Developed
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Technical / IT skills
Computational Thinking/Logical Thinking skills
Problem-solving skills
Coding skills
Analysis skills
Research skills
Critical thinking
Collaborative skills
Leadership skills
Communication skills

Assessment
Assessments in Information Science are practical and skill-based. The projects/products, the students workon, will be the major assessment components.
● Presentations● Projects● Research Activity

Mathematics
G10 Mathematics
Course Description“Mathematics as an expression of the human mind reflects the active will, the contemplative reason, and thedesire for aesthetic perfection. Its basic elements are logic and intuition, analysis and construction, generality
and individuality.” - Richard Courant

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Our G10 Mathematics has two main goals: to fulfill the requirements of the Japanese MEXT curriculum andto prepare students for the core syllabus of IB Mathematics as they enter G11.
The programme is organised around five major units, each with a number of distinct topics. However, thegoal of the overall syllabus is to allow the students to see the many connections between these topics, andhow each can relate to applications in other fields of knowledge.
The course begins with a full exploration of all the different sets of numbers, from natural (counting
numbers) to irrationals, and the ways of expressing or approximating them. After a brief review of
coordinate geometry, inequalities are studied in depth, including inequalities involving absolute value(modulus). Linear programing completes this topic with real-world applications of finding solutions tosystems of inequalities. Unit 1 concludes with a brief study of the structure of mathematical statements andproofs, exploring how to express truths as formal conditional statements and avoid false logicalconclusions.
In the second unit, quadratic functions and their graphs (parabolas) are studied in depth, including thevarious ways of solving quadratic equations. Students are introduced to optimisation, whereby they mustfind the optimal value of one variable to maximize or minimize another under a set of constraints. The unit
concludes with quadratic inequalities, linking back to the first unit.
The third unit is a study of geometric shapes and measures, and trigonometry. The concept of similar
figures is used to introduce the key idea of proportions and trigonometric ratios in right triangles. Moving on,
the sine and cosine rules are developed to extend the range of problems with solutions based on
trigonometric equations. The unit circle and the concept of directed angles (rotations), which create the key
link between triangles and circular functions. Measuring angles using radians is also introduced. Finally, thebasic periodic graphs of sine and cosine are studied, and their applications, such as with pendulums,
electricity and sunlight.
The fourth unit focuses on data analysis and statistics. Various methods of presenting univariate datavisually, such as boxplots and stemplots, are studies, as well as different summary statistics to measure thecentre and spread of a data set. Bivariate data, the study of the relationship between two variables isstudied with scatter plots and regression analysis.
Finally, the fifth unit is a general study of functions, including the concepts of domain, range and one-to-one
functions. Composite and inverse functions are studied in detail, and the latter leads to the introduction of
exponential and logarithmic functions. Growth and decay are modelled with these functions, and are used
to predict future values for variables.

Course Outline
Unit 1: Understanding the Number System & Manipulating Equations
Basic Review
Sets, including Union and Intersection
Number systems
Irrationals & Surds, operations with surds.
Rounding
Exponents (Indices), rational indices (roots)
Standard Notation
Basic expanding and factoring
Rearrangement of simple formulae. (change of subject)
Addition and subtraction of simple algebraic fractions.
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Linear Equations and Their Graphs
Gradients (slopes) and y-intercepts, the form y = mx + c,
Parallel and perpendicular lines, including understanding of gradients (slopes).
Mid-point of a line segment and distance between two points in the plane.
Solution of simultaneous linear equations in two variables.
Inequalities
The properties of order relations: <, ≤ , >, ≥ .
Set notation on a Number Line
Linear inequalities in one variable including compound inequalities
Linear programming
Absolute Value
Equations & inequalities, one variable.
Linear Inequalities, including absolute value, in the Cartesian plane
Logic
Necessary and Sufficient Conditions
Inverse, Converse and Contrapositive of a proposition
Unit 2: Quadratic Functions
Quadratic Equations
Solving quadratic equations by factoring and completing the square
The quadratic formula
Parabolas
Graphs of vertex and standard forms of quadratic functions
Max/Min, symmetry of quadratic functions; applications of max/min.
Finding equations from graphs.
Optimisation
Quadratic Inequalities, use of sign charts.
Unit 3: Geometric Shapes & Measurements
Triangles
Similar Triangles, Ratio and Proportion.
Geometry of the circle, Plane Figures
The circle, centre, radius, area and circumference.
Arc, sector, chord, tangent and segment.
Perimeter and area of plane figures.
Trigonometry
Right triangle trigonometry: the sine, cosine and tan ratios, solving triangles.
Applications: angle of elevation and depression.
Trigonometry of 3D shapes.
Directed angles in the coordinate plane and the unit circle.
Coterminal and reference angles, angles in all quadrants.
Area of a Triangle (½ ab sinC)
Sine and Cosine Rules
Radian Measure
Graphs of Sine and Cosine, amplitude and period
Unit 4: Data Analysis (Statistics)
Univariate Data
Discrete vs continuous
Bar graphs, dot plots, stemplots
Grouped Data & Histograms
Measures of Center: Mean Mode Median (incl. frequency tables)
Measures of Spread: Range, Interquartile range
Box plots
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Standard deviation (manually)
Bivariate Data
Scatter plots and correlation
Mean Point, Line of Best Fit
Regression line with GDC
Unit 5: Functions
Function notation & functions as a mapping of elements
Even & Odd Functions
Domain and Range
Composite Functions
Inverse functions
Exponential Functions
Logarithmic Functions
Growth and Decay

Skills Developed
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Manipulation of any form of polynomial expression, equation or inequality in order to simplify or
solve.
Visual (graphical) analysis of polynomial functions and their features.
Applications of equations and inequalities; identifying the math required to solve a problem
described verbally.
Reasoning; understanding valid and invalid arguments
Seeing angles as directed (rotations), understanding trigonometric ratios as components of circularfunctions.
Ability to solve any triangle that is determined.
Defining angles in radian measure.
Understanding sinusoidal graphs, what they represent and how they can be applied to explore thephysical world.
Understanding the various ways of representing data sets visually
Understand the various ways of summarizing data sets with various measures of centre and spread,and the advantages and disadvantages of each.
The ability to explore the relationship between variables with scatter plots and regression analysis
Understanding the distinct families of functions, and seeing commonalities in all of them through thelanguage of transformations
Understand exponential and logarithmic functions and how they apply to the natural world to growthand decay.
Understand inverse functions as reverse mappings of sets of numbers.

The Arts
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Course Description
The Grade 10 visual arts course encourages students to challenge their own creative and cultural
expectations and boundaries by exploring a range of art from different cultures and times. Students
investigate the links between Japanese art and Western art, exploring their similarities and differences anddeveloping analytical skills. Students are introduced to a range of media and techniques, and skills aredeveloped in these. The course is designed for students who want to go on to study visual arts in the IB
Diploma Programme, but seeks to enrich all students though the development of understanding andappreciation of visual arts.

Course Outline
Grade 10 1
Painting How have the arts of Japan and the West influenced each other?
Acrylic painting – colour, brush-marks.
Analysis of a work by Cezanne (annotation, cultural significance, formal qualities)
Creation of a painting after Cezanne.
Grade 10 1
Maps What are some of the approaches and methods used by contemporary artists?
Collage, photoshop Creation of a self-portrait using the theme of maps.
Presentation of the art-work and the intentions behind the choices of media and technique.
Grade 10 1
Comparative Study.
What are the similarities and differences between Japanese art and Western art?
Analysis Art terminology.
10 screen study of two art works one from Japan and one from Western art (cultural context, formal
qualities, intentions).
Grade 10 2
Wood carving What is art and what is craft?
Drawing, design, relief wood carving.

Skills Developed
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Acrylic painting – colour, brush-marks
Collage, photoshop
Analysis
Art terminology
Drawing, design, relief wood carving
Photographic skills – composition, viewpoint, framing, colour, tone, photoshop editing
Observational drawing
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Woodblock carving
Relief Printing

Assessment
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Analysis of a work by Cezanne (annotation, cultural significance, formal qualities)
Creation of a painting after Cezanne
Creation of a self-portrait using the theme of maps
Presentation of the art-work and the intentions behind the choices of media and technique
10 screen study of two art works one from Japan and one from Western art (cultural context, formal
qualities, intentions)
Creation of a wooden relief panel
Documentation of the process of design and making
14 photographs each exploring one technique/skill
Expressive drawing
Relief print

Positive Change Project
What is the Positive Change Project?
The Positive Change Project is an interdisciplinary research project undertaken by all G10 UWC ISAK
Japan students.
Students work in collaborative groups of four, to produce a report, presentation and an individual reflection
on a mission aligned topic of both personal and global significance.

When do students work on the Positive Change Project?
The Positive Change Project is launch after spring break and runs until the end of the school year. G10
students will work on the Positive Change Project during the regularly scheduled times Humanities andduring other times parallel to student’s regular schedule.

What is the purpose of the Positive Change Project?
The Positive Change Project will encourage students to identify issues and needs in a personal, local andglobal context, and propose ethical action to treat those issues and needs.
The Positive Change Project is designed to have a significant impact on the learning of students at the G10level and to prepare them for the skills and qualities required to succeed in G11 and G12
The Positive Change Project will enable students to channel their learning from Grade 10 into a holistic,
interdisciplinary project.

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Through the development of both collaborative and independent research, project planning, extended
analytical writing, editing and presentation skills, the project will help prepare students for the academic
demands of Grades 11 and 12.
The Positive Change Project will also provide an opportunity to hone approaches to learning such as time
management, communication and collaboration.

Mission Aligned Themes
In groups of four students select one of the following Mission Aligned Themes to based their project upon.
The bullet points underneath the Mission Aligned Themes are suggestions and not a definitive list.
Sustainability, Environment and Stewardship- Development- Resource scarcity- Agriculture- Food- Health
Peacemaking and Conflict Resolution- Human rights- Refugees- Diplomacy- Post-conflict societies
Innovation, Technology and Design- Entrepreneurialism- Communications- Engineering- Architecture- Infrastructure- Robots
Diversity, Inclusion and Integration- Mental health- Poverty- Identity- Inequality- Traditions and customs
The Arts and Society- Aesthetic and form
- Criticism- Funding- Censorship

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Examples of potential research questions
Groups will devise a research question that enables them to focus on one specific aspect of their selected
Mission Aligned Theme.
The following are examples of potential questions.
Theme: Diversity, Inclusion and Integration
Question: Should healthcare be universal and free?
Theme: Sustainability, Environment and Stewardship
Question: How can we become a plastic free society?
Theme: Peacemaking and Conflict Resolution
Question: Is the UN fit for purpose?
Theme: Innovation, Technology and Design
Question: Should coding be a compulsory subject in schools?
Theme: Art and Society
Question: What should a museum look like for the 21st century?

How do groups treat their research question?
Groups are to utilise a ‘mandala approach’. The mandala is a spiritual symbol in Hinduism and Buddhism
that represents the metaphysical cosmos. It is a support system for meditation assisting in one’s
contemplation of both the inner and outer world or universe.
In this context, groups will consider their question from a personal perspective, which may refer to theircultural backgrounds, school community or host nation, and from a global or international perspective.
Moreover, the Positive Change Project is interdisciplinary in nature. Consequently, all Positive Change
Projects must take into account methodologies, perspectives, skills and content from the arts andhumanities and the sciences.

Assessment
Assessment for the Positive Change Project has three distinct parts that look to award attainment based on
the followed principles:
Research
Communication
Critical Thinking
Creativity
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The Positive Change Project is awarded a total of 50 marks.
Assessment element

Marks available

Collaborative or
Individual

Critical Report25

Collaborative

Presentation

15

Collaborative

Reflection

10

IndividualMarksawardedUWC ISAK Japan
attainment level

42-50

7

36-41

6

30-35

5

24-29

4

19-23

3

13-18

2

1-12

1

The Critical Report - 25 marks
The Critical Report is a written report, with citations, not exceeding two thousand words in length that thegroups produce collaboratively.
It is divided into three sections
1. Identification of a problem - Suggested word limit 600 words
2. Analysis of previous attempted solutions - Suggested word limit 1200 words
3. Recommendations for change and an analysis of the recommendations - Suggested word limit 1200
words
The Critical Report can, with supervisor approval, take an alternative form. An analytical prose based reportwill still be required but the Critical Report can also employ the following formats:
1. Podcast
2. Documentary film
3. Television show
The Critical Report can, with supervisor approval, involve creating a product or scheme for systemicchange in a real and tangible sense. Projects that take this route will have to conduct market research andsubmit their proposals to relevant companies, boards or institutions for professional feedback.
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The Presentation - 15 marks
The Presentation is a ten minute synthesis of the Critical Report, written and presented by all members of
the group.
Individual Reflection - 10 marks
Each member of the group produces an 800 word individual critical and process reflection on the research
and writing of the report.
To aid in the Individual Reflection, students maintain a Process Journal throughout the project. Supervisors
will also utilise a Learning Habit rubric to review, advice and feedback on students progress throughout thecollaborative process.
Timeline
Specific deadlines will be set each year according to the demands of the calendar. The follow is asuggested template.
Dates

Work

20 March - 23 March

Introduction of the Positive Change Project,collaborative groups established

23 March - 7 April

Research questions drafted

8 - 29 April

Research and planning phase

30 April - 5 May

Detailed outlined submitted and reviewed

6 May - 20 May

Critical Report written and submitted

21 May - 1 June

Presentation written and rehearsed

2 June - 3 June

Presentation Days

4 June - 10 June

Reflection written and submitted

11 June - 13 June

Feedback

Who supervises the Positive Change Project?
Teachers of participating G10 classes/subjects (Humanities) will be allocated groups and will be responsible
for grading the Critical Report. Other G10 teachers are also encouraged to volunteer to supervise groups
and students are encouraged to work closely with their current G10 teachers.
Based on the premise of five participating teachers, each teacher will most likely supervise two Positive
Change Projects.

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Faculty who are interested may volunteer to supervise projects regardless of teaching assignments.
Who assesses the Positive Change Project?
The Critical Report - graded by supervisor (using a process of moderation with other participating teachers)
The Presentation - graded by G10 peers (with final moderation by participating teachers)
Individual Reflection - graded by supervisor.
How is the grade reported?
The final grade for the Positive Change Project will incorporated into the attainment level for G10
Humanities and the title of the PCP will be stated on each students’ transcript.
Assessment Rubrics
Below are the assessment rubrics for the three constituent parts of the Positive Change Project, specificallythe Critical Report, the Presentation and the Reflection

Critical Report Rubric
Marks

22-25
Original
Sophisticated
Lucid
NuancedCompelling
Accurate
Precise
Revealing
Fascinating
Masterful
Bold

19-21
Thorough
Exact

AnalysisContent

Structure

Ideas

Our Critical Reportprovides a sophisticatedsynthesis of existingideas and content on the
topic in question. We
have thoroughly
evaluated the merits ofcurrent thinking andinterpretations. we haveintegrated our sources’
values and limitations
into our argument andmay have made insightfulcomparisons/contrasts.
We have provided
excellent context. We
have devised a nuanced
and precise thesis thatputs forward a compellingand original answer to thequestion and supports itwith superb criticalcommentary.

Our Critical Report
supports our thesis withthorough and objective
research taken from boththe arts and humanities
and the sciences.
Throughout the essay wehave provided accuratequantitative andqualitative evidence
obtained from a diverse
range of primary andsecondary sources. wehave made insightful
editorial choices of what toinclude and what to leaveout.

Our Critical Report has
categorised, organised
and prioritised thecontent into instructive
themes or factors. We
have precisely expressed
the relationshipbetween the themes.
We have maturely
integrated subject
specific vocabulary.
Where appropriate, wehave expertly provided
citations andbibliography.

Our Critical Reportunderstands the full
implications of thequestion and may
challenge assumptions
and misconceptions. We
have made engaging
connections between
topics. We have maderevealing analogies andposed fascinating
rhetorical questions.
We have maderecommendations thatare original and viable.

Our Critical Reportprovides a thoroughsynthesis of existingideas and/or content on

Our Critical Report
supports our thesis withthorough and objective
research taken from both

Our Critical Report has
categorised, organised
and prioritised thecontent into

Our Critical Reportunderstands the major
implications of thequestion and may

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Engaging
AccurateThoughtful
IndepthInsightfulStrongAmbitious
Persuasive

15-18
Generalised
Relevant
Detailed
Appropriate
Interesting
DirectEffective

11-14
Satisfactory
Inconsistent
Narrative
Descriptive
Adequate
Sufficient

the topic in question. We
have evaluated the meritsof current thinking andinterpretations. We haveintegrated our sources’
values and limitations
into our argument andmay have made strong
comparisons/contrasts.
We have provided
excellent context. We
have devised an exact
thesis that puts forward
an engaging answer tothe question and support
it with persuasive criticalcommentary.

the arts and humanities
and the sciences.
Throughout the essay We
have provided accuratequantitative andqualitative evidence
obtained from a range ofsources. We have madeinsightful editorial choicesof what to include andwhat to leave out.

representative themes orfactors. We haveexpressed therelationship between
the themes. We haveintegrated subject
specific vocabulary.
Where appropriate, We
have expertly provided
citations andbibliography.

challenge it. We havemade thoughtfulconnections between
topics. We have madeinteresting analogies
and posed usefulrhetorical questions.
We have maderecommendations thatare original and tosome extent viable.

Our Critical Reportprovides a good
synthesis of existingideas and/or content on
the topic in question. We
have described thecurrent thinking and/orinterpretations. We haveintegrated our sources’
values and limitations
into our argument andmay have madecomparisons/contrasts.
We have provided
appropriate context. We
have devised a relevant
thesis that puts forward
an effective answer to thequestion and support itwith criticalcommentary.

Our Critical Report
supports our thesis withsome detailed research.
Throughout the essay We
have mostly provided
accurate evidence
obtained from appropriate
secondary sources fromboth the arts andhumanities and thesciences. We have madeeditorial choices of what toinclude and what to leaveout. I may have drifted too
close to a general
discussion or narrative.

Our Critical Report has
categorised, organised
and prioritised thecontent into relevant
themes or factors. We
have used subject
specific vocabulary.
Where appropriate, We
have provided consistentcitations andbibliography.

Our Critical Reportunderstands most of theimplications of thequestions. We havemade thoughtfulconnections between
topics. I may have madeappropriate analogies
and posed interesting
rhetorical questions.
We have maderecommendations thatare to some extent
viable.

Our Critical Reportprovides a solidsynthesis of existingideas and/or content on
the topic in question. We
have partially described
the current thinking
and/or interpretations
but may have made small
errors in the explanation.
We have indirectly
mentioned our sources’
values and limitations
and may have attempted
comparisons/contrasts.
We have provided
adequate context. We
have a thesis that puts
forward an appropriate

Our Critical Report
supports our thesis withsome research. We haveprovided sufficientaccurate evidence
obtained from generally
appropriate secondary
sources taken from boththe arts and humanities
and the sciences. I may
have made inconsistent
editorial choices of what toinclude and what to leaveout.

Our Critical Report has
categorised andorganised the content
into relevant themes orfactors. We have tried touse subject specificvocabulary. Where
appropriate, We haveprovided appropriate
citations andbibliography (may beminor inconsistencies informatting)

Our Critical Reportunderstands many of theimplications of thequestions but We havetaken a narrowapproach. We havemaderecommendations.

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answer to the questionand supports it with somecritical commentary.

8-10
Rudimentary
LimitedIncomplete

Our Critical Report
partially accurate
synthesis of existingideas and/or content on
the topic in question. We
have not described thecurrent thinking andinterpretations. We havenot mentioned oursources’ values andlimitations nor madecomparisons/contrasts.
We have provided somecontext albeit
inconsistently or withsome errors. We have athesis that does not put
forward an appropriate
answer to the questionand support it withrudimentary criticalcommentary.

Critical Report suggests
limited research andincomplete evidence.
There may be historical
factual errors.

Our Critical Report has
inconsistently
categorised the content
into themes or factors or
focuses entirely on anarrative account.
Where appropriate, We
have provided
inconsistent citations
and bibliography.

Our Critical Report does
not understand theimplications of thequestions but has madean honest attempt toanswer the question.

Presentation Rubric
Marks

Planning

Research

AnalysisPresentationUWC ISAK Japan G10 Academic Handbook 2022-2023

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13-15
Original
Sophisticated
Lucid
NuancedCompelling
Accurate
Precise
Revealing
Fascinating
Masterful
Bold

11-12
Thorough
Exact
Engaging
AccurateThoughtful
IndepthInsightfulStrongAmbitious
Persuasive

9-10
Generalised
Relevant
Detailed
Appropriate
Interesting
DirectEffective

We have unpacked thedemands of thequestion, expressing its
full implications. We
have outlined asophisticated scope of
the investigation
recognising the major
themes, events andplayers to both include
and exclude. We haveidentified a rigorous
methodology that takes
into account ancomprehensive range ofexisting literature. We
allocated work equally,
logically and effectively.

We have primarily
consulted significant
texts in the field of inquiry.
We have compiled acomprehensive andbalanced bibliography
including a wide range ofprimary and secondary
sources. We havecreatively enhanced theresearch with a dynamic
range of materials notconsidered traditional
historical sources, such as
visual art, fiction andpoetry, film, architecture
and philosophical writings.

We have produced an
original and balanced
argument and thesis,
organised according tothematic factors, andacknowledging
complexity whereappropriate. We have
explored theinterrelationships
between the factors. We
have evaluated multiple
perspectives, integratingthem into the argument.
We have supported ourclaims with nuanced andprecise evidence. We
have made revealing
connections, analogies
and/or metaphors.

We have presented
boldly with an original
voice consistently
demonstratingcompassion andunderstanding. We
distributed speaking
roles expertly. We
presented with only
minimal aides dememoire. We chosecompelling audio-visual
accompaniments thatenhanced the audience’s
mastery. We employed asophisticated structureand finished within thetime limit. We engaged
the audience andresponded toquestions with some
nuance, understanding,skill and confidence.

We have unpacked thedemands of thequestion, expressing
significant implications.
We have outlined a welldeveloped scope of theinvestigation
recognising the major
themes, events andplayers to both include
and exclude. We haveidentified amethodology that takes
into account a wide
range of existing
literature. If appropriate,
we allocated work
equally and logically.

We have identified andexamined the significant
texts in the field of inquiry.
We have compiled athorough and balanced
bibliography including awide range of primary andsecondary sources. We
have enhanced theresearch with a range ofmaterials not considered
traditional historicalsources, such as visual art,fiction and poetry, film,architecture andphilosophical writings.

We have produced astrong and balanced
argument and thesis,
organised according tothematic factors. We
have addressed theinterrelationships
between the factors. We
have discussed different
perspectives, integratingthem into the argument.
We have supported ourclaims with persuasive
evidence. We have madehelpful connections,analogies and/or
metaphors.

We have presented with
an authoritative voice
demonstratingcompassion andunderstanding. If
appropriate, we
distributed speaking
roles with balance andprecision. We presented
with only minimal aides
de memoire. We choseaudio-visual
accompaniments thatenhanced the audience’s
understanding. We
employed an insightful
structure and finishedwithin the time limit. We
engaged the audienceand responded toquestions with someunderstanding skill andconfidence.

We have unpacked thedemands of thequestion, generally
expressing relevant
implications. We haveoutlined a detailed scopeof the investigation
recognising the major
themes, events andplayers to include. We
have identified amethodology that takes

We have acknowledged
the significant texts in thefield of inquiry. We havecompiled a detailed andgenerally balanced
bibliography including aneffective range of primaryand secondary sources.
We have enhanced theresearch with somematerials not considered
traditional historical

We have produced acredible and generally
balanced argument andthesis, organised
according to thematic
factors. We haveintroduced theinterrelationships
between the factors. We
have discussed different
perspectives, but havenot integrated them into

We have presented withclarity demonstratingsome compassion andunderstanding. If
appropriate, we
distributed speaking
roles effectively. We
presented with someaides de memoire. We
chose audio-visual
accompaniments that
helped to develop the

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7-8
Narrative
Descriptive
Adequate
Sufficient

5-7

into account a range ofexisting literature. If
appropriate, we
allocated work equally.

sources, such as visual art,fiction and poetry, film,architecture andphilosophical writings.

the argument. We havesupported our claims
with relevant evidence.
We have made someconnections, analogies
and/or metaphors.

audience’s
understanding. We
employed an appropriate
structure and finishedmore or less within thetime limit. We generally
engaged the audienceand responded to mostquestions witheffectively.

We have unpacked thedemands of thequestion, expressing
some implications. We
have outlined anadequate scope of theinvestigation largely
recognising the major
themes, events andplayers to include. We
have identified amethodology that takes
into account someexisting literature. If
appropriate, we
allocated work.

We may haveacknowledged some of thesignificant texts in thefield of inquiry. We havecompiled a sufficientbibliography including
some primary andsecondary sources,
though this may lackbalance. We haveenhanced the researchwith an example ofmaterials not considered
traditional historicalsources, such as visual art,fiction and poetry, film,architecture andphilosophical writings.

We have produced aplausible argument andthesis that
acknowledges thematic
factors but may lackbalance. We developed athesis. We haveattempted to introduce
the interrelationships
between the factors. We
may have mentioned
perspectives, but havenot integrated them into
the argument. We havesupported our claims
with adequate evidence.
We have attempted tomake connections,analogies and/or
metaphors with limited
success.

We have presented
mostly with clarity
demonstrating somecompassion andunderstanding. If
appropriate, we
distributed speaking
roles but perhaps withinconsistent results. We
mostly presented with ascript. We choseaudio-visual
accompaniments thatoccasionally developed
the audience’s
understanding but may
have been too sparse or
too descriptive. We
employed a largely
narrative structure andstruggled to meet thetime limit. We generally
engaged the audienceand responded to mostquestions withadequately.

The criteria for
Satisfactory has not beenmet.

The criteria for Satisfactoryhas not been met.

The criteria for
Satisfactory has not beenmet.

The criteria for
Satisfactory has notbeen met.

Reflection Rubric
Marks

Process

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33

9-10
Original
Sophisticated
Lucid
NuancedCompelling
Accurate
Precise
Revealing
Fascinating
Masterful
Bold

7-8
Thorough
Exact
Engaging
AccurateThoughtful
IndepthInsightfulStrongAmbitious
Persuasive

5-6
Generalised
Relevant
Detailed
Appropriate
Interesting
DirectEffective

3-4
Narrative
Descriptive
Adequate
Sufficient

1-2

My reflections on planning,decision-making and collaboration
showed evidence of an outstanding
appreciation for the processes ofresearch, writing and presenting.

My reflections showed evidence of an outstanding
appreciation for the major challenges facing thoseworking in the field we researched. I have beenable to expertly analyse the nature of thosechallenges and evaluate our responses to them.

I have articulated persuasively how myskills as a researcher have developed.

I have articulated persuasively how my intellectual
capacity has developed throughout the project.

My reflections on planning,decision-making and collaboration
showed evidence of a strong
appreciation for the processes ofresearch, writing and presenting.

My reflections showed evidence of a strong
appreciation for the major challenges facing thoseworking in the field we researched. I have beenable to analyse the nature of those challenges andevaluate our responses to them.

I have articulated persuasively how myskills as a researcher have developed.

I have articulated persuasively how my intellectual
capacity has developed throughout the project.

My reflections on planning,decision-making and collaboration
showed evidence of an appreciation forthe processes of research, writing andpresenting.

My reflections showed evidence of an appreciation
for the major challenges facing those working in
the field we researched. I have been able topartially analyse the nature of those challenges
and evaluate our responses to them.

I have articulated how my skills as a
researcher have developed.

I have articulated how my intellectual capacity has
developed throughout the project.

My reflections on planning,decision-making and collaboration
showed evidence of some appreciation
for the processes of research, writing
and presenting.

My reflections showed evidence of someappreciation for the major challenges facing thoseworking in the field we researched. I have beenable to partially analyse the nature of thosechallenges and evaluate our responses to them.

I have partially articulated how my skills
as a researcher have developed.

I have partially articulated how my intellectual
capacity has developed throughout the project.

My reflections on planning,decision-making and collaboration
showed little evidence of any
appreciation for the processes ofresearch, writing and presenting.

My reflections showed little evidence of any
appreciation for the major challenges facing thoseworking in the field we researched. I haveattempted some analysis of the nature of thosechallenges and evaluate our responses to them.
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I have not articulated how my skills as a
researcher have developed.

I have not articulated how my intellectual capacity
has developed throughout the project.

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