Language A
Language A is defined as the student’s best language. It is typically but not necessarily the language of instruction in the school, and is clearly fundamental to the curriculum as it crosses the boundaries of the traditional disciplines.
Language is the basic tool of communication in the sense of enabling a student to understand and be understood, and to establish their own identity. Language is also the avenue by which one gains access to literature and thereby to the cultural treasury of civilization.
Language A courses therefore include the study of:
- The instrumental function of a language where listening, viewing, speaking, reading and writing skills are emphasized.
- Literature, which encompasses a variety of periods and genres.
Language B
The primary aim of language B is to encourage students to gain competence in a modern language other than their mother tongue, with the long-term goal of balanced bilingualism.
In addition, the study of language B aims to:
- encourage in the student a respect for and understanding of other languages and cultures
- provide a skills base to facilitate further language learning.
Proficiency in a second language gives students:
- access to a broader range of input, experiences and perspectives
- the enjoyment of being able to communicate in a language other than their mother tongue.
It is also acknowledged that learning another language greatly contributes to the holistic development of students and is believed to raise achievement in other subject areas.
All students receive teaching in Danish and one other language. At The Cosmo the students can choose between German and French.
History & Geography
Schools may choose to teach these subjects as distinct courses or as one integrated course, and may vary the structure for different year groups.
Within the aims and objectives of this subject group, there are concepts that students must address and skills that must be developed over the five years of the programme. These include:
- The concepts of time, place and space, change, systems and global awareness
- technical, analytical, problem-solving and investigative skills.
The primary aim of the humanities course is to develop the understanding and application of concepts and skills rather than prescribe and assess content.
Sciences
This subject group consists of the traditional subjects of biology, chemistry and physics.
Also included are topics, concepts and issues from other branches of science, such as earth and health sciences.
The study of science aims to provide students with both a body of knowledge and an understanding of the scientific approach to problem solving. The ability to formulate hypotheses, design and carry out experiments to test them, and evaluate results constitutes the framework within which specific content is presented.
Among other skills, students are expected to:
- use basic laboratory equipment safely and efficiently
- make sensible estimates and take accurate measurements
- make scientifically supported arguments.
Students are also encouraged to relate the content of the classroom and laboratory to the realities of life as they develop critical thinking and problem-solving skills.
An awareness of the increasingly international context of scientific activity, its impact and limitations as well as the constant evolution of scientific knowledge and understanding is also promoted. Students are encouraged to consider science as a constantly evolving cooperative venture between individuals and among members of the international community, influenced by social, economic, technological, political, ethical and cultural surroundings.
Mathematics
Mathematics in the Middle Years Programme aims to provide students with an appreciation of the usefulness, power and beauty of the subject.
One aspect of this is the awareness that mathematics is a universal language with diverse applications. The Middle Years Programme promotes an understanding of how cultural, societal and historical influences from a variety of cultures have shaped mathematical thought.
Schools are required to develop schemes of work according to a framework that includes five branches of mathematics:
- number
- algebra
- geometry and trigonometry
- statistics and probability
- discrete mathematics.
Aims and objectives include:
- understanding mathematical reasoning and processes
- the ability to apply mathematics and to evaluate the significance of results
- the ability to develop strategies for problems in which solutions are not obvious
- the acquisition of mathematical intuition.
The arts
The arts subject group of the curriculum encompasses:
- visual arts
- performing arts
From the earliest times, artistic expression has been common to all cultures as human beings make statements through a variety of non-verbal forms and create objects which are aesthetically pleasing. Beyond barriers of language, the discovery of the cultural values of civilizations through their artistic production is one of the best ways to promote international understanding.
Students are brought into contact with the art forms and aesthetic values of other cultures as well as their own, and are helped to develop perceptions between ideas and art. They are also encouraged to identify particular creative abilities and to master techniques appropriate to that form of expression.
In addition, the course:
- organizes learning around the creative cycle—a dynamic, ongoing process of sensing, planning, creating and evaluating art, and one in which all the senses are involved
- encourages creative energy, communication, interaction and reflection
- aims to help the student become a developing artist—one who is able to assess the level of skill and target the areas that need development
- seeks to acquaint young people with the creations of men and women whose works have proven to be of enduring worth.
Physical education
The aim of physical education in the Middle Years Programme is to facilitate
- physical
- intellectual
- emotional
- social development.
The aim of this course is to cultivate a healthy and active lifestyle for students. It therefore advocates activities that are not only enjoyable but also contribute to healthy living. Students are helped to develop the motor skills necessary to enable them to participate successfully in a variety of physical activities, and to learn about the nature of physical fitness.
This subject area also serves to promote intercultural awareness, since physical education is a reflection of elements of history, culture and values. It also enables students to establish links between different areas of experience and provides opportunities for different forms of self-reflection, communication and team work.
Technology
This course is essentially concerned with solving problems in an effort to stimulate students’ ingenuity and to encourage them to combine intellectual talents and practical skills.
Schools are granted flexibility in the choice of technology subjects, but each course provides a balance between three key areas:
- systems
- information
- materials.
In particular, students are encouraged to display ingenuity and creativity in devising practical solutions to given tasks. Students use the design cycle to:
- investigate
- design
- plan
- create
- evaluate.
This subject area is valuable for reinforcing and integrating skills learned in other disciplines, especially in the presentation and handling of data and the processes involved in the design and manufacture of a product. At the same time, it fosters awareness of the social and ethical implications of technological development.
