English Language and Literature

• MYP Years: 1-5
• IS Premjers Grades: 5-9

Russian Language and Literature

• MYP Years: 1-5
• IS Premjers Grades: 5-9

Latvian Language

• MYP Years: 1-5
• IS Premjers Grades: 5-9

Spanish / German Language

• MYP Years: 1-5
• IS Premjers Grades: 5-9

Standard Mathematics

• MYP Years: 1-3
• IS Premjers Grades: 5-7

Extended Mathematics

• MYP Years: 4-5
• IS Premjers Grades: 8-9

Sociology

• MYP Years: 1-3
• IS Premjers Grades: 5-7

History

• MYP Years: 2-5
• IS Premjers Grades: 6-9

Geography

• MYP Years: 3-5
• IS Premjers Grades: 7-9

Interdisciplinary Sciences

• MYP Years: 1-2
• IS Premjers Grades: 5-6

Biology

• MYP Years: 3-5
• IS Premjers Grades: 7-9

Chemistry

• MYP Years: 4-5
• IS Premjers Grades: 8-9

Physics

• MYP Years: 4-5
• IS Premjers Grades: 8-9

Integrated Performing Arts

• MYP Years: 1-3
• IS Premjers Grades: 5-7

Visual Arts

• MYP Years: 1-3
• IS Premjers Grades: 5-7

Drama

• MYP Years: 4-5
• IS Premjers Grades: 8-9

Music

• MYP Years: 4-5
• IS Premjers Grades: 8-9

Integrated Visual Arts

• MYP Years: 4-5
• IS Premjers Grades: 8-9

Combined Digital and Product Design

• MYP Years: 1-5
• IS Premjers Grades: 5-9

Physical and Health Education

• MYP Years: 1-5
• IS Premjers Grades: 5-9

Each subject group is assessed on the four criteria.
Each criterion has eight possible levels of achievement: (0-8).

A: Analyzing
B: Organizing
C: Producing text
D: Using language

A: Listening
B: Reading
C: Speaking
D: Writing

A: Knowing and understanding
B: Investigating patterns
C: Communicating
D: Applying mathematics in real-world contexts

A: Knowing and understanding
B: Investigating
C: Communicating
D: Thinking critically

A: Knowing and understanding
B: Inquiring and designing
C: Processing and evaluating
D: Reflecting on the impacts of science

A: Knowing and understanding
B: Developing skills
C: Thinking creatively
D: Responding

A: Inquiring and analyzing
B: Developing ideas
C: Creating the solution
D: Evaluating

A: Knowing and understanding
B: Planning for performance
C: Applying and performing
D: Reflecting and improving performance

A: Planning
B: Applying Skills
C: Reflecting

A: Disciplinary grounding
B: Synthesizing
C: Communicating
D: Reflecting

The final grade is determined by adding together the achievement levels (0-8)
for all four criteria. The achievement level totals are converted into a grade on
a scale of 1-7 with grade descriptors.

Boundary guidelines: 1–5Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.

Boundary guidelines: 6–9Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.

Boundary guidelines: 10–14Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.

Boundary guidelines: 15–18Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.

Boundary guidelines: 19–23Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.

Boundary guidelines: 24–27Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real- world situations, often with independence.

Boundary guidelines: 28–32Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.