Grade 10 Curriculum Guide 2021-2022 by Raha International School

The International Baccalaureate Middle Years Programme

Raha International School Grade 10 Curriculum Guide 2021-2022

Welcome to the final year of the Middle Years Programme! By now the majority of students display competence and confidence with the systems and structures of the MYP. If you are new to the MYP, kindly refer to the MYP introduction video as well as subject-specific videos which are all located in the MYP section of the Secondary webpage: https://www.ris.ae/ourcommunity/the-secondary-school/myp Lines of communication In the MYP we use ManageBac as the primary source of information sharing, with students as well as parents. During elearning, Microsoft Teams has become the main teaching platform, with ManageBac being used primarily for communications about assessments, and the destination for uploading assessment tasks. Please ensure that you log in on a regular basis, and also ask your child to show you how they navigate the platform. From time to time you may receive emails from your child’s teachers. Feel free to contact your child’s subject teachers if you have any questions, or the Head of Faculty if deemed necessary. The Heads of Grade should only be contacted about non-academic issues, as far as possible. Parent conferences and reporting periods In the MYP we operate on a two semester system, with interim reports half-way through each semester. Due to the continuous flow of information about assessments on ManageBac there are no protracted narratives in any of the reporting periods. Rather, the focus is on ATL skills as well as current academic standing in each subject area. The Interim 1 (November) and Semester 1 (February)

reports are closely followed by the three-way conferences so that improvement plans can be agreed on in preparation for the next reporting period. Interim 2 reports are released in the first week of May, with end of year (Semester 2) reports available during the final week of school.

Aspects of Teaching and Learning in the MYP The units of study are regularly updated to include the most relevant, up-to-date concepts, content and teaching strategies, resulting in the highest possible quality of teaching and learning. Teaching and learning in the MYP is conceptual, contextual and skills-focused. We embrace the principles of the metacognitive regulation cycle (see the image below). For additional information about metacognition in the MYP, the MYP Decoded podcast has two episodes dedicated to this topic: Apple Podcasts or Spotify.

In the MYP there are six Global Contexts. These form the foundation of any unit of study in the MYP and students will have opportunities to experience all the global contexts during their Key Concepts time in the MYP. In addition to the Global Contexts, units of study are framed using Key and Related Concepts. Students will explore the 16 Key Concepts (in the table) during each year of the MYP, across the eight subject groups. The Related Concepts are subject-specific.

Will students be ready for the challenge of the Diploma Programme? Published statistics from the past few years have shown clearly that students progressing from the MYP to the Diploma Programme perform better than students entering the DP from other curriculums. In addition, our DP results at Raha have been consistently far superior to the World Average. Here is a recent article outlining the positive impact of the MYP. There are also certain non-MYP requirements in the UAE: All students study Moral Education and Social Studies (up to G9). Native Arabic language speakers study Social Studies in Arabic, as well as Islamic Studies (if Muslim). Non-native Arabic speakers study Social Studies in English, and if an Islamic student they take Islamic Studies in English.

What is Service as Action?

Approaches to Learning (ATL) skills are mapped onto the assessment criteria strands in the MYP curriculum, and additional unit-specific and core skills are developed throughout the year. ATL skills are a feature of all three IB programmes, but the 10 clusters are a unique MYP feature.

Helping society starts in the classroom and extends beyond it, requiring students to take an active part in the communities in which they live. The emphasis is on developing community awareness and concern, and the skills needed to make an effective contribution to society.

Service as Action Requirements Grade 6 ▪ Complete the necessary Curriculum Cycle in Science (Ecosystems). ▪ Encouraged to complete some activities throughout the year.

Grades 7 & 8 ▪ Complete the necessary Curriculum Cycles: o Grade 7 – Humanities (UN Symposium); o Grade 8 – Maths (Statistics: Global Issues). ▪ Encouraged to complete some activities throughout the years. ▪ Meet 5 of the 7 learning outcomes by the end of Grade 8. ▪ A Full Cycle Service as Action Activity looks like this:

Grades 9 & 10 ▪ 2 Full, Independent Cycles recorded on ManageBac by the end of Grade 10: o One FULL Cycle in Grade 9; o One FULL Cycle in Grade 10. ▪ All Learning Outcomes met by the end of Grade 10. ▪ Do different activities that you don’t Investigate & Plan yourself.

Personal Project A self-directed project in which students have the opportunity to produce a product of their choosing. This may take the form of a book, video, object, website or plethora of other options. Students have a supervisor to guide them through the process. The project culminates in the Report, a high-quality piece of written work demonstrating the student’s proficiency in investigating, planning, taking action and reflecting.

The exhibition of the products takes place in February, with the deadline for submission of the report being towards the end of February. Students will be fully aware of all the deadlines. The projects are internally marked and standardised, and then externally moderated by the IB. This is a mandatory component of the MYP, and students need to pass with a grade of 4 as part of the requirements for being awarded the Raha MYP Certificate.

Quick reference guide to MYP assessment • • • • •

Each subject is assessed using four criteria (A, B, C and D). Each criterion carries a maximum score of 8. For each reporting period (apart from Interim 1), teachers will make a decision as to the ‘best fit’ score for each of the four criteria. No averages are used in the MYP. The total of the four criterion scores (out of 32) translates into a final grade (1-7) for the subject. Conversions: 28-32 (7), 24-27 (6), 19-23 (5), 15-18 (4), 10-14 (3), 6-9 (2), 1-5 (1).

Course Overviews In the pages that follow, the curriculum summary for each subject studied in the MYP at RIS is presented, using the following sequence: • • • • • • • • •

A short description of the year ahead. The specific ATL skills which have been mapped onto the assessment criteria strands in the respective subject. The title of the unit. The statement of inquiry (This statement expresses the relationship between concepts and context; it represents a transferable idea supported by factual content). The Global context. The Key concept (from the 16 options). The Related concepts (from the list of subject-specific concepts in an IB-provided list). The criteria which will be assessed (from A, B, C, D). The learning experiences (content/objectives of the unit)

Language and Literature A- Analysing C- Producing Text

B- Organising D- Using Language

English The final year of Language and Literature provides students with the opportunity to challenge themselves with sophisticated analytical structures in preparation for the rigour of the Diploma Programme, while also continuing to demonstrate their understanding through creative mediums within real-world scenarios. Throughout the first unit, “Podcasts on Blast”, students will inquire into new media forms by investigating several different genres of podcasts and ultimately creating their own. The second unit, “Coming of Age Around the World”, equips students to recognise how a unique literary theme deviates based on cultural and historical context and how literary texts can depict universal qualities despite these contexts. In Semester Two, students study the dystopian novel Fahrenheit 451 in their unit “All the Years Set Aflame” through a focused critical literary lens to appreciate its formal construction. Students will also produce a documentary that exposes how relevant the

themes are in modern society. Finally, students will explore the use of artistic expression to challenge prevailing attitudes to global issues in the unit “Documenting Destiny” and produce a documentary illuminating a global issue of their choice, along with a written rationale explaining their artistic choices. The learning experiences listed below are an example of the types of activities which may be taught in each respective unit. However, each teacher will carefully plan a variety of learning activities for their specific class based on the UDL (Universal Design for Learning) model of providing multiple means of engagement, representation and expression. The selection of learning experiences will be based on the unique strengths and challenges of each class.

ATL Skills Communication Skills Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (1.2a) Ai: use intercultural understanding to interpret communication (1.1b) Aii: analyse the effects of the creator’s choices on an audience (1.2d) Bi: employ organizational structures that serve the context and intention (1.2e) Ci: Use a variety of media to communicate with a range of audiences (1.1c) Cii: make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience (1.2e) Ciii: select relevant details and examples to develop ideas. (1.2d)

Di: use appropriate and varied vocabulary, sentence structures and forms of expression (1.2d) Dii: write and speak in a register and style that serve the context and intention (1.2e) Diii: use correct grammar, syntax and punctuation (1.2e) Div: spell (alphabetic languages), write (character languages) and pronounce with accuracy 1.2e) Dv: use appropriate non-verbal communication techniques. (1.1c) Dv: Interpret and use effective modes of non-verbal communication (1.1d) Research Skills Biii: use referencing and formatting tools to create a presentation style suitable to the context and intention. (6d) Thinking Skills Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (8a) Aiii: justify opinions and ideas, using examples, explanations and terminology (8b) Aiv: evaluate similarities and differences by connecting features across and within genres and texts (8a) Bii: organize opinions and ideas in a sustained, coherent and logical manner (8b) Ci: produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process (9e, 8h, 1.1c, 9a)

Unit 1: Podcasts on Blast Statement of Inquiry: Podcasts create an innovative virtual space for self-expression and establish niche communities. Global context: Scientific and technical innovation Key concept: Communication Related Concepts: Genres, Point of View, Self-Expression Assessed Criteria: A, B, C, D.

Learning Experiences: -

Podcast Research Mini-carousel - students will research and define the history and evolution of podcasts, identify successful podcasts, and the technologies commonly used. Present their findings in a group setting to the class. Statistical Analysis - Students will explore the current genre landscape of podcasts through charts and statistics, and differentiate between format and content as genre markers, to gain an insight into suitable market spaces for their own podcast. They will analyse statistical evidence to identify trends, foci and audience traits and use this information to inform their creative choices. Working in groups, they will come to conclusions about popular and niche genres to present to the class. P.O.D.C.A.S.T. at-Home Independent Annotation - Students will investigate formatting conventions using free choices from exemplar material and complete active listening sheets to identify genre traits in the samples. Students will present each of the above inquiries to the class, to develop

confidence in public speaking prior to the final recording process. Trial and Error Ethics Court Case - Students will explore ethical considerations in media broadcasting by investigating a series of simple scenarios relating to privacy, monetisation and moral conduct. They will conduct mock trials, prosecuting celebrity figures accused of ethical misconduct, and using research, prior legal precedent, and international laws to justify their case. Script-Writing Workshop - Students will research and examine script-writing conventions and decide on the most suitable format to fit the requirements of their chosen podcast genre, whilst considering structure vs. ad-lib, musical interludes, direction, etc. Voice Academy - Students will partake in a 'Voice Academy' in which they explore their vocal properties, range, tone and timbre, with a view to more effectively using their voice for effective broadcasting. Crowdsourcing Tech Aids - Students will research and "review" select technological aids, i.e. hardware and software options for effective recording, processing and editing of their final podcasts and post their review on a shared online document for others to peruse and use to select their final aids of choice for their summative task. I Used to Think... Now I think... - To reflect on the unit and their learning, students will answer this prompt in writing addressing what they think about podcasts as a medium.

These will be posted and shared so the class can see how the students' thinking is developing.

Unit 2: Coming of Age Around the World Statement of Inquiry Identity formation and the search for personal agency are universally explored as individuals come of age. Global context: Identities and Relationships. Key concept: Connections. Related Concepts: Character, Context, Setting, Theme. Assessed Criteria: A, B, D.

Learning Experiences: Coming of Age Around the World Gallery Walk - Students investigate what 'coming of age' means by exploring coming of age rites around the world. They will apply the "See Think Wonder" visible thinking technique and share their ideas on sticky notes around the class. Personal Anecdotes - Students will write a personal narrative in which they share an experience that they consider have contributed to their coming of age based on provided transitional dichotomies. These transitions become subjectspecific language they use to describe how the protagonists they analyze transition into adulthood. Annotation Carousel - Students develop annotation skills whilst exploring representations of coming of age in their first text, 'Flowers'. They then apply those annotation skills to the second text, 'Boys and Girls' by Alice Munro, using 'Expert Group'

carousel activities. They investigate theme, symbolism, imagery, character development, setting and plot development, and use their knowledge to contribute to the group essay outcome. Students use the 'Framework for Literary Analysis' to investigate the text and make connections between the self-led texts and the class-studied ones. Gender Advertising Analysis - Students analyze two commercials for the same product, targeted at different genders, looking at how the content varies based on assumptions and associations with gender. Students explore how these assumptions vary geographically and culturally by finding advertisements from different cultures and discussing their discrepancies. Food and Culture Mini-Presentations - Students utilise their annotation and analysis skills to investigate a third text, 'Sea Urchin'. They are responsible for creating and presenting an aspect of the text to the class. Book Club and Carousel - The remaining three texts will be dealt with in a 'book club' style. Students will have two lessons in groups to research, analyse, evaluate, and synthesise a 20minute presentation for the rest of the class. They must also design a learning activity which will allow their classmates to learn effectively about the assigned text. Presentations are shared with the class and used for self-study. The three texts are: 'The Women's Swimming Pool'; 'In the Shadow of War' and 'Kura'.Students use the 'Framework for Literary Analysis' to

investigate the text and make connections between the self-led texts and the class-studied ones. Creative writing - Students will create a fictional piece in which they reflect on one of the coming-of-age moments from the point of view of the character, now an adult. Students explore expected conventions in comparative writing, including paragraph structure, effective technical comparisons, thesis statements and effectively establishing a line of thought to retain cohesion between texts.

Unit 3: All the Years Set Aflame (Fahrenheit 451) Statement of Inquiry: Dystopian fiction exposes how totalitarian societies suppress the freedom of individual thought and identity. Global context: Fairness and Development Key concept: Identity Related Concepts: Genre, Style, Theme Assessed Criteria: A, B, D

Learning Experiences: Harrison Bergeron Short Film Discussion - students will watch a short dystopian film as an introduction to the dystopian fiction genre and discuss the themes and implications of the story. Influential text Inquiry - Exploring the effect of an influential banned text of their choosing on the wider development of the society in which it exists. They will use inquiry skills, analysis and evaluation techniques to assess the merits of the text from

a societal viewpoint. Book club discussion of Fahrenheit 451 - in small groups, students will divide the book into three sections to discuss on three different occasions. They will prepare discussion questions and key passages and lead the discussion themselves. Reading supporting texts - studying a selection of support texts (e.g. Dallas News article), and in analysing them, gain an insight into the effects of censorship, whether positive or negative. They will form their own opinions and debate their viewpoint with the class. Genre analysis - students will familiarise themselves with the genre conventions of science-fiction and dystopian literature through an analysis of well-known modern examples to contextualise the concepts within their frame of reference. They will identify common markers of the genre which they would expect to see represented in Fahrenheit 451 through group mind-mapping activities. Science-Fiction Creative Writing - students will attempt to utilise such markers creatively by writing a short piece of science fiction with as many genre identifiers as possible. Venn Diagrams and Dichotomies - students will begin their study of the text proper with an examination of the dichotomy Bradbury

creates between Clarisse and Montag. They will connect this juxtaposition of type to other examples in texts they have read, with particular reference to conformity and non-conformity. Later in the unit, they will also examine the internal dichotomy in the character of Beatty. Effective Annotation - build on the annotation skills of the last unit by annotating a selected passage using the SUSTIT formula. This will be important textual analysis preparation for the Summative Commentary in their exam. Censorship Situations - students further explore censorship by placing it in the context of the novel, before applying that learning to a fictional situation in which they must make difficult value judgements. Technology Jigsaw - students conduct a jigsaw activity to broaden their understanding of the impact of technology on society and associated issues and apply their new learning to the context of the novel. Quotations Selection - students will explore the role of secondary characters (Mildred Montag, Faber etc.) in portraying a particular mode of thought, ideology or stereotype in society. They will justify their conclusions by selecting and interpreting quotations from the text.

Character Analysis - Identify, analyse and evaluate the character of Montag in the novel, and in so doing develop a clear understanding of Bradbury's fundamental position on censorship, individuality and the need for historical record. Hero Analysis - students will watch informative videos about the role of heroes in literary and culture and discuss and define the role of different types of heroes, and in particular the anti-hero as represented in literature, and evaluate why this character type is a powerful vehicle for author's viewpoints on challenging issues. They will also discuss the relationship between protagonists and antagonists in literature in general, and in the text in particular. Formative Group GLAs and Using Teacher Audio Feedback prepare for the unseen Guided Literary Analysis in the exam which will form the summative assignment for this unit through short, structured responses written in groups, mock exam practice, and teacher feedback.

Assessed Criteria: B, C, D.

- Learning Experiences: •

•

Unit 4: Documenting Destiny: Global Issues Documentary Statement of Inquiry: Documentaries are an audio-visual social commentary on a specific moment in time and space, designed to chronical culture and stimulate discourse. Global context: Fairness and Development Key concept: Perspectives

•

Brainstorm Active Viewing: Students watch a 15-minute documentary and complete an active viewing template to identify key features of style within it. Think/Pair/Group share. Conceptual/Debateable Padlet: students work in groups to generate inquiry questions and recognise the difference between types. Whole year group adds to singel padlet, teachers curate and share with whole cohort. Revised Active Viewing: After exploring key elements of documentaries, students watch a 10-minute documentary and complete a revised active viewing template to identify these key elements within it. Think/Pair/Group share. Documentary Proposal: Students research and outline their initial ideas for a Global Issue, perspective and stylistic devices they will incorporate in the documentary. Image analysis: Students receive a selection of images and must identify the Field of Inquiry followed by the defined Global Issue is Portrays. This could be done as a gallery walk once students return to class. Exploring Bias: Students watch two clips from FOX news portraying very different perspectives on two instances of civil unrest, based on the racial profile of the activists. Whole class discussion with teacher direction.

Related Concepts: Point of View, Self-expression, Structure, Style. 12

•

Would I Lie To You?: Students research two obscure facts. The weirder the better! They then incorporate one 'made up' fact into their selection. Taking turns, they explain each fact to their group. The goal is to use persuasive techniques (both verbal and non-verbal) to convince the audience that the false fact is true. Once all three 'facts' are delivered, the audience try to guess which one is the false fact. The goal is for students to understand that sometimes, how you say something is more important to an audience believing you than what you are saying. Menti-metre: Students watch a 5-minute documentary. Afterwards, they complete a ranking activity to decide on which devices within the documentary were the most effective in persuading them as an audience. This task can be expanded to a group and even whole-class discussion. Speech analysis: Groups analyse a section of Greta Thunberg's speech to the U.N., looking for rhetorical devices. A video recording and transcript, as well as a glossary of devices are provided on the Padlet to aid student engagement and accessibility. Choose your Adventure: Students are given analytical (analyse another speech), practical (extend Thunberg's speech) or creative (write and record your own speech) tasks as a means of demonstrating understanding of key rhetorical devices used to persuade. It's all an Act: Students analyse a short documentary to explore the three-act structure in filmmaking. Group analysis to identify the clear and developing acts.

•

It's a Classic: Students analyse a short documentary to explore the classical structure of an argument. Group analysis to identify the five component elements: exordium, narratio, proposito and partitio, confirmatio or refutatio, peroratio. Students choose one of the approaches and plan out how they would develop their inquiry using this structure. Individual working time: Students are afforded teacher supported working time in class to begin their research and script writing. A selection of loom videos is available to help with key elements of organising script etc. Peer review: Students pair with a partner to view and feedback on first draft versions of the documentary

‫‪Dii – Interpret and use effectively modes of non-verbal‬‬ ‫)‪communication (1.1d‬‬ ‫)‪Diii – Give and receive meaningful feedback (1.1a‬‬ ‫‪Research Skills‬‬ ‫‪Bii – Understand the impact of media representations and modes‬‬ ‫)‪of presentation (7c‬‬ ‫‪Thinking Skills‬‬ ‫)‪Aiii - Evaluate evidence to formulate an argument (8b‬‬ ‫)‪Aiv - Practise induction, deduction, observation, and inference (8a‬‬ ‫)‪Bii - Evaluate evidence to formulate an argument (8b‬‬ ‫)‪Ci – Practice visible thinking (9f‬‬

‫‪ :‬النصوص األدبية‪Unit 1‬‬ ‫سيتعلم الطالب ميزات الشعر العربي من العصر الجاهلي ‪Statement of Inquiry:‬‬ ‫‪.‬وحتى العصر الحديث‬ ‫‪Global context: Personal and Cultural Identity.‬‬ ‫‪Key concepts: Change, Relationships, Time, place and space.‬‬ ‫‪Related Concept: Self-expression.‬‬ ‫‪Assessed Criteria: A, B, C, D.‬‬

‫‪Learning Experiences:‬‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫‪14‬‬

‫كتابة مقال إبداعي‪.‬‬ ‫الفهم الصحيح للنص القرآني‪.‬‬ ‫المقارنة بين النصوص الشعرية في مراحلها المختلفة‪.‬‬ ‫يحلل نصا أدبيا تحليال لغويا‪.‬‬ ‫يتعرف على البيئة االجتماعية للكاتب‪.‬‬

‫‪-‬‬

‫‪Arabic A‬‬ ‫يتضمن منهاج الصف العاشر للغة العربية أربع وحدات دراسية مقسمة طوال العام‬ ‫الدراسي‪ ،‬وهي مرتبة كاآلتي‪:‬‬ ‫‪ 1‬وحدة “النصوص األدبية"‬‫‪ 2‬وحدة “اإلعالم"‬‫‪ 3‬وحدة “البراعة البشرية "‬‫‪ 4‬وحدة “الرواية " الشيخ و البحر"‬‫في نهاية كل وحدة يقدم الطلبة تقييمات متنوعة تقيس تقدمهم في مهارات اللغة‪ ،‬لمقارنتها‬ ‫مع التوقعات حسب منهاج وزارة التربية والتعليم ومنهاج البكالوريا الدولية ‪ .‬سيتم التركيز‬ ‫هذا العام على اإلنتاج الكتابي والشفوي لدى الطالب من خالل توظيف مجموعة من‬ ‫المهارات اللغوية منها ‪ :‬التحليل األدبي للنصوص ‪،‬كتابة السيرة الذاتية والغيرية ‪ ،‬المقال ‪،‬‬ ‫وكتابة قصة قصيرة ‪،‬عامود صحفي ‪،‬والتعليق على بعض القضايا المعاصرة ‪،‬التحدث‬ ‫والخطابة ‪ ،‬المقابالت ‪،‬كما سيتم التركيز على المهارات اللغوية والنحوية واإلمالئية‬ ‫والبالغة ‪.‬بالنسبة لألدب العربي سيكلف الطلبة بقراءة وتحليل مجموعة من األعمال‬ ‫األدبية المتنوعة ؛ الكتساب مهارة الترابط والبناء المنطقي لألفكار ‪ ،‬ويظهر فيها أيضا‬ ‫قدرته على استيعاب المفاهيم والمفردات وتوظيفها في إنتاجه الشفوي والكتابي ‪.‬‬

‫‪ATL Skills‬‬ ‫‪Communication Skills‬‬ ‫)‪Ai – Read critically and for comprehension (1.2a‬‬ ‫)‪Ai – Make inferences and draw conclusions (1.2c‬‬ ‫‪Aiii – Use a variety of media to communicate with a range of‬‬ ‫)‪audiences (1.1c‬‬ ‫‪Dii – Use and interpret a range of discipline-specific terms and‬‬ ‫)‪symbols (1.2d‬‬

‫•‬

‫آثار التفكير اإلبداعي على المجتمع‪.‬‬

‫المقالة (اإلعالم( ‪Unit 2:‬‬

‫•‬

‫الرواية – الشيخ والبحر ‪Unit 4:‬‬ ‫سوف يفهم الطالب عناصر الرواية العربية من خالل ‪Statement of Inquiry:‬‬ ‫دراسة محاور الوحدة و يطبق ذلك عمليا في كتاباته‬ ‫‪Global context: Fairness and Development.‬‬ ‫‪Key concepts: Change, Global Interactions, Identity.‬‬ ‫‪Related Concepts: Setting.‬‬ ‫‪Assessed Criteria: A, B, C, D.‬‬

‫‪Learning Experiences:‬‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫قراءة رواية الشيخ والبحر واستنباط الرموز منها‪.‬‬ ‫التعرف على أنواع اسم ال النافية للجنس‪.‬‬ ‫كتابة استجابة أدبية عن الرواية‪.‬‬ ‫يتعرف الصفة المشبهة‪.‬‬ ‫يوظف االستعارة في كتابته‪.‬‬

‫سيتعلم الطالب من خالل هذه الوحدة كيف يتعامل مع ‪Statement of Inquiry:‬‬ ‫وسائل اإلعالم ووسائل التواصل االجتماعي‬ ‫‪Global context: Globalisation and Sustainability.‬‬ ‫‪Key concepts: Communication, Perspective.‬‬ ‫‪Related Concept: Point of View.‬‬ ‫‪Assessed Criteria: A, B, C, D.‬‬

‫‪Learning Experiences:‬‬ ‫• يتعرف فنون الكتابة الصحفية‪.‬‬ ‫• إجراء مقابالت حقيقية‪.‬‬ ‫• يدرك أهمية اإلعالم وأثره على المجتمع‪.‬‬ ‫• أثر وسائل التواصل االجتماعي في وسائل اإلعالم‪.‬‬

‫البراعة البشرية ‪Unit 3:‬‬ ‫سوف يتعلم و يدرك الطالب أهمية اإلبداع و دروه في ‪Statement of Inquiry:‬‬ ‫تغيير و تظوير المجتمعات اإلنسانية‬ ‫‪Global context: Orientations in Space and Time.‬‬ ‫‪Key concepts: Aesthetics, Change, Creativity.‬‬ ‫‪Related Concepts: Context, Self-expression, Setting, Style.‬‬ ‫‪Assessed Criteria: A, B, C, D.‬‬

‫‪Learning Experiences:‬‬ ‫• تحليل نص شعري للمتنبي‪.‬‬ ‫• تحليل مقال علمي‪.‬‬ ‫• يتعرف أسماء بعض الشخصيات التي كان لديها األثر في تغيير المجتمع‪.‬‬ ‫• يدرك أهمية التغيير اإلبداعي‪.‬‬

‫‪15‬‬

Standard Mathematics

Mathematics A- Knowing and Understanding

B- Investigating Patterns

C- Communicating

D- Applying Mathematics in Real-Life Contexts

ATL Skills Communication Ci Use and interpret a range of discipline-specific terms and symbols (1.2d) Cii Interpret and use effectively modes of non-verbal communication (1.1d) Di Read critically and for comprehension (1.2a) Diii Make inferences and draw conclusions (1.2c) Research Skills Civ Understand intellectual property rights, create reference, citations, bibliography (6d) Thinking Skills Ai Practise flexible thinking (9f) Aii Problem solve (8i) Bi Interpret data (8c) Bii Practise induction, deduction, observation and inference (8a) Biii Draw and test conclusions and generalizations (8d) Ciii Consider ideas from multiple perspectives (8h) Dv Make connections between different subjects (10b)

This course is designed to give students a solid foundation and good grasp of the fundamental ideas within each of the topics covered in Grade 10 Maths. The pacing and depth of the topics will be appropriate to those who were successful in the grade 9 course and is differentiated according to students’ ability. Successful completion of this course prepares students for the Diploma Programme Maths Standard Level in either Analysis & Approaches or Applications & Interpretation. In the latter part of the year there is a reshuffle of students to align with choices for the DP. We endeavour to assist students in identifying the most appropriate DP course as early as possible, since students who will not specifically require Analysis & Approaches at university would be best advised to take Applications & Interpretation at DP level. All grade 10 students will complete an Inter-Disciplinary Unit (IDU) in conjunction with the PHE Department, focusing on personal health and fitness and analysing improvement statistically over the course of several weeks.

Unit 1: Statistics Statement of Inquiry: How quantities are represented can help to establish underlying relationships and trends in a population. Global context: Globalisation and Sustainability. Key concept: Relationships. Related Concepts: Models, Representations Assessed Criteria: A,C,D,D

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Learning Experiences: •

Finding the axis of symmetry and vertex of a quadratic function Expressing a quadratic function in three different forms: standard, factorized and vertex • Finding a quadratic function given three distinct points on its graph • Finding a function to model a real-life parabola • Understanding the difference between a relation and a function • Understanding mapping diagrams • Knowing how to find ordered pairs in a relation • Understanding domain and range • Manipulating functions using the correct notation

Unit 2: Quadratics and Functions Statement of Inquiry: Representing patterns with equivalent forms can lead to better systems, models and methods. Global context: Scientific and technical innovation Key concept: Form Related Concepts: Models, Representation. Assessed Criteria: A, B.

Learning Experiences: • • •

Finding the axis of symmetry and vertex of a quadratic function Expressing a quadratic function in three different forms: standard, factorized and vertex

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Finding a quadratic function given three distinct points on its graph Finding a function to model a real-life parabola Understanding the difference between a relation and a function Understanding mapping diagrams Knowing how to find ordered pairs in a relation Understanding domain and range Manipulating functions using the correct notation

Unit 3: Transformations and other functions Statement of Inquiry: Relationships model patterns of change that can help clarify and predict duration, frequency and variability. Global context: Orientation in space and time Key concept: Form Related Concept: Space, Representations Assessed Criteria: A, C, D

Learning Experiences: • • • • •

Understanding how various parameters affect the shape and position of a graph Applying translations, reflections and dilations to graphs Describing the transformation of a function algebraically and graphically Describing combinations of transformations of a function algebraically and graphically Writing the equation of a graph following one or more transformations

Unit 4: Trigonometry Statement of Inquiry: Architects and engineers must use finite resources responsibly when they design new structures Global context: Scientific and technical innovation Key concept: Relationships. Related Concepts: Space, Representation Assessed Criteria: A, B.

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For students who opted for the SL AA course: Review simplifying surds (covered in grade 9) Evaluating numerical expressions with a positive or negative fractional exponent  Writing numerical expressions with fractional exponents as radicals  Using the rules of indices to simplify expressions that contain radicals and/or fractional exponents

Learning Experiences:

Unit 6: DP Preparation SL AI

Review pythagoras and right angled trig Trig ratios of special triangles Sine Rule (sides and angle) Cosine Rule (sides and angle)  Area of triangle using sine formula Review basic trig – finding sides and angles  Angles of elevation and depression  Bearings   Problems with 2 triangles

Statement of Inquiry: Quantities and measurements illustrate the relationships between human-made systems and communities. Global context: Key concept: Form Related Concepts: Quantity, Simplification Assessed Criteria: A.

Unit 5: DP Preparation SL AA Statement of Inquiry: Forms can be changed through simplification Global context: Key concept: Form Related Concepts: Quantity, Simplification Assessed Criteria: A.

Learning Experiences:

Learning Experiences: • • • • • • • •

For students who opted for the SL AI course: Knowing different definitions for the absolute value of a number Understanding the properties of the absolute value of a number Converting between metric units, including metric units of area and volume Converting between metric and imperial units Using units correctly in problem solving Solving problems involving compound measures Deciding if the answer to a problem is reasonable 19

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Extended Mathematics This course is designed to challenge the most able students. Unlike the Grade 9 Extended course, which mainly runs parallel to the Standard Maths course, Grade 10 Extended Maths includes a number of different, more advanced topics. Successful completion of this course prepares students for the Diploma Programme Maths Higher Level or Maths Standard Level in Analysis & Approaches. All Grade 10 students will complete an Inter-Disciplinary Unit (IDU) in conjunction with the PHE Department, focusing on personal health and fitness and analysing improvement statistically over the course of several weeks.

Unit 1: Functions: Are we related? Statement of Inquiry: Generalisating relationships between measurements can lead to better models and methods Global context: Fairness and development Key concept: Relationships. Related Concepts: Systems Assessed Criteria: A, B

- Learning Experiences: • •

Domain and Range Mapping - understand only one-to-one functions

• • • • • • • • •

Notation Inverse functions – find the inverse algebraically and graphically. Prove that two functions are the inverse of each other. Understand the domain and the range of the inverse function are the range and domain of the original function. Use the GDC to graph the inverse function. Understand and identify a self-inverse Composite functions - Meaning of composite function (fg or gf) Find the equation of a Linear Quadratic, Cubic and Sinusoidal function (with and without a GDC) Graphs of sinusoidal functions and the general form Finding the amplitude, frequency, period, phase or horizontal shift and vertical translation Quadratic inequalities (possibly)

Unit 2: Tranformations: A frog into a prince Statement of Inquiry: Relationshios model paterns of change that can help clarify and predict duration, frequency and variability. Global context: Orientation in space and time Key concept: Form Related Concepts: Change. Assessed Criteria: A,C, D.

- Learning Experiences: • •

Transformation of functions. stretching vertically and horizontally, translating (shifting up, down, left and right), reflecting in both the x and y axis. 20

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To be able to identify, sketch transformations of one function to obtain another. To be able to describe the transformations of one function/graph to another function/graph in term of words and algebraically for example f =2g(x-1).

Global context: Scientific and technical innovation Key concept: Form Related Concepts: Patterns Assessed Criteria: A, C, D.

Learning Experiences:

Unit 3: Unit Circle: Slices of Pi Statement of Inquiry: Generalizing and applying relationships between measurements in space can help define 'where' and 'when' Global context: Orientation in space and time Key concept: Relationship Related Concepts: Measurement Assessed Criteria: A,B.

Learning Experiences: • • • • • • •

Radian measure and the unit circle Conversion between radians/degrees Special triangle and their use Evaluating trig. Ratio without the GDC Solving trigonometric equations Trigonometric identities Proving Trigonometric identities

Unit 4: Sequences and Series: Growing predictably Statement of Inquiry: Using different forms to generalise and justify patterns can help improve products, processes and solutions

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Nth term of arithmetic and geometric sequences Sum of arithmetic and geometric sequences Modelling real-life problems using arithmetic and geometric formula Finding the sum of finite and infinite geometric series where appropriate

Unit 5: Surds, Exponentials and Logarithms : Time for change Statement of Inquiry: Generalising change in quantity helps establish relationships that can model duration, frequency and variability Global context: Orientation in space and time Key concept: Relationships. Related Concepts: Change Assessed Criteria: A, B.

Learning Experiences: • • •

How surds behave Simplifying and rationalizing the denominator of the surds Exponents - Fractional and negative exponents

• Rules of indices • Rules of indices and radicals • Introduction to logarithms • Using logarithms to solve equations • Natural logarithms • Laws of logarithms • Simplifying expression and writing in terms of other variables using Laws of logarithms • evaluating using the Laws of logarithms • Proving generalization • Solving equations using Laws of logarithms

Science A- Knowing and Understanding C- Processing and Evaluation

B- Inquiring and Designing D- Reflecting on the Impacts of Science

Students study 3 units in a carousel arrangement across the year. The students rotate between the subject specialists and study units that have a specific subject focus. In Grade 10 students learn about the characteristics of inheritance and debating the use of this knowledge in the biotechnology industry (Biology). They explore Newton’s laws of motions and how they can be applied to design safety features in vehicles (Physics) and they learn about kinetics and thermodynamics (Chemistry) and their influence in scientific innovation in battery efficiency.

ATL Skills Communication Skills Ciii - Make inferences and draw conclusions (1.2c) Diii - Write for different purposes (1.2e) Self-management Skills Cv - Use own learning strategies to improve performance (5.c) Research Skills Ai - Use memory techniques to help remember key information (6.b) Ci - Search effectively, collect and record information (6.a) Civ - Compare, contrast and draw connections among (multi)media resources (7.d)

Div - Understand intellectual property rights, create reference, citations, bibliography (6.d) Thinking Skills Aii - Problem solve (8.i) Aiii - Evaluate propositions and evidence to formulate an argument (8.b) Bi - Make guesses, ask “what if” questions and generate testable hypotheses (9.d) Bii - Use brainstorming to consider multiple alternatives and generate new ideas (9.a) Biii - Practise visible thinking (9.g) Biv - Evaluate and manage risk (8.f) Cii - Interpret data (8.c) Di - Use brainstorming to consider multiple alternatives and generate new ideas (9.a) Dii - Evaluate propositions and evidence to formulate an argument (8.b)

Chemistry: Unit 1: Patterns in chemical reactions Statement of Inquiry: What determines chemicals change? Physical and chemical change require the transfer of kinetic energy between particles of matter over time. Global context: Orientation in space and time. Key concept: Change. Related Concepts: Movement, Transfer. Assessed Criteria: B, C.

Learning Experiences: • Determine the oxidation number of atom in a compound

• State the name the of a compound from the formula and vice versa • Balance chemical equations • Define an acid and a base • Describe the pH scale • Identify types of reactions • Use the reactivity series to distinguish if a reaction is possible • Formulate the products of chemical reactions

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Unit 2: The nature of chemical change Statement of Inquiry: Why are SI units needed in the study of chemical systems? Through changes in technology, the need for an organisation of mathematical and chemical notation models scientists were better able to explain how the world works and to innovate together. Global context: Personal and cultural expression & Scientific and technical innovation. Key concept: System. Related Concept: Models. Assessed Criteria: B, C.

Learning Experiences: • • • • •

State why the Metric system and SI units have been implemented State values using scientific notation Identify correct significant figures from instrumentation Manipulate exponents in calculations Determine the correct units by using dimensional analysis

Describe the importance of the concept of the mole Calculate the atomic/ molecular mass Use atomic and molecular mass with the mole concept to predict the amount of a product in a chemical process Determine the concentration of solutions from the mass of the solute present in a given volume **Perform a titration and calculate the concentration of an unknown acid ^Use the molar volume of a gas to predict the volume of a mass of a gas^

Unit 3: Influencing the outcome of a reaction Statement of Inquiry: Why are SI units needed in the study of chemical systems?Through changes in technology, the need for an organisation of mathematical and chemical notation models scientists were better able to explain how the world works and to innovate together. Global context: Personal and cultural expression & Scientific and technical innovation. Key concept: Relationships. Related Concept: Conditions. Assessed Criteria: B, C.

Learning Experiences: •

State Kinetic theory and how Brownian motion gives rise to reactions and the process of diffusion

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Describe the major factors that influence the rate of reaction (temperature, pressure and concentration, surface area and catalyst) Define exo and endothermic processes Draw reaction profile diagrams to chow energy change in reactions State La Chatalier’s principle Discuss the factors that effect the extent of equilibrium and discuss how conditions will affect reactions Evaluate how changing conditions will influence a system

Unit 4: Understanding Organic chemistry Statement of Inquiry: How are organic chemicals found, processed and used? The chemical industry has brought change that affects global interactions with positive and negative effects on the environment. Global context: Globalisation and sustainability. Key concept: Change. Related Concept: Interactions. Assessed Criteria: A, D. • • •

Learning Experiences: State the features that define: alkanes, alkenes, alcohols, carboxylic acids Draw and name simple organic compounds including simple esters Describe the reactions of esterification (alcohol + carboxylic acid)

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Outline the process of fractional distillation Describe the process of polymerization Explain the importance of cracking Evaluate the impact of fossil fuels on the environment, including plastic waste (d?)

Physics: Unit 1:How can we communicate? Statement of Inquiry: New global relationships have become possible as humanity has learned to communicate through energy transferred as wave motion. Global context: Personal and cultural expression. Key concept: Relationship. Related Concepts: Movement, Energy. Assessed Criteria: A, B, C. • • • •

Learning Experiences: Observation, problem solving and formulating an argument Finding a novel solution for oscillation factors in a time period (pendulum experiment) through a design lab Calculations and explanations for soundwaves in different media Applying formulas for sound wave calculations

Unit 2: Are all our futures electric? Statement of Inquiry: The development of electrical systems has defined the modern world and made new futures possible. Global context: Scientific and technical innovation. Key concept: Systems. 26

Related Concept: Development. Assessed Criteria: A. • • •

Learning Experiences: Building and testing electrical circuitry Circuit diagrams and measurement of electrical current Measuring electricity and application of Ohms Law

Unit 3: Power to the people? Statement of Inquiry: Manipulating the relationship between interacting electric and magnetic forces makes it possible to distribute plentiful energy to everyone. Global context: Fairness and development. Key concept: Relationship. Related Concepts: Interaction, Energy. Assessed Criteria: A, B, C, D. • • • •

Learning Experiences: Observing and adapting electrical fields Applying Left hand-Right hand rules Creating, measuring and evaluating continuous current Localized and worldwide electrical generation methods and comparison

Physics: What's in an atom? Statement of Inquiry: Learning to control nuclear changes allows us to use matter in new ways and release huge quantities of energy, with consequences that can be both positive and negative. Global context: Scientific and technical innovation. Key concept: Change. Related Concepts: Consequences, energy and environment. Assessed Criteria: A, B, C, D. • • •

Learning Experiences: Comparing properties of radiation and decay Observation, problem solving and formulating an argument Assessing the application of radioactivity in different scientific fields

Biology: Unit 1:How do characteristics pass from one generation to another? Statement of Inquiry: Your identity and relationships with other people are determined by genetic factors: scientific evidence has led to models that help to understand observed patterns of inheritance. Global context: Identities and Relationships. Key concept: Relationships. Related Concepts: Evidence, Models, Patterns. Assessed Criteria: C, D.

- Learning Experiences: DNA. DNA is the basis of inheritance. DNA determines our identity and relationships with others. DNA structure and function. Life cycles. Mitosis/ Meiosis. Sexual and asexual reproduction. Mendel’s work. Models.

techniques and their impacts on DNA for selective breeding of favourable characteristics. Biotechnology Students will examine where biotechnology is used in the world and for what purpose, including its influence on human lifestyles.

Unit 2: How does biotechnology create new options in industry and health? Statement of Inquiry: The development and use of biotechnology to change and transform genes helps create new options, choices and opportunities in industry and health: whether these developments are fair for all remains to be seen. Global context: Fairness and Development. Key concept: Change. Related Concepts: Development, Transformation. Assessed Criteria: A. •

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Learning Experiences: Cloning Using prior knowledge of biological processes in organisms students will discover how cloning works through using new technologies. Genetic Modification Students will examine engineering and modification

Library IFC and Read Class "Reading opens minds, promotes tolerance, openness and communication, and prepares an educated, informed and openminded people, veering them away from extremism and impenetrability” HH Sheikh Khalifa bin Zayed Al Nahyan The information and inquiry skills required for in‐depth learning must follow a coherent development spiral of instruction and practice throughout the years of schooling, a collaborative approach by the librarian and subject teachers is the most effective way to teach information fluency/inquiry skills and strategies. Consequently, there may be changes to the timing/organisation of the units specified below. The inclusion of a library skills class in the development of skills helps ensure consistency in style and expectation and thus the reinforcement of knowledge as a whole. Within the Information Fluency Continuum students will practice key information literacy skills, which can be taken as a ‘toolbox’ and applied to a multitude of classroom experiences. There are four units. The first unit, ‘Academic Integrity’ revisits expectations of Raha Students as outlined in the policy and evaluates IB advice on a number of complex scenarios; students may later apply this knowledge to their own academic circumstances. Unit 2; ‘Understanding the Personal Project Report’ requires students to undertake analysis of constituent parts forming the report rubric, they are then encouraged to include information pertaining to core skills in their personal records of development.

Unit 3;Key skills for Diploma Success invites students to consider and deploy strategies for success in the upcoming examinations and further on to the Diploma Program. In the final unit; ‘Digital Profile’, students consider the concept of digital brand; and reflect on their own digital footprint. In addition to these four units, students will be given an opportunity to increase their Lexile Measure. Being able to understand and use the information is a fundamental skill, underpinning all subjects. Lexile measure is a tool for monitoring a reader's growth in reading ability over time. Students will be encouraged to practice levelled comprehension on a regular basis. culminating in standardised testing (MAP) toward the end of the school year Students will also be given time to develop the love of reading; to read a variety of sources for both information and pleasure. In ‘read’ classes students will be given time to simply enjoy literature; with silent ‘off device’ reading opportunity.

ATL Skills Communication Skills Read critically and for comprehension (1.2a) Read a variety of sources for information and for pleasure (1.2b) Use and interpret a range of discipline-specific terms and symbols (1.2d) Take effective notes in class for study (1.2f) Self-management Skills Keep an organised and logical system of information files/notebooks (3f) Bring necessary equipment and supplies to class (3e) Practise focus, concentration and overcoming distractions (4.1a) Research Skills

Search effectively, collect and record information (6.a) Evaluate and select information sources and digital tools (6.c) Understand intellectual property rights, create references, citations, bibliography (6.d) Demonstrate awareness of media interpretations, assumptions and bias (7a) Compare, contrast and draw connections among media resources (7.d) Thinking Skills Ask good questions (8.g) Consider ideas from multiple perspectives (8 h)

Unit 1: Academic Integrity Statement of Inquiry: Can principles guide the solution to complex academic issues? Global context: Identities and Relationships. Key concept: Perspective Related Concepts: Connections & Communities •

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- Learning Experiences: Students revisit expectations as defined by the Academic Honesty Policy; consequences of transgressions with consideration to present and future (University applications, letters of recommendation & studies at Diploma level). Students assess their understanding of Academic Honesty principles by considering a complex set of scenarios; they consider the action to be taken in each scenario and compare this with official advice as given by the IB

Unit 2: Source Selection Statement of Inquiry: How can recording development encourage successful reflection? Global context: Personal and Cultural expression Key concept: Communication Related Concepts: Creativity & Change Learning Experiences: • Students review location and evaluation of sources; examining the personal project rubric. • Students revise the process of citation mining and strategies for filtering information. • Students learn how journaling can evidence effective research. • Students examine IB expectations for citing and referencing; making comparisons between project report requirements and the work they are undertaking in creating their own product. • Building on prior knowledge, they consider how MLA format for standard sources can be extended to meet a variety of sources; specifically, those applicable to their own project needs. • They examine requirements for utilising information in their project report; works cited layout; intext citation and how they evidence their own product as informed by research. Knowledge is assessed in the form of a quiz “Citing and Referencing for the IB Personal Project’. • Students complete a group activity to scaffold the creation of an action plan and success criteria; with a focus on providing records of evidence.

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To conclude the unit students are given time to develop their personal written reports; this is combined with a weekly review of each section Rubric and a keen focus on the IB Approaches to Learning Skills. To aid time management; students are encouraged to draft a section each week in time with the lessons.

Unit 3: Developing Key Skills for Diploma Success. Statement of Inquiry: Can management and strategizing secure a more successful outcome? Global context: Identities and Relationships. Key concept: Systems. Related Concepts: Development, Identity • • • • • •

- Learning Experiences: Students reveal the meaning of command terms; identifying disciplinary trends. Students consider how the use of background information can discover complexities and scope; they practice techniques to preview and skim read. A review of successful paraphrasing technique focuses on Cornell notes for summary and assessment review. Students collaborate in a brainstorming exercise to unearth a collection of revision strategies. A personal revision timetable is created in preparation for the Grade 10 exams. To conclude the unit students are given time to revise subject content for the examinations.

Unit 4: Digital Profile. Statement of Inquiry: How can a personal digital brand be managed? Global context: Identities and Relationships. Key concept: Communication. Related Concepts: Global Interactions, Connection Learning Experiences: • •

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In a fun ‘guess the occupation’ quiz; students determine the importance of first impressions whilst recognizing the limitations of their own prejudice perceptions. Students uncover real life examples exemplifying careers that have been enhanced or shattered by social media. They link this to their own onscreen behaviours; and evaluate their current digital profile. Students develop understanding of ownership of their personal digital brand; considering privacy settings and careful control and review; taking action to remove unwanted tags, posts or information which reflects badly or unwantedly on them. Students examine situations where information has gone viral; the speed of information dissemination and how off hand remarks on social media can have unfortunate and unexpected long-term consequences. Gleaning information from previous lessons, students are tasked to dispense advice / codes of conduct to the younger MYP cohort; culminating in the preparation of a display for

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the upcoming grade 6 (many of whom will be owning their first mobile phones the month they enter MYP classroom).

Individuals and Societies A- Knowing and Understanding C- Communicating

B- Investigating D- Thinking Critically

For our Grade 10 Individual and Societies, topics covered are: Geography, Business Studies, Psychology and History. Our units are strategically planned with a clear Statement of Inquiry (SOI) used to guide a conceptual understanding of content whilst developing specific academic skills.  The first unit, ‘Globalization of Tourism,’ examines the technical innovations of tourism throughout time and its impact on the sustainability of the environment. The second unit, ‘Building Efficient Economies, Business Studies,’ involves the study a country’s economic development through their ability to access resources that will provide equal opportunity. The third unit, ‘Matters of Mind, Psychology,’ investigates ethical considerations of psychological research to explain behaviour. Students develop an understanding of the complexities of human behavior and understanding. Our final unit, ‘Perceptions of War, Vietnam,’ deals with internal and external forces that changed the world leading to new beliefs and ideologies.  Students will review opposing world perspectives during times of historical conflict. The assessments consist of a source analysis (OPVL) and written response.

ATL Skills Communication Skills Ai – Take effective notes in class and for study (1.2f) Aii – Make inferences and draw conclusions (1.2c) Biv – Give and receive meaningful feedback (1.1a)

Ci – Use a variety of media to communicate with a range of audiences. (1.1c) Cii – Write for different purposeds (1.2e) Diii – Make inferences and draw conclusions (1.2c) Social Skills Di – Collaborate and share with peers through digital media. (2.d) Self-management Skills Bii – Plan short and long-term assignment; meet deadlines (3.a) Research Skills Biii – Search effectively, collect and record information (6.a) D1– Understand intellectual property rights, create reference, citations, bibliography. (6.d) Thinking Skills Bi – Ask good questions (8.g) Dii – Evaluate propositions and evidence to formulate an argument (8.b) Div – Consider ideas from multiple perspectives (8.h)

Unit 1: Globalisation of Tourism Statement of Inquiry: The spread of globalization through the means of technical innovation and global interactions has allowed for the progress of sustainable means of tourism. Global context: Scientific and Technical Innovation. Key concept: Development, Global Interaction Related Concepts: Globalisation, Sustainability Assessed Criteria:  A, B, C, D. • •

Learning Experiences: The positives and negatives of adventure tourism. Tourism development factors

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Tourism and technology Sustainable Tourism Ecotourism Business and EcoTourism Cruise Industry

Unit 2: Building Efficient Economies Statement of Inquiry: Access to resources and equality of opportunity can help societies to develop to become fairer places but this is often dependent on global interactions. Global context: Fairness and Development, Exploration.    Key concepts: Global Interactions. Related Concepts: Disparity and Equity, Globalisation, Assessed Criteria: A, B, C, D • • • • • • • • •

Learning Experiences: How are industries classified Primary / Secondary / Tertiary Physical Factors – Raw materials Human Factors – labour, health Entrepreneurship Globalisation – Vodafone Aggregate Demand and Supply Microeconomics Macroeconomics

Unit 3: Matters of the Mind: Statement of Inquiry: A critical analysis of ethical standards in psychological research and examination of patterns in globalization.

Global context: Identities and Relationships; Exploration.   Key concept: Connections Change Related Concept: Globalisation, Identity Assessed Criteria: A, B, C, D.   - Learning Experiences: • Introduction to Psychology • Introduction to Ethical Studies • Discuss unethical studies • Research Methods – TEACUP / WEIRD • Reviewing case studies • Globalisation and Ethics Research • Terminology • Structured essay skills

Unit 4: Perceptions of War Statement of Inquiry: Well documented conflicts reveal differing cultural, economic, and political global perspectives historically and create differing contemporary perspectives.  Global context: Orientations in Space and Time, Exploration .  Key concept: Change   Related Concepts: Conflict, Causality, Perspective.   Assessed Criteria: A, B, C, D.   - Learning Experiences: • Brainstorm / Mind Map / KWHL • Life in Vietnam in 1940s-80s • Read case studies • Vietnams infrastructure • Communism – Ho Chi Min • Vietcong vs Vietminh • Terms - Tet Offensive

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America’s involvement etc.   Perception of War

Design: A- Inquiring and Analysing C- Creating the Solution

B- Developing Ideas D- Evaluating

ATL Skills Communication Skills A iv - Make inferences and draw conclusions – 1.2c B ii - Interpret and use effectively modes of non-verbal communication - 1.1d B iii - Use a variety of media to communicate with a range of audiences - 1.1c B iv - Interpret and use effectively modes of non-verbal communication - 1.1d Social Skills C iii – Collaborate and share with peers through digital media - 2.d Self-management Skills C i - Plan strategies and take action to achieve personal and academic goals - 3.d C ii - Set goals that are motivating and challenging - 3.c C iii - Plan short- and long-term assignments; meet deadlines - 3.a D iii - Use own learning strategies to improve performance - 5.c Research Skills A i - Search effectively, collect and record information 6.a A ii - Identify primary and secondary sources 6.e Thinking Skills A iii - Draw and test conclusions and generalizations - 8.d

B i - Use brainstorming to consider multiple alternatives and generate new ideas - 9.a C iv - Evaluate propositions and evidence to formulate an argument - 8.b D ii - Interpret data - 8.c D iv - Revise understanding based on new information and evidence - 8.e

Product Design The focus in Grade 10 Product Design is on the students identifying a target market and creating a product that fulfils the needs of the users within this market. The brief presented to the students specifies that the product they design must be based on the theme of ‘education for children’. The global context related to this unit is ‘scientific and technical innovation’. Keeping this in mind, the students are encouraged to demonstrate all their experience in Product Design to create a product that solves a ‘real life’ need and demonstrates their vision as being global leaders of the future. Particular emphases in this unit is placed on integrating CAD and CAM during the design and manufacture phase of the students work with the view of preparing those who wish to take Design Technology at Diploma Level.

Unit 1: Open Design Project Statement of Inquiry: Creativity is an essential element in the invention and innovation of products that meet the needs of a specific community. Global context: Scientific and Technical Innovation. Key concepts: Communities, Creativity 37

Related Concepts: Function, Innovation , Invention Assessed Criteria: A, B, C,

- Learning Experiences: • Students must study and identify a variety of solutions and continue to analyses each for their effectiveness toward the problem. • Regular challenges and obstacles will face the students, which they must learn to overcome and foresee in future. • Students are required to use innovative 3D modeling programmes to create areas of their design with lasercutting and 3d printing and try to explore these programmes to the fullest extent. • Students are encouraged to create visual diagrams to help create successful assignments rather than text based. • Students are required to ensure their work is original and unique, however, also solves the problem effectively. • Students are encouraged to inquire and use their knowledge within Design to help solve unfamiliar problems. This is done in Criterion B whereby they must create a variety of ideas rather than one conclusion. • Within Grade 8-9, students learnt the basis of 3D modeling. In Grade 10 students must use this knowledge and put it into physical practice.

Digital Design The focus in Grade 10 Product Design is on the students identifying a target market and creating a product that fulfils the needs of the users within this market. The brief presented to the students specifies that the product they design must be based on the theme

of ‘education for children’. The global context related to this unit is ‘scientific and technical innovation’. Keeping this in mind, the students are encouraged to demonstrate all their experience in Product Design to create a product that solves a ‘real life’ need and demonstrates there vision as being global leaders of the future. Particular emphases in this unit is placed on integrating CAD and CAM during the design and manufacture phase of the students work with the view of preparing those who wish to take Design Technology at Diploma Level. At the end of this unit students gain a platoria of skills including: Website development using a range of applications and languages (HTML, CSS, Wix, Weebly, Wordpress, Photoshop). Creating & editing videos (applications: iMovie, Windows Movie Maker, Final Cut Pro, use of green screen effects). Brochure (MS Publisher, Photoshop and a range of other software). Creating a virtual 3D tour.

Unit 1: Marketing in a Digital World Statement of Inquiry: To successfully market a company to a specific community, the form of a website must be adapted to appeal to the consumer's tastes, values and aspirations. Global context: Scientific and Technical Innovation. Key concepts: Communities Related Concepts: Adaptation, Form Assessed Criteria: A, B, C, D.

- Learning Experiences: • Students in Grade 10 have worked through the Design Cycle in previous years and are advised to apply the knowledge attained over the years. Teacher explains the assessment

criteria in each class which also similar to previous years, but slightly more challenging. • Students must develop a product that is original and must think creatively. They are asked to consider using additional softwares that are available to them to create the product. For example, they can use Photoshop & iMovie to enhance some of the images/videos included in the product. • This unit is well differentiated and students are shown a number of way they can complete the product. They decide what their goal is and how they can achieve this goal. They are reminded to set realistic goals. E.g. Someone who does not fully understand HTML will be encouraged to build their website using WIX. Students are free to use a software or application of their choice and can decide which product they would like to create based on their skillset. • Students are strongly encouraged to take notes in class. Code Academy is used to learn HTML & CSS coding and students are required to take notes and learnt the HTML codes. Students are also required to take notes as the teach explains the strands of each of the criteria.

Language Acquisition A- Listening C- Speaking

B- Reading D- Writing

ATL Skills Communication Skills Ai – Interpret and use effectively modes of non-verbal communication (1.1d) Aii – Use intercultural understanding to interpret communication (1b) Bi – Read critically and for comprehension (1.2a) Bi – Use intercultural understanding to interpret communication (1.1b) Bi – Read a variety of sources for information and for pleasure (1.2b) Bii – Use and interpret a range of discipline-specific terms and symbols (1.2d) Ci – Use a variety of media to communicate with a range of audiences. Use memory techniques to help remember key information. Cii – Take effective notes in class for study (1.2f) Diii – Write for different purposes (1.2e) D iv – Use a variety of media to communicate with a rage of audiences (1.1c) Social Skills Ciii – Collaborate and share with peers through digital media (2.d) Self-management Skills

Civ – Develop new ATL skills, techniques and strategies for effective learning (5a) Dii – Reflect on subject matter knowledge (5d) Research Skills Aiii – Demonstrate awareness of media interpretations, assumptions and bias (7a) Bii – Compare, contrast and draw connections among media resources (7a) D1– Use memory techniques to help remember information (6.b) Di – Use memory techniques to help remember key information (6.b) Thinking Skills Aii – Interpret data Aiii – Consider ideas from multiple perspectives (8c) Biii – Consider ideas from multiple perspectives (8 h) Biii – Make unexpected or unusual connections between objects, and or/ideas (9b) Biii – Change the context of an inquiry to gain different perspectives (10c)

Arabic B Unit 1: Sport Statement of Inquiry: We communicate messahge and point of view when focusing on mental and physical health. (Sports can shape our minds before our bodies, it may change our way of thinking.) Global context: Identities and relationships Key concepts: Communication

Related Concepts: Point of View, Purpose Assessed Criteria: A, C.

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Learning Experiences:

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Topics and language skills: National Sport, Popular sports Football, Handball, Teamwork, body, health, mental health, and life. Grammar and language: Present and Past tense, Pronouns, descriptive phrases, expressions, comparison. Suggested vocabulary: value, food and drink, affect and effect, social life, advantages and disadvantages, during, I think, I see, in my opinion, happiness, good and bad habits. Culture: The importance of sports in Arab culture. Function: Make a conversation within your group about: Your favourite sport, activities and sport facilities at your school, local sport in your country. Writing: You watched a soccer match between your favorite team and another team on TV. Describe the match:

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Unit 2: Education Statement of Inquiry: Scientific and technical innovation can improve education, through an inquiry into creativity, purpose and structure. Global context: Scientific and technical innovation Key concepts: Creativity Related Concepts: point of view, structure Assessed Criteria: B, D. -

Learning Experiences:

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Topics: -Education was easier/harder in the past than because ...Educators have given us the best of their experience, Education system. Vocabulary: Education, explorer-explore, knowledge, judge, future, brain, schools and universities, understand, benefits, reasons, spread, face (V), worked, study, world. (knowledge). -Arabic Quotes and proverbs Grammar: Present and past tense. Plural of two, Conjunction, comparative, Follow some patterns and examples. Writing: Write an email to your friend describing your first new year at school (curriculum, subjects, classes, etc.…)

Unit 3: Environment Statement of Inquiry: Language can be used to express points of

view and motivate people to take action. Global context: Scientific and technical innovation Key concepts: Change Related Concept: Audience, Point of view Assessed Criteria: B, D. -

Learning Experiences:

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Vocabulary related to the earth and environments as determined by the teacher, expressions of opinion and points of view, transitional words. Structures of future, conditional, “if” and “when” clauses. Interact in a spontaneous and engaging manner using vocabulary structured in the unit. Analyse and organise information from a variety of sources and media.

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Organize ideas and logically structure a coherent conversation. - Points of view, I believe that... ,It is important that..., We need to..., I agree that..., ’’If” statements o “If” present, future, “When” present, future. - A few phrases involving doubt: I don’t think there will be..., don’t think we should... Writing: the students will Write about how pollution affects the life of human as well as life of animals and plants

Unit 4: Media and Technology Statement of Inquiry: Language used in the media convey a message that have the power to persuade an audience. Global context: Fairness and development Key concepts: Communication Related Concepts: Meaning, Message, Purpose Assessed Criteria: A, C.

Learning Experiences: •

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Vocabulary: Audible media, visual media, newspapers, advertisement, satellite channels, movies, broadcasters, programs. Grammar: The structure of Exclamation, confirming, cohesive devices using contrasting. Function: Students make a conversation asking each other about: newspapers they read, programs they watch on TV, movies they watch, and their opinions about if Media affect people around the world.

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Writing skills: There is an exciting TV show on TV every Sunday and you are keen to follow it. write in the school newspaper a critical review of this program.

Spanish Unit 1: Somos lo que hacemos Statement of Inquiry: Using text conventions, we describe our identity and that of others, at the same time we connect with them and show them some empathy. Global context: Identities and relationships Key concepts: Connections Related Concepts: Conventions, structure, empathy Assessed Criteria: B, D.

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Vocabulary: Advanced physical and character descriptions, Thinking about the social labels and our habits and routines. Grammar: Present perfect tense. Function: -to write a review/ a historical article on

A) a celebrity B) roles of actors in a movie C) describing favorite actor • Culture : Notice how the conventions in the 21 Spanish speaking countries might vary from country to country.

Unit 2: ¡Qué novedad! Statement of Inquiry: Through creativity we innovate, think and express messages with our point of view. Global context: Scientific and technical innovation Key concept: Creativity Related Concepts: Word choice, Message, Point of view Assessed Criteria: A, C.

Unit 3: Cuidemos nuestro mundo Statement of Inquiry: Through human connections we create a purposeful message that may lead to feelings of empathy, and awareness of the impact of modernisation. Global context: Scientific and technical innovation Key concepts: Connections Related Concepts: Structure and point of view Assessed Criteria: B,D

- Learning Experiences: - Learning Experiences: • Vocabulary: New inventions and creativity vocabulary

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including a review of latest innovations or digital devices in the market with opinions and points of view backed up with justifications. • Grammar: Preterit tense (irregular verbs), Relative clauses sentences to describe “who/whoever has done something”. • Function: To write an interview role-play of a conversation talking about different new hobbies people of your age have tried out. • Culture: Inventions created by different Spanish speakers from the Hispanic word. Ex: la fregona (cleaning mop) por Manuel Jalón from Spain. Communication:Use appropriate forms of writing for different purposes and audiences. Self-management: Practise focus and concentration.

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Vocabulary: New vocab items on environment, Express opinion and appreciation. Grammar: Commands and subjunctive expressions to prohibit or to recommend/suggest things to do. Function: Comparing and writing texts formal letter informal letter Culture: comparing how countries footprint rankings among the Spanish Speaking world Self-management: V. Reflection skills Consider content What did I learn about today? What don’t I yet understand? What questions do I have now? Consider ethical, cultural and environmental implications

Unit 4: Las redes sociales Statement of Inquiry: Modernisation creates new type of connections visible on social network and that vary according to the audience Global context: Scientific and technical innovation Key concept: Connections Related Concept: Audience, Conventions Assessed Criteria: A, C .

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Vocabulary: - on social networks vocabulary including a review of professional and personal platforms. on media and means of communication from life in the past on advantages and disadvantages/dangers of social networks on dangers and risks when you expose yourself on the social networks Grammar: - indicative mood tenses subjunctive mood (affirmative and negative) use "it is good/bad/important/ essential that " + subjunctive mood present tense Function: -write an email blog entry about the social networks main protagonists padlet entry on your favourite media/social networks chat entry/ platform forum entry whatsapp message Culture: the most popular media / language across the world. Platforms less used in certain cultures in the Spanish Speaking world. Social - Collaboration skills

Use social media networks appropriately to build and develop relationships • Self-management - Affective skills - Managing state of mind – Mindfulness - Practise strategies to develop mental focus - Practise being aware of body–mind connections

French Unit 1: Le monde du travail Statement of Inquiry: Effective communication in persuasive texts relies on careful word choice, organised structure, and demonstrates motivation and agency. Global context: Identities and relationships Key concept: Communication Related Concept: Function, Structure Assessed Criteria: A, C. -

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Learning Experiences: Vocabulary: jobs, responding to a job advertisement, writing CV and a letter of application, take part in a job interview, identify needed skills for jobs. Skills: brainstorming ideas, structuring a formal letter, identify and develop the social skills during a job interview, watch and analyse jobs interviews Function: take part in a job interview, write a letter of application

Unit 2: Peut-on sauver notre planète? Statement of Inquiry: Through human connections we create a purposeful message that may lead to feelings of empathy, and awareness of the impact of modernisation. Global context: Scientific and technical innovation Key concept: Connections Related Concepts: message, empathy Assessed Criteria: B, D. -

Learning Experiences:

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Vocabulary: lexique des nouvelles technologies, les actions, Grammar and language: Past and present tense, comparison, idioms Skills: Justify opinions, give advice,Verbal and written communication, Organising ideas using connective words effectively, Writing an article, Test: Etes-vous cyberdépendant?

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Learning Experiences:

Unit 4: Joies et périls de l'immigration • Skills: How to write persuasively for an audience. Raise awareness about a global issue • Knowledge :Name contemporary and local environmental issues Give solutions through examples to protect the environment Watch an advertisement and answer listening comprehension questions Use il faut (we must) il ne faut pas ( we must not) Express opinion: je pense que, selon moi, il me semble que, a mon avis... Adjective agreement

Unit 3: Que nous apporte les nouvelles technologies? Statement of Inquiry: Conventions in the digital life contribute to creative texts and fulfil a purpose. Global context: Scientific and technical innovation Key concept: Creativity Related Concepts: conventions, purpose Assessed Criteria: B, C .

Statement of Inquiry: Connections made through immigration offer point of views that aim to limit inequalities and differences, and offer point of view that vary according to context. Global context: Fairness and development.   Key concept: Connections Related Concepts: Point of view, context Assessed Criteria: A, D. -

Learning Experiences:

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Vocabulary: migration, immigration, emigration, diversité culturelle, immigration clandestine, stereotypes of regugies and migrants Grammar and language: Past and present tense, comparison, idioms Skills: brainstorm and mindmap, debate and excgange ideas, compare and contrast opinions, draw conclusions

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ARTS A- Knowing and Understanding C- Thinking Creatively

B- Developing Skills D- Responding

During the fifth year of the MYP, students are expected to demonstrate more ownership over their artistic practice by engaging in projects that have a real-world application beyond the classroom. In Visual Arts, students construct “Hands of Fatima” out of clay that are permanently displayed throughout the school. In Media Arts, students use their personal voice to create a documentary addressing a relevant issue in their world. In Drama, students use prior knowledge of practitioners to support their own devising and script adaptation to develop several original plays over the course of the year. In Music, students compose and perform original musical scores independently.

ATL Skills: Communication Skills: Ai – Read critically and for comprehension (1.2a) Ai – Make inferences and draw conclusions (1.2c) Aiii – Use a variety of media to communicate with a range of audiences (1.1c) Dii – Use and interpret a range of discipline-specific terms and symbols (1.2d) Dii – Interpret and use effectively modes of non-verbal communication (1.1d) Diii – Give and receive meaningful feedback (1.1a)

Social Skills: Bii – Take responsibility for one’s own actions (2e) Self Management Skills: Ai – Reflect on subject matter knowledge (5d) Bi – Keep an organised and logical system of information files/notebooks (3f) Bi – Demonstrate persistence and perseverance (4.2a) Ci – Set goals that are motivating and challenging (3c) Cii – Practise failing well (4.5b) Ciii – Plan short- and long-term assignments; meet deadlines (3a) Diii – Reflect on subject matter knowledge (5d) Diii – Keep a journal to record reflections (5f) Research Skills: Ai – Search effectively, collect and record information (6a) Bii – Understand the impact of media representations and modes of presentation (7c) Thinking Skills: Aii - Consider ideas from multiple perspectives (8h) Aii - Change the context of an inquiry to gain different perspectives (10c) Aiii - Make guesses, ask “what if” questions and generate testable hypotheses (9d) Ci - Make unexpected or unusual connections between objects and/or ideas (9b) Cii – Practise visible thinking (9g) Cii - Use brainstorming to consider multiple alternatives and generate new ideas (9a) Ciii - Consider ideas from multiple perspectives (9h) Di - Revise understanding based on new information and evidence (8e)

Media Arts Unit 1: Biopic- Truth was told Statement of Inquiry: Personal histories are affected by how they are told. Global context: Orientation in Space and Time Key concept: Identity Related Concepts: Narrative Assessed Criteria: A,B,C,D -

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Learning Experiences: This unit looks at the film sub-genre of Biopics. Students will develop editing using Davinci Resolve and narrative storytelling.

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For the final project, students will create a short film that follows the development, pre-production, production, postproduction and exhibition.

Unit 3: Advertisement- Can you sell it? Statement of Inquiry: Do content creators have a moral responsibility in communicating to targeted audiences? Global context: Fairness and development Key concept: Communication Related Concepts: Audience Presentation Assessed Criteria: A,B,C,D •

Unit 2: Short Film - Not what, but how! Statement of Inquiry: The ways stories are told can influence the narrative and audience impact. Global context: Personal and cultural expression Key concept: Aesthetics Related Concepts: Genre Assessed Criteria: A,B,C,D -

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Learning Experiences: How are movies made? What's required to create an immersive experience that will engage audiences? who does what in film production? This unit explores the various film stages and roles.

Learning Experiences: This unit looks at the various techniques used by advertisers to sell products. For the final product you will create an advertisement for a meaningful product or service.

Unit 3: Show don’t tell. Statement of Inquiry: The representation of your personal and cultural expression can Change as your craft evolves Global context: Personal and cultural expression- artistry craft, creation, beauty. Key concept: Change Related Concepts: Representation-The choices we make affect the overall meaning Assessed Criteria: A,B,C,D -

Learning Experiences:

This unit looks at the language of film to understand how meaning is created through moving images 49

Music Unit 1: A Whole New World Statement of Inquiry: Cultural identity can be adapted and progressed through the interpretation and use of technology. Global context: Scientific and Technical innovation, Adaptation, ingenuity and progress Key concept: Identity Related Concept: Interpretation Assessed Criteria: A,B,C,D -

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Learning Experiences: In this unit, students will understand how to analyze and discuss cultural music. They will also learn how to use cultural music as inspiration for compositions and create compositions using a DAW, and Noteflight.  Music theory objectives: Note naming and play on a piano, rhythm performance  Elements of music: Analysis and discussion  Knowledge objectives: Learn how to analyze and use software to create music

Unit 2: Play it again Statement of Inquiry: The development artistry and craft results in changes to the quality of presentation. Global context: Personal and Cultural Expression: Artistry and craft Key concept: Change Related Concept: Presentation Assessed Criteria: A,D,C

Learning Experiences:

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In this unit, students will look at their musical skills on an instrument and work on developing their own personal skills with that instrument in mind.

Unit 3: Waiting on the World to Change Statement of Inquiry: Communication through the arts offers a role in voicing inequality. Global Context: Fairness and development: Inequality, Difference and Inclusion Key concept: Communication Related Concept: Role Assessed Criteria:A,B,C,D -

Learning Experiences:

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Students in this unit will work with classmates to create a piece of music reflecting on an issue in the world. They will study existing music that addresses social issues.

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Unit 4: Take it Bach now y’all Statement of Inquiry: Aesthetics change through the development of different cultural eras. Global context: Orientation in Time and space Key concept: Aesthetics Related Concepts: Genre Assessed Criteria: A,B,C,D

Learning Experiences:

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Students will learn compositional techniques about the different time periods, students will formulate opinions on the best composer and collect research. Students will create a final composition that brings their understanding to a final composition.

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Drama Unit 1: Commedia Dell’Arte

Unit 2: Change in world, Change in Mind... The Sequel Statement of Inquiry: As we see change in the world, we innovate old practices to create new interpretations of drama. Global context: Orientation in time & space Key concept: Change Related Concepts: Innovation, interpretation Assessed Criteria: A,B,D -

Learning Experiences:

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Students will research drama theorists & practitioners, their catalysts in change and how it corresponds with world history. Students will practice chosen techniques & apply them to performances. Research various sources Create context by way of interpretation.

Statement of Inquiry: Through play and style, identities are created and placed in social constructions of reality. Global context: Personal & Cultural Expression Key concept: Identity Related Concepts: Play, Style Assessed Criteria: A,B,C,D -

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Learning Experiences: Theatre History Italian Renaissance - Social structure Comedic devices Mask work Improv Stock characters Physicality

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Unit 3: Devising for Darlings Statement of Inquiry: Theatre can effectively communicate across a wide range of audiences through creative presentation Global context: Personal & Cultural Expression Key concept: Communication Related Concepts: Audience, Presentation Assessed Criteria: A,C -

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Learning Experiences: Students will devise an original piece of drama for a target audience (ages 8-9) considering tone, movement, body language, content, and vocabulary to deliver a message regarding communication.

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Voice development Movement skills/Developing bodylanguage Teaching young audiences

Unit 4: Theatre for change Statement of Inquiry: Through devised performances, audiences recognise their power and privilege to aid oppressed communities to promote fairness and equality. Global context: Fairness & development Key concept: Communities Related Concepts: Audience, Expression Assessed Criteria: A,C,D

Visual Arts Unit 1: Portrait of Self. Statement of Inquiry: Symbols identify cultural heritage and have been used in art history to provide deeper conceptual communication! Global context: Identities and relationships. Key concept: Identity, Communication and aesthetics. Related Concepts: Composition, Expression Assessed Criteria: A,B,C,D -

Learning Experiences:

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Learning Experiences: Students will learn about Augusto Boal's Theatre of the Oppressed. Students will learn about Forum Theatre and it's techniques to give a voice to those who are oppressed and needing help from others. Students will identify oppression in their everyday lives and the lives of others. Students will need to use tone of voice, body language, and facial expression to deliver a believable performance. Students will need an understanding of the techniques of Forum Theatre and its intervention of oppression. .

Students will research the Dutch still-life Masters from the Baroque period (1600’s) and the Australian artist Graeme Peebles 1980-1990 period to understand the aims of still life painting and the symbolic meaning. As G. Peebles is a printer maker, students will also acquire an understanding of the use of predominately black images with only minimal light in pictures for a dramatic effect. They will choose 2/ 3 of his mezzo tint prints and make a comment on his use of dramatic blacks against whites. Provide an explanation on the print technique: mezzo tint. • Students will be analyzing famous artworks and deciding why the artist chose the tonal rendering effect to create this image. • A written exercise which explores the symbolic meanings behind still life objects. • Students must provide several researched objects and statements that explain their connection to these figures.

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Three artworks are completed, using chalk pastel which challenges and develops student’s understanding of tonal rendering techniques, picture planes and how light and shadow effect these spaces, and where light falls across specific areas of an object and how they can tone these. • Students presents their completed artwork and exhibits it in the Raha Gallery.

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Students will present multiple sketches exploring a resolved composition where all figures are as important as each other. • What is pattern? Explore through sketches a variety of patterns which relates to your context.

Unit 2: Cultural and political figures Statement of Inquiry: The breaking of traditional compositional rules can provide the artist with greater creativity and personal expression. Global context: Personal and Cultural Expression. Key concept: Aesthetics. Related Concepts: Creativity. Assessed Criteria: A,B,C,D -

Learning Experiences:

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Students will choose a topic to research and supply printed images of many figures. • Students will study the artworks of David Larwell, Jean Michel Basquiat and Jill Lewis. Present two paintings and credits of their art works. Critique which markings you are inspired by, present an Artist’s Statement. • Using distortion, sketch each of your researched figures multiple times until you are satisfied with the figure’s distorted aesthetics. • Students will choose a colour scheme to best express the context.

Physical and Health Education A- Explain & Apply Knowledge C- Demonstrate, apply & analyse skills & strategies to perform

B- Design Explain & Justify a Plan D- Explain interpersonal skills. Develop goals/strategies: Analyse & Evaluate performance

ATL Skills Communication Skills Aiii– Use and interpret a range of discipline-specific terms and symbols (1.2d) Ciii- Give and receive meaningful feedback (1.1a) Social Skills Cii- Manage and resolve conflicts and work collaboratively in teams (2h) Dii- Listen actively to other perspectives and ideas (2K) Self-management Skills Bi- Set goals that are motivating and challenging (3C) Di- Develop new ATL skills, techniques and strategies for effective learning (5a) Diii- Self-assess personal learning skill development and strategy use (5B) Research Skills Bii – Search effectively, collect and record information (6a) Thinking Skills Ai- Revise understanding based on new information and evidence (8e)

Aii- Problem solve (8i) Ci- Make connections between different subjects (10b)

Unit 1: Football Statement of Inquiry: Specific adaptations are essential for participants to bring about change when utilising space and time efficiently to overcome challenges. Global context: Orientation in space and time Key concepts: Change Related Concepts: Space, Adaptation Assessed Criteria: B,D •

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Learning Experiences: Students will learn how to plan a coaching session to improve the performance of specific players. The phases of play will contribute to what is planned. Game play Skills (attacking; defending – passing, tackling, shooting, heading) Tactics (attacking; defending) Movement off the ball Movement on the ball Teamwork Positions Referring Rules

Related Concepts: Systems, functions Assessed Criteria: B, D.

Unit 2: Cricket Statement of Inquiry: Thoughtful communication can enhance participants choices when using alternative technical methods to address challenges in a chosen activity, then refining performance when required. Global context: Scientific and technical innovation Key concepts: Communication Related Concepts: Choice, Refinement Assessed Criteria: A,C. -

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Learning Experiences: Game play Skills (batting; bowling; fielding) Tactics Scoring system Teamwork Positions Officiating Rules Adaptations of sport

Unit 3: Fitness (IDU feat. Mathematics) Statement of Inquiry: Personal development requires various body systems to function effectively in order to aid the relationship between body and mind for overall health and wellbeing. Global context: Identities and relationships Key concept: Development

Learning Experiences: Students will learn how to effectively plan and evaluate a personal training programmme. Students will complete fitness testing to identify areas for improvement, analysing data to meet the requirements for IDU. Training plans will be creating to assist the development of personal fitness. Monitoring this progress will be required. Components of fitness Principles of training Training methods Reflection Adaptation

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Unit 4: Water Polo Statement of Inquiry: Managing player and team conflict requires cooperation between differing perspectives. Acknowledging team roles and sport understanding influences team performance. Global context: Identities and relationships Key concepts: Time, space and place Related Concepts: Communication, Environment Assessed Criteria: A -

Learning Experiences:

Students will learn the basics of water polo. • Game play • Skills (passing; shooting; blocking) 56

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Swimming techniques Tactics Scoring system Teamwork Positions Officiating Rules

Unit 5: Stomp / Dance Statement of Inquiry: Participants in sport and physical activity can bring different perspectives when they have the freedom to communicate and be creative with choice. Global context: Personal and cultural expression Key concept: Relationships Related Concepts: Balance, Choice Assessed Criteria: A, C. -

Learning Experiences:

Students will learn dancing concepts and how to perform routines of movements in time with music. Students will develop understanding for reading the beats in music to time movements. • • • • • •

Themes Starting & finishing Movements Formations Elements Sound