Grade 9 Curriculum Guide 2021-2022 by Raha International School

The International Baccalaureate Middle Years Programme

Raha International School Grade 9 Curriculum Guide 2021-2022

Welcome to the fourth year of the Middle Years Programme! By now the students are very familiar 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/our-community/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.

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 in 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.

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 lengthy comments 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)

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.

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 concepts (from the 16 options on page 2). 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

engage in their interdisciplinary inquiry unit with the Arts department in developing a movie trailer for the play that focuses on an exchange of skills between the two subjects. The final unit Stories Are Waiting provides an opportunity to engage with a variety of travel texts and explore some features of travel writing. Students will create a Google Site displaying a series of articles on various topics relating to a chosen destination.

English This year marks a significant stride for students in Language and Literature. With a new rigorous rubric in place and a sample of assessments that are more closely aligned with what can be expected in the Diploma Programme, students can expect an engaging and rewarding year. The first unit, From the Mind of the Shaper will explore the theme of identity while concentrating on form, structure and style through the study of the graphic novel “American Born Chinese”. Students will create a unique comic and prepare an audio-visual analysis of the text. The second unit Call to Action will require students to examine human rights issues around the world, explore effective persuasive public speaking skills, and take on the role of social justice champions who must prepare persuasive speeches to the United Nations Human Rights Council. In Semester Two, students will study William Shakespeare’s “Macbeth” in the unit Deep Dark Desires and complete a guided timed passage analysis. Following this assessment, students will

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: From the Mind of the Shaper: Statement of Inquiry: The graphic novel genre creates unique stylistic opportunities for authors to reveal characters' relationships to society and how they impact their self-esteem and identity. Global context: Identities and Relationships. Key concept: Communication. Related Concepts: Character, Style, Genre. Assessed Criteria: A, B, C, D.

Learning Experiences: Comics Inquiry – Before learning about the conventions of graphic novels, students will be given a variety of graphic novels and comic strips. They will examine them and find similarities to try to determine the conventions of comics. They will categorise their findings by similarities relating to: images, text, layout, and content. "10 Ways to Tell a Story" – This activity follows the completion of the "10 Ways to Tell a Story" worksheet. Students will write two (2) short anecdotes based on their choice from a list of prompts for homework. These will be mixed and redistributed to the class anonymously. Students will choose one of the two (2) anecdotes and determine which of the 10 Ways they would use to tell that story and why. Extension: write the script and draw the comic for the story and tell it in nine (9) panels or fewer. Context Collective Memory Scramble – Images and information will be posted on the walls at different "stations". Students will be divided into small groups by mixed ability. They will take turns 8

sending one member of the group to the display section the teacher calls out (i.e. Chinese Stereotypes, Cultural Appropriation, Journey to the West, etc.) and that person will have 30 seconds to remember as much information as possible from that section, then run to the "designated secretary" for their group to tell them as much as they remember to record on their group's "collective memory map". This repeats until all sections/members have been exhausted. The winning team can be the one that has the most complete map (judged by teacher). Allow students time to consolidate their learning individually by answering reflective questions (i.e. "How do you think this information can help your understanding of the story?" "What are the three (3) most important facts from this section?" etc.). Visual Language Analysis Stations – Students will be given a placemat at a station with a different technique focus (visual repetition, juxtaposition, camera angles, etc.). In their groups, they will find examples from the text (screen captures of panels) that exemplify that concept and will analyse what the technique is meant to convey to an audience. They will rotate and cover all stations. Groups can be differentiated by ability. Venn Diagrams – After reading the first six (6) chapters, students will walk about the room and fill out Venn Diagrams that are posted on the walls, asking them to find similarities and differences between 2-3 characters or storylines. They can be put into groups by ability. The higher ability groups will complete a three-circle Venn Diagram. These will be presented and displayed and can be used by students as a starting point for their audio-visual analysis.

Extension: students choose images to best illustrate points from one of the Venn Diagrams. Character Expert groups (differentiated by challenge) – Students are matched by ability and given a character to focus on from the novel (i.e. Monkey King / Jin / Danny / Chin Kee / Wei-Chen). They will set out to analyse their character's personality, beliefs, values, etc. from the beginning, middle, and end of the novel and support their ideas with evidence from the text and their analysis and rationales. They should examine visual and verbal language. Afterward, they will split off into a regular carousel group to exchange mind maps and explain their character analyses to the members of other groups. Members will take summary notes to use for their essays. Essay Planning Stations – This is a way to structure work periods. Students choose which station to go to, depending on where they are in the writing process (brainstorming, thesis development, evidence gathering, argument development, organisation). Each station will have an explanation card and some guiding questions to help them fill out their organiser. They can move about as they finish each stage. The teacher can request that certain students work at a station for part of the lesson and show what they've accomplished before choosing their own. Essay Revision Stations - This is a way to structure revision periods. Students choose which station to go to, depending on what they want to focus on improving (formal writing, varying vocabulary, flow of ideas, writing concisely, etc.). Each station will have an explanation card and some guiding examples to help them edit 9

their. They can move about as they finish each stage. The teacher can request that certain students work at a station for part of the lesson and show what they've accomplished before choosing their own.

Unit 2: Call to Action Statement of Inquiry: Communicating in order to protest and effect change requires a structure and style that is driven by the author's purpose and intended effect on the audience. Global context: Fairness and Development. Key concept: Communication Related Concepts: Audience imperatives, Purpose, Structure, Style. Assessed Criteria: B, C, D.

Learning Experiences: Seating Plan Proposal Activity – Students (in groups) will be given the chance to propose a new seating plan for optimal productivity and the success of all. Following a lesson on the difference between fact and opinion, each student will provide five (5) facts and five (5) opinions about themselves on a cue card to help their classmates make more informed decisions. Ultimately, they must convince the teacher through a short “pitch” that their plan is optimal. Class will vote. Human Continuum (four corners activity) – Students will be given prompts (i.e. "Money is the most important path to happiness", "A person’s success in life depends on how hard he/she works," etc.) and will be asked to move to a corner of the room that best represents their opinion (strongly agree, somewhat agree, somewhat disagree, strongly disagree). They will discuss why they're there with other students and share with the class.

Rhetorical Analysis of Television Commercials – Students will view advertisements and practise identifying the rhetoric and explaining how they know using evidence and explanations. They will also find and share their own. Mini-debates – After viewing and discussing a short debate on YouTube, students will be assigned a topic and a position and then prepare arguments for a quick debate. This will help them reinforce the skills and process of developing and delivering believable and persuasive arguments. Gallery Walk: Rhetorical Devices – Students will walk around the room reading pop-culture examples of rhetorical devices and fill out a worksheet identifying the device. Inspiring Movie Speeches – As a class, we'll examine a rousing speech from Braveheart and identify the speaker's main claim (purpose) and persuasive techniques. Students will then find their own movie speeches and practise identifying the main claim and techniques. Human Rights Ranking Activity – Student groups will be asked to rank 12 Universal Human Rights from most to least important, first individually, then in partners, then in groups of four (4). Students will come to a consensus on the top three (3) most important and three (3) least important and share with the class. Human Rights Inquiry – Toolkit for Action from UN with profiles of human rights champions will be given to students to peruse. Students will choose 3-5 champions and complete a summary/reflection for each. They will then choose one (1) and create a Public Service Announcement based on the information given in the profile to raise awareness about the issue to a teenage audience.

Unit 3: Deep Dark Desires Statement of Inquiry: Authors use style to reveal different character perspectives and motivations allowing readers to consider the ethical implications of the darker side of human nature. Global context: Identities and Relationships. Key concept: Perspective. Related Concepts: Character, Style, Theme. Assessed Criteria: A, B, C, D.

Learning Experiences: Critical Thinking Bus Stop Opinion Placemat – Groups will be given a prompt on a placemat and will be asked to take a stance on it and briefly explain why. They write these ideas down on the placemat. The placemats rotate to another group and the same process is repeated until all students have responded to all six prompts. These prompts allow the class to start thinking about the themes of greed, ambition, corruption, power, etc. Art Interpretation (painting analysis) – Students will perform a "gallery walk" of different paintings whilst completing a worksheet asking them to determine the implicit messages or themes of each work and analysing the elements that led them to those conclusions. They will utilise prior knowledge of visual language techniques and also discuss "tone" and "mood". Tossing the Lines – Students will deliver lines meaningfully from the play whilst tossing a bean bag to each other in a large circle; more bean bags will be added and students are meant to make eye contact and deliver their lines "with feeling". Students will learn to work out through context the meanings of the words and lines. They will also discuss at the end what they think the play will be

about and make other predictions about characters, conflict, tone and mood, etc. Walking the Lines - The same exercise above can be conducted without bean bags and just by having students walk about the room and delivering the line to the nearest person after you yell "ANON!". "How Much Land Does a Man Need?" – Students will read the parable; create their own parable about one of the following: greed, paranoia, ambition, jealousy. Mood and Tone Paintings & Creative Writing – Students will analyse three (3) paintings in groups by identifying the mood of the painting and explaining their answer using supporting evidence (i.e. colours, posture, etc.). Two groups can analyse the same painting. Afterwards, students will individually create a "moody" piece of writing. Acting Troupes Audition - In mixed abilities groups, students will act out the opening scene of the play in order to win the contract to put on the full play at Raha. They can take creative license with the lines and/or setting, but must explain their choices. You, the Teacher - Groups will receive a placemat template for scene analysis. Each group is assigned a scene from Act 1 which they annotate and deconstruct using the scene analysis mind map (plot, setting, character development, quotations, key techniques, connections to theme). The group will then present their key scene to the class, and share via Teams the summary document they completed. Cut It Out – Student groups will be given a scene or act from the play and told that the producers have been told that 100 lines must be cut to save on production costs. They are to prioritise any lines that relate to the themes of the dangers of giving in to the darker

side of human nature, and their final "cut" must be coherent and cohesive. Extension: stronger student groups can also be given a different target audience once they've done it once. For example, they may be asked to redo it for a younger audience, but showing the same themes. Choose Your Path – Students will be provided with a selection of quotations from the play studied thus far. They then have free choice to choose a creative, analytical or practical product to demonstrate their learning. Formative GLA Preparation – Students will work in groups to deconstruct a guiding question and identify the key markers a question type in terms of techniques, thematic focus and textual elements (characters, setting, theme etc.) and use this to construct an outline GLA plan which closely addresses the question given. They will write a collaborative thesis statement and peer review those of other groups. They will then use that thesis statement to develop at least three topic sentences to introduce the key points they wish to develop in their main analysis, and flesh these out using the PEAL acronym. To achieve this, each group member will take responsibility for writing one key part of the group GLA, whilst a chair person (recommended to be the group member with the strongest technical skills) will oversee and ensure continuity between paragraphs. Finally, they will produce a conclusion having revisited the thesis statement and made any required amendments. This formative essay will be submitted for marking by the teacher via Kaizena. Act 5 Creative Overview – Students will be given a choice of seven (7) text types (newspaper report, poem, movie review, letter to a friend, psychologist's report, song or diary entry) and will have to produce a piece which illustrates their understanding of Act 5 of

the play. Additionally, they can propose any other text type they choose subject to teacher approval. Peer review and voting for the best executed product can be a viable engagement strategy should the teacher wish and time permits.

Unit 4: Stories are Waiting Statement of Inquiry: Awareness of perspective in response to travel texts can promote a sense of connection among diverse global communities. Global context: Orientation in Time and Space Key concept: Perspective. Related Concepts: Audience imperatives, Purpose, Structure, Style. Assessed Criteria: A, B, C, D.

Learning Experiences: 'Mind Storm' – Groups will brainstorm examples of culture and stereotyping through mind maps in order to identify typical indicators of culture. They then carousel and add to other group responses. Audience Appeal and Conventions – Students will analyse adverts and derivative transcript in groups looking for stereotypical representations of specific cultures and organisational structures of typical TV adverts. Also, they will identify key stylistic features of travel sites using ACTS framework for analysis. Finally, they will develop use of persuasive writing techniques in advertising through analysis of photographic sources with a view to creating a review for Trip Advisor.

Textual Analysis – students will read a variety of travel texts such a Bill Bryson’s travel writing to analyze and evaluate the stylistic and literary techniques used. Group Role Play – Students will explore tourist experiences of a negative journey/vacation. They will use persuasive techniques, tone and manner to address challenging social situations. They will then annotate and analyse a sample travel site through group discussion, giving detailed justification of opinions and ideas, noting the conventions of three different sub-genres of travel writing according to topic. 'Carou-sell' – Groups will research and identify common features of a travel site using assigned source materials. Groups will then complete Padlet entries for a whole class discussion plenary. Students will compare and contrast different examples of destination travel sites through think, pair, share student supported learning. They will utilize technology to conduct a substantial independent investigation into the genre conventions of travel site writing, according to chosen topics and destination, alongside target audience. Research - students will conduct detailed, personalised primary source research following group brainstorming 'what I must know/what I want to know/what I would like to know'. They will then apply newly required knowledge to create poster advert for the selected destination using highly selective language to create powerful slogans. Travel Blog/website - Students will develop skills for travel writing, focusing on language techniques. Support unit available for experiential narrative and factual informative writing development. Students will use Google Sites, Wix or similar ICT resource to create an effective travel site, after analysing expected genre conventions.

Students will be encouraged to read several examples and conduct personal research, as an extension of class work. They will access specialist software to create, produce and edit their own site.

‫)‪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 ‫سوف يتعلم الطالب أن قيمة اإلنسان مرتبطة بقيمه ‪Statement of Inquiry:‬‬ ‫‪. .‬األخالقية‬ ‫‪Global context: Identities and Relationships.‬‬ ‫‪Key concepts: Identity, Relationships.‬‬ ‫‪Related Concepts: Point of view, Self-expression, Style.‬‬ ‫‪Assessed Criteria: A, B, C, D.‬‬

‫‪Learning Experiences:‬‬ ‫• قراءة النص النثري والشعري قراءة صحيحة ومعبرة‪.‬‬ ‫• استخراج الصور البالغية واستخدمها في صناعة النصوص األدبية‪.‬‬ ‫• تعلم مهارات لغوية وبالغية جديدة مثل االستعارة‪.‬‬ ‫• التحليل األدبي للنصوص الشعرية والنثرية‪.‬‬

‫‪14‬‬

‫‪Arabic A‬‬ ‫يتضمن منهاج الصف التاسع للغة العربية أربع وحدات دراسية مقسمة طوال العام‬ ‫الدراسي‪ ،‬وهي مرتبة كاآلتي‪:‬‬ ‫‪ 1‬وحدة “النصوص األدبية"‬‫‪ 2‬وحدة “اإلعالم"‬‫ ‪3‬وحدة “الهويات"‬‫ ‪ 4‬وحدة “الرواية " قنديل أم هاشم"‬‫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 ‫‪Dii – Interpret and use effectively‬‬ ‫)‪modes of non-verbal communication (1.1d‬‬

‫• أن يعمق مهاراته اللغوية من خالل العمل الجماعي المشترك‪.‬‬ ‫• أن يستخدم أسلوب التعلم المناسب في المواقف التعليمية المتباينة‪.‬‬ ‫• أن يطور مهارات الكالم واالستماع والقراءة والكتابة والمشاهدة من خالل‬ ‫تعرضه نصوص أدبية متنوعة‪.‬‬

‫رواية قنديل أم هاشم ‪Unit 4:‬‬ ‫سوف يتعلم الطالب احترام العادات والتقاليد والطب ‪Statement of Inquiry:‬‬ ‫الشعبي دون االستهزاء به مع األخذ باألسباب الطبية الحديثة‬ ‫‪Global context: Fairness and Development.‬‬ ‫‪Key concepts: Change, Perspective.‬‬ ‫‪Related Concepts: Character, Point of view.‬‬ ‫‪Assessed Criteria: A, B, C, D.‬‬

‫وحدة اإلعالم ‪Unit 2:‬‬ ‫سوف يتعلم الطالب في هذه الوحدة كيف يتعامل مع وسائل ‪Statement of Inquiry:‬‬ ‫‪.‬اإلعالم ووسائل التواصل االجتماعي‬ ‫‪Global context: Fairness and Development.‬‬ ‫‪Key concepts: Change, Culture.‬‬ ‫‪Related Concepts: Structure, Theme.‬‬ ‫‪Assessed Criteria: A, B, C, D.‬‬

‫‪Learning Experiences:‬‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫دراسات نصوص إعالمية دراسة وافية‪.‬‬ ‫دراسة األساليب اللغوية والنحوية من خالل نصوص مختلفة‪.‬‬ ‫كتابة استجابة أدبية عن نصوص في اإلعالم‪.‬‬ ‫دراسة األساليب اللغوية والنحوية من خالل نصوص مختلفة‬

‫‪Learning Experiences:‬‬ ‫• قراءة الرواية قراءة واعية لألحداث والشخصيات‪.‬‬ ‫• استنتاج الفكرة العامة للرواية واالفكار الفرعية‪.‬‬ ‫• إبداء الرأي باألشخاص واألحداث‪.‬‬ ‫• استخدام تعابير الكاتب وأساليبه المجازية في الكتابة‪.‬‬ ‫• استخدام المهارات اللغوية أثناء دراسة الرواية مثل‪ :‬الكشف في القاموس‪.‬‬ ‫المحيط‪ ،‬مصادر األفعال ‪.‬‬

‫الهويات ‪Unit 3:‬‬ ‫سوف يتعرف الطالب بعض أنواع الفنون النثرية ومنها ‪Statement of Inquiry:‬‬ ‫‪.‬السيرة الذاتية والسيرة الغيرية والمقال والتقرير‬ ‫‪Global context: Personal and Cultural Identity.‬‬ ‫‪Key concepts: Change, Relationships.‬‬ ‫‪Related Concepts: Character, Self-expression, Style.‬‬ ‫‪Assessed Criteria: A, B, C, D.‬‬

‫‪Learning Experiences:‬‬ ‫•‬

‫‪15‬‬

‫أن يمتلك القدرة على دراسة وتحليل األعمال األدبية‪.‬‬

Standard Mathematics

Mathematics A- Listening C- Speaking

This course is designed to give students a solid foundation and good grasp of the fundamental ideas within each of the topics covered. In Grades 9 and 10, students will be mastering the skills and concepts which were introduced and practiced during the first three years of the MYP. The topics will be accessible to all students who demonstrate an interest in Mathematics and a willingness to challenge themselves. Successful completion of this course should prepare students for the Diploma Programme Mathematics Standard Level in either Analysis & Approaches or Applications & Interpretation. The four Standard Maths classes will taught as mixed-ability classes, with each class having a similar spread of ‘ability’ (prior attainment data) as the other three.

B- Reading D- Writing

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)

Unit 1: Linear Equations & Inequality Statement of Inquiry: Modeling with equivalent forms of representation can improve decision making Global context: Identities and Reloationships Key concept: Form Related Concepts: Equivalence, Models, and Representation Assessed Criteria: A,C,D

Learning Experiences: • •

Solving linear equations and systems of linear equations algebraically and graphically Using equivalence transformations to solve linear equations and systems of equations

• • • • •

Creating a mathematical model to solve real-life problems Determining if a model solution is equivalent to the real-life solution Evaluating and interpreting solutions in light of real-life problems Solving systems of inequalities algebraically and graphically Modelling real-life problems with linear programming

Unit 3: Radical Expressions Statement of Inquiry: Forms can be chnaged through simplification. Global context: Identities and Reloationships Key concept: Form Related Concepts: Change and Equivalence Assessed Criteria: A,B.

Unit 2: Binomial Expressions and Factorising

Learning Experiences:

Statement of Inquiry: Using different forms to generalize and justify patterns can help improve products, processes and solutions. Global context: Scientific and Technical Innovation Key concept: Form Related Concepts: Patterns Assessed Criteria: A, B.

Learning Experiences: • • • • • • • •

Review factorising techniques (common factors, grouping in pairs & difference between squares) Factorising quadratic expressions, where the coefficient of 𝑥^2 is 1 Factorising quadratic expressions, where the coefficient of 𝑥^2 is not 1. Changing the subject of a formula Simplifying rational algebraic expressions Performing mathematical operations on rational algebraic expressions

• • • • •

Unit 4: Probability Statement of Inquiry Understanding health and making healthier choices result from using logical representations and systems Global context: Identies and relationships Key concept: Logic Related Concepts: Validity, Models, and Change Assessed Criteria: A, C, D.

Learning Experiences: •

•

Representing sample spaces in tables, lists and diagrams Drawing tree diagrams, Venn diagrams and two-way tables

• • • • • • •

Calculating probabilities from Venn diagrams and two-way tables Using tree diagrams to calculate probabilities with and without replacement Understanding informal ideas of randomness Understanding and using formal probability notation Calculating probabilities of independent, mutually exclusive and combined events Proving probability theorems Determining whether or not events are mutually exclusive and/or independent

Unit 5: Trigonometry Statement of Inquiry: Generalizing relationships between measurements can lead to better models and methods Global context: Scientific and technical innovation Key concept: Relationships Related Concepts: Generalization and Patttern Assessed Criteria: A,B

Learning Experiences: • • •

Solving problems in right-angled triangles using trigonometric ratios Knowing the properties of trigonometric ratios Solving problems that include angles of elevation and angles of depression

Extended Mathematics This course is designed to challenge and enlighten those students who have demonstrated a particular flair for the subject. The pacing and depth of the topics will be accelerated and well suited to those students who are highly able or are very motivated in terms of effort and work completion. The units will be covering the same concepts as the Standard Mathematics classes, but with an enhanced focus on deep mathematical thinking. In particular, Trigonometry, Coordinate Geometry and Indices & Surds will be greatly extended as well as an introduction to Logarithmic Functions. Successful completion of this course (at the end of Grade 10) should prepare students for the Diploma Programme Maths Higher Level or Maths Standard Level in Analysis & Approaches.

Unit 1: Linear Equations & Inequality Statement of Inquiry: Modeling with equivalent forms of representation can improve decision making Global context: Identities and Relationships Key concepts: Form Related Concepts: Equivalence, Models, and Representation Assessed Criteria: A, C and D

Learning Experiences: • •

Solving linear equations and systems of linear equations algebraically and graphically Using equivalence transformations to solve linear equations and systems of equations

• • • • •

Creating a mathematical model to solve real-life problems Determining if a model solution is equivalent to the reallife solution Evaluating and interpreting solutions in light of real-life problems Solving systems of inequalities algebraically and graphically Modelling real-life problems with linear programming

Unit 2: Binomial Expressions and Factorising Statement of Inquiry: Using different forms to generalize and justify patterns can help improve products, processes and solutions. Global context: Scientific and Technical Innovation Key concepts: Form. Related Concept: Patterns Assessed Criteria: A, B

Learning Experiences: • • • • • •

• • •

Solving quadratic and rational inequalities both algebraically and graphically  Solving other non-linear inequalities graphically  Using mathematical models containing non-linear inequalities to solve real-life problems

Unit 3: Radical Expressions Statement of Inquiry: Forms can be chnaged through simplification. Global context: Identities and Reloationships Key concept: Form. Related Concepts: Change and Equivalence Assessed Criteria: A, C & D.

Learning Experiences: • • • • • • • •

Review laws of indices Simplifying irrational numerical expressions Approximating radicals Applying rules of radicals to simplify them Performing operations on radicals to simplify expressions that contain radicals 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

Unit 4: Trigonometry Statement of Inquiry: Generalizing relationships between measurements can lead to better models and methods Global contexts: Scientific and technical innovation Key concept: Relationships. Related Concepts: Justification, Patterns, Quantity, Simplification. Assessed Criteria: A, C, D

- Learning Experiences: •

• •

Solving problems in right-angled triangles using trigonometric ratios • Solving problems in right-angled triangles using trigonometric ratios • Knowing the properties of trigonometric ratios • Solving problems that include angles of elevation and angles of depression • Graphing sine and cosine functions  • Understanding periodicity  • Transforming sine and cosine functions using translations, reflections and dilations  Recognizing transformations of sine and cosine graphs, and finding equations of graphs  Modelling real-life problems using sine and cosine functions

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 9 students learn how to practically and theoretically apply the principles and relationships contained in the periodic table (chemistry) to a local industrial issue, they explore electrical systems (Physics) and the generation and distribution at a global scale, and finally, they examine factors that affect human health (Biology) and use case studies and global epidemiology statistics to unpack the complexities of biological process and responses to the environment.

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)

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)

Chemistry Working with the Periodic Table Statement of Inquiry: The Periodic Table expresses the properties of all known elements in the universe in a pattern, and its form allows for all scientists to predict elemental relationships. Global context: Scientific and Technical Innovation. Key concept: Relationships.

Related Concepts: Form, Patterns. Assessed Criteria: A, B, D.

Learning Experiences: • • • • • • • • • • • • • •

Subatomic particles. Atomic mass. Atomic number. Groups and Periods (patterns). The Periodic Table and Bonding . Atoms vs. Ions. Charges, common family charges. Metals, Non-Metals, metalloids and their propertie.s Transition metals-variable charges. Ionic and Covalent Bonding: molecular vs formula units. IUPAC rules for naming compounds. Conservation of Mass. Law of Conservation of Matter/Mass. Types of equations.

Physics: Motion Statement of Inquiry: Changes caused by interaction between matters involves energy transformations to and from their surroundings, and this allows scientists to understand the energy balance of a system, thus enabling them to provide chemical information for scientific and technical innovation. Global context: Scientific and Technical Innovation. Key concept: Systems.

Related Concepts: Balance, Energy, Movement. Assessed Criteria: A, B, C - Learning Experiences: Newton’s Laws • Explain how uncertainty can be represented in lab reports and graphs. • State what is meant by scalar/vector quantities and give examples. • Distinguish between and calculate distance/displacement and speed/velocity. • Find the resultant of two or more perpendicular vectors. • Determine speed/velocity: instantaneous/average (using the speed equation, v-t graphs and word problems). • Use the equations of motion to calculate acceleration from word problems. • Construct, interpret and relate speed-time, velocity-time, acceleration-time and position-time graphs (considering linear motion only). • Describe and apply Newton’s universal law of gravitation. • Distinguish between mass and weight and perform calculations involving gravitational field strength. • Draw free-body diagrams and calculate net force. • Describe and apply Newton’s laws of motion, including friction. • Discuss Newton’s laws of motion in relation to car safety. • Define mechanical work, kinetic energy and gravitational potential energy and carry out calculations.

• •

State and apply the principle of conservation of energy. State what is meant by efficiency and carry out calculations using the energy efficiency equation.

•

Define power and carry out calculations using the power equation.

Biology: What factors affect human health? 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. Related Concept: Development. Assessed Criteria: A, C, D. • • • •

Learning Experiences: Microorganism, pathogens and invasion mechanisms. Epidemiology (identifying, controlling and monitoring the spread of disease). Transmission. Natural and acquired immunity: system response. Vaccination, Antibiotics and other Drugs and Interventions Controlling the spread of disease: herd immunity, environmental solutions, case studies.

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 three units. The first unit, ‘Academic Integrity’ revisits expectations of Raha Students as outlined in the policy with a key focus on note-taking as an essential step on the journey to academic success. Students will revise previous learning of MLA citing and referencing; comparing and assessing value and limitations of citation machines. In Unit 2; ‘Source Selection’ Students consider the rate of dissemination of information and the range and value of media representations. They contemplate the purpose of Fake news, constructing strategies to expose and

discredit fraudulent sources. The final unit serves to prepare students for a successful experience in their undertaking of the Personal Project by analyzing and developing core skills. In addition to these three 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 practice levelled comprehension on a regular basis; culminating in standardised testing (MAP). 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: Is it possible to develop an original creation from existing works? Global context: Identities and Relationships. Key concept: Development Related Concepts: Perspective, Connections • •

•

Learning Experiences: Students assess their understanding of the principles of the Academic Integrity by considering a range of hypothetical scenarios. In a collaborative exploration, students identify and prioritise key strategies for successful paraphrasing. In a reflective process they investigate peer statements identifying statements that potentially advocate for plagiarism. Students learn note- taking strategy for both summarizing and reviewing information (Walter Pauk’s Cornell Notes System).

They practice combining summary statements, with the incorporation of accurate acknowledgements. • A review of MLA format is undertaken culminating in a comparative evaluation of trending citation generators and add-ins.

Unit 2: Source Selection Statement of Inquiry: What is true and how do we know? Global context: Fairness and Development. Key concept: Logic. Related Concepts: Perspective, Communication. Learning Experiences: • Students consider a range of media representations and their role in the development and distribution of information. • By analyzing key questions; Why is there Fake News? Why is it invented? students are able to identify indicators and signals to separate sources. • Students learn strategies to debunk fake news and analyse content for value. • In a range of learning activities students will build skills to differentiate between opinionated statements and factual statements; concluding with a reflective quiz to assess skill development.

Unit 3: Skills, Strategies and Evidence for the Personal Project. Statement of Inquiry: What exemplifies a successful, meaningful product? Global context: Identities and Relationships. Key concept: Communication. Related Concepts: Global Interactions, Connections Learning Experiences: • • •

•

Students perpetuate source evaluation, reviewing OPVL methodology to demonstrate critical thinking in source selection. Students are introduced to the ideas of Product Goals and Learning Goals in a scaffolding activity. Students consider how to demonstrate time-management skills and learn to differentiate between time planning and effective time management. Students practice visual representations of time/task management in GANTT charts for simple tasks; understanding that this knowledge can be transferred and applied to their own product next term. Students will undertake a review of information databases with a particular focus on specific academic research material; JSTOR, Maktaba, Google Scholar and Britannica School Advanced. Practice in the navigation of databases by use of disparate keywords, advanced searching, fields, filters and command terms.

Individuals and Societies A- Knowing and Understanding C- Communicating

B- Investigating D- Thinking Critically

For our Grade 9 Individual and Societies, students cover both History and Geography topics. 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, ‘Russian Revolution', examines the causes that transformed governance due to political instability which resulted in revolution. Students develop an understanding of the complex factors that lead to both 1905 and 1917 revolutions. The second unit, ‘Urbanism’ involves the study of cities, the urban land use and design, and interpreting urban land use models. Students will research technological advancements influencing gradual changes in built and natural environments.  Our final unit, ‘Causes of World War II,’ 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.

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: Russian Revolutions 1905 & 1917 Statement of Inquiry: At different moments in time, societies can experience revolutionary change, due to a variety of causes and often with long-lasting consequences. Global contexts: Fairness and Development / Exploration Key concept: Change. Related Concept: Governance. Assessed Criteria: A, B, C, D.

Learning Experiences:

• • • • • • • • • •

Brainstorm / Mind Map / KWHL Life in Russia in 1900s Read case studies Russia’s infrastructure Feudalism / Russian Society Tsar Nicholas / Romanov Dynasty Rasputin / Lenin / Trotsky / Tsarina Terminology – Hemophilia, Russification Russia’s governments etc.   Modern Day Russian

Unit 2: Enduring Expansion of Earth’s Cities: Urbanisation Statement of Inquiry: Built environments provide a framework for human and cultural development through technological advancement leading to geographic changes. Global context: Scientific and technical innovation. Key concept: Systems. Related Concept: Processes. Assessed Criteria: A, B, C, D.

Learning Experiences: • •

Urbanisation Terminology A city’s early settlements factors

• • • • • • • •

Review ancient civilisations UNESCO World Heritage Sites Tourist industry Use of google maps / google earth.  MEDCs, HDI, GDP, Site, Function, Rapid urban growth SMART cities Independent Research

Unit 3: Cause of World War 2 Statement of Inquiry: In dealing with human conflict, internal and external forces that changed the world lead to new philosophies. Global context: Orientations in Space and Time, Exploration. Key concept: Change. Related Concept: Causality (cause and consequence), Innovation and Revolution Assessed Criteria: A, B, C, D.

- Learning Experiences: • • • • • • • • • •

Revise start of World War I. World War 1 - War strategies and outcomes. Important leaders - The Big Four Europe – Social / Economically / Political stability Appropriate Terminology – Demilitarised Zones Systems of Government / Communism Study the peace treaties, LON and reparations. Researching World War 2 leaders Weapons of Mass Destruction Famous Battles of WWI

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

B- Developing Ideas D- Evaluating

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

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

Product Design In Grade 9, students are encouraged to incorporate all aspects of their previous knowledge of hand tools, digital tools and new forms of creation. The students are given the task of creating a mobile technology organizer The students are encouraged to implement elements of 3d printing, laser cutting and also traditional methods of product manufacture. This unit creates further understanding of creating a product marketed toward a certain target audience. All students are given the details and taught the skills of how to create prototypes online with 3d modeling software. Students continue their study of sustainable design and are encouraged to use a minimalistic approach to designing their products as material constraints are put in place. Overall, Grade 9 students are taught a variety of modern methods of product design techniques as well as developing a further appreciation for the needs of specified clients/target audiences.

Unit 1: Technology Accessories Display Unit Statement of Inquiry: CAD/CAM plays a major role in design and creation of innovative and sustainable products, that balance form and function Global context: Scientific and technical innovation Key concepts: Aesthetics, Creativity, Form. Related Concepts: Function, Innovation, Invention. Assessed Criteria: A, B, C, D.

- Learning Experiences: Criterion A: • Students will research and identify various problems associated with the safe storage of mobile technology • Students will collate research needed to develop a solution to the design situation/problem • Students will analyse a range of different existing mobile technology storage solutions • Explain and summarise their research findings Criterion B: • Students will create a success criteria for a chosen design idea • Students will create a range of technology organisers using graphical, physical or virtual modelling • Students will present and justify their chosen solution using a variety of media to communicate their chosen idea • Students will create a working drawing of their chosen solution Criterion C:

•

Students will create a plan/gantt chart to identify the steps required to create the chosen idea • Students follow their plan in using the workshop tools to create their chosen technology storage solution, whilst demonstrating a range of technical skill • Students will specify and justify any changes made to the final design throughout the creation process Criterion D: • Students will establish relevant testing methods to test their product • Students will use previously developed design specification to evaluate their technology accessories display solution • Students will identify and explain how their product could be improved • Students will analyse the impact their chosen design had on their intended audience

Digital Design The world we live in is forever connected to the web. Students are introduced to web design skills as well as the study of computer science topics. Coding skills are developed in HTML & CSS enriching student understanding of the websites, technologies and apps used today. Using critical thinking, inquiry and problem solving skills students will learn how to build websites and gain an understanding of basic web design principles such as human computer interaction, composition, branding, colour theory and typography. The world revolves around the world wide web and every business that exists today relies on such technologies to communicate with customers.

By the end of the unit students will have confidence, skills and an understanding of web design principles.

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Students will apply the design cycle to their project. Students will learn key terminology relating to the internet and will consider the relevance of the internet to the society they live in.

Unit 1: Web Design Statement of Inquiry: A successful website requires creative aesthetics to innovatively provide an attractive function, as well as, satisfying a modern and unique form. Global context: Scientific and Technical Innovation. Key concepts: Aesthetics, Creativity. Related Concepts: Form, Function, Innovation. Assessed Criteria: A, B, C, D.

- Learning Experiences: • • •

•

Students will spend several lessons learning the basics HTML code and the use of CSS. They will be introduced to Code Academy to become familiar with basic features of web development. In their project they will apply their knowledge to create a website for a specific audience about a chosen topic, namely a support guide to teach students certain elements of the DP Computer Science course. Students will get to pick from one of the following topics: OOP (Object Oriented Programming) Networking Digital Citizenship Web Science System fundamentals (focusing on how a computer functions, internal hardware, software etc) Skills used: Programming in HTML and web design. Graphics & image editing - Research skills - Variety of CS topics (some may research all topics before deciding on a choice).

Language Acquisition A- Comprehending spoken and visual text C- Communicating in response to spoken and/or written and/or visual text

B- Comprehending written and visual text D- Using language in spoken and/or written form

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: Healthy Lifestyle Statement of Inquiry: Food has an important role in culture and a healthy diet reflects a healthy lifestyle. Global context: Personal and cultural expression

Key concepts: Change Related Concepts: Meaning- word choice Assessed Criteria: A, B, C, D

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- Learning Experiences: •

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Grammar: Verbs past, present, and future tenses, nouns related to the unit, interrogatives preposition plurals, demonstratives. Topics and language skills: What is healthy lifestyle? Food and drink, sports, knowledge. Good and bad habits affect our health. My everyday habits (food and drink, knowledge, sports, sleep). Fast food and fizzy drinks. My favourite sport is.. Read and feed your brain. Vocabulary: Fitness, diet, health problems, parts of the body, medical supplies.

Unit 2: Tourism Statement of Inquiry: Discovering a new place and connects people to its culture, helps to understand it’s developed different societies Global context: Orientation in space and time Key concepts: Culture Related Concepts: purpose- Structure Assessed Criteria: B, D

- Learning Experiences: • • •

Vocabulary: Means of transportation, places, types of clothes. Adjectives Grammar: Verbs, connectives. Prepositions Reading: Read texts using mostly a familiar language (vocabulary taken in the unit).

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Writing: Writing texts about themselves and what would they like to do on their weekend, and in holidays, how and where they would like to travel, for how long...... etc. Speaking: They are going to speak about how, where, and when do they like to travel, for how long Knowledge & Skills TBD

Unit 3: Shopping Statement of Inquiry: Shopping is an opportunity to make informed choices Global context: Personal and cultural expression Key concepts: Connections. Related Concepts: Form, Function. Assessed Criteria: A, B, C, D.

- Learning Experiences: •

• • •

Vocabulary: Shopping -Shopping Center - The Goods Buying - Selling - Merchant - Online - Smart Card Accountant - Cashier - Home Supplies - Clothing - Names of Vegetables and Fruits. Verbs: Buy - Sell - I take - I pay - I use – useful. Grammar: present tense and past, pronouns, connection words. Write topics about shopping and spend the day in the shopping mall with family or friends.

Unit 4: Daily Routines Statement of Inquiry: Students will understand that our daily routines may be influenced by cultures, religions and weather.

Global context: Personal and Cultural Identity. Key concepts: Time, Place and Space, Systems. Related Concepts: function-Meaning Assessed Criteria: A, C.

- Learning Experiences: • • • •

Suggested vocabulary: Daily, monthly, every morning, wake up, bed time, reading time, family time, and leisure. Topics: May day in summer holidays, daily routines in cold countries, good and bad daily habits. Suggested list: (Fairoz, Najib Mahfouth, Rachid Yazmi, Naseer Shamma, Adel Imam, Rabih Madjer, Mahmoud Darwich, Ibn Batuta. Present and Past tense, pronouns and verbs, cultural aspects, connecting words.

economies, for good and bad, and culture. Vocabulary will be based off of these main concepts and the main grammar concepts covered will be conditional tense and comparisons.

Unit 2: La salud y el médico Statement of Inquiry: Using previously learned vocabulary, students will improve their ability to discuss health, visiting the doctor and pharmacy and they will investigate what a healthy lifestyle looks like and how it can connect and bring people together, through an inquiry into sentence patterns and structure Global context: Identities and Relationships. Key concept: Connections Related Concepts: Patterns, function and message Assessed Criteria: B, C.

- Learning Experiences:

Spanish Unit 1: El Turismo Statement of Inquiry: Connections people establish have meaning that varies across contexts. Global context: Orientation in space and time Key concept: Connections. Related Concepts: Meaning Context Assessed Criteria: A, D.

- Learning Experiences: •

Students will read and listen to articles about the positive and degative effects of golab travel and how travel changes local

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Students will learn new and advanced vocabulary that covers visiting the doctor and the pharmacy. They will read articles discussing why people need to see the doctor and what they can do to avoid getting sick.

Unit 3: Media y las TIC Statement of Inquiry: Language and images used in the media have the power to persuade an audience. Global context: Scientific and technical innovation Key concept: Communication. Related Concepts: Audience and form Assessed Criteria: A,D.

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Learning Experiences:

Students will get a glimps of what life was like in the past in regard to technology and they will hypothesize what life will look like in the future. Furthermore, they will increase their ability to talk about tech in general and give their own opinions in the past, future and conditional tenses.

Unit 4: Planes futuro y trabajo 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 Concepts: Function, Structure Assessed Criteria: B,C

Learning Experiences:

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Students will learn about different types of jobs and what skills are needed to be successful in those jobs. As such, students will learn new vocabulary that is based around jobs and job skills. Furthermore, students will learn more about the interview process along with proper ettiquet and vocabulary necessary for an interview.

French Unit 1: Ça me passionne Statement of Inquiry: Our culture shapes and gives meaning to our identity, our hobbies, and our relationships Global context: Idenities and relationships Key concept: Culture. Related Concepts: Meaning, message Assessed Criteria: B,D.

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Discover different types of hobbies and explore why we need various hobbies to maintain a healthy lifestyle balance. Vocabulary: nouns and adjectives used to describe hobbies. Grammar: Le passé composé, l’imparfait, les pronoms relatifs simples (qui, que, où), adverbs of frequency Function: Write about hobbies and their benefits. Read and understand a blog about hobbies. Writing skills: Write an article, a summary, or an email Culture: Discover what French students enjoy doing in their free time and how our hobbies differ from country to country. Students will: Analyse information Classify information Compare images or hobbies Describe hobbies Write simple information about hobbies

Identify new vocabulary Use language to speak about different hobbies

Unit 2: À quoi sert le voyage? Statement of Inquiry: The information that we create and share gives meaning and function to our travels. Global context: Orientation in space and time Key concept: Creativity Related Concepts: Function, meaning Assessed Criteria: A,C.

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Discover how we use money and what we like to purchase. Explore how we express ourselves by what we consume and questions the effect advertising has on us and what kind of consumer we are Vocabulary: nouns, adjectives, and verbs used for fashion, money, and shopping Grammar: Les pronoms personnels, le pronom “en” Function: Speak about our likes and dislikes in clothing and how fashion is an expression of our identity. Writing skills: Write a comment to describe what kind of consumer we are Culture: Discuss French advertisements and their effectiveness Students will be able to: Classify information Describe clothing Write simple information on clothing, consumerism, and a dialogue in a store

Explore the effect of consumerism Identify new vocabulary Present information on consumerism, money, and clothing Research information about advertising and consumerism Use language to speak about money, clothing and consumerism.

Unit 3: Es-tu victime de la consommation? Statement of Inquiry: Through language, we express ourselves by consuing in various context and for different purposes. Global context: Personal and cultural expression. Key concept: Creativity Related Concepts: Context, purpose Assessed Criteria: A,C

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Culture: Discuss French advertisements and their effectiveness Students will be able to:

Classify information Describe clothing Write simple information on clothing, consumerism, and a dialogue in a store Explore the effect of consumerism Identify new vocabulary Present information on consumerism, money, and clothing Research information about advertising and consumerism Use language to speak about money, clothing and consumerism.

Unit 4: Relations sociales Statement of Inquiry: The relationships and connections we make with others through language, help shape our personality and idenitity. Global context: Idenities and relationships Key concept: Connections Related Concepts: Context, empathy, function Assessed Criteria: B,D

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Vocabulary: nouns, adjectives, and verbs used for talking about family and friends and intergenerational relationships. Grammar: Le conditionnel (wishes) Function: Read and write about our various relationships and their importance Writing skills: Article conventions Culture: Intergenerational lessons by learning about a French historical figure All students should be able to:

Classify information Compare images of past and present youth Describe family and friend relationships Give advice Write simple biographical information on family Identify new vocabulary words Present information on family and friends Research information on the Internet Use language to speak about family and friends

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Discover the different relationships we have with our family and friends and explore how different generations understand each other.

Arts A- Knowing and Understanding C- Thinking Creatively

B- Developing Skills D- Responding

During the fourth year of the MYP, students explore, shape, and communicate a sense of identity and understanding of the world while providing opportunities to develop self-confidence, resilience, and adaptability. At this stage, students have chosen which arts discipline to focus on. Students are not allowed to change in between disciplines from one year to the next. This allows for a more focused study and deeper exploration of the medium. During the second half of the year, students complete an Interdisciplinary Unit in collaboration with the English Department where students create a trailer for a fictitious movie inspired by one of the themes in William Shakespeare’s Macbeth. Students work collaboratively by including all of the arts disciplines through sound, film, performance, and visual campaign to create the trailer.

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: Freezing Time Statement of Inquiry:Craftsmanship, medium and tools must change along with the times to stay relevant in society. Global context: Globalization and sustainability Key concept: Aesthetic Related Concepts: Expression Representation Assessed Criteria: A,B,D • • • • •

Learning Experiences: Final product: Digital photo book (Booklet). Exposure triangle Historical context Operating the camera Must know artist.

Unit 2: All Good Artists Steal. Statement of Inquiry: Interpreting a work through a personal or a cultural context can help breathe new life into the work and allow artist to express new ideas. Global context: Fairness and Development Key concept: Change Related Concepts: Creativity, Play Interpretation

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Learning Experiences: This unit is about creativity and inspiration- where do we get ideas from? What is original? Which stories are worth telling?

Unit 3: Every shot A painting Statement of Inquiry: social media has the potential for global influence and can be a vehicle for change. Global context: Fairness and development Key concept: Time, place and space Related Concepts: Visual Culture Assessed Criteria: A,B,C,D •

Learning Experiences: This is unit is the introduction to Video- How can we choose imagery to show the mood, tone and meaning of a song? During this unit students will explore how music videos covey implicit and explicit meaning using the language of film.

Unit 4: Believable Fictions Statement of Inquiry: Narratives are dependent on the presentation of information in conveying ideas. Global context: Personal and cultural expression Key concepts: Communication Related Concept: Narrative, presentation Assessed Criteria: A,B,C,D

Assessed Criteria: A,B,C,D

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This unit is about questioning the relationship between photographs and reality. – When it comes to photography can you really believe your eyes?

Music Unit 1: Create it Statement of Inquiry: Change and development through systems, models and methods allows for expression. Global context: Scientific and Systems, models and methods Key concept: Change Related Concepts: Expression Assessed Criteria: A,B,C,D

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Students will use different methods of communication to showcase an idea • Give and receive meaningful feedback • Maintain focus from distractions • Think of alternatives to expression • Create outlines to support the creative process

Unit 2: Play it Statement of Inquiry: Systems used for the presentation of ideas can communicate personal expression. Global context: Personal and cultueral expression Key concept: Communication

Related Concepts: Presentation Assessed Criteria: A,B,C,D

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Systems used for the presentation of ideas can communicate personal expression. • Give and receive meaningful feedback • Listen Actively to other perspectives and ideas • Practice analysis and accurate attribution of causes for failure • Make unexpected or unusual connections between objects and ideas • Collect, record and verify data

Unit 3: Refine it Statement of Inquiry: Personal stories can be portrayed in composition through characteristics defining beauty and taste. Global context: Personal and cultural expression Key concept: Aesthetics Related Concepts: Composition Assessed Criteria: A,B,C,D

- Learning Experiences: • Take effective notes in class • • • •

Advocate for one's own rights and needs  Create plans to prepare for summative assessments Create original works and ideas, use existing works and ideas in new ways  Make connections between various sources of information

Assessed Criteria: A,B,C.

Unit 4: Edit it Statement of Inquiry: Interpretation of constructs of reality through the aesthetic value of film. Global context: Personal and cultural expression Constructs of reality Key concepts: Identity Related Concepts: Interpretation Assessed Criteria: A,B,C,D

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Practice Stanislavski’s techniques of “The System” to create believable performances. Students will create original monologuesbased on short scenes with partners. Students will practice giving and receiving feedback to improve on their monologue structure as well as performance.

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Interpret and use effective modes of non-verbal communication  Manage and resolve conflicts and work collaboratively in teams Set goals that are challenging and realistic  Evaluate and manage risk  Access information to be informed and inform others

Drama Unit 1: What’s On Your Mind? Statement of Inquiry: We explore our identity and express ourselves through the creation and performance of original narrative. Global context: Identities & Relationships Key concept: Creativity Related Concepts: Expression, Narrative

Unit 2: It Takes Two Statement of Inquiry: Through the study of Stanislavski's techniques of emotional expression in Naturalism, students will practice communication through chosen roles and establish relationships of characters. Global context: Identities and relationships Key concept: Communication Related Concepts: Expression,Role Assessed Criteria: A,B,C, D

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Learning Experiences: Character Study/Performance- Tone Pitch Volume. Pauses/Pace. Suspension of disbelief. Natural and believable performance creation.

Unit 3: Brecht Does Hansel & Gretl Statement of Inquiry: As we see change in the world, we innovate old practices to create new interpretations of drama. Global context: Orientation of space and time. Key concept: Change Related Concepts: Innovation, Interpretation Assessed Criteria: A,B,D

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

Unit4: A Midsummer Night’s Unit Statement of Inquiry: Through genre study and play, students explore themes, social constructs, and roles of Shakespeare's work. Global context: Orientation in space and time Key concept: Communication Related Concepts: Genre, Play Assessed Criteria: A,B, C, D

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Students will study the 4 worlds of "A Midsummer Night's Dream," the characters, and their status.

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Students will practice the use of iambic pentameter and how to deliver Shakespeare's language. Students will practice the skills with their knowledge of characters and apply them to scenes from the play. Scene study- Identifying characters' status, wants, and needs. Practice of iambic pentameter.

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Visual Arts Unit 1: Figurative Drawing Statement of Inquiry: Students explore how surrealist artists presented their unconscious state of mind, assembling illogical images influenced by the contemporary studies into psychoanalysis. Global context: Personal and Cultural Expression. Key concept: Creativity. Related Concepts: Composition. Assessed Criteria: A,B,C,D • • • •

Learning Experiences: Students will present an Artists Intention before making their drawing. Using the provided essay plan, students will write an analytical essay studying one painting by a surrealist artist. Students will present an Artists Statement after their drawing is complete. From their research, students will make a variety of detailed sketches studying the figures they have gathered. These sketches must present multiple views. They will also make a

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variety of detailed sketches to familiarize themselves with a variety of compositions. Students will present an A4 rough drawing of the final design with a resolved colour scheme. Students will present a series of trials exploring oil pastel tonal rendering and Students will present a completed artwork. The student presents the completed artwork.

Unit 2: The Art of Jazz Statement of Inquiry: The design of architecture, an urban location and functional objects are often reflective by the country’s culture in which they exist. Global context: Personal and Cultural Expression. Key concept: Aesthetic. Related Concept: Interpretation Assessed Criteria: A,B,C,D •

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Learning Experiences: Students listen to a variety of Jazz music styles and draw abstract linear marks and shapes responding to pitch and rhythm. From these trials, they explore possible compositions which can include abstracted figures from an urban environment. A gouache painting is produced.

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: Yoga Statement of Inquiry: Having the freedom to understanding movement can impact how we communicate our knowledge of physical and mental well-being. Global context: Personal and cultural expression Key concepts: Communication Related Concepts: Choice, Movement Assessed Criteria: B, D.

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Students will learn a number of Yoga styles and how to perform them. Students will develop an understanding of what muscles and joints are being used when performing poses. Students will identify health benefits surrounding Yoga. Types of Yoga Performance of yoga Health Benefits Muscles and bones Creating a business- pitch/sale/ mission statement Using technology to create a presentation

Unit 2: Life Saving Statement of Inquiry: For students to function effectively, they must be able to adapt to changing environments and make the correct choice. Global context: Scientific and Technical Innovation Key concept: Relationships Related Concepts: Choice, Environment, Function Assessed Criteria: A, C.

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Students will learn a number of tows and how to perform them. Students will learn how to swim and how to stay a float. Students will find out what to do in a pool area if someone is struggling to swim and how to act in the first instinct. Side stroke Backstroke with breaststroke legs Extended arm and armpit tow Entering the water- slip in or straddle entry Head up Frontcrawl Surface dive to retrieve a casualty Turn over a casualty with a suspected spinal injury Exit the water on a spinal board

Unit 3: Tennis Statement of Inquiry: Performers in sport can improve their game play when adapting to changing situations and development their understanding of the rules. Global context: Fairness and development.

Key concepts: Development Related Concepts: Movement, Refinement Assessed Criteria: B

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Breakdown of skills and techniques Stroke repertoire (forehand, backhand, serve, volley, smash) Drills to improve strokes Rules Scoring system Umpiring Fouls Tactics Singles/doubles

Unit 4: Touch Rugby Statement of Inquiry: For a team to function effectively, all team members must communicate efficiently and clearly. Global context: Orientation in space and time Key concept: Change Related Concepts: Adaptation, Systems Assessed Criteria: A

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Game play Skills (passing, running, tackling, decision making) Tactics Movement off the ball Movement on the ball

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Team work Positions Referring Rules

Unit 5: Game Creation Statement of Inquiry: Participants in sport can bring different perspectives when they have the freedom to communicate and be creative with choice. Global context: Identities and relationships Key concept: Creativity Related Concepts: Choice and Perspective Assessed Criteria: D

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Game play Rules Modifications Adaptations Skills Strategies/tactics Equipment Personal choice Game/age appropriate Health and safety