The International Baccalaureate Middle Years Programme Raha International School Grade 10 Curriculum Guide 2022-2023
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/our community/the secondary school/myp
flow of information about assessments on ManageBac there are no individualised 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
Lines of communication
The units of study are regularly updated to include the most relevant, up to date concepts, content and teaching strategies, resulting in the highest 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).
Each Subject Group tab also has the IB Subject Guide, as well as the Assessment Criteria, for convenient access for parents.
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
Welcome to the final year of the Middle Years Programme!
In the MYP we use ManageBac as the primary source of information sharing, with students as well as parents. 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.
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Key Concepts
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 an article from 2021 outlining the positive impact of the MYP, including some interesting statistics such as the worldwide growth of the three programmes.
Regular, informative episodes planned for 2022 2023. Please subscribe to be kept https://spotifyanchorupdated:web.app.link/e/ccEITZKyetb or decoded/id1565543352https://podcasts.apple.com/ae/podcast/myp
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.
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.
MYP Decoded Podcast
There are also certain non-MYP requirements in the UAE:
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 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.
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Will students be ready for the challenge of the Diploma Programme?
All students study Moral Education and Social Studies (up to G9).
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A Full Cycle Service as Action Activity looks like this:
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o Grade 7 Humanities (UN Symposium);
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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.
What is Service (as) Action?
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Encouraged to complete some activities throughout the year.
Complete the necessary Curriculum Cycle in Science (Ecosystems).
Service as Action Requirements
Grades 9 & 10
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All Learning Outcomes met by the end of Grade 10. Do different activities that you don’t Investigate & Plan yourself.
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2 Full, Independent Cycles recorded on ManageBac by the end of Grade 10: One FULL Cycle in Grade 9; One FULL Cycle in Grade 10.
Grade 6
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Encouraged to complete some activities throughout the years.
Meet 5 of the 7 learning outcomes by the end of Grade 8.
o Grade 8 – Maths (Statistics: Global Issues).
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.
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Personal Project
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Grades 7 & 8
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Complete the necessary Curriculum Cycles:
• The learning experiences (content/objectives of the unit)
• The total of the four criterion scores (out of 32) translates into a final grade (1 7) for the subject.
In the pages that follow, the curriculum summary for each subject studied in the MYP at RIS is presented, using the following sequence:
The exhibition of the products takes place in February, with the deadline for submission of the report in the first week of March. Students will be fully aware of all the deadlines. The projects are internally marked and standardised, and then externally moderated by the IB.
• 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 Key concept (from the 16 options).
• Conversions: 28 32 (7), 24 27 (6), 19 23 (5), 15 18 (4), 10 14 (3), 6 9 (2), 1 5 (1).
• 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).
• A short description of the year ahead.
• The Global context.
2021 2022 Personal Project statistics:
• Each subject is assessed using four criteria (A, B, C and D).
• Each criterion carries a maximum score of 8.
Course Overviews
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Quick reference guide to MYP assessment
• The specific ATL skills which have been mapped onto the assessment criteria strands in the respective subject.
• 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.
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The final year of MYP 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.
Aii:(1.1b)analyse the effects of the creator’s choices on an audience
Cii: make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience (1.2e)
A- Analysing B- Organising C- Producing Text D- Using Language
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.
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.
Language and Literature
ATL Skills
Bi:(1.2d)employ
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)
Ai: use intercultural understanding to interpret communication
Communication Skills
English
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Diii: use correct grammar, syntax and punctuation (1.2e)
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)
Dii: write and speak in a register and style that serve the context and intention (1.2e)
Div: spell (alphabetic languages), write (character languages) and pronounce with accuracy 1.2e)
Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (1.2a)
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.
Statement of Inquiry: Podcasts create an innovative virtual space for self expression and establish niche communities.
Research Skills
Key concept: Communication
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Dv: use appropriate non-verbal communication techniques. (1.1c)
Related Concepts: Genres, Point of View, Self Expression
Thinking Skills
- 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.
Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (8a)
Bii: organize opinions and ideas in a sustained, coherent and logical manner (8b)
Aiii: justify opinions and ideas, using examples, explanations and terminology (8b)
Learning Experiences:
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.
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)
Assessed Criteria: A, B, C, D.
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. 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.
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.
Unit 1: Podcasts on Blast
Biii: use referencing and formatting tools to create a presentation style suitable to the context and intention. (6d)
Global context: Scientific and technical innovation
Aiv: evaluate similarities and differences by connecting features across and within genres and texts (8a)
Dv: Interpret and use effective modes of non verbal communication (1.1d)
Global context: Identities and Relationships. Key concept: Connections.
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.
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
Learning Experiences:
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 subject specific language they use to describe how the protagonists they analyze transition into adulthood.
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.
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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.
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.
Related Concepts: Character, Context, Setting, Theme. Assessed Criteria: A, B, D.
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.
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.
Unit 3: All the Years Set Aflame (Fahrenheit 451)
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.
Statement of Inquiry: Dystopian fiction exposes how totalitarian societies suppress the freedom of individual thought and identity.
Key concept: Identity
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.
Assessed Criteria: A, B, D
Global context: Fairness and Development
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.
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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.
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.
Learning Experiences:
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
Related Concepts: Genre, Style, Theme
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.
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.
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.
10 group mind-mapping activities.
Technology Jigsaw - students conduct a jigsaw activity to broaden their understanding of the impact of technology on
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.
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.
Formative Group GLAs to 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.
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 antihero 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.
Documentary
Assessed Criteria: B, C, D.
• 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.
Statement of Inquiry: Documentaries are an audio-visual social commentary on a specific moment in time and space, designed to chronicle culture and stimulate discourse.
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• 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.
Learning Experiences:
• 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.
• Documentary Proposal: Students research and outline their initial ideas for a Global Issue, perspective and stylistic devices they will incorporate in the documentary.
instances of civil unrest, based on the racial profile of the activists. Whole class discussion with teacher direction.
Global context: Fairness and Development
Related Concepts: Point of View, Self expression, Structure, Style.
• Exploring Bias: Students watch two clips from FOX news portraying very different perspectives on two
• 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.
Key concept: Perspectives
• 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.
• 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.
• 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.
Unit 4: Documenting Destiny: Global Issues
• 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.
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• 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
• 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.
Unit
Communication Skills
Ai Make inferences and draw conclusions (1.2c)
Dii Use and interpret a range of discipline-specific terms and symbols (1.2d)
Aiii Evaluate evidence to formulate an argument (8b)
Global context: Personal and Cultural Identity.
13 Arabic A يهو،يساردلاماعلالاوطةمسقمةيساردتادحوعبرأةيبرعلاةغللرشاعلافصلاجاهنمنمضتي:يتلآاكةبترم 1"ةيبدلأاصوصنلا“ةدحو 2"ملاعلإا“ةدحو -3"ةيرشبلاةعاربلا“ةدحو 4"رحبلاوخيشلا"ةياورلا“ةدحو زيكرتلاعماهتنراقمل،ةغللاتاراهميفمهمدقتسيقتةعونتمتامييقتةبلطلامدقيةدحولكةياهنيفماعلااذهزيكرتلامتيس.ةيلودلاايرولاكبلاجاهنموميلعتلاوةيبرتلاةرازوجاهنمبسحتاعقوتلالاخنمبلاطلاىدليوفشلاويباتكلاجاتنلإاىلع:اهنمةيوغللاتاراهملانمةعومجمفيظوتلدوماع،ةريصقةصقةباتكو،لاقملا،ةيريغلاوةيتاذلاةريسلاةباتك،صوصنلليبدلأاليلحتلامتيسامك،تلاباقملا،ةباطخلاوثدحتلا،ةرصاعملااياضقلاضعبىلعقيلعتلاو،يفحصئلاملإاوةيوحنلاوةيوغللاتاراهملاىلعةءارقبةبلطلافلكيسيبرعلابدلألةبسنلاب.ةغلابلاوةي،راكفلأليقطنملاءانبلاوطبارتلاةراهمباستكلا؛ةعونتملاةيبدلأالامعلأانمةعومجمليلحتويباتكلاويوفشلاهجاتنإيفاهفيظوتوتادرفملاوميهافملاباعيتساىلعهتردقاضيأاهيفرهظيو.
Research Skills
Criteria: A, B, C, D. Learning Experiences: .يعادبإ لاقم ةباتك • .ينآرقلا صنلل حيحصلا مهفلا • .ةفلتخملا اهلحارم يف ةيرعشلا صوصنلا نيب ةنراقملا • .ايوغل لايلحت ايبدأ اصن للحي • .بتاكلل ةيعامتجلاا ةئيبلا ىلع فرعتي • Unit 2: (ملاعلإا( ةلاقملا Statement of Inquiry: لئاسو عم لماعتي فيك ةدحولا هذه للاخ نم بلاطلا ملعتيس لصاوتلا لئاسوو ملاعلإايعامتجلاا Global context: Globalisation and Sustainability.
1ةيبدلأا صوصنلا :
Related Concept: Self expression.
Assessed
Diii – Give and receive meaningful feedback (1.1a)
Aiv Practise induction, deduction, observation, and inference (8a)
Dii Interpret and use effectively modes of non-verbal communication (1.1d)
Thinking Skills
يلهاجلا رصعلا نم يبرعلا رعشلا تازيم بلاطلا ملعتيس ثيدحلا رصعلا ىتحو.
Aiii – Use a variety of media to communicate with a range of audiences (1.1c)
Ai – Read critically and for comprehension (1.2a)
Bii - Evaluate evidence to formulate an argument (8b)
Ci – Practice visible thinking (9f)
ATL Skills
Key concepts: Change, Relationships, Time, place and space.
Bii – Understand the impact of media representations and modes of presentation (7c)
Statement of Inquiry:
Key concepts: Communication, Perspective.
Learning Experiences:
.ةيفحصلا ةباتكلا نونف فرعتي • .ةيقيقح تلاباقم ءارجإ • .عمتجملا ىلع هرثأو ملاعلإا ةيمهأ كردي • .ملاعلإا لئاسو يف يعامتجلاا لصاوتلا لئاسو رثأ • . Unit 3: ةيرشبلا ةعاربلا Statement of Inquiry: فوسيف هورد و عادبلإا ةيمهأ بلاطلا كردي و ملعتي ةيناسنلإا تاعمتجملا ريوظت و رييغت
Related Concept: Point of View.
Global context: Orientations in Space and Time.
Related Concepts: Context, Self expression, Setting, Style. Assessed Criteria: A, B, C, D. Learning Experiences: .يبنتملل يرعش صن ليلحت • .يملع لاقم ليلحت • .عمتجملا رييغت يف رثلأا اهيدل ناك يتلا تايصخشلا ضعب ءامسأ فرعتي • .يعادبلإا رييغتلا ةيمهأ كردي • .عمتجملا ىلع يعادبلإا ريكفتلا راثآ • • Unit 4: ةياورلا–لارحبلاو خيش Statement of Inquiry: مهفي فوسللاخ نم ةيبرعلا ةياورلا رصانع بلاطلا هتاباتك يف ايلمع كلذ قبطي و ةدحولا رواحم ةسارد Global context: Fairness and Development. Key concepts: Change, Global Interactions, Identity. Related Concepts: Setting. Assessed Criteria: A, B, C, D. Learning Experiences: .اهنم زومرلا طابنتساو رحبلاو خيشلا ةياور ةءارق • .سنجلل ةيفانلا لا مسا عاونأ ىلع فرعتلا • .ةياورلا نع ةيبدأ ةباجتسا ةباتك • .ةهبشملا ةفصلا فرعتي • .هتباتك يف ةراعتسلاا فظوي •
Assessed Criteria: A, B, C, D.
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Key concepts: Aesthetics, Change, Creativity.
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Standard Mathematics
Statement of Inquiry: Representing patterns with equivalent forms can lead to better systems, models and methods. Global context: Scientific and technical innovation
Bi Interpret data (8c)
• Finding a quadratic function given three distinct points on its graph
B- Investigating Patterns
Learning Experiences:
D- Applying Mathematics in Real Life Contexts
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.
Di Read critically and for comprehension (1.2a)
Unit 1: Quadratics and Functions
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
Biii Draw and test conclusions and generalizations (8d)
Thinking Skills
Use and interpret a range of discipline specific terms and symbols (1.2d)
CiCommunication
Cii Interpret and use effectively modes of non verbal communication (1.1d)
• Expressing a quadratic function in three different forms: standard, factorized and vertex
Key concept: Form Related Concepts: Models, Representation. Assessed Criteria: A, B.
ATL Skills
• Finding the axis of symmetry and vertex of a quadratic function
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.
Ai Practise flexible thinking (9f)
16 Mathematics A- Knowing Understandingand
Aii Problem solve (8i)
C- Communicating
Diii Make inferences and draw conclusions (1.2c)
Bii Practise induction, deduction, observation and inference (8a)
Ciii Consider ideas from multiple perspectives (8h)
• Applying translations, reflections and dilations to graphs
• Function operations
• Describing the transformation of a function algebraically and graphically
• Describing combinations of transformations of a function algebraically and graphically
Assessed Criteria: A,C,D
• Calculating quartiles, the range, and the interquartile range
Related Concept: Space, Representations
Related Concepts: Models, Representations
• Representing group data in a cumulative frequency curve
• Draw line of best fit (regression line) by eye
• Standard deviation
• Working with the normal distribution
• Writing the equation of a graph following one or more transformations
Learning Experiences:
• Understanding and interpreting the correlation between two sets of data
• Finding a function to model a real-life parabola
Statement of Inquiry: How quantities are represented can help to establish underlying relationships and trends in a population.
• Understanding mapping diagrams
• Knowing how to find ordered pairs in a relation
• Categorizing data
Key concept: Relationships.
Assessed Criteria: A, C, D
Statement of Inquiry: Relationships model patterns of change that can help clarify and predict duration, frequency and variability.
Global context: Globalisation and Sustainability.
Unit 2: Transformations and other functions
• Understanding the difference between a relation and a function
• Finding the five point summary form a cumulative frequency curve
• Giving a five point summary of a set of data
Learning Experiences:
• Drawing a scatter diagram for bivariate data
• Identify outliers in a set of data
• Comparing distributions
• Manipulating functions using the correct notation
Global context: Orientation in space and time
Key concept: Form
• Finding the mean, median, mode, and range from a grouped frequency table
Unit 3: Statistics
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• Constructing stem-and-leaf diagrams
• Constructing a box-and-whiskers diagram from a cumulative frequency curve
• Understanding domain and range
• Understanding how various parameters affect the shape and position of a graph
Statement of Inquiry: Architects and engineers must use finite resources responsibly when they design new structures
Assessed Criteria: A, B.
Related Concepts: Space, Representation
Global context:
• Proving generalization
Assessed Criteria: A, B.
• Problems with 2 triangles
• Laws of logarithms
• Solving equations using Laws of logarithms
Assessed Criteria: A.
• Sine Rule (sides and angle)
• Review indices rules
• Introduction to logarithms
Unit 4: Trigonometry
Global context: Scientific and technical innovation
Learning Experiences:
Statement of Inquiry: Generalizing change in quantity helps establish relationships that can model duration, frequency and variability
• Rules of indices and radicals
Statement of Inquiry: Quantities and measurements illustrate the relationships between human made systems and communities.
• Area of triangle using sine formula
• Angles of elevation and depression
• Trig ratios of special triangles
• Review basic trig – finding sides and angles
• evaluating using the Laws of logarithms
• Review Pythagoras and right angled trig
Learning Experiences:
• Review expressing surds in simplest radical form.
Key concept: Relationships.
• Review operations with surds
• Using logarithms to solve equations
Related Concepts: Quantity, Simplification
Unit 5: Surds, Exponentials and Logarithms: Time for change
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Key concept: Relationships.
• For students who opted for the SL AI course:
• Bearings
• Knowing different definitions for the absolute value of a number
Learning Experiences:
Unit 6: DP Preparation SL AI
• Natural logarithms
Related Concepts: Change
Global context: Orientation in space and time
• Review fractional and negative exponents
• Simplifying expression and writing in terms of other variables using Laws of logarithms
Key concept: Form
• Cosine Rule (sides and angle)
Learning Experiences:
• Inverse functions find the inverse algebraically and graphically.
• Understanding the properties of the absolute value of a number
Global context: Key concept: Form Related Concepts: Quantity, Simplification Assessed Criteria: A.
All Grade 10 students will complete an Inter-Disciplinary Unit (IDU) in conjunction with the PHE Department, focusing on personal health and fitness and analyzing improvement statistically over the course of several weeks.
Statement of Inquiry: Forms can be changed through simplification
• Converting between metric and imperial units
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.
• For students who opted for the SL AA course:
• Deciding if the answer to a problem is reasonable
Unit 1: Functions: Are we related?
Global context: Fairness and development
• Domain and Range
• Writing numerical expressions with fractional exponents as radicals
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• Using units correctly in problem solving
• Using the rules of indices to simplify expressions that contain radicals and/or fractional exponents
• Review simplifying surds (covered in grade 9)
• Prove that two functions are the inverse of each other.
• Mapping understand only one to one functions
• Evaluating numerical expressions with a positive or negative fractional exponent
Unit 6: DP Preparation SL AA
Learning Experiences:
Key concept: Relationships. Related Concepts: Systems Assessed Criteria: A, B
Statement of Inquiry: Generalizing relationships between measurements can lead to better models and methods
• Notation
• Converting between metric units, including metric units of area and volume
Extended Mathematics
• Solving problems involving compound measures
• Identify outliers in a set of data
Assessed Criteria: A, C, D.
• To be able to identify, sketch transformations of one function to obtain another.
Learning Experiences:
• Constructing stem-and-leaf diagrams
Key concept: Form
Statement of Inquiry: Relationships model patterns of change that can help clarify and predict duration, frequency and variability.
• Composite functions Meaning of composite function (fg or gf)
• Graphs of sinusoidal functions and the general form
• Categorizing data
• Constructing a box-and-whiskers diagram from a cumulative frequency curve
Unit 2: Tranformations: A frog into a prince
• Quadratic inequalities (possibly)
Key concept: Relationships.
Assessed Criteria: A,C, D
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• Use the GDC to graph the inverse function.
• Understand and identify a self inverse
Related Concepts: Change.
• Understand the domain and the range of the inverse function are the range and domain of the original function.
• Drawing a scatter diagram for bivariate data
Global context: Orientation in space and time
Statement of Inquiry: How quantities are represented can help to establish underlying relationships and trends in a population.
- Learning Experiences:
• Giving a five point summary of a set of data
• 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).
• stretching vertically and horizontally, translating (shifting up, down, left and right), reflecting in both the x and y axis.
Global context: Globalisation and Sustainability.
• Finding the amplitude, frequency, period, phase or horizontal shift and vertical translation
Unit 3: Statistics
• Calculating quartiles, the range, and the interquartile range
• Comparing distributions
• Finding the five point summary form a cumulative frequency curve
• Representing group data in a cumulative frequency curve
• Find the equation of a Linear Quadratic, Cubic and Sinusoidal function (with and without a GDC)
• Finding the mean, median, mode, and range from a grouped frequency table
• Draw line of best fit (regression line) by eye
• Transformation of functions.
Related Concepts: Models, Representations
• Review expressing surds in simplest radical form.
• Applications of the trigonometric ratios to find a missing side or angle in a right triangle.
Learning Experiences:
Assessed Criteria: A, B.
• Special triangle and their use
• Evaluating trigonometric ratios without a GDC
• Proving generalization
• Understanding and interpreting the correlation between two sets of data
• Solving trigonometric equations
• Radian measure and the unit circle
Key concept: Relationships.
Assessed Criteria: A, B.
Unit 4: Unit Circle: Slices of Pi
• Working with the normal distribution
• Proving trigonometric identities
• Using logarithms to solve equations
Related Concepts: Measurement
• Conversion between radians/degrees
• Rules of indices and radicals
Global context: Orientation in space and time
between measurements in space can help define 'where' and 'when'
Global context: Orientation in space and time
• Application of trigonometric identities
Key concept: Relationship
• Simplifying expression and writing in terms of other variables using Laws of logarithms
• Review operations with surds
• Solving equations using Laws of logarithms
Statement of Inquiry: Generalizing and applying relationships
• Introduction to the three trigonometric ratios.
• Standard deviation
Learning Experiences:
• Review indices rules
• Using trigonometry to solve angle of elevation and angle of depression.
Statement of Inquiry: Generalizing change in quantity helps establish relationships that can model duration, frequency and variability
• evaluating using the Laws of logarithms
• Introduction to logarithms
Unit 5: Surds, Exponentials and Logarithms : Time for change
Related Concepts: Change
• Laws of logarithms
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• Natural logarithms
• Review fractional and negative exponents
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Unit 6: Vectors
Key concept: Form
Global context: Scientific and technical innovation
Learning Experiences:
• Algebraic representation of vectors and their operations.
Statement of Inquiry: Using different forms to generalize and justify patterns can help improve products, processes and solutions
• Geometric representation of vectors and their operations.
Related Concepts: Patterns
• Scalar product
• Vector product and properties
Assessed Criteria: A, C, D.
• Vector equations of a line
• Applications of vectors
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Di - Use brainstorming to consider multiple alternatives and generate new ideas (9.a)
Biii - Practise visible thinking (9.g)
UnitChemistry:1:Nature of Chemical Change
Ciii Make inferences and draw conclusions (1.2c)
Bi(8.b)
Civ Compare, contrast and draw connections among (multi)media resources (7.d)
Related Concepts: Transfer.
Self-management Skills
Diii - Write for different purposes (1.2e)
Ai Use memory techniques to help remember key information
effectively, collect and record information (6.a)
Assessed Criteria: A, B, C. Learning Experiences:
Cii - Interpret data (8.c)
Cv - Use own learning strategies to improve performance (5.c) Research Skills
Industrialisation
Communication Skills
Thinking SkillsAii Problem solve (8.i)
Global context: Scientific and Technological Innovation
Students study 3 units based around the key concepts that will be taught in the IB Diploma Programme. In Grade 10 students learn about the key quantitative relationships and chemical reactions and their application in industry. Students draw links between their learning and the UN Sustainable Development Goals through learning about the impacts humans have on the environment.
Key concept: Relationships
24 Science
Div Understand intellectual property rights, create reference, citations, bibliography (6.d)
D- Reflecting on the Impacts of Science
ATL Skills
Bii Use brainstorming to consider multiple alternatives and generate new ideas (9.a)
A- Knowing Understandingand
Aiii Evaluate propositions and evidence to formulate an argument
Make guesses, ask “what if” questions and generate testable hypotheses (9.d)
Biv Evaluate and manage risk (8.f)
● Perform numerical operations to an appropriate degree of accuracy.
● Construct balanced formula equations.
C- Processing and Evaluation
● Calculate the relative atomic mass and formula mass of some atoms and compounds.
Ci(6.b)Search
Statement of Inquiry: The transfer of matter in quantitative relationships can be applied to industrial processes.
Dii - Evaluate propositions and evidence to formulate an argument (8.b)
B- Inquiring Designingand
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● Explain what happens during a precipitation reaction.
Global context: Globalisation and Sustainability Human Impact on the Environment.
Related Concept: Balance, Transformation.
Related Concept: Interaction.
● Use experimental data to determine the empirical formula of a compound.
● Explain how ocean acidification occurs and describe the negative impacts.
● Deduce limiting and excess reagents in some chemical reactions.
Global context: Globalisation and Sustainability - Human impact on the environment
● Explain what happens during a neutralisation reaction.
● Use the molar volume of a gas to predict the volume of a mass of a gas
Unit 2: Patterns in Chemical Reaction
● Sketch reaction profiles for some exothermic and endothermic reactions.
Learning Experiences:
● To determine the concentration of an unknown solution using data collected from a titration.
● Explain how fractional distillation can be used to separate the fractions of crude oil.
Learning Experiences:
● Carry out a practical investigation to determine the percentage yield of a chemical reaction.
Assessed Criteria: A, B, C, D.
● Calculate number of moles from mass and concentration.
● Use observations from experiments to place metals in order of their chemical reactivity.
Unit 3: Understanding Organic Chemistry
● Predict the products formed during electrolysis of binary compounds.
● Predict the extraction method of a metal based on its position in the reactivity series.
Key concept: Change.
● Compare properties of weak and strong acids.
● Relate the structure of the first 6 members of the alkane series to their physical properties.
Statement of Inquiry: Evidence of transformations in a system can be used to understand how the balance within the system can be disturbed and the impact of this upon the environment.
● Determine the theoretical yield of a product in a chemical reaction.
● Use oxidation number to identify whether a species has been oxidised or reduced.
Assessed Criteria: A, C, D.
● Use the reactivity series to predict the feasibility of a chemical reaction.
Key concept: Systems.
Statement of Inquiry: The negative and positive interactions between human activities and the impact on the environment can be observed through chemical change.
● Evaluate the implications associated with the primary application of alkanes as fuels.
Key concept: Relationship.
Learning Experiences:
Unit 3: Power to the people?
• Applying formulas for sound wave calculations
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● Explain why the alkenes are more reactive than the alkanes.
Global context: Personal and cultural expression.
• Building and testing electrical circuitry
● Use bond energies to determine enthalpy change of combustion.
• Calculations and explanations for soundwaves in different media
Unit 2: Are all our futures electric?
Global context: Scientific and technical innovation.
Statement of Inquiry: Manipulating the relationship between interacting electric and magnetic forces makes it possible to distribute plentiful energy to everyone.
• Observing and adapting electrical fields
● Compare the structure of alkanes to alcohols and discuss the positive benefits of ethanol as a biofuel.
• Applying Left hand-Right hand rules
Key concept: Systems. Related Concept: Development.
• Measuring electricity and application of Ohms Law
Related Concepts: Movement, Energy.
Statement of Inquiry: New global relationships have become possible as humanity has learned to communicate through energy transferred as wave motion.
● Explain how and why catalytic cracking is carried out.
● Explain the reaction of a carboxylic acid and an alcohol to form an ester, including reaction conditions.
Assessed Criteria: A, B, C, D.
Assessed Criteria: A.
UnitPhysics:1:How can we communicate?
• Observation, problem solving and formulating an argument
• Finding a novel solution for oscillation factors in a time period (pendulum experiment) through a design lab
Statement of Inquiry: The development of electrical systems has defined the modern world and made new futures possible.
Assessed Criteria: A, B, C.
• Circuit diagrams and measurement of electrical current
Learning Experiences:
● Use experimental data to determine enthalpy change of combustion.
Global context: Fairness and development. Key concept: Relationship. Related Concepts: Interaction, Energy.
● Explain, with reference to their structure, the chemical properties of carboxylic acids.
- Learning Experiences:
Global context: Scientific and technical innovation.
Unit 3: What’s in an atom?
• Localized and worldwide electrical generation methods and comparison
Unit 2: Are all our futures electric?
Global context: Personal and cultural expression. Key concept: Relationship. Related Concepts: Movement, Energy. Assessed Criteria: A, B, C
● Finding a novel solution for oscillation factors in a time period (pendulum experiment) through a design lab
● Applying formulas for sound wave calculations
● Building and testing electrical circuitry
● Observation, problem solving and formulating an argument
Learning Experiences:
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Key concept: Systems. Related Concept: Development. Assessed Criteria: A. Learning Experiences:
UnitPhysics:1:How can we communicate?
Statement of Inquiry: The development of electrical systems has defined the modern world and made new futures possible.
● Measuring electricity and application of Ohm’s Law
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
● Assessing the application of radioactivity in different scientific fields
● Circuit diagrams and measurement of electrical current and resistance in parallel and series circuits
● Intro to magnetism magnetic fields, properties of magnets, solenoid electromagnets
● Calculations and explanations for soundwaves in different media
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.
● Observation, problem solving and formulating an argument
Statement of Inquiry: New global relationships have become possible as humanity has learned to communicate through energy transferred as wave motion.
• Creating, measuring and evaluating continuous current
Global context: Identities and Relationships. Key concept: Relationships. Related Concepts: Evidence, Models, Patterns. Assessed Criteria: C, D.
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Learning Experiences:
5.
Key Concept: Systems
Sequence of teaching
UnitBiology:1:How is Life Organized? What Chemical Processes Support Life?
• Explain how cells are structured.
- Learning Experiences:
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
• Compare plant and animal cells
• Describe the functions of cell organelles (Mitochondria, nucleus, cell membrane, lysosome, ribosome, Golgi, ER, vacuole, chloroplast, cell wall)
• Carry and focus a microscope properly
Unit 2: How do characteristics pass from one generation to another?
3.
• Create a wet mount slide (onion and cheek cell)
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.
• Understand that the types and number of organelles changes depending on the function of a cell
Related Concept: Transformation; Movement; Energy
DNA.
• Outline cell theory
• Define ‘cell’
Simple English Translation: Living things need energy; energy stored in chemicals must be transported around the organism.
.
Statement of Inquiry: Physical systems require the transformation of stored energy into useful forms which require the movement of various substances from one location to another.
• Hierarchy of life
1 Levels of organization Cell structure + Cell theory Cell transport Respiration Photosynthesis
• Characteristics of living things (MRS H GREN) and determining what it means to be alive.
Assessed criteria: B/C: Rate of Photosynthesis/Cell Respiration ; A Test
2.
4.
Global Context: Identities and Relationships
Unit 2: How have different forms of life arisen?
D: How can we reduce the loss of biodiversity and what are the implications of the different approaches?
• How life evolved over millions of years
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• Meiosis and changes that lead to variation
Statement of Inquiry: Species change over time through interactions with their environment: the actions of humans has impacted global biodiversity in ways that may not be sustainable.
Learning Experiences
Key Concepts: Change
• Mechanisms of natural selection
Criteria assessed: A: Test;
• Effects of genetic mutations and the survival of species
Related Concepts: Interaction; Environment
• Evidence of evolution and how new species are formed
• Protecting an endangered animal at risk of extinction
Global Context: Globalization and Sustainability
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information pertaining to core skills in their personal records of Unitdevelopment.3;Keyskills
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. In order to boost their Lexile measure, students will be encouraged to practice levelled comprehension on a regular basis.
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Read critically and for comprehension (1.2a)
Read a variety of sources for information and for pleasure (1.2b)
From term 2, 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.
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.
Communication Skills
Self-management Skills
The 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 across subjects. Within the Information Fluency Continuum; students will practise key information literacy skills, which can be taken as a ‘toolbox’ and applied to a multitude of classroom experiences.
notes in class for study (1.2f)
Library IFC and Read Class
Take(1.2d)effective
Use and interpret a range of discipline specific terms and symbols
HH Sheikh Khalifa bin Zayed Al Nahyan
"Reading opens minds, promotes tolerance, openness and communication, and prepares an educated, informed and open minded people, veering them away from extremism and impenetrability”
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
ATL Skills
Statement of Inquiry: Can principles guide the solution to complex academic issues?
• They examine requirements for utilising information in their project report; works cited layout; intext citation and how they
Learning Experiences:
Unit 2: Developing a Personal Inquiry.
Research Skills
Global context: Identities and Relationships.
• 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.
• Students review location and evaluation of sources; examining the personal project rubric.
• Students learn how journaling can evidence effective research.
• 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
Bring necessary equipment and supplies to class (3e)
Search effectively, collect and record information (6.a)
Ask good questions (8.g)
Key concept: Perspective
• 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).
Global context: Personal and Cultural expression
Practise focus, concentration and overcoming distractions (4.1a)
• 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.
Statement of Inquiry: How can recording development encourage successful reflection?
Consider ideas from multiple perspectives (8 h)
Thinking Skills
Keep an organised and logical system of information files/notebooks (3f)
Learning Experiences:
Demonstrate awareness of media interpretations, assumptions and bias
Unit 2: Developing a Personal Inquiry
Unit 1: Academic Integrity
Compare,(7a)
Related Concepts: Connections & Communities
contrast and draw connections among media resources (7.d)
Understand intellectual property rights, create references, citations, bibliography (6.d)
Related Concepts: Creativity & Change
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• Students revise the process of citation mining and strategies for filtering information.
Key concept: Communication
Evaluate and select information sources and digital tools (6.c)
Key concept: Communication.
• 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.
Learning Experiences:
• Students consider how the use of background information can discover complexities and scope; they practice techniques to preview and skim read.
Statement of Inquiry: Can management and strategizing secure a more successful outcome?
Key concept: Systems.
Related Concepts: Global Interactions, Connection
• In a fun ‘guess the occupation’ quiz; students determine the importance of first impressions whilst recognizing the limitations of their own prejudice perceptions.
• 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.
Statement of Inquiry: How can a personal digital brand be managed?
• Students collaborate in a brainstorming exercise to unearth a collection of revision strategies.
Learning Experiences:
• Students reveal the meaning of command terms; identifying disciplinary trends.
Success.
Unit 3: Developing Key Skills for Diploma
Unit 4: Digital Profile.
Global context: Identities and Relationships.
• 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 complete a group activity to scaffold the creation of an action plan and success criteria; with a focus on providing records of evidence.
• A personal revision timetable is created in preparation for the Grade 10 exams.
Related Concepts: Development, Identity
• To conclude the unit students are given time to revise subject content for the examinations.
Global context: Identities and Relationships.
• A review of successful paraphrasing technique focuses on Cornell notes for summary and assessment review.
33 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’.
• 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 (or game) for the upcoming grade 6 (many of whom will be owning their first mobile phones the month they enter MYP classroom).
• 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.
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Questions of Inquiry: What developments have lead to the improvement in tourism? What is meant by tourism? What are the consequences of tourism? How has the process of globalisation led to an
D1– Understand intellectual property rights, create reference, citations, bibliography. (6.d)
Bi Ask good questions (8.g)
B- Investigating
C- Communicating D- Thinking Critically
Aii Make inferences and draw conclusions (1.2c)
Communication Skills
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.
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.
Diii – Make inferences and draw conclusions (1.2c)
Related Concepts: Globalisation, Sustainability
Biv Give and receive meaningful feedback (1.1a)
Cii – Write for different purposeds (1.2e)
Self-management Skills
Research Skills
Thinking Skills
Dii Evaluate propositions and evidence to formulate an argument
Unit 1: Game of Tourism
Individuals and Societies
Consider ideas from multiple perspectives (8.h)
Di – Collaborate and share with peers through digital media. (2.d)
Ci Use a variety of media to communicate with a range of audiences. (1.1c)
ATL Skills
Div(8.b)
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Social Skills
Biii – Search effectively, collect and record information (6.a)
Global context: Scientific and Technical Innovation.
Bii – Plan short and long term assignment; meet deadlines (3.a)
A- Knowing Understandingand
Ai Take effective notes in class and for study (1.2f)
Key concept: Development, Global Interaction
improvement in global interaction within the context of tourism? To what extent can tourism be classified as sustainable?
• Primary / Secondary / Tertiary
Academic / Business Journals Subscriptions : The Economist
Questions of Inquiry:
Key concepts: Global Interactions.
• Human Factors – labour, health
• Cruise Industry
Assessed Criteria: A, B, C, D.
Global context: Fairness and Development, Exploration.
• Macroeconomics
Global context: Identities and Relationships; Exploration.
• How are industries classified
• Sustainable Tourism
• Business and EcoTourism
• The positives and negatives of adventure tourism.
• Entrepreneurship
Related Concepts: Disparity and Equity, Globalisation, Questions of Inquiry: What is poverty and fairness and how do we measure it? How is GDP measured in a country? How do natural resources effect a country’s financial, social and industrial development? To what extent should developed countries aid less developed countries?
How do aggregate supply and demand graphs reflect changes in a country’s economic development?
Statement of Inquiry: A critical analysis of ethical standards in psychological research and examination of patterns in globalization.
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.
• Microeconomics
• Tourism and technology
• Globalisation – Vodafone
• Aggregate Demand and Supply
Textbooks: Complete Geography for Cambridge IGCSE
Assessment: Sustainable Tourism Report, Criteria A, B, C, D
Unit 3: Matters of the Mind:
Key concept: Connections Change
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Learning Experiences:
• Tourism development factors
Textbooks: Complete Geography for Cambridge IGCSE
Unit 2: Solution to Scarcity
- Learning Experiences:
• Physical Factors – Raw materials
Assessed Criteria: A, B, C, D
Related Concept: Globalisation, Identity
• Ecotourism
Assessment: To view an unseen business article and produce an analysis based on macroeconomic theory. Criteria A, C, D
Assessed Criteria: A, B, C, D.
• Vietnams infrastructure
• Read case studies
Related Concepts: Conflict, Causality, Perspective.
List the ethical considerations in psychological research. List the WEIRD critical analysis systems. How does globalisation influence behaviour? How have ethical standards for research changed the way psychological research is conducted? Can unethical study be justified? Is globalisation always a positive influence on behaviour?
Questions of Inquiry:
Textbooks: VietnamTextbooks: Nationalist in the Vietnam War
• America’s involvement etc.
• Introduction to Psychology
Textbooks: Case studies: Delafosse, Charlton, Shah
What were the long and short term causes of conflict? What is the meaning of quagmire?
Statement of Inquiry: Well documented conflicts reveal differing cultural, economic, and political global perspectives historically and create differing contemporary perspectives.
Learning Experiences:
Unit 4: Perceptions of War
• Vietcong vs Vietminh
• Perception of War
Key concept: Change
• Reviewing case studies
• Research Methods TEACUP / WEIRD
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• Globalisation and Ethics Research
Global context: Orientations in Space and Time, Exploration .
Assessed Criteria: A, B, C, D.
- Learning Experiences:
• Structured essay skills
Assessment: Task One: (Part One) Action Plan as prep work for essay. (Part Two) Cause and effect essay: Criteria A, B, C, D
• Communism Ho Chi Min
• Introduction to Ethical Studies
• Discuss unethical studies
• Terms Tet Offensive
Assessment: Unethical Case Study, Criteria A, B, C, D
• Life in Vietnam in 1940s-80s
• Terminology
How does evidence influence the way conflict is viewed, and how do we know the extent to which evidence can be trusted? To what extent can media coverage influence the outcome of war?
• Brainstorm / Mind Map / KWHL
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A- Inquiring and Analysing Developing Ideas
Product Design
A ii Identify primary and secondary sources 6.e
Research Skills
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.
ATL Skills Communication Skills
Interpret data 8.c
A iii Draw and test conclusions and generalizations 8.d
Design:
C iii Plan short and long term assignments; meet deadlines 3.a
D iv - Revise understanding based on new information and evidence 8.e
Global context: Scientific and Technical Innovation. Key concepts: Communities, Creativity
D-
C iii – Collaborate and share with peers through digital media - 2.d
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B i - Use brainstorming to consider multiple alternatives and generate new ideas 9.a
Self-management Skills
C i - Plan strategies and take action to achieve personal and academic goals 3.d
D iii Use own learning strategies to improve performance 5.c
A i Search effectively, collect and record information 6.a
C iv - Evaluate propositions and evidence to formulate an argument D8.bii
C- Creating the Solution Evaluating
B ii - Interpret and use effectively modes of non-verbal communication - 1.1d
B-
C ii Set goals that are motivating and challenging 3.c
Thinking Skills
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.
B iv - Interpret and use effectively modes of non-verbal communication 1.1d Social Skills
A iv Make inferences and draw conclusions – 1.2c
B iii Use a variety of media to communicate with a range of audiences - 1.1c
• 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.
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.
Assessed Criteria: A, B, C, D.
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• Students are encouraged to create visual diagrams to help create successful assignments rather than text based.
Related Concepts: Adaptation, Form
Key concepts: Communities
Digital Design
• 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
• Regular challenges and obstacles will face the students, which they must learn to overcome and foresee in future.
• Students must study and identify a variety of solutions and continue to analyses each for their effectiveness toward the problem.
• Students are required to ensure their work is original and unique, however, also solves the problem effectively.
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
• 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.
Related Concepts: Function, Innovation , Invention Assessed Criteria: A, B, C, - Learning Experiences:
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.
- Learning Experiences:
Global context: Scientific and Technical Innovation.
• 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.
• 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.
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• 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.
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.
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Bii(1.2b)
Language Acquisition Listening Reading Speaking Writing
Ciii Collaborate and share with peers through digital media (2.d)
Self-management Skills
Aii Interpret data
Aiii – Demonstrate awareness of media interpretations, assumptions, and bias (7a)
Di Use memory techniques to help remember key information (6.b)
Biii Make unexpected or unusual connections between objects, and or/ideas (9b)
Unit 1: Planning ahead /لبقتسملل طيطختلا
Key concepts: Connections
D1– Use memory techniques to help remember information (6.b)
Bi(1.1b)
Civ – Develop new ATL skills, techniques, and strategies for effective learning (5a)
Aii – Use intercultural understanding to interpret communication
C-
A-
Bi – Use intercultural understanding to interpret communication
Biii Change the context of an inquiry to gain different perspectives (10c)
Bii Compare, contrast, and draw connections among media resources (7a)
Thinking Skills
Bi(1b)
Dii – Reflect on subject matter knowledge (5d) Research Skills
– Use and interpret a range of discipline specific terms and symbols (1.2d)
Aiii – Consider ideas from multiple perspectives (8c)
– Read a variety of sources for information and for pleasure
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B-
Arabic B
D iv Use a variety of media to communicate with a rage of audiences (1.1c)
– Read critically and for comprehension (1.2a)
Statement of Inquiry: The function of planning for the future emerges from personal connections and the different points of view arising from personal identities and relationships.
Ai Interpret and effectively use modes of non verbal communication (1.1d)
Social Skills
Diii – Write for different purposes (1.2e)
Global context: Identities and relationships
ATL CommunicationSkills Skills
D-
Cii Take effective notes in class for study (1.2f)
Biii Consider ideas from multiple perspectives (8 h)
Ci Use a variety of media to communicate with a range of audiences. Use memory techniques to help remember key information.
اياضق/ةيملاع
Learning Experiences:
Unit 2: Global issues
Related Concepts: Purpose, Word choice Assessed Criteria: A, D.
- مادختساو ،بارعلإاو ءانبلا ،اهعاونأو رئامضلاو ،ءامسلأا ةياهن يف ةنيللا فللأا قحلاو ،هيبشتلا بولسأو ،ةمدقتملا طبرلا تاودأعباوتلا ،ةيانكلاو ،زاجملاو ةقي .
The student will learn many topics, such as: success / work / who I am / choosing a major in DP and university
ةيسمشلا ملالاو ،)ةفرطتملا/ةطسوتملا/عطقلاو لصولا( ةزمهلاو ،ميقرتلا تاملاع نيونتلا فلأو ،ءاهلاو ةطوبرملاو ةحوتفملا ءاتلاو ،ةيرمقلاو
Statement of Inquiry: With the spread of global issues and the pursuit, we must choose words to help communities express the purposes of global causes
Global context: Scientific and technical innovation
Students will learn many topics, such as: reckless driving/risk of hunger, poverty and disease/smoking and addiction
Unit 3: Modern inventions /ةثيدح
purposes and needs of society Global context: Scientific and technical innovation Key concepts: Communication Related Concept: Purpose, Function Assessed Criteria: B, C.
The student will learn many topics, such as: medicine / technology / communication / cinema / television / car Vocabulary: medicine / inventions / life / easier / harder / technology / telecom / communication / cinema / television / car / artificial intelligence / skill / utility... Linguistic concepts: افملا ،يدعتملاو مزلالاو ،ئاشنلإاو يبخلا بولسأنبملاو ،دودعملاو ددعلا ،ليع قاقتشلااو ،لاحلاو ،لوهجملل نبملاو مولعملل.
Vocabulary: driving / car / street / intelligence / danger / hunger / disease / death / poverty / wealth / attention / caution / caution / smoking / addiction / healthy living
Vocabulary: major / university / college / work / success / future / secondary / counseling / topics / subjects / need / wisdom... concepts:
Related Concepts: Function, Point of view
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- Linguistic
تاعاتخا
Learning Experiences:
Statement of Inquiry: Scientific and technical innovation fulfills the function of modern inventions and the
Linguistic concepts:
Learning Experiences:
Assessed Criteria: A, C.
Key concepts: Communities
Learning Experiences:
Assessed Criteria: A, B, C, D
• - Make fair and equitable decisions.
Key concept: Culture
Statement of Inquiry: The solution to problems motivates individuals to use creativity to promote fairness and development by creating meaningful and purposeful messages.
Communication: Use appropriate forms of writing for different purposes and audiences.
Related Concepts: Meaning, Message, Purpose
Related Concepts: Context, Word choice, Patterns
• Grammar: Present tense. Preterite tense. Imperfect tense. Present perfect. Simple future tense. Cause and effect. Modal verbs “poder”, “deber”, “querer” + infinitivo. Context words.
Assessed Criteria: A, D, B (tentative)
C) Why do certain initiatives to save the planet fail?
Learning Experiences:
Function: To write an interview, article, and a blog entry. Culture: Notice how diverse the 21 Spanish speaking countries are and the stereotypes associated with them.
Unit 1: ¿Realmente nos interesa proteger el medio ambiente y ayudar a los demás?
Global context: Fairness and development
• Vocabulary: Students will review a wide range of vocabulary and will learn and practice vocabulary about the concepts related to the unit and the types of texts they will learn to write.
Vocabulary: Students will review a wide range of vocabulary and will learn and practice vocabulary about the concepts related to the unit and the types of texts they will learn to write.
Social: Practise collaboration skills. Working effectively with others. Predict consequences of own actions.
Grammar: Present tense, preterite tense, imperfect tense, perfect present tense. “Pensar/Creer que / Opinar que” “Pensar/Creer en”, context words, and negative words and sentences
Unit 2: ¿Cómo sabemos si tenemos una mentalidad abierta?
Statement of Inquiry: Learning about people’s identity and relationships allows us to find patterns in their similarities and their differences
B) Why is it everyone’s responsibility to protect the planet?
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Spanish
• Function: to write a review/ a (historical) article, and a formal/informal email/letter
• Culture: Notice in what ways the 21 Spanish speaking countries are protecting the environment and helping others.
A) What are the worst problems impacting our planet?
Global context: Globalization and sustainability
Key concepts: Creativity
Self-management: Practise focus and concentration.
Communication:Use appropriate forms of writing for different purposes and audiences.
Key concepts: Connections
Global context: Identities and relationships
- 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
French Unit 1: Le monde du travail
global y mejorar la equidad y el desarrollo de la comunidad a través del voluntariado?
Learning Experiences:
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• Grammar: Indicative mood tenses, commands, subjunctive mood (affirmative and negative), impersonal expressions + subjunctive mood present tense
Assessed Criteria: B, C, A (tentative)
• Vocabulary: Students will review a wide range of vocabulary and will learn and practice vocabulary about the concepts related to the unit and the types of texts they will learn to write.
• Function: Writing a brochure and a diary entry
• Self-management: V. Reflection skills Consider content
- What did I learn about today? What don’t I yet understand?
Statement of Inquiry: Effective communication in persuasive texts relies on careful word choice, organised structure, and demonstrates motivation and agency.
Global context: Globalization and sustainability
Assessed Criteria: A, B, C, D.
Statement of Inquiry: Through our language word choice, we express our personality and culture and show empathy in a range of historical and cultural contexts.
Related Concepts: Message, Goals
- What questions do I have now? Consider ethical, cultural and environmental implications
Function: take part in a job interview, write a letter of application
Key concept: Communication Related Concept: Word choice
Unit 3: ¿Ayuda la empatía a ser mejor ciudadano
- Learning Experiences:
• Culture: comparing the importance and impact of volunteering programs among the Spanish Speaking world
• Vocabulary on job application and CV through « Think – Pair – Share » activities.
• Read an article about jobs (Formative reading)
• Vocabulary related to formal conversation in a working environment « Think Pair Share » activities (Formative speaking).
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.
Conceptual – How important is non-verbal communication in a formal conversation? How does word choice contribute to successful communication? How important is the structure of a formal letter in French culture?
• Students answer questions and do a survey about job interview.
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Unit 2: Peut-on sauver notre planète?
• 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
Debatable - To what extent is success (in the context of a job interview) related to word choice? To what extent does appearance and motivation determine success in the world of work?
Factual – What is the structure of a formal letter? What is non verbal communication? What persuasive sentences and key word that can be used in a job interview?
• Students will explore structure of formal letters
Key concept: Connections
• Vocabulary and expressions used to convinced the employer
Related Concepts: message, empathy
Assessed Criteria: A, B.
• Skills: How to write persuasively for an audience. Raise awareness about a global issue
Learning Experiences:
Factual – What is the purpose of an article? How can I create a message that creates awareness (towards environmental issues)?
What is empathy and how can it leads to action?
Global context: Globalization and Sustainability
• Students to evaluate propositions and evidence to formulate an argument.
• Evaluate the situation in the introduction and formulate the issue.
• Explain how human action affects the environment, e.g. endangered animals
• Students to reflect on how creativity influences new technologies
• Vocabulary: lexique des nouvelles technologies, les actions, Grammar and language: Past and present tense, comparison, idioms
Key concept: Creativity
• Use modal verbs (must, should, etc) to express how to communicate better to achieve social progres
Statement of Inquiry: Scientific and technical innovations allow the expression of divergent points of view that develops creativity and may vary according to context.
• Students to reflect on how everything is connected
Factual –What is my point of view regarding new technologies? What is Soprano (in Mon précieux ) and Stromae (Carmen) point of view on new technologies?
• Consider ideas from multiple perspectives
• Use the past tense(passé compose) to describe the before technology
• Students to give and evaluate different points of view.
• Use the future tense to describe the future environment situation if changes are not implemented
• Give a thesis statement, examples and solutions
• Evaluate the situation in the introduction and formulate the issue.
Global context: Scientific and technical innovation
Conceptual – How do new technologies contribute to creativity?
• Use the present tense to describe the current environment situation
• Give a thesis statement, examples and justifications
Related Concepts: Context, Point of view
Learning Experiences:
• Use the imperfect tense to describe and compare technological advances of the past with now Debatable - To what extent do new technologies contribute to social progress and better communication?
Conceptual – How can human connections contribute to environmental change? How important is empathy?
• 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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• Reflect on the impact of decision – making on humankind and the environment
• Unit 3: Que nous apporte la technologie?
• Students to research ways to slow down climate change
• Explain how new technologies affect humanity
• Students to communicate about technology using rimes
• Reflect on the reverse effect, the impact of technology on creativity
• Use modal verbs (must, should, etc) to suggest solutions
Assessed Criteria: C, D.
Debatable - To what extend can empathy and connections improve the environment? Can I improve the environment on my own? Can youngsters demonstrate responsibility?
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Ai – Search effectively, collect and record information (6a)
During the fifth year of the MYP, students are expected to demonstrate more ownership over their artistic practise by engaging in projects that have a real-world application beyond the Inclassroom.Music,students will learn about the development of music through time. They will then create and perform their own original musical scores independently. They will document their progress and learning and appraise their own development of skills.
ATL Skills: Communication Skills:
Bi – Keep an organised and logical system of information files/notebooks (3f)
Cii Practise failing well (4.5b)
Bii – Understand the impact of media representations and modes of presentation (7c)
Ciii - Consider ideas from multiple perspectives (9h)
Ai Reflect on subject matter knowledge (5d)
ARTS
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A- Investigating B- Developing C- Creating/Performing D- Reflecting
Self-Management Skills:
Ciii – Plan short and long term assignments; meet deadlines (3a)
Dii Use and interpret a range of discipline specific terms and symbols (1.2d)
Diii Reflect on subject matter knowledge (5d)
Ai – Make inferences and draw conclusions (1.2c)
Diii Keep a journal to record reflections (5f)
Aii Change the context of an inquiry to gain different perspectives (10c)
Bi Demonstrate persistence and perseverance (4.2a)
Social Skills:
Diii Give and receive meaningful feedback (1.1a)
Research Skills:
Bii – Take responsibility for one’s own actions (2e)
Aiii Make guesses, ask “what if” questions and generate testable hypotheses (9d)
Ci - Make unexpected or unusual connections between objects and/or ideas (9b)
Di - Revise understanding based on new information and evidence (8e)
Aii - Consider ideas from multiple perspectives (8h)
Ai Read critically and for comprehension (1.2a)
Thinking Skills:
Aiii Use a variety of media to communicate with a range of audiences (1.1c)
Ci – Set goals that are motivating and challenging (3c)
Cii - Use brainstorming to consider multiple alternatives and generate new ideas (9a)
Dii – Interpret and use effectively modes of non verbal communication (1.1d)
Cii Practise visible thinking (9g)
Statement of Inquiry: Music theory has developed as a structured, written method to communicate musical expression in compositions.
Global context: Orientation in Space and Time
Global context: Personal and Cultural Expression
Assessed Criteria: Ai, Aii, Bi, Bii, Ci, Di, Dii
Global context: Personal and Cultural Expression
• Powerpoint of videos and notes documenting the development of their performance skills.
- Compositional techniques Using software to compose digitally Written reflection
Related Concept: Composition, Expression, Structure
Unit 1: Beyond Borders
Unit 3: “Bring it Bach” - Music History
Key concept: Communication
• Research/listening based report
• Students in this unit will work with classmates to create a piece of music reflecting on an issue in the world.
Statement of Inquiry: Symbols identify cultural heritage and have been used in art history to provide deeper conceptual communication!
Statement of Inquiry: When playing musical instruments, personal and cultural expression can be presented to an audience through a creative interpretation.
Learning Experiences:
Assessed Criteria: Ai, Aii, Bi, Bii, Ci, Di, Dii
Learning Experiences: Development of music theory knowledge Listening tasks
Studies
UnitMusic1: "Move over Mozart” - Theory and Composition
• Performances
Learning Experiences:
Visual Arts
• They will study existing music that addresses social issues.
Key concept: Communication
Unit 2: “Make some Noise” - Performance
Statement of Inquiry: Compositional style has changed through historical time periods, resulting in different musical genre.
• Written reflections
Key concept: Change
Related Concepts: Composition, Genre Assessed Criteria: Ai, Aii, Bi, Bii, Ci
Related Concept: Interpretation, Play, Audience, Presentation
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Global context: Identities and relationships. Key concept: Identity, Communication and aesthetics.
Assessed Criteria: A,B,C,D
Students will create a 2D mixed media art piece that explores the expansion of a main subject matter (symbolic representation of who they are) that is in an inner rectangle branching into the border around it (going beyond the border symbolic of their comfort zone). The main subject should remain in color, but everything else should turn black & white outside the main rectangle. The choice of how much of their image remains in colour and beyond the border is a reflection of their personality (introvert/extrovert).
How is everything connected?
Unit 1: Biopic- Real Reels
- Learning Experiences:
Global Context: Globalization & Sustainability
Unit 2: Absract Now!
Statement of Inquiry: The right inspiration and experimentation can give rise to unique and beautiful creations.
Global Context: Globalization and Sustainability
Media Arts
Learning Experiences:
Statement of Inquiry: Artworks can raise awareness and lead to increased community engagement and change.
Learning Experiences:
Key Concept: Change Related Concepts: Communication Assessed Criteria: A, B, C, D
Related Concepts: Composition, Expression
Unit 2: Come sculpt with me
- Learning Experiences:
-
Related concepts: Narrative, Structure
Statement of Inquiry: Aesthetics and structure determine audience response to documentaries.
Key Concept: Aesthetic
Assessed Criteria: A, B, C, D
Students will explore identity and relationships including families, friends, communities and cultures. Key concept: Aesthetics
Assessed criteria: A, B, C, D
Related Concepts: Interpretation
Students will explore a variety of clay techniques, research various artists, and complete their own experimental trials. They will explore possible designs of food to create a commentary on sustainability. A ceramic artwork is produced.
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Global Context: Globalization and Sustainability
Students will explore a variety of abstract techniques, research various artists, and complete their own experimental trials. They will explore possible compositions, following the principals of design, and create a commentary on globalization. An acrylic painting is produced
Students will be...
- Creating a mini-movie based on a 6-word story that clearly follows fits the conventions of a specific genre.
Creating a 30 second advertisement for a product of their Evaluatingchoice.
Genre is constructed from sets of conventions and can be identified by its stylistic features within cultures.
This unit will provide students with a Service Action opportunity and connects to Personal Project.
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Assessed Criteria: A, B, C, D
Key Concept: Perspective Related Concepts: audience, presentation
Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values.
- Developing intentions for their own production and the skills to realize their vision.
This unit will provide students with a Service Action opportunity.
Key Concept: Form Related Concepts: genre, style Assessed Criteria: A, B, C, D
- Investigating methods of creating an engaging video diary, and how they are structured.
Global Context: Orientation in time and space
Learning Experiences:
Global Context: Fairness & Development Students will explore rights and responsibilities.
Unit 3: What is the meaning of this?
Students will be...
Learning Experiences:
Unit 2: Can you sell it?
Creating a 3 to 5 minute video documenting the process involved in achieving a goal or a behind the scenes look at everyday shared experiences. Evaluating strengths and areas of development.
- Evaluating the effectiveness of their style in creating a film whose genre can be identified.
Statement of Inquiry: Differences in visual culture can affect the interpretation of a film text by people of a particular era or community.
Global Context: Personal & Cultural Expression
Statement of Inquiry: Carefully crafted presentations can change perspectives and lead to increased community engagement.
Unit 3: Show, don’t tell
- Investigating the methods related to motives behind Developingadvertisements.strategies for creating more refined shots to match their intentions.
Statement of Inquiry:
- Developing the skills to support their intentions.
Students will be...
- Investigating the different film genres and their conventions.
Unit 2: Change in world, Change in Mind... The Sequel
• Theatre History
Statement of Inquiry: As we see change in the world, we innovate old practices to create new interpretations of drama.
Statement of Inquiry: Theatre can effectively communicate across a wide range of audiences through creative presentation
Key Concept: Change
Learning Experiences:
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• Comedic devices
Statement of Inquiry: Through play and style, identities are created and placed in social constructions of reality.
Assessed Criteria: A,B,C,D
Key concept: Identity
Assessed Criteria: A, B, C, D
Related Concepts: Innovation, interpretation
Creating an audio visual presentation of their analysis of a film text based on an extract of their choice.
Learning Experiences:
UnitDrama1: Commedia Dell’Arte
Key concept: Communication Related Concepts: Audience, Presentation
Global context: Orientation in time & space
• Mask work
• Italian Renaissance Social structure
Key concept: Change
Related Concepts: Interpretation, Visual Culture
meaning is constructed in film.
Developing the research skills and vocabulary to analyze a film text based on an extract.
Students will explore turning points in humankind.
Learning Experiences:
• Improv
Global context: Personal & Cultural Expression
Evaluating how this learning experience has changed their perspective on films.
• Stock characters
Unit 3: Devising for Darlings
Global context: Personal & Cultural Expression
- 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 Researchperformances.varioussources
• Physicality
Related Concepts: Play, Style
Students will Investigatingbe...how
Assessed Criteria: A,B,D
Unit 4: Theatre for change
Global context: Fairness & development
• Voice development
Students will need to use tone of voice, body language, and facial expression to deliver a believable Students will need an understanding of the techniques of Forum Theatre and its intervention of oppression.
Learning Experiences:
• Teaching young audiences
Learning Experiences:
• Movement skills/Developing body language
Assessed Criteria: A,C
Key concept: Communities
Related Concepts: Audience, Expression
Students will learn about Augusto Boal's Theatre of the StudentsOppressed.will learn about Forum Theatre and it's techniques to give a voice to those who are oppressed and needing help from others.
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• 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.
Statement of Inquiry: Through devised performances, audiences recognise their power and privilege to aid oppressed communities to promote fairness and equality.
Assessed Criteria: A,C,D
- Students will identify oppression in their everyday lives and the lives of others.
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Self-management Skills
Research Skills
Communication Skills
Aii Problem solve (8i)
Dii(2h)Listen
Aiii Use and interpret a range of discipline specific terms and symbols (1.2d)
Social Skills
• Skills (attacking; defending – passing, tackling, shooting, heading)
Statement of Inquiry: Specific adaptations are essential for participants to bring about change when utilising space and time efficiently to overcome challenges.
Unit 1: Football
C- Demonstrate, apply & analyse skills & strategies to perform
Ai Revise understanding based on new information and evidence (8e)
actively to other perspectives and ideas (2K)
Ci Make connections between different subjects (10b)
A- Explain & KnowledgeApply
Cii- Manage and resolve conflicts and work collaboratively in teams
Assessed Criteria: B,C,D
• Tactics (attacking; defending)
Physical and Health Education
Bi Set goals that are motivating and challenging (3C)
B- Design Explain & Justify a Plan
• 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.
• Positions
• Game play
• Rules
• Movement off the ball
Bii Search effectively, collect and record information (6a)
Learning Experiences:
• Movement on the ball
ATL Skills
Thinking Skills
D- Explain interpersonal skills. goals/strategiesDevelop: Analyse & Evaluate performance
Related Concepts: Space, Adaptation
Ciii- Give and receive meaningful feedback (1.1a)
Diii Self assess personal learning skill development and strategy use (5B)
Key concepts: Change
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Global context: Orientation in space and time
Di Develop new ATL skills, techniques and strategies for effective learning (5a)
• Teamwork
• Positions
• Adaptations of sport
Learning Experiences:
• Scoring system
Assessed Criteria: B, D.
Assessed Criteria: A,C.
• Tactics
• Themes
Learning Experiences:
Assessed Criteria: B, C.
• Officiating
• Rules
• Game play
Global context: Scientific and technical innovation
Statement of Inquiry: Positive relationships help to provide energy for creating movement sequence.
- Training AdaptationReflectionmethods
Global context: Personal and cultural expression
Global context: Identities and relationships
Key concept: Relationships
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.
Related Concepts: Systems, functions
• Teamwork
Students will complete fitness testing to identify areas for improvement, analysing data to meet the requirements for TrainingIDU.
Unit 2: Cricket
• Skills (batting; bowling; fielding)
- Components of fitness
Unit 4: Stomp / Dance
Related Concepts: Energy, Movement
Learning Experiences:
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Related Concepts: Choice, Refinement
Principles of training
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.
• Starting & finishing
Students will learn how to effectively plan and evaluate a personal training programmme.
Key concept: Relationships
Key concepts: Communication
Unit 3: Fitness (IDU feat. Mathematics)
plans will be creating to assist the development of personal fitness. Monitoring this progress will be required.
Statement of Inquiry: The relationship between different physiological systems is valuable to enable the body to function for a healthy lifestyle.
Unit 5: Volleyball
60 • Movements • Formations • Elements • Sound • Teamwork • Positions • Officiating • Rules
Global context: Identities and relationships
Assessed Criteria: A, C
- Game play Skills
Statement of Inquiry: Social interaction is a key component to refining physical and psychological development within a team.
Key concepts: Development
Learning Experiences: (dig; set; blocking; spike)
- ScoringTactics Teamworksystem - RulesOfficiatingPositions
Related Concepts: Refinement, Interaction