The International Baccalaureate Middle Years Programme Raha International School Grade 6 Curriculum Guide 2022-2023
Heads of Grade should only be contacted about nonacademic issues, as far as possible.
IB Subject Guide, as well as the Assessment Criteria, for convenient access for parents.
Lines of communication
For those familiar with the Primary Years Programme, you will be pleased to know that we have come a long way in our quest to smooth the transition between the two programmes. Therefore, although the more formal academic structures are a new challenge for Grade 6 students, some of the subject areas incorporate prior learning from the Units of Inquiry in the PYP.
In the MYP we operate a two semester system, with interim reports half-way through each semester. Due to the continuous flow of information about assessments on ManageBac there are no 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 (Grades 9 & 10 only) are released in the first week of May, with end of year (Semester 2) reports available during the final week of Fullschool.details are found in the MYP video as well as the Assessment & Reporting Policy.
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 Teachinglearning. and learning in the MYP is conceptual, contextual and skills focused. We embrace the principles of the metacognitive regulation cycle (see the image below).
Aspects of Teaching and Learning in the MYP
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 and messaging 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
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Parent conferences and reporting periods
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 Eachcommunity/the-secondary-school/mypSubjectGrouptabalsohasthe
Welcome to the first year of the Middle Years Programme!
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.
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.
ATL skills are a feature of all three IB programmes, but the 10 clusters are a unique MYP feature.
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.
How we express ourselves Personal and cultural expression
The Transdisciplinary Themes in the PYP map onto the Global Contexts in the MYP, for example:
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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.
Where we are in place and time Orientation in space and time
Will students be ready for the challenge of the Diploma Programme?
Key Concepts
Who we are Identities and relationships
PYP Transdisciplinary Theme MYP Global Context
There are also certain non-MYP requirements in the UAE:
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2 Full, Independent Cycles recorded on ManageBac by the end of Grade 10:
Grades 9 & 10
o Grade 8 Maths (Statistics: Global Issues).
MYP Decoded Podcast
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Complete the necessary Curriculum Cycles:
Encouraged to complete some activities throughout the year.
Meet 5 of the 7 learning outcomes by the end of Grade 8.
Grade 6
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Complete the necessary Curriculum Cycle in Science (Ecosystems).
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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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What is Service (as) Action?
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All Learning Outcomes met by the end of Grade 10.
A Full Cycle Service as Action Activity looks like this:
o Grade 7 Humanities (UN Symposium);
o One FULL Cycle in Grade 9; One FULL Cycle in Grade 10.
Regular, informative episodes planned for 2022-2023. Please subscribe to be kept updated: https://spotifyanchor web.app.link/e/ccEITZKyetb or decoded/id1565543352https://podcasts.apple.com/ae/podcast/myp
o
Encouraged to complete some activities throughout the years.
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All students study Moral Education and Social Studies (up to G9). Native Arabic language speakers study Social Studies in Arabic, as well as Islamic Studies (if Muslim). Non native Arabic speakers study Social Studies in English, and if an Islamic student they take Islamic Studies in English.
Grades 7 & 8
Service Action Requirements
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• Conversions: 28 32 (7), 24 27 (6), 19 23 (5), 15 18 (4), 10 14 (3), 6 9 (2), 1 5 (1).
• The Global context.
Quick reference guide to MYP assessment
• The statement of inquiry (This statement expresses the relationship between concepts and context; it represents a transferable idea supported by factual content).
• The Key concepts (from the 16 options on page 2).
• A short description of the year ahead.
• The title of the unit.
In the pages that follow, the curriculum summary for each subject studied in the MYP at RIS is presented, using the following sequence:
• The criteria which will be assessed (from A, B, C, D).
• For each reporting period (apart from Interim 1), teachers will make a decision as to the ‘best fit’ score for each of the four criteria. No averages are used in the MYP.
• The learning experiences (content/objectives of the unit).
• Each criterion carries a maximum score of 8.
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• The total of the four criterion scores (out of 32) translates into a final grade (1 7) for the subject.
• Each subject is assessed using four criteria (A, B, C and D).
• The specific ATL skills which have been mapped onto the assessment criteria strands in the respective subject.
• The Related concepts (from the list of subject specific concepts in an IB provided list).
Course Overviews
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Following this, students will study the novel Skellig and create a simplified essay that analyses the relationship between character, conflict and theme.
Ai: use intercultural understanding to interpret communication (1.1b)
A- Analysing B- Organising C- Producing Text D- Using Language
Bi: employ organizational structures that serve the context and intention (1.2e)
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The final unit of the year, “Fangtastic Fiction”, explores the concept of genre by examining various gothic texts and key stylistic elements. Students will create their own gothic story that follows these conventions and present it to their peers.
In Semester Two, students will examine myths as a part of their unit “Myths and Legends". This unit culminates in an interdisciplinary inquiry project with the Humanities department in which students will create a museum exhibit to help PYP students to understand the legacy of their chosen ancient culture.
Communication Skills
Aii: analyse the effects of the creator’s choices on an audience (1.2d)
Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (1.2a)
Ci: Use a variety of media to communicate with a range of audiences (1.1c)
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.
Students will begin their first year of Language and Literature by studying the autobiography Boy by Roald Dahl in the unit “What’s Your Story?”. Throughout this unit, students will examine different examples of biographical writing, the aim, purpose and appeal of biographical writing and produce some autobiographical writing of their own. Students will engage in an independent inquiry task in which they record an interview with a member of the school community (or other interesting individual of their choice) with the aim of documenting and sharing a story worthy of the “New York Times Bestseller List.”
Language and Literature:
ATL SKILLS
Cii: make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience (1.2e)
English
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)
• Guess the teacher inquiry: students will receive random interesting facts about three teachers, students have to ask the right questions to guess the teacher.
• Independent inquiry task: conduct an interview with a member of the school community or other individual of interest, demonstrating the ability to
Bii: organize opinions and ideas in a sustained, coherent and logical manner (8b)
Key concept: Identity Related Concepts: Character, Genre, Self expression, Style. Assessed Criteria: B, C, D.
Aiii: justify opinions and ideas, using examples, explanations and terminology (8b)
Di:(1.2d)use
Statement of Inquiry: The stories that we share about ourselves help express our identity and shape how others see us.
• Introductions: students will write two truths and one lie about themselves, to find out who is who and to be creative.
Ciii: select relevant details and examples to develop ideas.
appropriate and varied vocabulary, sentence structures and forms of expression (1.2d)
Dv:(1.1c)Interpret and use effective modes of non verbal communication (1.1d)
• Autobiography carousel: students will choose two unique types of autobiographies, take notes and share with the class.
Global context: Identities and Relationships.
Dii: write and speak in a register and style that serve the context and intention (1.2e)
Unit 1: What’s Your Story?
Learning Experiences:
Div: spell (alphabetic languages), write (character languages) and pronounce with accuracy 1.2e)
Biii: use referencing and formatting tools to create a presentation style suitable to the context and intention. (6d)
Research Skills
Diii: use correct grammar, syntax and punctuation (1.2e)
Thinking Skills
Aiv: evaluate similarities and differences by connecting features across and within genres and texts (8a)
Dv: use appropriate non verbal communication techniques.
Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (8a)
• Interview students will learn interview techniques such as open/close ended questions, firstly by interviewing their peers, and a member of the wider Raha community, be it a teacher or parent.
• Personal anecdote: students will share a written account of a personal anecdote that communicates some key aspect of their identity.
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• Illustration: students will listen to an audio dictation, of a description of a monster, draw what they hear exactly and share results with their group and class.
Unit 3: Legacy of the Ancients
Global context: Orientation and Space and Time Key concept: Culture. Related Concepts: Context, Genre, Purpose. Assessed Criteria: A, B & D IDU Specific Criteria: A, B & C Learning Experiences:
• Myths and Legends inquiry: students will inquire about different myths and legends from around the world. They will research and share their own country's myths and legends.
ask open-ended questions and extract a story worthy of the “New York Times Bestseller List.”
Statement of Inquiry: Authors teach moral lessons through a character's changing point of view, showing the impact of their interpersonal relationships, attitudes, and motivations.
• Conceptualizing setting: students will read and draw of the key setting of the garage from the novel Skellig. They will post their illustration and reflect on each others creative choices.
• Narrative structure: students will illustrate a plot diagram of the novel.
Key concepts: Connections, Perspective.
• Boy: Students will use the "school" experience in the book and pick out the differences between their school and the one in the book.
• Discussion on corporal punishment and introduction to debate techniques by using Balloon Debate and Fishbowl Debate Rules
Related Concepts: Character, Point of view, Theme. Assessed Criteria: A, B, D.
Learning Experiences:
• Reading for inference: students will infer or deduce from the book, note take and share notes.
• Individual character development chart: students will create charts of character development throughout the novel.
Statement of Inquiry: Ancient cultures leave a legacy through myths and legends; that legacy reveals their identity, philosophies, and ways of life.
Unit 2: A Change Will Do You Good
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Global Contexts: Identities and Relationships.
• Monster provocation: students will research the concept or notion of the "monster" and share their findings in a carousel with specific attention to overlapping/ common characteristics.
• Debate: students will learn the Fishbowl and Balloon debating techniques. Students will learn the art of debating using PEEL structure. Students will then conduct a debate "Home schooling vs Schooling"
• Visual learning and creative writing: students will watch the cartoon version of "The Giants Causeway" and assign dialogue to the characters' story, and share their script with the class.
• Writing journal: Formative writing tasks in which students experiment with various forms of setting, style and structure that best exemplify the gothic genre.
Learning Experiences:
• Gothic genre inquiry: students will individually research the idea/elements of Gothic Literature and share their findings with the class.
• IDU Museum exhibition: Create a museum exhibit to help PYP students to understand the legacy of their chosen ancient culture.
• Presentations: student groups will present their Gothic Story, either orally or as a Tableau vivant.
• Time capsule: throughout the unit, the students will create an online "Time Capsule" as their "Raha Legacy". An actual physical one will be created also, including photos, examples of work, report cards and anything the students would like to have as their "legacy".
• Viewing and notetaking: students will take notes while watching examples of Gothic trailers to highlight Gothic elements for their own Gothic trailer.
• Critical listening: students will listen to "A Tell Tale Heart" told in Gothic fashion by the teacher and highlight what scared them the most, sounds, tone, darkness - the universal fears.
Statement of Inquiry: Authors of the Gothic genre explore deep fears by telling scary stories; they manipulate setting, style, and structure to effectively create a frightening mood. Global context: Personal and Cultural expression. Key concept: Creativity. Related Concepts: Audience imperatives, Genre, Setting. Assessed Criteria: B, C, D.
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• Creative writing: students will write about their own universal fears and compare and contrast with the class.
Unit 4: Fangtastic Fiction
• Tableau vivant: students will, in groups, create a Tableau vivant of a scene from their own myth/legend.
• Collaborative inquiry: students are given a jumbled up Gothic story opener, and must write it in the correct order, and then write the conclusion, while incorporating some assigned Gothic elements, and Figurative Language, Onomatopoeia, Pathetic Fallacy and/or similes/metaphors.
• Gothic trailers: students will make their own trailer based on their own story, using i movies and story boarding
Statement context:
Ai – Read critically and for comprehension (1.2a)
Research Skills
Dii Use and interpret a range of discipline specific terms and symbols (1.2d)
Ci – Practice visible thinking (9f)
Ai – Make inferences and draw conclusions (1.2c)
Unit 1: ميقلا Unit 1: ميقلا
Aiv Practise induction, deduction, observation, and inference (8a)
10 Arabic A لاوط ةمسقم ةيسارد تادحو عبرأ ةيبرعلا ةغلل سداسلا فصلا جاهنم نمضتي يتلآاك ةبترم يهو ،يساردلا ماعلا : ميقلا :ىلولأا ةدحولا ريسلاو ،ةريصق صصق :ةيناثلا ةدحولا ةيبدأ صوصن :ةثلاثلا ةدحولا لبيل ملاحأ ةياور :ةعبارلا ةدحولاةديعسلا ،ةغللا تاراهم يف مهمدقت سيقت ةعونتم تامييقت ةبلطلا مدقي ةدحو لك ةياهن يف ايرولاكبلا جاهنمو ميلعتلاو ةيبرتلا ةرازو جاهنم بسح تاعقوتلا عم اهتنراقمل نم بلاطلا ىدل يوفشلاو يباتكلا جاتنلإا ىلع ماعلا اذه زيكرتلا متيس .ةيلودلا ملا نم ةعومجم فيظوت للاخ،صوصنلل يبدلأا ليلحتلا :اهنم ةيوغللا تاراه ،يفحص دوماع ،ةريصق ةصق ةباتكو ،لاقملا ،ةيريغلاو ةيتاذلا ةريسلا ةباتك ضورعلا للاخ نم ةباطخلاو ثدحتلا ،ةرصاعملا اياضقلا ضعب ىلع قيلعتلاو ةيئلاملإاو ةيوحنلاو ةيوغللا تاراهملا ىلع زيكرتلا متيس امك ،ةيميدقتلاغلابلاونم ةعومجم ليلحتو ةءارقب ةبلطلا فلكيس يبرعلا بدلأل ةبسنلاب .ة ،راكفلأل يقطنملا ءانبلاو طبارتلا ةراهم باستكلا ؛ةعونتملا ةيبدلأا لامعلأا هجاتنإ يف اهفيظوتو تادرفملاو ميهافملا باعيتسا ىلع هتردق اضيأ اهيف رهظيو يباتكلاو يوفشلا
Aiii – Use a variety of media to communicate with a range of audiences (1.1c)
ATL Skills
Bii Evaluate evidence to formulate an argument (8b)
Aiii - Evaluate evidence to formulate an argument (8b)
Bii Understand the impact of media representations and modes of presentation (7c)
of Inquiry: مدخي فيك بلاطلا ملعتي فوس نم ةايحلاا يف هفادهأ ققحيو هيف العاف اوضع نوكيو هعمتجم مييقلا لالخ Global
Thinking Skills
Dii – Interpret and use effectively modes of non verbal communication (1.1d)
Personal and Cultural Identity. Key concepts: Communication, Creativity. Related Concepts: Self-expression, Style, Theme.
ATL Skills
Communication Skills
Diii Give and receive meaningful feedback (1.1a)
• of "The Giants Causeway" and assign dialogue to the characters' story, and share their script with the class.
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A, B, C, D. Learning Experiences: للاخ نم ثدحنلااو ةحيحصلا ةءارقلا ةيفيك ىلع بلاطلا بيردت متي • .ةيفصلا تاطاشنلا .زيمملا ءادلأاو ةحيحصلا ةءارقلل تاجرد دصرتس • .ناسنلإا اهب ىلحتي نأ بجي يتلا ميقلا ىلع فرعتلا • مييقلا نع ةيبدأ ةباجتسا ةباتك • يمسلااو ةيلعفلا ةلمجلا بارعإ •.امهتغايصو ة رايتخا عم حيحص لكشب ميقلا نم لماكتم دهشم ليثمتب بلاطلا موقيس • .ىقيسومو ميمصتو سبلام نم مهبساني ام .ابارعإو ةغايص امهنيب زييمتلاو ةيلعفلاو ةيمسلاا ةلمجلا فيظوت متيس • دنع تاردقلا يف قورفلا يعارت ةفلتخم لمع قاروأ عيزوت متيسبلاطلا•.يباتكلاو يئارقلا فعضلا زواجت ىلع فعضلأا بلاطلا ةدعاسمو . ةحيحص ةءارق ةبولطملا صوصنلا ةءارق • اهبارعإ ةقيرط ىلع فرعتلاو ةيلعف لمجو ةيمسا لمج ةباتك • Unit 2: ريسلاو ةريصق صصق Statement of Inquiry: ةقيرط و ةيتاذلا ةريسلا عاونأ بلاطلا ملعتي فوس هنطول ةبسنلاب ناسنلإا ةيمهأ كلذك و ،عون لك ةباتك Global context: Personal and Cultural Expression. Key concepts: Aesthetics, Culture. Related Concepts: Structure, Style, Theme. Assessed Criteria: C, D. Learning Experiences: •صوصنلا ةءارقةيبدلأاةيريبعت ةحيحص ةءارق. •ةديدجلا تاملكلا يناعم ىلع فرعتلا. •يحرسملا صنلا نم ىزغملا ىلع فرعتلا. •اهيف يأرلا ءادبإو ثادحلأا ليلحت. •ليلعتلا عم اباجيإ وأ ابلس اهيف يأرلا ءادبإو تايصخشلا ليلحت. •"؟ ةايحلا يف يفده ققحأ فيك" ناونعب لاقم ةباتك. •ةلمجلا ىلع فرعتلااهناكرأ :ةيمسلاااهبارعإدارفلإاو ةينثتلا عمجلاو. •يرعشلا صنلا ةساردةبولطملا ةلئسلأا ىلع ةباجلإا عم )لامعلا اهيأ( بلاطلا نم. •اهل حيحصلا ليكشتلا عم ةيمسا لمج ىلع يوتحي صن ةباتك. •ةزمهو اهتاوخأو نإ ىلع فرعتلاو .اهتاوخأو ناك ىلع فرعتلالصولا. Unit 3: ةيبدأ صوصن Statement of Inquiry: نم ةفلتخم عاونأ بالطلا ملعتي فوس اهليلحتو ةيبدألا صوصنلا Global context: Identities and Relationships. Key concepts: Aesthetics, Creativity. Related Concepts: Character, Self expression, Style. Assessed Criteria: A, B, C, D. Learning Experiences: •ريبعتلاو ميلعتلاو دقنلاو عادبلإاو ريكفتلل ةليسو ةغللا بلاطلا ذختي نأ. •ةيلحملا ةيعامتجلاا هتقلاعو هتيصخش ريوطتل ةادأ ةغللا مدختسيةيملاعلاونأ. •ةسوردملا ةيبدلأا لامعلأل دقنلا حور روطي نأ. •للاخ نم بدلأاو ةغللاب همامتها قمعي نأةعلاطملا .
Assessed Criteria:
• Tableau vivant: students will, in groups, create a Tableau vivant of a scene from their own myth/legend.
• Time capsule: throughout the unit, the students will create an online "Time Capsule" as their "Raha Legacy".
Unit 4:
Assessed Criteria: A, B, C, D. Learning Experiences:
Statement of Inquiry: Global context: Orientation in Space and Time.
An actual physical one will be created also, including photos, examples of work, report cards and anything the students would like to have as their "legacy".
ةديعسلا لبيل ملاحأ ةياور
•صنلل ماعلا وجلاو بتاكلا ىلع فرعتلا. •اهل ماعلا مهفلاب ةقلعتملا ةلئسلأا نع ةباجلإا. •ةساردو ةياورلا نع يميدقت ضرع لكش ىلع عورشم لمع ثادحلأاو تايصخشلل. • .
فرعتي فوسةيمهأو قلاخلأا مراكم ىلع بلاطلا ةدحولا ةسارد للاخ نم يباجيلإا لصاوتلا
Key concepts: Aesthetics, Creativity, Culture. Related Concepts: Self expression, Setting, Style.
• Newpaper article: as part of their interdisciplinary inquiry students will create a newspaper article combining what they have learnt in English and what they have studied in Humanities.
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• Diagnostic Test (using Microsoft Forms)
Bi Interpret data (8c)
• Positive integer exponents, squares and cube roots
Dv Make connections between different subjects (10b)
Ci Use and interpret a range of discipline-specific terms and symbols (1.2d)
Biii Draw and test conclusions and generalizations (8d)
Diii Make inferences and draw conclusions (1.2c)
Statement of Inquiry: Different Systems and forms of representation develop as civilizations evolve and human interact.
In Grade 6, students will be introduced to a number of new concepts, as well as building on the knowledge acquired in the PYP. The MYP assessments in mathematics involve class tests as well as investigations and project-based summative assessments. Knowledge and Understanding (Criterion A) is only one aspect of MYP mathematics, and students will be trained on how best to approach the investigations as these develop students’ communication, pattern identification skills, and application to real life contexts, thus improving their conceptual understanding of the topics, rather than simple recall.
Assessed Criteria: A, B.
• The Four Operators with natural numbers. (Long division, multiplying larger numbers)
Key concept: Form
ATL Skills Communication
• Order of operations
Bii Practise induction, deduction, observation and inference (8a)
• Prime numbers and prime factorization
• Negative and Positive Integers
Unit 1: Numbers
C- Communicating
Cii Interpret and use effectively modes of non verbal communication (1.1d)
• Place Value
Ciii Consider ideas from multiple perspectives (8h)
• Use of Number Line.
• Factors and Multiples, HCF, LCM
Ai Practise flexible thinking (9f)
Di Read critically and for comprehension (1.2a)
• Adding and subtracting Integers
Aii Problem solve (8i)
Mathematics
• Multiplication and division of integers
Thinking Skills
A- Knowing Understandingand B- PatternsInvestigating
Learning Experiences:
D- MathematicsApplying in Real Life Contexts
Global context: Orientation in Space and Time
Related Concepts: Representation, Systems
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Global context: Scientific & Technical Innovation
• Find rules for number patterns
• Simplify algebraic expressions (Multiply & Divide)
• Divided bar graph
• Travel (line) graphs, Line graphs
Key concept: Logic
-Learning Experiences:
• Draw and interpret the following types of graphs
• Solving simple one step equations algebraically
Statement of Inquiry: Using logic to simplify and manipulate quantities can help us explore human connections within families, communities and cultures.
• Comparing & Ordering fractions
Assessed Criteria: A, B, C
• Model real life problems using algebraic expressions.
• Evaluate the suitability of mean, median and mode as a measure of average.
• Use substitution with algebraic expression
Global context: Identities and Relationship
Unit 2: Data Management
Statement of Inquiry: Be able to represent relationships effectively can help justify characteristics and trends uncovered in communities.
Assessed Criteria: C, D.
• Solving and graphing inequalities
Assessed Criteria: B, D
Global context: Identities and Relationships
- Learning Experiences:
• Simplifying fractions
• Equivalent fractions
Unit 3: Algebraic expression and equations, Statement of Inquiry: A logical Process helps to model and generalize patterns in the natural world.
Unit 4: Fractions, Decimals and Percents
• Adding Subtracting Fractions with like denominators
• Improper and Mixed fractions
Related Concepts: Models, Patterns, Generalisation.
• Adding Subtracting Fractions with unlike denominators
Key concept: logic.
• Simplify algebraic expressions (Add & Subtract)
• Bar (column) graph.
• Mean, median and mode (review)
• Expansion of brackets / Grouping symbols
• Multiplying fractions
• Pictographs
• Stem and leaf diagrams
Related Concepts: Representation, Justification
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Key concept: Relationships
• Pie Graphs
Learning Experiences:
• Misuse of Graphs
• Pronumerals
Related Concepts: Quantity, simplification
• Dividing fractions
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• Fractions and Decimals Conversion
• Comparing Decimals
• Fractions of Quantities
• Addition and Subtraction of Decimals
• Fractions and Percentages Conversion
• Decimals and Percentages Conversion
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B- Inquiring Designingand
Statement of Inquiry:
Unit 1: Scientific Method and Matter
C- Processing and Evaluation
Aii Problem solve (8.i)
Cii Interpret data (8.c)
Biv Evaluate and manage risk (8.f)
The scientific method is a model that scientists use to explore the relationships between observations and evidence.
Bii Use brainstorming to consider multiple alternatives and generate new ideas (9.a)
Aiii - Evaluate propositions and evidence to formulate an argument (8.b)
Self-management Skills
Civ - Compare, contrast and draw connections among (multi)media resources (7.d)
Div Understand intellectual property rights, create reference, citations, bibliography (6.d)
ATL Skills Communication Skills
Ci Search effectively, collect and record information (6.a)
Bi Make guesses, ask “what if” questions and generate testable hypotheses (9.d)
Dii - Evaluate propositions and evidence to formulate an argument (8.b)
D- Reflecting on the Impacts of Science
Students study three units throughout the year, beginning with Scientific Method and Matter. Within this unit students learn and perfect skills of designing and conducting experiments as well as processing and evaluating results. They will explore the biology of Cells and Reproduction focusing on the role of pollinators. In physics students will identify different forces in the context of space exploration. As part of the Service Action component needed within the MYP, students will focus on ecosystems and the impact of human actions on the active pollinators.
Diii Write for different purposes (1.2e)
Di Use brainstorming to consider multiple alternatives and generate new ideas (9.a)
Cv Use own learning strategies to improve performance (5.c)
Ciii - Make inferences and draw conclusions (1.2c)
Thinking Skills
Ai Use memory techniques to help remember key information (6.b)
Biii Practice visible thinking (9.g)
A- Knowing Understandingand
Science
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Research Skills
Assessed Criteria: A, D.
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● Explore and understand the properties of matter, states of matter, density, volume and measurement of volume.
By understanding the properties of matter, we can describe the movement of particles/atoms as a pattern and look at the changes when different energies are applied Global context: Scientific and Technical Innovation. Key concept: Change
Assessed Criteria: A, B, C and D.
● Apply this new knowledge to a design lab involving dissolving (sugar cube race) and applying the particle theory to an investigation.
● Mixtures and separating mixture.
Lab Parts: Research question, background research and scientific principles in use, variables, data collection, materials list and method writing, data processing and analysis, conclusion and evaluation writing and the cyclical process that scientists use to investigate phenomena.
● Service Action Project: How human activities impact the role of pollinators within ecosystems and the consequences on food production.
Global context: Identities and relationships
Key concept: Relationships
- Learning Experiences:
● Students will explore and understand key features of cells and how the structure of different cells relate to their function.
Unit 4: Forces and Space
Global context: Orientations in Space and Time.
Unit 3: Cells and Reproduction
Learning Experiences:
Related Concepts: Patterns, function
● PH exploration.
Statement of Inquiry: Your identity is determined by the relationships between different levels of organization in your body which, although differing in complexity, share patterns and functions with all life on Earth
● Explore and understand features of the scientific method (B and C)-break down the parts of the inquiry and processing of a lab report (Design Lab cycle)Design
Statement of Inquiry: Scientists use patterns to construct systems with rules and conventions that help to model how the world works taking into account movement and environmental considerations.
Related Concepts: Evidence, Models.
● Key content will cover the parts of the cell and their function, where certain specialized cells are produced and their role, internal and external fertilization, pollination and seed dispersal.
● Students will explore and understand the four forces on earth. They will apply the knowledge of gravity and Newton’s law to a design lab and investigate balanced and unbalanced forces, friction, air resistance, thrust drag and streamlining.
● Students will apply their new knowledge to forces on other planets.
Learning Experiences:
Assessed Criteria: B, C.
● Students will identify how the position and movement of planets are used to explain days, years and seasons.
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Key concept: Systems. Related Concepts: Environment, Models.
The third unit “Communicating Information” offers students a chance to reinforce and develop their skills in Excel. The final unit “Writing for purpose” encourages students to consider a desired outcome, as they embark any form of Incommunication.additiontothese four units, students will be given an opportunity to increase their Lexile Measure. Being able to understand and use information is a fundamental skill, underpinning all subjects. Lexile measure is a tool for monitoring a reader's growth in reading ability over time. Students will practise levelled comprehension on a regular basis; culminating in standardised testing.
Take effective notes in class for study (1.2f)
Keep an organised and logical system of information files/notebooks (3f)
interpret a range of discipline-specific terms and symbols (1.2d)
Self-management Skills
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.
Use(1.2b)and
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ATL Skills
Grade 6 students cover four units. The first unit, ‘Academic Integrity’ encourages students to investigate the process of the ‘construction of knowledge’ and the concept of ‘intellectual property’. The second unit, ‘Research’ will help students to build skills to efficiently locate and use sources of information.
Library IFC and Read Class
Communication Skills
Read a variety of sources for information and for pleasure
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.
"Reading opens minds, promotes tolerance, openness and communication, and prepares an educated, informed and open minded people, veering them away from extremism and impenetrability”
HH Sheikh Khalifa bin Zayed Al Nahyan
Read critically and for comprehension (1.2a)
Unit 1: Academic Integrity
Compare, contrast and draw connections among media resources (7.d)
• Use of Boolean operators and other search strategies to broaden and narrow searches and locate sources.
Thinking Skills
Related Concept: Systems and Development
Learning Experiences:
Ask good questions (8.g)
• Creation of citations: book, website, digital image (MLA Format).
Demonstrate awareness of media interpretations, assumptions and bias (7a)
Learning Experiences:
• Creation of mind maps to find Key terms and concepts
Global context: Orientation in Time and Space. Key concept: Development Related Concepts: Communication, Connections.
Understand(6.c)
Statement of Inquiry: How is knowledge constructed?
Practise focus, concentration and overcoming distractions (4.1a)
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• What is Academic Integrity? Understanding and development of terms.
• Techniques to paraphrase well, to write with ‘own voice’
Global context: Scientific and Technological Innovation.
Bring necessary equipment and supplies to class (3e)
Statement of Inquiry: How can technology aid communication?
• Use of technology resources to locate information on assigned topics in the curriculum.
Key concepts: Systems.
Unit 3: Communicating Information:
Consider ideas from multiple perspectives (8 h)
• To identify and use technological tools to organise information, create a product and enhance communication.
Read Class
Unit 2: Research:
Related Concept: Development & Communication
Global context: Scientific and Technological Innovation. Key concepts: Relationships and Communication.
Learning Experiences:
intellectual property rights, create references, citations, bibliography (6.d)
Research Skills
Search effectively, collect and record information (6.a)
Evaluate and select information sources and digital tools
• Why Cite?
Statement of Inquiry: How can information promote my statements and ideas?
• Creation of a Works Cited Page and basic MLA format.
• Analyse a variety of sample emails and determine basic rules for polite, effective behaviours.
• Reflect on practices and processes online; evaluating manners, efficiency and effectivity.
• Works collaboratively to develop a product. Communicates effectively and integrates contributions of group members.
• Reinforcement of scientific language; identifying variables, using units, finding conclusions from data.
Key concepts: Relationships and Communication.
• Reinforcement of expectations when communicating information in tabular and graphical form.
Related Concept: Perspective
Unit 4: Writing for Purpose
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Learning Experiences:
Global context: Identities and Relationships.
• Students will review and learn basic functions in Excel.
• Consider the value of their own contributions to the digital world.
• Recognise common forms of cyberbullying; including spamming,reviewingdefamation;possibleconsequences.
Statement of Inquiry: Can the way a message is conveyed help determine an outcome?
Communication Skills
Biv – Give and receive meaningful feedback (1.1a)
Ci – Use a variety of media to communicate with a range of audiences. (1.1c)
Individuals and Societies
Thinking Skills
Bi Ask good questions (8.g)
Dii Evaluate propositions and evidence to formulate an argument (8.b)
D1– Understand intellectual property rights, create reference, citations, bibliography. (6.d)
A- Knowing Understandingand
Di – Collaborate and share with peers through digital media. (2.d)
Grade 6 students cover four units. The first unit, ‘Investigating History’ encourages students to understand how history is affected by significant events and the quality of historical sources. The second unit, “Global Citizenship” encourages students to inquire about the global issues facing our world today, explore potential solutions to them, and to investigate the issues surrounding childrens’ human rights. The third unit, ‘Ancient Civilisations’ is focused on the ‘Roman Empire’ and its legacy which is a major influence today. The fourth unit, ‘Topography and Map Skills’ enables students to understand that they are connected to people and places around the world and this can be demonstrated through maps. They also use maps to reflect on how climate influences our lifestyle choices.
Assessed Criteria: A, B, C, D. Inquiry Questions: Factual: How can we measure time?
B- Investigating
ATL Skills
C- Communicating D- Thinking Critically
Bii – Plan short and long term assignment; meet deadlines (3.a)
Biii – Search effectively, collect and record information (6.a)
Cii Write for different purposeds (1.2e)
Unit 1: My Roots
Key concept: Change.
Div Consider ideas from multiple perspectives (8.h)
Diii Make inferences and draw conclusions (1.2c)
Ai – Take effective notes in class and for study (1.2f)
Social Skills
Related Concepts: Identity, Perspective.
Research Skills
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Statement of Inquiry: History is affected by significant events, global change and the quality of evidence.
Conceptual: How does evidence impact our study of history? Debatable: Do we need a variety of sources?
Aii – Make inferences and draw conclusions (1.2c)
Self-management Skills
Global context: Orientations in Space and Time, Explorations to develop
• Exploration of children’s human rights
• Case study on the UN global goals for sustainable development
Conceptual: What is meant by the term “Human Rights”? Debatable: Can individuals change the world?
Learning Experiences:
• Constructing timelines with sources: Family History Presentation (Criteria A, C, D)
Unit 2: Global Citizenship
Related Concept: Power; Choice Assessed Criteria: B, C
Learning Experiences:
• Exploration of global issues
Statement of Inquiry: Civilisations have developed at different times and locations, bringing about change and innovation that often influence how we view them today.
Statement of Inquiry: Global Problems are a reality, but individuals have the power and choice to make a positive difference.
• Local Issues Presentation (Research Action Plan & Presentation, Criterion B, C)
Global context: Scientific and Technical Innovation
• Creating Research Questions
• Reflections
action? What are some of the human rights issues facing children?What is the role of international organisations in tackling global issues?
• Terminology
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• Analytical Skills Sources
• Family Crest
• Reliable research sites
• Types of Sources – Primary / Secondary
Textbook: “What is History? Y7 A starter unit for key stage 3”, Ian Dawson, Hodder Education
Unit 3: Ancient Civilisations
Textbook: “MYP by Concept 1 Individuals & Societies”, Paul Grace, Hodder Education (Unit 1)
Key concept: Time, Place, and Space Related Concept: Significance; innovation; revolution
Assessment:
Assessment:
• Perspectives on deforestation and its effects on the environment, as well as solutions to the problem
• Timelines / Reading and Creating
Global context: Globalization and Sustainability
• Presentation Skills etc
• Perspectives on the use of plastic and its effects on the environment, as well as solutions to the problem
• Analyzing historical sources: The Tolland Man timed assessment (Criteria A, C, D)
• Case studies of human achievement
Inquiry Questions: Factual: What are some issues facing the world today? How have different environments been damaged by human
• Museum Exhibition IDY, Criteria A, B, C, D
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Factual: What were the achievements of the Sumerian and Egyptian civilizations? What were the major contributions of the Greek and Roman civilizations, and how did the Roman civilization change over time? What is the legacy of the Roman civilization? What were the features of the Maya and Inca Conceptual:civilizations?How can we find out about the past? What factors led to the emergence and achievements of different Debatable:civilizations?Is it possible to ever know the past?
• Case Study: Culture and Achievements of Rome
Textbook: “MYP by Concept 1 Individuals & Societies”, Paul Grace, Hodder Education (Unit 3)
• Inquiry into the nature of civilization
• Case Study: Culture and Achievements of the Maya and Inca
• Case Study: Culture and Achievements of Greece
Assessment:
Assessed Criteria: A, B, C, D
Inquiry Questions:
• Case Study: Culture and Achievements of Egypt
• Case Study: Culture and Achievements of Mesopotamia
• Timed Assessment, Criteria C, D
Learning Experiences:
• Exploration of types of historical sources
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C ii Set goals that are motivating and challenging 3.c
C iii – Collaborate and share with peers through digital media 2.d
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D ii Interpret data 8.c
A- Inquiring Analysingand
C i - Plan strategies and take action to achieve personal and academic goals 3.d
B- Developing Ideas
Research Skills
Self-management Skills
Communication Skills
In Grade 6, students are introduced to hand tools. They are given the task to create a unique desk organiser for a person close to them. Students learn the main skills of using all main hand tools with using various materials such as wood and acrylic. Health and safety is a priority for all students and are encouraged to ensure all safety aspects of the tools are followed. Researching skills are thoroughly promoted by each student analysing individual products for a unique set of needs. Finally, all students are encouraged to use a newer technique of 3d printing one area of item to help create a balanced set of traditional and modern skills. Overall, the students are presented with a range of unique challenges tailored to the specific person they want to help which helps them understand real life challenges.
5.c
A iv - Make inferences and draw conclusions 1.2c
A iii - Draw and test conclusions and generalizations - 8.d
A i Search effectively, collect and record information 6.a
Product Design
A ii - Identify primary and secondary sources 6.e
Social Skills
Use own learning strategies to improve performance
C iii - Plan short- and long-term assignments; meet deadlines
B ii Interpret and use effectively modes of non verbal communication 1.1d
ATL Skills
Design
B iii Use a variety of media to communicate with a range of audiences 1.1c
B iv Interpret and use effectively modes of non verbal communication 1.1d
D3.aiii
D- Evaluating
C- Creating the Solution
C iv Evaluate propositions and evidence to formulate an argument - 8.b
B i - Use brainstorming to consider multiple alternatives and generate new ideas 9.a
Thinking Skills
D iv Revise understanding based on new information and evidence 8.
Statement of Inquiry: Modern desks require innovative solutions in order to satisfy their function with creative form.
Key concepts: Creativity.
• The students will be gaining most knowledge through their investigation stage. They will apply this to their design ideas, to modelling, then to a final design.
• Class reviews of assessment criteria.
• Group work.
• There will always be visual displays to accommodate written displays.
• Individuals IEP's will be reviewed and recommended strategies applied to the required lessons.
• Students will be provided with examples of work, including, investigation, designs, models, products and evaluations.
• A range of work will be displayed for when discussing the assessment criteria to help students better understand how to achieve their desired/target grade.
• Class Discussion.
• During each of the design cycle stages introduction, there will be discussions and questioning regarding each criteria and task, for example, 'what information do we need to find out.
• Students will identify necessary practical skills and practise these through their model making.
• Comments or grades on current progress will be posted on Managebac before the deadline to help identify areas for improvement.
• Peer Assessment.
• Student led discussions.
Related Concepts: Function,Form
Assessed Criteria: A, B, C, D.
• The students will be drawing on their expertise from previous grades work and their general knowledge and life experience. New knowledge with regards to their individual projects need will be gained through their investigation section.
- Learning Experiences:
• During class time, students will be given verbal feedback about the quality of their work.
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Unit 1: Desktop Solutions
• Primary and secondary investigation studies by the students.
Global context: Scientific and Technical Innovation.
• All assessment criteria will be shared during class and available on Managebac.
Unit 1: Scratch Education Games
• To produce ideas from projects as step by step storyboard.
• Research similar existing products, discuss positives/negatives coming to conclusions to inform own projects.
• Research and compare existing games to come to conclusions and obtain ideas to inform own designs.
• Planning and organising ideas and data visually to inform conclusions for chosen product.
Statement of Inquiry: Educating younger students in adaptive and innovative ways, beyond the school curriculum, allows the expression of ideas and differentiation at a more meaningful level. Global context: Scientific and Technical Innovation
Grade 6 students are introduced to computer programming and game design concepts by producing and creating their own digital game. Game design is an authentic, meaningful and motivational way to teach students a range of skills. Critical thinking, inquiry, design and problem solving skills are taught in a fun way encouraging students to think about advances in design, math & science concepts. The unit teaches students the basic tools of game design, prototyping, design iteration, and user testing. Students are encouraged to research and analyse existing games which in turn makes students consider how design choices affect gameplay and individual player experience. Before creating their final game students must produce a range of ideas while continually incorporating user feedback through reflection. Skills learned in grade six prepare students for later units
• Learning game design software solutions to design and code own products.
Learning Experiences:
Key concepts: Systems, Creativity Related Concepts: Collaboration, Function. Assessed Criteria: A, B, C, D .
• Produce a range of design ideas and decide on a final design to take forward as final project through discussion and feedback from peers and teacher.
• Research conclusions in writing, feedback via surveys and interviews presented as PDF, drawings on paper or via digital drawing tools, game produced using game design software.
Developement
• Students create a research plan and are required to identify primary and secondary research sources.
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Digital Design
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Di:(1.2d)use appropriate and varied vocabulary, sentence structures, and forms of expression (1.2d)
Aiii: justify opinions and ideas, using examples, explanations, and terminology (8b)
Ci: produce texts that demonstrate insight, imagination, and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process (9e, 8h, 1.1c, 9a)
C- Speaking D- Writing
Communication Skills
Div: spell (alphabetic languages), write (character languages), and pronounce with accuracy 1.2e)
Ai: analyze the content, context, language, structure, technique, and style of text(s) and the relationship among texts (8a)
Language Acquisition
Ai: use intercultural understanding to interpret communication (1.1b)
Ai: analyze the content, context, language, structure, technique, and style of text(s) and the relationship among texts (1.2a)
Statement of Inquiry : The person communicates with others for the purpose of displaying his culture & his identity and his role in preserving it.
Global context: Identities and relationships Key concepts: Communication & Culture Related Concepts :Function, Purpose
Biii: use referencing and formatting tools to create a presentation style suitable to the context and intention. (6d) Thinking Skills
تاداعلا
A- Listening B- Reading
Unit 1: Daily routine/ةيمويلا
Diii: use correct grammar, syntax, and punctuation (1.2e)
Aiv: evaluate similarities and differences by connecting features across and within genres and texts (8a)
Dv: use appropriate non-verbal communication techniques. Dv:(1.1c)Interpret and use effective modes of non-verbal communication (1.1d) Research Skills
Ci: Use a variety of media to communicate with a range of audiences (1.1c)
ATL Skills
Arabic B
Bii: organize opinions and ideas in a sustained, coherent, and logical manner (8b)
Ciii: select relevant details and examples to develop ideas.
Cii: make stylistic choices in terms of linguistic, literary, and visual devices, demonstrating awareness of the impact on an audience (1.2e)
Aii: analyze the effects of the creator’s choices on an audience (1.2d)
Dii: write and speak in a register and style that serve the context and intention (1.2e)
Bi: employ organizational structures that serve the context and intention (1.2e)
Unit 2: Shopping/
لعفلا
Vocabulary such as: travel /passport /airport /taxi /bag /clothing /nationality /internal and external tourism
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Learning Experiences:
Vocabularies such as: I bought / seller / shopping list / store / mall / games / market / departments / invoice / expensive / cheap / special offer / discount / customer / accountant / cashier / money / price....
Learning Experiences:
.
Assessed Criteria: A, B, C, D
Related Concept: Function, Meaning Assessed Criteria: A, D
Related Concept: Purpose, Structure
How to introduce yourself in Arabic: My name is and I'm from... I live in.. My school. My hobby.. I study Arabic in..
Key concepts: Culture
- Learning Experiences: The student will learn through the unit many topics such as: shopping list, global village, toy store, markets, spending time in the mall, buying and selling, cafe...
Unit 3: Travel & Tourism/ةحايسلاو رفسلا
Welcome to Abu Dhabi: Abu Dhabi official website.
Vocabulary and structures: Greetings in Arabic (Hi, welcome, good morning, good evening, my name, my family) neighbor, my house, my country, my city, goodbye. Suggested Vocab: School, class, swimming pool, library, laboratory, prayer room, cafeteria, lunch break, winter holiday, I like, I prefer, nice, big, learn, teacher. Grammar and structure: My, this (Feminine and Masculine), I, He, She, They, We + present tense verb.
Statement of Inquiry: Shopping is an opportunity to make informed choices.
Linguistic concepts such as: ،يضاملا مادختساو ،لأب فيرعتلا فورحو ،اهتاوخأ نإو ناكو ،رملأاو ،)موزجملاو عوفرملا( عراضملا لعفلاو فطعلاو تعنلاو ،)ريسكتلا/ثنؤملا/ركذم( عمجلا ىنثملاو درفملاو ،رجلا.
- Arabic culture: Hospitality and generosity.
Global context: Personal and cultural expression
Statement of Inquiry: Discovering a new place and connecting people to its culture, helps to understand its developed different societies.
Assessed Criteria: B, C
قوستلا
The student will learn many topics such as: why I travel / prepare for travel / resident and tourist / tourist destinations / space travel / holidays
Global context: Orientation in time and place
ةلصتملاو ةلصفنملا رئامضلا ،ةراشلإاو ،ةلوصوملا ءامسلأاو ،ءامسلأا ةياهن يف ةنيللا فللأا ،ةرتتسملاو ةلمجلا هبشو ةيلعفلاو ةيمسلاا ةلمجلا ليكشتو.
The student will learn about many topics that he needs daily: such as: self-definition, food, sports, mental health, hobbies, daily habits, and the five senses...
Key concepts: Connections
- Arabic pronouns: Listening and speaking.
- Writing forms: email, message, cards, and introduction.Arabic pronouns: Listening and speaking. Linguistic concepts such as:
Key concept: Connections.
Key concept: Communication Related Concepts: Message, conventions
Spanish
• Function: Students will design a pamphlet about their school.
Global context: Identities and relationships
Statement of Inquiry: We express messages about my family for different purposes and by making connections.
Assessed Criteria: A, B, C, D
Unit 1: ¿Puede ser mi escuela mi segundo hogar?
Statement of Inquiry: We express messages about introducing ourselves and the school by connecting different conventions.
Global context: Identities and relationships
• Vocabulary: Students will be able to discuss what subjects they study, school facilities, their school uniform and how to tell the time. Students will be able to introduce their selves.
• Vocabulary: Members of the family, descriptive adjectives (physical and personality) to describe themselves and their family members, jobs, their pets and what they look like.
• Grammar: In this unit, students will be introduced to connecting words e.g., tambien, a veces, pero etc. Students will also learn how to use me gusta/ le gusta + infinitive and posessive adjectoves.
• Culture: students will learn more about a Spanish speaking country and the cultural differences between Spanish speaking countries e.g., different traditions
• Function: Students will create a Project about the house and family.
Linguistic
- Learning Experiences:
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• Grammar: Students will learn regular verbs in the present tense- hablar, estudiar, escuchar,pintar, terminar, escribir etc.
Unit 2: ¿Quiénes forman mi familia? Who makes up my family?
Assessed Criteria: A, C,
• Culture: Students will learn about a typical Spanish school day, differences between the Spanish school system and their own.
concepts such as: يتلا فورحلا ،بجعتلاو يفنلا بولسأو هيبشتلا بولسأو ، بتكت لاو ظفلت يتلاو/ظفلت لاو بتكت.
Related Concepts: Purpose, Message
• Learning Experiences:
/resident /tourist /destination /tourist attractions /space /holiday /planning
Global context: Identities and Relationships.
Unit 1: Et si on apprenait un nouvelle langue?
Statement of Inquiry: Conjugation patterns and sentence structure contribute to successful communication when we express ideas about identity and lifestyles choices.
Global context: Personal and cultural expression
Speaking skills: Students will talk about their peers’ homes/residences and compare them with one from a Spanish speaking country
• Write simple information about ourselves, our taste, and our opinions about school
French
Function: Recognise and describe the vocabulary for various parts and contents of the house. Awareness of a range of types of housing and give opinions about them.
Culture: Students learn about the different Spanish houses. Comparison of a Spanish typical house and their own house. Research into famous Spanish architecture.
- Grammar - Verb VIVIR, JUGAR, DORMIR, HABLAR, COMER, ESTAR. Present tense, conditional and near future. - Prepositions -De, del (de+el), A, al (a+el).Me gusta… porque…
Key concept: Culture.
Assessed Criteria: B, D.
• Explore how to learn a new language
• Research information on the internet
• Present information about ourselves
Learning Experiences:
• First time meeting someone
• Find information in an oral and written text
Learning Experiences:
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When we learn a new language, it is sometimes necessary to follow certain structures and conventions to communicate correctly.
• Classify information
Related Concepts: Structure, patterns
Key concept: Communication
Statement of inquiry:
Students will learn:
• Discover how to present ourselves
• Identify new vocabulary words
• Take action by reflecting on strategies on how to learn French
• Use language to communicate orally and in a written text basic information on ourselves and our interests.
Unit 3: La casa. Where do you feel at home?
Related concepts: Structure, conventions, Pronunciation
Vocabulary: In this unit, students will learn vocabulary relating to the house including furniture, parts of the house and actions performed in the house e.g. Desayuno en la cocina. Students will also learn some adescriptive djectives to describe their house.
Assessed criteria: A, B, C, D
• Presentations and greetings
• Asking someone “How are you?”
Statement of Inquiry: By learning a new language, we can define our identity by the people around us and the relationships we establish.
• Professions
• Verb ‘avoir’ (to have)
• Physical traits
Key concept: Creativity
• Identify new vocabulary
Assessed criteria: A, B, C, D
- Learning Experiences:
• Pronunciation and the alphabet
• Personal family tree
Assessed criteria: A, B, C, D
• Timetables
• Present information on family and friends
Students will learn:
• Personality traits
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• Writing an e mail
Statement of inquiry:It is by learning a new language that we can make sense of the places around us and creatively redefine our home.
• Describe family, friends, physical and personality characteristic traits
Global context: Orientation in space and time
Related concepts: Form, message, meaning
• School items
• Research information and new vocabulary on the internet
• Explore the links that define our family and our friends.
• Nationalities
Global context: Identities and relationships
• Transforming singular nouns into plural nouns
• Verb ‘être’ (to be)
• Animals (pets)
• Take action by identifying the influence of others on our identity.
• Family members
• Different types of families
• A few -ER verbs
• Use language to speak about family and friends
• Discover how to describe physical characteristic or personality traits of a person
• Flags and identity
• Colours
Unit 3: Où te sens-tu chez toi?
Unit 2: Qui sont vos proches?
• Numbers
• Transforming masculine nouns into feminine nouns
• Possessive pronouns
Key concept: Connections
• School subjects
• Classify information
• Writing a blog
• Write simple information about family
Related concepts: Structure, modals
• Write simple information about the places where we live
• Identify new vocabulary
• Different types of housing
• Using the imperative
• Research information on the Internet
• Present information on different types of housing
• Use language to speak about different places and where we would like to live.
• Asking questions
• Using the imperatve
- Learning Experiences:
• Writing an informal letter
• Prepositions ‘en’, ‘à’, and ‘de’
Students will learn:
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• Describe where we live
• Countries and continents
• Verb ‘venir’
• Adjective to describe our town/city
• The rooms of a home
• Activities we do in each room
• Furniture
• Giving advice about living abroad
• Classify information
• Prepositions of space
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Social Skills:
Ciii Consider ideas from multiple perspectives (9h)
ATL Skills:
Cii Practise failing well (4.5b)
Ci Make unexpected or unusual connections between objects and/or ideas (9b)
Bii – Understand the impact of media representations and modes of presentation (7c)
Aiii Use a variety of media to communicate with a range of audiences (1.1c)
Dii – Interpret and use effectively modes of non verbal communication (1.1d)
Diii – Give and receive meaningful feedback (1.1a)
Bi Keep an organised and logical system of information files/notebooks (3f)
Ci Set goals that are motivating and challenging (3c)
Communication Skills:
Diii – Reflect on subject matter knowledge (5d)
Cii - Use brainstorming to consider multiple alternatives and generate new ideas (9a)
Aii - Consider ideas from multiple perspectives (8h)
ARTS
Dii Use and interpret a range of discipline-specific terms and symbols (1.2d)
Di Revise understanding based on new information and evidence (8e)
Thinking Skills:
Ai Make inferences and draw conclusions (1.2c)
Diii – Keep a journal to record reflections (5f)
During the first year of MYP Arts, students rotate through three cycles of a 12-week long carousel. Each rotation serves as an introduction to the various disciplines including Visual and Performing Arts.
Aii Change the context of an inquiry to gain different perspectives (10c)
Statement of Inquiry: The elements of Samba can be used to communicate an artistic presentation.
B- Developing Skills
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Ciii Plan short- and long-term assignments; meet deadlines (3a)
A- Knowing Understandingand
Self Management Skills:
UnitMusic:1: Samba Batacuda
Global Context: Personal and cultural expression, Artistry,
Bi Demonstrate persistence and perseverance (4.2a)
Aiii - Make guesses, ask “what if” questions and generate testable hypotheses (9d)
C- Thinking Creatively D- Responding
Research Skills:
Bii Take responsibility for one’s own actions (2e)
Ai – Search effectively, collect and record information (6a)
Ai Read critically and for comprehension (1.2a)
Ai – Reflect on subject matter knowledge (5d)
Cii Practise visible thinking (9g)
Statement of Inquiry: Balancing self-expression with respect for boundaries requires thoughtful communication.
B: Developing
• Learn the names of the instruments used in Samba and notation recognition
• Making theatre is a collaborative effort. Students practice giving and receiving meaningful feedback. Most of all, students learn to work together, listen to one another and perform in a scene that reflects how to effectively communicate to promote change for good.
Key concept: Communication
Related Concepts: Expression, Role
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- Learning Experiences:
• Researching Theatre of Ancient Greece and Greek Tragedy
• Demonstrate the exploration: The extra rhythms/sections (in journals)
Global context: Fairness & Development, Power & Privilege Key concept: Connections
Visual UnmaskingArt:
• Students will be given a piece of dramatic text to imagine, design, and perform in class. Students will be exploring multiple aspects of theatre aside from acting whilst fine tuning their performance skills through instructor and peer critiques.
A: Investigating
• Samba Performance pieces
Related Concepts: Presentation
• Applying the different mediums with knowledge and understanding of their meaning and impact.
• Evaluate performances
Statement of Inquiry: Fairness, power, and privilege are connected, reflected and expressed in role.
• Exploring Theatrical skills: Role and Roleplay, Narrating, Mime and Tableau, Improvisation
SpeakDrama:Up
• Demonstrating understanding of playtexts through collective reading and presenting
Global Context: Fairness and Development (Exploring rights and responsibilities. What are the consequences of our common humanity? The relationship between communities)
Assessed Criteria:
Learning Experiences:
Key concept: Communication Related Concepts: Boundaries, expression
Assessed Criteria: A, B, C, D.
Assessed Criteria: A,B,C,D
Learning Experiences:
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- Students will - Investigate the functions of distinct types of masks Develop skills and techniques to apply when constructing their own mask based on their Createintentions.amask using mixed media and recycled materials that helps them to be seen, be heard, be known and increase their sense of belonging Appraise their final mask construction in relation to their skill development and intentions.
C: Creating D: Evaluating
B- Constructing and outlining a plan
D- performanceandskills/goals:interpersonalIdentifyDescribesummarise
Di Develop new ATL skills, techniques and strategies for effective learning (5a)
Statement of Inquiry: Effective communication and interaction with people in your team will maximize the use of space during a game.
Ci Make connections between different subjects (10b)
Self-management Skills
Cii- Manage and resolve conflicts and work collaboratively in teams (2h)
A- Recalling KnowledgeIdentifyingand
- Understand and interpret Kickball rules
Ciii Give and receive meaningful feedback (1.1a)
Practical performance of Kickball
Thinking Skills
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- Learning Experiences:
Global context: Orientation in Space and Time.
Physical and Health Education
Communication Skills
Statement of Inquiry: In order to refine your stroke you must independently develop your technique.
Aiii Use and interpret a range of discipline specific terms and symbols (1.2d)
Bii – Search effectively, collect and record information (6a)
Global context: Identities and relationships
Dii Listen actively to other perspectives and ideas (2K)
C- Recall and apply game skills and strategies to perform
Unit 1: Kickball
Assessed Criteria: B, D
Key concept: Communication Related Concepts: Space
Key concept: Development Related Concepts: Refinement
ATL Skills
Research Skills
Diii- Self-assess personal learning skill development and strategy use (5B)
Bi- Set goals that are motivating and challenging (3C)
- Understand and explore the importance of tactics within the sport of kickball.
Assessed Criteria: A, C.
Ai Revise understanding based on new information and evidence (8e)
Aii- Problem solve (8i)
Unit 2: Swimming
Social Skills
- Understand and interpret Kickball rules Perform basic throwing and catching skills
- Learning Experiences:
- Understand how to move from defense into attack
Create a dance routine based on a specific culture Practice safe swimming practice such as entering and exiting the water.
Global context: Identities and Relationships. Key concept: Development. Related Concepts: Movement, interaction. Assessed Criteria: A,C
Learning Experiences: Research Cultural Dances from around the Globe
Statement of Inquiry: We can communicate a message to an audience through expression.
Statement of Inquiry: Transitioning from attack to defense will require effective use of communication, energy and space. Global context: Identities and relationships
Learnaccurately.theimportance of staying streamlined in the
- Research the correct technique of breaststroke, back stroke and front crawl.
Key concept: Relationship Related Concepts: Space, Movement Assessed Criteria: B, D.
Global context: Personal and Cultural Expressions
Unit 3: Tchoukball
Learn about how to improve individual football skills in Understandisolationtheimportance of ball control to improve overall play
- Practice performing different cultural dances
Practicewater safe swimming practice such as entering and exiting the water.
- Be able to perform an effective defensive formation
Key concept: Development
Unit 4: Football
- Learning Experiences:
- Be able to perform an effective attack
Learn how to control the ball with all parts of the body.
- Understanding the techniques and how to perform them
- Learning Experiences: Understand and interpret football rules
Statement of Inquiry: Teams that communicate an understanding of movement and space gain a competitive advantage.
Unit 5: Cultural Dance
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Related Concepts: Function, Movement, Choice Assessed Criteria: C
- Creating a swimming plan to improve performance.