The International Baccalaureate Middle Years Programme
Raha International School Grade 7 Curriculum Guide 2021-2022
Welcome to the second year of the Middle Years Programme! By now the students are familiar with the systems and structures of the MYP. If you are new to the MYP, kindly refer to the MYP introduction video as well as subject-specific videos which are all located in the MYP section of the Secondary webpage: https://www.ris.ae/our-community/the-secondary-school/myp
Lines of communication In the MYP we use ManageBac as the primary source of information sharing, with students as well as parents. During elearning, Microsoft Teams has become the main teaching platform, with ManageBac being used primarily for communications about assessments, and the destination for uploading assessment tasks. Please ensure that you log in on a regular basis, and also ask your child to show you how they navigate the platform. From time to time you may receive emails from your child’s teachers. Feel free to contact your child’s subject teachers if you have any questions, or the Head of Faculty if deemed necessary. The Heads of Grade should only be contacted about non-academic issues, as far as possible. Parent conferences and reporting periods In the MYP we operate on a two semester system, with interim reports half-way through each semester. Due to the continuous flow of information about assessments on ManageBac there are no protracted narratives in any of the reporting periods. Rather, the focus is on ATL skills as well as current academic standing in each subject area. The Interim 1 (November) and Semester 1 (February) 2
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 school. Full details are found in the MYP video as well as the Assessment & Reporting Policy.
Aspects of Teaching and Learning in the MYP The units of study are regularly updated to include the most relevant, up-to-date concepts, content and teaching strategies, resulting in the highest possible quality of teaching and learning. Teaching and learning in the MYP is conceptual, contextual and skills-focused. We embrace the principles of the metacognitive regulation cycle (see the image below). For additional information about metacognition in the MYP, the MYP Decoded podcast has two episodes dedicated to this topic: Apple Podcasts or Spotify.
In the MYP there are six Global Contexts. These form the foundation of any unit of study in the MYP and students will have opportunities to experience all the global contexts during their Key Concepts time in the MYP. In addition to the Global Contexts, units of study are framed using Key and Related Concepts. Students will explore the 16 Key Concepts (in the table) during each year of the MYP, across the eight subject groups. The Related Concepts are subject-specific.
Will students be ready for the challenge of the Diploma Programme? Published statistics from the past few years have shown clearly that students progressing from the MYP to the Diploma Programme perform better than students entering the DP from other curriculums. In addition, our DP results at Raha have been consistently far superior to the World Average. Here is a recent article outlining the positive impact of the MYP. There are also certain non-MYP requirements in the UAE: All students study Moral Education and Social Studies (up to G9). Native Arabic language speakers study Social Studies in Arabic, as well as Islamic Studies (if Muslim). Non-native Arabic speakers study Social Studies in English, and if an Islamic student they take Islamic Studies in English.
What is Service as Action?
Approaches to Learning (ATL) skills are mapped onto the assessment criteria strands in the MYP curriculum, and additional unit-specific and core skills are developed throughout the year. ATL skills are a feature of all three IB programmes, but the 10 clusters are a unique MYP feature.
3
Helping society starts in the classroom and extends beyond it, requiring students to take an active part in the communities in which they live. The emphasis is on developing community awareness and concern, and the skills needed to make an effective contribution to society.
Service as Action Requirements Grade 6 ▪ Complete the necessary Curriculum Cycle in Science (Ecosystems). ▪ Encouraged to complete some activities throughout the year.
Grades 7 & 8 ▪ Complete the necessary Curriculum Cycles: o Grade 7 – Humanities (UN Symposium); o Grade 8 – Maths (Statistics: Global Issues). ▪ Encouraged to complete some activities throughout the years. ▪ Meet 5 of the 7 learning outcomes by the end of Grade 8. ▪ A Full Cycle Service as Action Activity looks like this:
Grades 9 & 10 ▪ 2 Full, Independent Cycles recorded on ManageBac by the end of Grade 10: o One FULL Cycle in Grade 9; o One FULL Cycle in Grade 10. ▪ All Learning Outcomes met by the end of Grade 10. ▪ Do different activities that you don’t Investigate & Plan yourself.
4
Quick reference guide to MYP assessment • • • • •
Each subject is assessed using four criteria (A, B, C and D). Each criterion carries a maximum score of 8. For each reporting period (apart from Interim 1), teachers will make a decision as to the ‘best fit’ score for each of the four criteria. No averages are used in the MYP. The total of the four criterion scores (out of 32) translates into a final grade (1-7) for the subject. Conversions: 28-32 (7), 24-27 (6), 19-23 (5), 15-18 (4), 10-14 (3), 6-9 (2), 1-5 (1).
Course Overviews In the pages that follow, the curriculum summary for each subject studied in the MYP at RIS is presented, using the following sequence: • • • • • • • • •
5
A short description of the year ahead. The specific ATL skills which have been mapped onto the assessment criteria strands in the respective subject. The title of the unit. The statement of inquiry (This statement expresses the relationship between concepts and context; it represents a transferable idea supported by factual content). The Global context. The Key concepts (from the 16 options on page 2). The Related concepts (from the list of subject-specific concepts in an IB-provided list). The criteria which will be assessed (from A, B, C, D). The learning experiences (content/objectives of the unit).
6
Language and Literature A- Analysing C- Producing Text
B- Organising D- Using Language
English This year in Language and Literature students will continue to demonstrate their understanding through a combination of creative and analytical products. The first unit, “Overcoming Adversity”, begins with students creating vision boards to help them conceptualise their goals and potential adversities. After writing a letter from their future selves, students analyse poems looking for variations of this common theme. In the second unit, students will study narrative structure by considering the influence of audience and purpose in children’s stories from various cultures. This will culminate in them working with PYP classes in creating a children’s story of their own. In the second semester, students will examine the importance of individuality in their study of the dystopian novel “The Giver”. This unit focuses on the significance of character, conflict and setting in creating theme. Finally, students will study persuasive language found in advertisements and speeches, and then ultimately prepare a persuasive speech on a topic of their choosing.
7
The learning experiences listed below are an example of the types of activities which may be taught in each respective unit. However, each teacher will carefully plan a variety of learning activities for their specific class based on the UDL (Universal Design for Learning) model of providing multiple means of engagement, representation and expression. The selection of learning experiences will be based on the unique strengths and challenges of each class.
ATL Skills Communication Skills Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (1.2a) Ai: use intercultural understanding to interpret communication (1.1b) Aii: analyse the effects of the creator’s choices on an audience (1.2d) Bi: employ organizational structures that serve the context and intention (1.2e) Ci: Use a variety of media to communicate with a range of audiences (1.1c) Cii: make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience (1.2e) Ciii: select relevant details and examples to develop ideas. (1.2d) Di: use appropriate and varied vocabulary, sentence structures and forms of expression (1.2d) Dii: write and speak in a register and style that serve the context and intention (1.2e) Diii: use correct grammar, syntax and punctuation (1.2e) Div: spell (alphabetic languages), write (character languages) and pronounce with accuracy 1.2e)
Dv: use appropriate non-verbal communication techniques. (1.1c) Dv: Interpret and use effective modes of non-verbal communication (1.1d) Research Skills Biii: use referencing and formatting tools to create a presentation style suitable to the context and intention. (6d) Thinking Skills Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (8a) Aiii: justify opinions and ideas, using examples, explanations and terminology (8b) Aiv: evaluate similarities and differences by connecting features across and within genres and texts (8a) Bii: organize opinions and ideas in a sustained, coherent and logical manner (8b) Ci: produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process (9e, 8h, 1.1c, 9a)
Assessed Criteria: A, B, C, D.
Learning Experiences: •
•
•
Unit 1: Overcoming Adversity Statement of Inquiry: One’s perspective about adversity determines one’s happiness and ability to live a fulfilling life. In texts, this theme is communicated through an author's intentional use of point of view and style. Global context: Point of View. Key concept: Perspective. Related Concepts: Style, Theme. 8
•
Statement of Inquiry Activation: students will access the focus of the unit through vocabulary acquisition. Students will identify new and challenging words that appear in the SOI. After incorporating these words into their vocabularies, students will then paraphrase the SOI. What is Adversity: students will unpack the meaning of adversity by identifying and evaluating adversity in various contexts. Class begins with image activation that thematically implies facing activation. Students will also view several short videos. The first two will be a whole class discussion of the adversity presented. The final video, "Musharaf's Story", will require students to write a short response to the adversity presented within the video. Adversity Connections: students will make connections between the unit and their personal experiences. Students will first rank a list of adversities as "small, medium or large". Students will then identify small, medium and large adversities that they have faced. Finally, student will have a timed writing task that gets them to identify an adversity, explain how it affected them and how they overcame it. Visual Language Collage: students are introduced to "Key Ideas of Visual Language", which are words, images, and shapes combined to convey meaning. The class views a few examples together, and then students are given various texts, and must identify and analyse the visual language used.
•
•
•
•
•
•
9
Students will create a collage of visual language's key ideas. Students can identify adversity that they encountered (refer to timed writing under 'Adversity Connections') and use visual language to identify the adversity and display how they overcame it. 30-Day Challenge: Students will commit to a 30-Day Challenge and deliberately put themselves in adverse situations to develop resilience and practise techniques discussed in previous lessons to overcome adversity. Vision Board Planning: students are introduced to the Vision Board summative. They begin with mind maps and then go onto start researching images, planning the arrangement and designing their Vision Boards. Letter Conventions and Considerations: students review the conventions of writing letters. They then are tasked with having group discussions and making notes on aspects to consider when writing the accompanying "Letter from My Future Self", which is a supplementary part of the Vision Board Assessment. After group discussions, there will be whole-class discussions of students' finding. Poetry Anticipation Guide & Kahoot: students respond to three sentence that cause them to reflect on what poetry is. Students will also access their prior knowledge of figurative language by playing a Kahoot. Poetry Anthology Booklet/Sample Annotation & Analyses: students receive the anchor text for the poetry section of this unit. Teachers will need to make copies for each student. The class does a sample annotation and analysis of the first poem, "The Cork and the Whale". For the next 2 classes, the students will engage in partially guided
•
•
•
annotation, collaborative and ultimately individual annotation. Group Poem Assigned: students are grouped and each group is assigned a poem from the poetry anthology. The groups are tasked with analyzing the assigned poem and presenting its significant features to the class. Groups delegate tasks and prepare their presentations. Imagery In-Depth: students are introduced to a deeper discussion and categorization of types of imagery. They are given charts and then will apply this knowledge to their poetry presentations (back in their groups). Each group will focus specifically on the types of imagery found in their assigned poems. Compare & Contrast/ Apples to Oranges: students will begin class comparing and contrasting apples to oranges. Students will then read and annotate an exemplar comparison between 2 poems.
Unit 2: Pathways to the Imagination Statement of Inquiry: Authors structure stories and use characters as part of the creative process to ignite our desire to grow, develop and learn. Global context: Personal and Cultural Identity. Key concept: Creativity. Related Concepts: Audience imperatives, Character, Purpose, Structure. Assessed Criteria: B, C, D.
Learning Experiences: •
•
•
•
•
10
What is A Text/Musical Chairs People: students will be introduced to the definition of literary text. Students will then identify a text that is important to them. For Musical People, students will walk around the class, and when the music stops, they will share their important text with the closest person. 7 Childrens' Author Inquiry: the students will be given a series of video interviews with 7 prominent children's' authors. The students will view the interviews and write reflections on what they learned and how they will use this knowledge gained, to write their own children's books. Today's Writing Journal: to begin each period, students are shown an image or given a writing prompt. Then then have 10 minutes to write a story inspired by the image or prompt. Students are assigned to bring in a writing journal/diary to collect these stories, so that when it is time to write their children's books, they will have ideas from which to choose. Question Types: students review the differences between open and closed questions. Students are encouraged to write open questions in preparation of interviewing younger students as a target audience for the children's book summative. Students will write 10 open questions for the coming interview with a target audience. Interview with a Target Audience: students will be shown a range of Grade 1 story books, they will view interviews with well-known children's authors, they will interview Grade 1 students, they will create a storyboard at least one week before the due date. Many of the in-class activities will support further development of story writing techniques.
•
• •
•
•
You Can Make It! Students will be collaboratively grouped. Each group will receive a phrase, for inspiration. Each group will then work together to use the teacher-provided phrase as a launchpad for a very short story. Elements of Fiction: students are given notes on the elements of fiction (a review), and then they come up with creative examples of each element. Plotting Events: students will be given a choice of graphic organisers with which to structure their story plots. Students will also conference individually with the teacher to ensure that their plot is logically ordered. Story Board: after structuring their plots, students are given story board templates to structure their text and images, page by page. This will start in class, and some may need/choose to work at home. Children's Book: students will write a 20-page storybook for younger children. Those that are more capable are required to extend themselves in using more developed literary techniques in the storybook - for example: the use of rhyme, the inclusion of simile, alliteration, personifications, metaphors or just the repetition of keywords or phrases. Students were also directed to use internet websites to create the illustrations for the storybook.
Unit 3: The Importance of Individuality Statement of Inquiry: Authors use dystopian genres with distinct settings to remind us that conformity threatens our individual and collective identities. Global context: Identities and Relationships. Key concept: Connections.
Related Concepts: Genre, Setting, Theme. Assessed Criteria: A, B, D. •
Learning Experiences: •
•
•
•
11
Image Activation: students begin class with 2 images that symbolically represent non-conformity. Students interpret the images in short answer questions. Students are then supplied with vocabulary to help with the Statement of Inquiry. Students paraphrase the SOI. Students will be exposed to the author's lifestyle and inspiration, to gain a proper awareness of context. Students will also be provided with the identifying characteristics of utopias and dystopias. Research & Creative Writing: students are given a list of questions about the author's life. They will engage in a timed fact-finding activity. Students are then given a choice between 2 timed writing prompts that cause them to reflect on times that they have conformed or chose not. It does not have to be factual, but it gets the dialogue and thinking started. Poetry Reading (supplementary text) "Conformity": students will read and answer short-response questions about a poem thematically connected to the anchor text. "Conformity' is a poem written by an anonymous author. Community Identification and Association: students will define community and then list 5 communities in which they members. Then then will identify 5 rules of these communities. As a final task, students will write a paragraph
•
•
•
•
discussing the pros and cons of being a member of a community. Read & Reflect: students will read the novel "The Giver" in class and at home.With each set of assigned chapters, they will answer questions to enhance comprehension or that cause them to reflect and make connections with the text. Euphemisms: students are introduced to the meaning of 'euphemism'. They are given a list of euphemisms and will infer their meanings. Students then make connections to the book by identifying euphemisms that are presented within "The Giver". Students then extend by coming up with reasons that a community would choose to use euphemisms. Utopia versus Dystopia: students are given the defining characteristics of both societal models. Students then will be shown an assortment of images of societies in various stages of decline. Students will then infer the cause of the societal situation based upon clues within the images. Connection to Text- Students will then make a list of examples from the book that identify utopian/dystopian features of the society within the text. Conformity Identification: students will make a list of examples from the text where conformity is significantly displayed. Students will then write a paragraph discussing the examples and their significance. Symbolism/Cover Art: students are introduced in-depth to symbolism. In this lesson they are given images and make symbolic connections. After whole-class discussion, students
then identify, analyse and discuss symbolic representations of the book-cover of "The Giver" by Lois Lowry. Students must also make connections between the symbols and the text.
Unit 4: Convince Me Statement of Inquiry: Effective persuasion depends on communication through self-expression that makes use of style, and an awareness of the audience. Global context: Personal and Cultural Identity Key concept: Communication. Related Concepts: Audience imperatives, Self-expression, Style. Assessed Criteria: A, B, C, D.
Learning Experiences: •
•
•
12
“Are You Convincing?” Class Discussion Students discuss the importance of being persuasive. First task is an open-ended question, asking "If you could convince anyone to do anything, what would you persuade them to do?" Agree to Disagree Students take turns giving their opinion on various prompts given by the teacher in pairs. The partner will politely agree or disagree and stay why. This models proper communication and argumentation as well as serving as a good segue into discussions about online etiquette and how to do the same in online forums or chats. “Would You Rather…?” Students will be asked to move to a certain side of the room depending on their answer to a “Would you rather…?”
•
•
•
question with two options. They then have to give arguments to convince their classmates to “switch sides”. A class debrief should elicit ideas about what it was about the delivery or arguments themselves that made various students change their minds. This is a good introduction to rhetoric and persuasive techniques. Advertising Agency After being introduced to the 3 rhetorical appeals (pathos, ethos, logos) and rhetorical techniques, students are grouped into “advertising agencies”. They’ll create a name, brand, and logo for their agency. Students view a sample advert and then create their own advertisements using rhetorical appeals. The students are then required to explain their creative choices. Email a Teacher Students are tasked with drafting an email to one of their teachers asking them not to assign them a low grade for a particular assessment. Giving students a real-life context and audience will help them learn about tone, register, and timing (kairos), as well as how to adapt their language. Persuasive Appeals and Techniques Carousel Students are introduced to persuasive appeals and techniques. They then rotate between tables on which are sample advertisements. They must fill out a table noting the target audience and any persuasive appeals or techniques they recognise, as well as how visual and verbal techniques are employed. After identifying the techniques and appeals, groups then discuss, analyse, and evaluate their effectiveness with regards to the intended effect upon the audience.
•
•
•
13
Learn from the Experts Students will view famous persuasive speeches (e.g. Steve Jobs’s iPhone reveal, Martin Luther King Jr.’s “I have a Dream”) and take active listening notes with a focus on rhetorical appeals and devices. They will have the text in front of them to highlight relevant lines. The class will then discuss why these lines and techniques are effective. This will be followed up with other written texts of speeches. Fact versus Opinion Students will participate in a Kahoot! game that asks them to choose whether a statement is a fact or opinion. Afterwards, the class will discuss why it was harder to decide for some statements than others, and look at the properties of facts and opinions, as well as why it’s important to know the difference. This will help students use both effectively in their summative assessment speech. “Convince Me” Speech Students are tasked with choosing a topic of personal significance and delivering a persuasive speech to the class and teacher. After getting their topic approved, students then research and write their speeches. They will write their script and annotate it to show where and how they have used rhetorical devices before delivering the speech live. The annotations display student awareness of their creative choices and application of knowledge and skills accumulated from the unit.
Dii – Use and interpret a range of discipline-specific terms and )symbols (1.2d Dii – Interpret and use effectively modes of non-verbal )communication (1.1d )Diii – Give and receive meaningful feedback (1.1a Research Skills Bii – Understand the impact of media representations and modes )of presentation (7c Thinking Skills )Aiii - Evaluate evidence to formulate an argument (8b )Aiv - Practise induction, deduction, observation, and inference (8a )Bii - Evaluate evidence to formulate an argument (8b )Ci – Practice visible thinking (9f
همم عالية Unit 1:
سوف يفهم الطالب ى معن همم عالية وأهمية الهمة Statement of Inquiry: والنشاط بالنسبة للفرد والمجتمع Global context: Personal and Cultural Identity. Key concepts: Communication, Creativity, Culture, Relationships. Related Concepts: Self-expression, Style, Theme. Assessed Criteria: A, B, C, D.
Learning Experiences: • دراسة القواعد النحوية :البحث في المعجم الوجيز. • إجراء محادثة بين الطالب بعنوان بين الطالب النشيط و .الطالب الخمول • قراءة بعض القصص القصيرة.
Arabic A يتضمن منهاج الصف السابع للغة العربية أربع وحدات دراسية مقسمة طوال العام الدراسي ،وهي مرتبة كاآلتي -: همم عالية قيم إنسانية (الترابط األسري-انتماء وعطاء القصة القصيرة رواية الولد الذي عاش مع النعام " في نهاية كل وحدة يقدم الطلبة تقييمات متنوعة تقيس تقدمهم في مهارات اللغة ،لمقارنتها مع التوقعات حسب منهاج وزارة التربية والتعليم ومنهاج البكالوريا الدولية .سيتم التركيز هذا العام على اإلنتاج الكتابي والشفوي لدى الطالب من خالل توظيف مجموعة من المهارات اللغوية منها :التحليل األدبي للنصوص ،كتابة السيرة الذاتية والغيرية ،المقال، وكتابة قصة قصيرة ،عامود صحفي ،والتعليق على بعض القضايا المعاصرة ،التحدث والخطابة ،المقابالت ،كما سيتم التركيز على المهارات اللغوية والنحوية واإلمالئية والبالغة ،بالنسبة لألدب العربي سيكلف الطلبة بقراءة وتحليل مجموعة من األعمال األدبية المتنوعة ؛ الكتساب مهارة الترابط والبناء المنطقي لألفكار ،ويظهر فيها أيضا قدرته على استيعاب المفاهيم والمفردات وتوظيفها في إنتاجه الشفوي والكتابي.
ATL Skills Communication Skills )Ai – Read critically and for comprehension (1.2a )Ai – Make inferences and draw conclusions (1.2c Aiii – Use a variety of media to communicate with a range of )audiences (1.1c
14
• البحث عن آيات قرآنية وأحاديث وقصص تشمل معنى تحدي الصعوبات وعدم االستسالم . • كتابة استجابة أدبية عن قصة من اختيار الطالب".
رواية الولد الذي عاش مع النعام Unit 4:
سيتعلم الطالب كيف يحلل نصا رنثيا (رواية) إىل عنارصه Statement of Inquiry: الفنية ،موضحا فكرته ،كاتبا تلخيصا عنه مستخدما التقانه ىف ر عث مواقع نش ما كتبه ر ي االجتماع عىل الشبكة المعلوماتية .التواصل ي Global context: Scientific and Technical Innovation. Key concepts: Communication, Communities, Culture. Related Concepts: Self-expression, Style. Assessed Criteria: A, B, C, D.
Learning Experiences: • الحال المفردة :التعرف على الحال وإعرابها. • نصب الفعل المضارع :تمييز أدوات النصب وعالمة النصب. • استخدام األفعال المنصوبة في جمل صحيحة ونصوص مكتوب.
قييم انسانية(انتماء وعطاء -الترابط االسري Unit 2: :
سوف يفهم الطالب ى معن وأهمية القييم بالنسبة للفردStatement of Inquiry: : ٫ والمجتمع وانتمائه لوطنه .يتعلم الطالب العالقات األرسية القوية ى بي أفراد المجتمع ى .وأهمية األرسة كلبنة قوية يف بناء المجتمع Global context: Identities and Relationships. Key concepts: Communication, Creativity. Related Concepts: Context, Self-expression, Style. Assessed Criteria: A, B, C, D.
Learning Experiences: • • • • •
كتابة قصة قصيرة. يتعرف طريقة البحث في المعجم. يتعرف التشبيه التام وأركانه. يحلل النصوص المقروءة. يتعرف على الشخصيات واألحداث.
القصة القصيرة Unit 3: الطالب مفهوم اإلرادة القوية ،وتحدي الصعوبات والعقبات Statement of Inquiry: .التي تقابله في الحياة Global context: Identities and Relationships Key concepts: Communication, Communities, Creativity, Culture. Related Concepts: Character, Style, Theme. Assessed Criteria: A, B, C, D.
Learning Experiences: • قراءة وفهم نصوص الوحدة. • اإلجابة عن األسئلة الموجودة في كتاب المدرسة.
15
16
Mathematics A- Knowing and Understanding
B- Investigating Patterns
D- Applying Mathematics in Real-Life Contexts In Grade 7, students will initially be building on the concepts which were introduced during the first year of the MYP. Algebra will be a big focus this year, including a first look at linear functions. The unit on volume and surface area allows students to develop their spatial awareness further. There is much scope for investigative work this year and students will be given numerous opportunities to be creative within and beyond the classroom.
Bi Interpret data (8c) Bii Practise induction, deduction, observation and inference (8a) Biii Draw and test conclusions and generalizations (8d) Ciii Consider ideas from multiple perspectives (8h) Dv Make connections between different subjects (10b)
C- Communicating
ATL Skills Communication Ci Use and interpret a range of discipline-specific terms and symbols (1.2d) Cii Interpret and use effectively modes of non-verbal communication (1.1d) Di Read critically and for comprehension (1.2a) Diii Make inferences and draw conclusions (1.2c) Research Skills Civ Understand intellectual property rights, create reference, citations, bibliography (6d) Thinking Skills Ai Practise flexible thinking (9f) Aii Problem solve (8i) 17
Unit 1: Fractions, Decimals, Percent, Ratio and Rate Statement of Inquiry: Understanding equivalent relationships between different forms of numerical representation helps us to investigate trends in the global economy. Global context: Globalisation and Sustainability Key concept: Relationships. Related Concepts: Equivalence, Representation. Assessed Criteria: A, C, D
Learning Experiences: • • • • • • •
Review converting percentages, decimals and fractions, simplifying fractions, mixed numbers and improper fractions. Review 4 operations using fractions. Find parts of a whole number using percentages, decimals and fractions. Solve real-life problems to find parts of a whole. Understanding ratio and rate Dividing a quantity in a given ratio Demonstrate an understanding of proportional relationships using ration and rate.
• •
Solve real-life problems by using proportional reasoning in a variety of meaningful contexts. Further applications with economy/commission..
Unit 2: Patterns and Algebraic Expressions Statement of Inquiry: Algebra follows a logical system of reasoning using variables to represent the unknown. Global context: Scientific and Technical Innovation. Key concept: Logic. Related Concepts: Patterns, Representation, Simplification. Assessed Criteria: A,B.
Learning Experiences: • • • • • •
Identifying patterns algebraically and writing a rule for the general term Four operations with algebraic expressions (including index notation) Expanding expressions Factorizing expressions Solving algebraic expressions involving fractions Solving real-life problems using algebraic expressions
Unit 3: Area and Volume Statement of Inquiry: Professionals must use resources responsibly when they design and manufacture new objects. Global context: Fairness and Development. Key concept: Form. Related Concepts: Quantity, Space. Assessed Criteria: C, D. 18
-Learning Experiences: • •
• • • • • • •
Review how to find the area of squares, rectangles and triangles. Discovering the areas of special quadrilaterals (composite figures, trapezium and parallelogram) through knowledge of rectangles, squares and triangles. Introduction to prisms by constructing nets of prisms Finding the surface area of prisms Practical applications of Surface area Finding the volume of prisms Introduction to diameter, radius and circumference Solve real-life problems using circumference Introduction to area of a circle and solving real-life problems Introduction to surface area (and briefly volume) of cylinders
Unit 4: Probability & Venn Diagram Statement of Inquiry: Logic allows us to calculate probabilities to help make informed decisions. Global context: Fairness and Development. Key concept: Logic. Related Concepts: Model, Pattern Assessed Criteria: A, B, C,
Learning Experiences: • Understanding and knowing how to use the language of probability • The probability of simple events
• Understanding that all events add up to 1 and knowing how to find the probability of complementary events • Tree Diagrams Experimental/Theoretical Probability • Using probability in real-life questions using Venn diagrams and sample spaces.
Unit 5: Equations & straight lines Statement of Inquiry: Models created with equivalent equations can help us evaluate our impact on the environment. Global context: Globalisation and Sustainability. Key concept: Relationships. Related Concepts: Equivalence, Models, Systems. Assessed Criteria: D.
Learning Experiences: • • • • • • • • • 19
Understanding inverse operations using prior knowledge of the 4 operators with pronumerals. Using knowledge of inverse operations to solve equations by balancing each side Solve equations with pronumerals on both sides using a two-step process Solve equations by expanding algebraic expressions Solve algebraic formulae by substituting values Solving various problems using all prior knowledge of inverse operations, algebraic equations and formulae Identifying the different components of the Cartesian plane: axes, origin, coordinates (x,y) and points Calculate the gradient of an interval (rise over run) Construct the graph of a line given its equation y=mx+c
•
Horizontal and vertical lines (focus on gradient and intercept)
20
Science A- Knowing and Understanding C- Processing and Evaluation
B- Inquiring and Designing D- Reflecting on the Impacts of Science
Students study four units beginning with understanding models of atoms and pattern in the periodic table. They complete an Interdisciplinary Unit with PHE on body systems culminating in designing a personal health plan and they explore the movement of electrical energy and how humans harness this energy to improve our lives. The final unit focuses on ecosystems and sustainability concepts in terrestrial environments.
ATL Skills Communication Skills Ciii - Make inferences and draw conclusions (1.2c) Diii - Write for different purposes (1.2e) Self-management Skills Cv - Use own learning strategies to improve performance (5.c) Research Skills Ai - Use memory techniques to help remember key information (6.b) Ci - Search effectively, collect and record information (6.a) Civ - Compare, contrast and draw connections among (multi)media resources (7.d) 21
Div - Understand intellectual property rights, create reference, citations, bibliography (6.d) Thinking Skills Aii - Problem solve (8.i) Aiii - Evaluate propositions and evidence to formulate an argument (8.b) Bi - Make guesses, ask “what if” questions and generate testable hypotheses (9.d) Bii - Use brainstorming to consider multiple alternatives and generate new ideas (9.a) Biii - Practise visible thinking (9.g) Biv - Evaluate and manage risk (8.f) Cii - Interpret data (8.c) Di - Use brainstorming to consider multiple alternatives and generate new ideas (9.a) Dii - Evaluate propositions and evidence to formulate an argument (8.b)
Unit 1: Ecology Statement of Inquiry: By understanding the relationship between the necessities of life and the specialised form and function of living things, we can make decisions and take action to ensure sustainability in the ecosystem. Global context: Globalisation and Sustainability. Key concept: Relationships. Related Concepts: Form, Function, Sustainable. Assessed Criteria: A, B, C.
- Learning Experiences: • • • •
Characteristics of living things. Environments of living things and their interactions (biotic and abiotic). Specialized form and function: DNA, Cell structure and function, stimuli, homeostasis, development, reproduction, adaptation to environment. Necessities of life; energy, water, air/gases, space.
Unit 2: Human Body Systems Statement of Inquiry: By exploring the relationship between form and function, we can understand how different organ systems interact to sustain life. Global context: Identities and Relationships. Key concept: Systems. Related Concepts: Form, Function, Interaction. Assessed Criteria: A, B, C. •
•
22
Learning Experiences: Explore and understand the 11 body systems: Levels of organisation in the body from atoms, molecules, organelles, cells, tissues, organs, organ system, organism. Use Word equation of cell respiration, and its necessity for life Structure and function of respiratory, digestive and circulatory system. Understanding the Interaction between the 3 systems in terms of cell respiration. Respiratory: organs involved, function, exchange of gases in lung and body, labelled diagram.
Digestive: organs involved, function, mechanical vs. chemical digestion, absorption in small intestine, labelled diagram. Circulatory: organs involved, function, oxygenated vs. deoxygenated blood, role of blood as a transport mechanism, arteries, capillaries, veins, labelled diagram and direction of blood flow.
Unit 3: Introduction to Electricity Statement of Inquiry: Exploring the changes in interactions between like and opposite charges/poles, will help us understand the forces that cause movement of electrical energy and how humans harness and use this energy. Global context: Globalisation and Sustainability. Key concept: Change. Related Concepts: Energy, Interaction, Movement. Assessed Criteria: B, C, D.
- Learning Experiences: • • • • • • • •
Electricity Electron and protons. Static, current, discharge, grounding. Conductors, insulators; materials, ‘like’ and ‘unlike’ charges. Contact, induction and friction. Magnetism, poles. Circuits. Voltage/potential/ amps/ resistance.
•
Symbols: cells, battery, switch, bulb, motor, buzzer, resistor. Series and parallel circuits.
Unit 4: Atom Models and Patterns in the Periodic Table Statement of Inquiry: Through the use of atomic models and patterns in the periodic table, we can understand the relationships between the elements. Global context: Scientific and Technological Innovation. Key concept: Relationships. Related Concepts: Models, Patterns. Assessed Criteria: A, D.
- Learning Experiences: • • • •
• •
23
Structure of atoms. Charges, location, and mass of subatomic particles. Symbols for the first 20 elements. Patterns in the periodic table in terms of number of electron shells, number of valence electrons, reactivity, and stable octet. Physical and chemical properties of group 1, 2, 7A, and 8A. Diagrams of two atomic models for the first 20 elements. Ion formation and simple ionic compounds. Chemical formula and chemical name for simple ionic compounds.
24
Library IFC and Read Class "Reading opens minds, promotes tolerance, openness and communication, and prepares an educated, informed and openminded people, veering them away from extremism and impenetrability” HH Sheikh Khalifa bin Zayed Al Nahyan The information and inquiry skills required for in‐depth learning must follow a coherent development spiral of instruction and practice throughout the years of schooling, a collaborative approach by the librarian and subject teachers is the most effective way to teach information fluency/inquiry skills and strategies. Consequently, there may be changes to the timing/organisation of the units specified below. The inclusion of a library skills class in the development of skills helps ensure consistency in style and expectation and thus the reinforcement of knowledge as a whole. Within the Information Fluency Continuum students will practice key information literacy skills, which can be taken as a ‘toolbox’ and applied to a multitude of classroom experiences. There are three units. The first unit, ‘Academic Integrity’ revisits expectations as outlined in the policy with a key focus on the process of creation by building on the work of others and the use of technology to assist in appropriate accreditation. Unit 2; ‘Research’ will revisit skills to efficiently locate and use resources while simultaneously practicing techniques to avoid plagiarism. Unit 3; is a reflective unit which offers students a chance to consider their own digital organisation practices, comparing strengths and weaknesses with peers and trending suggested good practices. 25
In addition to these three units, students will be given an opportunity to increase their Lexile Measure. Being able to understand and use the information is a fundamental skill, underpinning all subjects. Lexile measure is a tool for monitoring a reader's growth in reading ability over time. Students will practice levelled comprehension on a regular basis; culminating in standardised testing (MAP). Students will also be given time to develop the love of reading; to read a variety of sources for both information and pleasure. In ‘read’ classes students will be given time to simply enjoy literature; with silent ‘off device’ reading opportunity.
ATL Skills Communication Skills Read critically and for comprehension (1.2a) Read a variety of sources for information and for pleasure (1.2b) Use and interpret a range of discipline-specific terms and symbols (1.2d) Take effective notes in class for study (1.2f) Self-management Skills Keep an organised and logical system of information files/notebooks (3f) Bring necessary equipment and supplies to class (3e) Practise focus, concentration and overcoming distractions (4.1a) Research Skills Search effectively, collect and record information (6.a) Evaluate and select information sources and digital tools (6.c) Understand intellectual property rights, create references, citations, bibliography (6.d)
Demonstrate awareness of media interpretations, assumptions and bias (7a) Compare, contrast and draw connections among media resources (7.d) Thinking Skills Ask good questions (8.g) Consider ideas from multiple perspectives (8 h)
Unit 1: Academic Integrity Statement of Inquiry: How can the Intellectual Property of others be used responsibly to further develop knowledge? Global context: Orientation in Space and Time. Key concept: Connections Related Concepts: Development, Systems. Learning Experiences: • What is Academic Integrity? Review of terminology and expectations. • Analysis “What constitutes plagiarism?” • Review of the format of a Works Cited Page and basic MLA format. • Review of creation of accurate citations: book, website, digital image (MLA Format). • How to accurately make intext citations in MLA format. • A comparison between popular citation generators and an understanding of the pro’s and con’s associated with the student choices.
26
Unit 2: Research: Statement of Inquiry: Where is the best place to get ‘good’ information? Global context: Scientific and Technological Innovation. Key concepts: Systems. Related Concept: Development & Communication Learning Experiences: • Review of school subscribed information databases limited to; Webpath / Britannica / Launch Packs. • Use of google search strategies to narrow search results. • Investigation of Open resources (including Maktaba). • Appreciate that Research is more than a single step process. • Appropriate use of online sources (note-taking skill development). • Extension of techniques to paraphrase well, to write with ‘own voice’
Unit 3: Organising Information: Statement of Inquiry: How can technology aid communication? Global context: Scientific and Technological Innovation. Key concepts: Relationships and Communication. Related Concept: Systems and Development Learning Experiences: • Students consider how digital information is stored and protected for future generations.
•
• • • •
27
Students review their own practices regarding the organizing, archiving and deleting digital information; with examples of best practice and time to “clean up” their own personal digital files in preparation for the next school year. Analyse a variety of sample social media activities for their value to the community. Reflect on personal practices and processes online; evaluating value and positive contribution. Students consider how quickly perceptions are made with limited information. Students reflect on their own rash judgement and prejudices when given limited information and limited time; broadly relating this to their own digital footprint.
28
Individuals and Societies A- Knowing and Understanding C- Communicating
B- Investigating D- Thinking Critically
Grade 7 students cover three units. The first unit, ‘The Middle Ages’, encourages the students to understand how this period of history affected peoples’ lives with a focus on what life was like in a Medieval Village. Students are required to research the social and political changes brought about by the Fall of Rome, the Norman Conquest, and the Feudal System. The second unit, ‘Global Village’, enables students to apply their knowledge and understanding of The Middle Ages to the concepts of equity, causality and fairness in the distribution of resources and development in our modern world. The third unit, ‘Natural Disasters’, allows students to grasp an understanding of physical geography and how the forces of nature both create and destroy the planet that we live on.
Diii – Make inferences and draw conclusions (1.2c) Social Skills Di – Collaborate and share with peers through digital media. (2.d) Self-management Skills Bii – Plan short and long-term assignment; meet deadlines (3.a) Research Skills Biii – Search effectively, collect and record information (6.a) D1– Understand intellectual property rights, create reference, citations, bibliography. (6.d) Thinking Skills Bi – Ask good questions (8.g) Dii – Evaluate propositions and evidence to formulate an argument (8.b) Div – Consider ideas from multiple perspectives (8.h)
Unit 1: Life in the Middle Ages Statement of Inquiry: Daily life in a medieval village reflects the interaction, governance and the structure of society. Global context: Fairness and Development,Exploration. Key concept: Systems. Related Concepts: Perspective, Assessed Criteria: A, B, C, D.
ATL Skills Communication Skills Ai – Take effective notes in class and for study (1.2f) Aii – Make inferences and draw conclusions (1.2c) Biv – Give and receive meaningful feedback (1.1a) Ci – Use a variety of media to communicate with a range of audiences. (1.1c) Cii – Write for different purposeds (1.2e) 29
Learning Experiences: • • • • •
Brainstorm / Mind Map / KWHL Reasons why Western Roman Empire fell Examine barbaric tribes Review maps of UK / Europe / Scandinavia Religious hold in Europe
• • •
Life in the Middle Ages Society – serfs, knights, priests, kings etc. Presentation preparation
Unit 2: Global Village Statement of Inquiry: Social, economic and physical factors impact the equity of resource distribution and has consequences on the development of a country and its people. Global context: Fairness and Development. Key concept: Global Interactions. Related Concepts: Causality (cause and consequence) Assessed Criteria: A, B, C, D.
Learning Experiences: • • • • • •
Global Village Introduction / Demographics and statistics If the world were a 100 people United Nations 10 Critical Resources What do we know about health, transport, energy? Terminology – LEDC / MEDC / HDI / GDP Observe, analyse and interpret information about global issues. • MEDCs, HDI, GDP, Site, Function, • Watch YouTube clips about country development • Independent Research
Unit 3: Our Active Earth Statement of Inquiry: The tectonic forces of our natural world have physical, social and environmental impacts for communities living on our ever changing planet. 30
Global context: Scientific and Technical Innovation, Exploration. Key concept: Global Interactions/Systems Related Concept: Causality (cause and consequence). Assessed Criteria: A, B, C, D.
- Learning Experiences: • • • • • • • • • •
The layers of the earth Convection currents and shifting tectonic plates Tectonic plate boundaries Formation of volcanoes / volcano zones Types of natural disasters Earthquakes, tsunamis, volcanic eruptions, mud slides. Impacts of natural disasters – after effects, recovery processes, technology Recovery process – short term / long terms Emergency services LEDC / MEDC – when natural disasters hit!
31
Design A- Inquiring and Analysing C- Creating the Solution
B- Developing Ideas D- Evaluating / Reflection
C iv - Evaluate propositions and evidence to formulate an argument - 8.b D ii - Interpret data - 8.c D iv - Revise understanding based on new information and evidence - 8.e
ATL Skills Communication Skills A iv - Make inferences and draw conclusions – 1.2c B ii - Interpret and use effectively modes of non-verbal communication - 1.1d B iii - Use a variety of media to communicate with a range of audiences - 1.1c B iv - Interpret and use effectively modes of non-verbal communication - 1.1d Social Skills C iii – Collaborate and share with peers through digital media - 2.d Self-management Skills C i - Plan strategies and take action to achieve personal and academic goals - 3.d C ii - Set goals that are motivating and challenging - 3.c C iii - Plan short- and long-term assignments; meet deadlines - 3.a D iii - Use own learning strategies to improve performance - 5.c Research Skills A i - Search effectively, collect and record information 6.a A ii - Identify primary and secondary sources 6.e Thinking Skills A iii - Draw and test conclusions and generalizations - 8.d B i - Use brainstorming to consider multiple alternatives and generate new ideas - 9.a 32
Product Design This year, Grade 7 will design and create their very own up-cycled clock. They will research and analyse the design of many clocks and identify how we could implement our newfound knowledge to create our own unique design. The students will demonstrate research, creative, technical and evaluation skills throughout the entirety of these criteria. They will be introduced to new tools, techniques and a new emphasis will be placed on electrical tools such as the laser cutter. Overall, this unit will help students increase their knowledge and skill of creating their very own project independently while enhancing their communication, selfmanagement, thinking and research skills.
Unit 1: Sustainable Timepiece Statement of Inquiry: Global interactions have shown that the world has a finite amount of resources, by being innovative we can reduce waste and adapt products to give them a sustainable life cycle beyond the original use. Global context: Globalisation and Sustainability. Key concepts: Global interactions. Related Concepts: Adaptation, Innovation, Resources, Sustainability.
Assessed Criteria: A, B, C, D.
- Learning Experiences: • All students must design and create their own product that must be different to those in the class. This ensures students must take responsibility for ones own actions. • Several ideas are created by all students before they choose their final design ensuring that they continuously reflect and listen actively to all perspectives and ideas. • Students create several design ideas before deciding on their final design. • When physically creating their product, every students design is different which creates obstacles and challenges.. Students must identify these problems and create scenarios to overcome these. • Models and prototypes are created before a student begins to makes their product. This helps them see any problems or complex issues that may arise. • Students create research ideas in Criterion B which contain visual diagrams, brainstorming their own design ideas, sketching and working drawings which helps generate new ideas and aids any inquiries that they might have. • All ideas are sketched or created as prototypes which ensures that students create original work. • When physically creating their product, students run into difficult situations whereby they must change or adapt their design in order to create their own unique product. In these situations they must apply their skills and knowledge that they have gained throughout the module.
33
Digital Design In Grade 7, students are introduced to the concept of eco design. They are given the task to analyse the concept worldwide and identify areas where eco design is prevalent. The must then further inquire into how eco designed homes help our environment. Their final task is to full create a 3D model of a personalised eco design home and reflect afterwards on what has been successful about their design. This unit teaches students about the importance of being sustainable and the benefits to building a greener future. Students learn various concepts and ideas to do with eco-friendly products such as day to day items and further material choices in larger products. The students are introduced to graphic designing and exploring the concept of maximizing space in open plan designs. They further incorporate this new knowledge with 3d modeling skills to create a unique and tailored 3d model. Finally, all students are given the chance to market their house to the rest of the class and use a beginner set of business skills to identify the selling points of their house.
Unit 1: Sustainable House Design Statement of Inquiry: Modern homes require creative and innovative solutions to ensure limited consumption of increasingly scarce natural resources which depend on creating sustainable and divergent designs. Global context: Globalisation and Sustainability. Key concepts: Creativity, Global interaction. Related Concepts: Function, Innovation, Sustainability. Assessed Criteria: A, B, C, D.
- Learning Experiences: • •
• • • •
• • • • •
34
Using various testing methods (such as interviews/surveys) to give and receive feedback on design ideas and final digital 3D model. A variety of media is used to summarise analysis of existing products, communicate ideas for final product and the design of relevant testing methods. Research similar existing products, discuss positives/negatives coming to conclusions to inform their own projects. To produce ideas from projects as a step by step storyboard. Complete all lesson tasks sequentially to be able to submit criterion assessments on time. Research conclusions in writing, feedback via surveys and interviews presented as PDF, drawings on paper or via digital drawing tools, 3D model produced using digital software. Learning 3D design software solutions to design and digitally build own products. Students create a research plan and are required to identify primary and secondary research sources. To explore software capabilities and ensure completed product is complete. Planning and organising ideas and data visually to inform conclusions for chosen product. Developing current thinking, writing and research skills to help learning new technologies such as office365 and 3D digital modelling.
35
Language Acquisition A- Listening C- Speaking
B- Reading D- Writing
ATL Skills Communication Skills Ai – Interpret and use effectively modes of non-verbal communication (1.1d) Aii – Use intercultural understanding to interpret communication (1b) Bi – Read critically and for comprehension (1.2a) Bi – Use intercultural understanding to interpret communication (1.1b) Bi – Read a variety of sources for information and for pleasure (1.2b) Bii – Use and interpret a range of discipline-specific terms and symbols (1.2d) Ci – Use a variety of media to communicate with a range of audiences. Use memory techniques to help remember key information. Cii – Take effective notes in class for study (1.2f) Diii – Write for different purposes (1.2e) D iv – Use a variety of media to communicate with a rage of audiences (1.1c) Social Skills Ciii – Collaborate and share with peers through digital media (2.d) Self-management Skills
36
Civ – Develop new ATL skills, techniques and strategies for effective learning (5a) Dii – Reflect on subject matter knowledge (5d) Research Skills Aiii – Demonstrate awareness of media interpretations, assumptions and bias (7a) Bii – Compare, contrast and draw connections among media resources (7a) D1– Use memory techniques to help remember information (6.b) Di – Use memory techniques to help remember key information (6.b) Thinking Skills Aii – Interpret data Aiii – Consider ideas from multiple perspectives (8c) Biii – Consider ideas from multiple perspectives (8 h) Biii – Make unexpected or unusual connections between objects, and or/ideas (9b) Biii – Change the context of an inquiry to gain different perspectives (10c)
Arabic B Unit 1: At the Doctor Statement of Inquiry: We choose words according to the communication purpose when we express lifestyle choices Global contexts: Identities and relationships Key concept: Communication. Related Concepts: Purpose, word choice Assessed Criteria: A, B, C, D
- Learning Experiences: • •
• •
Topics and skills: Doctors and hospitals in our life (texts and video). Suggested Vocabulary: Health, Dentist, Hospital, Sickness, Healthy lifestyle, Medicine, Food and Drink, Ambulance, Clinic, Doctor, Nurse, Pharmacy. Grammar: Pronouns + future tense (I, You, We, They, He, She + will). Writing forms: short stories, mails and emails, dialogue. Healthy food and drink. Good and bad habits.
Unit 2: Celebrations Statement of Inquiry: Celebrations entertain and reflect culture and heritage while allowing creativity through rituals and play Global context: Personal and cultural expression Key concept: Culture. Related Concepts: Function, Purpose. Assessed Criteria: A, B, D
- Learning Experiences: •
• •
37
Topics: Eid Al Fitr, Ramadan, Christmas in Palestine, My Birthday, Graduation, Weddings, National day in the UAE,Food in celebrations. Language: Singular and Plural, Pronouns+ Verbs (IWeThey). عيد الميالدChristmas- االحتفاالتCelebrations: Vocabulary: Ramadan ‐ حفلة الزواجWedding ‐عيد الميالد Birthday المجيد‐ ‐رمضانGraduation ‐ التخرجParty ‐ حفلة
• •
National Day الوطىن اليومgifts, party, I celebrate, fun, social life, gathering, happiness,respect, learn, diversity. Grammar: Present and Future (Will ( سوفI prefer ‐أفضل أناI .He She We They Culture: Ramadan, a time for reflection.
Unit 3: Clothes and Fashion Statement of Inquiry: Students will understand that fashion focuses on the perception of beauty which varies according to Time, Place and Space through an inquiry into context and purpose. Global context: Personal and cultural expression Key concept: Culture. Related Concepts: Context, Purpose Assessed Criteria: C, D.
- Learning Experiences: •
• •
•
Topics: My favourite winter, summer clothes, my favourite colours, formal clothes, school uniforms, customs, fashion is a real business. Grammar: My favourite, his, her. I prefer, I like, I think. Culture: clothes Culture awareness. 1. Different kinds of clothes in different countries (eastern and western). Adjectives (special- nice- cheap- expensive- cottonwoolsuitable- short- long …..) and verbs( buy- prefertake- giveask- wear…). Grammar and Structure (adjectives – revision of present and past then introduce order- was – is not and do notwill not and did not).The structure of the verb or noun
•
connected to the pronouns: I invite you, I invite him, I invite her….. Connections (but- because- when I – while- then).
• •
Spanish
•
Culture: Students learn about the different Spanish houses. Comparison of a Spanish typical house and their own house. Research into famous Spanish architecture. Speaking skills: Students will talk about their peers’ homes/residences and compare them with one from a Spanish speaking country. Writing skills: Students will write about their ideal houses in the future in Spanish.
Unit 1: Mi rutina y la suya Statement of Inquiry: The students will understand how different people from different cultures act and how their routine change. Global context: Identities and relationships Key concepts: Culture Related Concepts: Context and Purpose Assessed Criteria: A, C.
- Learning Experiences: •
•
•
38
Vocabulary: Types of house and location. Name of countries in Spanish. Rooms and floors of the house. Furniture items and prepositions. Positive and negative adjectives for describing a house (Adjectives &adverbs of quantity). Actions of things you do in a house. Weather recognition. 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… 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.
Unit 2: Mi tiempo libre Statement of Inquiry: Artists connect with the audience to convey a message that defines cultural heritage and creates connections in the audience. Global context: Orientation in Time and Space Key concept: Connections Related Concepts: Audience, Message, (Meaning). Assessed Criteria: B,D .
- Learning Experiences: • •
•
Vocabulary: talk about movies, music, sports, extreme sports and weather. Grammar: stem changing verbs, present tense, near future, some idioms and expressions for accepting/ declining proposals and giving excuses. Function: create a weather forecast explaining the weather. Culture: learn about different sports and activities in different Spanish speaking countries.
Unit 3: De moda y de compras Statement of Inquiry: Culture impacts our sense of of aesthetics which may vary according to purpose and context. Global context: Personal and cultural expression Key concepts: Culture Related Concept: Context and Purpose Assessed Criteria: A, C
- Learning Experiences: • Vocabulary: talk about clothes, shops, interactions in the shops, the human body, sizes and the weather. Also, revise the colors. • Grammar: present tense and verbs that we use when we go shopping as llevar (to wear), comprar (to buy), probarse (to try), costar (to cost), poder (can), etc. • Function: design clothes and create dialogs. • Culture: learn about different terms for clothes in different Spanish speaking countries.
Unit 4: De vacaciones Statement of Inquiry: Global interaction occurs every time we travel and accent and message play an important role when interacting. Global context: Globalization and sustainability Key concept: Culture Related Concepts: Meaning, Message Assessed Criteria: B,D .
- Learning Experiences: 39
•
• •
•
Vocabulary: talk about transports, accommodation, places where we can travel, activities and different types of tourism. Grammar: present tense, near future, comparatives and periphrasis (If…) Function: create a school trip for fall break using the near future and comparing the transports in the places that we are going with those you can find in Abu Dhabi. Culture: learn about different Spanish speaking countries, explore their food, countries and monuments/ landmarks.
French
•
Unit 1: De jour en jour
•
Statement of Inquiry: We follow conventions and choose words carefully to discuss ideas in multimodal texts that demonstrate personal choices and attitudes. Global context: Identities and relationships Key concept: Communication Related Concepts: Word choice, Conventions Assessed Criteria: B,D.
- Learning Experiences: •
•
•
•
40
Introduction to French educational system and French school timetable. Debate, brainstorm different schooling systems and their impact on identities. (longer lunch break, but longer school day) . Vocabulary: ask about and tell the time talk about daily routine talk about school subjects say what you think of school subjects. Grammar: Conjugate the verb "faire" learn to formulate questions using the questioning words (quel, quelle, quels, quelles). Review possessive adjectives (mon ma mes, ton ta tes, son sa ses). Learn new possessive adjectives (notre/nos, votre/vos, leur/leurs). Function: Give opinions about school subjects give opinions and reflect on French school system and compare to students' timetable. • Culture: Introduction to French education system and french school. Learning about French school timetables
Writing skills: Informal letter. (Answer pen pal questions regarding school day). Skills: Students will communicate and understand how to write for a variety of audiences.
Unit 2: Amuse-toi bien Statement of Inquiry: Artists connect with the audience to convey a message that defines cultural heritage and creates connections in the audience. Global context: Orientation in Time and Space Key concept: Connections Related Concepts: Audience, Message, (Meaning). Assessed Criteria: B, C.
- Learning Experiences: Introduction to French youth favorite leisure activities. Debate, brainstorm on how entertainment events such as the French music festival can create bonds between people. Vocabulary: leisure activities including sports and music. Grammar: Learn the following structures: jouer à + sports faire de + activity Introduction to past tense (passé composé). Function: Give opinions. Understand and talk about what you did last weekend/last week. Culture: Learn about the French music festival (fete de la musique). Astérix and the Parc Astérix. Skills: Students will connect with the audience and convey a message through speaking.
Unit 3: En vacances Statement of Inquiry: Communication with a global audience requires interaction and a purpose. Global context: Orientation in Time and Space Key concept: Communication Related Concepts: Audience, Purpose Assessed Criteria: A,C
- Learning Experiences: •
•
• •
•
41
Introduce students to statement of inquiry: 'The language used to communicate formally reflect social dynamics', global context, key concept and related-concepts. Inquiry- basedactivity: Expose students to three sentences to order train tickets. One slang, one standard, one formal. Identify which one seems more formal, and why. What tools are used when speaking formally. How would it feel to speak formally all the time? Reflect on the statement of inquiry. How does language adapt to situations? Class brainstorm of factual, conceptual questions. (debatable later on, when students have more vocabulary) Cultural understanding -Europe and Francophone countries (geography) - Environmental impact of different means of transport -Tour de France -municipal bicycle schemes in French towns Grammar skills: -prepositions with cities (à + city) prepositions with country names (en + fem au + masc aux +
•
•
plural) -à/en + means of transportation. Verbs: (partir, sortir, venir –aller) + infinitive (futur proche) -pouvoir + infinitive Vocabulary skills: Names of countries including Francophone countries -means of transportation -leisure activities (review and expansion) -expressions of future time Skills: Students will communicate with friends about leisure activities and language will be used formally to talk to adults / strangers. Students will understand the use of 'tu' and 'vous'.
Unit 4: La technologie Statement of Inquiry: Creativity contributes to new technologies across context and language Global context: Scientific and technical innovation Key concept: Creativity Related Concepts: Context, Word choice Assessed Criteria: A, D.
- Learning Experiences: Grammar: Introduction to the "Passé composé" and "Imparfait" while talking about technology in the past. Vocabulary: Different type of technology- téléphone portableInternet - tablettes etc Function: Understand and compare the use of technology nowadays and in the past. Skills: Students will show creativity by writing about their digital life using specific word choice
42
ARTS A- Knowing and B- Developing Skills Understanding C- Thinking Creatively D- Responding Students in the second year of MYP Arts continue to experiment in three arts disciplines including Visual and Performing Arts (Music and Drama) through a rotating 12-week long carousel. The aim is to provide students a wide-range of experience of each discipline to inform the subject selection at the end of Grade 8.
ATL Skills Communication Skills: Ai – Read critically and for comprehension (1.2a) Ai – Make inferences and draw conclusions (1.2c) Aiii – Use a variety of media to communicate with a range of audiences (1.1c) Dii – Use and interpret a range of discipline-specific terms and symbols (1.2d) Dii – Interpret and use effectively modes of non-verbal communication (1.1d) Diii – Give and receive meaningful feedback (1.1a) Social Skills: Bii – Take responsibility for one’s own actions (2e) Self Management Skills: Ai – Reflect on subject matter knowledge (5d) Bi – Keep an organised and logical system of information files/notebooks (3f) Bi – Demonstrate persistence and perseverance (4.2a) 43
Ci – Set goals that are motivating and challenging (3c) Cii – Practise failing well (4.5b) Ciii – Plan short- and long-term assignments; meet deadlines (3a) Diii – Reflect on subject matter knowledge (5d) Diii – Keep a journal to record reflections (5f) Research Skills: Ai – Search effectively, collect and record information (6a) Bii – Understand the impact of media representations and modes of presentation (7c) Thinking Skills: Aii - Consider ideas from multiple perspectives (8h) Aii - Change the context of an inquiry to gain different perspectives (10c) Aiii - Make guesses, ask “what if” questions and generate testable hypotheses (9d) Ci - Make unexpected or unusual connections between objects and/or ideas (9b) Cii – Practise visible thinking (9g) Cii - Use brainstorming to consider multiple alternatives and generate new ideas (9a) Ciii - Consider ideas from multiple perspectives (9h) Di - Revise understanding based on new information and evidence (8e)
Music: Unit 1: Make it Pop! Statement of Inquiry: Genres can communicate an image for a hopeful future based on the pop music form.
Global context: Fairness and development, Imagining a hopeful future Key concept: Communication Related Concepts: Form, Genre Assessed Criteria: A,B,C,D
- Learning Experiences: • • • • • • •
Learning Experiences: Students will learn about genre in music. Students will learn about the elements of music and how they related to what we hear Students will develop skills in playing chords (Guitar if live, Piano if online) Students will develop understanding about what makes a song a pop song. Students will demonstrate this through lyric analysis and reflection Students will develop skills on editing software Students will understand the challenges of performanceLive verse recorded.
Drama: Physical Theatre: Darkwood Manor Statement of Inquiry: Symbols and conventions used to convey meaning to audiences are influenced by time and space. Global context: Orientation in space and time Key concept: Aesthetics Related Concepts: Concepts, Role, Narrative, Genre Assessed Criteria: A,B,C,D
44
- Learning Experiences: • • • • •
Use a range of drama skills & strategy to develop storytelling. Work independently & in groups. Use elements of drama to show tension & develop character. Develop understanding of physical theatre & use effectively in performance. Evaluate own and others’ work using subject specific vocabulary.
Visual arts: Zentangles Statement of Inquiry: ‘The boundaries we keep for how we represent our identities has changed throughout history. Global context: Personal and cultural expression. Key concept: Communication. Related Concepts: Boundaries, representation. Assessed Criteria: A,B,C,D
- Learning Experiences: •
This unit explores many traditional cultural patterns from a wide variety of countries. Students study the similar Art Elements and analyses what makes a definitive style. They discuss how abstract shapes can be representative of an identity.
45
Physical and Health Education A- Describe and Apply Knowledge C- Demonstrate and Apply game skills and strategies to perform
B- Design and Explain a Plan D- Demonstrate Interpersonal Skills. Outline goals/strategies. Explain & Evaluate Performance
ATL Skills Communication Skills Aiii– Use and interpret a range of discipline-specific terms and symbols (1.2d) Ciii- Give and receive meaningful feedback (1.1a) Social Skills Cii- Manage and resolve conflicts and work collaboratively in teams (2h) Dii- Listen actively to other perspectives and ideas (2K) Self-management Skills Bi- Set goals that are motivating and challenging (3C) Di- Develop new ATL skills, techniques and strategies for effective learning (5a) Diii- Self-assess personal learning skill development and strategy use (5B) Research Skills Bii – Search effectively, collect and record information (6a) Thinking Skills 46
Ai- Revise understanding based on new information and evidence (8e) Aii- Problem solve (8i) Ci- Make connections between different subjects (10b)
Unit 1:Karate Statement of Inquiry: Performers analyse current movement patterns so that they can refine technique and maximize performance energy. Global context: Personal and Cultural expression Key concept: Change Related Concepts: Energy, Movement, Refinement Assessed Criteria: A, C.
- Learning Experiences: • • •
Knowledge of the various movements in Karate Use of Piktochart to create an Infograph Knowledge of when to utilize various movements in different styles of Karate
Unit 2: Fitness (SA) Statement of Inquiry: One can change their fitness and energy levels by doing specific exercises to improve their health and well being. Global context: Identities and Relationships Key concept: Communication Related Concepts: Physical and health education Assessed Criteria: B, D.
• • •
Learning Experiences: Knowledge of various types of fitness testing Knowledge of the components of fitness Knowledge of how to improve one’s fitness (exercise, nutrition, sleep – well balanced lifestyle)
•
Knowledge of how to build a program based on an area that needs improvement (based on a key component of fitness)
Unit 3: Basketball Statement of Inquiry: Relationships and positive interaction can be effective in a competitive environment by developing leadership skills. Global context: Identities and Relationships Key concept: Relationships Related Concepts: Interaction, Systems Assessed Criteria: A. • • •
Learning Experiences: Knowledge of Rules, Scoring system and Positions. Knowledge of skills: Dribbling, shooting, and Passing Knowledge of offense and defensive skills and strategies.
Unit 4: Outdoor Education Statement of Inquiry: Whilst considering different developments within the environment we make choices to help us navigate the natural landscape. Global context: Orientation in Space and Time Key concept: Development 47
Related Concepts: Environment, Choice Assessed Criteria: D •
Learning Experiences: Understand the importance of a map and how to create and follow a map. Use surroundings to create a plan to help survive unfamiliar situations. Feedback – give and receive peer feedback..
• •
Unit 5: Swimming (Water Safety) Statement of Inquiry: For students to function effectively, they must be able to respond to changing environments and make the correct choice. Global context: Identities and Relationships. Key concept: Relationships. Related Concepts: Function, Choice Assessed Criteria: B • • • • • •
Learning Experiences: Knowledge of pool rules Understand the different types of floats and why floating is important Discuss and solve water safety scenarios Recognize water safety equipment Identify different types of swimmers who are in distress Create a presentation on an aspect of water safety for the Grade 1’s using a method of choice.