The International Baccalaureate Middle Years Programme Raha International School Grade 7 Curriculum Guide 2022-2023
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 Each Subject Group tab also has the IB Subject Guide, as well as the Assessment Criteria, for convenient access for parents.
Lines of communication
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.
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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).
Welcome to the second year of the Middle Years Programme!
The units of study are regularly updated to include the most relevant, up-to-date concepts, content and teaching strategies, resulting in the highest quality of teaching and learning.
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,
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 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 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.
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.
Will students be ready for the challenge of the Diploma Programme?
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.
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
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.
Key Concepts
All students study Moral Education and Social Studies (up to G9).
Regular, informative episodes planned for 2022 2023. Please subscribe to be kept https://spotifyanchorupdated:web.app.link/e/ccEITZKyetb or decoded/id1565543352https://podcasts.apple.com/ae/podcast/myp
There are also certain non-MYP requirements in the UAE:
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.
MYP Decoded Podcast
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▪
awareness and concern, and the skills needed to make an effective contribution to society.
Complete the necessary Curriculum Cycles:
o Grade 8 Maths (Statistics: Global Issues).
2 Full, Independent Cycles recorded on ManageBac by the end of Grade 10:
All Learning Outcomes met by the end of Grade 10.
▪
o One FULL Cycle in Grade 10.
Grades 7 & 8
o One FULL Cycle in Grade 9;
▪
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▪ Complete the necessary Curriculum Cycle in Science (Ecosystems).
Service Action Requirements
▪
o Grade 7 – Humanities (UN Symposium);
Grades 9 & 10
▪ Encouraged to complete some activities throughout the year.
▪ Meet 5 of the 7 learning outcomes by the end of Grade 8.
Encouraged to complete some activities throughout the years.
▪ A Full Cycle Service as Action Activity looks like this:
Grade 6
• The Key concepts (from the 16 options on page 2).
• The specific ATL skills which have been mapped onto the assessment criteria strands in the respective subject.
Course Overviews
• The title of the unit.
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.
• Conversions: 28 32 (7), 24 27 (6), 19 23 (5), 15 18 (4), 10 14 (3), 6-9 (2), 1-5 (1).
• A short description of the year ahead.
• 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 Global context.
• The total of the four criterion scores (out of 32) translates into a final grade (1-7) for the subject.
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In the pages that follow, the curriculum summary for each subject studied in the MYP at RIS is presented, using the following sequence:
• The statement of inquiry (This statement expresses the relationship between concepts and context; it represents a transferable idea supported by factual content).
• The learning experiences (content/objectives of the unit).
• The Related concepts (from the list of subject specific concepts in an IB provided list).
Bi:(1.2d)employ
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Ciii: select relevant details and examples to develop ideas. (1.2d)
ATL Skills
organizational structures that serve the context and intention (1.2e)
Di: use appropriate and varied vocabulary, sentence structures and forms of expression (1.2d)
Cii: make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience (1.2e)
Communication Skills
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.
Ai: use intercultural understanding to interpret communication (1.1b)
Language and Literature
Aii: analyse the effects of the creator’s choices on an audience
Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (1.2a)
Diii: use correct grammar, syntax and punctuation (1.2e)
English
Div: spell (alphabetic languages), write (character languages) and pronounce with accuracy 1.2e)
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 identify potential adversities. After writing a letter from their future selves, students analyse poems looking for variations of this common theme.
Ci: Use a variety of media to communicate with a range of audiences (1.1c)
A- Analysing B- Organising C- Producing Text D- Using Language
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.
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
Dii: write and speak in a register and style that serve the context and intention (1.2e)
Assessed Criteria: A, B, C, D.
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Unit 1: Overcoming Adversity
Learning Experiences:
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)
Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (8a)
Related Concepts: Point of View, Style, Theme.
• 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.
Key concept: Perspective.
• 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.
Global context: Identities and relationships
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)
• 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.
Aiii: justify opinions and ideas, using examples, explanations and terminology (8b)
Dv: use appropriate non-verbal communication techniques. (1.1c)
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)
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.
Thinking Skills
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• 30 Day Challenge: Students will commit to a 30 Day Challenge and deliberately put themselves in adverse situations to develop resilience and practice techniques discussed in previous lessons to overcome adversity.
• 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.
• 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.
Statement of Inquiry: Authors structure stories and use characters as part of the creative process to ignite our desire to grow, develop and learn.
Key concept: Creativity.
• 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 two poems.
• 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
• 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.
• 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.
• 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.
Global context: Personal and Cultural expression.
Unit 2: Pathways to the Imagination
Related Concepts: Audience imperatives, Character, Purpose, Structure.
Assessed Criteria: B, C, D
• 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.
annotation, collaborative and ultimately individual annotation.
• 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.
Statement of Inquiry: Across genres, settings can help authors develop the identity of a community.
Global context: Identities and Relationships. Key concept: Communities.
• 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.
• 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.
Unit 3: The Importance of Individuality
• 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.
Learning Experiences:
• 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.
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• 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.
• What is A Text?/Musical Chairs: Students will be introduced to the definition of literary text. Students will then identify a text that is important to them. For Musical Chairs, students will walk around the class, and when the music stops, they will share their important text with the closest person to them.
• 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.
• 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.
Related Concepts: Genre, Setting, Theme.
• 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
• 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
Assessed Criteria: A, B, D.
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.
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Learning Experiences:
• Advertising Agency
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Key concept: Communication.
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
Unit 4: Convince Me
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.
• “Are You Convincing?” Class Discussion
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.
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.
Assessed Criteria: B, C, D.
Learning Experiences:
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?"
Statement of Inquiry: Effective persuasion depends on communication through self-expression that makes use of style, and an awareness of the audience.
• Agree to Disagree
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.
Related Concepts: Audience imperatives, Self expression, Style.
Global context: Personal and Cultural Expression
• 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
• “Would You Rather…?”
• “Convince Me” Speech
• Fact versus Opinion
• Learn from the Experts
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.
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.
Students will participate in a Kahoot! game that asks them to choose whether a statement is a fact or opinion.
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.
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effectiveness with regards to the intended effect upon the audience.
Statement
of Inquiry: ةمهلا ةيمهأو ةيلاع ممه نعم بلاطلا مهفي فوس عمتجملاو درفلل ةبسنلاب طاشنلاو
Assessed
Diii – Give and receive meaningful feedback (1.1a)
Aiv - Practise induction, deduction, observation, and inference (8a)
Related Concepts: Self expression, Style, Theme. Criteria:
Dii – Interpret and use effectively modes of non verbal communication (1.1d)
Aiii - Evaluate evidence to formulate an argument (8b)
Research Skills
Key concepts: Communication, Creativity, Culture, Relationships.
Ai Read critically and for comprehension (1.2a)
14 Arabic A This year in Language and Literature students will continue to demonstrate their understanding ماعلالاوطةمسقمةيساردتادحوعبرأةيبرعلاةغللعباسلافصلاجاهنمنمضتي :يتلآاكةبترميهو،يساردلاةيلاعممهيرسلأاطبارتلا(ةيناسنإميق-ءاطعوءامتنا ةريصقلاةصقلا ماعنلاعمشاعيذلادلولاةياور" يقتةعونتمتامييقتةبلطلامدقيةدحولكةياهنيف يباتكلاواضيأةيئلاملإاوزيكرتلااهتنراقمل،ةغللاتاراهميفمهمدقتسمتيس.ةيلودلاايرولاكبلاجاهنموميلعتلاوةيبرتلاةرازوجاهنمبسحتاعقوتلاعمنمةعومجمفيظوتللاخنمبلاطلاىدليوفشلاويباتكلاجاتنلإاىلعماعلااذهذلاةريسلاةباتك،صوصنلليبدلأاليلحتلا:اهنمةيوغللاتاراهملا،لاقملا،ةيريغلاوةيتاثدحتلا،ةرصاعملااياضقلاضعبىلعقيلعتلاو،يفحصدوماع،ةريصقةصقةباتكوةيوحنلاوةيوغللاتاراهملاىلعزيكرتلامتيسامك،تلاباقملا،ةباطخلاولامعلأانمةعومجمليلحتوةءارقبةبلطلافلكيسيبرعلابدلألةبسنلاب،ةغلابلاوبدلأااهيفرهظيو،راكفلأليقطنملاءانبلاوطبارتلاةراهمباستكلا؛ةعونتملاةييوفشلاهجاتنإيفاهفيظوتوتادرفملاوميهافملاباعيتساىلعهتردق
A, B, C, D. Learning Experiences: .زيجولا مجعملا يف ثحبلا :ةيوحنلا دعاوقلا ةسارد • لومخلا بلاطلا .و طيشنلا بلاطلا نيب ناونعب بلاطلا نيب ةثداحم ءارجإ • .ةريصقلا صصقلا ضعب ةءارق •
Unit 1:
Ci Practice visible thinking (9f)
Bii Understand the impact of media representations and modes of presentation (7c)
Bii Evaluate evidence to formulate an argument (8b)
ةيلاع ممه
Thinking Skills
Global context: Personal and Cultural Identity.
Ai – Make inferences and draw conclusions (1.2c)
ATL Skills
Communication Skills
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)
Communication, Creativity.
Learning Experiences:
15 Unit 2: ءاطعو ءامتنا(ةيناسنا مييق-يرسلاا طبارتلا Statement of Inquiry: : درفلل ةبسنلاب مييقلا ةيمهأو نعم بلاطلا مهفي فوس٫ عمتجملا دارفأ يب ةيوقلا ةيسرلأا تاقلاعلا بلاطلا ملعتي .هنطول هئامتناو عمتجملاو عمتجملا ءانب ف ةيوق ةنبلكةسرلأا ةيمهأو.
A, B, C, D. Learning Experiences: .ةريصق ةصق ةباتك • .مجعملا يف ثحبلا ةقيرط فرعتي • .هناكرأو ماتلا هيبشتلا فرعتي • .ةءورقملا صوصنلا للحي • .ثادحلأاو تايصخشلا ىلع فرعتي • . Unit 3: ةريصقلا ةصقلا Statement of Inquiry: تابقعلاو تابوعصلا يدحتو ،ةيوقلا ةدارلإا موهفم بلاطلا ةايحلا يف هلباقت يتلا. Global context: Identities and Relationships Key concepts: Communication, Communities, Creativity, Culture. Related Concepts: Character, Style, Theme. Assessed Criteria: A, B, C, D. Learning Experiences: .ةدحولا صوصن مهفو ةءارق • .ةسردملا باتك يف ةدوجوملا ةلئسلأا نع ةباجلإا • مدعو تابوعصلا يدحت ىنعم لمشت صصقو ثيداحأو ةينآرق تايآ نع ثحبلا • . ملاستسلاا ."بلاطلا رايتخا نم ةصق نع ةيبدأ ةباجتسا ةباتك • Unit 4: ماعنلا عم شاع يذلا دلولا ةياور Statement of Inquiry: هصرانع لىإ )ةياور( ايثن اصن للحي فيكبلاطلا ملعتيس عقاوم ثع هبتكام شن ف هناقتلا امدختسم هنع اصيخلت ابتاك،هتركف احضوم ،ةينفلا ةيتامولعملا ةكبشلا لىع عامتجلاا لصاوتلا.
Related Concepts:
Assessed Criteria: A, B, C, D.
Identities and Relationships. Key
Context, Self-expression, Style.
Global context: concepts:
Assessed Criteria:
Global context: Scientific and Technical Innovation. Key concepts: Communication, Communities, Culture. Related Concepts: Self expression, Style.
.اهبارعإو لاحلا ىلع فرعتلا :ةدرفملا لاحلا • .بصنلا ةملاعو بصنلا تاودأ زييمت :عراضملا لعفلا بصن • .بوتكم صوصنو ةحيحص لمج يف ةبوصنملا لاعفلأا مادختسا •
Related Concepts: Equivalence, Representation. Assessed Criteria: C, D (Formative A)
B- Investigating Patterns
CiCommunication
Ciii Consider ideas from multiple perspectives (8h)
Di Read critically and for comprehension (1.2a)
C- Communicating
Learning Experiences:
Search effectively, collect and record information (6a)
Highlight: Country Project
Statement of Inquiry: Analysing equivalent relationships between different forms of numerical representation helps us to investigate demographic trends and understand urban planning strategies.
D- Applying Mathematics in Real Life Contexts
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Dv Make connections between different subjects (10b))
Use and interpret a range of discipline specific terms and symbols (1.2d)
Ai Practise flexible thinking (9f)
Biii Draw and test conclusions and generalizations (8d)
• Percentage increase and decrease.
Global context: Globalisation and Sustainability
• Solve problems involving rates
Aii Problem solve (8i)
• Review converting percentages, decimals and fractions, simplifying fractions, mixed numbers and improper fractions, four operations with fractions.
Bii Practise induction, deduction, observation and inference (8a)
• Understanding ratio, equivalent ratios.
Key concept: Relationships.
• Find parts of a whole number using percentages, decimals and fractions.
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.
Cii Interpret and use effectively modes of non verbal communication (1.1d)
Diii Make inferences and draw conclusions (1.2c)
A- Knowing Understandingand
Research Skills
Bi Interpret data (8c)
Unit 1: Fractions, Decimals, Percent, Ratio and Rate
• Dividing a quantity in a given ratio and solving related problems.
Mathematics
ATL Skills
Thinking Skills
Global context: Scientific and Technical Innovation.
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Learning Experiences:
• Introduction to surface area (and briefly volume) of cylinders
• Review how to find the area of squares, rectangles and triangles.
Learning Experiences:
• Introduction to prisms by constructing nets of prisms
Unit 4: Probability
• Finding the surface area of prisms
Statement of Inquiry: Logic allows us to calculate probabilities to help make informed decisions.
Unit 3: Area and Volume
• The probability of simple events
Assessed Criteria: A, B, C
• Identifying patterns algebraically and writing a rule for the general term
• Understanding and knowing how to use the language of probability
• Solving real-life problems using algebraic expressions
• Expanding expressions
• Practical applications of Surface area
Highlight: Drinks Container Project
Learning Experiences:
• Introduction to diameter, radius and circumference
Related Concepts: Patterns, Representation, Simplification.
• Discovering the areas of special quadrilaterals (composite figures, trapezium and parallelogram) through knowledge of rectangles, squares and triangles.
• Finding the volume of prisms
• Tree Diagrams
• Factorizing expressions
Statement of Inquiry: Professionals must use resources responsibly when they design and manufacture new objects.
Statement of Inquiry: Algebra follows a logical system of reasoning using variables to represent the unknown.
• Experimental/Theoretical Probability
Assessed Criteria: C, D.
Unit 2: Patterns and Algebraic Expressions
Global context: Fairness and Development. Key concept: Logic.
Global context: Fairness and Development.
Related Concepts: Model, Pattern Assessed Criteria: A, B, C, D
• Four operations with algebraic expressions (including index notation)
Related Concepts: Quantity, Space.
• Introduction to area of a circle and solving real life problems
• Understanding that all events add up to 1 and knowing how to find the probability of complementary events
Key concept: Form.
Key concept: Logic.
• Solving algebraic expressions involving fractions
• Calculate the gradient of an interval (rise over run)
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Global context: Globalisation and Sustainability.
• Solve equations by expanding algebraic expressions
• Solving various problems using all prior knowledge of inverse operations, algebraic equations and formulae
• Solve algebraic formulae by substituting values
Using probability in real-life questions using Venn diagrams and sample spaces.
• Horizontal and vertical lines (focus on gradient and intercept)
Learning Experiences:
• Solve equations with pronumerals on both sides using a two-step process
• Construct the graph of a line given its equation y=mx+c
Statement of Inquiry: Models created with equivalent equations can help us evaluate our impact on the environment.
Related Concepts: Equivalence, Models, Systems.
• Identifying the different components of the Cartesian plane: axes, origin, coordinates (x,y) and points
• Understanding inverse operations using prior knowledge of the 4 operators with pronumerals.
Key concept: Relationships.
Unit 5: Equations & straight lines
Assessed Criteria: A (Cumulative assessment on the year’s work)
• Using knowledge of inverse operations to solve equations by balancing each side
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Global context: Scientific and Technological Innovation.
C- Processing and Evaluation
Ciii Make inferences and draw conclusions (1.2c)
D- Reflecting on the Impacts of Science
Ci(6.b)-Search
Biv - Evaluate and manage risk (8.f)
Biii Practise visible thinking (9.g)
Communication Skills
Students study four units beginning with understanding the structure of an atom and patterns in reactivity of these atoms. They will then explore ecosystems and sustainability concepts in terrestrial environments. In Unit 3 they complete an Interdisciplinary Unit with PHE on body systems culminating in designing a personal health plan. Finally they explore the movement of electrical energy and how humans harness this energy to improve our lives.
ATL Skills
Research Skills
Thinking Skills
Bi(8.b)-
Dii Evaluate propositions and evidence to formulate an argument (8.b)
Self-management Skills
Make guesses, ask “what if” questions and generate testable hypotheses (9.d)
Statement of Inquiry: Observing patterns and relationships allows for ingenuity in the interaction between materials
Key concept: Relationships.
Assessed Criteria: A, D.
- Learning Experiences:
Science
Cii - Interpret data (8.c)
Ai Use memory techniques to help remember key information
Div Understand intellectual property rights, create reference, citations, bibliography (6.d)
Diii Write for different purposes (1.2e)
Related Concepts: Interactions, Patterns.
effectively, collect and record information (6.a)
Cv Use own learning strategies to improve performance (5.c)
Di Use brainstorming to consider multiple alternatives and generate new ideas (9.a)
B- Inquiring Designingand
Aii - Problem solve (8.i)
Civ Compare, contrast and draw connections among (multi)media resources (7.d)
Aiii Evaluate propositions and evidence to formulate an argument
Unit 1: Atom Structure and Patterns in Reactivity
A- Knowing Understandingand
Bii - Use brainstorming to consider multiple alternatives and generate new ideas (9.a)
● Explore the 11 body systems
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● Metal + acid (H+ ion acidic)
● Biomes and characteristics of ecosystems, food webs, food chains.
● Charges, location, and mass of subatomic particles.
● Bohr models for the first 20 elements.
Global context: Globalisation and Sustainability.
Related Concepts: Balance, environment, consequences and interaction
Key concept: Systems.
● Use Word equation of cell respiration, and its necessity for life Structure and function of respiratory, digestive and circulatory system.
● Photosynthesis
Statement of Inquiry: Exploring the function of a system and the interaction between multiple systems enables us to assess the physical health of different individuals
● Understanding the Interaction between the 3 systems in terms of cell respiration.
● Pyramids of numbers, energy and biomass
Statement of Inquiry: By understanding the interactions that keep ecosystems in balance, we can better understand that human actions can change the environment in which we live in both positive and negative ways.
Assessed Criteria: B, C.
● Structure of atoms.
Global context: Identities and Relationships.
● Molecular Mass of diatomic elements and simple compounds
Learning Experiences:
Related Concepts: Function, Interaction. Assessed Criteria: A, Interdisciplinary
Unit 3: Human Body Systems
● Characteristics of living things.
● Displacement Reactions (Group 7)
● Environments of living things and their interactions (biotic and abiotic).
● Necessities of life; energy, water, air/gases, space.
● Reactivity Series of metals
● Recall the levels of organisation in the body from atoms, molecules, organelles, cells, tissues, organs, organ system, organism.
● Patterns in the periodic table in terms of number of electron shells and number of valence electrons
Unit 2: Ecosystems and Photosynthesis
● Symbols for the first 20 elements.
Key concept: Change, Systems
Learning Experiences:
• Static, current, discharge, grounding.
• Magnetism, poles, electromagnetism
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• Voltage/potential/ amps/ resistance.
• Circuits.
Related Concepts: Energy, Movement.
• Electron and protons.
Global context: Scientific and technical innovation
• Contact, induction and friction.
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.
• Conductors, insulators; materials, ‘like’ and ‘unlike’ charges.
Statement of Inquiry: Energy has the ability to induce change and movement but not without consequences.
Learning Experiences:
• Symbols: cells, battery, switch, bulb, motor, buzzer, resistor.
Key concept: Change.
Series and parallel circuits.
• Electricity
Respiratory: organs involved, function, exchange of gases in lung and body, labelled diagram.
Assessed Criteria: B, C, D.
Unit 4: Introduction to Electricity
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.
Understand intellectual property rights, create references, citations, bibliography (6.d)
Library IFC and Read Class
HH Sheikh Khalifa bin Zayed Al Nahyan
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.
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Keep an organised and logical system of information files/notebooks (3f)
Evaluate and select information sources and digital tools (6.c)
Use and interpret a range of discipline specific terms and symbols
"Reading opens minds, promotes tolerance, openness and communication, and prepares an educated, informed and openminded people, veering them away from extremism and impenetrability”
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.
In addition to these three 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 practice levelled comprehension on a regular basis; culminating in standardised testing.
ATL Skills Communication Skills
Read a variety of sources for information and for pleasure (1.2b)
Take(1.2d)effective
notes in class for study (1.2f)
Self-management Skills
Search effectively, collect and record information (6.a)
Practise focus, concentration and overcoming distractions (4.1a) Research Skills
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.
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.
Read critically and for comprehension (1.2a)
Bring necessary equipment and supplies to class (3e)
Global context: Scientific and Technological Innovation.
• Review of school subscribed information databases limited to; Webpath / Britannica / Launch Packs.
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Learning Experiences:
Unit 3: Organising Information:
Global context: Orientation in Space and Time. Key concept: Connections
Unit 2: Research:
Global context: Scientific and Technological Innovation.
• A comparison between popular citation generators and an understanding of the pro’s and con’s associated with the student choices.
• Extension of techniques to paraphrase well, to write with ‘own voice’
Related Concept: Systems and Development
• Review of creation of accurate citations: book, website, digital image (MLA Format).
• Analysis “What constitutes plagiarism?”
Key concepts: Systems.
• Appropriate use of online sources (note taking skill development).
• Investigation of Open resources.
Key concepts: Relationships and Communication.
Learning Experiences:
• Appreciate that Research is more than a single step process.
Statement of Inquiry: How can the Intellectual Property of others be used responsibly to further develop knowledge?
Unit 1: Academic Integrity
• What is Academic Integrity? Review of terminology and expectations.
Statement of Inquiry: How can technology aid communication?
Demonstrate awareness of media interpretations, assumptions and bias Compare,(7a)
Consider ideas from multiple perspectives (8 h)
Ask good questions (8.g)
contrast and draw connections among media resources (7.d)
Thinking Skills
• Use of google search strategies to narrow search results.
• Students consider how digital information is stored and protected for future generations.
Statement of Inquiry: What is ‘good’ information, and where can I find it?
Related Concepts: Development, Systems.
Related Concept: Development & Communication
• How to accurately make intext citations in MLA format.
Learning Experiences:
• Review of the format of a Works Cited Page and basic MLA format.
• Students reflect on their own rash judgement and prejudices when given limited information and limited time; broadly relating this to their own digital footprint.
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• Reflect on personal practices and processes online; evaluating value and positive contribution.
• Students consider how quickly perceptions are made with limited information.
• 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.
• Analyse a variety of sample social media activities for their value to the community.
Ai – Take effective notes in class and for study (1.2f)
Unit 1: 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.
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Biii – Search effectively, collect and record information (6.a)
Consider ideas from multiple perspectives (8.h)
ATL Skills
Communication Skills
Thinking Skills
Key concept: Global Interactions/Systems
Ci Use a variety of media to communicate with a range of audiences. (1.1c)
Grade 7 students cover four units. The first 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. The second unit, ‘The Middle Ages’, encourages students to find out about some of the major global developments that occurred during the Middle Ages and to explore different aspects of peoples’ lives during this time period.. The third unit, ‘Innovation and Ideas’, enables students to find out about examples of ideas and innovations from the time periods of the Renaissance and the Enlightenment. Students will explore how ideas and innovations can solve issues locally and globally. The fourth unit, “Championing Change”, implores students to discuss pverty in the world and its consequences, while also investigating the factors that contribute to the development of a country.
Aii – Make inferences and draw conclusions (1.2c)
Inquiry
D1– Understand intellectual property rights, create reference, citations, bibliography. (6.d)
Bi Ask good questions (8.g)
Factual:Questions:
Conceptual: What role do tectonic plates plates play in causing a Natural Disaster? (Earthquake, Volcano, Tsunami) How do
Individuals and Societies
Div(8.b)
Diii – Make inferences and draw conclusions (1.2c)
D- Thinking Critically
C- Communicating
Social Skills
What is the structure of the Earth? How were tectonic plates formed?
Cii – Write for different purposeds (1.2e)
Global context: Scientific and Technical Innovation, Exploration.
Related Concept: Causality (cause and consequence).
A- Knowing Understandingand B- Investigating
Di – Collaborate and share with peers through digital media. (2.d) Self-management Skills
Dii Evaluate propositions and evidence to formulate an argument
Bii – Plan short and long term assignment; meet deadlines (3.a) Research Skills
Biv Give and receive meaningful feedback (1.1a)
• Tectonic plate boundaries
communities adapt to living in a Danger Zone? Can you outline the technological systems in place for building structures to withstand a Natural disaster?
• LEDC / MEDC when natural disasters hit!
Key concept: Time, Space and Place Related Concept: Perspective; identity Inquiry Factual:Questions:
• Research and Inquiry Project, Criteria A, B, C
Assessment:
Unit 2: Life in the Middle Ages
• Formation of volcanoes / volcano zones
When was the Middle Ages? What was the impact of the decline of the Roman Empire?How was society structured during the Middle Ages? What was life like in Britain and China in the Middle Ages? Which empires expanded their influence during the Middle Ages?
Assessed Criteria: A, B, C, D.
• Impacts of natural disasters after effects, recovery processes, technology
Presentation preparation Assessment:
• Earthquakes, tsunamis, volcanic eruptions, mud slides.
• Society – serfs, knights, priests, kings etc.
• News Report Project, Criteria A, B, C, D
Statement of Inquiry: The identity and development of past societies can be explored through the perspectives of the people who lived there.
Global context: Fairness and Development
• Exploration of civilization case studies: Britain and China
Debatable: Has the Middle Ages been misrepresented in history? Assessed Criteria: A, B, C, Learning Experiences:
• Reasons why Western Roman Empire fell
Learning Experiences:
• Types of natural disasters
• Timed Assessment, Criteria A, C, D
• Life in the Middle Ages
• Textbook: “GEOG 1 3rd Ed. Geography for Key Stage 3”, Oxford, Gallagher, Parish, Williamson
• Emergency services
Conceptual: What perspectives can be used to study the past? Why is continuity important to the study of history?
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• The layers of the earth
• Review maps of UK / Europe / Scandinavia
• Convection currents and shifting tectonic plates
Debatable: How can humans harness innovation and technology to mitigate the effects of natural disasters?
• Recovery process – short term / long terms
• Religious hold in Europe
• Brainstorm / Mind Map / KWHL
Textbook: “MYP by Concept 2 Individuals & Societies”, Paul Grace, Hodder Education (Unit 3)
• Examine barbaric tribes
Unit 3: Innovation and Ideas
Factual:Questions:
Global context: Fairness and Development Related Concept: Resources; equality Inquiry Factual:Questions:
• Students explore the Enlightenment and its political ideas
Unit 3: Championing Change
Conceptual: What factors influence the development of a country? Debatable: What do we need? Is there a connection between health and wealth?
Assessed Criteria: A, C, D Learning Experiences:
• United Nations 10 Critical Resources
• MEDCs, HDI, GDP, Site, Function,
• Terminology – LEDC / MEDC / HDI / GDP
Learning Experiences:
• Significant individuals of the Rennaisance + printing press, astronomy, science, medicine
Global context: Personal and Cultural Expression
Assessed Criteria: A, B, C, D
What innovation and ideas came about from the Rennaisance? Who were the significant individuals of the Rennaisance? What were some of the important changes that occurred during the Enlightenment?
• Observe, analyse and interpret information about global issues.
Key concept: Change
• Presentation work
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• If the world were a 100 people
Conceptual: What is an idea or innovation? What akes an innovation or idea significant? Debatable: Does change affect everyone?
Assessment: Research and Inquiry Project and Presentation: Ideas that changed the world, Criteria A, B, C, D
• Students investigate and define the Rennaisance
Textbook: “MYP by Concept 2 Individuals & Societies”, Paul Grace, Hodder Education (Unit 6)
• Watch YouTube clips about country development
Statement of Inquiry: Resources and equality of opportunities can help societies to develop but this is often dependent on global interaction.
What is poverty?What is development and how do we measure it? How can resources help to reduce extreme poverty? What is aid?
Related Concept: Causality; innovation and revolution Inquiry
• Brainstorm: what makes an innovation? Case study: Ljubljana Marshes Wheel
• Students examine the ideas, Humanism, Classicism, the Natural World in the Rennaisance
• Global Village Introduction / Demographics and statistics
• What do we know about health, transport, energy?
Statement of Inquiry: Innovations and Ideas are developed by a variety of causes and can bring about lasting change to individuals and societies.
• Independent Research
Assessment: Research and Inquiry Project: Development Plan, Criteria A, C, D
• Work on Development Plan assessment
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Textbook: “MYP by Concept 1 Individuals & Societies”, Paul Grace, Hodder Education (Unit 6)
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B i - Use brainstorming to consider multiple alternatives and generate new ideas 9.a
Design
Research Skills
Interpret data 8.c
A- Inquiring and Analysing
B- Developing Ideas
A iv - Make inferences and draw conclusions 1.2c
C iv - Evaluate propositions and evidence to formulate an argument
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, self management, thinking and research skills.
B ii Interpret and use effectively modes of non verbal communication 1.1d
D8.bii
Global context: Globalisation and Sustainability. Key concepts: Global interactions.
D iv - Revise understanding based on new information and evidence 8.e
Unit 1: Sustainable Timepiece
Product Design
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.
B iii - Use a variety of media to communicate with a range of audiences 1.1c
C i Plan strategies and take action to achieve personal and academic goals - 3.d
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
D iii - Use own learning strategies to improve performance - 5.c
Self-management Skills
C iii Plan short and long term assignments; meet deadlines 3.a
A ii Identify primary and secondary sources 6.e
A iii Draw and test conclusions and generalizations 8.d
C ii - Set goals that are motivating and challenging - 3.c
D- Evaluating / Reflection
C- Creating the Solution
A i Search effectively, collect and record information 6.a
Thinking Skills
Communication Skills
ATL Skills
Unit 1: Sustainable House Design
• All ideas are sketched or created as prototypes which ensures that students create original work.
• Students create several design ideas before deciding on their final 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.
Digital Design
• 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.
Assessed Criteria: A, B, C, D.
• 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.
• 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
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.
Related Concepts: Adaptation, Innovation, Resources, Sustainability.
Global context: Globalisation and Sustainability. Key concepts: Creativity, Global interaction.
• 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.
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• 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 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.
Learning Experiences:
situations they must apply their skills and knowledge that they have gained throughout the module.
• Complete all lesson tasks sequentially to be able to submit criterion assessments on time.
Assessed Criteria: A, B, C, D.
Related Concepts: Function, Innovation, Sustainability.
• To explore software capabilities and ensure completed product is complete.
Learning Experiences:
• 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.
• To produce ideas from projects as a step by step storyboard.
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• A variety of media is used to summarise analysis of existing products, communicate ideas for final product and the design of relevant testing methods.
• Planning and organising ideas and data visually to inform conclusions for chosen product.
• Students create a research plan and are required to identify primary and secondary research sources.
• Learning 3D design software solutions to design and digitally build own products.
• Developing current thinking, writing and research skills to help learning new technologies such as office365 and 3D digital modelling.
• Research similar existing products, discuss positives/negatives coming to conclusions to inform their own projects.
• Using various testing methods (such as interviews/surveys) to give and receive feedback on design ideas and final digital 3D model.
Communication Skills
A- Listening B- Reading
Biii Change the context of an inquiry to gain different perspectives (10c)
Thinking Skills
Self-management Skills
Ci Use a variety of media to communicate with a range of audiences. Use memory techniques to help remember key information.
Aii – Interpret data
Social Skills
Aiii – Consider ideas from multiple perspectives (8c)
Bi – Use intercultural understanding to interpret communication
B Unit 1: Work and future/لبقتسملاو لمعلا
Statement of Inquiry: The student changes his view of work based on Jobs in other cultures.
Bi(1b)Read critically and for comprehension (1.2a)
Diii Write for different purposes (1.2e)
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Aii – Use intercultural understanding to interpret communication
Cii Take effective notes in class for study (1.2f)
Bi(1.1b)Read a variety of sources for information and for pleasure
Aiii Demonstrate awareness of media interpretations, assumptions, and bias (7a)
Di Use memory techniques to help remember key information (6.b)
D1– Use memory techniques to help remember information (6.b)
Assessed Criteria: A, B, C, D
Ciii – Collaborate and share with peers through digital media (2.d)
Language Acquisition
Key concept: Communities
ATL Skills
Arabic
D iv – Use a variety of media to communicate with a range of audiences (1.1c)
Civ Develop new ATL skills, techniques, and strategies for effective learning (5a)
Biii – Make unexpected or unusual connections between objects, and or/ideas (9b)
Biii – Consider ideas from multiple perspectives (8 h)
Bii(1.2b)Use and interpret a range of discipline specific terms and symbols (1.2d)
Global contexts: Personal and cultural expression
Ai – Interpret and effectively use modes of non verbal communication (1.1d)
C- Speaking D- Writing
Research Skills
Dii – Reflect on subject matter knowledge (5d)
Bii Compare, contrast, and draw connections among media resources (7a)
• Vocabulary: house chores/ vacation/ summer/ winter/ new year/ help/ small projects/ volunteer work/ why work is important/ daily chores...
National Day نىطولامويلا gifts, party, I celebrate, fun, social life, gathering, happiness,respect, learn, diversity.
Global context: Orientation in time and place
Key concept: Communication Related Concepts: Purpose Assessed Criteria: A, D Learning Experiences:
-
Statement of Inquiry: Students explain the importance of communication and the purpose of building relationships with others. Global context: Personal and cultural expression
concepts: ملالاو ،ةددشملا فورحلاو ،ميقرتلا تاملاع لصولا( ةزمهلاو ،ءاهلاو ةطوبرملاو ةحوتفملا ءاتلاو ،ةيرمقلاو ةيسمشلا /عطقلاونيونتلا فلأو ،)ةفرطتملا /ةطسوتملا
ناكنإو،اهتاوخأمادختساوتاودأطبرلا ،ةمدقتملابولسأو،هيبشتلابولسلأايبخلا،ئاشنلإاوةلمجلاوةبكرملاوةطيسبلا. •
• The student will learn many topics, such as: How did I spend my vacation? / Helping my mother / Small projects / Volunteer work / The importance of work...
• The student will learn many topics, such as: moon and sun / weather forecast / earthquakes / volcanoes / weather...
• Linguistic
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• Culture: Ramadan, a time for reflection.
/
ديعدلايملا Christmas تلاافتحلاا
• Writing forms: short stories, mails and emails, dialogue. Healthy food and drink. Good and bad habits.
ةلفحجاوزلا ‐ Wedding ديعدلايملا ‐Birthday ديجملا‐ ‐ناضمر Graduation ‐جرختلا Party ‐ ةلفح
Unit 3: From the sky to the earth
ةثيدحلا ةايحلا
•
Key concept: Culture Related Concepts: Purpose, Context Assessed Criteria: B, C
• Language: Singular and Plural, Pronouns+ Verbs (I WeThey). Celebrations: Vocabulary: Ramadan
•
ىلإ ءامسلا نم /ضرلأا
Statement of Inquiry: Culture is visible in the way humans adapt to various constraints that may vary according to purpose and context.
- Learning Experiences:
Unit 2: Modern life /
• Topics: Eid Al Fitr, Ramadan, Christmas in Palestine, My Birthday, Graduation, Weddings, National day in the UAE,Food in celebrations.
Learning Experiences:
• Vocabulary: hot / cold / moon / sky / sun / stars / clear night weather / climate / natural disasters / volcano / earthquake / rain / fog / nature ... Linguistic concepts: Connections (but- because- when I while- then).
• Grammar: Present and Future (Will فوس (I prefer ‐لضفأ انأ I .He She We They
Spanish
Writing skills: Students will write about their friend daily routine, e.g. what time they wake up at?; breakfast, time to
Global context: Identities and relationships
Global context: Orientation in Time and Space
Assessed Criteria: A, B, D, C.
Unit 1: La rutina diaria.
Key concepts: Culture
- Learning Experiences:
- Learning Experiences:
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• Vocabulary: talk about movies, music, sports, extreme sports and weather.
· Vocabulary: In this unit, students will learn vocabulary relating to the house and actions performed in the house e.g. Desayuno en la cocina. Students will also learn some descriptive adjectives to describe their house.
Related Concepts: Context and Purpose
Statement of Inquiry: The students will understand how different people from different cultures act and how their routine change.
- Speaking skills: Students will talk about their peers’ daily routine and compare them with Spanish people daily routine.
Key concept: Connections
· Grammar: Students will learn relexive verbs in the present tense relating to actions they do in the house. E.g. me despierto, me levanto, me ducho etc. Function: Students will be able to write a letter/e-mail to a friend describing their daily routine.
· Culture: Students will learn about the different types of families’ daily routine.
go to the school and how they get there; lunch; school subjects, homework, dinner, etc..
• 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.
Statement of Inquiry: Artists connect with the audience to convey a message that defines cultural heritage and creates connections in the audience.
• Culture: learn about different sports and activities in different Spanish speaking countries.
• Speaking skills: Students will talk about their hobbies and after school activities.
• Writing skills: Students will write about their free time during the weekend.
Related Concepts: Audience, Message, (Meaning).
Assessed Criteria: A,C
Unit 2: Mi tiempo libre
Unit 3: Viajar y los festivales
Assessed Criteria: B,D.
French Unit 1: Quel est le programme aujourd’hui?
Key concept: Creativity
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Assessed criteria: A, B, C, D
• Write simple information on daily activities
Key concept: Culture
• Communicate time
Statement of Inquiry: By using a language and its structures, we can express our culture through our routines, however we create and adapt new habits according to our environment.
• Grammar: present tense, near future, comparatives and periphrasis (If…)
• Classify information
• Describe and compare routines of different cultures
• Present information on one’s daily activities
Related concepts: Lexical choice, structure, conventions, patterns
• Use language to speak about one’s routine Students will learn:
Statement of Inquiry: Global and cultural interaction occurs every time we travel and accent and message play an important role when interacting.
Global context: Cultural and personal expression
- Learning Experiences:
• 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.
• Tell time
• Vocabulary: talk about traditions, Spanish celebrations, global celebrations, festivals, transports, accommodation, places where we can travel, activities and different types of tourism.
• Take action by raising awareness about the importance of a balanced routine.
• Explore cultural francophone habits
• Measuring time
• Culture: learn about different Spanish speaking countries, explore their food, countries and monuments/ landmarks/ celebrations.
Global context: Personal and cultural expression
• Identify new vocabulary words
• Research information on the Internet
Related Concepts: Meaning, Context
- Learning Experiences:
• Discover daily activities and the importance of having routines.
• Answering questions about sports
• Daily activities and routines with reflexive verbs
Unit 2: Quels sont tes loisirs?
• Research information on the Internet
• Identify new vocabulary words
• Use language to communicate (orally and and written) information on hobbies and extracurricular activities.
Related concepts: Forms and patterns
• Cultural habits
Statement of Inquiry: It is by using language and its patterns that we can express the personal and cultural influences on our hobbies and passions.
• Write simple information on hobbies and passions
• Link hobbies to geographical locations
• Expressions to describe likes and dislikes
• Make an interview
• Adverbs of frequency
• Agendas and routines
• A survey
Students will learn:
• Classify information
Unit 3: Aimes-tu les fêtes et traditions?
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Global context: Personal and cultural expression
• Discover different types of hobbies
• Use verbs 'aller’ and ‘faire’ when describing what they like to do
• Explore why it is necessary to have hobbies and how they influence our personality.
• Mealtimes
Key concept: Culture
- Learning Experiences:
• Find information in a written and in an oral text
• Write a survey
• Take action by demonstrating how we adopt hobbies that we are passionate about according to our culture and environment.
• Propose new after school activities
• New adjectives to describe one’s personality
• Reflect on how hobbies develop ATL skills
• Discover a few French songs
• Importance of sleep
Key concept: Culture
• What the French like to do in their spare time
• Verbs ‘aller’ and ‘faire’
• Infographics on hobbies
Global context: Personal and cultural expression
Assessed criteria: A, B, C, D
Statement of Inquiry: To understand the importance of different celebrations and traditions, it is important to understand their cultural context and linguistics.
• How to write a summary
• Present information on hobbies ans sports
• Verbs ‘apprendre’, ‘résoudre’, and ‘recevoir’
• Writing invitations
• What we like to eat
• National holidays
• The plural of nouns
Students will learn
• Identifying our culture with our celebrations
• French holidays
• Take action by demonstrating how holidays and celebrations reflect the culture of a country.
• Crêpes and why we eat them
• Film festivals
Learning Experiences:
• Birthdays and how you celebrate it
• Cultural dishes
• Classify information
• Food
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Assessed criteria: A, B, C, D
• Possessive pronouns
Related concepts: Meaning, message
• Francophone music
• Identify new vocabulary words
• Discover various types of holidays and cultural traditions.
• Recipes
• Writing a blog
• Write simple information on francophone festivals and holidays
• Justify opinions
• Compare festivals and celebrations
• Meals
• Present information on francophone celebrations, traditions and festivals.
• Research information on the interet
• Modal verbs ‘pouvoir’ and ‘vouloir’
Assessed Criteria: A,C -
• Use language to speak about celebrations and traditions
• Analyze a visual text
• Explore different rituals and traditions of the discovered holidays.
• Our holidays
C- Thinking Creatively D- Responding
Aii - Consider ideas from multiple perspectives (8h)
ARTS
Diii Keep a journal to record reflections (5f)
Bii Understand the impact of media representations and modes of presentation (7c)
Ciii - Consider ideas from multiple perspectives (9h)
Di - Revise understanding based on new information and evidence (8e)
Research Skills:
Dii Use and interpret a range of discipline specific terms and symbols (1.2d)
Ai Read critically and for comprehension (1.2a)
Ciii Plan short- and long-term assignments; meet deadlines (3a)
Ai – Search effectively, collect and record information (6a)
Ai – Reflect on subject matter knowledge (5d)
Bii – Take responsibility for one’s own actions (2e)
Thinking Skills:
Ci Make unexpected or unusual connections between objects and/or ideas (9b)
Dii – Interpret and use effectively modes of non verbal communication (1.1d)
Cii – Practise visible thinking (9g)
Social Skills:
Bi Demonstrate persistence and perseverance (4.2a)
Ai Make inferences and draw conclusions (1.2c)
Aiii Use a variety of media to communicate with a range of audiences (1.1c)
UnitMusic:1: Make it Pop!
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.
Diii – Reflect on subject matter knowledge (5d)
Statement of Inquiry: Genres can communicate an image for a hopeful future based on the pop music form.
Bi – Keep an organised and logical system of information files/notebooks (3f)
ATL Skills
Cii - Use brainstorming to consider multiple alternatives and generate new ideas (9a)
Aiii Make guesses, ask “what if” questions and generate testable hypotheses (9d)
Ci – Set goals that are motivating and challenging (3c)
A- Knowing Understandingand
B- Developing Skills
Self Management Skills:
Cii Practise failing well (4.5b)
Diii – Give and receive meaningful feedback (1.1a)
Communication Skills:
Aii Change the context of an inquiry to gain different perspectives (10c)
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• Students will develop understanding about what makes a song a pop song. Students will demonstrate this through lyric analysis and reflection
Global context: Personal and Cultural Development
- Learning Experiences:
Related Concepts: Form, Genre Assessed Criteria: A,B,C,D
Visual arts: The things that make us
Students will review elements and principals of design in order to create a zentagle of their own pattern and design that reflects their personal interests and style/identity. They will select an object that symbolically represents who they are and fill it in with zentagles. They will explore different pattern styles, practice them, and reflect on their final work to evaluate their success and growth as an artist. They will also reflect on how the art making process impacts their moods and emotional states, as zentagles are a type of mindfulness activity.
Key concept: Communication
PhysicalDrama: Theatre: Darkwood Manor
• Evaluate own and others’ work using subject specific vocabulary.
• Develop understanding of physical theatre & use effectively in performance.
• Use elements of drama to show tension & develop character.
Key concept: Communication Related Concepts: Identity and Wellbeing Assessed Criteria: ADCB
Global Context: Personal and Cultural Expression
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• Learning Experiences:
Key concept: Communication Related Concepts: Narrative, Genre Assessed Criteria: Aii,Bi+ii,Ci and Di+ii
Learning Experiences:
Statement of Inquiry: Some styles of expression/artmaking can facilitate self identity/discovery and enhance wellbeing
• Students will develop skills on editing software
• Students will develop skills in playing chords (Guitar if live, Piano if online)
Global context: Fairness and development, Imagining a hopeful future
• Students will learn about genre in music.
Statement of Inquiry: collaborations can create a narrative through the use of body, movement, sound and voice to communicate personal and cultural development within a genre.
• Use a range of drama skills & strategy to develop storytelling.
• Students will understand the challenges of performanceLive verse recorded.
• Work independently & in groups.
- Learning Experiences:
• Students will learn about the elements of music and how they related to what we hear
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Research Skills
Diii Self assess personal learning skill development and strategy use (5B)
Ai Revise understanding based on new information and evidence
Ciii Give and receive meaningful feedback (1.1a) Social Skills
Related Concepts: Choice, Refinement
Learning Experiences:
- Knowledge of various types of fitness testing
Di Develop new ATL skills, techniques and strategies for effective learning (5a)
Bii – Search effectively, collect and record information (6a) Thinking Skills
Assessed Criteria: B, D.
- Knowledge of the various movements in Karate Use of Piktochart to create an Infographic
Communication Skills
Unit 1:Karate
Aiii Use and interpret a range of discipline-specific terms and symbols (1.2d)
ATL Skills
Dii(2h)Listen
Learning Experiences:
Key concept: Relationships
B- Design and Explain a Plan
Key concept: Change
Bi Set goals that are motivating and challenging (3C)
Physical and Health Education
Statement of Inquiry: One can change their fitness and energy levels by doing specific exercises to improve their health and wellbeing.
A- Describe and Apply Knowledge
Statement of Inquiry: Performers analyse current movement patterns so that they can refine technique and maximize performance energy.
Unit 2: Fitness (IDU)
Self-management Skills
Assessed Criteria: B, C.
Related Concepts: systems and functions
Cii Manage and resolve conflicts and work collaboratively in teams
Ci- Make connections between different subjects (10b)
Global context: Personal and Cultural expression
actively to other perspectives and ideas (2K)
C- Demonstrate and Apply game skills and strategies to perform D- InterpersonalDemonstrate Skills. PerformanceExplaingoals/strategies.Outline&Evaluate
Aii(8e)Problem solve (8i)
- Knowledge of when to utilize various movements in different styles of Karate
Global context: Identities and Relationships
Global context: Fairness and development
• Knowledge of Rules, Scoring system and Positions.
Unit 5: Table Tennis/Badminton
Statement of Inquiry: Technology can be beneficial in providing feedback to athletes, which can lead to development, refinement and adaptation in an individual's performance
Understand how to Outwitting an opponent Importance of Strategies and tactics to improve performance.
Related Concepts: Refinement and movement
Global context: Orientation in Space and Time
- Understand Strategies and tactics to improve performance and team work in netball/handballs
- Learning Experiences: Knowledge & Performance specific shots (serving, overhead clear, drop, net etc.)
• Knowledge of offense and defensive skills and strategies.
Knowledge of how to build a program based on an area that needs improvement (based on a key component of fitness)
Key concept: Developments
Unit 3: Athletics
Learning Experiences:
- Knowledge of the components of fitness
Related Concepts: Function, Choice Assessed Criteria: A, C
Key concept: Relationships
Perform several Skills: i.e. Passing, Catching, Shooting.
Knowledge of how to improve one’s fitness (exercise, nutrition, sleep well balanced lifestyle)
Learning Experiences:
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Application of the Rules
- Positions
Assessed Criteria: B, D.
- Movement of the ball Game play
- Teamwork
• Knowledge of skills: Dribbling, shooting, and Passing
Statement of Inquiry: Whilst considering different developments within the environment we make choices to help us navigate the natural landscape.
Key concept: Relationships.
Statement of Inquiry: The use of energy can be used to make changes in any environment which can enhance human capability.
Related Concepts: Interaction, perspective Assessed Criteria: A & C
Unit 4: Netball/Handball
Global context: Scientific and technical innovation