Grade 8 Curriculum Guide 2021-2022 by Raha International School

The International Baccalaureate Middle Years Programme

Raha International School Grade 8 Curriculum Guide 2021-2022

Welcome to the third year of the Middle Years Programme! By now the students are very familiar with the systems and structures of the MYP. If you are new to the MYP, kindly refer to the MYP introduction video as well as subject-specific videos which are all located in the MYP section of the Secondary webpage: https://www.ris.ae/our-community/the-secondary-school/myp Lines of communication In the MYP we use ManageBac as the primary source of information sharing, with students as well as parents. During elearning, Microsoft Teams has become the main teaching platform, with ManageBac being used primarily for communications about assessments, and the destination for uploading assessment tasks. Please ensure that you log in on a regular basis, and also ask your child to show you how they navigate the platform. From time to time you may receive emails from your child’s teachers. Feel free to contact your child’s subject teachers if you have any questions, or the Head of Faculty if deemed necessary. The Heads of Grade should only be contacted about non-academic issues, as far as possible.

improvement plans can be agreed on in preparation for the next reporting period. Interim 2 reports (Grade 9 & 10 only) are released in the first week of May, with end of year (Semester 2) reports in 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.

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) reports are closely followed by the three-way conferences so that 1

In the MYP there are six Global Contexts. These form the foundation of any unit of study in the MYP and students will have opportunities to experience all the global contexts during their Key Concepts time in the MYP. In addition to the Global Contexts, units of study are framed using Key and Related Concepts. Students will explore the 16 Key Concepts (in the table) during each year of the MYP, across the eight subject groups. The Related Concepts are subject-specific.

Will students be ready for the challenge of the Diploma Programme? Published statistics from the past few years have shown clearly that students progressing from the MYP to the Diploma Programme perform better than students entering the DP from other curriculums. In addition, our DP results at Raha have been consistently far superior to the World Average. Here is a recent article outlining the positive impact of the MYP. There are also certain non-MYP requirements in the UAE: All students study Moral Education and Social Studies (up to G9). Native Arabic language speakers study Social Studies in Arabic, as well as Islamic Studies (if Muslim). Non-native Arabic speakers study Social Studies in English, and if an Islamic student they take Islamic Studies in English.

What is Service as Action?

Approaches to Learning (ATL) skills are mapped onto the assessment criteria strands in the MYP curriculum, and additional unit-specific and core skills are developed throughout the year. ATL skills are a feature of all three IB programmes, but the 10 clusters are a unique MYP feature.

Helping society starts in the classroom and extends beyond it, requiring students to take an active part in the communities in which they live. The emphasis is on developing community awareness and concern, and the skills needed to make an effective contribution to society.

Service as Action Requirements Grade 6 ▪ Complete the necessary Curriculum Cycle in Science (Ecosystems). ▪ Encouraged to complete some activities throughout the year. 2

Grades 7 & 8 ▪ Complete the necessary Curriculum Cycles: o Grade 7 – Humanities (UN Symposium); o Grade 8 – Maths (Statistics: Global Issues). ▪ Encouraged to complete some activities throughout the years. ▪ Meet 5 of the 7 learning outcomes by the end of Grade 8. ▪ A Full Cycle Service as Action Activity looks like this:

Grades 9 & 10 ▪ 2 Full, Independent Cycles recorded on ManageBac by the end of Grade 10: o One FULL Cycle in Grade 9; o One FULL Cycle in Grade 10. ▪ All Learning Outcomes met by the end of Grade 10. ▪ Do different activities that you don’t Investigate & Plan yourself.

Quick reference guide to MYP assessment • • • • •

Each subject is assessed using four criteria (A, B, C and D). Each criterion carries a maximum score of 8. For each reporting period (apart from Interim 1), teachers will make a decision as to the ‘best fit’ score for each of the four criteria. No averages are used in the MYP. The total of the four criterion scores (out of 32) translates into a final grade (1-7) for the subject. Conversions: 28-32 (7), 24-27 (6), 19-23 (5), 15-18 (4), 10-14 (3), 6-9 (2), 1-5 (1).

Course Overviews In the pages that follow, the curriculum summary for each subject studied in the MYP at RIS is presented, using the following sequence: • • • • • • • • •

A short description of the year ahead. The specific ATL skills which have been mapped onto the assessment criteria strands in the respective subject. The title of the unit. The statement of inquiry (This statement expresses the relationship between concepts and context; it represents a transferable idea supported by factual content). The Global context. The Key concepts (from the 16 options on page 2). The Related concepts (from the list of subject-specific concepts in an IB-provided list). The criteria which will be assessed (from A, B, C, D). The learning experiences (content/objectives of the unit).

Language and Literature A- Analysing C- Producing Text

B- Organising D- Using Language

English This year in Language and Literature includes an exciting variety of genres for students to explore. The first unit, “Extravastanza!” will challenge students to consider the significance of form and structure in poetry through a combination of analytical activities as well as by developing their own portfolio and presenting it to the class. The second unit is titled “Stories in the Dark”, and the anchor text is a stage play of the same name. This historical drama is set during the time period of the Bosnian war in Europe. The students will be responsible for identifying and analyzing how theatrical elements, directly and indirectly, characterize the main protagonists within this text. In the second semester, students will study the novel “Of Mice and Men” as a part of the unit “The Best Laid Plans”. This unit will require students to write a timed essay that analyses how the context of the dust bowl (America during the 1920’s-30’s) influenced the content of the novel. Students will compare and contrast two characters through the perspective of one of the novella’s dominant themes.

The final unit, “Refuse to Be Silent”, explores the genre and style of various literary non-fiction texts focusing primarily on the memoir “Every Falling Star”, by Sungju Lee. Students will select an inspirational non-conformist and write a section from their memoir, in the first-person point of view. The learning experiences listed below are an example of the types of activities which may be taught in each respective unit. However, each teacher will carefully plan a variety of learning activities for their specific class based on the UDL (Universal Design for Learning) model of providing multiple means of engagement, representation and expression. The selection of learning experiences will be based on the unique strengths and challenges of each class.

ATL Skills Communication Skills Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (1.2a) Ai: use intercultural understanding to interpret communication (1.1b) Aii: analyse the effects of the creator’s choices on an audience (1.2d) Bi: employ organizational structures that serve the context and intention (1.2e) Ci: Use a variety of media to communicate with a range of audiences (1.1c) Cii: make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience (1.2e) Ciii: select relevant details and examples to develop ideas. (1.2d)

Di: use appropriate and varied vocabulary, sentence structures and forms of expression (1.2d) Dii: write and speak in a register and style that serve the context and intention (1.2e) Diii: use correct grammar, syntax and punctuation (1.2e) Div: spell (alphabetic languages), write (character languages) and pronounce with accuracy 1.2e) Dv: use appropriate non-verbal communication techniques. (1.1c) Dv: Interpret and use effective modes of non-verbal communication (1.1d) Research Skills Biii: use referencing and formatting tools to create a presentation style suitable to the context and intention. (6d) Thinking Skills Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (8a) Aiii: justify opinions and ideas, using examples, explanations and terminology (8b) Aiv: evaluate similarities and differences by connecting features across and within genres and texts (8a) Bii: organize opinions and ideas in a sustained, coherent and logical manner (8b) Ci: produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process (9e, 8h, 1.1c, 9a)

Unit 1: Extravastanza! Statement of Inquiry: By understanding the conventions of poetry in its different forms we can appreciate the beauty and artistry behind crafting a poem. Global context: Personal and Cultural Identity. Key concept: Creativity. Related Concepts: Genre, Structure, Style. Assessed Criteria: A, B, C, D.

Learning Experiences: •

•

Found Poetry – The concept of Found Poetry allows students to use words found elsewhere to create a poem on any topic. Words found can be used in any context and do not have to reflect their original meaning. This is a group activity, where each group creates one found poem, and shares their interpretation of the poem with the class. This allows students to explore the multiple layers of understanding the meaning of poetry. Song Presentation – Students will listen to and analyse the lyrics of a popular song, debating whether songs are another type of poetry. Each student will choose an English language song, find, identify and understand three different literary devices in it and present their findings to a small group, explaining the three literary devices and the reason for choosing the song. This activity will allow students to recognize the existence of poetry in their daily lives. Types of Poetry – Students will explore multiple types of poetry, including Haikus, Limericks, and Free Verse. They will identify the structure of each of the types of poems and have the opportunity to practice writing their own versions. 7

•

This activity will provide students with an opportunity to practice writing their own poetry, which they will then use when completing their summative poetry portfolio. Narrative Voice – Students will explore the dramatic monologue ‘Stealing’ by Carol Ann Duffy. They will annotate the poem, identifying the 5Ws and then explore the narrative voice in each stanza. Dramatic monologue is another type of poetry that students can include in their summative poetry portfolio. FLIRT – In preparation for the Guided Poetry Analysis, students will implement the FLIRT model when analyzing poetry: F – form/structure, L – language, I – imagery, R – rhyme/rhythm and T – theme/topic/tone. They will use the poem ‘Stealing’ by Carol Ann Duffy to practice annotating and analysing. The Iceberg Analysis Structure – Students will be introduced to the iceberg analysis structure, which will help them develop their simple point, evidence, explanation structure that they learned in Grade 7. Creating Poetry – The second summative assessment for this unit is for students to develop a poetry portfolio, with five original poems. They will then select one poem to annotate and analyse, presenting their collection along with the analysis of the selected poem to the class. Students will be required to use poetic devices for the purpose of an intended effect on the reader and to use verbal and nonverbal techniques to connect with an audience. Writing Sonnets – Students will analyse the structure of a sonnet, including a close look at the Iambic Pentameter. They will then write an original sonnet using a template.

They will reflect on the process of writing a sonnet. Students will be able to include their original sonnet in the collection of the five poems for their summative poetry portfolio.

Unit 2: Stories in the Dark Statement of Inquiry: Understanding a playwright's unique application of dramatic form reveals their underlying message about human nature. Global context: Identities and Relationships. Key concept: Form. Related Concepts: Audience imperatives, Genre, Intertextuality, Structure. Assessed Criteria: A, B, D.

Learning Experiences: Storytelling – Students will reflect on the time when they were introduced to the idea of storytelling. They will recall the kind of stories they were told as a child and share their lists with other students at their table, looking for similarities. This activity will allow students to understand the purpose of storytelling in various situations. Mood Board – Students will choose their favourite story from their childhood and create a mood board using images from the internet. They will then share their mood board with other students at their table. Theatre – Students will be introduced to concepts related to Theatre, as well as the difference between Theatre (capital T) and theatre (lower case t). They will begin with discussing advantages and disadvantages of watching or performing in a theatre. Students 8

will then investigate the key features of a stage. They will then go to explore the concepts of imagination, magic realism, character and roles, situation, voice, movement, focus, tension, time and space, mood and atmosphere, language, ideas and dramatic action, as well as audience. This will prepare the students for reading the play Stories in the Dark by Debra Oswald. Reading the Play – Students will become familiar with the characters and the plot of the play; they will reflect on the setting and share their first impressions of the main characters – Anna and Tomas. Students will take turns reading the parts of the assigned characters. They will then reflect on the use of magic realism within the play, the purpose of storytelling and how it helps the main characters. Historical Context – Students will explore the importance of conflict and context within the play. They will research the causes of the Bosnian conflict that eventually led to war and the longest siege in modern history. Students will then make connections between the events during the Bosnian war and the events in the play. Assessment Preparation – Students will explore the expectations of the summative assessment and work in groups on a formative analytical task. They will receive a guiding question and a passage from the play to analyse. Students will then implement self and peer assessment checklists to reflect on their group’s analytical task. This activity will prepare students for the summative Guided Passage Analysis. Script Writing – Plays are meant to be performed. Students will explore writing a script for a 2-3 minute performance following the example of Stories in the Dark. The script must include a clear

description of the setting, a conflict, a dialogue and stage directions. Students will have the opportunity to rehearse their performance or record it to be played in class.

Unit 3: The Best Laid Plans Statement of Inquiry: An appreciation of context allows readers to better understand how authors intentionally craft connections between characters and settings to communicate universal themes. Global context: Orientations in Space and Time. Key concept: Connections. Related Concepts: Character, Context, Setting, Theme. Assessed Criteria: A, B, C, D. -

Learning Experiences:

Image Analysis – Students will be provided with two artifacts (images from the 1930s) and they will analyse them, trying to make educated assumptions about the people in these images. They will try to identify who they are, where they are from and what they are doing. They will have to use specific evidence from the images to justify their responses. The Circuit – Students will be introduced to a short story The Circuit by Francisco Jimenez. They will reflect on the adversity the characters face, their surroundings and the ways the challenges shaped them. Furthermore, students will discuss the meaning of the title and what it suggests about the life of the migrant workers. Finally, they will evaluate the effectiveness of the ending. 9

The American Dream – Students discuss the concept of The American Dream – a national ethos of the United States, which emphasizes freedom and includes a promise of the possibility of prosperity and success. Historical Context – Students will learn about the inventions during the Roaring Twenties and how they impacted social, cultural and economic changes. They will reflect on the impact of mass production, urbanization and the changing role of women. They will then explore the importance of The Great Depression and the impact of the stock market crash and the dust bowl. This activity will provide students with the necessary background information ahead of reading Of Mice and Men by John Steinbeck. 1930s Slang – The novel Of Mice and Men is set in the 1930s. It was written in 1936 using the language of the time. Students will learn phrases used in the United States during the 1930s. They will work in small groups and create a dialogue using the 1930s language, which they will then perform. A Day in a Life – Students will work in groups to develop a plan for dealing with an average day in the life of someone living on the edge of poverty. Students will be given a scenario of a laborer from the Salinas Valley in California who needs to provide for his family on an income below the poverty line. A price list of goods from the 1930s will accompany the simulation. They will write a detailed plan for how their family will solve the problem presented to them. This activity will allow students to relate to the characters and their situation in the book Of Mice and Men.

A Letter Home – Once students are familiar with the hardships Americans faced during the 1930s, they will write a letter home to a loved one in character as a migrant worker travelling to California. They will describe the surroundings and the adversities they are facing as they travel west, and will write the letter using the language of the 1930s. This formative assessment will prepare students for the summative Second Letter Home. Characterisation and Key Themes – Students will share their first impressions of the main characters as they are being introduced in the first chapters of the book. They will explore how Steinbeck uses characterisation to develop the characters and will then explore how the characters link to the themes of friendship, loneliness and dreams. Finally, they will explore the significance of friendship(s), loneliness and/or dreams in the context of the Great Depression. This will prepare students for the summative Guided Literary Essay. Essay Planning – Students will plan for the summative assessment – Guided Literary Essay. They will explore how to write a themebased paragraph and how to compare characters. An emphasis will be paced on writing an effective thesis statement. Students will use peer and teacher feedback to further improve for the summative assessment

Unit 4: Refuse to Be Silent Statement of Inquiry: A memoir allows marginalised voices to challenge inequality and imagine a hopeful future. Global context: Fairness and Development. Key concept: Perspective. Related Concepts: Context, Genre, Point of view, Self-expression 10

Assessed Criteria: B, C, D.

Learning Experiences: Six Word Memoir – Students will begin the unit with a writing challenge called the Six Word Memoir. They will have the option to focus on one part of their life, or to try to cover a few different important elements of their own history. Social Issues Research Task – Students will need to research different non-conformists from around the world. They will listen to a short biography of Malala and read her speech at the Oslo Education Summit. They will then have the opportunity to make a connection between Malala’s story and the world by working in groups and researching literacy rates & education statistics for several countries on six continents.

Graphing Your Life – Students create a graph about their life, reflecting on high and low points in their lives and placing them onto the graph. Writing Activity (Setting) – Students will have the opportunity to develop their creating writing skills by introducing a setting into a story. They will describe a place they call home in the same depth and detail as Sungju Lee in Every Falling Star. Writing Activity (Dialogue) – Students will practice writing a dialogue prior to beginning working on their summative assessment. They will be provided with a list of situation and work in groups to create a conversation that could take place in one of these situations.

The Two Koreas – Students will further develop and apply their research skills to learn about the similarities and differences between the Republic of Korea (South Korea) and the Democratic People’s Republic of Korea (North Korea). This activity will provide them with the background information prior to reading Every Falling Star. Reading with Purpose – Students begin reading the book, starting with the Prologue while trying to identify the setting, purpose & audience, characters, as well as mood & tone. In Your Own Words – Students will re-read the prologue and rewrite it to make it relevant to their lives. 11

‫‪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

‫هويات وعالقات ‪Unit 1:‬‬ ‫تدور الوحدة األولى حول األخالق التي ترتقي باإلنسان ‪Statement of Inquiry:‬‬ ‫لتساعده على المساهمة في خدمة ذاته وأهله ومجتمعه والوطن الذي ينتمي إليه ‪،‬‬ ‫باإلضافة أنه يتعلم من خاللها بعض المهارات الحياتية التي تساعده لناء مستقبله وتكوين‬ ‫‪.‬شخصيته‬ ‫‪Global context: Personal and Cultural Identity.‬‬ ‫‪Key concepts: Aesthetics, Creativity.‬‬ ‫‪Related Concepts: Point of view, Self-expression, Style.‬‬ ‫‪Assessed Criteria: A, B, C, D.‬‬

‫‪Learning Experiences:‬‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

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‫قراءة وفهم النصين الشعريين "الهاتف المحمول" و "الفنون الجميلة"‪.‬‬ ‫تطبيق مهارة البحث في المعجم على النصوص الشعرية‪.‬‬ ‫تطبيق مهارة البحث في المعجم على النصوص الشعرية‪.‬‬ ‫االقتباس والتضمين الرسالة الرسمية‪.‬‬

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‫‪Arabic A‬‬ ‫يتضمن منهاج الصف الثامن للغة العربية أربع وحدات دراسية مقسمة طوال العام الدراسي ‪ ،‬وهي‬ ‫مرتبة كاآلتي ‪:‬‬ ‫‪ 1‬وحدة " الهويات والعالقات "‬‫‪2‬وحدة " الرواية ‪ -‬عائد إلى حيفا ‪ -‬حب الوطن "‬‫‪3‬وحدة " انتماء وعطاء "‬‫‪4‬وحدة " فنون وآداب "‬‫في نهاية كل وحدة يقدم الطلبة تقييمات متنوعة تقيس تقدمهم في مهارات اللغة ‪ ،‬لمقارنتها مع‬ ‫التوقعات حسب منهاج وزارة التربية والتعليم ومنهاج البكالوريا الدولية ‪ .‬سيتم التركيز هذا العام‬ ‫على اإلنتاج الكتابي والشفوي لدى الطالب من خالل توظيف مجموعة من المهارات اللغوية منها ‪:‬‬ ‫التحليل األدبي للنصوص ‪،‬كتابة السيرة الذاتية والغيرية ‪ ،‬المقال ‪ ،‬وكتابة قصة قصيرة ‪،‬عامود‬ ‫صحفي ‪،‬والتعليق على بعض القضايا المعاصرة ‪،‬التحدث والخطابة ‪ ،‬المقابالت ‪،‬كما سيتم التركيز‬ ‫على المهارات اللغوية والنحوية واإلمالئية والبالغة ‪.‬بالنسبة لألدب العربي سيكلف الطلبة بقراءة‬ ‫وتحليل مجموعة من األعمال األدبية المتنوعة ؛ الكتساب مهارة الترابط والبناء المنطقي لألفكار‬ ‫‪ ،‬ويظهر فيها أيضا قدرته على استيعاب المفاهيم والمفردات وتوظيفها في إنتاجه الشفوي والكتابي‬ ‫‪.‬‬

‫‪ATL Skills‬‬ ‫‪Communication Skills‬‬ ‫)‪Ai – Read critically and for comprehension (1.2a‬‬ ‫)‪Ai – Make inferences and draw conclusions (1.2c‬‬ ‫‪Aiii – Use a variety of media to communicate with a range of‬‬ ‫)‪audiences (1.1c‬‬ ‫‪Dii – Use and interpret a range of discipline-specific terms and‬‬ ‫)‪symbols (1.2d‬‬

‫‪Learning Experiences:‬‬

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‫تحث الوحدة على حب الوطن والعمل من أجل تطوره ‪Statement of Inquiry:‬‬ ‫ورقيه‬ ‫‪Global context: Personal and Cultural Identity.‬‬ ‫‪Key concepts: Aesthetics, Creativity.‬‬ ‫‪Related Concepts: Character, Self-expression, Style.‬‬ ‫‪Assessed Criteria: A, B, C, D.‬‬

‫•‬

‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫•‬

‫الرواية ‪ -‬حب الوطن ‪Unit 2:‬‬

‫فهم وقراءة المقال النثري‪.‬‬ ‫كتابة سيرة غيرية بعنوان بطل من بالدي‪.‬‬ ‫التعرف على التشبيه المجمل والمفصل‬ ‫يميز الطالب المضاف إليه‪.‬‬ ‫يستخدم المضاف إليه استخداما صحيحا في فقرات‪.‬‬

‫فنون وآداب ‪Unit 4:‬‬ ‫يغي نفسه ومجتمعه إىل األفضل‪Statement of Inquiry: ،‬‬ ‫يتعلم الطالب كيف ر‬ ‫وعىل حسن التواصل مع اآلخرين وحسن فهمه لهم ‪.‬‬ ‫‪Global context: Personal and Cultural Identity.‬‬ ‫‪Key concepts: Aesthetics, Communication, Communities,‬‬ ‫‪Creativity.‬‬ ‫‪Related Concepts: Setting, Structure, Style, Theme.‬‬ ‫‪Assessed Criteria: A, B, C, D.‬‬

‫‪Learning Experiences:‬‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫‪13‬‬

‫التعرف على المؤلف وأهم إنجازاته‪.‬‬ ‫قراءة وفهم النص األدبي والوقوف على تقنياته‪.‬‬ ‫التعرف على المشتقات والتميز بينها وبين االسم الجامد‪.‬‬ ‫تمييز اسم الفاعل واستخدامه في نص مكتوب‪.‬‬ ‫تمييز اسم المفعول واستخدامه في نص مكتوب‪.‬‬

‫‪Learning Experiences:‬‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫‪-‬‬

‫قراءة رواية عائد إلى حيفا قراءة تحليلية‪.‬‬ ‫الوقوف على ما فيها من مواقف وتحليل الشخصيات واألحداث‪.‬‬ ‫التعرف على تاريخ القضية الفلسطينية من خالل الرواية والمؤلف‪.‬‬ ‫استنتاج المغزى من الرواية‪.‬‬ ‫عمل عرض تقديمي عن الرواية‪.‬‬ ‫كتابة مقال عن حب الوطن وكيفية الدفاع عنه وحمايته مما يهدده‪.‬‬

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‫انتماء وعطاء ‪Unit 3:‬‬ ‫الغيية ‪Statement of Inquiry:‬‬ ‫السية ر‬ ‫يتعرف الطالب من خالل هذه الوحدة عىل ر‬ ‫والذاتية لشخصيات عربية كان لهم الدور القيادي يف بناء أوطانهم ونجحوا عىل الصعيد‬ ‫الخاص والعام ومن المفيد للطالب أن يتخذ منهم القدوة الصالحة ويبحث عن‬ ‫‪.‬شخصيات أخرى ناجحة من بلد آخر‬ ‫‪Global context: Scientific and Technical Innovation.‬‬ ‫‪Key concepts: Creativity, Culture, Development, Perspective.‬‬ ‫‪Related Concepts: Character, Point of View, Style.‬‬ ‫‪Assessed Criteria: A, B, C, D.‬‬

Mathematics A- Knowing and Understanding

B- Investigating Patterns

C- Communicating

D- Applying Mathematics in Real-Life Contexts

In Grade 8, students will be consolidating and building on the work done in the first two years of the MYP, with specific focus on furthering their algebraic skills. Linear functions and an introduction to Trigonometry will further strengthen students’ foundational knowledge before the rigours of Grades 9 and 10. Students will complete a full cycle of Service Action (SA) as part of the Statistics Unit focusing on an issue related to globalisation and sustainability and in conjunction with the DT department will complete an InterDisciplinary Unit (IDU) on scale factor in which they will design their own Formula 1 car using Computer Aided Design (CAD) software.

ATL Skills Communication Ci Use and interpret a range of discipline-specific terms and symbols (1.2d) Cii Interpret and use effectively modes of non-verbal communication (1.1d) Di Read critically and for comprehension (1.2a) Diii Make inferences and draw conclusions (1.2c) Research Skills Civ Understand intellectual property rights, create reference, citations, bibliography (6d)

Thinking Skills Ai Practise flexible thinking (9f) Aii Problem solve (8i) Bi Interpret data (8c) Bii Practise induction, deduction, observation and inference (8a) Biii Draw and test conclusions and generalizations (8d) Ciii Consider ideas from multiple perspectives (8h) Dv Make connections between different subjects (10b)

Unit 1: Exponents and Surds Statement of Inquiry: Representing and simplifying quantities in different forms can help explore remarkable discoveries and developments. Global context: Orientation in Space and Time Key concept: Form Related Concepts: Representation and Simplification Assessed Criteria: A, B.

-Learning Experiences: • • • •

Zero Exponents Negative Exponents Fractional Exponents Operations with Scientific Notation

Unit 2: Linear Relationships Statement of Inquiry: Representing patterns of change as a relationship can help human decision making Global context: Globalisation and Sustainability Key concept: Relationships. 15

Related Concepts: Models, Change, Representation. Assessed Criteria: A,C,D.

-Learning Experiences: • • • • • •

Representing Linear Relationships Rate of change Intercepts Gradient Intercept Form Determine equation of the line Predictions with linear relationships

Unit 3: Statistics Statement of Inquiry: Effective Communication between Global and Local Communities will drive Sustainable Development. Global context: Globalisation and Sustainability. Key concept: Communication Related Concepts: Development and Communities Assessed Criteria: C, D and IDU and Service Action

Learning Experiences: • • • •

What is a boxplot Creating a boxplot using 5-point summary Analyzing/Comparing Boxplots The effect of outliers

Unit 4: Expressions & Inequalities Statement of Inquiry: Producing equivalent forms through simplification can help to clarify, solve and create problems..

Global context: Scientific and Technical Innovation. Key concept: Form Related Concepts: Simplification and Equivalence Assessed Criteria: A

Learning Experiences: • • • • • •

Simplifying algebraic fractions Solve equations with fractions/roots/exponents Complex Substitution Solve Inequalities Representing equations/inequalities on a graph Rearranging Formula/Changing the Subject

Unit 5: Transformation Statement of Inquiry: An understanding of patterns created by forms in space can enhance creativity and help express beliefs and values Global context: Personal and Cultural Expressions Key concept: Form Related Concepts: Equivalence, Patterns, Simplification. Assessed Criteria: A, B

Learning Experiences: • • • • •

Reflection Rotation Enlargement/Dilations Translation Combined Transformations

Science A- Knowing and Understanding C- Processing and Evaluation

B- Inquiring and Designing D- Reflecting on the Impacts of Science

Grade 8 (MYP Year 3 rubric): Students study 4 units and complete a Science Fair project of their choosing. The year begins with exploring change, relationships, form and function, with units on heat transfer, chemical bonding and the electromagnetic spectrum. Students showcase their experimental design skills, practical laboratory skills and knowledge and understanding of their chosen topic at Science Fair in the middle of the year before. Student complete the year studying tow compact units exploring communication and interactions of light and sound and the complexity of organisms on a cellular level.

Ci - Search effectively, collect and record information (6.a) Civ - Compare, contrast and draw connections among (multi)media resources (7.d) Div - Understand intellectual property rights, create reference, citations, bibliography (6.d) Thinking Skills Aii - Problem solve (8.i) Aiii - Evaluate propositions and evidence to formulate an argument (8.b) Bi - Make guesses, ask “what if” questions and generate testable hypotheses (9.d) Bii - Use brainstorming to consider multiple alternatives and generate new ideas (9.a) Biii - Practise visible thinking (9.g) Biv - Evaluate and manage risk (8.f) Cii - Interpret data (8.c) Di - Use brainstorming to consider multiple alternatives and generate new ideas (9.a) Dii - Evaluate propositions and evidence to formulate an argument (8.b)

ATL Skills Communication Skills Ciii - Make inferences and draw conclusions (1.2c) Diii - Write for different purposes (1.2e) Self-management Skills Cv - Use own learning strategies to improve performance (5.c) Research Skills Ai - Use memory techniques to help remember key information (6.b)

Unit 1: Cells Statement of Inquiry: Your identity is determined by the relationships between different levels of organisation in your body which, although differing in complexity, share patterns and functions with all life on Earth. Global context: Identities and Relationships. Key concept: Relationships.

Related Concepts: Patterns, Function. Assessed Criteria: A.

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- Learning Experiences:

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Describe the functions of cell organelles (Mitochondria, nucleus, cell membrane, lysosome, ribosome, Golgi, ER, vacuole, chloroplast, cell wall). Draw diagrams of plant and animal cell. Write the chemical equation for aerobic respiration and photosynthesis. Distinguish between prokaryotic cells and eukaryotic cells. Understand that the types and number of organelles changes depending on the function of a cell.

Unit 2: Chemical Properties and Bonding Statement of Inquiry: Changes in atomic structure affect chemical properties (form and function) and interactions between atoms. Global context: Scientific and Technical Innovation. Key concept: Change. Related Concepts: Form, Function, Interactions. Assessed Criteria: A.

Learning Experiences: •

Isotopes: Understand isotopes can exist as elements with identical atomic number and different mass number.

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Electron configuration: Explain electrons exist at specific energy levels outside of the nucleus in a prescribed order and number (planet model for conception but not accurate). Identify valence electrons as electrons occupying the outer shell / energy level / orbital of an atom (corresponding to groups).

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Bonding: Define ionic and covalent bonding.. Compare and contrast ionic and covalent bonding in terms of general physical properties. Construct Lewis Diagrams (dot cross diagrams) for ionic and covalent bonding. Distinguish between atom, element, molecule, compound and ion. Balance simple equation.

Unit 3: Chemical Properties and Bonding Statement of Inquiry: The energy of an electromagnetic wave is related to both its wavelength and frequency (needs to be more universal and relate to Research Project breadth). Global context: Scientific and Technical Innovation. Key concept: Relationships. Related Concepts: Form, Energy. Assessed Criteria: D.

Learning Experiences: • •

Define wave, wavelength, amplitude, and frequency. Electromagnetic waves vs mechanical waves. Describe different types of electromagnetic radiation and common uses. Energy levels of light. Explore transparent, opaque and reflection (carries on to light and sound unit after Science Fair. Explore mirrors and ray diagrams. Lens (diverse and converge).

- Learning Experiences:

Unit 4: Light and Sound Statement of Inquiry: Understanding the relationships between different forms of wave energy helps us to better communicate and express our thoughts. Global context: Personal and Cultural Expression. Key concept: Relationships. Related Concepts: Form, Energy. Assessed Criteria: A.

Learning Experiences: •

Waves: Properties of transverse and longitudinal waves Frequency amplitude and trough (parts of a wave) Explore wave boxes Reflection, refraction, transmission, absorption Sound waves, pitch and connections between waves Speed of sound in different states of matter Discover how knowledge of waves is utilised and applied in visual arts, musical performance and manufacturing of sun protection.

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Define Heat and Temperature. Review particle motion theory. Define conduction, convection, radiation. Investigate desert environments and heat transfer in the UAE.

Unit 6: Science Fair Statement of Inquiry: Using the system of the scientific method, we can collect evidence to help explain the patterns and interactions we see in the world around us. Global context: Scientific and Technical Innovation. Key concept: Systems. Related Concepts: Evidence, Interaction. Assessed Criteria: A, B, C, D.

- Learning Experiences: •

Students will use the Design Inquiry Cycle in MYP Science to inquire, perform and investigate a research question of their choosing for Science Fair and present their project to the RIS Community.

Unit 5: Heat Transfer Statement of Inquiry: Changes in particle motion help us understand how heat energy transfers. Global context: Scientific and Technical Innovation. Key concept: Change. Related Concepts: Movement, Energy. Assessed Criteria: B, C.

Library IFC and Read Class "Reading opens minds, promotes tolerance, openness and communication, and prepares an educated, informed and openminded people, veering them away from extremism and impenetrability” HH Sheikh Khalifa bin Zayed Al Nahyan The information and inquiry skills required for in‐depth learning must follow a coherent development spiral of instruction and practice throughout the years of schooling. A collaborative approach by the librarian and subject teachers is the most effective way to teach information fluency/inquiry skills and strategies. Consequently, there may be changes to the timing/organisation of the units specified below. The inclusion of a library skills class in the development of skills helps ensure consistency in style and expectation and thus the reinforcement of knowledge as a whole. Within the Information Fluency Continuum students will practice key information literacy skills, which can be taken as a ‘toolbox’ and applied to a multitude of classroom experiences. There are three units. The first unit, ‘Academic Integrity’ revisits expectations of Raha Students as outlined in the policy with a key focus on the process of creation by building on the work of others; opposed to plagiarism. Students will consider the ethical and practical implications of the concept of ‘intellectual property’. In Unit 2; ‘Communication Processes’ Students learn to refine questions by addition of context to guide their search for information (and consequentially formulation of argument); they recognize that paraphrasing is the ability to interpret information

adding both clarity and organisation in response to a specific question. The final unit: “Research” revisits and extends search techniques to locate sources to support learning; an exploration project is undertaken to discover a new feature of a subscribed database; the unit culminates with a debate: ‘to what extent should there be open access to information?’ 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) 22

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: What if there were no intellectual property rights? Global context: Fairness and Development. Key concept: Development Related Concepts: Global interactions, Connections • •

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Learning Experiences: What is Academic Integrity? Review of terminology and expectations.    Students will consider unclear cases of plagiarism, with an invitation to express opinion; evolving to an examination of the concept of plagiarism and intellectual property. Understanding behaviours that exemplify plagiarism by considering scenarios.

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Students will review and practice MLA citations for; books, websites & digital images; considering IB citing and referencing requirements. Students are invited to explore and develop their citation knowledge to include structures for other common sources e.g. newspapers, blogs, you-tube videos, tweets, academic journals and personal interviews; communicating and sharing knowledge via infographic format.

Unit 2: Communication Processes Statement of Inquiry: How can structure aid communication and consequently understanding?    Global context: Scientific and Technical Innovation Key concepts: Communication and Change Related Concept: Creativity Learning Experiences: • Students will appraise sample inquiry questions with regard to scope. Guidance will be given on how to broaden and narrow topics to fit the scope of an inquiry. • Students will analyse the components of good research questions; culminating in the evaluation of Grade 5 exhibition topic choices. An interschool Service Action opportunity may duly arise for students demonstrating proficiency in this skill. • Students will explore methodologies and techniques to interpret, organize and clarify information, (to paraphrase / write in their own voice).

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Students may prepare a short advisory guide; aimed at younger students in a format of their choice. Zin Obelisque Game. Students learn the value of organizing their communication collaboratively as they attempt to solve the riddle.

Unit 3: Research: Statement of Inquiry: To what extent should there be open access to information?   Global context: Fairness and Development. Key concepts: Development.    Related Concept: Perspective & Communication Learning Experiences: • Students will undertake a review of information databases limited to; Webpath, Britannica School, Launch Packs & Maktaba (Abu Dhabi Library Electronic Resources). • Participation in an introductory tutorial for JSTOR; (keywords, advanced searching, fields and filters), serves to broaden student awareness pertaining to the availability of high level academic information. • Review of Google command terms for filtering results and Boolean operators. • Students will be given time to investigate a feature of a subscribed information database; this subsequently will be utilized as a cross disciplinary tool; examples include Britannica LumieLabs as a mode of presentation and Launch Packs as a mode of sharing/disseminating information.

Individuals and Societies For our Grade 8 Individual and Societies, students cover both history and geography topics. Our units are strategically planned with a clear Statement of Inquiry (SOI) used to guide a conceptual understanding of content whilst developing specific learning skills. For unit one, the creation of innovative ideas influenced major transformations in human thinking during the Renaissance Era. Students will research how human discovery had a revolutionary effect and improved understanding of the universe and the natural environment. For unit two, ‘Human Activity and the Environment,’ examines the impact of increased technology use and how it affects the global ecological footprint. Students will make direct links towards modern life and the sustainability of natural resources. For our final unit, ‘Independence Movement,’ it explores colonialism, the move towards independence and the need for fair governance. Students will investigate the rights and responsibilities of communities to challenge unfair political systems to develop a balance of power that creates fair governance.

ATL Skills Communication Skills Ai – Take effective notes in class and for study (1.2f) Aii – Make inferences and draw conclusions (1.2c) Biv – Give and receive meaningful feedback (1.1a) Ci – Use a variety of media to communicate with a range of audiences. (1.1c) Cii – Write for different purposeds (1.2e) Diii – Make inferences and draw conclusions (1.2c)

Social Skills Di – Collaborate and share with peers through digital media. (2.d) Self-management Skills Bii – Plan short and long-term assignment; meet deadlines (3.a) Research Skills Biii – Search effectively, collect and record information (6.a) D1– Understand intellectual property rights, create reference, citations, bibliography. (6.d) Thinking Skills Bi – Ask good questions (8.g) Dii – Evaluate propositions and evidence to formulate an argument (8.b) Div – Consider ideas from multiple perspectives (8.h)

Unit 1: The Renaissance Statement of Inquiry: Political instability that transformed governance to meet the rights and responsibilities in sharing resources to provide individuals and communities with equal opportunities and an improved way of life.  Global context: Exploration.   Key concepts: Time and place . Related Concepts: Causality (cause and consequence), Innovation and revolution.  Assessed Criteria: A, B, C, D.

Learning Experiences:

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Compare Middle Ages - Renaissance Terminology 26

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Catholic Church – Dark Ages Exploration / Innovation / Understanding Case Study – Nicolaus Copernicus Famous Renaissance Men Quote Analysis Fields of work – art, architecture etc Modern Day Renaissance People

Unit 2: Human Activity and the Environment Statement of Inquiry: Advances in technology have increased the ecological footprint and reduced connections between built and natural environments.  Global context: Scientific and Technical Innovation, Exploration.   Key concept: Global Interactions. Related Concepts: Network and Sustainability.   Assessed Criteria: A, B, C, D.

Learning Experiences:

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Types of destructive human activity Terms and definition activity View a range of Youtube clips – Prince Ea Poetry – environmental issues Oratory and Visual Skills Layers of Earth / The Life Cycle / Nutrient Cycle Case Study – Deforestation and Palm Oil.  Introduction of technology Environmentalist vs Corporate Orgs.

Unit 3: Independence Movement Statement of Inquiry: Balance of power develops from the rights and responsibilities of communities to evaluate the value of internal and external factors that create fair governance.    Global context: Fairness and development.   Key concept: Change. Related Concepts: Causality (Cause and Consequence) and governance.   Assessed Criteria: A, B, C, D.

Learning Experiences:

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Independence / Assimilation / Oppression OPVL skills – analyzing sources. Gandhi Movie / British Raj Terminology – Colonisation / Hunger Strike Amritsar Massacre Systems of Government Gandhi / Lord Mountbatten Modern Day leaders – Malala

Design A- Inquiring and Analysing C- Creating the Solution

B- Developing Ideas D- Evaluating

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 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

Product Design In Grade 8, our unit is directly linked with the Yas Marina Circuit. The students have the opportunity to follow the path of the F1 in Schools teams worldwide. They being by analysing the concept of aerodynamics and how it works in real life examples. They proceed to apply this to a variety of F1 car ideas to create one that is best designed in their eyes. Our Grade 8 students then proceed through a rigorous course of how to effectively 3d model online. This is further applied as they go on to create a 3d model of their own unique F1 car idea. Students are introduced to various concepts which link real life examples of how Design, Mathematics and Science work collaboratively. All real life product designers must be skilled in 3d modeling and this unit teaches students the basics of all known modeling programs. It shows students the importance of accuracy and the application of more than one area of knowledge. Mathematics plays a large part in this Interdisciplinary Unit, whereby, the students learn the importance of scale in Design. Students learn the importance of collaborating with all subjects to create a well-rounded and balanced design.

Unit 1: Formula One Car Design Statement of Inquiry: An understanding of the balance of form and function is required to develop innovative and aerodynamic formula one cars. Global context: Scientific and Technical Innovation. Key concepts: Creativity, Form, Development. Related Concept: Evaluation, Function, Innovation. Assessed Criteria: A, B, C, D. -

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Learning Experiences: Criterion A: Students will research and identify various aerodynamical features that are included in F1 car design and analyse areas of improvement Students will collate research needed to develop a solution to the design situation/problem Students will analyse a range of different existing F1 car designs Explain and analyse their research findings Criterion B: Students will create a success criteria for a chosen design ideas Students will create a range of unique f1 car designs using graphical modelling Students will present and justify their chosen solution using a variety of media to communicate their chosen idea Students will create a working drawing of their chosen solution Criterion C:

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Students will create a plan/gantt chart to identify the steps required to create the chosen idea Students follow their plan to create a virtual model of their chosen f1 car design and must also demonstrate a range of digital, technical skills Students will specify and justify any changes made to the final design throughout the creation process Criterion D: Students will establish relevant testing methods to test their product Students will use previously developed design specification to evaluate their f1 car design Students will identify and explain how their desk organiser could be improved Students will analyse the impact their chosen design had on their intended audience

Digital Design Grade 8 animation develops programming, modelling and digital design skills in the design and production of the moving image. Student options include 3D Animation, 2D Animation and Stop Motion Animation. Students also develop skills in motion graphics and storyboarding techniques. The unit introduces students to fundamental principles and practises of key fame animation. Students reflect and learn about the history of animation and how technology has developed since its creation. Students then explore the application of animation principles by planning and producing 30

their own animation. Students practise a range of methods used by modern animation studios from paper and pencil through 2d & 3d keyframe animation and modelling. Students use sequential drawing techniques to bring life to inanimate objects & convey emotions and feelings. Students are given the freedom to study and choose which animation tools and techniques they wish to use to plan and produce their animations.

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Unit 1: Animation

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Statement of Inquiry: Designers use personal and cultural expression to adapt the form in which information is communicated in order to make it accessible to the end user. Global context: Personal and Cultural Identity. Key concepts: Communication, Creativity. Related Concepts: Perspective, Adaptation. Assessed Criteria: A, B, C, D. -

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Learning Experiences: Criterion A: Students will research and identify various problems associated with traditional animation design Students will collate research needed to develop a solution to the design situation/problem Students will analyse a range of different existing 2D and 3D animations Outline their research findings Criterion B: Students will create a success criteria for a chosen design idea

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Students will sketch a group of storyboards to portray their animation ideas including the various screens identified with each animation Students will present and justify their chosen solution using a variety of media to communicate their chosen idea Students will create a detailed storyboard of their chosen solution Criterion C: Students will create a plan/gantt chart to identify the steps required to create the chosen idea Students follow their plan and, using their chosen software, create their chosen animation but they must also demonstrate a range of digital skills Students will specify and justify any changes made to the final design throughout the creation process Criterion D: Students will establish relevant testing methods to test their product Students will use previously developed design specification to evaluate their animation Students will identify and explain how their desk organiser could be improved Students will analyse the impact their chosen design had on their intended audience

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

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

‫الطقس ز ز‬ Unit 1: Weather and Excursions/‫والنهات‬ Statement of Inquiry: The purpose of excursions reflects our culture and beliefs. The meaning of thick clothes or light clothes in some countries regardless of the temperature is related to our beliefs. Global context: Orientation in space and time 33

Key concept: Culture Related Concepts: Purpose/ context Assessed Criteria: A, B, C, D. -

Learning Experiences:

In the first unit, we will learn several topics related to the weather and its changes, and excursions and going out to many areas, especially in the United Arab Emirates. ‫ ز ز‬/ ‫ حالة الجو‬/‫الطقس‬ ‫ مذيع ر‬/ ‫ الخروج‬/ ‫ توقع‬/ ‫النهة‬ • Vocabulary: ‫النشة‬ / ‫ زيارة األماكن‬/‫الرحلة‬ ‫ الفرق ز‬/ ‫ الضمائر المتصلة والمنفصلة‬/ ‫حروف العطف‬ • Grammar: ‫بي‬ ‫ التذكن والتأنيث‬/ ‫االسم والفعل‬ • Skills: We will learn many skills (reading, writing, speaking and listening), and there will be four tests related to these skills.

Unit 2: Jobs and Future ‫الوظائف والمستقبل‬ Statement of Inquiry: Conventions are visible in formal settings and allow personal and cultural expressions. Global context: Personal and cultural expression Key concept: Communication Related Concepts: Conventions, Function Assessed Criteria: A, C. -

Learning Experiences:

In the second unit, we will learn several topics related to choosing the right job, and we will learn about many jobs that we see in society, such as: engineer, doctor, teacher, manager... • Vocabulary: ‫ العمل‬/‫ المستقبل‬/‫ المدير‬/‫ المهندس‬/‫ الطبيب‬/‫ المعلم‬/ ‫الوظيفة‬

‫ز‬ ‫ز‬ Grammar: ‫والمثن‬ ‫ المفرد‬/ ‫ حروف الجر‬/ ‫الماض والمضارع‬ ‫الفعل‬ ‫ي‬ ‫والجمع‬ • Skills: We will learn many skills (reading, writing, speaking and listening), and there will be 2 tests related to these skills. •

‫عالم ر‬ Unit 3: World of entertainment ‫النفيه‬

Statement of Inquiry: Creativity allows us to engage with an audience according to a specific purpose. Global context: Orientation in space and time Key concept: Creativity Related Concepts: Audience, Purpose Assessed Criteria: B,D. -

Learning Experiences:

In the third unit, we will learn several topics related to types of entertainment, such as electronic entertainment (video games / programs...), visual (cinema and television), kinetic and popular games.... ‫ر‬ Vocabulary: ‫ األلعاب التقليدية‬/ ‫ أشارك‬/ ‫ العب‬/ ‫النفيه‬ / ‫ األفالم‬/ ‫ المسلسالت‬/ ‫التلفاز‬ Grammar: ‫ جمع‬/ ‫ أدوات الربط المتقدمة‬/ ‫الجملة اإلسمية والفعلية‬ ‫المذكر والمؤنث السالم‬ • Skills: We will learn many skills (reading, writing, speaking and listening), and there will be 2 tests related to these skills. • • •

Learning Experiences:

Spanish

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Unit 1: La comida y la salud

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Vocabulary: Nouns, adjectives, and verbs used for shops, places, directions. Grammar: Imperative ( revision), directions, se puede + verb, comparisons, más que… menos que Function: Give and ask for directions, describe cities and towns Speaking skills: Give and ask directions, describing a city Culture: different Spanish towns/cities

Statement of Inquiry: Creating texts about food reflect culture and requires different conventions and multimodal texts structure. Global context: Personal and cultural expressions Key concept: Culture. Related Concepts: Conventions, Context Assessed Criteria: B,D. -

Learning Experiences:

Vocabulary: Nouns, adjectives, and verbs used for food and cooking. Grammar: numbers / grams quantities , Imperative Function: Present a personal dish linked to one's culture Writing skills: Write a recipe Culture: Recipes, dishes, and foods from Spanish countries. Tapas culture

Unit 2: Paseando por la ciudad Statement of Inquiry: We inform about culture in texts that consider urban planning and interconnection. Global context: Orientation in time and Space Key concepts: Communication Related Concepts: Message, Function Assessed Criteria: A, C.

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Unit 3: El Mundo es un pañuelo Statement of Inquiry: The information that we create and share gives meaning and function to our travels. Global context: Personal and cultural expressions Key concepts: Culture Related Concepts: Choice of words, Patterns Assessed Criteria: A, C -

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Learning Experiences:

Vocabulary: Nouns, adjectives, and verbs used for shops, places, directions. Grammar: Preterite tense, irregular and regualr Function: Talk about holidays / experiences in the past, give opinions Writing skills: Writing a travel blog Culture: different types of holidays and travel

Unit 4: Los mejores días de mi vida : El instituto Statement of Inquiry: When we use language to understand context, word choice and the purpose of information, we make connections with community and nature. Global context: Identities and relationships Key concept: Connection Related Concepts: Word choice Assessed Criteria: B,D -

Learning Experiences:

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Vocabulary: Nouns, adjectives, and verbs used for subject, rules, uniforme, school Grammar: Se puede, no se puede, se debe + infinitive Function: Talk about school rules, bullying, positives and negatives of uniform Writing skills: Writing a persuasive blog post about your school Culture: Different schools around the world

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French Unit 1: Pourquoi faire la fête? Statement of Inquiry: We express ourselves and share the purpose of our values and beliefs with others, through the cultural rituals we celebrate Global context: Personal and cultural expressions. Key concept: Culture Related Concepts: Purpose, audience, function Assessed Criteria: A,C -

Learning Experiences:

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Discover various francophone holidays and festivals by exploring their traditions and beliefs. Vocabulary: nouns, adjectives, and verbs used for celebrations and festivals Grammar: Les verbes en “RE”, les verbes modaux (pouvoir, vouloir, devoir, savoir), le pluriel des noms en –al et –eu. Function: Speak about festivals and their importance Writing skills: Write a postcard Culture: celebration of Carnaval throughout francophone countries Students will: Describe festivals and celebrations Write a postcard Explore different francophone festivals and celebrations Identify information from a visual and written text Present simple information about rituals, celebrations, holidays, and activities Research information about festivals and celebrations

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Use language to speak about festivals and celebrations

Assessed Criteria: B,D. -

Unit 2: Bon appétit Statement of Inquiry: Understanding the culinary practices of a country makes it possible to develop links with others and to better appreciate the linguistic culture of a country. Global context: Identities and relationships Key concepts: Culture Related Concepts: Conventions, context Assessed Criteria: B,C -

Learning Experiences:

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Discover several types of francophone national dishes and explore the dishes that we eat. Vocabulary: Nouns, adjectives, and verbs used for food and cooking. Grammar: l’article partitif, la quantité, l’impératif Function: Present a personal dish linked to one's culture Writing skills: Write a recipe Culture: Recipes, dishes, and foods from francophone countries

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Unit 3: En forme et en santé Statement of Inquiry: We communicate our way of life and the sports we practice with a specific goal and recipient. Global context: Personal and cultural expressions Key concept: Communication Related Concepts: Audience, purpose

Learning Experiences:

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Discover individual and team sports and explore how they affect our wellbeing and the influence it can have on our personality. • Vocabulary: Nouns, adjectives, and verbs used for sports and health • Grammar: l’infinitif, verbe jouer et faire • Function: describe what kind of physical activities we prefer and why we do them • Writing skills: write a blog for a school’s website • Culture: Francophone countries national sports • Students will: - Classify information - Compare results - Give instructions for a yoga lesson - Describe types of athletes - Write information about sports and their rules - Identify new vocabulary - Present the health benefits of sports - Research information about sports and equipment - Use language to speak about sporting events and athletes Statement of Inquiry: When we use language to understand context, word choice and the purpose of information, we make connections with community and nature. Global context: Globalization and sustainability Key concept: Connections Related Concept: Context, word choice Assessed Criteria: A, D. 37

- Learning Experiences: • • • • • • •

Discover the characteristics of a sustainable community and explore how community spirit can be developed by our own personal actions. Vocabulary: Nouns, adjectives, and verbs used for community and environment Grammar: le futur simple, il faut+infinitf Function: Identify community issues and how they can be addressed Writing skills: Write a blog Culture: “Meet” young individuals from francophone cities and how they help their communities Students will:

• • • • • •

Describe weather, animals, sustainable actions Write a blog about solidarity and sustainability Identify information from visual and written text Present simple information about how we can help our communities, wildlife protection, weather Explore and research information about charities and what we can do to help our planet Use language to speak about weather, sustainable communities, animal protection

ARTS A- Describe and Apply Knowledge

B- Design and Explain a Plan

C- Demonstrate and Apply game skills and strategies to perform

D- Demonstrate Interpersonal Skills. Outline goals/strategies.Explain & Evaluate Performance

Students in the third year of MYP Arts gain experiences in Visual and Performing Arts (Music and Drama) through a rotating 12-week long carousel. At the end of Grade 8, students have to choose which arts discipline to focus on for Grade 9 and Grade 10. Students are highly encouraged to discuss this decision with their parents and teachers before making a two-year commitment to their chosen discipline. The choices for G9/G10 Arts are: - Visual Arts - Media Arts (Photography/Video) - Music - Drama

ATL Skills:

Communication Skills: Ai – Read critically and for comprehension (1.2a) Ai – Make inferences and draw conclusions (1.2c) Aiii – Use a variety of media to communicate with a range of audiences (1.1c)

Dii – Use and interpret a range of discipline-specific terms and symbols (1.2d) Dii – Interpret and use effectively modes of non-verbal communication (1.1d) Diii – Give and receive meaningful feedback (1.1a) Social Skills: Bii – Take responsibility for one’s own actions (2e) Self Management Skills: Ai – Reflect on subject matter knowledge (5d) Bi – Keep an organised and logical system of information files/notebooks (3f) Bi – Demonstrate persistence and perseverance (4.2a) Ci – Set goals that are motivating and challenging (3c) Cii – Practise failing well (4.5b) Ciii – Plan short- and long-term assignments; meet deadlines (3a) Diii – Reflect on subject matter knowledge (5d) Diii – Keep a journal to record reflections (5f) Research Skills: Ai – Search effectively, collect and record information (6a) Bii – Understand the impact of media representations and modes of presentation (7c) Thinking Skills: Aii - Consider ideas from multiple perspectives (8h) Aii - Change the context of an inquiry to gain different perspectives (10c) Aiii - Make guesses, ask “what if” questions and generate testable hypotheses (9d) Ci - Make unexpected or unusual connections between objects and/or ideas (9b) Cii – Practise visible thinking (9g) 40

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: Jazz it Up Statement of Inquiry: The Identity of people and their interactions can be communicated through the structure of their art forms. Global context: Orientation in Space and Time, People Boundaries exchange and interactions Key concept: Identity Related Concepts: Structure Assessed Criteria: A,B,C,D •

Learning Experiences: In this unit students will explore blues and Jazz music. They will learn the structure and history of the music and understand the purpose of the music in history. Through this they will learn composition and improv through the genres.

Key concept: Change Related Concepts: Composition, Interpretation, Genre Assessed Criteria: A, B, C, D. -

• •

To show power on stage through physical and vocal skills. To use extracts from text to develop understanding of the story and characters. Develop debate skills to identify dual perspectives. To learn the skill of multi-rolling. Evaluation of themes and responsibility of having influence.

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Visual Arts: Beyond the Selfie Statement of Inquiry: The boundaries we keep for how we represent our identities has changed throughout history. Global context: Identities and relationships Key concept: Creativity and Identity Related Concepts: Boundaries, Representation. Assessed Criteria: A,B,D

- Learning Experiences: •

Drama: The Stones Statement of Inquiry: How we influence others can be detrimental or it can be a vehicle for change Global context: Fairness and development

Learning Experiences:

A drawing unit: ‘The selfie.’ Medium: technical pens, black and colored markers, cartridge paper. Students will develop skills and application techniques regarding medium manipulation.

Physical & Health Education A- Knowing and Understanding C- Applying and Performing

B- Planning for Performance D- Reflecting and Improving Performance

ATL Skills Communication Skills Aiii– Use and interpret a range of discipline-specific terms and symbols (1.2d) Ciii- Give and receive meaningful feedback (1.1a) Social Skills Cii- Manage and resolve conflicts and work collaboratively in teams (2h) Dii- Listen actively to other perspectives and ideas (2K) Self-management Skills Bi- Set goals that are motivating and challenging (3C) Di- Develop new ATL skills, techniques and strategies for effective learning (5a) Diii- Self-assess personal learning skill development and strategy use (5B) Research Skills Bii – Search effectively, collect and record information (6a) Thinking Skills Ai- Revise understanding based on new information and evidence (8e) Aii- Problem solve (8i) Ci- Make connections between different subjects (10b)

Unit 1: Basketball Statement of Inquiry: For a team to function effectively, all team members must communicate efficiently and clearly. Global context: Orientations in space and time Key concept: Communication Related Concepts: Function, Systems Assessed Criteria: A,D.

- Learning Experiences: • • •

Rules and skills of basketball Passing, dribbling, shooting Familiar and unfamiliar situations

Unit 2: Fitness Statement of Inquiry: Choices regarding training needs to be specific to individuals and their demography. Adaptation can occur if the correct principles are applied. Global context: Globalization and Sustainability Key concept: Change. Related Concepts: Adaptation, Perspective Assessed Criteria: B,C. • • • •

Learning Experiences: Methods of training Components of fitness Basic anatomy Creating a training program 43

Unit 3: Athletics

Unit 5: Badminton

Statement of Inquiry: Technology can be beneficial in providing feedback to athletes, which can lead to development, refinement and progress in an individual’s performance. Global context: Scientific and technical innovation Key concept: Development. Related Concepts: Movement, Refinement Assessed Criteria: B, D.

Statement of Inquiry: Development of human capability is a process which can change depending on the environment. Global context: Fairness and Development Key concept: Change Related Concepts: Environment, Energy Assessed Criteria: C.

- Learning Experiences: • • •

Learning Experiences: Athletics events Phases of a session Drills to improve performance

• • •

Specific shots (serving, overhead clear, drop, net etc.) Outwitting an opponent Strategies to win

Unit 4: Rounders Statement of Inquiry: Developing effective relationships through sharing the same beliefs and values can contribute significantly to a team's success when choosing different systems of play. Global context: Identities and Relationships Key concept: Relationship Related Concepts: Systems, Choice Assessed Criteria: A

- Learning Experiences: • • •

Rules and skills of rounders Familiar and unfamiliar situations Tactics and strategies