The International Baccalaureate Middle Years Programme Raha International School Grade 8 Curriculum Guide 2022-2023
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 (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.
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 individualised narratives in any of the reporting periods. Rather, the focus is on ATL skills as well as current academic standing in
Parent conferences and reporting periods
Welcome to the third year of the Middle Years Programme!
Each Subject Group tab also has the IB Subject Guide, as well as the Assessment Criteria, for convenient access for parents.
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.
Lines of communication
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
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 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).
MYP Decoded Podcast
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.
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.
All students study Moral Education and Social Studies (up to G9).
Will students be ready for the challenge of the Diploma Programme?
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:
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.
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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.
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.
What is Service (as) Action?
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
Key Concepts
Grades 9 & 10
▪
▪
Encouraged to complete some activities throughout the years.
Grade 6
All Learning Outcomes met by the end of Grade 10. Do different activities that you don’t Investigate & Plan yourself.
o Grade 8 Maths (Statistics: Global Issues).
o Grade 7 – Humanities (UN Symposium);
Complete the necessary Curriculum Cycles:
▪
▪
Encouraged to complete some activities throughout the year.
Service as Action Requirements
awareness and concern, and the skills needed to make an effective contribution to society.
▪ Meet 5 of the 7 learning outcomes by the end of Grade 8.
▪ A Full Cycle Service as Action Activity looks like this:
▪ Complete the necessary Curriculum Cycle in Science (Ecosystems).
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Grades 7 & 8
o One FULL Cycle in Grade 9;
2 Full, Independent Cycles recorded on ManageBac by the end of Grade 10:
o One FULL Cycle in Grade 10.
▪
▪
• The learning experiences (content/objectives of the unit).
• Conversions: 28 32 (7), 24 27 (6), 19 23 (5), 15 18 (4), 10 14 (3), 6-9 (2), 1-5 (1).
Course Overviews
• Each subject is assessed using four criteria (A, B, C and D).
• The statement of inquiry (This statement expresses the relationship between concepts and context; it represents a transferable idea supported by factual content).
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• A short description of the year ahead.
• Each criterion carries a maximum score of 8.
• The total of the four criterion scores (out of 32) translates into a final grade (1-7) for the subject.
Quick reference guide to MYP assessment
• 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 criteria which will be assessed (from A, B, C, D).
• The title of the unit.
• The Global context.
In the pages that follow, the curriculum summary for each subject studied in the MYP at RIS is presented, using the following sequence:
• The specific ATL skills which have been mapped onto the assessment criteria strands in the respective subject.
• The Related concepts (from the list of subject specific concepts in an IB provided list).
• The Key concepts (from the 16 options on page 2).
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.
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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.
Di: use appropriate and varied vocabulary, sentence structures and forms of expression (1.2d)
C-
Ai: use intercultural understanding to interpret communication (1.1b)
Language and Literature
Ci: Use a variety of media to communicate with a range of audiences (1.1c)
Ciii: select relevant details and examples to develop ideas. (1.2d)
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.
A- Analysing B- Organising Producing Text D- Using Language
Aii: analyse the effects of the creator’s choices on an audience
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.
Communication Skills
Cii: make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience (1.2e)
Bi:(1.2d)employ organizational structures that serve the context and intention (1.2e)
English
ATL Skills
Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (1.2a)
• 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.
• 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.
• 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.
Aiv: evaluate similarities and differences by connecting features across and within genres and texts (8a)
Dii: write and speak in a register and style that serve the context and intention (1.2e)
Key concept: Creativity.
Learning Experiences:
Assessed Criteria: A, B, C, D.
Dv: use appropriate non verbal communication techniques. (1.1c)
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Research Skills
Thinking Skills
Diii: use correct grammar, syntax and punctuation (1.2e)
Div: spell (alphabetic languages), write (character languages) and pronounce with accuracy 1.2e)
Aiii: justify opinions and ideas, using examples, explanations and terminology (8b)
Ci: produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process (9e, 8h, 1.1c, 9a)
Biii: use referencing and formatting tools to create a presentation style suitable to the context and intention. (6d)
Dv: Interpret and use effective modes of non-verbal communication (1.1d)
Bii: organize opinions and ideas in a sustained, coherent and logical manner (8b)
Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (8a)
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 Expression
Related Concepts: Genre, Structure, Style.
Statement of Inquiry: Understanding a playwright's unique application of dramatic form reveals their underlying message about human nature.
• 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.
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.
• 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.
Global context: Identities and Relationships.
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.
Unit 2: Stories in the Dark
9 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.
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
• 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 non verbal techniques to connect with an audience.
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.
• 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.
Key concept: Communication Related Concepts: Audience imperatives, Genre, Intertextuality, Structure.
• 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.
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
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.
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.
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.
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.
10 and disadvantages of watching or performing in a theatre. Students 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.
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
Global context: Orientation 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.
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
11 the title and what it suggests about the life of the migrant workers. Finally, they will evaluate the effectiveness of the ending.
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.
Statement of Inquiry: A memoir allows marginalised voices to challenge inequality and imagine a hopeful future.
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.
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.
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.
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.
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Learning Experiences:
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.
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.
Related Concepts: Context, Genre, Point of view, Self-expression Assessed Criteria: B, C, D.
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.
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.
Global context: Fairness and Development.
Key concept: Perspective.
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.
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.
Thinking Skills
Research Skills
13 Arabic A يساردلا ماعلا لاوط ةمسقم ةيسارد تادحو عبرأ ةيبرعلا ةغلل نماثلا فصلا جاهنم نمضتي : يتلآاك ةبترم يهو ، 1" تاقلاعلاو تايوهلا " ةدحو -2ةياورلا " ةدحو-افيح ىلإ دئاع-" نطولا بح -3" ءاطعو ءامتنا " ةدحو -4" بادآو نونف " ةدحو مدقي ةدحو لك ةياهن يفاهتنراقمل ، ةغللا تاراهم يف مهمدقت سيقت ةعونتم تامييقت ةبلطلا زيكرتلا متيس . ةيلودلا ايرولاكبلا جاهنمو ميلعتلاو ةيبرتلا ةرازو جاهنم بسح تاعقوتلا عم نم ةعومجم فيظوت للاخ نم بلاطلا ىدل يوفشلاو يباتكلا جاتنلإا ىلع ماعلا اذه لأا ليلحتلا : اهنم ةيوغللا تاراهملا، لاقملا ، ةيريغلاو ةيتاذلا ةريسلا ةباتك، صوصنلل يبد ثدحتلا، ةرصاعملا اياضقلا ضعب ىلع قيلعتلاو، يفحص دوماع، ةريصق ةصق ةباتكو ةيئلاملإاو ةيوحنلاو ةيوغللا تاراهملا ىلع زيكرتلا متيس امك، تلاباقملا ، ةباطخلاو ارقب ةبلطلا فلكيس يبرعلا بدلأل ةبسنلاب. ةغلابلاوةيبدلأا لامعلأا نم ةعومجم ليلحتو ةء ىلع هتردق اضيأ اهيف رهظيو ، راكفلأل يقطنملا ءانبلاو طبارتلا ةراهم باستكلا ؛ ةعونتملا يباتكلاو يوفشلا هجاتنإ يف اهفيظوتو تادرفملاو ميهافملا باعيتسا.
Communication Skills
Diii – Give and receive meaningful feedback (1.1a)
Ai Read critically and for comprehension (1.2a) Ai – Make inferences and draw conclusions (1.2c)
Ci Practice visible thinking (9f)
Experiences: ."ةليمجلا نونفلا" و "لومحملا فتاهلا" نييرعشلا نيصنلا مهفو ةءارق •
Learning
Bii Understand the impact of media representations and modes of presentation (7c)
Dii – Use and interpret a range of discipline specific terms and symbols (1.2d)
Unit 1:
Aiii Use a variety of media to communicate with a range of audiences (1.1c)
Dii – Interpret and use effectively modes of non verbal communication (1.1d)
Bii Evaluate evidence to formulate an argument (8b)
Aiii - Evaluate evidence to formulate an argument (8b)
Aiv - Practise induction, deduction, observation, and inference (8a)
ATL Skills
تاقلاعو تايوه Statement of Inquiry: قلاخلأا لوح ىلولأا ةدحولا رودتناسنلإاب يقترت يتلا تني يذلا نطولاو هعمتجمو هلهأو هتاذ ةمدخ يف ةمهاسملا ىلع هدعاستل، هيلإ نيوكتويمهلبقتسم ءانل هدعاست يتلا ةيتايحلا تاراهملا ضعب اهللاخ نم ملعتي هنأ ةفاضلإاب هتيصخش. Global context: Personal and Cultural Identity. Key concepts: Aesthetics, Creativity. Related Concepts: Point of view, Self-expression, Style. Assessed Criteria: A, B, C, D.
Key concepts: Creativity, Culture, Development, Perspective.
Unit 4:
Statement of Inquiry:
،لضفلأا لىإ هعمتجمو هسفن يغي فيكبلاطلا ملعتي . مهل همهف نسحو نيرخلآا عم لصاوتلا نسح لىعو
• .يرثنلا لاقملا ةءارقو مهف • .يدلاب نم لطب ناونعب ةيريغ ةريس ةباتك • لصفملاو لمجملا هيبشتلا ىلع فرعتلا • .هيلإ فاضملا بلاطلا زيمي • .تارقف يف احيحص امادختسا هيلإ فاضملا مدختسي • •
Learning Experiences:
Communication, Communities, Creativity. Related
A, B, C, D.
بادآو نونف
.هتازاجنإ مهأو فلؤملا ىلع فرعتلا • .هتاينقت ىلع فوقولاو يبدلأا صنلا مهفو ةءارق • .دماجلا مسلاا نيبو اهنيب زيمتلاو تاقتشملا ىلع فرعتلا • .بوتكم صن يف همادختساو لعافلا مسا زييمت • بوتكم صن يف همادختساو لوعفملا مسا زييمت •.
Related Concepts: Character, Point of View, Style.
Global context: Personal and Cultural Identity. concepts: Aesthetics, Concepts: Setting, Structure, Criteria:
Style, Theme. Assessed
Assessed Criteria: A, B, C, D.
Key
14 .ةيرعشلا صوصنلا ىلع مجعملا يف ثحبلا ةراهم قيبطت • .ةيرعشلا صوصنلا ىلع مجعملا يف ثحبلا ةراهم قيبطت • .ةيمسرلا ةلاسرلا نيمضتلاو سابتقلاا • Unit 2: نطولا بح - ةياورلا Statement of Inquiry: هروطت لجأ نم لمعلاو نطولا بح ىلع ةدحولا ثحت هيقرو Global context: Personal and Cultural Identity. Key concepts: Aesthetics, Creativity. Related Concepts: Character, Self expression, Style. Assessed Criteria: A, B, C, D. Learning Experiences: .ةيليلحت ةءارق افيح ىلإ دئاع ةياور ةءارق • .ثادحلأاو تايصخشلا ليلحتو فقاوم نم اهيف ام ىلع فوقولا • .فلؤملاو ةياورلا للاخ نم ةينيطسلفلا ةيضقلا خيرات ىلع فرعتلا • .ةياورلا نم ىزغملا جاتنتسا • .ةياورلا نع يميدقت ضرع لمع • .هددهي امم هتيامحو هنع عافدلا ةيفيكو نطولا بح نع لاقم ةباتك • • Unit 3: ءاطعو ءامتنا Statement of Inquiry: فرعتيةييغلا ةيسلا لىع ةدحولا هذه للاخ نم بلاطلا ديعصلا لىع اوحجنو مهناطوأ ءانب ف يدايقلا رودلا مهل ناكةيبرع تايصخشل ةيتاذلاو نع ثحبيو ةحلاصلا ةودقلا مهنم ذختي نأ بلاطلل ديفملا نمو ماعلاو صاخلا رخآ دلب نم ةحجان ىرخأ تايصخش. Global context: Scientific and Technical Innovation.
Learning Experiences:
Unit 2: Linear Relationships
Global context: Globalisation and Sustainability
Thinking Skills
• Negative Exponents
Biii Draw and test conclusions and generalizations (8d)
Dv Make connections between different subjects (10b)
Key concept: Relationships.
Related Concepts: Models, Change, Representation.
Key concept: Form
Use and interpret a range of discipline specific terms and symbols (1.2d)
Bi Interpret data (8c)
ATL Skills
Assessed Criteria: A, B.
• Fractional Exponents
• Zero Exponents
Statement of Inquiry: Representing patterns of change as a relationship can help human decision making
Mathematics
Aii Problem solve (8i)
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Global context: Orientation in Space and Time
Ai Practise flexible thinking (9f)
-Learning Experiences:
• Operations with Scientific Notation
Assessed Criteria: A, C, D.
Cii Interpret and use effectively modes of non verbal communication (1.1d)
Statement of Inquiry: Representing and simplifying quantities in different forms can help explore remarkable discoveries and developments.
D- Applying Mathematics in Real Life Contexts
Unit 1: Exponents and Scientific Notation
C- Communicating
CiCommunication
A- Knowing Understandingand
Di Read critically and for comprehension (1.2a)
Diii Make inferences and draw conclusions (1.2c)
Related Concepts: Representation and Simplification
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.
B- Investigating Patterns
Research Skills
Bii Practise induction, deduction, observation and inference (8a)
Ciii Consider ideas from multiple perspectives (8h)
Key concept: Communication
Related Concepts: Simplification and Equivalence
• Line of best fit
• Gradient Intercept Form
• Representing equations/inequalities on a graph
• Rate of change
• What is a boxplot
Learning Experiences:
Global Context: Scientific and technical Innovation
• Predictions with linear relationships
Related concepts: Generalizations, Measurement
• Scatter Graphs
Key concept: Form
• Applying the Pythagorean theorem
• Determine equation of the line
Statement of Inquiry: Effective Communication between Global and Local Communities will drive Sustainable Development.
Assessed Criteria: C, D and IDU and Service Action
• Relationships between triangles
Statement of Inquiry: Producing equivalent forms through simplification can help to clarify, solve and create problems. Global context: Scientific and Technical Innovation.
Unit 3: Statistics
Assessed criteria: A, B Learning Experiences
Global context: Globalisation and Sustainability.
Related Concepts: Development and Communities
• Strength and Direction
• The effect of outliers
Unit 5: Triangles
• Rearranging Formula/Changing the Subject
• Analyzing/Comparing Boxplots
Assessed Criteria: A
• Representing Linear Relationships
-Learning Experiences:
Unit : Expressions & Inequalities
• Solve Inequalities
• Simplifying algebraic fractions
Statement of Inquiry: Generalizing relationships between measurements can help develop principles, processes and solutions.
• Pythagoras’ theorem
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Key Concept: Relationships
• Intercepts
Learning Experiences:
• Complex Substitution
• Standard Deviation
• Creating a boxplot using 5 point summary
• Analysis and outliers
• Solve equations with fractions/roots/exponents
Science
Di Use brainstorming to consider multiple alternatives and generate new ideas (9.a)
Ci(6.b)Search
Ai Use memory techniques to help remember key information
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Statement of Inquiry: Your identity is determined by the relationships between different levels of organization in your body which, although differing in complexity, share patterns and
Biv Evaluate and manage risk (8.f)
Cv Use own learning strategies to improve performance (5.c) Research Skills
Unit 1: Cells and Inheritance
Self-management Skills
B- Inquiring Designingand
Grade 8 (MYP Year 3 rubric): Students study 3 units and complete a Science Fair project of their choosing. This year, the Science Fair will be run in conjunction with the Crest Awards that provides students with international recognition for their contributions to STEM. The year begins with exploring Cells and Genetics. The course will then follow on with Energy Transfer and Waves that allows students to identify the movement of light and sound. The year will end with the unit of Chemical Bonding and Simple Chemical Reaction.
Communication Skills
D- Reflecting on the Impacts of Science
effectively, collect and record information (6.a)
Div Understand intellectual property rights, create reference, citations, bibliography (6.d)
Dii - Evaluate propositions and evidence to formulate an argument (8.b)
C- Processing and Evaluation
Diii Write for different purposes (1.2e)
Biii - Practice visible thinking (9.g)
Cii Interpret data (8.c)
Aii Problem solve (8.i)
Bii Use brainstorming to consider multiple alternatives and generate new ideas (9.a)
Aiii - Evaluate propositions and evidence to formulate an argument
ATL Skills
Throughout the year students will have the opportunity to design and work on their Science Fair Project that will then be showcased at the end of the year. This project aims to enhance 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.
Civ Compare, contrast and draw connections among (multi)media resources (7.d)
A- Knowing Understandingand
Make guesses, ask “what if” questions and generate testable hypotheses (9.d)
Thinking Skills
Bi(8.b)
Ciii Make inferences and draw conclusions (1.2c)
functions with all life on Earth.
● Students will explore how the structure of different cells relate to their function.
● Structure of DNA and how DNA is the basis of inheritance.
Key concept: Relationships.
Assessed Criteria: B, C and D.
Global context: Scientific and Technical Innovation
Assessed Criteria: A, B and C.
● Investigate desert environments and heat transfer in the UAE and ways to create sustainable cool housing.
Statement of Inquiry: Observing how the energy of a system can be changed can lead to the development of new products.
● Bonding: Define ionic and covalent bonding.. Compare and contrast ionic and covalent bonding in terms of general physical properties.
Global context: Identities and Relationships.
Unit 2: Energy Transfer and Waves
● Review particle motion theory.
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Learning Experiences:
Related Concepts: Form, Function, Interations
Related Concepts: Patterns, Function.
● Investigating patterns of wave behavior such as reflection, refraction, transmission and absorption.
● Define conduction, convection, radiation.
● Key content will cover the parts of the cell and their function, where certain specialized cells are produced and their role, internal and external fertilization, pollination and seed dispersal.
Key concept: Change
Global context: Scientific and Technical Innovation.
● How changes in DNA sequences can lead to natural selection and evolution of species.
● Construct Lewis Diagrams (dot cross diagrams) for ionic and covalent bonding.
● Mendel’s models of patterns of inheritance.
● Explore the structure and properties of both longitudinal and transverse waves.
Learning Experiences:
Unit 3: Chemical Bonding and Simple Chemical Reactions
● Define Heat and Temperature.
Key concept: Change
Assessed Criteria: A and D.
Related Concepts: Energy, Development
● 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.
Statement of Inquiry: Changes in atomic structure affect chemical properties (form and function) and interactions between atoms.
Learning Experiences:
● Balance simple equation.
● Metal and acid reactions, neutralization reactions, metal carbonate and acid reactions.
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● Distinguish between atom, element, molecule, compound and ion.
● 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).
● Isotopes: Understand isotopes can exist as elements with identical atomic number and different mass number.
Self-management Skills
The inquiry skills required for in‐depth learning must follow a coherent development spiral of instruction and practice throughout the years of schooling. A collaborative approach by the librarian and subject teachers is the most effective way to teach information fluency/inquiry skills and strategies. Consequently, there may be changes to the timing/organisation of the units specified below. The inclusion of a library skills class in the development of skills helps ensure consistency in style and expectation across subjects. Within the Information Fluency Continuum; students will practise key information literacy skills, which can be taken as a ‘toolbox’ and applied to a multitude of classroom experiences.
CommunicationSkills Skills
Use and interpret a range of discipline specific terms and symbols
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 guide in the formulation of argument); they recognize that paraphrasing is the ability to interpret information adding both clarity and organisation in
Keep an organised and logical system of information files/notebooks (3f)
HH Sheikh Khalifa bin Zayed Al Nahyan
Take(1.2d)effective
Read a variety of sources for information and for pleasure (1.2b)
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Read critically and for comprehension (1.2a)
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.
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?’
Library IFC and Read Class
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
notes in class for study (1.2f)
"Reading opens minds, promotes tolerance, openness and communication, and prepares an educated, informed and openminded people, veering them away from extremism and impenetrability”
• 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.
contrast and draw connections among media resources (7.d)
Evaluate and select information sources and digital tools (6.c)
• What is Academic Integrity? Review of terminology and expectations.
Key concept: Development
Research Skills
Statement of Inquiry: What if there were no intellectual property rights?
• Understanding behaviours that exemplify plagiarism by considering scenarios.
Ask good questions (8.g)
Unit 2: Communication Processes
Understand intellectual property rights, create references, citations, bibliography (6.d)
Related Concepts: Global interactions, Connections
Thinking Skills
Compare,(7a)
Demonstrate awareness of media interpretations, assumptions and bias
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Global context: Fairness and Development.
Learning Experiences:
Learning Experiences:
• Students will analyse the components of good research questions.
Practise focus, concentration and overcoming distractions (4.1a)
Global context: Scientific and Technical Innovation
Key concepts: Communication and Change
Statement of Inquiry: How can structure aid communication and consequently understanding?
Related Concept: Creativity
Bring necessary equipment and supplies to class (3e)
• 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.
• 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.
Search effectively, collect and record information (6.a)
• Students will review and practice MLA citations for; books, websites & digital images; considering IB citing and referencing requirements.
• Students may prepare a short advisory guide; aimed at younger students in a format of their choice.
Consider ideas from multiple perspectives (8 h)
Unit 1: Academic Integrity
Related Concept: Perspective & Communication
• 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.
• Zin Obelisque Game. Students learn the value of organizing their communication collaboratively as they attempt to solve the riddle.
• Students will undertake a review of information databases limited to; Webpath, Britannica School, Launch Packs & Maktaba (Abu Dhabi Library Electronic Resources).
• 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 or Follett Collections as a mode of sharing/disseminating information.
Unit 3: Research:
Learning Experiences:
Global context: Fairness and Development. Key concepts: Development.
Statement of Inquiry: To what extent should there be open access to information?
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Ci – Use a variety of media to communicate with a range of audiences. (1.1c)
Thinking Skills
Dii – Evaluate propositions and evidence to formulate an argument
Biv Give and receive meaningful feedback (1.1a)
Diii – Make inferences and draw conclusions (1.2c)
How did exploration affect early societies? What were the causes and consequences of the “Age of Exploration”? How did Industrialization affect exploration? What examples are there of female explorers? What examples are there of exploration in the 21st Century?
Statement of Inquiry: Exploration often affects global interactions in both positive and negative ways.
Related Concept: Causality; innovation and revolution Inquiry
D1 Understand intellectual property rights, create reference, citations, bibliography. (6.d)
Key Concept: Global interactions
Debatable: Does exploration lead to exploitation?
Social Skills
– Consider ideas from multiple perspectives (8.h)
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ATL Skills
Factual:Questions:
Conceptual: Why do people explore? What are the causes and consequences of exploration?
Individuals and Societies
Communication Skills
Bi Ask good questions (8.g)
Ai Take effective notes in class and for study (1.2f)
Bii Plan short and long term assignment; meet deadlines (3.a)
Div(8.b)
Self-management Skills
Di Collaborate and share with peers through digital media. (2.d)
Global context: Orientation in Space and Time
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.
Research Skills
Aii – Make inferences and draw conclusions (1.2c)
Biii – Search effectively, collect and record information (6.a)
Unit 1: Exploring the Unknown
Cii Write for different purposeds (1.2e)
• Students will be challenged to consider why people explore
• Exploration for imperial reasons: the Conquistadors
• Students will be challenged to consider the differences and natures of Monarchy, Democracy, and Dictatorship
Assessed Criteria: A, B, C
• Students investigate case study Marco Polo, as well as others of their choosing
• Case study: daily life in North Korea
Assessed Criteria: B, D
Statement of Inquiry: The governance of societies is organized by different systems that are used to distribute power, affecting fairness and development.
Key Concept: Systems
• Students investigate different types of Monarchical structures and powers
• Case studies: UK, Japan, and another of a student’s choosing
Assessment: Source analysis, OPCVL, Criterion D & Explorer Report, Criteria A, B, C
• Modern democracy: Magna Carta, American constitution, French Revolution, votes for Women, Civil Rights
• Female explorers
Related Concept: Power Inquiry Questions:
• Examples of growth of tourism and globe trotting
• The impact of industrialisation on exploration and the expansion of industrialised empires
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Unit 2: Societies and Governance
• Studets will examine the nature of Dictatorships and how dictatorships emerge: ideology, cult of personality, fear, repression, censorship, controlled economy
Conceptual: What are the features of Totalitarian States? Debatable: Is Monarchy a fair system of governance?
• Textbook: “MYP by Concept 2 Individuals & Societies”, Paul Grace, Hodder Education (Unit 4)
Factual: What is a Monarchy? What is the Monarchy like in Japan and the UK? How does Democracy work? How have modern democracies developed?
Assessment: Source analysis, OPCVL, Criterion D & Explorer Report, Criteria A, B, C
• Studets will examine the nature of Democracy and how democracies emerged, starting with the case study of Athens in ancient Greece
Global context: Fairness and Development
• Source analysis and compare and contrast with regards to the usefulness of Monarchy
Textbook: “MYP by Concept 3 Individuals & Societies”, Paul Grace, Hodder Education (Unit 1)
• Exploration for economic reasons: the Columbian Exchange
• 21st Century exploration: deep sea and space
Learning Experiences:
Learning Experiences:
Inquiry Factual:Questions:
• Environmentalist vs Corporate Orgs.
• Independence / Assimilation / Oppression
Learning Experiences:
Unit 4: Sustaining the Future
• Amritsar Massacre
• Systems of Government
• Modern Day leaders – Malala
• Introduction of technology
Conceptual: How has the lack of responsible governments lead to an elitist society that devalues individuals and communities?
Key concept: Global Interactions.
Global context: Scientific and Technical Innovation, Exploration.
• Gandhi / Lord Mountbatten
Assessment: Sustainability Report, Criterion C & D; Persuasive Speech MUN (formative consideration)Textbook: “MYP by Concept 2 Individuals & Societies”, Paul Grace, Hodder Education (Unit 5)
Statement of Inquiry: The rights and responsibilities of communities are often a result of transformation and fair governance.
Key Concept: Change
Conceptual: What are the arguments for and against different sources of energy production?
Global context: Fairness and Development
Debatable: Is wind power a viable option?
Assessment: Terminology Timed Assessment, Criterion A, C & Mini Documentary, Criteria A, B, C, D Textbook: Independence Movements Textbook (India)
Statement of Inquiry: Advances in technology have increased the ecological footprint and reduced connections between built and natural environments.
Related Concept: Causality; governance
Assessed Criteria: B, D
• View a range of Youtube clips – Prince Ea
Related Concepts: Network and Sustainability.
• Terminology – Colonisation / Hunger Strike
• Types of destructive human activity
• Poetry environmental issues
Debatable: Explain how changes in governance have enabled countries to gain their independence and transform the balance of power?
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What are Natural Resources? What are Human and Economic Resources? What are the differences between renewable, non renewable, and sustainable resources?
Assessed Criteria: A, B, C, D. Learning Experiences:
• Case Study Deforestation and Palm Oil.
What is the definition for fair governance?
• Layers of Earth / The Life Cycle / Nutrient Cycle
Unit 3: Independence Movement
• Terms and definition activity
• Oratory and Visual Skills
• OPVL skills analyzing sources.
• Gandhi Movie / British Raj
Inquiry Factual:Questions:
C iv - Evaluate propositions and evidence to formulate an argument
B iii Use a variety of media to communicate with a range of audiences - 1.1c
C- Creating the Solution
A ii - Identify primary and secondary sources 6.e Thinking Skills
B- Developing Ideas
A iii - Draw and test conclusions and generalizations - 8.d
D iv Revise understanding based on new information and evidence
C iii Plan short and long term assignments; meet deadlines 3.a
Design
D iii Use own learning strategies to improve performance 5.c Research Skills
8.e
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.
C ii Set goals that are motivating and challenging 3.c
ATL Skills
B ii - Interpret and use effectively modes of non-verbal communication 1.1d
A i Search effectively, collect and record information 6.a
Product Design
C i Plan strategies and take action to achieve personal and academic goals 3.d
Interpret data 8.c
D- Evaluating
A- Inquiring and Analysing
B i Use brainstorming to consider multiple alternatives and generate new ideas 9.a
D8.bii
Communication Skills
B iv Interpret and use effectively modes of non verbal communication 1.1d Social Skills
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A iv Make inferences and draw conclusions 1.2c
C iii – Collaborate and share with peers through digital media 2.d Self-management Skills
• Explain and analyse their research findings
Criterion C:
• Students will create a range of unique f1 car designs using graphical modelling
Unit 1: Formula One Car Design
• Students will collate research needed to develop a solution to the design situation/problem
This unit will enable students to understand the key principles behind conceptualizing, designing and creating a mobile Theyapplication.willbuild
on their existing knowledge of block-based coding techniques, and follow all stages of the Design Cycle to ensure their final product fully meets user requirements.
• Students will create a working drawing of their chosen solution
• Students will research and identify various aerodynamical features that are included in F1 car design and analyse areas of improvement
Criterion A:
Learning Experiences:
• Students will specify and justify any changes made to the final design throughout the creation process
• Students will analyse the impact their chosen design had on their intended audience
Criterion B:
Criterion D:
Key concepts: Creativity, Form, Development.
• Students will establish relevant testing methods to test their product
• Students will analyse a range of different existing F1 car designs
• Students will identify and explain how their desk organiser could be improved
• 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 use previously developed design specification to evaluate their f1 car design
• Students will present and justify their chosen solution using a variety of media to communicate their chosen idea
Related Concept: Evaluation, Function, Innovation.
• Students will create a success criteria for a chosen design ideas
Digital Design
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Global context: Scientific and Technical Innovation.
Statement of Inquiry: An understanding of the balance of form and function is required to develop innovative and aerodynamic formula one cars.
Assessed Criteria: A, B, C, D.
• Students will create a plan/gantt chart to identify the steps required to create the chosen idea
• Students will analyse the impact their chosen design had on their intended audience
• Students will analyse a range of different existing mobile apps
• Students follow their plan and, using their chosen software, create their chosen app but they must also demonstrate a range of digital skills
Global context: Scientific and Technical Innovation
Assessed Criteria: A, B, C, D.
• Students will present and justify their chosen solution using a variety of media to communicate their chosen idea
• Students will specify and justify any changes made to the final design throughout the creation process
• Students will establish relevant testing methods to test their product
• Students will create a plan/gantt chart to identify the steps required to create the chosen idea
• Students will sketch a range of app UI/UX ideas
• Students will identify and explain how their app could be improved
• Students will collate research needed to develop a solution to the design situation/problem
• Outline their research findings
They will be responsible for creating a fully functional mobile app which helps improve student well-being. This theme also encourages students to embrace a number of the IB Learner Profile traits.
Key concepts: Development
• Students will research and identify various problems associated with mobile app design
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Learning Experiences: Criterion A:
Unit 1: App Development
Related Concepts: Innovation, Ergonomics, Function
• Students will create a success criterion for a chosen design idea
Statement of Inquiry: The development of innovative and ergonomic mobile apps can provide functionality for systems that improve lives
• Students will create a detailed design of their chosen solution
Criterion B:
Criterion C:
Students will research all aspects of app development, including issues relating to User Interface / UX design, navigation, compatibility and testing.
Criterion D:
• Students will use previously developed design specification to evaluate their app
Ci – Use a variety of media to communicate with a range of audiences. Use memory techniques to help remember key information.
Bii – Compare, contrast, and draw connections among media resources (7a)
Thinking Skills
Bii(1.2b)
ATL Skills
Ciii – Collaborate and share with peers through digital media (2.d)
Biii – Make unexpected or unusual connections between objects, and or/ideas (9b)
Aii Use intercultural understanding to interpret communication
C- Speaking D- Writing
Aiii – Demonstrate awareness of media interpretations, assumptions, and bias (7a)
Arabic B
Dii – Reflect on subject matter knowledge (5d)
Ai – Interpret and use effectively modes of non verbal communication (1.1d)
Communication Skills
Bi(1.1b)Read a variety of sources for information and for pleasure
A- Listening B- Reading
Bi(1b)Read critically and for comprehension (1.2a)
Cii – Take effective notes in class for study (1.2f)
Language Acquisition
Social Skills
Self-management Skills
Diii Write for different purposes (1.2e)
Biii Change the context of an inquiry to gain different perspectives (10c)
Biii Consider ideas from multiple perspectives (8 h)
– Use and interpret a range of discipline specific terms and symbols (1.2d)
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Research Skills
Aiii Consider ideas from multiple perspectives (8c)
Statement of Inquiry: Emotions reflect the personal and cultural perspective within contexts based on a goal and meaning to be reached.
Unit 1: Emotions / تلااعفنلاا
D1 Use memory techniques to help remember information (6.b)
Civ Develop new ATL skills, techniques, and strategies for effective learning (5a)
Bi – Use intercultural understanding to interpret communication
Di – Use memory techniques to help remember key information (6.b)
D iv – Use a variety of media to communicate with a range of audiences (1.1c)
Aii – Interpret data
concepts: فورح ،ميقتلا تاملاعةددشملا فورحلاو ،رجلا ، لصولا) ةزمهلاو ،ءاهلاو ةطوبرملاو ةحوتفملا ءاتلاو ،ةيرمقلاو ةيسمشلا ملالاو نيونتلا فلأو ،(ةفرطتملا /ةطسوتملا /عطقلاو
Learning Experiences:
• Vocabulary: environment / around us / plants / animals / forest / modern / oxygen / pollution / waste / air / trees / soil / looking after / future
Assessed Criteria: A, D
Linguistic
Learning Experiences:
- Vocabulary: advertising / media / influence / culture / food and drink / ideas / clothes / body language / television / celebrations / gift / surprise ….
Vocabulary: I feel happy / joy / hunger / sadness / anger / riot / activity / laziness / sleepiness / optimism / meditation / need / get better ...
Global context: Globalization and sustainability
Statement of Inquiry: The function of globalization has helped to communicate between the audience from a point of view on preserving the environment, which leads to sustainability.
Related Concepts: Audience, Function
Unit 3: Advertising and culture /ةفاقثلاو
Key concept: Culture Related Concepts: Meaning, Message Assessed Criteria: B,C.
- The student will learn many topics, such as: advertising/food drink/clothing/television/celebrations/gift...and
ءامسلأاو ،ءامسلأا ةياهن ف ةنيللا فللأا، عراضملا لعفلاو ضاملا لعفلا مادختساو ،بجعتلاو فنلا بولسأو رملأاو (بوصنملا/موزجملا/عوفرملا)skills.
Assessed Criteria: A, B, C, D.
• Linguistic concepts: ةلوصوملا
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Statement of Inquiry: The message of the advertisement carries meaning and reflects the identities and cultural relations of people. Global context: Identities and Relationships
طبرلا تاودأ مادختساو ،اهتاوخأ نإو ناك سبلا ةلمجلاو ،ئاشنلإاو يتخلا بولسلأا ،هيبشتلا بولسأو ،ةمدقتملاةبكرملاوةطي.
Unit 2: Environment/ ةئيبلا
The student will learn several topics, such as: happiness / riot / optimism / hunger / anger...
Key concept: Connections
• The student will learn many topics, such as: agriculture/forests/waste/farm...
Linguistic concepts:
Global context: Personal and cultural expression
Related Concepts: Meaning, Purpose
نلاعلإا
Key concept: Perspective
Learning Experiences:
• Culture: different Spanish towns/cities
Related Concepts: Choice of words, Patterns Assessed Criteria: A, C
Writing skills: Write a recipe Culture: Recipes, dishes, and foods from Spanish countries. Tapas culture
Learning Experiences:
• Vocabulary: Nouns, adjectives, and verbs used for shops, places, directions.
• Vocabulary: Nouns, adjectives, and verbs used for shops, places, directions.
Unit 2: Paseando por la ciudad
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Assessed Criteria: B,D.
Key concepts: Culture
Unit 1: La comida y la salud
Learning Experiences:
Related Concepts: Message, Function
Statement of Inquiry: Creating texts about food reflect culture and requires different conventions and multimodal texts structure. Global context: Personal and cultural expressions
Unit 3: El Mundo es un pañuelo
• Function: Give and ask for directions, describe cities and towns
Global context: Orientation in time and Space
Statement of Inquiry: The information that we create and share gives meaning and function to our travels.
Assessed Criteria: A, C.
Key concepts: Communication
• Writing skills: Writing a travel blog
• Culture: different types of holidays and travel
• Speaking skills: Give and ask directions, describing a city
Grammar: numbers / grams quantities , Imperative Function: Present a personal dish linked to one's culture
• Grammar: Preterite tense, irregular and regualr Function: Talk about holidays / experiences in the past, give opinions
Related Concepts: Conventions, Context
Statement of Inquiry: We inform about culture in texts that consider urban planning and interconnection.
Key concept: Culture.
Spanish
• Grammar: Imperative ( revision), directions, se puede + verb, comparisons, más que… menos que
Learning Experiences:
Vocabulary: Nouns, adjectives, and verbs used for food and cooking.
Global context: Personal and cultural expressions
Key concept: Connection
French
Learning Experiences:
Statement of inquiry: By making balanced choices, we take care of our health, and we communicate to others how to stay healthy by using language.
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Unit 4: Los mejores días de mi vida : El instituto
• Vocabulary: Nouns, adjectives, and verbs used for subject, rules, uniforme, school
• Sports
• Classify information
• Function: Talk about school rules, bullying, positives and negatives of uniform
Assessed Criteria: A, B, C and D
Related Concepts: Word choice
• Maintaining health
Learning Experiences:
• Grammar: Se puede, no se puede, se debe + infinitive
• Body parts
• School food
• Culture: Different schools around the world
Unit 1: Tu prends soin de toi?
• Preventing infections
Assessed Criteria: B,D
• Yoga poses
• Food guides
• A guide text type
• Managing stress
Key concept: Communication
• Nutritional value
Statement of Inquiry: When we use language to understand context, word choice and the purpose of information, we make connections with community and nature.
Related Concepts: Message, audience
• Clean eating
Global context: Identities and relationships
• Writing skills: Writing a persuasive blog post about your school
Global context: Identity and relationships
• Irregular verbs ‘finir’, ‘courir’, ‘boire’, ‘écrire’, ‘lire’.
• Give advice
• Describe good habits to maintain a healthy and balanced life
• Using the imperative
• Describing how we feel
• Online and instore purchases
Statement of Inquiry: New technologies change our way of communicating with each other, our way of learning, and can help us better understand a language.
Assessed Criteria: A and B
• Making comparisons
• Fair trade
• Give advice
Related Concepts: Message, audience
Key concept: Communication
• Use language to speak about health habits
• Ethical clothing and shopping
• Errands
• Reasonable consumerism
• Compare information
Learning Experiences:
• Use language to speak about consumerism
• Clothing items
Learning Experiences:
• Online consumption
• Dialogues for in-store shopping
• Different types of technology
• Using the imperfect with past tense
• Superlatives
• Write simple information about living a healthy lifestyle
• Classify information
Assessed Criteria: C and D
Unit 3: La technologie peut-elle nous remplacer?
Statement of inquiry: By comparing and evaluating what we consume, we can make ethical and responsible choices and persuade other people to do the same to live in a sustainable society.
• Overconsuming
• Present information about the things we consume
• Comparing past technology with today’s
Global context: Scientific and technical innovation
• Present information on health and healthy habits
• What we like/don’t like to wear
• Write simple information about the things we buy and our habits as consumers
• Identify new vocabulary words
• Terms of politeness
• Identify new vocabulary words
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• Research information on the Internet
• Describe the things we purchase
• Giving gifts
Unit 2: Et si on faisait du shopping?
• Pocket money and how we earn it
Related Concepts: Function, purpose, and structure
Key concept: Communication
Global context: Globalization and sustainability
• Research information on the internet
• Use language to speak about technological tools that we use everyday
• Ways we use technology
• How we receive information
• Compare technology from before and now
• Online information
• Advantages and disadvantages of cell phones
• How to write an interview
• How we communicate
• Present information on useful technological tools used in a classroom
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• Life before cell phones
• Research information on the Internet
• Learning language through technology
• Hypothetical sentences
• Describe technical tools used
• Asking questions
• Article and blog text types
• Classify information
• Identify new vocabulary
• Importance of technology
• Write simple information about technology from the past and today
Cii Practise visible thinking (9g)
Thinking Skills:
ARTS
B- Design and Explain a Plan
Self Management Skills:
Diii – Keep a journal to record reflections (5f)
Ai Make inferences and draw conclusions (1.2c)
D- Demonstrate Interpersonal Skills. goals/strategies.ExplainOutline & Evaluate Performance
Bii – Take responsibility for one’s own actions (2e)
Cii – Practise failing well (4.5b)
Research Skills:
ATL Skills:
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A- Describe and Apply Knowledge
Bii – Understand the impact of media representations and modes of presentation (7c)
Ci - Make unexpected or unusual connections between objects and/or ideas (9b)
Ai Search effectively, collect and record information (6a)
C- Demonstrate and Apply game skills and strategies to perform
Dii Interpret and use effectively modes of non-verbal communication (1.1d)
Communication Skills:
Diii Give and receive meaningful feedback (1.1a)
- Visual MediaArtsArts (Photography/Video)
- Music - Drama
Aiii Make guesses, ask “what if” questions and generate testable hypotheses (9d)
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:
Social Skills:
Bi – Demonstrate persistence and perseverance (4.2a)
Ciii – Plan short and long term assignments; meet deadlines (3a)
Bi – Keep an organised and logical system of information files/notebooks (3f)
Ci – Set goals that are motivating and challenging (3c)
Aiii – Use a variety of media to communicate with a range of audiences (1.1c)
Ai – Reflect on subject matter knowledge (5d)
Aii - Consider ideas from multiple perspectives (8h)
Aii - Change the context of an inquiry to gain different perspectives (10c)
Ai – Read critically and for comprehension (1.2a)
Dii – Use and interpret a range of discipline-specific terms and symbols (1.2d)
Diii – Reflect on subject matter knowledge (5d)
Di Revise understanding based on new information and evidence (8e)
Related Concepts: Innovation, Interpretation, Genre Assessed Criteria: Aii, Bii, Ci, Di+ii.
Turning points in our lives can be represented through a composition.
SilentDrama:Movie
• 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.
Learning Experiences:
• Learn how to film and edit scenes
Visual Arts: In a Flash
• To explore the history of silent movie and the genre it adopted;
JazzMusic:itUp
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Key concept: Identity Related Concepts: Structure
Statement of Inquiry: New genres may emerge when innovations are adapted by others
• Appraise work and reflect on development
Statement of Inquiry:
• Analyse a silent film, identifying techniques used for effect and comedy
Related Concepts: Composition, Representation
(What is the meaning of where and when? Focusing on an exploration of personal histories and turning points in humankind)
Global context: Orientation in Space and Time, People Boundaries exchange and interactions
Cii - Use brainstorming to consider multiple alternatives and generate new ideas (9a)
Statement of Inquiry: The Identity of people and their interactions can be communicated through the structure of their art forms.
Assessed Criteria: A,B,C,D
Learning Experiences:
Ciii - Consider ideas from multiple perspectives (9h)
Global context: Orientation in Space and Time
Assessed Criteria: A: Investigating B: Developing C: Creating D: Evaluating
Global Context: Orientation in space and time
Key Concept: Change
Key concept: Change
• Apply learning to own silent film concept and product
Develop skills to capture an image to use to guide investigations into a form of print making known as Createcollagraphy.afinal print inspired by their original photograph. Reflect on the impact different art forms and compositional choices make in what they are trying to represent.
- Learning Experiences:
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- Students Investigatewill:the connection between composition and representation in photography
- Performance Passing, dribbling, shooting
Physical & Health Education
- Safety in the swimming pool Streamlined body position
Ciii Give and receive meaningful feedback (1.1a)
Dii(2h)-Listen
Communication Skills
Bi Set goals that are motivating and challenging (3C)
C- Applying and Performing
Diii Self assess personal learning skill development and strategy use (5B)
Self-management Skills
Understanding of Rules and skills of basketball.
Key concept: Change
Global context: Orientations in space and time
Ci Make connections between different subjects (10b)
Statement of Inquiry: For a team to function effectively all team members must communicate, interact efficiently and clearly.
Statement of Inquiry: Choosing to change movement will improve energy in your performance and personal efficacy. Global context: Identities and Relationships.
Unit 1: Basketball
Thinking Skills
D- Reflecting and Improving Performance
Aii Problem solve (8i)
ATL Skills
Cii Manage and resolve conflicts and work collaboratively in teams
B- Planning Performancefor
Social Skills
Learning Experiences:
Key concept: Communication Related Concepts: Function, Systems Assessed Criteria: A,D.
Di- Develop new ATL skills, techniques and strategies for effective learning (5a)
Unit 2: Swimming
A- Knowing Understandingand
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Research Skills
Ai Revise understanding based on new information and evidence (8e)
actively to other perspectives and ideas (2K)
- Learning Experiences:
- Mobility exercises to prepare for swimming
- Awareness of Familiar and unfamiliar situations
Aiii– Use and interpret a range of discipline specific terms and symbols (1.2d)
Related Concepts: Energy, Movement Assessed Criteria: B, D
Bii Search effectively, collect and record information (6a)
- Travelling on to and over equipment. Creating a group movement sequence (incorporates gymnastics and Parkour elements)
Running events (spiriting, middle distance, long distance)
Statement of Inquiry: Without science and technology health and performance may not develop or allow refinement to take place, which may hinder the process.
- Learning Experiences: Appropriate warm up/cool down
Learning Experiences: Basic gymnastics shapes
- Balances (individual, partners and group)
Assessed Criteria: C
Key concept: Development.
Global context: Scientific and technical innovation
Statement of Inquiry: Relationships within a team and choosing an effective system can contribute to a team's success in competition.
- Tactics and strategies
Global context: Identities and Relationships
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- Locomotive, Rolls, Levels and Speed Parkour movements
- Game Knowledgeplay and understanding of rules and applying these in a game situation
Global context: Globalisation and sustainability
- Jumping events (long jump, triple jump, high jump)
Effective technique and timing of strokes (freestyle, backstroke and breaststroke)
Statement of Inquiry: Analysis of an environment allows for adaptation and development of creative expression.
Swimming fitness
Related Concepts: Adaptation, Environment Assessed Criteria: B, D.
Unit 4: Rounders
- Learning Experiences: Batting
Unit 3: Gymnastics/Parkour
- Throwing, catching, fielding skills
Related Concepts: Interaction, Refinement
- Throwing events (shot put, javelin, discus)
Key concept: Development.
- Self and peer assessment
Key concept: Relationship Related Concepts: Systems, Choice Assessed Criteria: A, C
- How to plan an effective swim session
Unit 5: Athletics