The International Baccalaureate Middle Years Programme Raha International School Grade 9 Curriculum Guide 2022-2023
the focus is on ATL skills as well as current academic standing in each subject area. The Interim 1 (November) and Semester 1 (February) reports are closely followed by the three-way conferences so that improvement plans can be agreed on in preparation for the next reporting period. Interim 2 reports are released in the first week of May, with end of year (Semester 2) reports in the final week of school.
Teaching and learning in the MYP is conceptual, contextual and skills focused. We embrace the principles of the metacognitive regulation cycle (see the image below).
Welcome to the fourth year of the Middle Years Programme!
Parent conferences and reporting periods
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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,
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 Each Subject Group tab also has the IB Subject Guide, as well as the Assessment Criteria, for convenient access for parents.
Lines of communication
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.
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.
Key Concepts
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.
Regular, informative episodes planned for 2022 2023. Please subscribe to be kept https://spotifyanchorupdated:web.app.link/e/ccEITZKyetb or decoded/id15655433https://podcasts.apple.com/ae/podcast/myp52
Will students be ready for the challenge of the Diploma Programme?
MYP Decoded Podcast
All students study Moral Education and Social Studies (up to G9).
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
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.
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.
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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▪ Meet 5 of the 7 learning outcomes by the end of Grade 8.
2 Full, Independent Cycles recorded on ManageBac by the end of Grade 10:
Grade 6
o Grade 8 – Maths (Statistics: Global Issues).
awareness and concern, and the skills needed to make an effective contribution to society.
▪ Encouraged to complete some activities throughout the years.
o One FULL Cycle in Grade 10.
All Learning Outcomes met by the end of Grade 10.
▪
▪ Complete the necessary Curriculum Cycle in Science (Ecosystems).
Grades 9 & 10
▪ A Full Cycle Service as Action Activity looks like this:
Complete the necessary Curriculum Cycles:
Grades 7 & 8
o Grade 7 Humanities (UN Symposium);
▪
Service as Action Requirements
▪ Encouraged to complete some activities throughout the year.
▪
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o One FULL Cycle in Grade 9;
• 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).
• Each subject is assessed using four criteria (A, B, C and D).
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• The title of the unit.
• The Global context.
• The criteria which will be assessed (from A, B, C, D).
• The total of the four criterion scores (out of 32) translates into a final grade (1-7) for the subject.
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.
• 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 statement of inquiry (This statement expresses the relationship between concepts and context; it represents a transferable idea supported by factual content).
• The learning experiences (content/objectives of the unit).
Course Overviews
• The specific ATL skills which have been mapped onto the assessment criteria strands in the respective subject.
Quick reference guide to MYP assessment
• Conversions: 28 32 (7), 24 27 (6), 19 23 (5), 15 18 (4), 10 14 (3), 6-9 (2), 1-5 (1).
• Each criterion carries a maximum score of 8.
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Language and Literature
organizational structures that serve the context and intention (1.2e)
Ai: use intercultural understanding to interpret communication (1.1b)
Ciii: select relevant details and examples to develop ideas. (1.2d)
Bi:(1.2d)employ
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English
ATL Skills Communication Skills
ATL Skills
variety of travel texts and explore some features of travel writing. Students will create a Google Site displaying a series of articles on various topics relating to a chosen destination. 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.
Cii: make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience (1.2e)
Ai: analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts (1.2a)
A- Analysing B- Organising C- Producing Text D- Using Language
This year marks a significant stride for students in Language and Literature. With a new rigorous rubric in place and a sample of assessments that are more closely aligned with what can be expected in the Diploma Programme, students can expect an engaging and rewarding year. The first unit, From the Mind of the Shaper will explore the theme of identity while concentrating on form, structure and style through the study of the graphic novel “American Born Chinese”. Students will create a unique comic and prepare an audio visual analysis of the text.The second unit Call to Action will require students to examine human rights issues around the world, explore effective persuasive public speaking skills, and take on the role of social justice champions who must prepare persuasive speeches to the United Nations Human Rights Council.In Semester Two, students will study William Shakespeare’s “Macbeth” in the unit Deep Dark Desires and complete a guided timed passage analysis. Following this assessment, students will engage in their interdisciplinary inquiry unit with the Arts department in developing a movie trailer for the play that focuses on an exchange of skills between the two subjects.The final unit Stories Are Waiting provides an opportunity to engage with a
Ci: Use a variety of media to communicate with a range of audiences (1.1c)
Di: use appropriate and varied vocabulary, sentence structures and forms of expression (1.2d)
Aii: analyse the effects of the creator’s choices on an audience
Dii: write and speak in a register and style that serve the context and intention (1.2e)
Context Collective Memory Scramble – Images and information will be posted on the walls at different "stations". Students will be divided into small groups by mixed ability. They will take turns sending one member of the group to the display section the teacher calls out (i.e. Chinese Stereotypes, Cultural Appropriation, Journey to the West, etc.) and that person will have 30 seconds to remember as much information as possible from that section, then run to the "designated secretary" for their group to tell them as much as they remember to record on their group's "collective memory map". This repeats until all sections/members have been
Dv: use appropriate non verbal communication techniques. (1.1c)
Related Concepts: Character, Style, Genre. Assessed Criteria: A, B, C, D.
Aiii: justify opinions and ideas, using examples, explanations and terminology (8b)
Div: spell (alphabetic languages), write (character languages) and pronounce with accuracy 1.2e)
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Thinking Skills
Aiv: evaluate similarities and differences by connecting features across and within genres and texts (8a)
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)
Learning Experiences: Comics Inquiry Before learning about the conventions of graphic novels, students will be given a variety of graphic novels and comic strips. They will examine them and find similarities to try to determine the conventions of comics. They will categorise their findings by similarities relating to: images, text, layout, and content.
Dv: Interpret and use effective modes of non verbal communication (1.1d)
Unit 1: From the Mind of the Shaper: Statement of Inquiry: The graphic novel genre creates unique stylistic opportunities for authors to reveal characters' relationships to society and how they impact their self esteem and identity. Global context: Identities and Relationships. Key concept: Communication.
Biii: use referencing and formatting tools to create a presentation style suitable to the context and intention. (6d)
"10 Ways to Tell a Story" – This activity follows the completion of the "10 Ways to Tell a Story" worksheet. Students will write two (2) short anecdotes based on their choice from a list of prompts for homework. These will be mixed and redistributed to the class anonymously. Students will choose one of the two (2) anecdotes and determine which of the 10 Ways they would use to tell that story and why. Extension: write the script and draw the comic for the story and tell it in nine (9) panels or fewer.
Diii: use correct grammar, syntax and punctuation (1.2e)
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)
Research Skills
Visual Language Analysis Stations – Students will be given a placemat at a station with a different technique focus (visual repetition, juxtaposition, camera angles, etc.). In their groups, they will find examples from the text (screen captures of panels) that exemplify that concept and will analyse what the technique is meant to convey to an audience. They will rotate and cover all stations. Groups can be differentiated by ability.
Essay Revision Stations - This is a way to structure revision periods. Students choose which station to go to, depending on what they want to focus on improving (formal writing, varying vocabulary, flow of ideas, writing concisely, etc.). Each station will have an explanation card and some guiding examples to help them edit their work. They can move about as they finish each stage. The teacher can request that certain students work at a station for part of the lesson and show what they've accomplished before choosing their own.
Character Expert groups (differentiated by challenge) Students are matched by ability and given a character to focus on from the novel (i.e. Monkey King / Jin / Danny / Chin Kee / Wei Chen). They will set out to analyse their character's personality, beliefs, values, etc. from the beginning, middle, and end of the novel and support
9 exhausted. The winning team can be the one that has the most complete map (judged by teacher). Allow students time to consolidate their learning individually by answering reflective questions (i.e. "How do you think this information can help your understanding of the story?" "What are the three (3) most important facts from this section?" etc.).
Essay Planning Stations – This is a way to structure work periods. Students choose which station to go to, depending on where they are in the writing process (brainstorming, thesis development, evidence gathering, argument development, organisation). Each station will have an explanation card and some guiding questions to help them fill out their organiser. They can move about as they finish each stage. The teacher can request that certain students work at a station for part of the lesson and show what they've accomplished before choosing their own.
Venn Diagrams After reading the first six (6) chapters, students will walk about the room and fill out Venn Diagrams that are posted on the walls, asking them to find similarities and differences between 2 3 characters or storylines. They can be put into groups by ability. The higher ability groups will complete a three circle Venn Diagram. These will be presented and displayed and can be used by students as a starting point for their audio visual analysis. Extension: students choose images to best illustrate points from one of the Venn Diagrams.
their ideas with evidence from the text and their analysis and rationales. They should examine visual and verbal language. Afterward, they will split off into a regular carousel group to exchange mind maps and explain their character analyses to the members of other groups. Members will take summary notes to use for their essays.
– As a class, we'll examine a rousing speech from Braveheart and identify the speaker's main claim (purpose) and persuasive techniques. Students will then find their own movie speeches and practise identifying the main claim and techniques.
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Related Concepts: Audience imperatives, Purpose, Structure, Style.
Human Rights Ranking Activity – Student groups will be asked to rank 12 Universal Human Rights from most to least important, first individually, then in partners, then in groups of four (4). Students will come to a consensus on the top three (3) most important and three (3) least important and share with the class.
Statement of Inquiry: Authors use style to reveal different character perspectives and motivations allowing readers to
Gallery Walk: Rhetorical Devices Students will walk around the room reading pop culture examples of rhetorical devices and fill out a worksheet identifying the device.
Human Continuum (four corners activity) – Students will be given prompts (i.e. "Money is the most important path to happiness", "A person’s success in life depends on how hard he/she works," etc.) and will be asked to move to a corner of the room that best represents their opinion (strongly agree, somewhat agree, somewhat disagree, strongly disagree). They will discuss why they're there with other students and share with the class. Rhetorical Analysis of Television Commercials Students will view advertisements and practise identifying the rhetoric and explaining how they know using evidence and explanations. They will also find and share their own.
Assessed Criteria: B, C, D.
Inspiring Movie Speeches
Global context: Fairness and Development.
Unit 2: Call to Action
Key concept: Communication
– After viewing and discussing a short debate on YouTube, students will be assigned a topic and a position and then prepare arguments for a quick debate. This will help them reinforce the skills and process of developing and delivering believable and persuasive arguments.
Unit 3: Deep Dark Desires
Mini-debates
Statement of Inquiry: Communicating in order to protest and effect change requires a structure and style that is driven by the author's purpose and intended effect on the audience.
Human Rights Inquiry Toolkit for Action from UN with profiles of human rights champions will be given to students to peruse. Students will choose 3-5 champions and complete a summary/reflection for each. They will then choose one (1) and create a Public Service Announcement based on the information given in the profile to raise awareness about the issue to a teenage audience.
Seating Plan Proposal Activity – Students (in groups) will be given the chance to propose a new seating plan for optimal productivity and the success of all. Following a lesson on the difference between fact and opinion, each student will provide five (5) facts and five (5) opinions about themselves on a cue card to help their classmates make more informed decisions. Ultimately, they must convince the teacher through a short “pitch” that their plan is optimal. Class will vote.
Learning Experiences:
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Mood and Tone Paintings & Creative Writing Students will analyse three (3) paintings in groups by identifying the mood of the painting and explaining their answer using supporting evidence (i.e. colours, posture, etc.). Two groups can analyse the same painting. Afterwards, students will individually create a "moody" piece of writing.
consider the ethical implications of the darker side of human nature.
Related Concepts: Character, Style, Theme.
Assessed Criteria: A, B, C, D.
Global context: Identities and Relationships.
Critical Thinking Bus Stop Opinion Placemat – Groups will be given a prompt on a placemat and will be asked to take a stance on it and briefly explain why. They write these ideas down on the placemat. The placemats rotate to another group and the same process is repeated until all students have responded to all six prompts. These prompts allow the class to start thinking about the themes of greed, ambition, corruption, power, etc.
Acting Troupes Audition In mixed abilities groups, students will act out the opening scene of the play in order to win the contract to put on the full play at Raha. They can take creative license with the lines and/or setting, but must explain their choices.
Walking the Lines - The same exercise above can be conducted without bean bags and just by having students walk about the room and delivering the line to the nearest person after you yell "ANON!". "How Much Land Does a Man Need?" Students will read the parable; create their own parable about one of the following: greed, paranoia, ambition, jealousy.
Cut It Out Student groups will be given a scene or act from the play and told that the producers have been told that 100 lines must be cut to save on production costs. They are to prioritise any lines that relate to the themes of the dangers of giving in to the darker side of human nature, and their final "cut" must be coherent and cohesive. Extension: stronger student groups can also be given a
Art Interpretation (painting analysis) Students will perform a "gallery walk" of different paintings whilst completing a worksheet asking them to determine the implicit messages or themes of each work and analysing the elements that led them to those conclusions. They will utilise prior knowledge of visual language techniques and also discuss "tone" and "mood". Tossing the Lines – Students will deliver lines meaningfully from the play whilst tossing a bean bag to each other in a large circle; more bean bags will be added and students are meant to make eye contact and deliver their lines "with feeling". Students will learn to work out through context the meanings of the words and lines. They will also discuss at the end what they think the play will be about and make other predictions about characters, conflict, tone and mood, etc.
Learning Experiences:
Key concept: Perspective.
You, the Teacher Groups will receive a placemat template for scene analysis. Each group is assigned a scene from Act 1 which they annotate and deconstruct using the scene analysis mind map (plot, setting, character development, quotations, key techniques, connections to theme). The group will then present their key scene to the class, and share via Teams the summary document they completed.
Global context: Orientation in Space and Time Key concept: Creativity Related Concepts: Audience imperatives, Purpose, Structure, Style.
Audience Appeal and Conventions Students will analyse adverts and derivative transcript in groups looking for stereotypical representations of specific cultures and organisational structures of typical TV adverts. Also, they will identify key stylistic features of travel sites using ACTS framework for analysis. Finally, they will develop use of persuasive writing techniques in advertising through analysis of photographic sources with a view to creating a review for Trip Advisor.
Textual Analysis students will read a variety of travel texts such a Bill Bryson’s travel writing to analyze and evaluate the stylistic and literary techniques used.
different target audience once they've done it once. For example, they may be asked to redo it for a younger audience, but showing the same themes.
Formative GLA Preparation Students will work in groups to deconstruct a guiding question and identify the key markers a question type in terms of techniques, thematic focus and textual elements (characters, setting, theme etc.) and use this to construct an outline GLA plan which closely addresses the question given. They will write a collaborative thesis statement and peer review those of other groups. They will then use that thesis statement to develop at least three topic sentences to introduce the key points they wish to develop in their main analysis, and flesh these out using the PEAL acronym. To achieve this, each group member will take responsibility for writing one key part of the group GLA, whilst a chair person (recommended to be the group member with the strongest technical skills) will oversee and ensure continuity between paragraphs. Finally, they will produce a conclusion having revisited the thesis statement and made any required amendments. This formative essay will be submitted for marking by the teacher via Kaizena.
Unit 4: Stories are Waiting
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Act 5 Creative Overview Students will be given a choice of seven (7) text types (newspaper report, poem, movie review, letter to a friend, psychologist's report, song or diary entry) and will have to produce a piece which illustrates their understanding of Act 5 of the play. Additionally, they can propose any other text type they choose subject to teacher approval. Peer review and voting for the
Statement of Inquiry: Awareness of perspective in response to travel texts can promote a sense of connection among diverse global communities.
best executed product can be a viable engagement strategy should the teacher wish and time permits.
Learning Experiences: 'Mind Storm' – Groups will brainstorm examples of culture and stereotyping through mind maps in order to identify typical indicators of culture. They then carousel and add to other group responses.
Assessed Criteria: B, C, D.
Choose Your Path – Students will be provided with a selection of quotations from the play studied thus far. They then have free choice to choose a creative, analytical or practical product to demonstrate their learning.
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Travel Blog/website - Students will develop skills for travel writing, focusing on language techniques. Support unit available for experiential narrative and factual informative writing development. Students will use Google Sites, Wix or similar ICT resource to create an effective travel site, after analysing expected genre conventions. Students will be encouraged to read several examples and conduct personal research, as an extension of class work. They will access specialist software to create, produce and edit their own site.
Research students will conduct detailed, personalised primary source research following group brainstorming 'what I must know/what I want to know/what I would like to know'. They will then apply newly required knowledge to create poster advert for the selected destination using highly selective language to create powerful slogans.
Group Role Play Students will explore tourist experiences of a negative journey/vacation. They will use persuasive techniques, tone and manner to address challenging social situations. They will then annotate and analyse a sample travel site through group discussion, giving detailed justification of opinions and ideas, noting the conventions of three different sub genres of travel writing according to topic. 'Carou-sell' – Groups will research and identify common features of a travel site using assigned source materials. Groups will then complete Padlet entries for a whole class discussion plenary. Students will compare and contrast different examples of destination travel sites through think, pair, share student supported learning. They will utilize technology to conduct a substantial independent investigation into the genre conventions of travel site writing, according to chosen topics and destination, alongside target audience.
Key concepts: Identity, Relationships.
Aiii Evaluate evidence to formulate an argument (8b)
ATL Skills
Diii – Give and receive meaningful feedback (1.1a) Research Skills
اةيبدلأا صوصنل
Related Concepts: Point of view, Self-expression, Style. Assessed Criteria: A, B, C, D.
هميقب ةطبترم ناسنلإا ةميق نأ بلاطلا ملعتي فوس ةيقلاخلأا. .
Bii - Evaluate evidence to formulate an argument (8b)
.ةربعمو ةحيحص ةءارق يرعشلاو يرثنلا صنلا ةءارق • .ةيبدلأا صوصنلا ةعانص يف اهمدختساو ةيغلابلا روصلا جارختسا • .ةراعتسلاا لثم ةديدج ةيغلابو ةيوغل تاراهم ملعت •
Dii Interpret and use effectively modes of non verbal communication (1.1d)
Learning Experiences:
Bii – Understand the impact of media representations and modes of presentation (7c)
Communication Skills
Unit 1 : Statement of Inquiry:
Thinking Skills
Ci – Practice visible thinking (9f)
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)
Aiv - Practise induction, deduction, observation, and inference (8a)
14 Arabic A ماعلالاوطةمسقمةيساردتادحوعبرأةيبرعلاةغللعساتلافصلاجاهنمنمضتي:تلآاكةبترمهو،ساردلا 1"ةيبدلأاصوصنلا“ةدحو -2"ملاعلإا“ةدحو 3"تايوهلا“ةدحو -4 ت"مشاهمأليدنق"ةياورلا“ةدحوامييقتةبلطلامدقيةدحولكةياهنف،ةغللاتاراهمفمهمدقتسيقتةعونتم .ةيلودلاايرولاكبلاجاهنموميلعتلاوةيبتلاةرازوجاهنمبسحتاعقوتلاعماهتنراقمل فيظوتللاخنمبلاطلاىدليوفشلاوتاتكلاجاتنلإالىعماعلااذهتكتلامتيسةباتك،صوصنللتدلأاليلحتلا:اهنمةيوغللاتاراهملانمةعومجمةيتاذلاةتسلااياضقلاضعبلىعقيلعتلاو،فحصدوماع،ةتصقةصقةباتكو،لاقملا،ةيتغلاوةيوغللاتاراهملالىعتكتلامتيسامك،تلاباقملا،ةباطخلاوثدحتلا،ةصراعملاليلحتوةءارقبةبلطلافلكيسترعلابدلألةبسنلاب.ةغلابلاوةيئلاملإاوةيوحنلاونمةعومجمراكفلألفطنملاءانبلاوطباتلاةراهمباستكلا؛ةعونتملاةيبدلأالامعلأا هجاتنإفاهفيظوتوتادرفملاوميهافملاباعيتسالىعهتردقاضيأاهيفرهظيو، .تاتكلاويوفشلا
Global context: Identities and Relationships.
Global and
.
Development.
:
15 Unit 2: ملاعلإا ةدحو Statement of Inquiry: فوسلئاسو عم لماعتي فيك ةدحولا هذه يف بلاطلا ملعتي يعامتجلاا لصاوتلا لئاسوو ملاعلإا.
context: Fairness
Assessed Criteria A, B,
C, D. Learning Experiences: .ةيفاو ةسارد ةيملاعإ صوصن تاسارد • .ةفلتخم صوصن للاخ نم ةيوحنلاو ةيوغللا بيلاسلأا ةسارد • .ملاعلإا يف صوصن نع ةيبدأ ةباجتسا ةباتك • ةفلتخم صوصن للاخ نم ةيوحنلاو ةيوغللا بيلاسلأا ةسارد • Unit 3: تايوهلا Statement of Inquiry: اهنمو ةيرثنلا نونفلا عاونأ ضعب بلاطلا فرعتي فوس ريرقتلاو لاقملاو ةيريغلا ةريسلاو ةيتاذلا ةريسلا. Global context: Personal and Cultural Identity. Key concepts: Change, Relationships. Related Concepts: Character, Self-expression, Style. Assessed Criteria: A, B, C, D. Learning Experiences: .ةيبدلأا لامعلأا ليلحتو ةسارد ىلع ةردقلا كلتمي نأ • .كرتشملا يعامجلا لمعلا للاخ نم ةيوغللا هتاراهم قمعي نأ • .ةنيابتملا ةيميلعتلا فقاوملا يف بسانملا ملعتلا بولسأ مدختسي نأ • هضرعت للاخ نم ةدهاشملاو ةباتكلاو ةءارقلاو عامتسلااو ملاكلا تاراهم روطي نأ • .ةعونتم ةيبدأ صوصن Unit 4: مشاه مأ ليدنق ةياور Statement of Inquiry: يبعشلا بطلاو ديلاقتلاو تاداعلا مارتحا بلاطلا ملعتي فوس ةثيدحلا ةيبطلا بابسلأاب ذخلأا عم هب ءازهتسلاا نود Global context: Fairness and Development. Key concepts: Change, Perspective. Related Concepts: Character, Point of view. Assessed Criteria: A, B, C, D. Learning Experiences: .تايصخشلاو ثادحلأل ةيعاو ةءارق ةياورلا ةءارق • .ةيعرفلا راكفلااو ةياورلل ةماعلا ةركفلا جاتنتسا • .ثادحلأاو صاخشلأاب يأرلا ءادبإ • .ةباتكلا يف ةيزاجملا هبيلاسأو بتاكلا ريباعت مادختسا • رداصم ،طيحملا .سوماقلا يف فشكلا :لثم ةياورلا ةسارد ءانثأ ةيوغللا تاراهملا مادختسا •
Related Concepts: Structure, Theme
Key concepts: Change, Culture.
ATL Skills
Di Read critically and for comprehension (1.2a)
Research Skills
Global context: Identities and Relationships
Cii Interpret and use effectively modes of non verbal communication (1.1d)
• Review laws of indices
Learning Experiences:
Bi Interpret data (8c)
• Applying rules of radicals to simplify them
Statement of Inquiry: Generalizing relationships between measurements can lead to better models and methods
• Simplifying irrational numerical expressions
This course is designed to give students a solid foundation and good grasp of the fundamental ideas within each of the topics covered. In Grades 9 and 10, students will be mastering the skills and concepts
• Approximating radicals
Unit 2: Trignometry
Key concept: Form Related Concepts: Change and Equivalence Assessed Criteria: A, B.
Biii Draw and test conclusions and generalizations (8d)
Thinking Skills
Dv Make connections between different subjects (10b)
Standard Level in either Analysis & Approaches or Applications & Interpretation. The four Standard Maths classes will be taught as mixed ability classes, with each class having a similar spread of ‘ability’ (prior attainment data) as the other three.
Use and interpret a range of discipline-specific terms and symbols (1.2d)
Ai Practise flexible thinking (9f)
C- Speaking D- Writing
Bii Practise induction, deduction, observation and inference (8a)
Ciii Consider ideas from multiple perspectives (8h)
Standard Mathematics
A- Listening B- Reading
Diii Make inferences and draw conclusions (1.2c)
• Performing operations on radicals to simplify expressions that contain radicals
Aii Problem solve (8i)
which were introduced and practiced during the first three years of the MYP. The topics will be accessible to all students who demonstrate an interest in Mathematics and a willingness to challenge themselves. Successful completion of this course should prepare students for the Diploma Programme Mathematics
CiCommunication
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Statement of Inquiry: Forms can be changed through simplification.
Unit 1: Radical Expressions
Mathematics
• Factorising quadratic expressions, where the coefficient of
Related Concepts: Generalization and Pattern
Statement of Inquiry: Using different forms to generalize and justify patterns can help improve products, processes and solutions.
• Solving problems in right angled triangles using trigonometric ratios
• Factorising quadratic expressions, where the coefficient of
Key concept: Form
Assessed Criteria: A, B
• Changing the subject of a formula
Unit 4: Linear Equations & Inequality
Global context: Identies and relationships
• Performing mathematical operations on rational algebraic expressions
Learning Experiences:
Assessed Criteria: A,C,D
• Solving problems that include angles of elevation and angles of depression
Assessed Criteria: A, B.
• Simplifying rational algebraic expressions
Key concept: Form
Unit 3: Binomial Expressions and Factorising
• Creating a mathematical model to solve real-life problems
• Evaluating and interpreting solutions in light of real life problems
• Solving systems of inequalities algebraically and graphically
Global context: Identities and Relationships
Global context: Scientific and Technical Innovation
• ��^2 is not 1.
Key concept: Relationships
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• Using equivalence transformations to solve linear equations and systems of equations
• Determining if a model solution is equivalent to the real life solution
Statement of Inquiry Understanding health and making healthier choices result from using logical representations and systems
Statement of Inquiry: Modeling with equivalent forms of representation can improve decision making
Learning Experiences:
• Review factorising techniques (common factors, grouping in pairs & difference between squares)
Related Concepts: Equivalence, Models, and Representation
• Knowing the properties of trigonometric ratios
• ��^2 is 1
• Modelling real life problems with linear programming
Learning Experiences:
Related Concepts: Patterns
• Solving linear equations and systems of linear equations algebraically and graphically
Unit 5: Probability
Global context: Scientific and technical innovation
Learning Experiences:
Extended Mathematics
Related Concepts: Change and Equivalence
Key concept: Logic
Functions. Successful completion of this course (at the end of Grade 10) should prepare students for the Diploma Programme Maths
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• Performing operations on radicals to simplify expressions that contain radicals
Unit 1: Radical Expressions
• Scientific Notation
• Understanding and using formal probability notation
• Review laws of indices
• Writing numerical expressions with fractional exponents as radicals
• Representing sample spaces in tables, lists and diagrams
• Determining whether or not events are mutually exclusive and/or independent
Key concept: Form.
Global context: Identities and Reloationships
• Drawing tree diagrams, Venn diagrams and two-way tables
• Using tree diagrams to calculate probabilities with and without replacement
• Simplifying irrational numerical expressions
• Using the rules of indices to simplify expressions that contain radicals and/or fractional exponents
Learning Experiences:
• Proving probability theorems
• Applying rules of radicals to simplify them
This course is designed to challenge and enlighten those students who have demonstrated a particular flair for the subject. The pacing and depth of the topics will be accelerated and well suited to those students who are highly able or are very motivated in terms of effort and work completion. The units will be covering the same concepts as the Standard Mathematics classes, but with an enhanced focus on deep mathematical thinking. In particular, Trigonometry, Coordinate Geometry and Indices & Surds will be greatly extended as well as an introduction to Logarithmic
• Approximating radicals
.
Related Concepts: Validity, Models, and Change
Statement of Inquiry: Forms can be chnaged through simplification.
• Calculating probabilities from Venn diagrams and two-way tables
• Understanding informal ideas of randomness
Assessed Criteria: A, C & D.
• Calculating probabilities of independent, mutually exclusive and combined events
• Evaluating numerical expressions with a positive or negative fractional exponent
Assessed Criteria: A, C, D.
Higher Level or Maths Standard Level in Analysis & Approaches.
Assessed Criteria: A, C and D
Learning Experiences:
• Solving problems in right angled triangles using trigonometric ratios
• Determining if a model solution is equivalent to the real life solution
• Evaluating and interpreting solutions in light of real life problems
• Recognizing transformations of sine and cosine graphs, and finding equations of graphs
Global context: Scientific and Technical Innovation
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• Modelling real-life problems with linear programming
• Using equivalence transformations to solve linear equations and systems of equations
• Modelling real life problems using sine and cosine functions
Statement of Inquiry: Modeling with equivalent forms of representation can improve decision making
Key concepts: Form.
Global contexts: Scientific and technical innovation
Unit 2: Trignometry
Unit 3: Linear Equations & Inequality
Key concept: Relationships.
Related Concepts: Equivalence, Models, and Representation
Statement of Inquiry: Generalizing relationships between measurements can lead to better models and methods
Assessed Criteria: A, B
- Learning Experiences:
Key concepts: Form
• Solving systems of inequalities algebraically and graphically
• Understanding periodicity
• Solving problems that include angles of elevation and angles of depression
Global context: Identities and Relationships
• Solving problems in right angled triangles using trigonometric ratios
Related Concept: Patterns
Unit 4: Binomial Expressions and Factorising
• Knowing the properties of trigonometric ratios
• Transforming sine and cosine functions using translations, reflections and dilations
• Graphing sine and cosine functions
Statement of Inquiry: Using different forms to generalize and justify patterns can help improve products, processes and solutions.
• Creating a mathematical model to solve real-life problems
Related Concepts: Justification, Patterns, Quantity, Simplification.
Learning Experiences:
• Solving linear equations and systems of linear equations algebraically and graphically
Assessed Criteria: A, C, D
• Solving other non linear inequalities graphically
• Calculating probabilities from Venn diagrams and two-way tables
Related Concepts: Validity, Models, and Change
• Using tree diagrams to calculate probabilities with and without replacement
• Changing the subject of a formula
Global context: Identies and relationships
Learning Experiences:
Key concept: Logic
• Review factorising techniques (common factors, grouping in pairs & difference between squares)
Assessed Criteria: A, C, D.
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• Representing sample spaces in tables, lists and diagrams
• Performing mathematical operations on rational algebraic expressions
Statement of Inquiry Understanding health and making healthier choices result from using logical representations and systems
• Proving probability theorems
• Understanding informal ideas of randomness
• Understanding and using formal probability notation
• Simplifying rational algebraic expressions
Unit 5: Probability
• Factorising quadratic expressions, where the coefficient of ��^2 is 1
• Using mathematical models containing non linear inequalities to solve real life problems
• Solving quadratic and rational inequalities both algebraically and graphically
• Calculating probabilities of independent, mutually exclusive and combined events
• Factorising quadratic expressions, where the coefficient of ��^2 is not 1.
• Drawing tree diagrams, Venn diagrams and two-way tables
• Determining whether or not events are mutually exclusive and/or independent
Dii - Evaluate propositions and evidence to formulate an argument (8.b)
Self-management Skills
Students study 3 units in a carousel arrangement across the year. The students rotate between the subject specialists and study units that have a specific subject focus. In Grade 9 students learn how to practically and theoretically apply the principles and relationships contained in the periodic table (chemistry) to a local industrial issue, they explore electrical systems (Physics) and the generation and distribution at a global scale, and finally, they examine factors that affect human health (Biology) and use case studies and global epidemiology statistics to unpack the complexities of biological process and responses to the environment.
Civ Compare, contrast and draw connections among (multi)media resources (7.d)
Aii Problem solve (8.i)
Biv Evaluate and manage risk (8.f)
Statement of Inquiry: Monitoring how changes in conditions impact a reaction provides evidence that has led to advancements in chemical industries throughout history.
Ciii Make inferences and draw conclusions (1.2c)
D- Reflecting on the Impacts of Science
A- Knowing Understandingand
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)
Communication Skills
Biii Practise visible thinking (9.g)
Ci(6.b)-Search effectively, collect and record information (6.a)
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Thinking Skills
B- Inquiring Designingand
ATL Skills
Aiii Evaluate propositions and evidence to formulate an argument (8.b)Bi
Science
Di - Use brainstorming to consider multiple alternatives and generate new ideas (9.a)
Cv Use own learning strategies to improve performance (5.c) Research Skills
C- Processing and Evaluation
RatesChemistryofReaction
Cii Interpret data (8.c)
Div - Understand intellectual property rights, create reference, citations, bibliography (6.d)
Diii Write for different purposes (1.2e)
Ai - Use memory techniques to help remember key information
● Construct, interpret and relate speed time, velocity time, acceleration-time and position-time graphs (considering linear motion only).
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● Interpret and predict how the shape of a rate graph will change with a change in condition.
Related Concepts: Energy, Movement.
● Find the resultant of two or more forces.
Related Concepts: Conditions, evidence.
● Distinguish between mass and weight and perform calculations involving gravitational field strength.
● Explain how a catalyst speeds up the rate of reaction.
● Draw free body diagrams and calculate net force.
Learning Experiences:
● Explain how changing factors affect the rate of a chemical reaction (surface area, temperature, concentration, catalyst)
● Draw an energy profile for a catalysed and uncatalysed reaction.
● Determine speed/velocity: instantaneous/average (using the speed equation, v t graphs and word problems).
● Describe practical methods of monitoring rate of reaction (mass loss and volume of gas)
● Explain the processes of Brownian motion and diffusion.
● Calculate mean and instantaneous rate of reaction.
● Distinguish between and calculate distance/displacement and speed/velocity.
Global context: Scientific and Technical InnovationIndustrialisation.
Assessed Criteria: A, B, C
Statement of Inquiry: Advances in engineering technology use movement and energy to cause change.
● State what is meant by scalar/vector quantities and give examples.
● Explain how uncertainty can be represented in lab reports and graphs.
● Describe the three principles of collision theory.
Learning Experiences:
● Describe and apply Newton’s laws of motion, including friction.
● Describe and apply Newton’s universal law of gravitation.
Key concept: Change
● Discuss Newton’s laws of motion in relation to car safety.
● Define mechanical work, kinetic energy and gravitational potential energy and carry out calculations.
● Construct balanced formula equations
Assessed Criteria: A, B, D
● Use the equations of motion(kinematic equations) to calculate acceleration from word problems.
Key concept: Change.
● Writing chemical formula of covalent and ionic compounds.
MotionPhysics:
● Name covalent and ionic compounds.
Global context: Scientific and Technical Innovation; Engineering
Statement of Inquiry: Species change over time through interactions with their environment: the evolution of humans has impacted global biodiversity in ways that may not be sustainable.
● Selective breeding
● Define power and carry out calculations using the power equation.
● State and apply the principle of conservation of energy.
● Cells: prokaryotic and eukaryotic
Assessed Criteria: A, C, D.
● State what is meant by efficiency and carry out calculations using the energy efficiency equation.
Global context: Globalization & Sustainability
EvolutionBiology:
Related Concept: Interaction & Environment
● Mutation and natural selection
● Evolution and evidence of evolution
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● Inheritance and variation within species
Key concept: Change.
- Learning Experiences:
● Cell division: mitosis, meiosis, binary fission
● Nucleus: chromosomes, DNA, genes, alleles
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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.
Self-management Skills
HH Sheikh Khalifa bin Zayed Al Nahyan
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.
Take(1.2d)effective
Bring necessary equipment and supplies to class (3e)
Read critically and for comprehension (1.2a)
Read a variety of sources for information and for pleasure (1.2b)
Research Skills
The inclusion of a library skills class in the development of skills helps ensure consistency in style and expectation across subjects. Within the Information Fluency Continuum; students will practise key information literacy skills, which can be taken as a ‘toolbox’ and applied to a multitude of classroom experiences.
Keep an organised and logical system of information files/notebooks (3f)
There are three units. The first unit, ‘Academic Integrity’ revisits expectations of Raha Students as outlined in the policy with a key focus on note taking as an essential step on the journey to academic success. Students will revise previous learning of MLA citing and referencing; comparing and assessing value and limitations of citation machines and citation tools within academic databases. In Unit 2; ‘Source Selection’ Students consider the rate of dissemination of information and the range and value of media representations. They contemplate the purpose of Fake news, constructing strategies to expose and discredit fraudulent sources.
ATL Skills Communication Skills
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Use and interpret a range of discipline specific terms and symbols
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.
Practise focus, concentration and overcoming distractions (4.1a)
The final unit serves to prepare students for a successful experience in their undertaking of the Personal Project by analyzing and developing core skills.
Library IFC and Read Class
"Reading opens minds, promotes tolerance, openness and communication, and prepares an educated, informed and open minded people, veering them away from extremism and impenetrability”
notes in class for study (1.2f)
Key concept: Logic. Related Concepts: Perspective, Communication.
Statement of Inquiry: Is it possible to develop an original creation from existing works?
Global context: Identities and Relationships. Key concept: Development Related Concepts: Perspective, Connections
Statement of Inquiry: What is true and how do we know?
Learning Experiences:
• Students assess their understanding of the principles of the Academic Integrity by considering a range of hypothetical scenarios.
• In a collaborative exploration, students identify and prioritise key strategies for successful paraphrasing. In a reflective process they investigate peer statements identifying statements that potentially advocate for plagiarism.
Consider ideas from multiple perspectives (8 h)
Unit 1: Academic Integrity
• Students consider a range of media representations and their role in the development and distribution of information.
• Students learn strategies to debunk fake news and analyse content for value.
• In a range of learning activities students will build skills to differentiate between opinionated statements and factual statements; concluding with a reflective quiz to assess skill development.
contrast and draw connections among media resources (7.d)
Thinking Skills
Global context: Fairness and Development.
• By analyzing key questions; Why is there Fake News? Why is it invented? students are able to identify indicators and signals to separate sources.
Demonstrate awareness of media interpretations, assumptions and bias
Evaluate and select information sources and digital tools (6.c)
• A review of MLA format is undertaken culminating in a comparative evaluation of trending citation generators and add ins.
• Students learn note taking strategy for both summarizing and reviewing information (Walter Pauk’s Cornell Notes System).
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Search effectively, collect and record information (6.a)
Understand intellectual property rights, create references, citations, bibliography (6.d)
Compare,(7a)
Ask good questions (8.g)
Learning Experiences:
They practice combining summary statements, with the incorporation of accurate acknowledgements.
Unit 2: Source Selection
• Students are introduced to the ideas of Product Goals and Learning Goals in a scaffolding activity.
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• Students will undertake a review of information databases with a particular focus on specific academic research material; JSTOR, Maktaba, Google Scholar and Britannica School Advanced.
Learning Experiences:
Related Concepts: Global Interactions, Connections
• Students perpetuate source evaluation, reviewing OPVL methodology to demonstrate critical thinking in source selection.
• Students consider how to demonstrate time-management skills and learn to differentiate between time planning and effective time management. Students practice visual representations of time/task management in GANTT charts for simple tasks; understanding that this knowledge can be transferred and applied to their own product next term.
Statement of Inquiry: What exemplifies a successful, meaningful product?
• Students will consider the appropriate selection of secondary and primary sources in providing justification in decision making processes.
• Practice in the navigation of databases by use of disparate keywords, advanced searching, fields, filters and command terms.
Key concept: Communication.
Global context: Identities and Relationships.
Unit 3: Skills, Strategies and Evidence for the Personal Project.
Thinking Skills
Diii – Make inferences and draw conclusions (1.2c)
Statement of Inquiry: At different times and locations, societies can experience revolutionary change, due to a variety of causes and often with long lasting consequences.
For our Grade 9 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 academic skills. The first unit, ‘Russian Revolution', examines the causes that transformed governance due to political instability which resulted in revolution. Students develop an understanding of the complex factors that lead to both 1905 and 1917 revolutions. The second unit, ‘Urbanism’ involves the study of cities, the urban land use and design, and interpreting urban land use models. Students will research technological advancements influencing gradual changes in built and natural environments. Our third unit, ‘Money Makers’ deals with the concepts of money, business, and the entrepreneur. Students will be engaged with learning the nature of markets and will be challenged to come up with their own business plans. The fourth and final unit challenges students with Psychological theories surrounding the concept of stereotyping. Students will learn to evaluate the strengths and limitations of psychological studies and theories on this concept.
B- Investigating
Di – Collaborate and share with peers through digital media. (2.d)
Dii Evaluate propositions and evidence to formulate an argument
A- Knowing Understandingand
Unit 1: Revolutions
C- Communicating
Biii – Search effectively, collect and record information (6.a)
Global context: Orientation in Space and Time
Cii – Write for different purposeds (1.2e)
Individuals and Societies
Communication Skills
D- Thinking Critically
Bi Ask good questions (8.g)
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Ai Take effective notes in class and for study (1.2f)
Consider ideas from multiple perspectives (8.h)
D1– Understand intellectual property rights, create reference, citations, bibliography. (6.d)
Div(8.b)
ATL Skills
Social Skills
Aii Make inferences and draw conclusions (1.2c)
Bii – Plan short and long term assignment; meet deadlines (3.a) Research Skills
Biv – Give and receive meaningful feedback (1.1a)
Self-management Skills
Ci Use a variety of media to communicate with a range of audiences. (1.1c)
• SMART cities
Unit 2: Earth’s Cities: Urbanisation
1. Russia and the USSR
• Tourist industry
• Independent Research
• A city’s early settlements factors
Related Concepts: Processes, Innovation
Learning Experiences:
Related Concepts: Causality & Significance
Factual: What features make one city better than another? What are the different types of settlement? What makes a good location for a settlement? What is meant by urbanization? Why are some settlements abandoned?
Textbooks: Russia Textbooks:
• Rasputin / Lenin / Trotsky / Tsarina
• Terminology – Hemophilia, Russification
• Use of google maps / google earth.
Assessment: Research question and justification, Criterion B; OPCVL Source Analysis, Criteria A, C, D
Inquiry Questions:
• Life in Russia in 1900s
• Feudalism / Russian Society
• Tsar Nicholas / Romanov Dynasty
• Urbanisation Terminology
Conceptual: What are the different types of revolution? What factors determine the significance of an event?
Inquiry Questions:
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Assessed Criteria: A, B, C, D.
Statement of Inquiry: Settlements develop and change due to a variety of processes and their sustainability allows them to function successfully, affecting the identity of that location.
Learning Experiences:
• Review ancient civilisations
• Russia’s infrastructure
• Russia’s governments etc.
Key concept: Time, Place, Space
• Modern Day Russia
Debatable: Do revolutions always lead to progress?
• UNESCO World Heritage Sites
• Read case studies
Assessed Criteria: A, B, C, D.
2. Russia in Transition
Key concept: Change
• MEDCs, HDI, GDP, Site, Function,
Debatable: Should humans protect natural environments at all costs? Are cities the future?
• Rapid urban growth
• Brainstorm / Mind Map / KWHL
Global context: Identities and Relationships
Conceptual: How are cities created? What impact have humans had on different environments? Ho do settlements change over time? How can settlements be more sustainable?
Factual: What is a revolution? What were the causes of the Russian Revolution? What role does propaganda play in revolutions? and why do they occur?
What are the stages of entrepreneurship?
o Writing BPs
Conceptual: What are strategies in developing a successful business plan?
o Aims and Objectives
Key concept: Systems
Related Concepts: Behaviour
• Presentations
Textbooks: Oxford Textbook DP Entrepreneurs 1.1
o Business Plans
Unit 3: Money Makers
• Entrepreneurs
Debatable: Do we all have the capacity to become entrepreneurs?
• Assessment
Learning Experiences:
Assessment: Research project and presentation, Criterion A, B, C, D Textbooks: Complete Geography for Cambridge IGCSE
• Cash Flows (Forecasts)
Statement of Inquiry: Stereotypes are created within societal and cultural norms that influence behaviour and identity.
Assessed Criteria: A, B, C, D.
Assessment: Aims and Objectives of a Business Plan & Construct Cash Flow Forecast, Criterion A, B, C, D
Global context: Personal and cultural expression
o In flow vs Out flow
Related Concepts: Competition, Strategy
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Global context: Identities and Relationships
Unit 4: Allusions
o Brainstorm
• Business Plans
Why do some companies succeed while others don’t?
Key concept: Global Interactions
• Cash Flows (Forecasts)
Inquiry
o Market Research
• Financial Sectors
Inquiry Factual:Questions: What is an entrepreneur?
o FOP / Employment Sector
Statement of Inquiry: Competitive creativity and expression of ideas requires strategic know-how and sound systems.
o Practise Questions
Conceptual: Describe stereotypical behavior that is misunderstood by other cultures
Factual:Questions:
INS MYP by concept 1, p.76
o Construction
What is a stereotype? Examples of good and bad stereotypes?
• Think, Pair, Share
• WEEK 3: Hamilton + Gifford (1976) Study
Assessed Criteria: A, C, D.
• Aim, method + results.
• WEEK 4: Evaluate the study
• Teach students evaluation pointers
• LO: Students must be able to describe study (aim, method and results)
• Description of study
• LO: Students must be able to describe and explain 1 strength and 1 limitation.
• Timed assessment in class (1 hour)
• Definition of Stereotype
Assessment: Part One: Describe the theory (Must include key words) Part Two: Describe a supporting study of the theory (Aim, method, and results) Part Three: Evaluate the study (strengths and limitations), Criterion A, C, D
• LO: Students must be able to describe Illusory Correlation Theory using key terms, e.g false association, correlation etc.
Textbooks:
• inghttps://www.thinkib.net/psychology/page/22444/stereotyp
• Oxford Textbook Psychology (PDF available)
• WEEK 5: Prep for assessment
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• WEEK 1: Introduction to Stereotypes
• How are stereotypes formed?
Debatable: How are stereotypes formed? Can stereotypes be changed?
• Description of Theory
• WEEK 2: Illusory Correlation
• WEEK 6: Assessment Week
• LO: Students must be able to know one definition of Stereotype
• Effects of stereotypes?
Learning Experiences:
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Social Skills
ATL Skills
A iv Make inferences and draw conclusions 1.2c
Communication Skills
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D- Evaluating
C- Creating the Solution
Design:
B iii Use a variety of media to communicate with a range of audiences - 1.1c
A ii - Identify primary and secondary sources 6.e Thinking Skills
Interpret data 8.c
D iv - Revise understanding based on new information and evidence
B ii - Interpret and use effectively modes of non-verbal communication 1.1d
In Grade 9, students are encouraged to incorporate their previous knowledge of hand tools, digital tools, machines and new forms of creation to produce a ‘flat pack farm’. This product is intended to make growing plants of all sorts more accessible to people living in urban areas.
The students are encouraged to implement elements of Computer Aided Design, and Computer Aided Manufacture using the laser cutter along with traditional methods of product manufacture. This unit promotes further understanding of creating a product intended to address the UN’s Sustainable Development Goals.
C i Plan strategies and take action to achieve personal and academic goals 3.d
B iv Interpret and use effectively modes of non verbal communication 1.1d
Product Design
C ii - Set goals that are motivating and challenging - 3.c
B- Developing Ideas
A i Search effectively, collect and record information 6.a
C iv - Evaluate propositions and evidence to formulate an argument
D8.bii
C iii Plan short and long term assignments; meet deadlines 3.a
C iii – Collaborate and share with peers through digital media 2.d Self-management Skills
D iii Use own learning strategies to improve performance 5.c Research Skills
All students explore the task and are taught the skills of how to create prototypes online with 3d modeling software. Students also continue their study of sustainable design and are encouraged to use a minimalistic approach to designing their products as material constraints are put in place.
In summary, Grade 9 students are taught a variety of modern methods of product design techniques, as well as developing a further appreciation for and understanding of the 17 UN
A iii Draw and test conclusions and generalizations 8.d
A- Inquiring and Analysing
B i - Use brainstorming to consider multiple alternatives and generate new ideas 9.a
8.e
Key concepts: Communities
• Students will analyse a range of different existing ‘flat pack farm’ products.
Statement of Inquiry: For Communities to be truly Sustainable, they must find a balance between consumption and production. To help achieve UN SDG’s #11 and #12, we need to be Innovative with the Resources available to us.
Sustainable Development Goals through the creation of a functional product.
• Students will create measurable and testable success criteria for their chosen design idea, based on the findings from their research.
• Students will use OnShape to create an accurate 3D model of their chosen solution. This will provide them with working drawings and assemblies.
• Students will create a plan/gantt chart to identify the steps required to create the chosen idea
Criterion D:
• Students follow their plan and use the workshops machines and tools to create their chosen solution, whilst demonstrating a range of technical skills. Photographic evidence of each step must be recorded.
Related Concepts: Innovation, Resources, Sustainability
• Students will evaluate their product based on results from testing under each design specification they outlined in criterion B.
• Resulting from completing the research outlined, students will write a concise design brief that includes a description of the product they intend to make.
• Students will identify and explain how their product could be improved through annotated sketches.
Criterion A:
• Students will analyse the impact their chosen design had on their intended user.
• Students will present their chosen solution and fully justify its selection using a variety of media to communicate their chosen idea.
• Students will design and complete a minimum of two relevant testing methods to test the success of their product
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Global context: Globalization and sustainability
Unit 1: Flat Pack Farm
Assessed Criteria: A, B, C, D.
Criterion B:
• Students will develop a range of ideas using graphical, physical or virtual modelling. These ideas need to be annotated and detailed.
Criterion C:
• Students will create a mind map research plan comprised of focused and valuable research questions.
• Students will research and explain the need to find a balance between consumption and production.
• Students will specify and justify any changes made to the final design throughout the creation process.
Learning Experiences:
• Students will apply the design cycle to their project. Students will learn key terminology relating to the internet and will consider the relevance of the internet to the society they live in.
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Statement of Inquiry: A successful website requires creative aesthetics to innovatively provide an attractive function, as well as, satisfying a modern and unique form. Global context: Scientific and Technical Innovation. Key concepts: Aesthetics, Creativity. Related Concepts: Form, Function, Innovation.
• Students will spend several lessons learning the basics HTML code and the use of CSS.
The world we live in is forever connected to the web. Students are introduced to web design skills as well as the study of computer science topics. Coding skills are developed in HTML & CSS enriching student understanding of the websites, technologies and apps used today. Using critical thinking, inquiry and problem solving skills students will learn how to build websites and gain an understanding of basic web design principles such as human computer interaction, composition, branding, colour theory and typography. The world revolves around the world wide web and every business that exists today relies on such technologies to communicate with customers. By the end of the unit students will have confidence, skills and an understanding of web design principles.
• Students will get to pick from one of the following topics: OOP (Object Oriented Programming) Networking Digital Citizenship Web Science System fundamentals (focusing on how a computer functions, internal hardware, software etc) Skills used: Programming in HTML and web design. Graphics & image editing Research skills Variety of CS topics (some may research all topics before deciding on a choice).
• In their project they will apply their knowledge to create a website for a specific audience about a chosen topic, namely a support guide to teach students certain elements of the DP Computer Science course.
Digital Design
Unit 1: Web Design
Learning Experiences:
Assessed Criteria: A, B, C, D.
• They will be introduced to Code Academy to become familiar with basic features of web development.
Civ Develop new ATL skills, techniques, and strategies for effective learning (5a)
Ai – Interpret and effectively use modes of non verbal communication (1.1d)
Research Skills
Communication Skills
Arabic B 1:
Di – Use memory techniques to help remember key information (6.b)
Global context: Identities and relationships
Ci – Use a variety of media to communicate with a range of audiences. Use memory techniques to help remember key information.
The dreams world/ملاحلأا ملاع
Bi(1b)Read critically and for comprehension (1.2a)
Dii – Reflect on subject matter knowledge (5d)
Bii – Compare, contrast, and draw connections among media resources (7a)
Biii Change the context of an inquiry to gain different perspectives (10c)
Aii Use intercultural understanding to interpret communication
– Use and interpret a range of discipline specific terms and symbols (1.2d)
Ciii – Collaborate and share with peers through digital media (2.d)
Cii – Take effective notes in class for study (1.2f)
Bi(1.1b)Read a variety of sources for information and for pleasure
Diii Write for different purposes (1.2e)
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Language Acquisition
Aiii Consider ideas from multiple perspectives (8c)
Self management Skills
Biii – Make unexpected or unusual connections between objects, and or/ideas (9b)
C- Speaking D- Writing
Unit
Statement of Inquiry: The change of dreams is reflected in the temporal evolution of the audience, which leads to a change in the contexts in which their dreams are formed.
Social Skills
Biii Consider ideas from multiple perspectives (8 h)
A- Listening B- Reading
D1 Use memory techniques to help remember information (6.b)
Thinking Skills
Bi – Use intercultural understanding to interpret communication
Key concepts: Change Related Concepts: Audience, Context Assessed Criteria: A,B, C, D.
ATL Skills
Aii – Interpret data
D iv – Use a variety of media to communicate with a range of audiences (1.1c)
Bii(1.2b)
Aiii – Demonstrate awareness of media interpretations, assumptions, and bias (7a)
Statement of Inquiry: Identities and relationships are reflected in the communication between audiences reflecting the cultural conventions prevailing in the World Cup
- Linguistic concepts:
- The student will learn many topics, such as: Inspirational football stories / In love with the football player / Unforgettable moments from the World Cup / Sports
The student will learn many topics, such as: dream house/dream job/meeting a famous person/dream country/dream can become reality
- Vocabulary: house / apartment / dreams / future / influential / famous / meeting / dream / reality / specifications / job / work / country / travel / immigration Linguistic concepts:
Assessed Criteria: B, C
-
- Vocabulary: football / stories / history / player / stadium / win / loss / goals / love and dislike / magic / magician / inspiration / entertainment / world cup / match / sports....
لصولا( ةزمهلاو ،ميقتلا تاملاع ةحوتفملا ءاتلاو ،ةيرمقلاو ةيسمشلا ملالاو ،(ةفرطتملا/ةطسوتملا/عطقلاو نيونتلا فلأو ،ءاهلاو ةطوبرملاو
Unit 3: The world Cup /
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Global context: Identities and Relationships
مزلالاو ،ئاشنلإاو يتخلا بولسلأاو ،ديكوتلا قاقتشلااو ،ةبكرملاو ةطيسبلا ةلمجلاو ،يدعتملاو
- Linguistic concepts:
Unit 2: The virtual world /
The student will learn many topics, such as: virtual tourism / virtual games / virtual education Vocabulary: VR / 360 degrees / virtual world / reality / virtual tour / games / modern / 3D / remote control / alternate world / education / future / gadgets ....
ةلوصوملا ءامسلأاو ،ءامسلأا ةياهن ف ةنيللا فللأا، أو ،ةمدقتملا طبرلا تاودأ مادختساو ،اهتاوخأ ناكو ،بارعلإاو ءانبلابولس لاةيانكلاو ،زاجملاو ةقيقحلاو ،هيبشت
ضاتفلاا ملاعلا
- Learning Experiences:
Global context: Scientific and technical innovation
Key concepts: Communication Related Concepts: Audience, Function Assessed Criteria: A, D
Key concepts: Communication
Related Concepts: Audience, Conventions
Statement of Inquiry: Scientific and technical innovation is reflected in the Audience, which leads to a change in the contexts in which contemporary life functions are formed in the virtual world.
Learning Experiences:
ملاعلا سأك
- Learning Experiences:
Key concept: Culture
Assessed Criteria: B, D
Related Concepts: Meaning, purpose, voice and point of view
To write a review of the different forms of self expression and culture.
Students will read and listen to articles about the culture and traditions in the Hispanic World. Ultimately, they will gain skills to speak and write about their similarities and variations and from country to country.
7. Possessive articles (mi/s, tu/s, su/s etc.)
3. Justify opinions
Function
Global context: Personal and Cultural Expression
Assessed Criteria: A, B, C, D
Statement of Inquiry: Learning a language implies establishing interdisciplinary connections with meaning and purpose, especially when expressing our voices and points of view in either a personal or a cultural manner.
- Learning Experiences:
Vocabulary will learn new and advanced vocabulary that covers the main concepts of festivals, celebrations and personal expressions among Spanish/Indigenous groups.
Grammar
3. El pretérito imperfecto
Culture
4. El condicional simple
Find out how the 21 Spanish speaking countries are personally expressing and celebrating their similarities as well as their diversities culturally speaking.
Statement of Inquiry: Festivals reflect different aspects of cultures’ values and forms of expression.
Unit 1: ¿Son los festivales reflejos fieles de las culturas?
Spanish
6. Las comparaciones
2. El verbo “gustar”
Related Concepts: Significance, Context and Purpose
Key concept: Connections
Learning Experiences:
Unit 2: ¿Qué es la expresión artística y el arte?
Grammar
1. El presente de indicativo
Vocabulary will learn new and advanced vocabulary that covers the main concepts of art and Hispanic artistic production.
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Students will read and listen to articles about different forms of the arts and artists in the Hispanic World. Ultimately, they will gain skills to speak and write about various art forms and/or Hispanic artists offering voices and a range of points of view.
Global context: Personal and Cultural Expression
1. El presente simple
5. La estructura de los verbos modales (“deber”, “querer”, “debería”, “podría”, + infinitivo(
2. El pretérito indefinido
To speak about self-interpretation of a form of art/an artist work.
To write about the use of the internet as a source of important information and to do and persuasive oral presentation of it. Communication
technology is a tool for learning and/or changing the way we get/gather information.
5. Pensar/Creer en
Culture
• Pensar/Creer que / Opinar que
Statement of Inquiry: When we travel, we discover new cultures and new ways of perceiving the world that allows us to communicate and connect with each other globally.
Learning Experiences:
• El presente de indicativo
4. Pensar/Creer que / Opinar que
• El pretérito imperfecto
6. Los marcadores temporales
Function
To write an art review of a Hispanic artistic form/artist.
Key concept: Communication Related Concepts:
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Grammar
Unit 1: Comment voyages-tu?
Learn and understand better art forms and art production by some of the 21 Spanish speaking countries and identify their connection to the world artistic field/scenario.
Students will read and listen to articles about different ways of getting information in the past and in the present with the technologies used in the past and today. Ultimately, they will explore the importance and implications of technologies in their lives and will gain the skills to speak about how to take action by showing how
Statement of Inquiry: The evolution of the means of communication creates opportunities to exchange messages and create and share ideas in different ways.
To communicate in a meaningful manner how to best use technology as a tool for learning and/or gathering information.
Unit 3: ¿Está internet cambiando el modo en el que encontramos la información?
Function
• El futuro simple
• El futuro próximo
Vocabulary will learn new and advanced vocabulary that covers the main concepts of internet and information technology.
Assessed Criteria: A, C
• El pretérito indefinido
Message, meaning and conventions
French
Global context: Orientation in space and time
• Los marcadores temporales
• Describe a neighborhood with photos of different neighborhood
• Practice a dialogue at a ticket office
• Use the present tense of -RE verbs, the imperfect and the imperative
• Interpret an infography about how French like to spend their holidays
Unit 2: Que fais-tu pour ta communauté?
• Video and comprehension of the best mean of transport to go on holiday with
• Research new vocabulary on travel essentials and activities
Debatable - Is it necessary to travel?
Related Concepts: Function, Purpose, Meaning
• Explore the passé composé with avoir and être
Related Concepts: Message, Goal
• Students to observe the conventions of a travel diary
Factual - What is my community like?
• Students to explore new vocabulary on transportation, prepositions and verb ‘aller’
• Students to explore new vocabulary on what makes a community
Factual - Which places do you like to visit?
• Students to debate in groups about a travel brochure
Key concept: Connections
Key concept: Culture
- Learning Experiences:
• Research social media and travel with a reading activity
• Reading comprehension about a community
Conceptual - Why do we not share the same touristic experiences? How do the stories of our travels help us to better understand other cultures?
• Write about their preferred mean of transport to travel
• Understand a text about famous explorers
• Students to observe different photos and reflect-compareshare
Global context: Globalization and Sustainability
Learning Experiences:
Global context: Globalization and Sustainability
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Statement of Inquiry: Thanks to language, we can establish relationships and connections with each other to build a local and global community that is ethical and sustainable.
• Write a travel diary entry
• Interpret a video about the impact of travelling
• Write about your own neighborhood using directions
Assessed Criteria: A and B
Assessed Criteria: A, B, C and D
• Write a blog about how travelling can make us better people
• Present a photo about an environment problem
• Discuss cause and consequence with climate change
Unit 3: Protéger notre environnement?
Debatable - How can we work together in order to save the environment?
• Write about how one can support local initiatives to protect the environment
• Watch and interpret a video about climate change
• Research ways to improve the quality of life in the city with an infography
Learning Experiences:
• Use modal verbs to talk about what we should/must do
• Explore sustainability with a speaking activity discussing photos on the before and after of a neighborhood
• Write about how one can support the local community
• Use the future tense of regular verbs to talk about future actions
Statement of Inquiry: T By connecting with each other through language, we can solve problems and pursue a common goal to promote equity and development in our environment.
Key concept: Connections
Factual - What actions and attitudes destroy our environment?
• Watch and interpret a video about an eco-community
• Students to work in group to explore links on how to create connections within a community
Related Concepts: Goal Message, Conventions
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Conceptual - Why are we all responsible for protecting the environment? Why do certain initiatives to save the planet fail?
• In groups, students reflect discuss share about a photo on human actions and attitudes
Assessed Criteria: C and D
• Students to watch a video about the benefits of recycling
Global context: Fairness and development
• In groups interpret a text on city v/s countryside
• Explore vocabulary about weather and pollution
• Students to debate in groups about a travel brochure
Conceptual - What are the advantages and the inconveniences of my community? How can we protect our community? What factors influence your lifestyle?
• In groups interpret a blog about waste and recycling
• Read and interpret a text about celebrities’ actions in protecting the environment
Debatable - How can we create connections with our community? Does the ideal community exist?
Ai – Make inferences and draw conclusions (1.2c)
Diii Give and receive meaningful feedback (1.1a)
Ciii - Consider ideas from multiple perspectives (9h)
Di - Revise understanding based on new information and evidence (8e)
Bi Demonstrate persistence and perseverance (4.2a)
Ai Reflect on subject matter knowledge (5d)
Cii Practise failing well (4.5b)
Research Skills:
Aiii Make guesses, ask “what if” questions and generate testable hypotheses (9d)
Ci – Set goals that are motivating and challenging (3c)
Aii Change the context of an inquiry to gain different perspectives (10c)
Arts
Bii – Take responsibility for one’s own actions (2e(
Aiii Use a variety of media to communicate with a range of audiences (1.1c)
Bii – Understand the impact of media representations and modes of presentation (7c)
ATL Skills:
During the fourth year of the MYP, students explore, shape, and communicate a sense of identity and build relationships through music-making. Their work provides opportunities to develop their self-confidence, resilience, and adaptability.
Thinking Skills:
Self-Management Skills:
Dii – Use and interpret a range of discipline specific terms and symbols (1.2d)
Ai Read critically and for comprehension (1.2a)
Social Skills:
During the second half of the year, students complete an Interdisciplinary Unit in collaboration with the English Department where students create a film trailer for a fictitious movie inspired by one of the themes in William Shakespeare’s Macbeth. Students work collaboratively by including all of the arts disciplines through sound, film, performance, and visual campaign to create the trailer.
Dii – Interpret and use effectively modes of non verbal communication (1.1d)
Ciii – Plan short and long term assignments; meet deadlines (3a)
Communication Skills:
Diii Reflect on subject matter knowledge (5d)
Diii Keep a journal to record reflections (5f)
Aii - Consider ideas from multiple perspectives (8h)
Ci - Make unexpected or unusual connections between objects and/or ideas (9b)
Bi – Keep an organised and logical system of information files/notebooks (3f)
Cii Practise visible thinking (9g)
A Investigating B-Developing
Cii - Use brainstorming to consider multiple alternatives and generate new ideas (9a)
Ai – Search effectively, collect and record information (6a)
C Creating/Performing D Reflecting
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Unit 2: All Good Artists Steal.
- Learning Experiences:
Key concept: Time, place and space
Unit 4: Believable Fictions
Assessed Criteria: A,B,D
Assessed Criteria: A,B,C,D
Related Concept: Narrative, presentation
Unit 1: Freezing Time
Statement of Inquiry:Craftsmanship, medium and tools must change along with the times to stay relevant in society.
• Must know artist.
Statement of Inquiry: Interpreting a work through a personal or a cultural context can help breathe new life into the work and allow artist to express new ideas.
Assessed Criteria: A,B,C,D
Learning Experiences:
Statement of Inquiry: social media has the potential for global influence and can be a vehicle for change.
• Exposure triangle
Global context: Fairness and development
• Operating the camera
• Final product: Digital photo book (Booklet).
Global context: Globalization and sustainability
- Learning Experiences:
Related Concepts: Creativity, Play Interpretation
During this unit students will explore how music videos covey implicit and explicit meaning using the language of film.
Related Concepts: Visual Culture
Assessed Criteria: A,B,C,D
Key concepts: Communication
Unit 3: Every shot A painting
Learning Experiences:
Related Concepts: Expression Representation
Statement of Inquiry: Narratives are dependent on the presentation of information in conveying ideas.
Global context: Fairness and Development
Global context: Personal and cultural expression
• This unit is about creativity and inspiration- where do we get ideas from? What is original? Which stories are worth telling?
• This is unit is the introduction to Video How can we choose imagery to show the mood, tone and meaning of a song?
Key concept: Change
Media Arts
• Historical context
Key concept: Aesthetic
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Statement of Inquiry: Musical systems, models and methods can be used to change and develop expression in a composition.
• Appraisal of their own composition.
• Exploration of different compositional techniques (ie soundscape).
Global context: Identities and Relationships
Learning Experiences:
• Maintaining a progress journal of the development of own playing skills
• Performing for/with the class
Key concept: Communication
Key concept: Change
• Development of music theory knowledge (this will also happen in conjunction with the “Play It!” unit(.
• Creation of own composition following certain theory ‘rules’.
Related Concepts: Presentation, Audience
• Developing ensemble playing skills
Unit 1: “Create it!” Composition: Music theory and compositional techniques
Related Concepts: Presentation, Expression
Assessed Criteria: Ai, Aii, Bi, Bii, Ci, Di, Dii
Statement of Inquiry: Working towards an expressive presentation can build communication skills and develop identities and relationships.
Assessed Criteria: Ai, Aii, Bi, Ci, Di
Learning Experiences:
Related Concepts: Composition, Development, Expression
Global context: Scientific and technical innovation systems, models and methods
Statement of Inquiry: Expression can be communicated effectively to an audience through an artistic presentation
• Learning how to play a new instrument
Unit 3: “Film Music” – Expressive composition
• Appraising and reflecting upon their development of performance skills.
Music
• This unit is about questioning the relationship between photographs and reality. When it comes to photography can you really believe your eyes?
Unit 2: “Play it!” Building a Band – Instrumental performance
Learning Experiences:
Key concept: Communication
Assessed Criteria: Bi, Bii, Ci, Di, Dii
Global context: Personal and cultural expression
• Storyboard compositional plan
UnitDrama1: What’s On Your Mind?
Unit 3: Brecht Does Hansel & Gretl
Natural and believable performance creation.
Create context by way of interpretation
- Learning Experiences:
Related Concepts: Expression, Narrative Assessed Criteria: Ai, Bii, Ci
- Pauses/Pace. Suspension of disbelief.
• Written appraisal and reflection
- Learning Experiences:
Students will create original monologues based on short scenes with partners.
Students will research drama theorists and practitioners, their catalysts in change and how it corresponds with world Studentshistory. will practice chosen techniques and apply them to Researchingperformances.various sources
Key concept: Creativity
Statement of Inquiry: Through the study of Stanislavski's techniques of emotional expression in Naturalism, students will practice communication through chosen roles and establish relationships of characters.
Key concept: Change
Global context: Orientation of space and time.
Practice Stanislavski’s techniques of “The System” to create believable performances.
Unit 2: It Takes Two
- Learning Experiences:
- Character Study/Performance Tone Pitch Volume.
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Statement of Inquiry: We explore our identity and express ourselves through the creation and performance of original narrative.
Key concept: Communication Related Concepts: Expression,Role Assessed Criteria: Aii, Bi, Ci, Di
• Listening tasks – key features and compositional techniques
Related Concepts: Innovation, Interpretation Assessed Criteria: Ai, Bii, Dii
Statement of Inquiry: As we see change in the world, we innovate old practices to create new interpretations of drama.
Global context: Identities & Relationships
• Composition creation and editing
- Students will practice giving and receiving feedback to improve on their monologue structure as well as performance.
Global context: Identities and relationships
• Students will practice the skills with their knowledge of characters and apply them to scenes from the play.
Global Context: Fairness and Development
Unit4: A Midsummer Night’s Unit
Key Concept: Identity
- Learning Experiences:
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Statement of Inquiry: Some symbols and styles of expression/composition can communicate identity and convey a deeper conceptual meaning
Unit 2: Absract Now!
Students will listen to a variety of music styles and draw abstract linear marks and use colour and shapes responding to pitch and rhythm. From these trials, they will explore possible compositions, following the principals of design, which can include abstracted figures and urban environments. An acrylic or goache painting is produced.
Global Context: Identities and Relationships
Visual Arts
Related Concepts: Composition, Expression
Related Concepts: Interpretation
Assessed Criteria: A, B, C, D
Key concept: Communication
Statement of Inquiry: The right inspiration and experimentation can give rise to unique and beautiful creations.
• Students will practice the use of iambic pentameter and how to deliver Shakespeare's language.
• Students will study the 4 worlds of "A Midsummer Night's Dream," the characters, and their status.
Statement of Inquiry: Through genre study and play, students explore themes, social constructs, and roles of Shakespeare's work.
Assessed Criteria: Aii, Bi, Ci, Di
- Learning Experiences:
• Practice of iambic pentameter
Assessed Criteria: A, B, C, D
• Scene study Identifying characters’ status, wants, and needs
Unit 1: Beyond Borders
Key Concept: Aesthetic
Related Concepts: Genre, Play
Students will create a 2D mixed media art piece that explores the expansion of a main subject matter (symbolic representation of who they are) that is in an inner rectangle branching into the border around it (going beyond the border – symbolic of their comfort zone). The main subject should remain in color, but everything else should turn black & white outside the main rectangle. The choice of how much of their image remains in colour and beyond the border is a reflection of their personality (introvert/extrovert).
- Learning Experiences:
Global context: Orientation in space and time
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Unit 2: Interdisciplinary Project + Surrealism
Assessed Criteria: A, B, C, D
Key Concept: Creativity
Statement of Inquiry: Finding ways to make others see new perspectives can raise awareness and lead to increased community engagement.
Global Context: Fairness and Development
Learning Experiences:
Related Concepts: Interpretation, perspective
Students will explore the style of Surrealism through the genre of landscape. Using collage, they will express a surreal scene depicting multiple figures and objects in a a somewhat abstracted rendering. Students will also be participating in an interdisciplinary unit with English, where they will create a movie poster related to a text they will read in English.
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ATL Skills
Aii(8e)Problem solve (8i)
B Design Explain & Justify a Plan
pitch/sale/ mission statement
Thinking Skills
Social Skills
Diii- Self-assess personal learning skill development and strategy use (5B)
- Learning Experiences:
Self-management Skills
actively to other perspectives and ideas (2K)
Cii Manage and resolve conflicts and work collaboratively in teams
Dii(2h)Listen
Aiii– Use and interpret a range of discipline specific terms and symbols (1.2d)
Statement of Inquiry: Having the freedom to understanding movement can impact how we communicate our knowledge of physical and mental well-being.
Using technology to create a presentation
Bi- Set goals that are motivating and challenging (3C)
Ai- Revise understanding based on new information and evidence
Ci Make connections between different subjects (10b)
Global context: Personal and cultural expression
Ciii- Give and receive meaningful feedback (1.1a)
Communication Skills
Key concepts: Communication Related Concepts: Choice, Movement Assessed Criteria: B, D.
CreatingMusclesBenefitsandbonesabusiness
A Explain & Apply Knowledge
D Explain interpersonal skills. Develop goals/strategies: Analyse & performanceEvaluate
• Students will learn a number of Yoga styles and how to perform them.
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C Demonstrate, apply & analyse skills & strategies to perform
Research Skills
Bii – Search effectively, collect and record information (6a)
• Students will identify health benefits surrounding Yoga. Types of Yoga Performance of yoga Health
Di Develop new ATL skills, techniques and strategies for effective learning (5a)
Physical and Health Education
Unit 1: Yoga
• Students will develop an understanding of what muscles and joints are being used when performing poses.
Students will learn the basics of water polo.
• Skills (passing; shooting; blocking(
• Scoring system
Unit 4: Touch Rugby
- Learning Experiences:
- Learning Experiences:
Related Concepts: Communication, Environment
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• Rules
Related Concepts: Movement, Refinement
Assessed Criteria: B
• Fouls
Unit 2: Water Polo
Global context: Identities and relationships
• Swimming techniques
Unit 3: Racket Sports
• Tactics
MovementTactics off the ball
• Drills to improve strokes
Statement of Inquiry: Managing player and team conflict requires cooperation between differing perspectives. Acknowledging team roles and sport understanding influences team performance.
Key concept: Change
• Tactics
Statement of Inquiry: For a team to function effectively, all team members must communicate efficiently and clearly.
Global context: Fairness and development.
Related Concepts: Adaptation, Systems
Assessed Criteria: A - Learning Experiences: Game play
- RulesReferring
•
- Skills (passing, running, tackling, decision making)
•
Key concepts: Development
• Game play
• Scoring system Teamwork Positions Officiating
• Breakdown of skills and techniques
• Umpiring
- Movement on the ball PositionsTeamwork
Global context: Orientation in space and time
• Stroke repertoire (forehand, backhand, serve, volley, smash)
Statement of Inquiry: Performers in sport can improve their game play when adapting to changing situations and development their understanding of the rules.
Assessed Criteria: A, C
•
• Rules
• Singles/doubles
Key concepts: Time, space and place
• Personal choice
• Health and safety
- Learning Experiences:
Unit 5: Softball
• Rules
• Equipment
• Game/age appropriate
• Game play
Global context: Identities and relationships
Assessed Criteria: C
• Modifications
Key concept: Communication
Statement of Inquiry: Participants in sport can bring different perspectives when they have to communicate for competitions and choose effective strategies for success.
Related Concepts: Choice and Perspective
• Strategies/tactics
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• Skills
• Adaptations